2/10/26 Regular Meeting of the Board of Trustees

001Welcome to the West Passburg Unified Board of Trustees meeting. Um, we'll start with a pledge of allegiance. Charlie, will you lead us? >> I pledge algiance to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, with liberty and justice for all. >> Can you hear me? >> Yeah. Okay. At least in the front. >> Yes. [laughter] >> Okay. Um, so the board has been meeting in close session. Um, let's see. Um, items 2.1, no action. 2.2, no action. 2.3, no action. 2.4, no action. So, all right. Announcements um regarding public comment during open session. 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

002views. Disruptive behavior, and threats toward any meeting, participant, or district employees are not permitted. [clears throat] The public may not disrupt the board while it is conducting its business or disrupt speakers while they are presenting. This includes clapping, snapping, shouting out, or other interruptions. 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 also be an opportunity for public comment on 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 follow-up. 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

003is 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. Should we do this before or after? >> Uh, probably after the >> So, we have um item 4.1 spotlight on excellence age 18 through 22 independent living skills classes and program presence. Perfect. >> Hello board. Um it is my pleasure to introduce you to two very um special educators as well as their pair of professionals uh and students who make up our 18 to 22 program for your benefit and the benefit of those in the audience. Not only do we run preschool through grade 12 programming, but for certain

004students that have um specialized needs, we also run an 18 to 22 program that is accessible for them. These programs are more we're about independent living skills to support students with skills and experiences allow them to be safe in their community and ideally to obtain employment in the community. So we have two different programs um that will be presented here today. The first will be with Beth Thunderberg with her 18 to22 program. She'll be speaking about Hello Suites which is the group that provided dinner for the board this evening and then we'll follow that with Elena Egle who runs another 18 to22 program. They'll speak a little bit about their programs, which makes them what makes them different, what makes them very special, and what some of their um goals are for going forward, and

005how the board may be able to be supportive of those goals. So, with that, I'm going to turn it over to um to Beth Thunderberg and her crew, and then Elena Egle afterwards. >> Hi there. Good evening, everybody. I'm actually go to Good evening everybody. So, um before I start what I prepared, I just want to um give a shout out to my people. Um, I always say how I might be the fuselage, but they are my wings and I literally could not do this job without them. [cough and clears throat] I'm so beyond grateful every single day when I wake up and I get to work with these ladies. Um, there is another parah who is not here today, but she's a part of the team and um, we are a family. So, um,

006I instead of creating a um, a PowerPoint of some sort, I really just wanted to highlight my Instagram account. Um, I was able to get permission from families to highlight um, our students. And, um, I'm going to just scroll through a little bit for you. Um, you can see some events. Actually, this was today of us working out. Um, I won't have you guys go through too many, but I'm going to scroll through here. Uh we did a um food expo over the weekend where some students got to come and serve aranchchini um that we made. Um it was a really really fun event. What's great about it is that it's inclusion. It's not um them doing it separately from other people. There were 14 other chefs within the community that got to uh share

007their food and our students got to be a part of that. And that's what true inclusion is. It's not let's do this separately. It's let's do this together. And I'm lucky enough um there's a a wellness center in Rockland called Thrive Wellness that has opened their doors to us and um they have given my students so many opportunities from making shakes and teas that we share to this food expo which has been wonderful. So um this is just really really fun. You get to see all my students in action um things that we make and such. So um but I will go ahead and speak something that I prepared. So, good evening and thank you for your time. Um, if you scroll through our Instagram, you'll see photos of cooking, serving, laughing, learning. But for

008me, it's something deeper. It's a diary, a record of growth, a place where I give voice to what it truly looks like to educate, to advocate, and to believe fiercely in young adults who are often too or too often underestimated. Every post tells a story of students building independence, confidence, and dignity. Young people learning how to greet customers, handle money, work as a team, regulate emotions, navigate transportation, and most importantly, discover what that they matter. Which brings me to why I'm standing here tonight. I want to dream bigger. Young adults with disabilities, especially ages 18 to 22, are one of the most underupported and undernourished populations in public education. They need opportunity. They need purpose. They [clears throat] need districts brave enough to think differently. And I know we are that district. My vision is

009to become a national model, a pioneer. Imagine an adult program built around a real business, Hello Suites. A food truck or a brick-andmortar cafe where employment isn't stimulated, it's authentic. Where kindness and inclusivity are always on the menu. A place where every IEP goal comes to life. Travel training happens because students commute to work. Financial literacy grows through payroll and budgeting. Social skills flourish with customers. Household skills develop through prep and cleanup. Social emotional growth comes from pride, responsibility, and belonging. This is workforce development. This is inclusion. This is community engagement. So my ask tonight is simple and bold. I know it's bold. Help me link arms. Help me explore access to a food truck, to a commercial kitchen, to the equipment and partnership that would allow this vision to become dream to blueprint. I

010don't need everything overnight. What I need is a district. I need all of you to walk with me, to pilot, and to innovate, to say, "What if we build something extraordinary for students who have waited far too long for extraordinary opportunities?" Thank you for believing in our young students, for our young adults. Thank you for believing in possibility and thank you for considering what we could create together. Um before I end, I do want Patrick to come up. He wants to just share a brief moment um of what he enjoys about the program. So, I'm going to give him that opportunity. So, Patrick, come on up. >> [applause] >> I can't bring you off. >> Oh, no. [laughter] >> So, why don't you tell them what you think of of our 18? >> Let me

011think. I just love in the kitchen. I just like working on the food and everything. I just like when the my Hello Sweets dance like >> Patrick is our greeter. He is the front. be at the front of the house, the backbone of the front of the house. >> And I'm just I just make smoothies all the time. Oh, this time I will I will be going I'll be working on my own very soon. >> I'll be working on my own first. >> Yes. And I love having you. So, thank you for sharing. [applause] >> And I speak for the board when I say dinner was incredible. Thank you. >> All right, we're gonna have Elena Egle come up and she's got the other half of our 18 to22 program. >> Good evening. I'm Helina

012Edgel. I'm the postsecondary instructor. I'm here with my team and parents and students. Uh we prepared a short video just to share what we um were doing, what our dreams, what students are working on. Our main goal is college and career. So here it is. Heat. Heat. [music] [music] >> [music] >> Heat. Heat. [music] >> [music] [music] [applause] >> I just um wanted to share that they have dreams like everybody else. They want to go to college. They want to get married. They want to have jobs. they want to have friends. So, um uh the district has been very supportive of our program and at this point uh we really need uh job opportunities for our young adults. So, and I have um um you want to share it. >> Good evening members of the

013board. My name is Father Andes and I'm part of the 18 to22 postsecary program and this program gave me a chance to learn job skills and work as a custodian at this schools and and I hope gain confidence and responsibly and show everyone that I have a full-time job custodial position. Thank you for supporting students and like me. [applause] >> Hi, I'm Courtney Burns and I'm a parent for Atlanta. >> I just want to go over the importance for this program. It is for these young adults and the the skills that they learn that they keep and they use on a regular basis even after our program. Even if it's something as simple as a bus ride to Target, that independence that they earn and they get to continue to keep gives so much meaning

014in life and um it just it gives them a reason to keep going and to get out of the house. And another thing I wanted to talk about is the amount of time that Elena puts in not just while they're with us, but what their life is going to look like after us. She ensures that they they know what resources they have. They have accesses to these resources. She views programs with them while they're in our program. We offer to travel train them for their next program. Um it's just it's not only are we setting them up while we have them, but the district and Molina are settling setting them up for the rest of their lives. So, thank you. [applause] >> Thank you. >> Okay. Thank you. You guys appreciate it. Thanks everyone. >>

015These programs are very near and dear to my heart. These are incredible educators. They're doing amazing work for young people. We couldn't do without the partnership of the families and the rest of the community and anything the board can do to um just shed light on these programs in the community to create job opportunities or experiences is much appreciated um by our by our educators and particularly by our young adults. So, thank you for the time today. We hope you enjoyed. I'll send you a follow-up email with some contact info in case you've got other questions. Thank you. >> That's great. And I will talk to you later about >> love it. Can't wait. Thank you. >> All right. Um, we do have it. They turned it off. It keeps folding in my shirt. Not

016a good look. >> [laughter] >> Uh, Kelly Sheay, >> help me out, Velasco. Thank you. >> Um, good evening board members and other staff. You may remember me from last year at the end of the year when I thanked all of my son Patrick's village of teachers and administrators as he graduated from 12 Bridges High School. This evening, I'm here as a proud parent of a young man um in the WPUSD adult transition program. I want to thank all of you for supporting this incredible program that truly in such a short time has changed his life. These students, I call them our young businessmen, show up every day ready to learn, to work, and discover everything that they're capable of. And Beth and her crew, I call Beth the CEO of this amazing enterprise, creates

017an environment where every single one of them is valued, encouraged, and set up for success. The program is so much more than a day program. It's about confidence. It's about creating community, and also finding purpose. Our young adults, every single one of them in that class, have so much to offer the world. And when we empower them to take up space in our community, [clears throat] every single person in this community benefits. Thank you all for continuing to invest in their growth and in the future that we all are helping them build. So, thank you. Good evening. [applause] All right. So, the next item is the consent agenda. Okay. All items on the consent agenda will be approved with one motion which is not debatable and requires unanimous vote for passage. If any member of

018the board, superintendent or public request, items may be removed from the section and placed in the regular order of business following the approval of the consent agenda. Are there any requests for removal? >> All right. Do I have a motion? I move to approve. Second. >> Second. >> Okay. Uh, any discussion? >> Local. >> Member Freeman. >> Yes. >> Member Profit. >> Yes. >> Member Dystra. >> Yes. >> Member Price. >> Yes. >> And member Nix. >> Yes. >> Okay. Go on to board and staff reports. I'm going to start with um LHS member. Hello. [clears throat] Well, >> yeah. So, the mic doesn't work, so I'll just project. Um, so for sports, uh, the Lincoln wrestling team won the 2026 PBL tournament championship. And we have tennis, track, and swim. All their spring sports

019are on the way with tryyouts already for stunt and cheer happening. We have the 12 Bridges and Lincoln Europe trip was announced. So, I'm super excited for that. And we have senior assassin underway. So you might see people wearing their goggles [clears throat] and um guys, it's all for the game. Um and we have treats and gifts being sold by the floral department for Valentine's Day. We participated in the great kindness challenge for a week. So we had students show kindness extra. And we had a winter homecoming spirit week. And also our Mr. Serest was announced as teacher of the year. So he's one of he's one of our um CTE teachers. He does engineering. So [applause] that's it. >> Thank you. And um so Bridges Charlie, can you explain the goggles? >> Yeah. So

020I'm sorry if I look a little bit funny. So actually I'll give an update on Senior Assassin right now. Senior Assassin is a like water-based game where you get a target from the senior class and you have to assassinate them by shooting them with a water gun. And you win a very large sum of a prize at the end. It's $800 this year if you get first place. And currently there's only 50 less than 50 players left. So only one third remains. So I got to be serious about >> Would you be assassinated tonight? Do >> Yes, I can. I asked they said that it doesn't count. Like if they >> We can't make this a safe zone. Apparently not. >> It feels like they're >> It feels like a safe zone, but they say

021so. Sorry about >> You're wearing your goggles. >> If I'm wearing my goggles, they can't assassinate me. But I asked the Sorry, I'm like, but yes, I asked them if this was a safe zone. They said no. Okay, >> so there is a lot going I am the 12 rep, by the way. So we have a lot of athletics going on right now. So, boys and girls basketball had their senior night last week. Boys varsity was themed the Ash Pit, which is our head coach for the boys basketball team. And everyone wore shirts with the coach's face on it and ball caps. And it was great. It was our best game probably of the year. And boys basketball playoffs are starting on the 18th of this month. So, make sure you're there cuz they're currently

022first in league after beating Plaster with a score of one point I believe. And girls basketball playoffs are also happening next week. Girls soccer playoffs are starting this Friday and girls soccer won the league as back-to-back league championships and boys and girls soccer had their senior night yesterday which is very heartfelt and kind of sad but they are like girls soccer's advancing and we're hoping that they'll also get the section championship again. Wrestling is advancing to regions with five first place wins between JB and varsity and congratulations to Lauren Cadis winning the lightweight MVP award. For academics, 9th through 11th grade graders are cementing their schedules for next year. And today, there was an ice cream social for students who had earned a 3.5 GPA or above. And we were sponsored by Leatherbe, so it

023was very good. And for activities, we are offering paper flower bouquets available from the art and fashion club along with singing grams where you can choose a song and dedicate it to a certain student and a group of the choir kids will come in and sing to them. It's embarrassing, but it's super fun. And there's also a stuffed animal drive at the basketball game tomorrow. And there's a night rally which will be an alternative for our dance that usually happens around this time. It will be on February 27th and we'll be offering games, raffles, food, and a DJ. Our prom has been announced on April 25th. And senior superlatives also just came out. >> Thank you. All right. So, Jonathan is not here. Do either of you have an update from Jonathan? Okay. All right.

024Board of Trustees. Start with uh member Dystra. >> Yes. Um I have about three or four items. Dyslexia committee met. Uh we reviewed the progress that we made since uh local concerned mothers initially came to their first board meeting and I it's hard for me to believe. November 16th, 2022 when the dyslexic committee started, we weren't testing early grades. Now we are and it's really helping our young students. It's had great results and I'd like to see that continue. We're we still need to improve our work with older students and we are working on that. As the moms taught us early on, 20% of students have dyslexia. What's that? 20%. Hard to believe. I was at GEMS and uh was with a number of proud parents and I thoroughly enjoyed the really passionate GEMS band

025concert watching the middle school students uh presenting their hard-learned new skills. Well, He left with a smile. They They worked hard. They did a great job. A few bad notes, but I think that's kind of nice in a in a middle school setting. That I I enjoyed that a lot because that would have been me if I had been playing. Uh Phoenix, I went to the famous Friday Phoenix Atlas huddle. The huddle is a great place to go uh and to firsthand cheer alongside enthusiastic, engaged students. It's guaranteed to renew your faith in the future. And it does see these kids, you just know things are going to go well. They're they're all exceptional kids and and a lot of them have gone through some tough stuff. So, it's it's especially nice to see that.

026And finally, the academic excellence committee. April, Jen, and I met and we planned uh to suggest to the board ongoing awards for academic excellence and superior effort in overcoming challenges. We'll present this to the board at the next board meeting and I hope they'll agree with us. our our committee that uh this will be a good way to demonstrate the board and the the the school district's emphasis on solid academics. >> All right. Thank you, member Price. So, visiting my Shark Tank uh entrepreneurs, one one of the groups is building a it's this thing you mount on the wall that you can change direction and it holds potted plants. And I'm excited about it cuz I think my wife's going to like it. And I've bought a lot of companies that made things that she

027doesn't have an interest in. So, this is I did a lot for this company thinking that it would win me favor. And when you're married, that's good. Um, so as we were talking about it, we were discussing their different designs and uh we came to some sort of realization that it would be better to do something differently. And then I said, "Hey, you know, doing it this way would actually decrease your production costs, right?" And they said, "Well, yeah." I said, "Don't you think an investor would be interested in decreasing production [snorts] costs because that would increase?" And then I wait and they go, "Margin." And I go, "Yeah." And so, um, when they asked for their next check run, which is typically you'll release funds to them as they're making progress on their, um,

028I was like, you should you should ask your investor for more money because uh, of all of the changes you made. And they were kind of like, okay, all right. And then so they did. And we gave them more money. Um, mostly because flexibility and an entrepreneur is really important. So trying to sort of reward the ideas around how do you keep things moving and flexible I just you can see their minds expand which is just really incredible because usually as an entrepreneur you make these mistakes on your own they're just very expensive uh and then you look back and go that was two years of my life and a lot of money so um again it's just a huge uh you know shoot shot forward uh as you're trying to learn how the world

029works and I think as we all have learned it seems a lot more complicated than it really is. It's mostly vocabulary, learning the languages of different things, but the things aren't that hard. Um, the other thing is pro probably most notable, um, Cammy and I attended the library committee meeting and, uh, we have a library in Lincoln. He says inest, but also please go to the library in Lincoln. um it's struggling to exist and these meetings are full of incredibly passionate library goers and supporters and um we both sat there kind of looking at how in the world a library continues to function in a world where everything is you know digital. Um but that building continues to struggle to exist and um it's a phenomenal facility. There's incredible people doing work there. Um, I

030think there's a lot of utility in a library as well. If you're unaware, it was funded by a three-part uh partnership with the school district, the city, and then Sierra College. And last year, Sierra College pulled out of that arrangement, leaving about a $280,000 vacuum in annual uh budgetary support. Um, some of which I found out was supplemented by some sort of a book sale. Um, I'm not going to ask questions, but they raised 100 grand. Um, it's a lot of books. So, uh, these things are stop gaps at best. Um, this facility is important to the community and does a great service for our students as well. So, as best you can support the library, if you don't have a library card, please get one. It's uh I think it's like what, $5 a

031month or something? Can somebody correct me, but it's it's not a significant amount of money and it might help um at least fund in part some of the work they're doing. You can also uh buy and release or buy books, rent books and so forth. Obviously, it's a library, but also they're doing quite a bit to move uh books into homes. I'm going to put Carrie or someone behind me on the spot. There's a statistic about the likelihood of going to college just because a family had books in their house. Do you guys remember that number? >> No. >> Do you want to make a number up right now? Cuz everyone's staring at me. >> I want to say it's like around 30%. It increases the likelihood a child will go to college just if

032there are books in their home growing up. So, um I think their fight to continue, you know, bringing bound books out to the world is is a noble one. So, we were there to represent >> and donate books. He's absolutely right. If you don't, they'll you can the books you have around your house that you're not using anymore. Everyone has that. Donate those books. They can sell them and make another $100,000. >> Thank you. >> Sorry. >> All right. >> Jason, we got >> Is it 30%? >> It's actually based on years the average three and a half more years of education they typically go to beyond high school. if they just said so it extends their their education by three to three and a half years >> and 19 more% more likely to actually

033get a degree. >> That's great. >> I was close for making it up on the spot. I mean politician come. >> Thank you. >> Doing the best I can. >> All right. Um January 28th, uh Marjorie and I attended the Lincoln High School Farm Foundation meeting. Uh it's one of our board uh committee meetings and we uh we meet uh three times I believe a year. Uh farm report um the grass is wet and growing and they're currently cross fencing to extend a well into the current currently a dry pasture for irrigation for the animals. Um the livestock beef program um has a new bull and the students named him Pico. Um they currently have two bulls, 17 cows, 23 calves um on the ground. Uh currently the farm is using their pastures for grazing

034animals versus growing hay to sell. It's more cost effective for them right now. Um, in regards to the floral department, uh, this the students, uh, make arrangements, [clears throat] uh, and they have sold and and made $8,000 of, uh, arrangements, uh, for profit for, uh, their department. Uh, they currently have six events planned uh, for events and also two weddings they're making arrangements for. Yeah. Um, so if you're looking for uh any kind of floral floral arrangements, talk to Mrs. Armistad at the high school farm. Um, currently they're planning a floral floral gift shop at the Lincoln High School. Uh, and this is going to be studentrun. Uh, the Lincoln High School construction department is going to be um students are going to be building them a shed to be on campus. um the LEAP

035program which is an elementary school program kindergarten and through 2 grade. Um October they had two field trips as part of the education program uh visit to the farm and they toured the farm and uh toured the pumpkins that the FFA kids have planted and Stephanie Maul was a big um uh big um support uh in regards to the leaf program. So, thank you, Stephanie. Um, spring tours are to be determined, but they will have them in the spring. Um, construction, uh, the construction group at the farm, uh, they, like I said, they've, uh, sold five student sheds and they have a four four more additionally to be built and there's more conversations for more of them. Uh, they also will take um, uh, plans on to build what you want. uh they'll design it

036and help design it with you. Um FFA report, we had 60 people participate in the turkey trot in October. We had 80 uh 80 green hand degrees, which are freshmen, 14 chapter degrees, nine state degrees, and four American degrees. And those are after high school. They're usually in college. And that's 1% of the nationwide FFA members um get that. So, we had four students uh that graduated from Lincoln High um get that those uh degrees and that says a lot about our a department, our a teachers and just our Lincoln High School in general. Um and that's it there. On January 26, I intended the ACSA region 2 administrator of the year. I want to congratulate Christina Larson, Reno Penders, and Lucy Riddles uh for all of their hard work um for our children and

037on our district. And I'm excited to give them the recognition they so deserve. And Reno and um and Lindsay are up for uh this number two level, >> region two. So [clears throat] very excited about that and I'll be there for that one. Um, January 31st, I attended the Phoenix High School fundraising dinner with uh Carrie and Jen, Marjorie, and Carrie. And, uh, Phoenix High School and Atlas made, uh, $21,500 profit for their their school event. So, um, they were very excited and they've already I've already attended the next meeting to plan for uh, 2027 last last week. So, and that's all. Thank you. All right. never profit. >> Well, I don't think you need to hear Can you hear me? Anything more about the farm. Um Christine covered everything other than I just want

038to say it was my first meeting meeting and it was amazing. I've never been out to the Lincoln High School farm and I cannot believe how much it does for the kids, the community. Um it's exciting and I'm glad we have so many students who are involved. I um attended the dyslexia committee meeting yesterday as well and um currently we're only mandated to screen children from kindergarten to second grade but we're looking into offering additional training beyond second grade for our teachers and staff and Miss Had shared that additional dyslexia training will be offered this summer for any teachers interested in signing up and um Reno Penders is going to look into the LCAP of where we can pro provide more support in our secondary schools because we're not hitting the older students the way

039that we need to. Um attended the Atlas Phoenix fundraiser that Christy does a phenomenal job. She started this. She's amazing doing amazing work for those students. Um they love her. It was so much fun um to see everybody outside of our professional zone and just embrace the community and raise money for them. And then I also went to the ASA ACSA awards. Congratulations. Like Christie said, um I have no doubt you guys are going to pull through agreement, too. Um have faith in you. Oh, had a meeting with April McCary yesterday. >> All right. Okay. Um just one additional thing to for me for um is that um I attended the Pastor County Board President's meeting and they did a deep dive into the state budget that Carrie had already briefed us on. And so

040I felt like it was um I already knew it all, but I didn't. Um Carrie did a great job. Everything she talked about was exactly what their attorney talked about. Um and but one couple things I learned was the total state budget for education is $350 billion. I don't know if you guys all knew that. I didn't. Um and then um the [clears throat] uh governor's shift of funds that we talked about um as Jason Yes. labeled the maneuver. Um, and actually they use that word too. That was funny. >> They must have watched our meeting. Um, anyways, it could take so so of course they're CS um VA is challenging um challenging that. But um it could take 10 years or more to repay the 5.6 billion dollars from Prop 98 funds back to

041the schools. So, um, I thought that was I don't really talk about the 10 years per car, I couldn't recall. Yeah. So, that that's a that's a long time and if they're saying 10 years, I think it's that's a minimum, I would imagine. Um, anyways, so I'll I'll try to keep you updated on on that topic because it's important to all of us. Um, and then um each uh it was interesting because each um I think Jason, you attended for me when I was president last time because it was I was still working at the time. So, this was my first meeting, but everyone went around, all the the presidents went around, talked about what was going on in their districts, and it's just very similar to ours. So, we're in good company. I don't

042think there's anything >> we're missing, and there's nothing that uh we're doing that other districts are aren't doing. So, it was it was great. Just wanted to update you guys on that. And that's all I have. All right. We will move to Western Pastor Teachers Association. Michelle, >> nothing to report. Okay, thank you. All right, Western classroom classified employees association Shireen. Okay, Jeffrey. All right, and we will go to the superintendent report. Carrie Kelly. >> Okay, just very um briefly, uh we um held our superintendent's parent council meeting last Friday. It was uh a great meeting and the parents always asked really awesome, thoughtful questions, so that was really good. Um we have leadership link ed day this Thursday. Thank you to Jen and team for putting on the schedule. Uh we are busing uh

043the participants all over the district on Thursday um to learn about our schools. So that'll be fantastic. And um just a a brief update on facilities. So, we had our uh fifth facilities needs uh committee meeting and our uh facility members uh did a monopoly voting with fake money. And um we are updating the facility needs uh master plan as a result and Coppen uh rebuild, Creek Side Oaks expansion and Lincoln High School modernization were at the top of the list yet again for uh the facility needs committee. And so that'll be coming to the board here shortly. We met with uh Phil Rodriguez from Lewis Homes about the village 7 which are going to approve the EDS specs tonight for the TK8 and village 7 and we are uh moving on a plan to

044open in the fall of 29 knowing that contractually withou uh between the city and Lewis homes that we open uh by the fall of 2030 barring any major uh issues but we're planning to open a year earlier with the hope that we will actually financially be able to do that. So, we can't we can't speed it up if we plan for 2030, but we can delay it if we plan for 2021. Um, and then, uh, I was released from jury duty today. So, I am officially done. Uh, and, uh, and then just a reminder that next week is ski week and Monday and Friday are the official president's holidays that we're observing as a district. And uh so we will be closed Monday and uh Friday and then we are open 9 to 1 Tuesday

045through Thursday everybody's behind the scenes working but given that it's 10-month employees are off during the uh non-school days that it's how it impacts our district office schedule. So open Monday to one Tuesday through Thursday closing Monday and Friday. Oh yes. Do want to um just acknowledge that uh we we are obviously fully aware that uh our students participated in protests both at Torres High School last Monday and at Lincoln High School um on Friday. And um our district uh did not sponsor these events, but by education code, we are um required to protect students rights to uh expression. And uh they opted for uh those rights both at 12 Bridges on um and and 12 Bridges Middle on Monday and Glenn Edwards and Lincoln High School on uh on Friday. And so we we

046were monitoring uh both uh both protests and and staff were observing to make sure that students were were safe. But uh we were not uh we did not organize it. We did not encourage it. We didn't endorse it. We protected the rights of students to express themselves. Um and there is EDC code that supports that. There's also Ed Code that supports students um uh checking themselves out of school to engage in um one day a year in protest provided they notify the school ahead of that. So if they let us know ahead of time um they were uh excused under the ed code. If they did not let us know they were unexcused and received a truency for that um time in which they were not present at school. >> Great. Thank you for that

047application. Let me update. Excuse me. [clears throat] All right. We are in 7.1 adoption of Western Plaster Unified School District TK through 8 education specification. Mike >> Press, right? Can you hear me now? >> Yep. I got >> Okay. So, um yeah. So, tonight we have the uh TK through 8 school educational specifications um for adoption. So, what is an educational specification? Uh it is a vital component the planning and design of new schools as well as the modernization there it goes the modernization of of existing schools. um as it serves as the framework uh for school design based on the educational intent for program delivery and really creates the link between the facility design components and able to uh in order to deliver the educational program. So in the end the EDS specs are

048adopted by the board and inevitably will be submitted to the California Department of Education uh for review and use um for site approvals and most importantly um project plan uh review and approval. So they make sure that what you put in the edspec and the design they're looking at has that has that connection. Um you just didn't spend 6 months putting together piece of paper, right? So we do not have uh we do not currently have TK through8 schools in the district. So we're starting from the ground up. So in July we started we started uh the process um district office admin team uh worked with HMC architects to uh kick off the process um to guide and coordinate um the overall process starting with understanding the district's educational vision and goals um as well

049as identifying pertinent department and um site stakeholders. from our maintenance and operations and food services and IT and transportation to uh working with principles um teachers um uh librarians and so forth. So full gamut of of the education program. So in starting in September and working our way through November, uh we had stakeholder focus group meetings with each of those groups in order to gather information related to the education program, uh space needs, general needs, uh relationships between different uh programs and spatial relationships in order for uh HMC to take that giant ball of dough and and and create um the direction that we want to go through, namely the educational specification. So, um, working through December and January, uh, we continue to work with our stakeholder groups and our admin team to refine the

050document, which we have before you tonight, um, for adoption. So, um, we have Brian Meyers with HMC Architects here. So, um, we can literally talk all night about this, but I told Brian, keep it brief, just a general overview of the of the of the document itself, and we'll answer any questions. Um and then inevitably um we recommend the board of trustees adopt the TK through 8 educational specifications. >> Mike, do we have an estimate on how much the school's going to cost >> a rough estimate? I know you can't do that during the the whole >> Yeah. So, you know, so we worked through this whole finance plan. I I think we're about 100 million. Uh but a lot of it was based off of um off of bond sale, CFD sales as well

051as our developer fees. So in September, our developer fees um we adopt an increase fee. So that's going to adjust the the budget a little bit, but the main thing is we're going to keep budget. [clears throat] So once I get that final numbers with what we're going to work towards. >> Okay. >> All right. Thank you, board members. Superintendent Callahan and members of the community. My name is Brian Myers. I am a principal at HMC Architects. Mike stole about half the thunder I was going to share tonight. So, I'll just kind of briefly breeze through this. One of the things that I I think about when uh when I think about an edec is that there's a quote from Richard Riley. He was a US Secretary of Education. You stated that prep preparing students

052for jobs that don't exist yet using technology that hasn't been invented in order to solve problems that we don't even know exist. That's kind of like what we're trying to do. We're trying to project out 60 70 years to figure out how we can design a space that's going to support not only your needs now, but the needs of the future. So, working closely and collaboratively with Jen and her team and all the stakeholders that we worked with, we were able to develop what we think is a pretty robust document that supports your future needs for TK8 throughout the district in the future. Um, certainly a lot of people to thank. Mike thanked most of them, but I've got a list of the the folks here that I wanted to thank um that are here.

053Um, again, a lot of people went and spent a lot of time on this and it really was a robust process. One other thing that I'll share about the the edspec process, I'm sorry for the feedback. Um, is that we try to create this more like you you think of something that fits like a glove. We try to make something that fits like a mitten. We want to have room to move and kind of spread around and figure things out as we go. So, we try to create spaces that really support learning now and in the future. And we want to make sure that the spaces can really evolve to support support those future needs. So we always start like Mike said with your vision and your mission and we we kind of run it

054through the filter of all the program and facility needs that exist. Uh we have a number of like planning and design characteristics that we look for when we're designing schools and creating educational specifications. We also need to look at it through the filter of sustainability of techn through technology and through m making sure that it's maintainable. So, lots of different people that get involved in these kinds of programs and these these discussions to ultimately create what we think is a really good uh document. Um, so this is just a very quick look and I'm not going to go through all the details of of the this, but essentially what we try to do is we try to create the relationships that are important on the canvas. We're not trying to design anything. We're really just

055trying to create something that that uh has size associated with it that has uh the appropriate relationships adjacent to each other. And a few of the things that that I'll just quickly highlight in this is that you know first of all uh first and foremost there's safety and security is is always at the forefront of every discussion that we have. And so we want to be very careful with how we how we handle the perimeter. the intent of this edspec and and the future TK8s in the school district will also have maybe some component of joint use. So we wanted to make sure that we allowed for that type of those types of activities to take place where we might move facilities that might support those functions towards the front of the campus that that

056allow for that use to be a little bit more simple. We also are dealing with unique uh a unique uh subset of children on this campus where we've got TK through 8. that's not something that you normally do. So, so the idea of creating some separation between those primary early education facilities and the middle school kind of grades, we did create a little bit of a separation on the campus that we felt was appropriate as a team and work together to kind of organize it. So, you'll notice that there is like an elementary school side of the campus and a middle school side of the campus all kind of stitched together with uh some core functions in the center of the facility. So all ultimately this all creates a set of of uh academic villages

057that that kind of are are kind of founded around this idea of having a collaboration space in the center. So there's a series of classrooms within each of these spaces that kind of floats around a collaboration space. The idea is that the classrooms are going to be a little bit smaller, not by much, like a a foot and a half across the entire length of a a typical classroom. And we would allow learning to happen in these collaboration comments. So it kind of pushes people outside of the traditional walls of of a classroom. And you can see some of the spaces within the edspec that support that. And this continues it from the TK level, elementary school education level, uh the upper elementary school education level, and the middle school. When you start to deal

058with the middle school age group, you you start to add in a few different programs like science. We've got um we've got special education that has its the more robust facilities that supports supports the more the higher need needs for those students. Uh we have different labs and electives to support the career technical education. We're starting to see integration of career technical education working within those pathways throughout the districts of providing spaces that support that. Um and and also looking at how the facility is operated. So we've got an administrative kind of wing that that begins to look at how that gets laid out with a focus on safety and security at the entry, a focus on wellness and and all those components in between. And then library student uh student center kind of focused

059uh spaces that supports uh those unique needs. um multi-purpose. We really wanted to create, as we discussed with our team, the the idea of of creating a multi-purpose building that can serve a multitude of functions. And there's a couple of examples that we actually began to explore where if we could put similar to 12 Bridges High School where we have large large gathering spaces, when you place them next to each other, you can create an open a wall in between and get more use out of a larger space. So a lot of the discussions that we had surrounded around or were surrounding the idea of creating those kinds of spaces that can support multiple uses and creating uh connections between spaces to support that. Uh in this case we've also got art room. Art rooms

060visual and performing arts was a great program that we spent a lot of time discussing and creating spaces for the for those uh those functions. And then of course the gymnasium having having uh robust PE and athletic facilities that supports those needs and also allow for the joint use potential for for the community as well. So that is a very quick look. I'll share just a couple of other things before I get into any questions. In addition to the adjacencies and the relationships that exist, we also create a space program that that kind of itemizes the the the size of the spaces that are required. So it does it does get down to that detail. And then within each of those spaces, we also talk about the individual components of what goes into each of

061those classrooms. And that's also a part of the document too. So uh I hope that gives you an idea of the great work that the team did uh with your team in collaborating uh to create this TK spec. Uh the intent again is this is not this is agnostic of any site. This is truly a template that can be used anywhere throughout the district, whether it be uh you know relocating or placing a new TK8 on a campus or or modernizing something or creating a a brand new uh removing one campus and adding another. So, um I open it up to any questions that you might have. >> Thank you. Any questions? >> Um yeah, go ahead, Marjorie. Um the commons. Interesting. Is this like our quas that we have in our high school but

062covered? >> So the the collaboration commons. >> Yeah. >> So the collaboration commons. Imagine if you've got a series of classrooms on one side of a hallway and the hallway down the middle. >> Mhm. >> So what this does is it kind of opens that hallway up a little bit more, just a little. and it allows for an opportunity for teaching and learning to occur outside of that classroom in a easily visible space with windows and and perhaps there's softer furniture that might be located in the collaboration comments like an example even we're seeing it more and more even down >> I saw the pictures and I'm like this kind of reminds me of a quad but enclosed you know >> so this would be an example this is one that was done in Fairfield

063Cissoon this is a TK kind of again a little bit wider corridor that has classrooms on either side easy visibility out into these quad these these commons areas and it just provides some flexibility in how you teach and learn in those spaces. >> Okay. And I have one more question. Um there's room to build on correct the way that you're planning the bill or developing it. We will have space to build as our community grows. >> Correct. Yeah. Always make sure >> that area. [laughter] >> Yeah. I I'm I'm looking at here rehab description for lower elementary first through third and you have showing 31 students per classroom and you have three classrooms of each grade. Um when our we have estimates that we can our teachers can go up to 35 students per classroom.

064How are you handling that? >> For which grade level was that? Um that's a first through third is 31 kids. >> They don't at at that at the primary level they're it's lower. >> So it's fourth and fifth. >> Yeah. So at the higher they can go up higher at the upper grades but inner or at the primary it's >> the Okay. So the Okay. >> So they'll build the classrooms bigger as the grade level goes up. >> Yeah. Well, for a regular a standard classroom is 960 square ft and that can hold more than >> because they're here in in the in the packet shows fourth and fifth grade 31 students. >> So, how are we going to >> that's their how are we going to grow with that? >> That's their low size

065that and then they get overage beyond that. So, we when we >> No, I meant he has in here users 31 kids in this classroom. So if we're saying that we can go up to 35 kids, where are those kids going to sit >> in that classroom? >> There would be room. >> So the 31 is the district standard for loading and then up to the 35 is the overage that >> So you're so in here. >> So it it it should have said 35 kids. >> No, that that we they have to do it based off of what the district load standard is and 31 is our load and then there could be over. That doesn't necessarily mean what the fire code requirement is, right? So, a 960 ft classroom could hold 40 kids.

066>> Okay. >> Yeah. >> Okay. >> 40ish [clears throat] 49. >> 49 kids. >> Nobody wantsbody. >> Nobody wants that. But yeah, we're not we're not encouraging the 49 student class size, but 960 could hold that. Yeah. Um, >> go ahead Jason >> if I could. The you said it's it's not usual to do K through uh >> K through 8, right? And and I'm curious how many campuses are you able to use as a template and and of those templates, what kind of feedback do you hear from staff and from students in terms of the connection yet also separation because it seems challenging. Yeah, I mean you're definitely dealing with different kids across the gamut of K through through eight for sure. Um, so we do we've done several K8 school sites throughout the

067state of California and you know it is each each community is a little different in how they interpret that. I think it's important when you're doing an edec to have really good conversations within the leadership team of the district to help guide and direct kind of how that would happen. I think one of the good outcomes that I think happened with with the discussions that we had was to have the opportunity to pull all these kids onto one campus and have common uh common areas to support them but also provide the separation that's necessary to allow the the learning and teaching to happen uh for the students at their you know kind of an age appropriate level. there is there is um a lot of synergy that can happen where you create buddy programs for

068eighth graders to you know mentor third graders and and opportunities to kind of create those kinds of relationships too that was that can be discussed and I've seen successes of those I will say it is a it is an emerging trend that's becoming a little bit giving a little bit more flexibility to some districts as far as how they how they uh how they they set up their attendance areas and and it just creates a different kind of uh metric for for um loading kids or house kids. >> As a followup, do you commonly see districts that have built one build more? >> Do they tend to to lean into that trend or have you seen districts try one and go like, "Yeah, >> I I have not seen that happen. I have seen, you

069know, several districts, the community that I live in is West Sacramento and Washington Unified School District recently went through a transition where they try they're transitioning all their tall KAS. There are examples of that that are happening throughout the district. We're doing a number of we're doing a brand new school in Gulf right now where we're starting with a a K6 and then expand or load, excuse me. We're starting with K6, expanding to the to the K8. Uh it is becoming more I've seen it a lot more. So I think it is a a valuable kind of school community to develop. >> One question. >> Okay. I had one question for you. Um, >> so what you're giving us is kind of a tried and true. It's a model [cough] that's been used other places.

070Were there any special planning considerations that were special to Western Pler that are included in these plans? >> Well, I think I think it's all special and unique to Western Placer. So, this was not a template that we handed to this team and said, "Here's something that you can use to base it off of." We truly engaged in deep conversations with all the stakeholders that were listed. Jen did a great job of kind of wrangling everything everything together and kind of pulling all the teams together and identifying the unique needs that meet the needs of this community. And so this is truly a translation that exists here for your community based on the leadership of your your team and us just kind of listening and translating that into this document. So I would say there

071are concepts that are used throughout you know the throughout the state in in many ways but I would say that this particular educational specification is unique to western classroom. >> Okay. Thank you. >> Thank you. Anything else? [clears throat] So the ask is that we adopt >> this um >> these what are we calling it says education educational specific >> the TK8 education >> TK. All right. Do I have a motion? >> I'll move to approve it. >> All right. Uh is there a second? >> A second. >> All right. Any discussion? We just have it. All right. Um, and this is not a roll call. So, um, all in favor say I. I. >> All opposed. All right. >> All right. 7.2. Mike one. Approval of between Western Pler and CSCA for service free

072apprenticeship. >> Good evening. This is the first of several uh between uh the district and CSCA. This first one is um creating a stipen for food service members that complete a pre-apprenticeship program. And this is a grantf funded stipen. So it's not coming out of the general fund or anything like that. And it's really to support um Christina Lawson who was one of the people you heard mentioned earlier as being one of the AXA administrators of the year. Um as she continues to try to develop that program. Uh this allows for her to incentivize uh our food service employees to do professional development beyond the school day and and acknowledge them with a small stipen in the amount of $1,000. And again, that is a grant funded stipen. So that's the information I have. Recommend

073that we approve that. >> All right. Any questions for Mike? >> I have a motion. >> I move it. >> I second. All right. All any discussion? >> All in favor say I. I I >> All right. 7.3. >> This is to create a new classification within the district which is an account technician three. As our district has gotten bigger with more employees, more accounts, etc. The job has become more complicated. That's just the reality of becoming a larger district. As of this time, we have an account tech one position that exists. Nobody is in that classification because as we kind of moved beyond it, we've been on a team of technician two uh a team with them for several years now. And as we had some movement within the business department recently, we realized

074there's some critical job duties that were getting done but weren't really in anybody's job description. And to be honest, their um compensation probably wasn't adequate for some of the duties that were being done. So we worked with the union to create this account technician three position so that we can have someone bonafide doing these duties and and getting compensated fairly for them. So this is a creation of a new position but also allows us to basically transform one of our current account tech positions into an account technician 3. So we're not adding staff so much as transforming a staff from one classification to the other. So it mitigates the cost exposure to a large extent. Sorry, any questions? We have a motion. >> Move to approve. >> I will second. >> All in favor say

075I. I. >> All oppose. >> All right. 7.4. >> 7.4. I'm actually pulling from the agenda. >> Thank you. That was the one. Thank you. You're welcome. >> 7.5 is the elimination of three positions due to a lack of work. One was a vacant position, two were occupied. The two larger positions which were occupied were students who were receiving um IEP services. They moved away. So the paraprofessionals who are the one to ones assigned to them. Obviously that work doesn't exist anymore. So we were able to offer them thankfully vacant paraprofessional positions within the district. So nobody quote unquote lost their job nor did they even lose any hours. Their job locations changed. So we were able to find workplaces for those impacted employees in the two occupied positions. So [clears throat] now we worked

076with the union to eliminate uh the two positions where the students moved away. The third one was a vacant crossing guard position that the site administrator was able to cover in other ways. So the position became superfluous. So this is asking for permission or asking for authorization to um get rid of those three positions which are now all vacant. >> Thank you Mike. Any questions? Do you have a motion? >> I'll move. >> I'll second. All right. Any discussion? >> All right. All in favor say I. >> I. >> All those. >> All right. 7.6. >> Yes. This is a side letter um with uh CSCA. This side letter captures language that we've already tentatively agreed to for upcoming uh contract year. What it basically does is simplifies our ability to post a position that's

077for a classified vacancy. Once it's been posted once, it allows us to repost in a more expedited fashion. Current contract language requires that we post it each and every time 5 days with no expedition whatsoever. And it makes the process very slow. This just allows us to post and hire basically as applications come in once it's been posted that first five days. So, it's basically an expedited process of reposting making positions. >> All right. Any questions? Do I have a motion? I will move to approve. Do you have a second? >> I'll second. >> All right. All in favor say I. >> I. >> All oppose. And I was I didn't. >> Thank you. >> Thanks, Mike. >> 7.7 adoption of policies. >> Yes. So, we have one board policy and this uh came to

078the board at the last meeting for review and this was in collaboration with Lincoln Police Department in the city of Lincoln that recently passed a new ordinance that uh makes scooters and ebikes uh less um able to be ridden and driven I guess in uh in different areas throughout the community. and they ultimately ask that we support them in ensuring uh students are being safe in their proper use of um e- scooters and ebikes and um and so we have a policy update. The policy update itself does not have a lot of language change. So, we included just for transparency the AR language which the Floyd does not approve, but just so you have it so that you know that um they are only class one pedal assist ebikes are uh going to be allowed

079and um and the class 2s are prohibited from elementary and middle school campuses. Um so we are looking for board support in uh this policy. >> Okay, any questions on this? I don't we asked a lot of questions last. >> My question is likely we'll pass this but uh be interesting to find out how kids work around this because they're certainly going to try. >> They probably will. I'd love to hear >> and ultimately it'll PD Lincoln Police Department is going to monitor this more than than we will. Obviously, if they're bringing them onto campuses and our administrators become aware of them being brought on campus when they're not allowed, they will address it. But most of the the issue is going to be handled by PD to and from school and out in the

080community even if they're not to and from school and they'll be cited or >> be interesting to see. >> Yep. [clears throat] >> Okay. >> I move to move to approve. Okay. >> Yes. >> Uh do you have a second? >> I'll second. >> Okay. Any discussion? >> Dangerous. >> Okay. Not. Okay. All in favor say I. I. >> All opposed. >> All righty. Excuse me. Section eight. We have this is our information section. We have an update from site log IQs on our soul. Back in June, so eight months ago, the board approved a uh a contract with Site Logic to provide a um I'm looking on my word, energy uh savings program. And so Jennifer Butler with Site Logic is here to um provide a status update on how it's all going. >>

081She made me call to keep it under time, so Can you hear me? So again, my name is Jennifer Butler with Site Logic. Um, we are the ESCO company, Energy Services Company, contractor that is in the process of installing your solar, your EV charging, your new HVAC at 12 Bridges Middle School controls and >> and lighting. Yes, and lighting. My goodness. So, I just wanted to give you an update on this. Um hopefully we'll come back every uh probably once a quarter and keep you a breast of what we're doing. Um it is such a sizable investment that we want to make sure that you know how things are moving forward um and how uh things are going. So, just a little update on the HVAC scope. Um, as you know, there will be um

082individual HVAC units put into each classroom at 12 Bridges Middle School. Um, we will be decommissioning a portion of the chiller there that has had continuous expensive problems and and we will repipe to um reduce the load on the chiller that that stays so that it has longer longevity and more uh use of life. And so we're ready to start. We're actually just waiting on DSA and we really um maybe even got that >> not this week. Um but we hope to start um this month on that. Um so that is super exciting and I know that those occupants of that district or a site will be extremely happy and satisfied to have some good air coming through on the solar power generation. Um 12 Bridges High School will start in April and end somewhere

083around October. Um the middle school um will start in July and end in January of 2027. Um the uh elementary school will start also in June and end in November. And Foscat Ranch will start this March and end in July. And Lincoln will start in May and October. So you can see that those are all spread out. Just a word of information is sometimes it looks like nobody is doing anything because no one is there, but actually there's a lot of work that's being done in the background. And so I'm just going through these really quickly to make sure that I adhere to the time. Um but if you have any questions, um feel free to contact me or my excellent counterpart um here or Carrie. Um, it's been, I have to say, I work

084with over 360 something school districts throughout California. There's good teams and there's not so good teams. And you're very fortunate. You have an excellent team. And it's really, really helped us stay in budget, stay on time, and to continue to move forward. And lots of great innovative ideas on how we get through obstacles like we have obstacles. with soil obstacles because of your volcanic rock and other things like that. Um, but the team that you have has been just incredible. Um, it really makes a big difference. Can't tell you, I can't stress it. So, we do have e EV charging going in at these schools as well. Um, there is the high school which will have the four ports with two dual. 12 Bridges will have three ports, one single and one dual. 12 Bridges

085Elementary will have three courts, one single port and one dual court. Bos will have two ports, one dual court, and the high school will have eight with four dual courts. Obviously, we have students driving there at the high school, so we'll have um more going in there. Um we currently have this uh getting prepared for your EV buses that are coming. Um, part of this is being uh uh funded through a grant that we have been able to secure for the district. Um, it's likely, although I I can't guarantee, but we are pursuing a second grant for the non bus just the personal car used EV chargers. Um, so there's a second phase. We're actually going after that second phase of money as well. Obviously, anytime we get a chance to look at supplemental funding,

086whether it be an incentive, a grant or rebate, we are very progress like aggressively looking to apply them for those on your behalf and get those monies. Um it makes a big difference when you can get a little extra dollars. Um so the EV charging grants that we've secured so far are reflected there. 51,000 34,000 and 55,000 and again hoping to get some more for that as well. Um and then we will also you have an assigned energy manager who will come with me next time so you can meet her. Um she's already working on your uh energy as a whole. Um, but she's going to help you set your rates for when you open up your EV charging for people to use of the public so that you'll be able to earn some revenue

087off those personal property. Um, lighting scope. Wow, we are almost done. This is really great news. Uh, hopefully that the teachers or someone has said how wonderful it is to actually see. I think the most significant has actually been your exterior lighting. Unfortunately, I don't have any great really great pictures of that, but boy, the safety um should be really enhanced by some of the outdoor lighting retrofits are I get the chills because it's so substantial. It was dark. Um so, all of these sites have been completed and the only ones still in progress is 12 Bridges Middle School. So, the tolling lighting replacement will be uh actually over 7,000 uh LED bulbs put in, which is great because you all know that fluorescent bulbs are no longer being sold in California. So, just in

088time. Yes, good job. Um, but this is just a little picture. It's not a great one because it's not taken from the same angle, but you can see that the lighting was pretty poor in the old classroom and is substantially brighter in this one. This is all LED. >> This is all LED. Yeah, it's good stuff. Um then the control scope of all the systems at the uh 12 Bridges middle uh middle school will be upgraded to Pelican. And then we're going to be reprogramming the central plant controls to operate in a more modernized system. So that is part of the chiller issue that you've been having is you've had really antiquated outdated controls. Um so with those new HVAC units going to each classroom or each space now the unitary I'm just going to

089digress. So typically when you are have a chiller system and a boiler system and which is called a central plant when you are calling for heating or cooling maybe it's just the janitor or just one classroom and they're just there that day they're calling for heating or cooling in that space that whole system is turning on. So you've got this gigantic energy um output for potentially one tiny need. So by going to where each room has its own system. So they'll be calling individually for heating or cooling based just on the need and it'll be in 1 2 3 4hour increments. So if they're going to leave the classroom and forget to turn everything off, it'll auto turn off. So it's a huge efficiency upgrade for the school. Um then we have started your right

090a site IQ services which is looking at how you're using energy what type of rate you're on what type of bills you're paying how the performance of all the work we're doing is going to translate into dollars additionally how we're using gas and ultimately we'll be working with students and staff in education and I just want to show you this in case you don't know your dashboard board is up live and um this will be Oh no, will it not show? >> Who's smarter? >> You hyped it up. So >> pressure's on. >> Oh man, >> I think you're right. >> Okay. And instead of taking too much time, um, your energy dashboard is up. I'm going to email the link to Carrie and she can distribute it to all of you. And when we

091come back in three months, um, I'll have the energy manager that is assigned to your district give you an overview of how that works. Um, but all in all, all the baselines have been established, which allows us to efficiently track the progress we're making. Um and it allows us to see um abnormalities. We have one dis one school site that is using an like an usually high amount of energy. So like why is that happening? So we're on the case and we're looking into that because you want to be able to monitor um your energy use and consumption. It's really important. Um so that is all for that. Um look at that. I just want to close by letting you know that you might start seeing at some of the school sites some signs that

092um we've been working with Emma. Um I think she's your communication oh communications director and she's given us approval to go ahead and get this printed. So they're putting pressure now. [clears throat] But they basically say pardon our construction. We're in the middle of making progress and improvements for your students and here's some fun facts. Um, so you'll have those both at the district office and at all the school sites that are [clears throat] instruction. >> Yes. Okay, that's all. All right. >> Thank you. >> Question. >> Yes. >> Yeah. Um, we know what we pay for now for energy. What's our estimated savings? >> Oh, I don't know off the top of my head, but I know it was 29 million over 30 years. >> That's the savings, right? >> Yes. >> Okay. >>

093Yeah. Yeah. >> Can you can you help us with a a yearly and a fiveyear and that kind of stuff? >> Oh, yeah. Right now off the top of your head, >> like you said, >> I cannot come back. >> And and that's one of the reasons I want to bring um my Emily uh to come and show you how to use the dashboard because all of that stuff will be at your fingertips, >> okay? >> All the time and you'll be able to see that. And um also uh should you ever decide to go for a blonde or do anything like that, it's a real great way to showcase to the community all the good facility or um fiscal, you know, uh due diligence that the district's been doing. >> Good presentation. >> Oh,

094thank you. >> Thank you. Go ahead. >> Um you're doing the city's project too, right? >> Yes. >> And um they're really thrilled about the feedback they've gotten on parking, which is happening along with the city. Yes. Um when you do our uh solar a lot of love um when you do our solar panel project are we trying to line these things up so that they do not coincide with class times or are we doing that like it's got to happen? >> Um both both. Uh there are some we have uh considered the getting the inflation reduction act as part of the district's investment return on investment. So we are working to ensure that we get that in the next year. So there is a little bit of drive that makes us a little bit

095more bullish, but for the most part um he is incredibly vested in making sure that every site leadership is happy and that we are fully aware of graduations and other events that are taking place so that we can work collabor. >> Yes, he does. I do. >> Yeah, he [clears throat] gets them. >> Yeah. >> Thank you. I just wanted to see if we could reconsider. >> Yeah. Thank you. >> Questions? >> Oh, >> yeah. It's a I I'll come back. I don't want to go over time. >> Well, thank you. >> Thank you. I just want to point out to the board as well that of the $29 million in savings that we are planning to see from this, the vast majority of that goes back into the paint and food program. You approved

096COP in the amount of 24 millionish um back last uh May or June. And then additionally the cost associated with the new energy system at 12 middle. So we will see some savings on top of that but most most of the savings goes to those two programs. >> Thank you. >> A bus killer here too. [laughter] >> In 30 years when it's all paid off [laughter] again. Who give me that wins? [laughter] >> Yeah, I have a feeling it's >> so car, you're up there for our >> correct. Yes. Um, Crow is our audit firm and they've been auditing us for nearly 20 years now. So, they're very familiar with what's going on um and just how how we're structured. And um we have a great relationship with them. And uh if you'll recall back

097in uh September brought you the unodudited actual and so they um I need to be closer. Okay. So they um they audit they audited our financial statements and they also look at a ton of compliance items state and federal. Um I'm probably taking all of what Elizabeth is going to say. So uh this is Elizabeth Sog. She is the um partner with grow and she'll be giving our audit report presentation. Hello. I had a 20 minute speech ready and then I was told like 20 minutes before the meeting that I had 10 minutes. So just kidding. I try and keep it to you know to a point because I know this is a big document and we don't want to go through every single page. Um but yes, I'm Elizabeth Sa. I'm a partner with

098Crow. We are hired by the board. Um we work very closely with management but we are hired by you to come in and do a um external audit for your financial statements um along with federal and state compliance. Normally we meet with you guys uh early January because the federal government um did not finalize their compliance supplement which is basically the audit guide for the federal program portion of the audit. They didn't finalize that um for the 2425 fiscal year until two days before Thanksgiving. So that didn't give us a lot of time to get everything wrapped up. Um so it took us a little bit longer to finish this time. Um but it was outside of all of our control and um had nothing to do with your team not able to give us

099anything. It was just having to do with um the the government a little bit behind on giving us the guidance that we had to adhere to in our audit. So, that being said, I have a few things that I'm required to report to you. Um, like I said, we are hired by the board. Um, we are independent of the school district. We, um, monitor our independence, the foundation and cornerstone of what we do. So, we monitor that very closely um, throughout the year. Um, I think that it's important to know that we had no disagreements with management. We had no issues where we weren't able to get information. And if you haven't heard from us until today, that's a good sign because I have absolutely no problem calling the board president and saying, "Hey, I'm

100not getting what I need." So if you don't hear from the auditors until this point in time, no news is good news in the world about it. As I always say, okay, so moving on to the summary results. I'm sure you guys are familiar with the 100page report and you go right to the very back of it and just skip through all the the meat of it and say, "Okay, what's the summary of the results?" And so, I'm going to go over that summary page. Um, it's page 77 of the actual report or it's page 256 of the whole board packet depending on how you open it. Um so we have done a financial statement audit like I said we have done a federal compliance audit and a state compliance audit. So three different audits

101kind of all encompassed into this one document. Uh starting with financial statements we issued an unmodified opinion which is the highest level of assurance that you can receive at the completion of an audit. We are not engaged or required to give an opinion on your internal controls, but um we are required to assess your internal controls around your financially significant systems. So that being said, um there's three different levels of deficiencies in the world audit. So we have material weaknesses, we have significant deficiencies, and we have just plain old deficiencies. So that's the bottom deficiencies and significant in the material. So I thought it might be helpful just to give you guys a real, you know, quick definition on what these mean. So deficiency is a control issue um that should be fixed but is

102unlikely to result in a meaningful financial error. So something's broken, but it's unlikely that it's going to cause like real material damage to the financial system. Okay, so that's the first level. Significant deficiency is a control issue that's serious enough that's warrants board attention. So that's why you see that on that summary saying are there significant deficiencies? Yes or no? That's something that we are required to bring to your attention um no matter what. This is something that it could turn into be a real problem if we ignore it. if you want to think about it in that in those terms. And then material weakness is a serious breakdown in controls where there's reasonable risk that a material error in the financial statements would not be prevented or detected. So in other words, we can't

103trust the numbers if we if we don't fix this issue. So those are the three different layers of deficiencies. I get a lot of questions of what are what do those mean? So the first the top two are the ones where we have to report those. Anything that's under that we actually have a responsibility to put that in the report. But you've probably noticed the first finding that is noted is a deficiency and your district office has opted to to have those in the report. They like to make sure that you guys have transparency of what we've communicated to them. So as you can see on that summary, clean opinion for financial statements. We have no significant deficiencies and no material weaknesses. And then there was one finding reported in there for ASB controls. All

104right. So, next is the federal compliance audit. Another unmodified opinion issued. Again, highest level of assurance, a whole different completely set of procedures, no material weaknesses, no significant deficiencies to report. There were two programs that we had to look at this year. Um, I think it's what? Child nutrition. Yeah, child nutrition and title one programs. So, we have specific guidance that we have to follow through to make sure that your team has um complied with all of those procedures um with the funding that they've received. All right. And then last, but definitely not least is the state compliance audit. So, state compliance takes up about 50% of the hours that we spend on these audits now. It used to be like maybe a third, but the audit guide keeps growing. And uh the state used

105to kind of take out some areas and then they put some in. Well, they don't really take anything out anymore. They just keep adding things in there. So, it's quite a feat um to go. But you will notice that the opinion listed on that summary is qualified. And since this is a bit new [clears throat] to the board, I wanted to take um kind of a step back on what that means. So, I it can probably feel a little bit alarming when it doesn't say unmodified. So, if you had a qualified opinion in a financial statement audit, that would be a bit of a big deal. Um, just because of the nature of the financial statement audit and the way it works. Um, however, for the state compliance audit, I would argue that although it's

106not ideal, it shouldn't give you grave concern, it just highlights areas that the district needs to focus um and can improve. So, this was a bit of an anomaly here for Western Glasser with several different state compliance findings. Um, and one other clarification I'd like to emphasize for you is that when we do our audits for financial statements and for federal compliance, we have materiality thresholds. We have we do a riskbased approach. We don't look at 100% of your transactions. That would be ridiculous. We we have a materiality threshold based off of the funds we're looking at. The state of California audit guide does not allow for materiality thresholds. So if we find something that's not in compliance with the guide, it's a finding period. It doesn't matter fiscal impact, none of that. It's automatically

107finding. So I know for you guys, it's a little unusual for you to have so many. For me and the all the districts that I work with, this is this is just, you know, another day. So I do want to walk through the findings just so that you're comfortable with what they are pertaining to. um and where the district's going to focus. Now, I know we've already talked with um the business office and how they're supporting the school site because all of these are outside of the business office. These are all more school site related facilities, etc. So, the first um compliance finding um was for attendance. We um there was one student that was marked present even though they had an absent note. Um of the 125 plus students that we tested, this was

108the one error. So it's a total ADA impact of 0.01 01 ADA and so there's no fiscal impact to the district but like I mentioned there's no materiality we have to report it so there is the second finding is for the SARC the school accountability report card one of the tests we perform is to make sure that the SARC is in agreement with the facility inspection tools which are the actual tools that the facility teams go through at each of the school sites. So, I think there was one inconsistency on one of the forms that we looked at at one of the sites where it didn't match up due to a clerical error. So, what was actually reported and published on the STAR was appropriate. It just didn't match up with what was showing on

109the FIT. Again, no fiscal impact to the district. Um, just something where um some controls could be tightened up to make sure it's consistent. The third finding was for short-term independent studies. So, there was a couple of students where there weren't there wasn't an example of a work sample um in their file or one that was claimed for one day too many um according to their um agreement of when it was signed. And so for those things like if you have an independent study agreement to give you a little bit more deep dive, if you have an agreement and the student signed it, the teacher signed it, but the parent signed it like a day later, you can't start claiming APA on it until the latest date of that signature. And then [clears throat] if

110it's not dated at all, you don't get to claim anything. So it's very nitpicky. Um I didn't write it. You just follow the rules. Don't believe me. Um, and then additionally, you actually have one student had had completed the contract, um, and for some unknown reason, they weren't actually claimed for ADA. So, you'll notice on that one that, and you're not reading it incorrectly. It's not a typo, you actually had a a fiscal impact of you should get money back by $700 or so. So, um, a little bit unusual, but there you have. >> Do you have that check in the mail? [laughter] >> Um, I am not the state. seven years I think seven years. >> Yeah. Seriously. >> Yes. Um and then lastly for transitional cleaners. Um this one has been a challenge

111across districts across the state. So you guys it's it's very time um time inensive, very tedious um to make sure that all the requirements are adhered to for TP programs. Um, and Western Plaster was definitely not alone in this particular finding. I think this is probably our most common finding this year. Um, at one of the school sites that we tested, there were two early enrollment students TK, which triggers the need for a 10:1 to pupil ratio in the classroom. When you look at there's actually you'll see the whole calculator right in the in the finding because the state has a penalty calculator where we have to plug in the information and it spits out this horrific finding uh penalty calculation number of $49,000 which we were all like what the but again we have

112no control over that but you were out of compliance by.5 um adult to pupil ratio which is what generated that $49,000 penalty. um from the audit report. This is kind of where the auditors are out of the picture and then the state will reach out to the district office once their report is reviewed um by the SEO and CDE and they will go through you know how what they're going to do about the penalty. There are times where they there's a waiver option and they wave it. Um it depends on how gracious that particular person is. those hopefully there's some sort of wiggle room there where you're not going to have to return funds of that of that amount but that is what how it's written in the guide is 30 minutes >> do we

113know where that penalty money goes what you said is it repayment plus penalties >> it would it's the it's what you would remit back to the state for that program >> correct so it just goes to that we spent on do we know >> it goes back to distinguish it. >> I know >> policy that will not happen. >> We've had many conversations and your your management team is on it um to make sure your sites understand that they know the rules that they have the support of monitoring these things these students that are coming in. This is still a fairly new program so which is why we are seeing this a lot as you can see like If you want to see all of the um different let's see page page 69 and 70

114of the report or if you're looking at it board packet and 248 that's all of the procedures in the audit guide. Um it's very extensive. So and this is just what we're required to audit. There's many more of that. We aren't actually required to look at which is fine. Um, but they they're keeping up with a lot and it's a it's a lot of moving targets. There's been many programs that have been started. Prop 28 is another one that's been quite a headache just trying to make compliance with it. >> Are we going to put in the winner? >> If there is one, I'm sure they will look So, any questions for me? Um, those are my areas that I'm required to communicate to you. I think the main thing I would emphasize is yes,

115there's more findings than you're used to. Um, other than TK, it's all very minor in relation to financial impact. You had no significant deficiencies or material weaknesses. The unodudited actuals that you reviewed back in September are mirrored here. It's just in a different format. There was one adjustment from general in the general fund from there to here, but that was something that management identified before. It had something to do with the new grant and the revenue was all recognized in one year and just needed to be evened out through three years. So it wasn't a it wasn't something where controls broke down. It was just the timing. Um so everything that you guys looked at in September outside of that um will be mirrored here. So it can give you some confidence that as you're

116making decisions throughout the year on unodudited information, it would be virtually impossible for any organization to kind of run hilter filter and do whatever and have a clean audit at the end of the year. That's just not especially of this size. So it can give you some confidence that your team is doing their best to have controls, processes, and having clean financial information for you. Thank you. Any questions? >> No, thank you. [clears throat] >> Thank you. >> Did I do it under 10? I didn't time myself. We'll say lastly, but >> all right. >> Have a good night. Thank you. Thank you. >> All right. 8.3 L's going to come on us. Um and we uh know that the board is very interested in uh seeing data that talks about um how our students

117are making growth and progress. We're just going to share a little bit specifically related to ELAP. Um we also know we've been engaged in conversations with you all about how you're receiving this information from us. So this is going to look like kind of the standard traditional presentation you've seen. If you have any feedback about what you're receiving, um let us know so we can be thoughtful about um how we can present going forward. particularly not so much on LCA as much but we had that on podcast. So here's got a presentation. Sure. >> Good evening. Good to see you again. I'm glad everyone went fast. That way I have a lot more time now I can slow down and drag you through data. Um so this is the midyear LCAP. Um and the last

118time I was here we went like specifically through data. So this is kind of the results of the data and then in alignment with some of the spending we're doing and again this is an overview um I know some of you guys have seen it and then the full midyear LCAP is in fact packet if you guys really want to read all 100 pages. So with that um the first slide here is just kind of a reminder um when we get our dashboard which is all the data that I presented to you last time it's a it's a grid that moves in two different directions. So, it's a set score and then how much you grew or didn't grow and that gives you your color. Um, so just kind of know there's cut points in

119in that and kind of how it works. Um, each standard itself is um a different set of cut points. I'm not going to go into those. I'm just going to give you the overview of it. So, next slide. Um, so just as some information for our LCAP, um, our enrollment as of the date when I was doing this was 8,52 kids, up from 7,913 prior year, and we're even higher than that now. If I pulled it again, uh, currently 33% low SCEs, up from 32.1%, 8.7 English learners down from 8.8% and foster youth staying the same at.3%. Um and again these are just our numbers on census day. So our dashboard color this year that's a public um is the next slide here. And our graduation rate went up. So now as a district we're

120green which is exciting. Our ELA achievement is also green which is again really exciting. Math achievement green. EL progress yellow. College and career green. Our suspension rates green. Our science and achievement is green and chronic absence isn't is yellow. So everything's really up this year across the dashboard which is very exciting. So kudos to all the teachers, admin and staff across the district for working really hard to increase these results. >> So for suspension rates down >> down >> not up right >> up down. Yes, you're right. >> Good direction, right? [laughter] >> Yeah. So you want obviously suspension rate to be lower as long as chronic absenteeism. >> Yeah. >> So they're kind of backwards. >> Um on our next slide, just kind of like overview again, we have two goals in our LCAP

121that all students will graduate from uh high school, college, and career ready and equipped with the skills and knowledge to move on in career or college of choice. And some of our key focus areas here is academic achievement, which is math, ELA, and science. looking at our college career readiness scores and then our English learner progress. [snorts] So with that, if we go to the next one, um our goal two, students and staff and families will be actively uh work to increase engagement and safety for all. So actively engaging our families um in our schools. Um and our focus area there is schools to be safe for students and staff both physically and emotionally our youth and parent engagement and ultimately hope to increase our attendance rates across the campuses. So some results here then.

122So our district ELA scores um increased and improved 11.8 points above standard. Um and I know that's a question so I might as well say it right here. So, um, if if a student is to score at grade level, they consider that a three and they would give you like if you have the lowest three, it's like zero. It's not positive or negative. You're like right at the the number. And then so if we're 11.8 points above, all of our kids combined, if you average all their scores are 11.8 points above that zero. So that's kind of how that score works. And it was a gain of 7.1 points year-over-year, which put the whole district as an average of 56.45% of our students met or exceed standards, which was up 2.41% year-over-year. Um, when we

123look kind of uh at the granular data there, our white students increased by 11.6 points, African-American by 27.3 points, foster youth by 30.4 4 points, Filipino by 24.5 points, and our English learners by 5.8 points. So, lots of subgroups doing really well on ELA this last year. Um, just because I've talked already, any questions so far that you'd like to jump in here? >> No, keep rolling. >> All right, I can talk faster. Um, mathematics achievement progress. So, overall, our math score improved. And this is going to sound weird, but it improved. So, it went up to 15.9 points below standard. So, we're below that zero, but it's up. Um, and that was a gain of 4.2 points overall. Um, as a district, then 45.72% of our students met or exceed, which is a 1.4%

124increase. Um, notable improvements in math, African-American students gained 14.4 points. Asian students improved um by 5.49%. 49%. However, we do definitely have gaps there. Our students disabilities are at a negative 105.5 and our English learners are sitting at a negative 71.4. So, subgroups that we need to continue to work on. >> I have a question. The 5.49 is that supposed to be points or is that percent? >> Which? Sorry, which one? >> So, African American student American students 14.4 [clears throat] points and Asian students approved 5.49%. Is that correct or is it points? >> It It's correct. It I was >> Is it the same? I don't know. Is it >> inter I shouldn't have done it that way in full disclosure. Um it's correct. >> Interchangeable. >> They're interchangeable. They're just different points of

125the same thing. >> So yes. >> So 5.49. Yeah. >> Could be points could points increase by 5.49%. Right. Like >> they both did better. >> Yeah. But I mean it's apples to apples. Yes. Okay. Okay. >> So, those points become percentages of the totals. >> Okay. >> But I shouldn't have done it that way. >> I apologize for that. >> No, that's fine. [clears throat] >> Um, just big picture achievement gaps looking at. So, our this is a new subgroup for for the state of California. Our long-term English learners or ELTELS scored a negative 102.6 below in ELA and negative 151 in math. So, that that's a big gap we need to work out. Um, only 8.33% met ELA standards and 2.78% math standards. >> How do you define a long-term English learner? >>

126You are in the system for 6 years plus. So, these are kids that that have been through our elementary schools and they're now in our secondary schools and they still haven't progressed. Um, how they would progress isn't these scores directly. This would be one piece. So, in order to get reclassified, they'd have to do well in this test. The ELPAC is the test though. It's the one looking at English literacy. Um, and then they have to be doing good in their ELA and math classes. >> If they improve, they're not, you call them ELELS. >> if they improve, they just stay English learners. If they don't, that's what I'm trying to understand the difference. >> They become redesated fluent English proficient. So, they're considered RFS. So, LES. >> So, the data on that. So, and

127that's and that's the the the fascinating part because both were English learners. >> Yeah. >> There are those students who actually progress and designate as English proficient and they become what we call our RFPs and those are our highest performing students, >> right? Those are the bilingual and emergions. >> The long-term English learners were also English learners only to start and they have not progressed and redesated as English proficient and so they are called our els. So we're talking about a same group of kids, >> right? Just one. >> Some red designate and become our highest performers and others are our lowest performers and never. >> Do you have a sense the size of the cohort? Is it is it a large I mean that statistic tells me that it's probably a smaller group of

128people. >> It is smaller. And I do know the number, but I'm going to probably not pull the right one out of my >> We only have 9% English learners. I want to say, >> okay, >> but but don't quote me on that for sure. Like I >> You think it's under 100? >> I I do think Yeah, I actually do think it's under 100. >> Okay. >> I think it's in the 50s, but not 100%. >> I mean, the statistic is terrifying, but then I mean, you kind of That's the problem with percentages, right? Then you go like, "Oh, okay. So, this is a group of kids that can manage per se." Mhm. >> Definitely though, like if you look across statistics across the state, this is going to be probably one of the

129hardest subgroups to vote, if not the hardest >> because they they've been in the system. >> Probably some sort of environmental something. >> I mean, yeah, there's lots of stuff, but >> they're a hard group to move. >> So, I have a question on these. Are they taking are they measured um are these two groups measured against the same parameters as all the students including the students with disabilities? >> Correct. With with exception students with disabilities at a low enough level can take an alternate test. So So theirs is a little bit different. So students disabilities can be >> So it just depends what the disability is is what you're saying. when we get like our ILS students and stuff like that, they're taking a different test. >> That's a very small proportion of our

130overall students with disability and most students with disabilities take the same assessment as all the other students. >> Okay. >> Yeah. Okay. >> Thank you. >> Okay. >> Um other achievement gaps, student disabilities uh scored 80.7 in ELA and negative 105.5 in math. Only 17.6% 6% met ELA standards and 14.2% stent met standards in minimal progress observed. And if you remember back to the last the data ones I was showing you our our LTELs and stuff those ELS have been flat and our speds been going down. Every other group is kind of trending flatter up from them. Um and then this one I'm going to call out because we're in uh differentiated assistance. So, our foster youth students um had a high rate of chronic absenteeism and suspension. Um therefore, they hit two subcategories within

131the dashboard, which then puts you into what's called differentiated assistance where we need to work um on an action plan to get this group up and higher. In saying that, um we have 16 kids currently that qualify as foster youth. when the data came out, they said 32. It's it's crazy data because if they're here for like a day and they leave, they're in your data sets and so it's a little bit wonky. Um, but we're working actively um with Michaela and Jen to work on the subgroup. >> That's the point. >> Correct. That's why it was called out earlier. Um, college career readiness. So getting ready for college and career, our CT enrollment increases very positive by 6% with all subgroups. Uh we've added teaching in business pathways capstones. 775 students enrolled in AP

132courses um with our Hispanic enrollment at 29% and socioeconomically disadvantaged at 28%. Um 52.7% college and career ready. [clears throat] Um we're deemed college and career ready which is up 4.5% year-over-year. 68.54% AP AP passage rate which is up 28% from the previous year which is amazing and then 212 CTE pathways completed um up from 190 the previous year. So our college and career is is really doing great things. So Jen Horton, she's not here tonight but kudos to her and all the teachers doing amazing things around college and career. Um kind of last looking forward um just just overarching kind of goals. We want to continue to focus on best first instruction in the classrooms particularly for ELS and students with disabilities. So making sure we have the right kind of strategies that are

133supporting these students. Um as the auditor talked about we also went through FPM. So we need to continue to work on our findings from FPM which is primarily we have weaknesses in our uh English learner processes, our EL classes integrated and designated. So making sure those are being taught to fidelity across the district and continued overall training and supports for teachers. Um we'd also like to continue to close our achievement gap. So, targeted interventions for our ELTEL students, for our foster youth and students with disabilities in particular. We're looking to continue to expand our DLI program into the middle school, which will increase our redesated students. Um, and then continue to build common assessments across the district to use in PLC's to monitor and support struggling learners earlier versus at the end with ESPback and

134things of that nature. Um, we also want to enhance and strengthen our MTSS and PBV PBIS implementations. Um, we're looking to add a wellness center at 12 Bridges Middle School to help support behaviors and then continue to support extreme behaviors across the districts with wellness coaches. And then finally, um we see a um a data gap in our youth truth data between how students perceive their engagement and how teachers perceive their engagement. So we want to bridge a gap between what the two groups are perceiving as engagement. Um within that also just widen expand the student impact and sustain attendance gains and address our foster youth through DA. So, lots of stuff going on as always. So, now lots of fun questions. I'm excited. I'm ready. >> All right. >> Thank you, Reno. Yeah. Questions

135for Reno. >> Um, I was still formulated. Do you want to go, Marjorie? It seems like you have some. >> Well, you just answered partially a lot of what my questions were at the end about the things you want to address. My question would be, how do you plan to address like >> the 2.78% are efficient in math. The um what do you what are you als that's that's not good. That's scary. >> I would go as far as bad. Um I would so where I think the gap in the system is goes back to the FBM findings and um by law and we're not doing a good job of this as a system. Um every classroom should be using integrated and designated strategies. Integrated strategies are when you're teaching whole class and everybody strategies

136that are very intentional to support an English learner to get access to the curriculum. >> That goes okay, >> okay, >> to not good depending and there's great teachers too, right? There's a whole range there. We need to be better at that and more consistent at that. So, um, increasing training around that and and monitoring that we're actually doing it would be one. Um, the second end of that is the designated. So, if you have EL students in your class and you're not an ELD class, so this is everybody else almost. Um, that you're spending time to help that student acquire English skills within core subjects, not just English language arts. We're doing a terrible job at that. Um, with the exception of we have a few good EL classes, but I think as a

137system, we're not doing that. And I imagine if we went and surveyed like time and time, we probably are doing it at like a 5% 10% rate, which we should be doing it a lot more. That came out really clearly when in FBM you had to have a schedule that had your minutes on it. And if there was zero schedule, I'm pretty sure there was zero implementation. So that's something we have to work on as a system that people are doing it. And and part of it is having them doing and part of it training so we can do a good job with it. to um to that point, we talked yesterday in our um dyslexia meeting about quality instruction, like first instruction, and that is true for so many groups, right? Whether it's our

138students that have dyslexia, our ELTELS, our students with disabilities, like all those subgroups. It's really about how are we providing high quality instruction out of the gate and how are we providing quality intervention that meets kids needs where they're at. And that's what we're going to really be focusing on in the next year or so as we try to tackle that. Also to the um point about the ELTEL specifically um you all are probably aware that we lost we had an ED specialist in our team um that that ended up leading and taking a different job this um this uh summer. We decided to wait to backfill that position to wait for the FPM audit. It was very clear that we must have someone who's leading that work. And so we'll be hiring someone and

139then our ed services team that'll be working on all um language related um um development in our district. everything from looking at DLI, looking at integrated and designated um thinking about LPAC, ELTEL, like really having a a a broad view with the support team underneath um that can help make things happen. Um so that they could be focusing on the goals rather than on implementation, which was what our last person was really focused on was the day-to-day work rather than the big picture. >> Anyone else question? There's a lot in this that's really worth celebrating for sure. >> Really good data. Really good data. >> Really great um moves. The youth truth data is that 23. >> So the youth data isn't here much, but it's a pattern we've seen every year. Um so our

140first what year are we in? 26. So it would have been 24 would have been the first YouTube 25 and this will be our third year 26 coming up. in the first two years that particular at the secondary level there's there's a discrepancy about what teachers are saying how engaged the kids are versus how engaged the kids are saying there's a >> have we seen that have we seen that report >> um I've showed it to you before but I can I can >> I'd like to get a copy of it cuz I I was under >> lots of pages there but yes >> I was under impression it was kind of a oneanddone sort of thing I wasn't real I didn't realize we were doing that annual part of the LCAP law is we

141have to annual [clears throat] survey of that type. So that's the one we're currently using. >> I have an interesting summary of some of that data related to engagement that looks at all the schools and it's broken out by elementary versus middle versus high school. I'll share that with you tonight because it's really stark. We look at it in student senate um last month and the kids were like whoa like there's something that happens between elementary school and middle school and um I'll share that with you all. Yeah, I'd like to >> I mean there's there's still quite a ways to go to hit targets. I mean like in some cases we're 30 points off >> but we're trending >> parts. Yeah. >> So it's not in here from a data trend that was super

142interesting. I if if you look even though our ELA is higher, >> right? Um if you actually look at data trends, our math is the one that's trending up. our ELA kind of does this from year to year that we're on up here for sure this year. Um, part of the reason we think about that is the amount of effort that's been put into math instruction with guarantee Bible curriculum starting to create common assessments in math, a new curriculum in math. So, we're hoping in the next couple years we can duplicate a lot of that work. >> You're not getting that traction in ELA >> if not from a year-over-year trend. >> Okay. >> Um, and and we know there's some gaps there. Um, the how do I say it? The curriculum we're currently using

143is up. It's it's it's adoption cycle up, but we're in a gap where the state hasn't truly adopted their new curriculum. So, it doesn't make sense to adopt a curriculum when they're going to change it in a year on us kind of thing. So, we're in this weird gap where we're just going to have to supplement things for a year or two. And then all the new curriculums are based on the science of reading, which is our our literacy, I'm sorry, our dyslexia committee. It's all based on that when the new stuff comes out which should support a lot of reading and literacy skills where the other ones it's it's built on a different model. Cam. >> Oh, I was just wondering so like what was like what was it that like teachers were saying

144versus students when it comes to engagement? It's it's a report on like how engaged do I as a teacher think you are in my class and it's like a scale out of like a lector scale out of five I believe um liker scale sorry um and don't quote me on this and maybe Jenny because I haven't looked at YouTube in a second but teachers are probably saying like 70 80% engaged and kids are probably saying 10 20%. It's a pretty stark difference at the secondary level. >> It's self-reported though, right? >> So, it's like >> it's self-reporting, but you average all the kids and all the teachers together. So, it's an average of everybody's >> and there's multiple questions that feed the answers. So, there's a there's like a response that's fed by four or

145five different questions. So, you're not just responding to one one point and and that's the only data point, if that makes sense. But we were curious last year to see if the data held from the previous year. Wonder if it was a fluke. Did it have to with how it was assessed? Was it the way that we provided the assessment? And so we were um disappointed to be honest that the data points really held um and there's just still this gap between um how students are feeling about school and how staff think students are feeling about school. So like two years in a row that we've had it like students are feeling the same and teachers are >> trend down from last year to this year. >> No, I want to say it's pretty flat.

146I mean it's within things >> um not defending the data but in in reality this data is normed across really the world and we're lower as an average but we're within a range too. So like at secondary level like kids reporting disengagement isn't that uncommon but we still want you engaged because we know if you're super engaged in the class what does that mean? >> Right? So and then you're just there right? So it is an important statistic. So the higher we can get it the better. At our next student senate meeting, we're going to actually collect some data in a different way through a different tool where students are going to be um verbally reporting um some information about engagement and we're going to be really interested to see what this company is able

147to glean from that when the data is collected differently. Um it'll be interesting to see how similar or dissimilar it is from youth truth because it's a different format. So yeah, I see. >> Okay. I had just a few questions because you answered a lot of them. Um, can you just tell me the definition our definition of economically disadvant disadvantaged the one we use? >> So, it it's a scale and I don't have the scale in my head perfectly, but if you have and I'm going to be close here, if you have like two parents and one kid in our school and you're making below $40,000, you would be deemed low SCS. If you have two parents, two kids, then that number bumps up to say 55,000. And it it kind of it's a moving

148number, but it's it's in a range of that. And those are the household income forms that people fill out at the beginning of the year. And then if you score low enough, you're deemed low SCS. >> Okay. All right. Thank you. Um my next question is um so not just the numbers, but kind of looking at the numbers and analyzing them in your in your head, where would you say we are seeing the most success? not just the numbers of will up or where where are we seeing the most success. >> Um I got to think about that and maybe other people can jump in too because I think there's lots of places of success and they they come out in different areas. Um, >> my reaction to that is that probably every school site

149could point to something that's a point of success for them, often related to what it is that they're focused on and what their priorities are and what their particular school needs are. >> Um, you know, we've had some groups that have just really dug in on common assessments and it shows up in the data, you know what I mean? Um, versus other schools were really focused on like youth truth data and so that's where we saw the numbers move a little bit. So I think it really depends on what the school site is um is identifying as their point of of target and we notice that when sites and administrators focus hard on a target point they tend to move that target. >> Yeah. I think as a system like from a a pure data

150point of view like college and career is really trending in the right way. >> Um we have excellent CTE pathways at at the secondaries that kids are actually very engaged in. Um I so I think that's that's an area of strength. The numbers don't necessarily reflect that when you compare to other school sites, but we kind of figured out why. Um ironically, it's a weird thing. So at a lot of the other high schools around us, I guess district high schools around us, in order for you to graduate, you basically have to be A through G ready. Like they basically force the system into one box, but that box gives you more points. Therefore, their college and career is going to be higher even though we might offer better programs, but the systems calculating it

151differently. That's probably a bad way of saying it. It's >> Yeah, I wasn't necessarily just looking at the data. I just kind of what your opinions were where would be most successful. I would say another one that really stood out to me was um the work that's being done in AP is really remarkable um and really exciting and I was thrilled to see I hadn't actually seen that statistics that Reno put up about the uh the percentage of Hispanic and low socioeconomic students and just to see the the how close our low SCES students are um across our our district and our high schools and how close that is on the AP assessment. like that's been a real area of focus, making sure that all kids have equitable access to those programs and that we're

152not creating barriers um for for um um honors level classwork um for for students just because of a factor that may be outside of their control. So, I think that's another point. That's interesting. >> The other thing that's not in this data at all, but I really think the early literacy stuff is really exciting because that's a foundation of the system. And um the early literacy teachers are are are in it like all in it to win it, which is awesome. And like love like the UFly programs that's supporting literacy, reporting how much growth they're seeing that they didn't see in past things. So I think foundationally that's really exciting because it's going to help every other teacher down the road even if they'll never know it kind of thing. >> So I think that's

153a big part of the system. It's not in the data at all but I think that's super important >> and we'll have a chance to really see that in action in a couple years when those students take their first um SEC assessments which don't start till third grade. Right. >> Yeah. >> Okay. Well, thank you for that. I mean, that was interesting to hear your perspective on that because we hear a lot of stuff, but I've known when you were bringing them up, I was thinking, yeah, when we're on our academic excellence committee, we're talking about those and um so that's those are some things you're great. Okay, last question. How can the board help in those areas where we're still struggling or can we help? It's okay to say, but just wanted this to

154ask. I mean, I think as a system, like we talked about last time I was presenting, where we we widen PLC's where we're starting to like work as a true system of PLC I think would be supportive. Um, Jen and I have been brainstorming. I don't know exactly what that looks like per se. We talked about it too. Um, and then for the academic um excellence committee, my my hope would be that we could take that idea and this PLC idea and kind of merge them into one. So we're not doing something separate and that data is the data because if we can actively monitor kids at a small level and intervene right away, we know that we can move them faster. Um that's I mean it's just proven over and over again, right? So

155the more we know, the more we can help them. >> So that's what you guys can do. We'll just >> yeah, >> let you report back to us on that. But if there's anything we can do, let us know. I think it's also been really helpful um for the questions that the board has asked, you know, where you ask really interesting probing questions that get us then talking. We talk about these conversations um a lot um in our office space. And even though and I appreciate that you're not necessarily trying to direct the work, but just asking questions to help us think about what the priorities are and getting a sense that we're on the same page that we value both in these spaces has been really helpful. Um Jason, we've talked a lot um

156in a lot of different spaces actually about your call to action. Like if you had to boil it down to seven things, what are the seven things? Right. So that's actually >> Well, Jason, I tried. No, >> but my point is that those are great questions and it's it's it's allowed for some really rich conversations in a lot of different spaces where we've talked about like what are those seven things? And so I really have valued um your all's questions to help us think about uh what's important to you as a reflection of our community. I I just want to say that I don't want to overlook all the there's some really good stuff there >> and we lots of things to improve, but gosh we we we went up in some very important areas

157and I I want to commend everybody who's been a part of >> if I can offer one more thing to that point. You asked a minute ago, April, about like, you know, what are some data points stuff? A system that has been really cool that I hear talked about five times a day. I feel like I hear in every meeting I go to is about some new tools that Reno's worked really hard the last couple of years to get launched and those are performance matters and analytics and insights and I go to meetings all the time where administrators and teachers were talking about like oh I look this up in performance matters or analytics and insights and and just the ability for our team to see data differently. It used to take I used to

158literally sit in my office at Lincoln High School for eight hours to create a DNF report that was reflective of my school site. you could do it now in like six clicks. Like it's amazing just the ability to see the data allows you. [cough] So that's been a really cool thing that I I'm excited to see where we can take that and make it easier for everyone to get information. >> That's a really good point. If you don't know the data at your fingertips, you're losing time. >> Yeah, we we haven't heard that before, which is which is good. And and George, to kind of comment on your comment, like thank you, but but really I mean like the the teachers and stuff really deserve the thanks. accept the buy in of the teachers and

159they believe we're all going the right way. That's that's a big part of the battle. >> Great. Any more questions? >> All right. Well, thank you. >> Thank you. [applause] >> That was so um we've been Marjorie and I have been reviewing the next the policy. This is this isformational. There are some policies that um I think Marjorie and I still have yet to fully get through. Um I did leave some I'll send some comments over um to who would I send those comments over to? >> I think those were all gems. >> Sorry. That's the first part. >> Oh, the policies that we just review. >> So, I don't know if we have any comments on them yet. >> I think we were speaking yesterday about pulling one because it's already >> this one

160on here. >> Let me see. >> Well, there's a one that's deleted and then there's a new one in response to changes to state and federal law. >> No, no, it's deleted in our in our on the the last page. >> There's an old there's an old policy that was deleted 1445. Um, oh, I think my one comment on that is, um, I don't have any comments or changes to anything at this point except for, um, 1445 to add federal policy because I think it mirrors state policy. >> It incorporates both. >> It didn't talk about specifically. >> I don't I didn't think it talked about Furpa. >> I can ask >> specifically. Yeah, I did. >> Yeah. just because, you know, I was looking because we had a board policy that we have to

161honor a federal uh when it when it it states something and I went back and I looked at federal policy on that and it is it mirrors our state. So, I think it'd be helpful for us to put some language in in in it to that effect because then we're not asking people who come after us aren't asking the question. that that particular one, April, um as I as I recall and as I'm reading needed to be modeled after the there was model law that was put together based on the um the California like California law. So what I'm hearing you say is that you just want us to be thoughtful about where does federal law fit into that. >> Well, I mean I look I compare the two and it's I think it's identical.

162So if we just if you want to take a look at that and just see just double check me but just mentioning Burpa and state law >> and you're specifically 1445. >> It was just 144. >> Okay, got it. Okay, got it. Thank you. >> And if there's a if you see something different, let me know. But I I saw that it was >> I'll have to look. Yeah. >> Yeah. Because sometimes the state law makes it sound like it's not the same, but this is the same. This is an important one. >> Okay, I'll take Thank you. anything to add to that? >> We are at 9.1. So, um this is these are um public comments on items not found on the agenda. Crystal Lewis Britain. Good evening everyone. So I'm here Crystal. I'm

163here to re uh uplift the AB 101 for ethnic studies. Um we would like to see this on the agenda. We would like uh myself and other members of this community to see this back on the agenda. We're interested in the plan that this school district has moving forward. Um and I'd like to highlight some uh some data. Okay. But first, we'll start with this classroom. Um I'm very impressed that there's flags here representing different countries, different countries, different ethnicities. Um, it seems that elementary school that's a bigger part of the learning experience in elementary school. It diminishes as kids get older. Um, I've seen it. My my son has been attending schools here since the first grade and he's now in ninth grade. So there's a need to have a deeper dive and expose

164[clears throat] kids to other cultures other than what is traditionally taught in the uh social studies uh curriculum. Um I'd also like to highlight just these are not um I'm sure the numbers may be skewed somewhat but Lincoln has about 33% of a nonwhite population. Okay. So that represents uh Hispanic population, um African-American population, AsianPacific Islander, other ethnic groups. There's an opportunity here for children in this community who are not just future adult citizens of this community or just California, but potential world citizens. So to deny children the ability to learn about other cultures outside of what's most heavily represented in this town is a disservice to the community. It's not progressive and California is known to be a progressive state. There is a budget in this school district and part of why I moved

165here from Elk Grove where I resided for 30 years prior to moving here. Lincoln reminds me of what Elkrove used to be in 95. Um, I was the product of a a first graduating class, Lagona High School in 97. So, I've seen the progress of certain areas. There's an opportunity for Lincoln to be on the progressive side of allowing children the opportunity to do a deeper dive in ethnic studies. Thank you, Crystal. Appreciate it. Thank you. Um, Sella, I'm going to close us down here. So, when I got here, I thought I was going to say pass, but there was a lot of good presentations that I want to just highlight and phrase. Um, the the reason I put my name in for public comment today is I wanted to first really call out the

166assistant principles, how much I appreciate the four that are helping my children right now. I just really value the assistant principal role and support the principles. I just want you to know that those assistant principles have been touching my family greatly. Um so you know uh I think that um Mr. Pender's presentation was so much better. I think the first time I saw him present he was like it's just the data. I'm just reporting the data. You guys might remember and this time he didn't have to say that. He talked about the growth and the development and the green that we're seeing. and you know and I'd be curious to see of the um the uh trajectory since his um his mindset has come on to that um that area within our [clears throat] district

167and more so um his leadership amongst the teachers and he gave a lot of kudos to the teachers. It is really the teachers that are doing that. Um so I just wanted to to point that out as I did focus on LCAP for a while. Um, the other thing I don't know if anybody in the public that is out watching this or watching our board work and hearing the amount of work that our leadership is just getting a lot of praise from from the visitors that came and are working and contracting with us. So, I really appreciate um that that genuine praise that was not ground noisy. That was genuine praise that was coming. But um but and I know they're sales people but um but really the amount of people that are here in

168the public who are coming back is so great to see. So I am actually speaking excited not pass and speak to say thank you to those parents, grandparents, those community members, those those people that just are really interested in what's happening, what our board's doing and the oversight for the schools. It's the it's it's your voice that really matters. So, thank you for not letting me be the only one. And I'm glad to sit amongst other within the the group. And I hope that those that have the ability, the time to come back. And more importantly, it's really grateful for my 15-year-old that has given my kids down to bed so I can sacrifice the time for community. So, thank you. Thank you, S. Okay. And uh future agenda items. Georgia, do you have one?

169>> Uh yeah, the awards. Okay. The academic excellence awards >> presented George will present it to the >> with your assistance. Yeah. >> Okay. >> Any other agenda items? >> I I had one I'd like to float. >> Okay. Um, I'd like a conversation and perhaps a presentation on uh guaranteed viable curriculum and standardized testing as a way in which to continue improvements upon achievement as a whole. >> Okay. willingness to come back or >> if J let me come [laughter] >> that' be great. >> No, I I am I look forward to it. >> Okay, any elementary PE teachers like tough discussion? I see your confusion. >> No, no confusion at all. actually. >> So what does that entail? >> It would entail >> taking that off the elementary school teachers because they currently

170have to do their own PE instruction, reorganizing some classes, [cough] not music. I've talked to some friends, they said they'd rather do science or music in their class, not >> Can I ask that question? What are you What are you looking for? Are you in for a conversation? Do you want to >> like a Okay. I mean, what how would you prepare? >> Yeah. Thank you. >> What would it look like and what would it take in our own interest? That's that's a that's a big conversation. >> Why don't we start there? Let's do that. Can we start there and then see where that goes there? non-aggenda item a meeting better. >> Okay. >> Possible later in the future. >> Anything else? >> All right. Our up our next meeting is March 3rd at the

171district office. Uh March 4th we have uh our governance team workshop and March 17th we have oh post at Sheridan Arrow Elementary. >> When is our March 17th? >> Okay. It's in here right? >> Yeah it's okay. All right. And with that we