Board Meeting 3/12/26

001Good evening everyone. Welcome to the Wiseman Unified School District regular board meeting for Thursday, March 12th, 2026. Welcome and thank you everyone for joining us tonight. I'm going to go ahead and uh call our meeting to order at 6:06 p.m. >> Wendy, would you please take >> Mr. Martinez >> present. >> Dr. Goldman >> present. >> Mr. Beno >> present. >> Uh, Miss Cappy is absent. >> Yes. >> Thank you very much. I'm going to go ahead and ask my colleague, Mr. Neil Goldman, if you would please lead us in the pledge. >> I would indeed. >> Right hand over your heart. >> Ready? I aliance 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. >> I

002know [laughter] we only said that a thousand or 10,000 times. >> Thank you Neil. Um, I'm going to go ahead and read one item from the action that the board did take in close session. Um, in close session, the governing board took action to release a temporary certificated employee employee ID number JW7239091. Pursuant to the education code section nine pursuant to education code section effective March 13, 2026, the board directed the superintendent or his designate to send out appropriate legal notices and the roll call vote was 50. Thank you. Is there a motion to approve the agenda the agenda for tonight's meeting? >> Second. >> Any questions or comments? All those in favor? >> I. >> Thank you. Motion carries. 40. >> Comments from the public. We have two two uh two pink cards tonight

003and we are going this is on items that are not on the agenda. So, our first speaker tonight is Mr. Jerry Juan and it is regarding Little League and Delair concerns. Please come on up. You have three minutes. >> Awesome. Hi everybody. >> Welcome. >> Okay, go. >> Hi everybody. Uh my name is Jerry Juan. Hello again. I'm the parent of a third and first grader at Delair. Uh want to talk to you about some little league stuff and then some school stuff. Uh first of all, congratulations on winning the superintendent of the year award. Um hope you brought your cookies with your face on it for everybody here. Um if not, we'll get him next time. Um on on the uh little league front, we just celebrated our grand open or uh opening day.

004We have a full league and we are very excited. Um in fact, just this weekend, aa player hit a home run, actual home run over that left field wall at Da Vinci North and we actually have video of it and so that's pretty exciting. Um and uh we heard that you met with uh Blake, you met with a couple of our board members this afternoon and toward the new baseball facility. And so we are very excited and optimistic about the future of our league. Um and and in particular, we also had a lot of community members come out to our um opening day. In particular, we have a Wise Burn particularly Delair alumni um Ryan and his sister Martin who owns Zigggies Coffee Down the Street who came. And so we're building a community there.

005Um, on the PTA front, Delair PTA is home now to over 700 members and we're very excited for the engagement that we have experienced. I was told just a few short years ago, we were struggling to get to 350. And so for a school, yeah, we're we're we're hustling. Um, and I have big shoes to fill. Um, we are in the midst of a record-breaking or what Mrs. Pitluck uh hopes to be a record-breaking book fair uh this week. And we actually have some special guests at our run club this week, including Sonic the Hedgehog, Mario, and Luigi. Kids are super excited. Um but the real reason I wanted to share my thoughts today is that we are in yet another uh principal transition. Um for our graduating fifth graders, uh they have experienced COVID.

006They have experienced massive physical campus disruptions through their time. And now they are graduating with a principal who they don't really know. And so that is an unfortunate reality for our parents who have to deal with that. And for my third grader, uh he will have had at least three and a half principles. And obviously that is a a big concern for not just myself but many parents who I speak for today. Um students are our biggest constituents for you and for us and they cannot advocate for themselves and so we have to do that as well. um as as we look towards searching for and finding and navigating that process of finding the new principal um and I don't know what the process is um but I urge you to consider and welcome the

007voices of the parents uh to to uh we are able willing and ready to go um to voice our concerns to share our inputs and to make sure that the new principal that we select for the long-term vision of Delair Elementary is not only technically qualified on paper but understands the very unique and intricate culture that we have within the widespread district. Um, I know many of you had children go through the school district many years ago and our neighborhoods and our district look a little bit different and it will look different continuing to go forward. And so we want to make sure that this leader understands what it is, what We Wise has experienced, what we are going through today and in particular plan for the future. And so please involve us. Uh, we

008are ready to go. We have many of us here today. We have more online. Um, and you know parents obviously out of concern and of excitement and hope are willing to contribute. And so um that's my time and so thank you very much for your time guys ladies. >> Thank you. >> Just as a reminder we definitely welcome everyone's comments and as the board is subject to the brown egg we cannot comment on those comments that you bring before us but we definitely thank you for coming before the board. Our next speaker is Rosa Rosa Jung and if I mispronounce your name your last name I apologize. Uh and the topic is Delair principal transition and need for a vice principal. Welcome. >> Yes. Hello. Uh my name is Rosa Chang. I am a parent

009to fifth and third graders at Delair Elementary. I wanted to come here to say a few remarks and make a few suggestions. I wanted to start with a positive. This community has given us a lot to be grateful for. Matt and I have come to really enjoy meeting the children, teachers, and parents of this community. We feel we have something very special here at Weisburn. Uh today I would like to address the sudden removal of our principal, what it felt like for our family and what could be helpful for students and families in these transitional periods to strengthen the sense of community at Delair. Ella is my fifth grader. She's back there today. Uh her classmates are the COVID kinders. So it wasn't an easy start. Over the past five and a half years, they

010have made such progress and they have been warriors adjusting to changes, different rules, different principles. Ella is part of the student council and she had the opportunity to get to know Mrs. Lubs and she was so sad to see her go. Um, I think a lot of kids were probably confused by this abrupt absence as were the families. It would have been so nice if she was able to finish off the year with these kids. I personally got to know her as I was planning the fifth grade graduation with our volunteer parents and she seemed so excited and ready to plan with us. I know the show must go on, but it will feel a little colder without her there. The kids are ending the year missing out on the experience of having a leader

011they have come to know well uh award them their certificates, saying their names with a familiar voice. Uh for us parents as well, we were left wondering what could have happened. There has been no real explanation. And to be honest, the district and the admin feels distant to a lot of families because we are left in the dark. To continue with this principal issue, Delair needs a vice principal. We have gone through two principles. Um it is an overwhelming job, I'm sure. Uh they have TK through fifth grade. That is seven school grades. Um, I think we have almost 600 students. I would like to strongly urge that we make this happen so we can get a longstanding principal, one that is supported with a vice principal, one that has our community behind them. Um,

012I have toured our other districts [clears throat] and the VP was responsible for giving those tours sounded like they do so much more for the principal and we need this so desperately at Delair. Uh I will conclude now with another positive to sandwich this monologue. We love the teachers at Delair. We are so grateful to them. Uh Mr. Mendes is our fifth grade teacher. Uh they show up to so many outside activities for the kids. Please do whatever you can to keep the wonderful educators. They give so much stability to our kids even when leadership in our own school and the turmoil and the situations of the world outside is ever changing. Thank you for listening. >> Thank you for your comments. >> Yeah. >> Wendy, do we have any other >> Oh, okay. >>

013Thank you. Why don't you go ahead and introduce yourself and just state the topic that you're going to discuss and then you also have three minutes. And welcome. >> Hello. Welcome. I I promise I won't take the whole three minutes. Um I actually didn't even come prepared with anything. I came from work, but nice to see you all and uh see most of you again. I know familiar faces. Um I just wanted to echo the sentiments from the fellow parents that spoke previous to me. um especially on the topic of Delair Elementary and the need for a vice principal. Um we don't know the circumstances of what will happen with our principal. Um and I think as Rosa said, the show must go on and um I think that [clears throat] that's a sentiment we

014could all get behind. But if this is a role that is demanding, overwhelming, and there is burnout, I think uh vice principal role could alleviate some of that. I don't know the exact statistics around the number of students that the principal of Delair has to oversee versus the principal at aviation and Holly Glenn. I believe those are smaller schools because they're split with grades. I could be wrong. You guys know, I don't know. Um, one last comment I wanted to make and I'll wrap up was just I think the importance of listening to the teachers. Um, you know, this kind of feels a little bit like an ivory tower here. No offense to anybody. You know, we're all people in a position making decisions that affect potentially a hundred teachers and administrators and then several

015more hundred students. And I just wonder how frequently you all get to go on the ground and speak with the teachers one-on-one. I think that's really important. And I and I can relate. I myself in my role I sit in a similar ivory tower where I make executive decisions that impact the 17,000 employees that um work for my company. And so that is something that I personally am also challenging challenging myself with of getting on the floor talking to the employees as it relates to how I can help them and what I could do differently to make their jobs better and make their jobs easier. So I don't know if that's being done. If it isn't, I really encourage you to if it's being done, I encourage you to do it more. But I think

016the teachers are the real heroes and they're the ones that need to be heard. And I think that all of you have a responsibility to sit one by one and talk with every one of our teachers to hear what they think and what they say and how to make their jobs easier and better. Thank you. >> Thank you for your comments. Can you please give us your name? >> Your name, please. >> That part's not important. You don't need to. My name is Andrew Devos Banks. I have uh twin >> boys that are in third grade at Delair. >> Thank you. >> Okay, we are going to No further comments. Uh Wendy, that you have online maybe. >> Does anyone else? Nope, I don't have anyone else. Okay, we're going to move to section six

017with special presentations and we're going to hear today from Miss Maggie Mayberry and from the design team. >> Call up two members of our design team, Mr. Mendes from Delair, fifth grade teacher and Miss Morrison from seventh seventh grade, excuse me, social studies at the middle school. So, we've got a variety today. >> I'll go ahead and away from you. you stand up here on the mic. And then um I just want to as always thank this team. I mean not just these two. This is such a team effort. The what we're doing and how proud I am of the work that our teachers have done. I mean they're not only just making decisions for their teammates. We're now at the point where they're like presenting and constantly talking about this conversation. And so thank

018you too for being here tonight to show showcase that. >> Um yeah. So this presentation is primarily just to kind of fill you in as to where we're going um and understanding the decisions made by the design team regarding uh the our process of moving forward with changing our report card uh to a standardsbased grading system. So kind of eliminating the traditional A throughF model and instead shifting our design, >> right? So some of the updates of um there were changes that happened. Something that's brand new is that rather than piloting our uh report card this academic year, we're going to start it fresh on the new 26 27 academic year. there was a decision made by the design team after having multiple meetings around the topic. Um, and a very nice thing that was

019shared for is that we're going to also take volunteer teachers right if they want to also try the new um report card so they can also pilot with us. Um, but I'll be starting as well um as the rest of the sorry the the cohort basically uh with the new [clears throat] standards based report. >> Yes. And that also includes at the middle school given that we have different content classes. So we have a sixth grade team of where everyone else is on the design team. So that way we'll get like a true look of what it looks like for an entire group of students with for each of their individual classes. So this just a timeline of where we've been. >> Yeah. >> Just proceed forward. It's a good timeline. [laughter] Pretty. >> So,

020now on to what our design team has been doing. So, there was lots of decisions made in many of the meetings. Um, we were the funny one was the the fist of five. So, most of the time it was always a fist of five um kind of vote. And um took us some going back and forth and kind of really getting to understand uh these um the way we're going to report. And so we finally decided that we're going to use proficient developing or beginning to develop, right? >> Yeah. >> Um on the report card versus a 321 system and we are going to be reporting at the domain level. So we'll instruct all standards but we'll report based on the domains and then um we're going to be using check boxes to indicate the

021success for students like in in the areas Um, and this is going to be the primary scale that we use. And this is going to be on all of the report cards. And you'll notice, and part of the reason, just a little background, we we decided we voted against the 321 scale because parents especially, but also kids, even if it's three numbers, they're still going to attach a value to it. And we wanted to eliminate three is an A, two is a C, and one is an F. And we're really trying to steer away from quantifying and measuring and instead gauging their overall growth because that really is what it's about. Are the students growing from where they are at the beginning of the year to being proficient in their grade level standards by the

022end of the year? And so if you notice, you know, the biggest difference between beginning and developing is extensive prompting and support from the teacher. And then developing, the learner demonstrates they they get it, but they still need guidance and support. And then when students are truly proficient, they are consistently and accurately demonstrating application of the grade level standard independently. And you know, one of the nice things about being on the design team is I can sort of see this happening real time in my own classroom. And just last week I was doing an assignment and you know, I had up on the board this is what you need for proficient. It was kind of a checklist and I had a number of students who were able to read it, complete it and do okay.

023And then another student, you know, he was he got it but he raised his hand. I came over, we had a discussion about it and that kind of guided him to complete the lesson. but that would be that guidance and support. So, he's still developing in that if that were attached to a standard. So, he's not quite yet proficient. Um, so we're really going to highlight, you know, and and the other idea is that it's consistently. So, they might do it one time as a one-off, but then if they're still needing a lot of teacher guidance on other assignments, then they're still in that beginning developing phase. and hot off the presses was the team really did we we thought we were going to have to call these B and have a a key for

024beginning but we're able to put seven characters this is a very big deal in the box so we will be writing the words begin develop and prof for proficient still with the key available for all of our community to understand so that's pretty exciting >> the kids will all think they're professionals but it's actually just proficient make it easier for parents a very nice So what we meant earlier about the reporting um like how we're going to report. So you'll see the grade it'll have a subject area on the left under domain they'll have their grade professional uh professional course [laughter] >> proficient um developing or beginning to um and that's what they'll have there. And then on the right hand side is pretty much where we're going to be doing all the work. It's

025all the um focus standards which will be the work that the teachers do. for >> this is the elementary um example, >> right? [laughter] >> Sorry, it's got to remind >> double click. just learned. >> Um so each domain will have professional profess [laughter] proficient developing or beginning D or B and then each standard when the student meets it uh they're going to have a check when they are proficient and if it's left blank it's still an area of growth for the student. So hopefully that's an easy transition for us to um report back. And when we go over to history, social studies, science, and uh performance arts, performing arts, um we're going to be reporting back with a C and a R. So consistently participates, uh sometimes participates or rarity participates. Um something that

026uh we talked about at length in our committee um was whether we wanted to do letters or like full on proficient developing beginning. Um we decided on going with this um and this is something that we went back and forth quite a bit on to came to agreement >> came to an agreement. So just like for our achievement our X boxes, right? So these are going to be the work habits if the student meets these expectations, it'll say I can consistently and then we'll put a checkbox in all the ones the students are able to do kind of like they met this already. Um and if the box is left blank, it means it's an area of growth for the students. >> And we're changing the vocabulary around these both at at the elementary and

027middle school away from like the work had in citizenship to our success indicators like what makes us successful. these skills. >> Can you clarify something? >> You said if if the box is left blank, >> it'll be an area where they can continue growth. >> So, how would the parent receiving this know that we just didn't fill it in, >> right? In other words, we we missed it. >> Did we just miss that not checking a box? If I'm a parent and I see it and if it's not checked off but everything else is, I'm going to assume that our teacher or evaluator [clears throat] if you will just didn't score that. >> So the key that because our middle school we have the consistently the key is really on the consistently demonstrate. So it's

028if it's left blank it's not that they're not demonstrating it but are they doing so consistently. So give them that the goal is that they want to get the box checked. If they're not getting the box checked, I think we would say that's a conversation for parents to have with their students. Are why are you are you asking for help when needed? If that's left blank, that's a goal that the student could work on is that so if they want to get that checked, that's something to work towards. >> I think Roger, your question is asking about a m a clerical mistake. >> And so I think that would be if I was a parent looking at my kid's um report card and I'm like, that doesn't sound like my kid. I mean, that's definitely

029going to be an email to your teacher. >> It almost to me it sounds like there's something that should be a box at least that says have a conversation with your student or your child, you know, be that so that it's not like viewed as we just missed it. We didn't give a score or some kind of a edge to it. >> And one thing our team's been working on, and that's definitely something we we'll bring back to the team to discuss that because it could be an error, but most likely not. We hope not. Um, but there are boxes for teacher comments. So, when things aren't checked, like it's going to be it's going to be shown like in more depth of why it isn't just not checked and we don't talk about it.

030It's like here's some things to do and some things to work on for the future. So, if that didn't show like then would be the concern, but definitely a conversation we could have as a design team. >> Okay. Thank you. >> Thank you. And then at the middle school, so again, we decided on domains rather than standards. And so this is what a parent would see on their report card within each uh discipline. So English there's four domains, math there's five, social studies we have three, science has three, and then PE has two. And then within each one of those domains, they would receive proficient developing or beginning. And each, you know, uh, we've been working with our professional learning committees, with our planning partners, and our departments to kind of work on these progression

031ladders to break down our standards, you know, to make sure that every teacher can consistently accurately say this is what it looks like to master this or to be proficient in and master this standard. And so to do that, we need kind of steps along the way. So that by by the semester 1 and semester two, I mean, if if we're doing it well, we should have a lot more proficiency by the end of the year because that's grade level at grade level. Um, but this is what the report card is going to look like from the academic side of things. And then on our next slide, we have also our success indicators, which if you're familiar, if you had a middle schooler, it used to be what we had our citizenship. So we had,

032you know, an O, an S, an N, and a U, which we realized was completely arbitrary. You know, it was we we didn't have a consistent across the board of what constitutes an outstanding, you know, a satisfactory. Um, one teacher, my favorite, said, "It's a vibe." [laughter] And I hate to say it because it's so true. Like, well, why are you giving that kid an S? It's a vibe. This eliminates that. And so our our hope if possible, we don't know yet from the coding side of things if we can have these two columns, we would either have needs additional attention or consistently demonstrates. If we can't have both box, both columns, we would push for the consistently demonstrates. And the biggest difference with this versus how it's done now is that we would go

033through by pod by each home room class. And it really I mean it really strengthens our team initiative. So you know your child's team of teachers is going to get together and his math teacher, his social studies teacher, his English teacher, and his science teacher are going to talk together to see are we seeing these consistently? And if they're not, maybe they're doing it in three of their classes but not their fourth one. That might be where there's a comment in the comment box, you know, not bringing materials to science class, right? And so to initiate that conversation so that you're not wondering why aren't they, you know, why aren't they having their exes? Did you >> Yes. A comment. Um first of all, this is terrific. Loving this. Um, I think this, by the

034way, reinforces Roger's point. By having the two columns, you you see a conscious answer. The absence of an answer is not a clear answer. You don't know if it's the absence of an answer or an answer. By having these two columns is demonstrating the very issue that Roger was bringing up. I run a research company. This is my world. So, by not by the absence of an answer, you're well wondering, was that conscious or not? It's a really good point. Could you back up a slide, though, because I wasn't understanding something. Um, [laughter] >> what? >> Yeah, one one back. There we go. So, what? So, I think Well, I'm not I want to make sure I'm understanding this. So, under I think that says S1. >> Yes. >> You would either see proficient or

035you would see in there the those words as for each one. I just want to make sure I was understanding correctly. Okay. >> Yeah. And then like for example because we're working on this right now like I have throughout my entire social studies curriculum I have certain lessons and activities that fall under the chronological and spatial thinking domain. You know I have activities and assessments that are going to be tied to research evidence and point of view and then I have historical interpretation. Now what you might see in first semester there might be NA under historical interpretation which is not assessed. >> We haven't yet. >> Right. Exactly. The beginning of the year we're working on maps. We're working on timelines. We're working on point of view, who's doing the writing. And then by second

036semester, they know where everything is hopefully. And now we can start looking at, okay, let's interpret these. Let's look at whose point of view is and what does that tell us? And so then I might have an NA for chronological and spatial thinking for second semester, but then they're going to have beginning, developing, or proficient in the other two domains. And every standard, you know, as we've been working with our departments, every we have our, you know, essential standards, our priority standards, and then kind of everybody else, every essential standard, you know, will be assessed. Um and then yeah so our kind of next steps what we are working on this week actually all of the departments at the middle school had a half day where they got together with their uh department to kind

037of continue to move forward with those progression ladders as they're called which is you know essentially if if if at the top of the ladder is the essential standard that we want them to be proficient in what do we need them to be able to do at the bottom of the ladder right if they if they what skills do they need to climb that ladder so that they can eventually get to the top. And so we've been working on that with our department. So all four core contents at the middle school had a half day on uh Tuesday and Wednesday. And then we have our remaining uh TCT time, you know, to continue to flesh out those uh latter progressions. And similarly in elementary where we're doing the same thing when we have our uh

038teacher collaboration time we're focusing on the standards and we're making sure that we're coming up with um different kind of um ways to identify whether they are proficient, whether they're beginning or they're kind of developed. >> And the biggest thing too is like we just want to take you know we really want students to shift their focus from is this going to be graded? Does this matter? Right? Like how many points is this? And that we, you know, in keeping up with our entire, you know, schools, all of our, uh, you know, mission statements, like this focus on growth and really fostering that love and desire to learn and that it's not about the final destination, that final product. It's about the journey and it's about are they learning, are they improving, are they growing,

039are they, you know, advancing in their learning without attaching a value. And I think, you know, that's going to be a good shift for parents as well, you know, and and I think also just a good equalizer to kind of remove the lottery from, you know, depending on what teacher they have, they might get, you know, two U's in something and then they're kicked off their sports team. Like, well, that's not necessarily best practices. So, if we're evaluating their success indicators and and their overall growth and progress, that's a win for everyone. Thank you the two of you. This is pretty >> You guys have any other questions? Great work. >> I have a question for Miss Mayberry perhap either you as well. So this is mastery based grading, >> right? Correct. >> Two outlier

040scenarios. Scenario A, they start the year and they are proficient at everything. Outlier B, they end the year different student and they are uh in develop. They're not even development. What's the one at the bottom? They're beginning at everything, right? >> What do we do with those students? >> So, there's a couple of different things like these are in all of our content areas, these are end of the year goals. So, you wouldn't be seeing it wouldn't be typical for you to have >> deficiencies, right? Because we know that there's still a half a year to grow and develop in those. So, that's something that we're working on and like how we're going to communicate this with parents. But um usually when we see that when we're like, "Oh wow, you're at the first day

041of school and you're at the end of the year and you know the standards and you regress regress." That's when we call over to our specialy like there's something else going on with the student. So like through our multi-tered systems of support we are going to go to intervention and be like well what happened here? Um usually we don't see the recession regression. We might just see a lack of growth happening. >> Would we hold a student back or would we advance a student? >> I mean that all depends on it's always by teacher and by parent. that's a discussion with them. Um not anything that we're like will you we make the decision. I mean that's really a bigger conversation. >> Yeah. Bigger than today. But >> I mean our current system I've had

042students that have ended the year with a point ne less than 1.0 GPA with a 050 GPA and they haven't turned in a single thing all year. But the way our system is designed they go on to the next grade. So it's already broken with our current system. So, and we did discuss, you know, when we were even debating the 321 versus a four, which is mastery, the discussion came up. I don't know what I mean, I know what it means to be proficient in my skill, but if in my grade level, but I don't I'm not familiar with the eighth grade standards. So, to claim that they've mastered it, that's a whole other ballgame. But one of our uh PLC questions is what are we going to do for the kids that already know

043it? And that came up in our TCT time and that's part of our discussion. I think for the kids that aren't passing I could I could give you five right now that are still with our you know it's that is that is the constant >> research does suggest that they won't be some are proficient at some things developing at others. It's unlikely you'll be proficient. >> But I'm also assuming when you have those kids, there are sports in place. They have been identified and they are receiving response. [snorts] So they're not being like well well you know like those kids have been um through the MTAs process have been identified and are being supported. >> Yeah. >> I know this is as a result of a lot of work insurance. Yeah. >> So thank you

044to everybody involved. Um the question I had too is this also taking consideration. I know I think we did some site visits to VF districts. Were they using the mastery based uh grading and did we think we must have learned from there and apply or >> um I I mean I could say yes we have. We used some of their examples like our neighbors we we got their physical report cards to share about what this would look like and as a talking point. We haven't physically gone anywhere to visit, but you know when our I mean all of our team were getting like this is feeling pretty rushed and we're getting nervous and this is bigger and we realized outside like considerations um we were like let's slow this there's no need to go fast

045on this one like let's take the time and do this right and so like how can we get out to our community and things like that. So that was really the big consideration was let's take our time and do it well the first time so we don't have to come back because one thing we did hear from our neighbors is like some of them are going through they did this 10 years ago but are revising because they did a four and are going to a three and then you're starting the committee again and all that. So that was something we we did take into consider going I know some of them were doing the four four three and now we're completely different. So I just wonder back >> there. Right. Also you're only allowed to

046use 321 and closed doors. not [laughter] allowed to start equating at 32 like in our grade book I might put the first for you know for simplicity sake but we are not attaching number values >> PDB PDB >> exactly PDB >> but I appreciate the the listening to the team um because I think that it is those are real feelings and especially when you are the boots on the ground having to put this out. So I appreciate you um Maggie for for slowing that down for your teachers for our teachers. Yeah, I mean the feedback [clears throat] from what they're hearing when they're discussing this and leading the conversation. So it's great to >> you're the ones that are having to go out into the masses and say, "All right, now do this." And so

047um yeah, thank you for all of your work. >> Now, we don't know how the kids are going to get their ebikes for Christmas [laughter] >> all A's on their report cards. That's going to be another story. >> Talked about that. >> No, no, that is >> No, I literally That's a real concern. [laughter] Yes, we know they're a powerful motivator >> and these people. >> Yeah. >> Thank you so much for your presentation. >> Thank you. >> Next, we're moving on to board member reports. I'm going to start on my right hand side with Michelle. >> I don't have a lot. Um uh I had the opportunity to watch uh Matilda last night over at the middle school and it exceeded all expectations. I mean, I've seen that show before, but um just knowing

048what our middle schoolers can do, and I believe there was a little cohort of of fourth and fifth graders that came through that got to practice once a week with them and you could just see how proud they were to be there and how cool they were to be with the middle schoolers. Um it was just an amazing show and I could not stop smiling and crying at a certain point and um and so it was just really really special. So, I I wanted to just thank all the people that were involved in that because it looked like I'm sure pulling off a show uh with middle schoolers is a huge feat. So, thank you for allowing us the opportunity to be able to see that. It was probably one of my favorite things this

049week. Um and uh yeah, that's pretty much all I have. >> Thank you, Michelle Neil. >> Thank you, Roger. Um I was intending on going. Had a family issue, so hoping to catch tomorrow night if I can make it back. Um, I want to address Andrew's comment because I concur with your comment. Um, and I want to I about a couple months ago I reached out to Dr. Silvers to give us opportunities to to facilitate more connection with teachers and our teams and you have done that which I appreciate to live into that and ironically is what they're going to say regardless of this just happens to be relevant. Um, I'm trying to connect more, learn more, see more, and in the process gain more information. So, uh, I had the privilege of participating in

050the ELCAP meeting and listening to the teachers and the parents. Thank you for coming to that meeting well organized. I'm excited to see the LCAP survey, which I know we've got better response than ever before, which I'm ecstatic about. >> Um, I I attended the audition, which was a middle school drama program. excited to see that, see the kids in action. Um, I also attended TCT time with um, Miss Holly Compton and the fourth grade teachers and the kindergarten teachers at Delair uh, Mbury and it was truly inspiring to see what was happening in those in those sessions where we're creating a universal language, a universal skill set and reference point. So, we're bringing consistency to the students and to see that was really terrific and I believe the teachers found that to be very

051productive and leveraging of their time and planning and that was great to see. So, trying to do exactly what you said and learning a lot in process. >> Thank you, Neil. Next, we'll go to Nelson. >> Roger. I had an opportunity to walk the sites with Dr. Silver about a week ago, week and a half ago. had a chance to see the new field at 135th and um 135th in aviation there. [laughter] Been here all my life. Um and it was um incredible. I got to walk really walk the site. The soccer field, baseball, softball field looks wonderful. Um and can't wait for the grand opening and can't wait for the community to really get on the fields and and especially the kids. So, um looking forward to that. But it's a really amazing. It's

052really nice job. I think can't h can't h can't that may be an award-winning project for construction management association of America there. So um so um you know uh just amazing what we're doing. I also had a chance to to go um uh to my godson's baseball game there at um at um Delair. Um and um it was great to to see the kids back and uh it wasn't I think it was the day after opening day, but it was packed packed house and and just wonderful to see that. Uh, and and I didn't quite get a chance to see the the new baseball field, the the new where the new Da Vinci um um baseball team will be playing. Um, so I'm excited to see them in the future and and so forth and

053I'm glad to finally have a home field for kids. So um, but what's that? >> Wise Da Vinci. >> Wise Dinci. So I'm excited to see that and I'm glad they're going to be able to practice and play games in in their home field. I also had a chance to see the wonderful SLC space that was really wonderful. We've improved that space for those kids dramatically. If you haven't had a chance to go there, I recommend uh you do that. It's really really nice to see that and I think they're going to have wonderful space and that will help those kids so much in life. So it's really nice to see that space. That's all I have. >> Thank you, Nelson. I just I have a couple of comments. Since our last board meeting, I

054had an opportunity to attend the cash conference, which is a California for adequate school housing conference for facilities. And I got to say there's a lot of conversation regards the to our sports field and the totty field. I think we're definitely ahead of the curve and looking at new facilities that our students are going to have and enjoy both in um for our community, our all of our schools in high school. really is a wonderful product that that a lot of districts are also looking at doing. Blake, I think we might be seeing quite a bit more in our piggyback contrast as we have an opportunity to have a small percentage there when other districts also utilize those services and buy that product. I also had a chance to speak with Dave Doomy uh and

055they do the Mirthth of Pools. We have a piggyback agreement with them as well. If you don't know this, whenever another district buys a Murtha pool there, we also get, I believe, 2% or 2 and a half% um for every pool that another district does based on the construction costs of it. So, um they seem to have about 10 or 12, hopefully more in the pipeline that other districts are going to do. >> Number 40, 40. >> Oh my goodness. [laughter] So maybe Blake if you can that's >> wishful if you could give us an update on in the future on where we stand with our piggyback agreements and please do not let those expire. We definitely like to u utilize those as potential revenue sources that we can bring into the district as well

056that so that we can supplement in support of our our own sports programs and educational offerings that we have here at Weisber. Um, that's all I have for today and next I'm going to go Oh, I thought you had something. Okay. Next, I'm going to go over to our mathematics update and Miss Mayberry. >> So, we have just completed our first pilot at the our pilot number one at the middle school looking at amplify Desmos. And so, we are getting ready to ship those materials back. And next week, our math team is going to be going for a training for Eureka Squared, which is the similar or the same curricula that our elementary schools are using. So, the plan is to begin launching that um right after the spring break time. So, they'll be get

057begin using depending where they're at in their scope and sequence a unit from that to gain feedback. We have begun to get parent and and student feedback on Desmos. We don't have anything to compare it to because it's not kind of against anything else and so nothing uh to share quite yet. That's definitely something when we do bring our recommendation to the board that we'll share. So, it's great to see and our you know our math team like um like we were mentioning to get together and are really you know going above and beyond because of this pilot as well. And so, bravo to them and and as you know the TCT times that we have you know bi-weekly at the elementary level. I mean we're really proud of the work our teachers have done.

058They're they're amazing closing those gaps that have been previously existing and we only we hope to only continue to grow in that area. Thank you. >> Yes, >> for those following online, we are in section 7.3 for district leadership reports. I'm going to start on my right hand side here for educational I'm sorry, special education, Miss Kim Jones. >> Thank you all. Um I just wanted to share an update. Last week, we were able to bring together the district-wide special education team um for our third um collaborative meeting of the year. So this was a a focus that happened, you know, many years ago where we would come together in the collective group and that's just been harder to do over time. So this year we really prioritized designating dates where we could all come

059together. That's our preschool all the way through adult transition um special education teams. They meet monthly every month and our respective teams. But as a collective, we don't always get together. So, um, last Wednesday we were able to meet at aviation and, um, this focus was really on, um, getting feedback from the team to start planning for our needs moving into the next school year. Um, highlight what's working and doing what we really proud of in the work that we're doing and things that we know we need continued supports in. And so, we were able to also bring in um, Vanessa Smith, who is our program coordinator at the Southwest Sila. um she's responsible for teacher trainings, parent trainings. Um and she was able to hear and be a part of our dialogue and discussion.

060Um and so we now have sort of a template of feedback that was given back to us from the teachers and the respective specialists of things that they know they would benefit from that they feel we would benefit from from a school or districtwide um from academics through behavior. And um so we have a template now to work from. And so I'll be meeting with Vanessa and she's going to be coordinating a specific PD plan for our teams um in our district and so we'll be mapping that out as we move forward. So it was a really positive day. In addition, that was also time for our teams. This is a busy time of year because we're starting our transition process. Even though it's still a few months away for the end of the school

061year, we're already talking about those transitions um from our preschool students coming to school age, our elementary to middle school, and our eighth graders to 9th grade at Da Vinci. So, we're having those meetings and conversations to plan out that support so that our families have a good understanding of what's coming and that we're making sure that everything is continuous for the student as they transition up. So, it was a good day. >> Thank you. Next, we'll go special um to educational services. Miss Mayberry, if you have any other items, I know [laughter] >> you've been very active, but thank you. >> I was also there last night. It's amazing. And I ran into two of the leads when I was walking through the hallways today and I was like, "I know, you know. I

062know you know." And it they were just like buzzing of excitement and I mean hearing the kids are like, "I'm going to your show tonight not even knowing each other in the hallway." I was like, "Oh, this is just awesome." So, >> I did not want to skip your leadership report. As we can see, you're very active. So, thank you. [laughter] >> On the math. >> Thank you, Maggie. >> Next, we will go over to Dr. Monique Ingram for her update on student services. Good evening. Um, since my teammate Rebecca isn't here tonight, I want to make sure I highlight two of the resolutions [laughter] that are on the agenda this evening. Um, one for Autism Acceptance Month or sometimes called World Autism Month and the other for Neurodiversity Awareness Month. I think these recognitions

063reflect our commitment to honoring the diverse strengths and experiences of our students and also our commitment to continuing um to build inclusive school and communities. So, um, wanted to highlight those also. Um we will have our first we are Wiseburn week coming up starting or starting March 23rd where we will celebrate um celebrate our community, highlight student voices, recognize staff, um have a fun spirit week where the kids will get to dress up and just um celebrate who we are as Wise. Also during that week we'll encourage parent participation by completing their intent to return form so that we can start preparing for next school year. Um, but students will have an opportunity to win exciting things like extra recess at the elementary school or front of the lunch line tickets at the middle school.

064Um, or even superintendent for the day. Um, so looking forward [laughter] to >> taking a break there, huh, Blake? [laughter] >> Um, so looking forward to that. And then finally, Monday and Tuesday, we are bringing back the organization for social media safety. Our middle school students will have assemblies on um just safe practices online um and exper and understanding empathy as they interact with each other um online as well as our fourth and fifth grade students on Tuesday. they'll have their assemblies um and then a parent ed night on Monday as well from 5:30 to 7:00 at the middle school. So, we've had the organization for social media safety um come and present to our students and our parents in the past and the students and the parents all really seem to enjoy it and

065ask for them to come back. So, we're excited to have them stay >> the organization for social media safety. >> Thank you, Dr. Ingram. Next, I'd like to officially welcome Miss Marilu Leato, our super assistant superintendent of business services to your first uh Wise Unified School District board meeting and give you some time to see if you have an update for us. >> Uh thank you so much. I want to thank you all and the community for welcoming me. Um it's my ninth day here, but it feels longer. [laughter] Um I've had the opportunity to be a part of the LCAP um input u meeting last week. We also had our CBOC meeting. Um Dr. Silvers and I have been meeting with our community members regarding the sports complex and really exciting plans. Um and

066I came right at perfect time. Dr. Duval and I are going to lead the implementation for LEO has a new financial um human resources payroll system that all districts have been um implementing. And so our turn is coming up. And so on Monday, our business services team and HR team will be attending a training at LEGO to start off this implementation. Um, we're really excited because this will allow our staff members too to easily access their payubs on the system. Um, really cool, unique things to uh experience and so thankfully I have experience with this system, but I'm just excited to start over again with this team and help in any way that I can. >> Thank you and welcome. Thank you. Next we will go to um our deputy superintendent Dr. Nisha Duo. >>

067Good evening everyone. Just a quick uh shout out to um just appreciate the collaboration we have with our with WFA and just a thank you for the continued partnership that we have with the association. So I know we've got DD and Robin in the back and so many others that are watching from home and um just truly want to thank you guys for that partnership. >> Last but not least, we'll go to our district superintendent. So, I'm gonna Thank you. Thank you, Roger. I actually am going to split mine um up into two because I'm going to give my my updates and then I'm also going to provide a financial report today. Um so, let me just start with the beginning. I just want to thank our teachers that left um Chrisal and and Tanya

068Morrison uh for presenting. I mean, it's that's a that that's that's quite a leadership team there, you know, between uh you know, this group of of teachers that's getting together to talk about, you know, you saw the questions that you had, right? You know, about this process. Um it's certainly an in-depth process um and uh requires time, excuse me, energy and all the things. And so I just want to commend them for standing up and and giving us an update on that particular um you know on on on the report cards bank. Also want to talk about um the Delair. I'm going to I'm going to also echo Roger and or Neil, sorry, and comment on on Andrew's comments. And I just want to say that some of uh and Jerry, sorry. I I appreciate

069uh your comments. And Jerry, I appreciate you taking the time to talk to me a few weeks back as well. Um and share some candid concerns. Um and u you know, just know we want what's best, you know, for the school. Um you know, it is our goal to be at the schools. Uh the last, you know, over the last two weeks, I've spent four or five days, full days there. Um you know, as an administrator, I'll tell you, those were the four or five of the best days of the year. Um and I mean that. And I say that, you know, kids are amazing. I mean, what what what a wonderful place to be when you get to see kids come up and and I mean, just the joy that they have there. So,

070I do want to share your kids are joyful. Um, and they're there and they're having a really really nice time. Um, and my hats off to the teachers, you know, on the team there, the Susan in the in the front office and Martha, I mean, Chio and the nurs's office. I mean, everybody is pulling, you know, and and doing a good job and and being able to see that firsthand. Um, you know, was awesome. again, seeing being able to, you know, shoot hoops with kids and and just be able to play with ladybugs and things like that, which is what you do apparently as an elementary principal. Um, I'm a secondary um, you know, in heart, but I mean, it was pretty remarkable and and so just um, just know that that our heart's in

071that same place. Um, and and and our goal is to find the best leadership for the school. Um, and I just wanted to to echo that. Also wanted to say that we're in tour season and so we've had had an opportunity to host tours at various schools. Um just lots of people interested, lots of people interested in lots of schools and and you know what we what we tend to you know thank them you know when our community comes in or or extended community comes in we tend to thank them for for giving us that opportunity to share the good work that we're doing. Um, but they've been packed and and the team here, Iana and Mon'nique, um, Erica and Maria who do the communications and and sort of the marketing side of it, um,

072really have have put forth a wonderful footprint uh, for families to come in, feel welcomed, um, and see school in action. So, uh, wanted to highlight that as we are going through that enrollment phase. Um, right now I did join uh, Nisha and Maggie and Michelle last night, be able to see Matilda opening day. Um, and this is what we do it for. You know, this is this is like all the training, all the practice. Um, I ab absolutely echo the fact that seeing fifth graders. Um, you know, they were so it was it was amazing. So, I don't want to to ruin it. I want to say just go see it if you can. Um, it was really standing room only in in in the MPR, but what a what a great job they've

073done. My hats off to Dorothy and to Ieko for their work there and their leadership and bringing those kids together. I mean, it really takes a team. um and and they've done just a fantastic job there. So, um just awesome. Also had a chance to attend the LCAP meeting. Obviously, you know, you've heard that a couple times. And you know, along the lines of of of what we've heard about um uh assistant principles and and principles and other resources um in the community, I mean, that is that LCAP committee really is your community opportunity to provide feedback to the district um as educational partners to give us feedback as to what you see the need is and to hear and to listen. Um so I would just encourage you um you know to to sign

074up for those meetings, to join us. They're public meetings. We do want to hear from you and that's what those meetings are for. Uh we are ending um our current LCAP is ending next year. Um and we are going to be creating the next three-year plan and that basically serves as a district strategic plan. So I would just encourage families at Delair Hollyland, the middle school, aviation, etc., etc., etc. to attend those, you know, be part of it, be the voice. Administrators are there as well. And I think it's not only a good opportunity to sort of understand decision-m but to be part of decision- making. And um so anyway, I I I want to echo that and just encourage that. Um if if it's u if you're able to fit that into your time

075um best way to do that is talk to your principal, you know, your site administrator, um whoever's there, they'll be helping set up those teams and and so forth. And we send out an email with that too, right, Maggie? There's for for for that. >> Um perfect. I also want to um share that next week Nisha and I are attending the our first um our induction into the League of Innovative Schools. Um that was a recognition of the district. Um it's taking place this year in Seattle. Um so it's a nice opportunity for us to mix with some of the other districts across the country. This is a country kind of a a na a worldwide um organization and so we're able to to go there and and be a part of that. So looking

076forward to it. Hopefully I'll have a better update about it next time because I've been there. But but for now we're just excited to go and and see what see what it yields. [snorts] Um want to also give a shout out to Mon'nique um to Dr. Ingram for um you know there's a lot of things you know schools sure they shut down at a certain time at the end of the day and they shut down on Fridays and everybody goes home but there are things that happen on weekends and at night that involve student safety and student health and all of those things. And um you know, we found ourselves in one of those situations in a recent weekend. And just the time that that takes, you know, for someone to really dive into that

077issue and to go through it and to be prudent and to talk to families and um just make sure that kids are safe and that, you know, they're they're being taken care of and all of that. Um truly is a wonderful burden. But just want to my my shout out to you, Mon'nique, for for you know, the time outside of the time, you know, that you spent doing that. So I I just felt it was it was necessary. um to share that. Also want to talk about site visits. I know you know Nelson had mentioned the site visit um and and I I would like to Rebecca has requested and I think it's an absolutely right request that we start I know we used to do them and we used to have them on our

078calendars. I think it's an excellent request. So I I'm going to ask Wendy if she can help send us some out. Maybe we do them once a month and you show up or you know we either do it or we don't but at least we hold some time um for for board members to to sign up. um only two members at a time, but but that we would sign up for that. So, um we'll work on that maybe over the next few um you know, next month or so, so we can get something going there. Um lastly, I I do want to thank um or welcome, sorry. And thank Moo for uh you know, first nine days. It was nine days. It's been nine It's been nine really quick days. Um but but I do

079want to say welcome. I mean, she has jumped into a lot of meetings with the team. Um and uh it's been been nice to to get the work started. So, thank you. She did say longer than that. >> I know she did. I wasn't gonna highlight that part of it though. Um, okay. Thank you, Blakey. I think >> so. I'm not really done. >> Financial have to go. >> Okay. >> Maru's happy about this right now. >> She is. [laughter] >> Double click it. >> Um, yeah. Moo asked if I would show her how to give a presentation on an interim budget report. So, I'm showing I'm just kidding. [laughter] I'm good. No, I'm I'm taking um I'm taking this one. Um and uh certainly am open to answer questions, but this is our Weisburn

080Unified School District second inter budget report for 2526. Um what we're going to talk about is just our overall requirements. You've seen these before, what assumptions we use as we um as we project it out. Uh we'll talk about the comparison between our first interim and our second interim, multi-year projections, some of our fund balances, and the next steps. Um, so just taking a look at the fiscal year, the cycle of of of our fiscal year, our reporting cycle. Um, you could see where where we find ourselves right now. December 15th, I'm at the bottom right hand corner there. That was our first interim report. Um, that basically tracked everything. Um, you know, you see it was on December 15th, but that tracked everything through the end of October. All of our um, revenues and

081expenditures to date at that time. Um, and now we're moving to that second interim report, which goes through January 31st. So, we're looking at actual numbers and then projecting out the rest of the year. Um, and you'll see some of those actuals come to, you know, they'll come before the board when we present in June as we present our um um estimated actuals as well as our budget for the next fiscal year. Um, so we're right there. So, we're almost at the end. Um, we're already in March and uh wrapping up uh the end. But as you can see here, uh the reason we're giving this report today, there are statutory requirements. Um it is required by March 15th on or before March 15th that we do present this document. You'll have your s your

082sax document on in the um the large one. It's in your uh packet. It's on the board agenda um that's publicly available. So taking a look at some of our major assumptions for our second interim report. Not a lot has changed um you know in terms of what we had posted or shared in in the first interim reporting. Looking at our cost of living adjustments, you see we look out years because we are looking at a multi-year projection too as part of our reporting requirement. So current year a 230, next year 2.41 um and then 3.06. Uh we have enrollment that's sitting right around 2576. You know, we were a 2500 student school district for a lot of years and TK has has increased that. So we are moving uh a little bit closer to

083that 2600. Our a daily attendance uh assumption is at 94 and a half percent. We have shared with the board that our P1 certification did show a higher number about a point and a half higher than that. That will come down at our at our second certification our P2 certification. We just don't know where. So we'll start um we'll start looking at that. And Marty List when is that when is that actual P2 certified or when do you know that too? >> April 15th. Okay. Um so we'll have a better idea of where that number actually lands. Um, and we'll then readjust that at our estimated actuals in the budget for next year. Um, as we look forward, our unduplicated uh count or pupil percentage is about 34.7. Um, if you recall just probably five,

084six years ago, that number was up above 40. Uh, so we are starting to see this trending downwards. Um, or maybe it was a 38 actually, sorry, that that far. But, um, we're definitely seeing that number trend down. Um, in terms of our unduplicated uh, pupil percentage, we do not receive a concentration grant. Concentration grant is part of our the LCFF funding formula. Um, if you're over u 55% uh, free and reduced. Obviously, we don't meet that. So, we don't get those those add-ons, but we do take add-ons for TK. That is part of the part of the deal. Um, we have added TK. You see our ADA for TK's 167. I don't know how you get points of students, but we we do. I'm just kidding. Sorry. No. Um but but it is we

085are looking at an ADA there. Um I just want to say that if you flash back to just you know a few years ago you know we were at six you know 70 at max. So we are seeing a huge obviously this is a requirement by the state. Um one we really like that any good day is a is in a TK classroom. If you want to have a good day go in a TK classroom. It is a it is a very very wonderful opportunity uh to just be happy. >> Um yes sir. >> I know declining enrollments is everywhere. We've been fortunate to remain pretty stable. However, just doing the math, we were 20 24 85 2490 before the TK add-on at 167. That means we're below that 2400 number without TK. Correct. So,

086I'm curious what that means for us. >> Yeah. So, we are targeting that. We do know that a lot of our increase in enrollment has happened because of TK and that we are seeing some slight declines in our upper grades. So, I don't know. I mean, we do we are tracking that. Um, I just don't have a real good answer for you right now, but but no, we're not we're noting that. Yeah, of course. And um and also, you know, when you're rolling classes up, just to to be in the weeds a little bit, you know, TK is also a 20 to1 ratio. As you move up, it's higher. So, one TK class does not make one kinder class. And so, as you start looking at enrollment, we're also having to look at how does

087that look over the multi-year in terms of students in classes. So, um, definitely on our mind, definitely part of the process and and kind of part of the jigsaw puzzle as we as we move forward. But moving on down then, the CSR add-on, that is our class size reduction. This is a statutory requirement because we take these these dollars. This does require that we stay at a 24:1 student uh ratio in our TK to3 classroom. It's a great program. As you see, what that offers about $1,000, just over $1,000 per student. Um and we have about a thousand students, you know, just over a thousand students um that receive that benefit. This is a statutory requirement in that if we go above that average, we lose the money. It's a huge financial penalty. It's an

088un an untenable financial penalty. So we don't I mean there's no reason to. >> Yeah. Yeah. Yeah. >> Correct. And there's a penalty on it, too. Yeah. >> So I mean it is it is I mean it's it's significant. It's something we've committed to. Don't go over that number, but I'm just just sharing um some of the detail. >> Uh it is a grade level average at the school. >> At the school, >> correct? >> Um and then moving down to some of our expenditures, uh when we start looking at projecting out for the for the for the future years, you're going to look at a certificated step and column of 1%. Um that's on that's usually on the natural what what school services would share you know to to to um assume against classified

089also at 1%. Calsters is um is hold steady at 19.10 um 2526 and and there was an agreement to hold that through 2728. So uh we are able to b to to budget for that and project pretty accurately based on that 19.10. Um little bit more uh dynamic a little more fluid in calpers. you could see how this escalates over the years. Um you know and and uh it actually went down I guess in the second year. So sorry I didn't um but nonetheless it does fluctuate and so it's it's a little bit harder for us to project um exact. So then looking at um this will be our unrestricted side of the ledger. Uh this these are basically when you look at our general operating expenses and we're going to look at 2526 in

090the first interim report and the second interim. I'm not going to bore you by going down each of these these uh columns here, these rows. You've all had a chance to see them. Certainly, I'm here to answer any questions, but I do want to highlight a couple of the changes. You can see in local revenue, we did have a $60,000 um change. Interest is just, you know, a negative decrease and that's just interest is is slightly lower. Those are our dollars that are in the f in the treasury. Um it just comes in lower. So, we just had to make that adjustment. Looking down into some of our expenditures, um, which is that second block, um, you could see some increases in expenditures, teacher hires, and replacements, but usually you're going to see some of

091that. So, this isn't, uh, nothing here is alarming. Um, it's just sort of the eb and flow of normal operating uh, procedures and nor normal operating business in a school district. Um, same with with classified um, staff. And then you always are going to have the employee benefits as an add-on to that. It's just it's it's part of the deal. Um, looking at books and supplies, what you can see here is there's a shift between supplies. So, basically, this is an accounting adjustment. Um, we did we had certain things that were coded as services and other operating expenses. We're just basically making them um putting them up into books and supplies. It's not exact dollar for dollar, but that's the that's the basis is it's really we just corrected an accounting um we just re

092re uh reacount restructured the accounting there to make it so that those were under books and supplies. >> Dr. So was I assuming the math adoption is accounted for in this >> the math adoption is not would not be yet because we haven't adopted yet. Correct. That would be in in 20 well we wait for Maggie and then we would determine number and that is that is that next year >> is that a this year expense? >> It's not a current year. It's a it'll be a next year expense. >> We hope to after the approval at the end of May June to go for July 1st. We need the new funds. >> Do you know what that is? >> How much? I mean, no, but I mean, you could just look at our English

093adoption. What? 800, 6, 700, something like that. >> Actually, could because it's three grade levels, we're estimating Yeah, it's the middle school. So, we're estimating like three to 400,000 depending on what we get. >> Yeah. >> But it's also a little bit of a blind story. I don't I don't know those offhand. That was what originally we had discussed. >> Well, and the other piece to that too, uh, Dr. Goldman, is that we um we would some of that wouldn't be wouldn't show up here anyway because we budget for that as much as we can in the restricted side. um out of our lottery funds. And so you wouldn't you wouldn't necessar I mean obviously there may be some overlap but for the most part we would try and keep it out of here uh

094the best the best we could. Um so then just just moving down uh moving down the road there. Um you know some of some of your changes you're going to see there's a a change in our contribution um down there not much 43 grand I mean we're not talking we're not talking major and then the fund balance you're talking about $112,000 so pretty close um to what we budgeted for. for I mean if you see there's not a whole bunch of fluctuation between what we projected at first interim versus what we projected at second interim as it relates to um our unrestricted side of the ledger. Then moving over to to our restricted side. Um this is much smaller. And remember these are all those funds that typically um you know unless they're allocated you

095for a multiple for multiple years like some of our recent funds LEBG and some of those that had like a threeyear span to spend them most of them um we do like to zero out most of our restricted dollars um in the in the current year. Um obviously we had some carryover because of those um ongoing or some of those multi-year one-time dollars that came to us. Um so you see some small changes here. Um some supple allocations there at the front. Um we had some ELOP increases um there 18940. Some of that had to do with COLA adjustments to some of those dollar amounts which caused an increase. Um you see additional grants received in our local revenue. But then moving down to the expenditure side of things um you know adding adding u

096sped teacher. Um we have our Chromebook refresh. I want to point that out. that was, you know, $143,000 that we were able to take out of um out of our restricted site as well. And we had shared that expenditure here with the board uh when we realized it. Um so there you have it sort of in a nutshell with restrict restricted much less the idea is we're spending down some of these dollars um over time and let me get to that. >> So looking here um sorry yes here it is um I'm going to show you now in that second block. So let's start at the top looking at our LCFF. You do see uh we're looking at that multi-year so current year plus two. Um you do see that there is a cola increase

097that is that there's um you know so that's good you know to to the tune of about $823,000. Uh you see your revenues there looking increase in sped costs over time um does does cause issues. We're always going to project for some increases there. Um then looking down at the expenditure side um you're seeing step and column increases. But I want to focus on that um that next one where you see the expiration of one-time funds for health and welfare is the you know almost $400,000 uh difference there. When we hit that 2728 school year, um if you recall, we did budget about $400,000. It came out of AIM. that was to help us offset some of the cost for our um the settlement we we um made with WFA and CSEA a couple years

098ago um when basically that cola was cut and so we had cola we had an agreement and then COLA was cut pretty significantly and um we we kept the agreement as we should have but we're trying we obviously still have to have to fund it and so we did fund it with some onetime dollars those onetime dollars do expire and so you'll see that thou $368,27 hitting our general fund in 27 and 28. So that we're watching now. We do have onetime dollars that we're expecting to come in. So we're going to have to kick this can down the road a little bit more using some of these onetime dollars. We have shared that with the board. Um it'll be more visible to us when we actually get the governor's budget in January. And but

099we are keeping that number really close, you know, because we know that we need to allocate. We don't want it, we want to be able to have it not hit our general fund, our unrestricted general fund for as long as we can. Um, and so we will be presenting that to the board, um, as we move forward, um, through projection and, um, planning our next budget. So, um, looking down, I want to just go through that ending fund balance there. Um, I'm sorry, I want to go through the net change in the fund balance, uh, so you could see our deficit. Um, as you know, we have been deficit spending. Um, a lot of that is due to increased cost in special education. just uh you know to be frank and and you know you

100see that 26 27 number of nearly 900,000 it does go down you know we're we're we're at least moving in the right direction it doesn't zero out which we know that that you know that is something that we want to keep um on our mind and actually in practice as we budget the district has looked at zerobased budgeting um exercises I know each department has looked at that um during the summer I think that that it would be prudent for the board and and us to do a workshop where we're able to talk about some of that um again it's just on paper and I do want to caution us that when we do look at 27 28 or even 26 27 we don't know we're taking our best guesses I showed you some assumptions

101that we're making but these are numbers on paper things are going to change we're going to get different colas potentially we're going to have one-time dollars that we don't exactly know we're going to realize some gains in ADA um and and there's just things that we look at throughout this um throughout the budgeting process that just aren't evident to us right now so Um, you know, just take that not with a grain of salt, but just understand some of the nuances of the multi-year projection. Um, but we are positively certified. Uh, we do meet our 3% reserve. That is the required reserve. And we know we've shared this publicly a bunch that that's not that'll get us through a month or, you know, two months or whatever. It's certainly not, but that is the statutory

102requirement. Um, and we do meet that plus over over the next three years. So, we're a positively certified district and um, intend to continue being that. Um, I sent this to you. Um, again, won't spend a whole bunch of time here on this either, but you could see there the expiration of those one-time funds. I just put it I put it in there as well. Um, so you could see that is a negative in the restricted, which means it's going to transfer to the to the unrestricted side. So, it's just um just something that we have to note. And I will um kind of leave it there. >> Increase our contribution. >> Correct. >> It will correct. It will increase our contribution. Yes. Sorry, I was trying to All right. Um and then want to

103talk um these are other funds. The board had asked that when we do these financial reports um that we do show our other funds. You could see fund eight there at $14,000. Um but I you know I I'm going to just focus on our special reserve other than capital outlay $821,000. Um that is our um that is a reserve that is part of our reserve calculation. Um, and then we also hold that 1.1 million. That's for OPED. That's for our post-employment benefits. Um, in the event that those start escalating, this this is money that we've put away to be able to address that um in the future. Um, you could also see our GO bond is there. We have about 4.8 million left. Um, we have more than that really, but but this is what

104this is what we're running um as as our balance. Now, um, I don't need to go through each of these, I don't think. So, I'm just gonna >> Is that the enterprise fund? Is that a negative? >> It is. >> It's always a negative. Um because she >> Yeah, it's it's basically on paper. It's we we have to um we have to treat the enterprise fund almost like a business account instead of a governmental account. So, we have to show all liabilities which includes all future um liabilities. And so, that's always going to show negative in our district. It's always going to be but it's not it's a number on paper. It's it's um the whole point with that is that has to manage itself. So we technically want to balance that those books every

105year. This is the preschool, you know, and and it's a pay-per-use program. So that's why we have to treat it as such, >> right? Um so next steps, I shared some of these as I was kind of going through this process. The impact of negotiations obviously um you know, we do have a tenative agreement with our with our labor partners at WFA. So, um, as we move through that process, um, obviously then we'll have to show those, um, on our, um, you know, at our at our estimated actuals and then our budget for next year, um, the governor's May revise will be huge. We're really waiting to see what some of the changes are going to be to his proposal from January, uh, because that has direct impact um, on schools. And just to note,

106the tight line like we get this May revise, we have to have the budget to you by January, by June 24th, you know, by June that that last meeting in June, I think it's the 24th this year. So, it really is a short turnaround. Obviously, there's some work we can do ahead of it just to prepare, but ultimately a lot can change and it could be pretty significant detail that we get at that governor uh at the May revise that that um impacts our budget. >> Anything with school services or big anybody telling us what they're projecting? >> Yeah, there are things I don't want to just start because I I'm Yes. Yes, we Right. Yes, we do have some idea. Yeah, absolutely. Um and federal funding um uncertainties obviously, you know, we're just going

107to keep that there for now. We don't know um what the what the future will hold there. But with that, you know, I do want to want to thank the team. Um you know, I want to thank Marylu for for jumping in right when we uh right when she started kind of jumping in full steam. Uh Tyler Fernandez, our account technician's amazing. She's really done a you know, and we've had, as you know, we've had quite a bit of flux in the business office and and really the the team pulling together to help help with that has been awesome. Alicia Gindo and Liz Lagard and accounts payable. Anna is our buyer and accounts receivable. David Sububaki, our payroll technician, uh Silka Takun, who is a master of many things, um but our payroll, human resources,

108child nutrition support, um and uh Eveta Royo, who uh serves as the administrative assistant for um for Marilu. So just want to thank the team for that and um just excited that I won't have to give this presentation next time. [laughter] I'm kidding. ask you all >> ask me all the questions and I'll just that that and that's coming later in the for approval. >> Thank you Blake. >> All right, we are moving on to section eight and we are under public comment for items that are on the agenda. Wendy, do we have any public comments on agenda items? >> Okay, thank you. Moving to section nine for consent. Is there an a motion to approve item 9.1, which would approve items 9.2 through 9.13? >> Second. >> Any comments or questions, discussion of any

109of these items? Hearing none. All those in favor? >> I thank you. Motion carries 4. Section 10 is action items. Item 10.1. Is there a motion to approve the maximum candidates statement word limit and payment policy? >> 200 and no more. So move. >> You have a second. >> Second. >> I had Nelson on that one and but uh all those in favor >> I thank you. Motion carries 40. Item 10.2 is to approve resolution number 2526.24 24 ordering a governing board member election for November 3rd, 2026. Is there a motion? >> So, >> second. >> I was hoping nobody would say yes on that one. >> Absolutely. We have a motion and a second. All those in favor? >> I motion carries 40. Okay. We are on section 11 action items regarding to uh

110regarding facilities and I'm going to ask Sheree to please come up uh for items 10 I'm sorry items 11.1 and 11.2. Um and Sheree if you can please share with us the requested amendment for the motion to the board item 11.1 first. >> Yeah, we should take maybe take a motion first at the item. >> Well, she's going to >> Oh, she's going to change the motion. That's correct. a motion and then we can because we're going to re we're going to revise what's on the agenda. >> Good evening board. Um thank you for having me. Uh so item 11.1, we are requesting that the board um amend this item to one add a resolution resolution number 25-26.28 which authorizes um change orders over 10% from the original construction value of the project. In addition,

111um we are requesting that the board um read in and allow allow a higher monetary amount for the approval of this change order. Therefore, therefore increasing the overall revised total contract amount. We uh did receive notification this afternoon from the contractor that the uh material cost for the fencing material since the time that we originally brought this before the board in January has escalated. um netting a cost increase of $36,64466 to the contract value, bringing the revised total contract value to 1,54, excuse me, $16728. So the 190 would go away. The new change order change order amount would be $227,88 even. >> So that's that's the increase. >> This 10% requirement is necessary to because of we have crossed that threshold. >> That is correct. >> So the motion is to approve resolution 25-26.28 28

112and an increased amount from the 190 to 227 088 >> 088 even. >> Correct. That that resolution is not here. Right? >> No, >> it is. >> We have we have a resolution. >> We can read it. And that's the number >> agenda. >> Can you read it again for us? >> The resolution number. Yes. >> The resolution itself. >> Would you like me to read the >> Well, here. Why don't you give it to me? You don't have to sit there and read it. >> What? I I don't know what I'm voting. The resolution states that the board is approving going above the 10% per public contract code >> concept. I just like to share. >> Sure. >> It's linked. >> You want me to read it in? >> I can read it. >>

113Um, do you want to hear? >> You want to hear? I'm familiar with it, but >> show it to Michelle though. >> Yeah, straight out. >> This is corner keystone shares. So, this would be for the baseball field netting, correct? >> That is correct. >> Yeah. Um, so I just want to I want to clarify that this is um to protect there's a Well, I guess buildings have windows, but there's a there's a a office building that runs along the third baseline of the new high school field. So, we have to protect those windows. Um, and then also on the first base side, you know, it just flies right into the park. And so, we just want to make sure that we're not, you know, hitting little babies that are um that are playing. I

114mean, that would just be a terrible a terrible outcome. So, we just want to make sure that we get that done. So, I'll read this in. Um, it is resolution number uh 25-26.28. Whereas the Weisburn Unified School District entered into a contract with Corner's Keystone Construction Corporation for the Delair and Da Vinci Connect baseball field improvement project. Whereas during the construction, installation of a ball stop netting was required that was unforeseen at the time the parties entered into the original construction contract. Whereas the contractor provided the district with a change order attached here two as exhibit A in the total amount of 190 443 and 34 cents to perform the additional work. Whereas the cost for the additional work provided by the contractor exceeds the limitations set forth in public contract code section 20118.4. Whereas

115it would be more costly, time consuming, and potentially cause impacts and labor insufficiencies on the project to seek competitive bids for the additional work when the contractor is already performing work on the project site and is willing and able to perform the additional work. Whereas the additional work is an integral part of the contractor's current contractual work and it would work and and it would work an inongruity and not produce any advantage to the district to competitively bid the additional work. And whereas Meakin vers Steveland in 1977, 68, California Appeal Court 3D490, and Los Angeles Dredging vers Long Beach in 1930, 210 California 348 hold that statutes requiring competitive bidding do not apply when competitive bidding would work an inongruity or not produce any advantage. >> Thank you. >> You want me to repeat that?

116[clears throat] >> Sorry. Is there a motion to approve? >> Yeah, a motion. >> A second. >> Any comments or questions? Hearing none. All those in favor? >> I. Motion carries 40. K. Um, if you would please give us an update as well on item 11.2 for a revised emotion. >> Um, item 11.2 two is also before you as a change order that would exceed 10% over the original con contract value. So what we are asking is that the board do um approve a resolution tied to this item. That resolution number is 25-26.29. >> Same language. It's >> different project. Same language. Different project. >> Different project. approving the um the monetary amount that is noted on agenda item 11.2 >> and this item is regarding the SLC futures relocation project. >> That is correct.

117>> And it is also a combination I believe of 25 different change order items that total up to this amount. So it's not one single amount. It's 25 different items that are within that change order. >> Are we are we done now with >> the final? This is the final we were hoping to bring before you this evening as well at the NOOCC but we just weren't able the timing wasn't right. So this is the final change order that will be brought before you for the contract thus be the one resolution that needs to be tied to that and then the next board meeting we are planning to bring before you the NOOCC. >> Thank you Shere. Is there a motion? >> Motion a second. >> Second. Any comments or questions from the board? >>

118Again, encourage the rest of the board to go see the space. Came out really nice. >> All those in favor? >> I motion carries 4. Thank you, Sheree. >> Thank you. >> All right, we are going to go on to items continuing on with action items on facilities. >> Is there a motion to Are you motioning for 11.3 through 11.6? the motion 11.3 through 11.6. >> Is there a second? >> Have a second. >> Any comments or questions? Hearing none. All those in favor? >> I. Thank you. Motion carries 40 for all of those items. Section 12 of our agenda is action from fiscal to approve item 12.1 is to approve the 2025 2026 second interim budget report as a positive certification. Is there a motion? >> Also a second >> second. >> Any comments

119or questions? >> Thank you for the positive certification. >> Excellent. All those in favor? >> I. Thank you. Motion carries 4 Z. Moving to section 13 action items under personnel. Is there a action? Is there a motion for item 13.1 to consider the adoption of resolution number 2526.25 for the release of temporary certificated temporary certificated employees. Good motion. A second. >> A second from Michelle. Any comments or questions from the board? >> It's our intention to bring all these votes back, I believe, but we have to do what we have to do every year. >> Thank you, Neil. Uh, all those in favor? >> I thank you. Motion carries 40. Item 13.2 Two is to consider adoption of resolution number 25/26.26 which is the release of probationary certificated employees. Is there a motion? >> A

120second. >> You have a second. >> Thank you. Any comments or questions? Hearing none. All those in favor? >> I thank you. Motion carries 40. >> I'm moving to um close session. Uh Blake, do we have a need for a close session? I believe we do. Uh >> or did we finish? >> We finished. Yeah, we do not. Yeah, we don't. >> So, maybe I turn it over to you for just some upcoming dates and events. >> Sure. Uh we tried to be pretty comprehensive here in this list. So, thank you for the team for putting this together. Um so, we do have Matilda. Uh we shared tomorrow's last day. Um we are Wiseburn week. We are Wiseburn Week. That's a tongue twister. Uh Dr. Ingram shared um earlier we did um we did have

121two uh winners in the Rotary mini grant program. So we'll be attending a lunch there and and on Tuesday, March 24th, we have another reg regularly scheduled board meeting on March 26. Um and then the uh I'm sorry, I'm going to is it citizens advisory committee or or community community advisory committee? Sorry. Um a lot of acronyms in education. Um and that will recognize um some really stellar educators in special education. Uh that is a SULPA program taking place April 23rd at 6 p.m. Uh it's always on a board meeting night, I'm just going to say. So it it really um hampers our ability to go. And then uh we're doing our staff appreciation um event on Wednesday, May 13th. Uh so love to love to invite you all to that as well. >> That's

122it. >> Thank you, Blake. That concludes our meeting for March 12th, 2026 of the Wiser Unified School District. Again, thank you everyone who came before the board and gave comments. Thank you for everything you do and I really appreciate everyone's efforts. Is there a motion to adjourn? >> Rock on the block, April 26th. >> There you go. All right, [laughter] >> a motion, a second. >> Second. All those in favor? I I >> Thank you. Have a nice evening.