Board Meeting 10/9/25

001Welcome everybody. Welcome to the Weise Unified School District board meeting for October 9th. My name is Neil Goldman. I'm vice president of the board and Roger, our president, could not be with us this evening. We wish him well. Wendy, would you take roll call, please? >> Present. Mr. Gatsby, present. Mr. Martinez >> present. >> Miss Mayberry, would you be kind enough to lead us in the pledge of >> allegiance? 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. There is nothing to report out on actions during closed session. So, we'll move to the adoption of the agenda. But before we do that, we want to add an additional resolution. And we're going to call this

002item 10.1.5, the National Hispanic Heritage Month. Uh a resolution proclaiming the district's commitment to diversity, equity, and inclusion. And we have a motion. Can I um actually ask uh could we also move item 8.2 uh school site update uh just up before we don't have to renumber it, but if we could just move it up in in order >> as a as a first presentation. >> Happy to do that. >> We can do that. >> 8.2. >> So it would be the the resolution omission. Um apologies for that. That's my fault. I'm so glad we can get that on. And then also this change from 8.2 moving up. Yeah, that's it. >> Motion to >> as discussed. >> Thank you, Rebecca. Second. >> Thank you, Nelson. All in favor? >> I for four yeses and

003none opposed. We now move to from the public comments from the public on agenda items that are not on items that are not on the agenda. And Wendy, these are for those two items. I mean for these two are for that item. >> Not on the agenda. >> You want me to come up? >> It's not on the agenda. What you're going to speak about, >> right? >> Yes. >> Okay. Great. Um, Miss Rodriguez, >> come up. >> Please come up. tell us your name, your affiliation, and by board bylaw, you have three minutes, and I think there's a timer there if it's green. And uh welcome. >> Thank you. So, I am going to use the three minutes and the rest of the time, Mrs. Serbal is going to finish my statement. >> Thank

004you. Good evening, members, board members. My name is Maria Rodriguez. I'm a kindergarten teacher at Holly Glenn School. I want to address you tonight because I have a recurring concern about our our district's social studies curriculum. I want to make three points. Number one, the last time the district adopted and purchased a social studies curriculum was around 2007 with a TA grant. This was 18 years ago. Our curriculum is no longer relevant today. Number two, this week Holly Glenn received a visit from LEO as we had a Williams Act audit. Teachers were not concerned about having the materials for language arts, math, science, or writing. However, a few teachers expressed concern about the social studies curriculum. One veteran teacher asked where she could get more textbooks because she only had 17. Which means that since

005she has been teaching at her school, she had not used she has not used her social studies textbooks because she has never had a class set. She was referred to our librarian to fulfill her need. In kindergarten, we were concerned about what we were going to be asked to show because we do not have textbooks. We asked if we could show our big flip chart. However, not all kindergarten teachers had the flip chart. When the auditor came to my room, she did ask about social studies curriculum. So, I showed her the flip chart. She asked if I had practice books, which I answered no. She also asked if I had scholastic newspapers, and that confused me. Um, I said yes, but scholastic newspapers are a supplement that is paid by PTA or teachers, not by

006the school district. Our school is now set to get the same audit another two years. We did pass the Williams Act audit, but it was a little dicey. Before the audit, we were told that we are in compliance with social studies, but I just don't see how how if there were new TK classes without materials. Also, kindergarten teachers are being asked if we ha if we all have this flip chart. I think that the intention is to buy this chart for the teachers who do not have it. That means that some of us will get a new flip chart and the rest will keep this old one. Um the district should really make an effort to adopt a new curriculum. Um the last point will be said by Mrs. Zerbal. Thank you. >> Hi Ty

007Zerold. coming to you today as a kindergarten teacher and colleague of Mrs. Rodriguez. My last point is the most important one. My child, Loose Davalos, is a third grader at aviation school. For the past couple of years, she has received very little social studies instruction. This is 100% not on the teachers. When Holly Glenn went from an early bird late bird program to an all-day school, we were told that the longer day would give the teachers more instructional minutes. But then we were given block schedule with long language arts and math instructional minute blocks. We also have daily win time which is a time when the dis when the teachers were told that they could not introduce new curriculum. Once you add the specials like PE, steam, library, and music, teachers only have 30 minutes

008a week to dedicate to social studies or science. This is my third child in Wiseburn. The older two had social studies projects like family trees, national landmarks projects, and their life timelines. But the third child did not do any of these projects, nor did the work at openhouse reflect social studies work. Wisprin students need new curriculum and teachers need time allotted to teach it. Social studies teaches the children how to be good citizens, positive behavior, multiculturalism, patriotism, history, and how rules are made. So many of the concerns we have today with behavior, emotional intelligence, and adding multiculturalism can be addressed with a robust social studies program because it has always been part of social studies standards. Thank you. >> Thank you very much. And a reminder to all by Brown Act and board bylaws, we

009cannot comment especially on unagended items, but we can ask Dr. silvers to as appropriate get back to us on this. Let's move on. Any other comments from the public? >> Thank you. Dr. Silvers, we'll move to item 8.2 and special presentation. >> Maggie, I don't know if you wanted to say anything. I'm happy to tee it off. Did you have anything you were compelled to say or do you want me to just do it? I'm super excited then to um introduce Kiana Clark, principal at Holly Glenn um to present uh the spotlight this week um this meeting on Holly Glenn Elementary School. >> All right. Um thank you to the board for having me here. I am excited and proud to present uh on Holly Glenn Elementary School, particularly it being my first year there.

010Um and I just really want to highlight the good work and also um our next steps in continuing that. >> It worked. our Holland priorities. Um, priority one is reading, two will be math, three is science, and four student wellness and safety, which is really across all of our sites. Um, so you'll hear that continually across our schools. I want to touch on priority one, reading first. Um we were really excited that all Holly Glenn teachers received professional development with getting reading right which is a comprehensive approach to reading instruction. Um it was a wonderful multiple day training that we are participating in and I think that really lays the foundation for this priority and making sure that we're doing the reading um appropriately and based on science so that all of our students have

011access to master their reading. One really important piece to this puzzle is the I Ready diagnostic data which is going to guide personalized instruction and most importantly to monitor the progress. So as a teacher as an instructional leader what you want to see is what progress is happening and then how do we supplement and step in when necessary and I ready is going to be a key factor and a tool that we're going to use to do that. So what are our goals? Um, first I Ready assessment is going to track our goals and provide that uh live where we are data that we want to see. By the end of the year for first grade we're looking at 80% mastery in phonics and for second grade 80% mastery in comprehension. So that is our

012ultimate goal. We just took the beginning of year data. So that's what we'll present tonight. And then I'm excited to come back and be able to share the middle of year and end of year data with you to see that progress. >> So here's our snapshot and where we are currently. For first grade, again the reminder, bless you. It's 80% mastery in phonics. For tier one, we have 27% of our first graders mid or above grade level. Those are those two green bands on there. Tier two is the yellow. we have 64% one grade level below and tier three we have 8% that are two grade levels below again this is capturing where we currently are and we have to know where we are so that we can plan and strategize how to go up

013>> what will that need to look like to reach the 80% goal >> um like instructionally >> I mean like colors is it do we have to 80% green I'm sure that yes we will want 80% in the for second grade with our 80% mastery comprehension. Um, if you're following that arrow, if we're combining all the green for tier one, 39% are mid or above. Tier 2, 41% in the yellow are one grade level below. And then tier three is 20% two grade levels below. again currently where we stand the beginning. Yes. Um for MAP our priority again is that I ready diagnostic data. Um the key word here is to guide personalized instruction um instead of always just teaching your lesson to all students really um targeting down their needs and specific standards to

014work on. We're going to continue um we have continued work with our math specialists during our teacher collaboration time and doing coaching cycles. So, I'm really happy that our math specialist has been really available for teachers. Um I want to do a special shout out to our new teachers who have leaned into this resource and have invited her into the classroom multiple times to see them teach um and are interested in seeing others teach. And so that's a good um strategy and pattern that we're establishing with our new teachers that we want to continue by the end of the year. For math, we're looking at first grade is going to be 80% mastery in number and operations and second grade 80% mastery in algebra and algebraic thinking. So those are those targets that we will

015continue to work towards throughout the year. First grade um 80% numbers in operations we are at tier one with 23% mid or above in the green for tier 2 for yellow 67% one grade level below and tier three in the red 11% two grade levels below for second grade in algebra and algebraic thinking tier one is 44% mid or above grade level in green tier two is 48% one grade level below in yellow and tier three is 8% two grade levels below. >> I know most of us are nervous about how we would do on this. So just >> I brought a math problem. No, I'm joking. I >> I do have a question though. I know this is a new tool, but do we know how this compares to what we were getting from

016like the previous tools that we were using in terms of showing student readiness? because I'm like, shoot for the moon, land among the stars, but like it makes me a little nervous to try to get to 80%. It It seems like a big bar. Great. Love the >> love the goals. Um, but I'm just curious if we know what the what these numbers look like on the or just how or what did they what did we look like before we were using this tool. So >> the 80% was something that was made by Miss Clark and and her and her goals for the school sites that was determined by her. This is like a real our numbers while it says the tier 2 is at 48% is pretty awesome because remember the kids took this

017the first week of school. So they really were kindergarten, you know, like they're one day out of kindergarten the second day of first grade. And so that is not an uncommon thing. We expect almost that 48% to to move on over into that green tier one section. And this highly align even closer like more closely than the star assessment with cast future CAP scores. >> Thanks for clarifying. >> I think this gives more uh I Ready gives more information that you can drill in specifically and then plus resources that that are given to the teachers that go along with it. But um I think that yeah there is there is just a lot more information that I start >> and that'll be a little bit tied into the next steps too um and tools. A

018quick followup and maybe this is in that next step that you're going to talk about is if we if we meant if the first graders at the end of this year meet the 80% goal would we anticipate then next year when we're looking at the second graders that that tier one that would be a higher number would it would it translate that correctly almost or not? I mean, it's not not necessary. >> It's not apples to apples >> because they're going to be on grade level for that grade. Okay. >> And so then they're already assessing at that next grade level. So we we've said, yeah, they've done first grade really well, but we're still finding out where they're at in second grade. So we expect our results to probably look similar to this, unless

019we do we're making shifts in our instructional practices that could bump that up even higher for next year. >> We don't quite know that yet just because our baseline year and so we'll know better, but next year at this time after we've administered it. Super excited. up. >> Our priority one reading goals for second grade. That >> we just did. That's weird. Sorry. Priority three for science. Um continued hands-on learning and application of science concepts in our steam lab and uh practice of collaborative and communicative communicative skills. We understand as we prepare our youngest learners for whatever workforce they will go into, so much of that will include the collaborative and communicative piece. And so that oftentimes we see happening in the steam lab um and even through those pictures of the collaborative work happening

020for student wellness and safety. We have monthly meetings dedicated to student wellness and safety. We are continuing to review capturing kids hearts data and discipline data looking at our progress areas that we need to improve on. We have beginning of year, middle of year, end of year survey data for staff and families. So it's not enough for us to feel like we are doing good work and seeing that improvement. We really need the feedback from our families and our staff to say what are areas of growth that we still want to target. And then we have CubCash at Holly Glenn to recognize and encourage a positive behavior. And we're really trying to make sure all staff are part of this um from instructional aids, playground aids. Um I carry it around in my fanny pack

021all day. But the more we recognize and we call out the good work, um it just creates more model students for everyone to duplicate that. >> Those replace Cub cards. >> Yes, it's cub cash now. I don't know. I think there was confusion with kids with the card, but they know what cash is. They know they want to spend the cash. >> Other schools use like bulldog bucks and >> Yes. >> often whatever or something. >> Yes, we're in line. >> They do have the store, right? >> We do. Um, Holly Glenn's next steps. Um, continue data dives using I Ready data and our T TCT time strategically. Um, one thing that we really are focusing on is our teachers monitoring the my path, which is individualized learning paths for students based on their I

022Ready data. And so it is putting them on a path that is having them practice those really targeted standards, particularly those essential standards that we know are the building blocks to master and then take into the next grade level. The intentional use of wind time based on data. I know wind time is a really uh special time in the schedule where and I'm grateful that we have it built into the schedule and instead of a teacher having to try to figure out what do I do in win time, I ready gives you specific standards and will group your students based on those standards and even have lesson plans attached to it. And so again, we're really trying to nail down and be very intentional with our time. So we're maximizing the 30 minutes that we

023have of wind time. I'm really lucky and fortunate that we have a wonderful partnership with I Ready. Um they actually came and sat with me for an hour to go through the data one-on-one and brings food. So, but we that's also how we looked at kind of data across like state and trying to figure out what what is the goal and we agreed looking at other data on other campuses similar to our students that 80% was a really reasonable and a reaching goal but a reasonable goal for our kiddos. So, part of that goal setting was with the I Ready um expert that was sitting there with me. Um they also really want to celebrate wins. So we also are have an I Ready representative that will come to campus and celebrate the progress and

024celebrate the kids so that they see that and feel good about every positive step forward. We're going to continue coaching with our math specialist. We're going to offer opportunities to observe other classes. I'm a huge believer in learning from others. Um, I as a teacher had that benefit of seeing other teachers and having them come observe me and I would love to have that be a culture uh at Holly Glenn where we get to learn from each other um and seeing small groups particularly and how we're using wind time and of course how we're infusing that I Ready data within everything and that is all. Thank you. >> Thank you from the board. Let me just say how thrilled I am to see us embracing data. >> There's two things that's happening in society, in

025our world. Greater indiv individualization and personalization driven by greater data. This is in business. This is in life. We should be doing it in our schools. We're doing it. It's also incredibly exciting to see that we did this survey a week ago, two weeks ago, and we're seeing the results already. That used to be months before we'd see results. So that's pretty exciting and the fact that this is iterative and we're going to do this again I think the next uh trimester. >> Three times. Yeah. Middle and end of >> Yeah. And super exciting to see and I love the ambition on the goal and we're learning. So if we don't make it we we're going to do our darnest to make it but if we don't we learn and now we set goals that

026are based on data. So well done. Thank you Kiana. Thank you to all the staff that's embraced and embraced doing this and I think this is going to help our kids and that's the win. Thank you. You know, sorry, Dr. Goldman, I just want to say too, and I think one thing is like when we look at goals, when we look at targets, um especially when we're talking about student achievement, you know, it's better to stretch. Absolutely. >> You know, because um I do really mean I was I you know, I whispered to Rebecca, you know, you shoot for the moon and fall among the stars, but I think the reality is that if we can find ourselves in a position of aiming for better student progress and we end up at 75%, we're still

027doing pretty good. You know, I mean, it doesn't, you know, I mean, >> you said for 70 and read 65. >> Correct. It's not failure, you know. I think it's a matter of us taking a look at where we get. Um, I agree it's baseline data. It's baseline data. Um, thank you for sharing that. Um, and we'll figure out what level set afterwards and maybe we still go with 80 and maybe we know we're going to fall somewhere between 75 and 80 and we just hope we get closer. So, um, anyway, I thank you too. >> So, again, 110% is all we have. >> Thank you. is going to take a math refresher. >> Yeah, it's not even possible, people. It's not even possible. >> All right, Dr. Silvers, I think we now will go

028to our special presentations as originally planned. >> Sure. >> Yeah. >> And turn it to you. >> So, we're going to um take a collective uh well, I'm going to pray that it actually works and that we're able to bring Dr. Vicki Barber um you know up on the screen here and use the technology in this room that was intended to um it's always a question but um anyway I just want to say am I okay to introduce are we okay with her? Is she going to be able to get on? >> She's she'll be moving over. >> She's moving over. Okay, good. Um so just want to um share that um and Vicki will do a better job of doing this but um in collaboration with Da Vinci schools uh Vicky Barber did a

029study on on an array of things related to financial um arrangements and so forth and um I know the board had asked um to see some of those findings to be able to ask questions. Um so so now is the time. So I think we getting close here. We're hoping >> because I could keep talking. >> I think I'm up. >> Oh, we hear you, Vicki. All right. >> Good. >> I have my camera on and it's showing that I >> Oh, there you are. All right. All right. >> Front and center. Um, did you hear my introduction, Vicki? >> I did. >> Okay, perfect. Well, I'm going to just let you take it away. >> All right. Well, thank you so much for letting me join you remotely. This is this is perfect and

030just appreciate your tolerance in terms of of doing this from a technological standpoint. So, um, so I I believe you have also the the PowerPoint presentation and you have received a copy of the report. Is that both of those correct? Perfect. All right. So, um, Francancy also participated with me in terms of completing this study. She's um unfortunately not able to join this evening, but I I think I'm prepared to hopefully answer all your questions. So um and as Blake mentioned, if you look at the second um second slide, it just highlights in terms of the major issues that we were looking at on the special ed financial agreements. We were again looking at your non-public school placement issues um between Da Vinci and and Weisberg and then the cost of the operation of the

031futures plus program. Those were actually items that we looked at in 2018 and I will go through those um briefly in in a few minutes. The the new areas were the facility financial agreements looking at your understandings between the district and Da Vinci related to the high school campus facilities and then um ongoing responsibilities related to both routine and major maintenance um kind kinds of issues. So there's on the third slide there's there's just a information that there's lots of detail and data provided in in the report. I'm happy to answer any questions that you that you might have. Um but tonight I think in terms of of being timely we would focus on the commendations and recommendations that that um actually begin on page 35 of the report. So again, um I would certainly

032want to express my appreciation to um Dr. Silvers who's who's been phenomenal to work with and and Dr. Wonder who also has provided tremendous information. Um both have been been a delight and of course recognizing both boards um certainly the Wiseburn Unified Board of Trustees and Da Vinci's um board in terms of of supporting this study. So our thanks to to all of you. So then getting into really the commendations um you know certainly this is a creative partnership that um should be celebrated in terms of what you've been able to put together and you have high student achievement. Um it was delightful listening to the to the last report and as you mentioned looking at data and having that information, but you're you've been doing a phenomenal job um all the way through your

033grade levels from elementary through high school and you know Da Vinci should should certainly be proud of their graduation requirements and doing the A to G requirements and doing having more than twice as many students completing those as compared to the statewide average. Um and Wisburn, your strong student programs and and sustainable fiscal solveny um is certainly to be um celebrated and and and recognized probably most in terms of of looking at the facilities issue. Being able to procure over $150 million for the high school campus that that together you were able to do is an incredible accomplishment. Um and so those outstanding efforts and the innovations that you've shown in terms of of resolving issues over time um is is certainly to be um highlighted and and just wanted to make sure that we

034put that into perspective in terms of the time that that you all have spent to make that happen. So having, you know, a great deal of pride and on the next slide, just recognizing those educational programs and sustainable fiscal solveny, that's that's not easy. Um, and as I mentioned, procuring the amount of funds that you were able to do to build a high school from from a wide variety um of sources. So talking for a moment then specifically about Weisburn when you started on the next slide when when when this whole joint effort began you assumed greater fiscal responsibility in order to protect Da Vinci um they were a fledgling charter program. So the agreements that were pulled together at that point in time, you really stepped up and and took a position in in

035terms of recognizing that and um taking some responsibilities that that you may not need to to continue to assume. Um and from a standpoint of just looking at education code and and ethical kinds of issues, um we would recommend that you reook at some of those. Weisburn, also you guys went out for a local bond, were successful. You used developer fees, you used state, you actually even were able to um procure some city funds in terms of making this that dream of of having a high school campus within Weisburn to become a reality. And you've continued to support Da Vinci. Um recognizing first of all in terms of the administrative fee, you know that you're charging a 1% oversight fee. Code would allow you to go up to a 3% when you're providing facilities. And

036so that would certainly be u applicable in this case. You've provided um facilities for the Da Vinci Connect program at below market value. Um, and so either providing facilities rent free or or below market value is is an ongoing contribution that you've made. And at the same time in the new high school campus that that uh that was built um you've been paying for essentially that's the space that you're utilizing which may be in recognition of of the cost of utilities and and um the the the the kinds of of um space requirements that that you're you're um actually paying for. You've also contributed from a partial tax and provided about 180,000 annually um to support VAPA and athletics um within the high school program. That would not be a requirement. That's something that you

037have done voluntarily. And then finally, in terms of allowing Da Vinci to totally utilize um any rental income that they're realizing from use of the gym or ball fields, etc. that have been built. Um and according to Da Vinci, that would be um equal to about 125,000 annually as to what they're realizing from from the rent on on those facilities. So then taking a look at at Da Vinci and and wanting to also um celebrate the the efforts that they made in joining with you to procure a state grant uh for the charter high school. And that was about 53 million that they were be able that they were able to provide. That was done jointly with you. They couldn't have done it without you. Um on the other side, you couldn't have done it

038without them. So um both entities should should certainly be recognized there. In 2425, um there was a recognition by Da Vinci that on the futures plus program um we wanted to take a look at actually moving that from Weisburn to Da Vinci. So Da Vinci did agree and I I at least my understanding is that they did pay half of the unfunded cost for that program for 2425 in in the monies that were that were given from Elsa Gundo and that the district has been repaying back to Elsagundo for um the pool that was being paid totally by Weisburn. there was an agreement that was reached um at one at some point that Da Vinci had said they would pay or share those costs. Um that kind of slipped through the cracks, didn't happen, but

039Da Vinci, to their credit, recognized um that that agreement had been reached and has agreed to actually go back and to take responsibility for paying those. And that's something that they came forward with. It wasn't something that was um that was discovered through our studies or at least to my knowledge. Um it wasn't something that Weisburn brought to their attention. It was something that that they brought forward and then they have ongoing plans um wanting to put money aside for doing technologies, safety kinds of of um plans, facilities and athletics that they want to expand upon. Um, and that's certainly to be commended that they're looking at wanting to continue to do that. They have a goal of putting $20 million um toward those efforts in in the future. Um, and that's, as I say,

040certainly commendable. At the same time, it needs to be balanced with um looking at whether or not we've got um a fairness and um agreements in place that would make sense for both entities to continue to be successful. And then looking at um they have taken actually expressing willingness to fund the the bleachers and the soccer field scoreboard um which they didn't see as being their responsibility but they have stepped up and indicated that they would actually um move forward in terms of of taking responsibility for the for those costs going forward. So taking a look then at the recommendations, um the areas in terms of special education that we looked at were initially evaluated and we did a report for you in 2018. At that time we identified both issues um certainly the futures

041plus program and the NPS as being areas where we felt like there should be changes made and that goes back to revising parts of what you refer to as the Magna Carta agreement. Um and three sections of that that that in fact should be revised. So starting first of all in terms of the NPS and and just wanting to to give you a brief outline in case you don't recall the original recommendations on that is that on the NPS both Weisburn and Da Vinci in describing what the agreement should be in terms of NPS cost for high school students or regional program cost for for high cost placements. It was described to us um and no one has refuted this understanding was that Da Vinci should have some relief if in fact a student had

042been placed in a non-public school or or high-cost regional program um during the years that they were in the elementary school school grades and then continued to metriculate to the high school ages. So that would mean if if Weisburn placed a child in in a non-public school in like seventh grade, child metriculates to high school and continues to be in that non-public placement. There was an understanding that the cost for that placement would be shared equally by Weisburn and Da Vinci in terms of the unfunded cost beyond what you were getting for local um your LCFF funds or any other dollars that were coming in specific to um that ADA. What has actually occurred is instead of that being applied is that there was a looking at how many students did Wisburn place in a

043non-public school for elementary school age students. Then how many students did um and and so what percentage did that represent of the total Weisburn population? So we have um actually in in the report a chart on page 10 that goes through in detail what this looks like. So in 2223 Weisburn had two students in non-public school at that time your ADA was a was a little bit under 2500. So that meant that you were actually only placing 0.00008% of your students in a non-public school setting. So what was then looking at that and saying okay we take that percentage and we apply that against Dainci's population and say if Da Vinci was placing at the same number that Da Vinci that that Wisburn was how many how many students would that represent and so that

044would represent you know in that instance about 1.3 students Da Vinci at that time actually had seven students placed there So they were saying that the excess amount or 5.6 or almost 5.7 students should be shared in terms of the cost between Wisburn and Da Vinci. The the problem with that is that when Wiseburn does a great job of holding their students and not putting them into non-public school and then therefore having a very small percentage of students, you're actually being penalized. um and data. If you look at statewide information, you think about there's about if we look at a student's total career of being 12 grades, um approximately twothirds of those grades are going to be at the elementary grade levels, one-third are going to be at the high school. So if we took

045it on the basis of of how many students or or grade levels were served, we would expect to have twothirds of non-public school placements being pa made at the elementary level and one-third at high school. In fact, it's the exact opposite. In fact, what happens is you have statewide about onethird of the placements are being made at the elementary grade level compared to twothirds of non-public school placements being made at the high school level. So the point to this is is that this is not a fairer and it isn't what was originally thought in terms of what was agreed upon or what people thought they were agreeing to. It's not reflected in terms of how this formula is being applied and what is written in terms of the um the Magna Carta agreement. So, as

046we had indicated in 2018, um, and I'm still standing by that recommendation in 2025, we are recommending that you change this provision that students that are placed by Weisburn in a non-public school setting, those students during the years that they're in Weisburn should be solely Weisburn's financial responsibility. students that are placed by Da Vinci during the years that a student is in high school high school age level and and high school grades. Those students that are placed in non-public schools should in fact be totally and solely Da Vinci's responsibility. The only thing that should occur is if Wiseburn places a student originally in that non-public school and that child metriculates to the high school age level and continues in that non-public school setting then that's for that student those costs should in fact be shared

047under the original understanding for the non-public school in terms of going forward. So that recommendation is continued um as it was originally set forth and again reiterated in the 2025 report. The second financial issue was in terms of dealing with the futures plus program. And the salient issue here is that a student with disability who's aged 18 through 21 who has um ongoing responsibilities and and we're we're going to continue to provide um programmatic support to they have not graduated from high school. As such, they should be Da Vinci's responsibility. Again, as I noted earlier, it it made a world of sense originally for you to take a greater responsibility and want to make sure that that Da Vinci was going to be successful. And to Da Vinci's credit, they are fiscally sound. They've done

048um they're very sustainable. They've done a great job. So that change in terms of of when you look at education code both California's education code and and federal statute the expectation is is that the the charter school will assume all reasonable responsibilities and this clearly is an area that that um as we recommend in 2018 should transition from Weisburn who has the elementary grade levels to Da Vinci um as a charter school operating at the high school. In order to do that transfer at this point in time, we do believe that that would require a program transfer. So, in the report, we provided a um great deal of information as to how that might happen. Um I actually spoke personally with both the SULPA directors because as you know, Wiseird is within the Southwest SULPA,

049Da Vinci is in the Elder County Charter SULPA. Um and so both SLPA directors are prepared for the program transfer to take place and would be supportive. Um but that needs to be put into effect in terms of of both entities um being able to file that and there certainly are some requirements in terms of timelines and and meeting that in terms of of working with parents etc. But that recommendation um again continues as as we set forth originally. So switching then to talking about the facility issues and the first facility um issues you know there's there's really two kinds of areas that we're going to that we'll talk through. One is in terms of um looking at the responsibility for completing the facility and the second is in terms of dealing with maintenance issues

050both ongoing routine and and major maintenance. So there was a verbal agreement um that appeared to be reached between Weisburn and Da Vinci in terms of dealing with um the baseball field and and just to put this into context, there were three major issues that appeared to be um outstanding originally. Um a soccer field, a baseball field, um and the prep preparation kitchen. So, the soccer field, as I me I'll get to later, has was already taken care of. But the baseball field had not been um and there was an agreement seeming to be reached that Weisburn would in fact entertain paying 50% uh for that baseball field. Um as well as some additional costs that have been incurred by Da Vinci um up to 422,000 and they would be able to do that from

051from bond pro proceeds. Um there was also as I mentioned before there was agreement that Da Vinci would in fact um take responsibility for part of the um pool payments that were being made to Elsagundo and they would look at rental income from the soccer field to support building that baseball field and and particularly in terms of building it out and that as funds continued to acrue from that rental income in the future um there would be a joint determination on the use of those as that was explained um to to us. I indicated in the report that that you know as as a verbal agreement and trying to work that through um certainly kudos in terms of of coming to an agreement but I did recommend to you that in fact that should be

052you know if we're going to look at this in a total then those recommendations that were put forward earlier in terms of NPS and futures plus which again came to you in 2018 and at the time we heard from Da Vinci that they at least conceptually agreed with that. Um but clearly no changes have taken place um other than Da Vinci paying about 50% of the unfunded cost on the futures plus program last year that the changes in terms of the NPS and futures had not taken place yet. And so if you were going to come to this agreement on the baseball field and and the additional cost, then tie this together and make that contingent upon the recommendations for the NPS and futures plus being put to bed and and being implemented as as

053recommended and closing all the other financial matters that that were related to facilities. So on the next slide you see that that you know we are aware that Weisburn was able to complete the soccer field um in 2024. You used again monies from the bond measure and and which is you know certainly commendable but there were some other remaining facility issues that were um described to us by by the prep kitchen was was on the original um discussion but there were some other lesser kinds of issues roof ducting water cooler boilers cell phone enhancer um maintenance to the HVAC system and an emergency radio respond under were all things that were um identified. So in the prior slide when I mentioned that those there should be closure in all financial matters, it's that list that

054I'm referring to that that should all have been put to bed and that we are um you know basically you know finished with that. So going going forward in terms of of looking at um the the issue in terms of of you know what Da Vinci's perspective was um Dain Da Vinci points to your facility use agreement that indicates that Wiseman will fund all design construction improvements on a high school facility. Um and that's you know would would be um very appropriate language. It's it's something we would see in terms of of any time of that you're working with another entity in a facility use. The issue here is that you generated from all sources about $153 million of a a very large amount. You guys did a fabulous job in making that all happen.

055And there's been no question from any entity that I've ever had a conversation with that the f funds were appropriately used for the high school facility. However, which is not unusual, the funds as you go into a whole building project on school buildings, for one thing, the timeline always takes so much longer than we anticipate. So, what h happens and and certainly happened in the Weisburn Da Vinci situation is those funds were not adequate to fund all the facilities that were set forth in the original plans. And so, you had three major things that were set aside. The prep kitchen was revised to a serving kitchen. The baseball field, the soccer field, bleacher, scoreboard, etc. were not able to to be completed within that 153 million. And as I note on the next slide, that

056that's not unusual. It's a common school construction um issue that happens. you know, architects work with us in terms of when we're putting together those bid documents and and having an an you know, an estimate as to what we think they will cost, but it doesn't happen um quickly. So whether it's inflation, whether it's change orders, um it is not unusual to see, you know, in in terms of any kind of school building project that we have, you know, these elaborate plans, but we may not be able to deliver on all parts of them. And that happened in this situation. In your facility use agreement, you actually have language that recognizes that contracts, contract modifications, fund dispersements, or other decisions may cause some changes. Um and so though Da Vinci points to and says Wisburn,

057you have total responsibility and you're the only entity that has responsibility to do everything that was in those original plans. There actually was an understanding originally in in the facility use agreement that that may not come to come to pass. There were change orders. There were change orders that Da Vinci requested. Um so those things magnified with inflation and you were not able to to get there not by any not because of anything We Wisburn did or Da Vinci did. It is just what what occurs in terms of school building projects. So when we hear from Da Vinci that they're pointing to Wiseburn and saying this is all your responsibility, that language is important to to consider because because again there's understanding that Weisburn did have conversations with Da Vinci as that was occurring. Um

058but it it through no fault of either party it it it certainly did not happen. The other factor to consider in this is that Wisburn has a fiduciary responsibility for your elementary students and there is a lower local um local fund contribution that that that in fact you are are receiving. Um and so if I go back to 2425, you're getting 11,000 plus. Um, and I compare that to what Da Vinci is realizing from their LCFF base and that for high school students is um 13,000 in terms of what they're realizing. It's not to in in any way indicate that high school students aren't going to be more expensive, but it does point to the fact that you have a um a responsibility to ensure that that your dollars that you're receiving on behalf of

059elementary students are also going to be available and a priority in terms of of making that happen. So to make a long story short, um on the issue in terms of the high school facility, we certainly would would encourage you to continue to look at are there other funds that might be available in the future, whether it be from bond money, whether it be from um modernization funds, etc. But in terms of Weiseburn taking that responsibility and feeling that they are alone having having to carry that burden um that does not appear to be a reasonable position from from an outside um outside view on this. So then looking at the other piece of the facility issue was really a a conversation in terms of um looking at deferred maintenance. And deferred maintenance we're we're

060looking in two forms. We're looking at it in terms of routine repair and maintenance um and then we're looking at major kinds of of maintenance. So we're looking at it from the from the basis of of how do we reach an agreement in the future and determining a a reasonable level of support. Um there was an agreement that again was was reached at least verbally um that was explained to us that Weisburn and Da Vinci had said they would in fact come together share the cost for doing a plan bringing in a consultant who would who would be able to help really put together a schedule for what the replacement plan should look like so that we could predict um how long are roofs supposed to last, how long should HVAC systems Um, so looking

061at those major kinds of maintenance issues and when would we expect to have to have funds to be able to um to support them. So that would form the basis for then taking a look at what's what's a realistic level of support that's going to be needed in in the future. So going going forward in terms of of looking at that um again and going back to your facility use agreement you have in place um basically a quidcrow pro where we wise said well we'll only charge a 1% oversight fee um and as you are aware under ed code you could go up to 3% because you're providing facilities in exchange change Da Vinci, you will assume responsibility for full facility maintenance and deferred maintenance cost um under ED code when in fact we are

062looking at um dollars that that have come from the state 3% is in fact what's what's required. The current agreement um calls for 1% for major um major kinds of of maintenance issues and 2% for routine. We heard from Da Vinci that um that the 2% for for routine was actually you know putting them in a position that they were putting more funds aside than what were needed there. On the other side 1% may not be adequate. So we did um include a recommendation that in fact there should be flexibility that the 3% is a it should be a firm figure um that that um Da Vinci should be held to but the difference between routine maintenance and major maintenance that may be an area where you would um provide some some flexibility or or

063some ability to be able to to adjust that as as was needed. So Da Vinci has asserted they think they should be responsible only for the routine maintenance. Um and Weisburn should step in and be responsible for major replacements. Um they had pointed to that that Weisburn realizes some developer fees. They have access to bonds. Um in the report we detailed out your developer fees are actually restricted uses and cannot be used for for that purpose. and bonds. Again, we would encourage you to to look at that potentially in the future, but as you know, there's no guarantee that that's going to pass. So, it doesn't make sense or doesn't appear reasonable that um that that responsibility would fall upon Weiseburn when in fact you don't have a guarantee to be able to pass those

064bonds. So when you look at from a Wiseburn's perspective um and the request that you take on major responsibility for any kind of major maintenance issues, WiseBurn really doesn't have an income source. You're not realizing any rent. Um you can't use developer fees. The bond money that you have received has already been committed. Um and recall that in fact the maintenance funds that that um that districts or LEAs received previously were rolled into the local the LCFF dollars and that occurred in in about 2013. So, the high school, which actually receives a little bit more money from LCFF than you do, um that money was rolled into that rate for for them to be able to assume those responsibilities for for maintenance. So we did look at and say um if Wiseburn and Da Vinci

065were both interested in in you know taking a new look at this issue um you may want to look at you know some changing in responsibilities um to be able to generate income. So, for example, you could entertain, you know, changing from a 1% administrative fee going to a 3% administrative fee, which would yield um just in round figures about 600,000 more a year um into Weise Burn's budget. We're not suggesting that that occur. we're just giving you as an option that if you were going to um try to address this issue, you really have to come up with an income source um of some of of some sort. And again, if you were successful at passing a bond, that's that's actually within the agreement that um that can be used or if you were

066able to get modernization funds um in the future. Both of those would be factors that that could help in terms of of dealing with this issue, but from an outsers's perspective, it isn't something that you would want to permanently move to Wiseburn's responsibility um without some certainty in in that area. So the the last thing that um that we were asked to look at is is Da Vinci um came forward and asked us to review your language regarding governance. Um we indicated that was not part of the original scope of of the study but we would be happy to just um do some u a cursory review. I did look at that and you have options identified where um you know you certainly could look at Weisburn has the authority to appoint one representative to

067the Da Vinci board. Um you could look at revising um Weisburn's, you know, role in terms of participating in the the process of Da Vinci going through reviewing board members. Um you could add some language in terms of of saying that you know the and we'll maintain the current process and and procedures. Um but we would add language that we would not unreasonably withhold confirmation and publish any findings um for any Da Vinci nominated candidate that that was not going to be confirmed by Weisburn or you could stay with the the current model. So we did not make a recommendation. and we simply identified what we thought some of the options might be. It's not an exhaustive list. Um it just was the the the areas that probably seemed um most appropriate to articulate for

068you. So again, our our thanks to you. Um I'm happy to take any questions. I appreciate having the opportunity to work with with you and and your your uh administrative staff that that um have always been excellent and and it's just been a pleasure to be able to to have um the opportunity to work with you. >> Thank you, Dr. Barber. Any questions from the board? >> I have one question, Vicki. It's Rebecca Hamburg. Um, we met when I was a parent, not on the board. So, >> okay. >> It's been a while. Um, but, um, just on the question of around going back to the, um, the verbal agreements on the baseball field and the making those contingent on certain things, I just wanted to clarify with you when you say that we should

069resolve all of the financial issues, do you mean that we should jointly resolve them or that Wiseburn should assume whatever the costs are for those? like what is what is what did you mean by resolve? >> Oh, thank you for the question because I need to be very clear. I'm I'm not suggesting at all that Weissurn take more financial responsibility. Um what I'm suggesting is you you all have continued to step up and to um do the right thing from your perspective. You have you were able to actually make the soccer field become a reality. um you'd move forward in terms of making the baseball field become a reality. Um my recommendation to to you was that um as you were doing that and as you continue to assume that responsibility then there there needs

070to be some give and take and asking Da Vinci to also do the right thing step up take the non-public school um recommendation that was again that was submitted originally in 2018 assume responsibility for the futures plus program in total um and set aside all those other um facility issues that had been identified by by Da Vinci um and and and put those to to bed and and that's listed in terms of the the prep kitchen, the replacing the the roof ducting, the water coolers, boilers, the cell phone enhancer, the HVAC system, and the emergency radio responder. um those and that was the list that was identified by Da Vinci because we had asked are there is there anything else out there that we should know about it at this point in time. >> Okay,

071thank you. >> Thank you. Any other questions or comments? >> Yeah, have a question. Vicki >> Hi Vicki, thank you for the report. Um, with regards to the maintenance, um, I think I understood your recommendation to be that we should probably consider the 3%. Um, typically Divi Da Vinci should be setting a site 3%, right? I think is it is it one I was a little confused. Is it 1% that they're setting aside or are they setting aside 3%? I certainly understood your um your comment that you could set aside 3% and have flexibility, but where are we at today? What are what where what are they being set aside today? >> So, your current agreement calls for them to set aside 1% for major um maintenance and 2% for routine. >> Okay? >> And

072that's in the agreement. When you when you look at state language, it talks about 3% and it and that encompasses both routine and major. Um and so Da Vinci has has indicated that that differentiation between routine and and major doesn't make sense and and allowing some flexibility I I think um you know is is certainly reasonable. So, >> okay. And and then on your list, I don't think you defined it, but like when I see HVAC maintenance, when I see Doug work, those are to me restricted, those are routine maintenance items um from your list. Correct. >> So, those are items where um there's there was concern in terms of the HVAC system was wearing faster than what we would have expected. um there was issues in terms of had the roof ducting been done

073appropriately um initially and so there were some repairs needed for those. So those were items that were specifically identified by Da Vinci that they felt like they incurred cost on um that they wanted to provide assistance on. So this wasn't an exhaustive list of all your major um these were the >> wise >> yeah just when I reviewed that list those are typically routine maintenance. So if there there there's a question about that's a separate issue that we could certainly talk because these are DSA approved projects where there's inspection testing and inspection that goes on. So um I just want to understand that. The other the other item that I wanted to understand is you made a point in terms of the ADA that we receive versus the ADA that Da Vinci receives. Correct. >>

074I think it's I think it's I think it's almost a thousand something dollar difference for high school students. >> Right. The the amount you receive per ADA, correct? >> Per ADA. Right. So typically in that ADA, Da Vinci should be responsible for fully funding the sports and music programs. Right. Typically any charter would fund their own sports and music program. >> Correct. >> And that's that's typical, right? >> Yeah. So So that was you know what I and and I I mean this truly as a commendation to you. You you have taken monies from your parcel tax and provided that to Da Vinci to assist in athletics and visual and performing arts which which again is is commendable. Um, but you're correct in terms of that $13,000 figure generally is um for everything that you

075would expect in terms of what we used to refer to as a revenue limit that now is an LCFF base. >> Yeah. The the the the last the last question I have is in your experience with um with with charter schools across the state across LA County, I've had the opportunity to work with some of the charter schools. Don't they usually typically bring their their own financing when it comes to some of the improvements that they want to make and so forth >> especially facil especially facility improvements. >> Yeah. Um you are very atypical. you have um you know most often charters do not enjoy the kind of relationship that you all have built and um and the things that you have done to be supportive to them. That is not the norm throughout California.

076I um as you may recall I I actually was the county superintendent in Elorado County and and built the um charter SULPA. So, I've worked with charters all over the state and we currently have um over 450 charters that that I still support with Elorado County even though I've retired as county superintendent. So, I'm well aware of of of charters throughout California. And so you're you're correct that most do not have a relationship with the their authorizer that they willingly provide um facilities and certainly not facilities of the caliber that that you all were able to together to make happen. So both of you, Da Vinci and Weisburn, just deserve tremendous credit for what you have built and what you have made happen um in in terms of having a beautiful facility. >> It is

077it is it is pretty. >> Absolutely. The only thing I might add that I didn't state before is that, you know, you you didn't you weren't able to do a prep kitchen, >> but you have given access um to Da Vinci to a prep kitchen that that Wiseburn has at the middle school. And that took actually some real work with your employees um associations because you have different employee groups that are representing you that would be working with Da Vinci and working with Wiseburn um to be able to use that kitchen. And so again, um I think you've done a great job of being able to find solutions to be able to to make this all work. >> Absolutely. Thank you. >> Could I just add to I think that one of the items Vicki

078on your list there was the boilers, but that the district has paid for those. So that would be we would be able to remove that as well. >> Yeah. >> Okay. >> All right. Well, again, Dr. Barber, thank you very much. I do want to acknowledge and recognize we do have a unique partnership we're really proud of and uh to that end I want to recognize Mr. Ray Santiago president of the Da Vinci board who has joined us. So thank you for joining us this evening and we appreciate our continuing partnership and working forward to find this and work this out in a win-win positive way. So thank you very much. >> All right you have a good evening Vicki. Thank you very much. >> Thanks Vicki. But wait, there's more. We're going to go

079to a second special presentation number 6.2. And this is our measure EE bond update, which we expect to be what, 3, four minutes? >> Welcome to really a running joke, isn't it? >> Yeah. Sorry. It's just become a continuing joke. Yeah. >> Green. >> Oh, there we go. Thank you. Honestly, I think I'll be brief because it's mostly pictures. >> Take the time. You give us the information. >> That's not what Blake said. >> I said three hours versus five. >> It's been a while since um since we did an update. As you know, the last time I provided an update was at the end of June, right when we were starting our summer sprint for projects. So, we're happy to share the progress thus far. I'm going to start off with um that just

080very quick project updates and then I'll close with um general updates for your reference. So the first project that we're going to um touch base on tonight is the Holland Elementary TK conversion project. Um I'm happy to report that this project was completed on time. Um unfortunately not quite on budget as you can see we're tracking the change orders that the board did approve um to date. Uh we will be bringing this project notice of completion to the next board meeting. Uh we were not ready to do so because there was one piece um of equipment that was on back order that we're just waiting for them to install as soon as it arrives and then we'll be ready to proceed with notice of completion. Here you can see a picture of the completed TK

081restroom which I always love to show because they're so tiny, they're so cute. Okay, here's a picture of the classroom as we were um nearing completion. The as you can see the back walls uh there's still uh wires uh hanging there. That's where we were installing the equipment for the projectors and the the two projectors that each classroom gets as well as the whiteboards. You can see here um the classrooms are all split into 80% carpet, 20% luxury vinyl tile. Very spacious rooms. There's four TK classrooms in this building. Uh they two of the classrooms each share a staff workroom here. Um the picture to the right shows the area the wet area for the TK students. It's very low cabinets. These are the cabinets that you if you recall that we ended up repurposing.

082We had taller ones which we ended up installing as an island. You can see here in the workroom. So nothing was wasted. We were able to repurpose everything. Here's a completed classroom. As you can see again, extremely spacious rooms. Here's a different angle. You can see now the two projectors on opposite walls. The intent of that is to allow learning and flexibility. That way learning can happen pretty much anywhere in the room. Okay, any questions on Hollywood TK? We'll move on to the TK playground which also completed on time. We were able to turn it over by the start of school. Here you can see when we were getting the equipment being delivered, the footing the layout for the footings of the post uh being marked in this picture. Uh, if you recall, this was

083a tiny playground. For some reason, I had a before picture and I for some reason was unable to retrieve it, but it was tiny. And as you can see now, this gives you a great idea perspective of the new size. Here's the equipment going in and the equipment completely in as well as the rubber surface. This is a porn in place rubber surface. You can see the shade structure over the majority of the playground which is great for the little ones. And here is another angle. You can see the rest of the equipment as well as their little playhouse that was installed as part of this project. And shoot going very fast. Moving on to our next project, SLC Relocation. This is the gift that keeps on giving. It's our favorite project right now. U

084as you know there was a delay in starting this project. We were initially looking at starting the project in May. Then it got pushed to really um middle middle of June June 18th to be exact because we kept receiving delays in obtaining DSA approval approval. Uh DSA also required for us to replace the wood foundation with a concrete foundation. So, you will see that we are currently tracking one change order in the amount of $147,000 that was board approved at the last a couple board meetings ago. We do have another change order that's coming uh that you will see at the next board meeting. It's around 60 something thousand. We're still negotiating some of those fees, but it's it's in the works. There are a few more that are also coming. Like I said, this

085project just keeps on giving. We encountered a lot now that we had to actually place it on a concrete foundation. We encountered some issues with the soil. It's expansive soil, but it's a lot spongier than I have or any of the geotechnical engineers have ever seen it. It was almost a trampoline. Uh so normally it's just wet and you can see that it's wet and or even press and you can see water coming out. In this particular case, it was literally like standing on a trampoline. we would be able to do that. We that change order alone to address um the area where the 60x40 portable that was going to be a change order in the amount of $90,000 by waiting um a few weeks to proceed with that. We spread out we used our

086construction zone. We were able to spread out the soil, let it dry, and then put it back, test it. It's fine now. and we were the geotechnical engineer and the solos engineer both gave us direction to proceed and we were able to save the $90,000. So we're always constantly looking for ways to save money. It did extend our schedule a bit but in this particular case we have so many other change orders that we cannot avoid that we have to give and take and right now the SLC program is split between the middle schooler middle school and da Vinci and the program is working so >> to Vickiy's point this is what happens >> exactly so the project right now is and here's an aerial of the original plan as you can see We're essentially

087taking up the entire area in red. Still here you can see the area where we were saw cutting for the 60x40 portable. That's the footprint to the left. The picture to the right when we were getting ready to were starting to frame for the concrete foundation. Now these pictures don't do it justice. That area is quite large. As you may recall, we had uh two portables in a restroom building that came from the former SLC site site at 135th in Aviation. Here you can see the portables being uh transported and staged. Uh we had to stage them for a while for about a month and a half while the foundation was being dug. We had to remove them from the former SLC site to avoid any delays to the sports complex. So it it was

088creating a domino effect, unfortunately. Here you can see the once the foundation was ready, the picture to the right shows the foundation, the stem mall completely ready to go, the portables being craned in section by section. Every section is 12 by 40 and they were craned in over an 8 hour period on a Saturday. Here is a picture of the port the interior of the portable. This is the classroom. Um it's hard to take a picture from both angles. Um but this is the 60 by 40. So it's it's slightly larger. The picture to the left will be the future apartment um side of the life skills program. It'll have the kitchen, the washer dryer, the oven, all of that good stuff. As well as the restroom, that small area um that you can see

089along the back. That's the restroom for the students. >> That that would be Futures Plus. Correct. >> Correct. And then the picture to the right, I'm taking the picture from if if you can picture the the restroom area, but I can see through. So that area to the front will be the instructional classroom side of this space. Now we have um this is about two weeks old. We have since started closing up uh drywall. All the ruffins have already gone in. Uh, so we're we're getting ready to start closing up, taping, mudding, and once we do that, it just goes a lot faster. So, this is what it currently looks like. Uh, we had another issue. We found the exact same um issue with the soil. We have, as you may recall, there's an area

090from um the street all the way to the back of the campus where we have to pour a new concrete sidewalk that is 88 compliant. That's another ad by DSA. that whole area was extremely wet um with with the same issue. We had to let that air dry. They moved all the basically all of the d the impacted soil out into the parking lot, let it air dry. We got a couple days of rain. Unfortunately, we had to wait for it to dry again. >> But we're we're now moving and they're forming for the sidewalk getting ready to pour concrete. Okay. Uh, go. >> What is our timeline on that then? >> And that's what I was just going to say. So, we're right now we're tracking end of November. We're being done with this

091project. I, like I said, once we pour the concrete, the next step will be for us to start paving. Once we paved, then the next step is for the metal decking, which is a continuous ramp that will be wrapped around the entire uh around the front and in between the portables so that students don't have to, especially special needs students don't have to be coming down one ramp to go up or another ramp to, you know, so it's just one continuous ramp. The ramp has been pre-fabricated. It's modular. It's ready to be installed. We're just they're just waiting on us at this point. So, end of November, that's what we're currently tracking. We will likely not move staff in until winter break because it's disruptive. So, at this point, >> but at least we'll be

092able to turn over the, you know, it's right now it's a bit chaotic for neighbors who are immediately adjacent. >> Uh, as well as parking is limited. So, our goal is to turn it over as soon as possible, hopefully before November if if possible. Any other questions? Okay, moving on to the next project, the district-wide flooring and ceiling tile refresh refresh project. This was another summer sprint project that started um in May. We started with the middle oh middle school gym if you recall. Uh and then we rolled right in as soon as school was out. We were able to roll right into uh all of the classrooms and support spaces at both aviation and Weisber Middle School. the picture to the right you can see some of the conditions that the before pictures definitely

093needed that I'm also tracking the change orders uh technically we're done with this project there is one more change order that I would like for the board to consider at aviation when we did the MPR we did the floor the logo but we didn't do the stage the stage we have finally received the cost we which we kept asking for it since we were um in construction during the summer project finally came in about a week ago. It's a $33,000 because it's not the vinyl tile, it's the omnisport and it's a stage just for sound. Very similar to what we have in the gym. So it won't be the same as the MPR floor which is LBT but in terms of color they're the same and it'll have the same logo. So if the board

094>> we certainly have mismatched logos going on right there. So that that's really problematic >> and you'll see it. So technically that would be the last change order under aviation and which we would bring at the next board meeting for consideration and then we're closing this project out. >> That's the stage. >> You'll see it. Yeah, I have a picture. But since we're talking about change orders, that's why I brought it up. Here are some of the progress pictures. You can see when demolition was underway once they actually cleaned the floor and they were starting to float it. You can see there were some areas that were not necessarily level. So that's part of the floor prep. They floated to make sure with concrete with a light um uh layer of concrete. You could see

095the ceiling tiles here. Also, this is part of the project. All ceiling tiles were demolished. Here's another picture of the existing conditions of the carpet. And this is what the final uh product looked like. The ceilings look beautiful. Uh, the carpets also look great. They're they're ceiling, not ceiling, I'm sorry, they're carpet tiles, making it easy for us to replace if something gets damaged. We have some attic stock. You can see the small areas of luxury vinyl uh tile along the wet areas. Here's a different angle. And here we have aviation. Same thing. Ceiling tiles complete. Their uh vinyl area is slightly different because their wet area is slightly larger. Here you can see some of the completed classrooms once the furniture went in. And here's the gym. And again, this is Omnisport. So as

096part of this project, we service uh the bleachers at the same time just to make sure that I don't believe they had received maintenance in a couple years. So it it was important to do it at this time. Here you can see well it has to be contracted out. It's a company that comes in. Here you can see a wide angle to be able to see the entire striping as well as the middle school logo. We did have some issues during the installation. They had to come back, redo some stuff, but now everything has been signed off and everyone's happy. >> And they took care of that. >> They did. >> Absolutely. Here's a picture of the aviation NPR. As you can see, the logo looks beautiful. The floor looks beautiful. And then there's the

097stage. >> Some sunglasses on the stage. You're okay. So, it's $33,000. Again, it'll come back for consideration at the next board meeting and then we'll be able to close this project out. >> Moving on to the door access controls project. Another one of our summer sprint project. Uh, you can see here the hardware that went in for the door access, the installers installing it. Not a whole lot to show on the door access. I'm going to move on quickly to the is door accessor sports complex. Uh this is a fun project. It's actually moving along great. We did experience some delays with issues the same issues with the soil. The same expansive spongy soil except here it was massive. A whole area along aviation that we had to truck out about a hundred trucks. We

098were a Erikson Hall, our our lease spack builder partner was able to find a local uh construction site that was able to receive the soil that it's useless. >> Well, but it's it's useless. So, I mean, no one would I was surprised that they because technically we were going to have to pay $300,000 just to export that soil because no one wants that type. I mean, no one can use it except they were able to find a site that would take it and at a just a fraction of the cost. I think it was like $70,000. So, they were able to save us and that was them. They did all the leg work. So, kudos to them. Right now, we're tracking end of January that this was the issue with the soil. Uh we were

099trying to find ways to mitigate it because it was going to be extremely expensive. Uh as you know, our original construction completion date was supposed to be end of the year. So, we're tracking about 30 days. We have done everything within our power to try to reduce that time frame, and it's just not looking good. I mean, we're getting closer, as you can see, again, we're 70% complete. I've added some progress pictures again, just for reference, going back to when we were just um building the footings for the concession building when we were getting ready to uh pour or we were pouring, as a matter of fact, the new driveway approach. Um, this was in collaboration working closely with the city of Hawthorne. Here you can see the concessions building to the right that would

100um box and to the left is the both the restroom um side as well as the storage. So the there's two sets of two gang restrooms. one side for boys, one side for girls, as well as a large storage area with a rollup garage door. That way they can drive in equipment as well. You can see the musco lights in this picture. They were already being installed here. Um, this is a current picture. As a matter of fact, you can see the libert canopy erection has been completed. We It's really starting to take shape. The concessions building. The small window to the left is the ticket booth. the window to the right um facing the fields. That's actually the work the serving line concession. Correct. Here you can see a picture of um one of

101the restrooms. You can see all of the mechanical, electrical, and plumbing ruffins are already in place and ready to go. >> Are these single stall like like at the at the concession building at the middle school currently? Right. The it's like one big there's two one room. >> No, this these are gang. They're they walk in and with stalls. >> Okay. No, remind me the concession is it's not full on kitchen. It's a warm like >> it's a prep. It's a it's a warming kitchen. Correct. And it went through the health department. We received approvals. They have been actually to the job site once. They're going to come back obviously once we're ready for final inspection. So, we have been in communication with them. Picture to the left, you can see the completed uh CMU

102block for the back stop as well as the post for the fencing. The roof has been installed in both the restaurant building and concession buildings with the units the HVAC units have also been completed. Our goal over the next three weeks honestly from our meeting this week is to start um closing the building. The roof is in but now we have to waterproof the walls on the side. Start closing up so that we can quickly move in the interiors. Once it's watertight then the inside will move really fast. We'll be able to start with drywall with tile work and it'll take shape very quickly. We're approaching weather and we want to make sure that we do that quickly to avoid further delay. So that is definitely and our one of our top priorities. The digital

103post uh for the I'm sorry the post for the digital displays have arrived. They're being installed. The post for the marquees uh the scoreboards I'm sorry have also arrived. So, they're also being installed. You can see the concrete flat work where the ribbon bench, there's going to be a concrete um pre-fabricated ribbon bench that follows that same shape that will be installed as well as landscaping in that area. You're telling me to go faster, Blake. >> No, no, I was not seeing >> Okay, >> but you could go faster. >> I'm almost done. Give me a break. >> Um, what was I? See, you made me lose my train of thought. I was going to mention something. Oh, we're getting ready to receive um or start the process with Tenati. We have been in communication

104with Tenati. Uh they're going to start in the next two weeks with the drainage portion and then from there they'll roll right in into the installation of the base and the turf and again it'll start taking shape. So right now it's still a lot of dirt, some areas with concrete, but as soon as the drainage portion is done, it'll move very fast. >> I don't think this is a no-brainer, but I just want to ensure we have secured a piggy bank with that. >> We have it's been approved, long approved way before we started to secure the pricing. >> And bleachers or no bleachers? >> No bleachers. benches or >> the thought is that there's a lot of open areas and the this entire sports complex is very flexible so you can run multi-ports. You

105can have parents bring their lawn chairs to sit down a blanket. We can also purchase via furniture fixtures and equipment some portable bleachers but definitely not built in just to allow for that flexibility. Okay, moving on to Yes. I think Nelson, one of the things, you know, when we designed it, I don't know if you originally, we had a lot more segmented space where um but part of the design, if you go back to the actual like overview there, you had it. No, not not that one. It was the the actual rendering. Didn't you bring that up? >> No, I don't have it. >> Oh, that was the other field. Sorry. So part of it was trying to create um a space where you're not relegated to the softball field or the baseball field if

106you didn't need to be. So putting bleachers became a little bit it would have just caused um it would have lessened some of that flexibility. So we wanted to just keep it open so you could practice soccer basically on the baseball field right if you need if you needed to. >> And that's something like I said we can fix with furniture. Okay, moving on to Delair baseball fields. As you know, this project was done in two phases. The first phase was completion of the uh lunch area for Da Vinci Connect. Um that involved the area in Brown, which was the decomposed granite, the relocation of tables and trees. That had to be done quickly and we did that fairly quickly. I believe it was only about a month and we turned it over which then

107triggered phase two, which was the demolition of the field. and the rest of the project. The project started on May 1st and we are technically supposed to be done with this project including the maintenance period on October 12th. As you know, we've heard we've had some issues with um the landscaper marina there, the sub to corner keystone. Uh they have been very responsive though. We meet on a weekly basis every Monday at 8:30 on site. We walk it. We review progress. They did ask the field is definitely looking a lot better. Uh they've added a lot of sand and I'll show you pictures in just a minute. But this October 12th date, they have asked for an additional 30day maintenance period at their dime. They will do take whatever necessary measures are are needed to

108ensure that the it's a they turn over a safe and playable. >> Did did we start over with the grass? >> We didn't. So there were that was one of the considerations. Do we want to have them remove everything or is there a way to fix it and in talking to turf experts or basic we engage PBK even though we don't have an architect but they have a a whole landscaping uh division within their company. We had them come out. We have PBK involved. They've actually walked with us many times. Uh Da Vinci the coaches their experts. Everyone has been has played a a key role in helping with this project and talking to all of them including Marina which there are I'm very surprised because I have completed in the past I completed 17

109sports fields with them with Marina in Orange County and never ever had an issue. In fact, I shared this with Blake and my team when I saw Corner Keystone. I was worried because I did know this firm. However, when I saw that their sub was Marina and the bulk of the project was Marina, I was like, "Oh, we're in great hands. We're going to it's going to be great." In this particular case, the issue has been Marina. So, I really think it's more of a team. The the team that we got maybe was not great. However, they have brought in their supervisors, their um executives. is they flew one down to meet with us one of on one one of our weeks that we met out there and they came up with a plan of

110action. So what they do in some cases so areas with where there's divots they bring in sand they fill with sand and then they roll and roll and roll until it's flat surface. It has improved significantly. In fact um we went out before it was extremely visible. We have since and I'll probably show Let me show you some pictures. >> It was like a >> Let me >> Yeah, it it you could see it. It It was visible to the eye. You can see here the completed DG area. It's beautiful. That turned out really nice. And that fence there and green is no longer there. Um it's now divided by a small um the the orange um fencing. >> What's that? That dirt cold made >> decomposed granite. >> It's right and it's compacted to

11195%. So it only the top layer just moves a little bit but everything just stays in place. >> And we see the kids there all the time playing. They they love it. >> Much better area than what it was before. >> Oh, absolutely. And it's flat now because before it wasn't. I mean it was like the playground was not leveled at all. uh which caused this to be not level at all because that whole field was not leveled at all. Here you can see when we had um started phase two we were working on the irrigation all the reclaimed water. So the purple pipes is shows that it's reclaimed water. >> This is when they were >> I'm sorry >> they have all new irrigation. >> Yes we do. Everything was redone. New controllers new

112we didn't used to have um reclaim water so we we had to work with the city um to tie into the reclaimed water line. You can see when the grass was being rolled installed and rolled, >> but see here you can't really see. >> You kind of can >> a little bit but not to the extent that once we actually started walking your foot would do this. So, so this is after they had turned it over, started the 90day period. Some of the issues initially were the unevenness, the bald spots that you can see here. Uh, and it just it just didn't look right. We have since come in, they have added they have cut the grass really low and they were so concerned about doing that just because it was going to be yellow.

113But we told them we don't care about the color. We're not trying. We color is not the issue right now. Our issue is, is it safe? Is it leveled? So, and the other thing to point out is that the grass that was installed, which is the typical sports Bermuda, goes dormant in October. So, it's about to go dormant anyway. It's going to turn yellow. The good news that I just learned at the beginning of this week is that because I was already asking for pricing to hydro seed with the winter grass that that's typically done with fields, baseball fields. They said, "Good news. This particular mix, it's a combination of both summer grass and winter grass." And it was evident because we can see when we walked on Monday, I was like, "What is what

114are all these new grass um >> sprouts that are I mean, they they look really healthy and very different from the Bermuda." And that's when they told me that that's what it was. They were able to go back and check and it's it's the mix. So, that's the good thing. There's still a lot of and this is as of Monday. As you can see, the grass has been was at this point it was already cut extremely low. Normally they cut it to two two and a half on the on their lawn mower. This was um cut to two and it's crosssection. So they do it one side and then they cross it to bring it even lower. And then after that, our team of Vicente included it was Greg, myself, Miguel, Vicente, Blake even came

115out. We >> even came out. >> You You didn't do the walk like we did, but you came after. >> He has He has lived on that field. Yeah. >> No, he came out to see. I wanted him to see what we're doing. We're We're not letting them just say it's done. So, we walked it. So, we had each a stack of green, not green, I'm sorry, color blind, orange flags, and we were walking row by row by row by row trying to identify any areas that felt uneven and putting a flag for them. And that was this week. So, by the time we were done, there are quite a bit of flags, as you can see, all over the place. Um, but the grass is much better and it's a lot more even. So,

116those areas are minor. It might just be because it's a huge field. So, it's very difficult to identify. We're back on Monday. They have they were able to uh address this over the last four days because we flagged them on Monday. Uh three days, I'm sorry. They have been out there. They brought in a lot more sand. They've been rolling like crazy over the last couple of days, the entire field with a huge roller. And we're scheduled to go back on Monday again. And we'll do the same thing. And I'm sure it's going to be a lot less because they did a lot this week. Um, and then the fact that Blake came out really scared them. No, it did. So, it helped. I'm like, boy, you got to come out, too. >> Did we

117extend the grass for the liberty area or Well, so good question. >> Not through this project. >> Um, we just instead of like getting sod, we actually just had a a contractor go out and and rejuvenate the field. It's looking really nice. They did redid the the irrigation there as well. So, the whole grass field now at Delair is >> it's starting it's starting to come back. Uh the issue was water. It didn't have proper irrigation. The minute you started irrigating it, grass started growing. There are some bald spots that will they'll just have to seed and that'll be fine. >> I'm glad we did that. The difference it all looking even though we're being very critical, it's looking a lot better. Even Blake um Agreed. >> What about the >> because he's the most

118critical of all >> the I thought it was interesting when we I was able to walk it some time ago and the bald spots seem to indicate some irrigation problems from the start. Has that been addressed? >> It was a combination. So there was there was an area that created there was a leak, an underground leak that had nothing to do with their work, but there was an existing line when they were doing the irrigation for the the smaller field. So they they're like, "Why is it why are there areas that are so wet?" And they kept checking their timer. So they ended up um turning off some of those zones because they thought something was wrong. So they were trying different things by doing that. They ended up killing the grass because remember it's

119it's 90 days of establishment and if you turn it if you don't water it within those n first 90 days it just stops growing altogether. So it was a combination of that and once they identified the leak and M came out they repaired it then it fixed it and the grass area started to fix. There are still some areas that are bald and the reason for that is because they those were the ones that were major issues when it comes to unevenness. So they had to bring in a ton of sand and roll it a lot. So now it's even but there's no grass. Those areas will receive um seeds. They'll seed it and it'll come back. I don't want them to do any seating right now because I need to be able to see

120the issues before we start addressing the the grass. >> This this this project among all is it's just makes me nervous. >> Honestly, it's the site. I feel like the site it's the gift I'm giving because remember SLC is right next to it. I like what's wrong with this site? And the good news is that they also this week started to deliver the the clay mix for the infield because that was also an issue. It was quite low. >> They brought in quite a bit of it. Um when we were there, we were waiting for the skid loader to arrive and later on Miguel went back to confirm that it did and it did. And the intent of the skid loader is they were bringing in um the clay mix and with the skid loader

121it scarifies and it allows for us to for them to blend the mix with the new one. And then after it's all mixed then they go back and compact it. So sort of a a nail a nail drag um process just you know with a larger device. So, it's like getting just a really heavy, you know, um, you know, drag basically. And and in this case, it has teeth so that it could start turning the soil and then you can mix in with the new >> seems just more dirt. >> Yeah. Yeah. It's just more dirt basically. More dirt. >> Oh, absolutely. That's all it needed. >> And that was the infield wasn't my worry. It was the the grass. >> It was for Blake. >> It was for me. Well, that was >> even

122for me. >> Even for him. >> You're on it. Thank you. >> We are on it. and we are not dropping it. And they're spending a lot of money. They are. It's all on them. And we did say 30 more days. That's all we agreed because after the 30 days, if the district is not 100% satisfied, I will start charging liquidated damages. And they're at $2,000 a day. So, it's not cheap. But like I said, they have been extremely responsive here. So, it's not about that. We've done it right. >> Right. Okay. Moving on to the district-wide signage project. Just a few pictures. Another project that was completed uh very quickly during summer where we were replacing all the old school names with the new displays. >> Where are we on aviation? >> It's done.

123>> The one in front. >> It's done. You'll see it here. It's coming. We also did the ones here. You can see the one behind you, the one in the entrance as well as um off um Douglas Street. Here's Delair. The monument was done as well. The concrete monument, the lettering on Weissboro Middle School was also replaced. Holy Glenn as well. And the lettering of Delair. You can see there And then last but not least, we had a citizens bond oversight committee site tour. We do that anytime we have um active projects just to keep them informed. As you know, they are the conduit to the rest of the community and it's great practice for them to come out and see things. Not just sit in a room and we report or show them a

124presentation, but they love going out. And we u Da Vinci's Grace uh will allow us to borrow the >> the van and we all get in the van and drive to all the sites. And it was a long tour this time because we visited all of our active project sites. But they they asked a lot of great questions. They were asking a lot of questions of the sports complex. You can see they were having fun. >> Yeah. Yeah, I thought that was funny when we looked. I'm like, I got to take a picture of that. That looks really funny. We took them to see the flooring and ceiling tile refresh. They were looking at the FFE pilot. Uh they were even trying it out, even the little furniture. And this is uh when we were

125went to visit Delairfield. But you can see the grass looked beautiful then green. So color is not the issue. It's it was the unevenness. They they thought it would look amazing. and they're like, "Oh my gosh, it looks so great." But like, no, we're some issues we're addressing. >> And this is just part of the committee. This is the committee everybody's reference that oversees the utilization of the bond funds to >> bond expenditures. Correct. >> Yes. And we had the auditor attend the last bond oversight committee to present the findings from the 2024 financial and performance report. And um I'm sure you're going to get to it, but there were no findings. Sorry if I stole your thumb. John, sorry. >> Okay. And the last slide, um, just some brief general updates. We are assisting

126Da Vinci with their Da Vinci Cafe project. We finally received DSA approval, which took like six months for that tiny little project, which should have been really over the counter. I'm not sure why it took so long, but finally was approved. We are currently out to bid. We are expecting bids to come in on November 4th and Da Vinci board scheduled to consider the award of this contract at their November 19th board meeting with construction starting over winter break and like I said we the NAZ team will assist them with oversight and managing of that construction project. Uh we are also still monitoring the Da Vinci Kitchen project. Um, I mean the project started, we did the design, went to DSA, PBK, addressed all the comments. Right now, the the goal is to just see

127it through approval and then it's up toies to determine what they're going to do with that project. And we are now also busy planning for our summer 2026 projects. We're going to be coming back soon with a list of those projects that are going to be moving on next. And that's all I have. Any questions? >> Thanks. >> Did you time me? >> Good job. Timing is all good. When When is the Dr. Silvers? When is the timing of our next series? >> Oh my goodness. Um, >> just when like uh >> I'm probably gonna have to get back. It's 27 or is it 28? No, I mean, >> no, but we can go. Technically, it's 28, but we can go as early as 27. I guess my question relative to that was planning for

128the summer. How are we uh funding? >> We're going to present all of that. >> Okay. >> We'll have a thorough threehour foundation. >> Three hour. Yeah. >> Three hours and 15 minutes. >> You know that there was there's so much going. It just tells you how much is going on. It's obviously well managed and we really appreciate it. So no issues on time is what we needed. Thank you very much. >> FAC. >> We will absolutely. Yeah. the the the cadence is we wanted to wrap up some of these projects first and see how much they were going to cost uh obviously especially with that SLC project come in um so that we can then rep prioritize you know projects moving forward I mean obviously we have to take a look at at carpet

129and flooring I'm sorry carpet of flooring is the same thing um flooring and ceiling tiles at Holly Glenn and um Delair but Delair would be first would be um just because the the age uh and figure out can we extend it to Holly Glenn as well in this first series in the B series or do we have to wait till the C series till 2027? Um and then also how much do we have left for furniture and and how much and and the idea with furniture is that we would I think I shared this with the board but um the idea would be we'd start at 8th grade and work back down. I mean hoping we can get at least sixth through eight, you know, ideally we get you know fourth and fifth grade as

130well. Um but but certainly what I can assure we're not going to get to any of the lower grades in in in this series. Now, um it's going to probably be the the third or series C or D, you know, when we're actually getting into our our youngest classrooms, but yes, we'll bring that back to the Sorry, I I I digressed a little bit. We'll bring that to the facilities. >> Yeah. >> All right. We're going to move forward to item number seven. It is a discussion item. It was brought to Rogers and my attention that there was some conversation desired to be had relative to our board resolutions. and the board resolutions that we have uh asked Dr. Ingram last year to create a list for us of the resolutions including for example the

131four we have three or four that we have this evening um on our on our list and there was some conversation regarding do we want to have and I'll try to do my best to consolidate this for the board here and if I miss something please fill me in uh please add to it basically the conversation as I understand it is do we want to have individual resolutions that may leave out re reasonable and groups that we should recognize or do we want to have a singular diversity, equity, and inclusion resolution that is recognizing all >> and I think the is that that's generally the conversation. So I know Rebecca this was something that was important to you. I'm I'm going to turn to you to have to offer your thoughts here. Now this is

132a board discussion. There's no action here uh pending this conversation. We'll bring in action at a future meeting. Rebecca. >> Yeah. I think can I just couch? I I just I think um there's no action here. Obviously, it's it's agenda here as a discussion item. What we would like um some direction from the board though uh at least with with uh you know a straw poll in some ways that we would bring back at the next board meeting a either a general resolution um to be approved or the slate of of resolutions for um that we've approved in the past. I know Dr. Ingram, you know, Rebecca's been on that team. We had a committee that kind of went through that. So, I would say that we'd want to bring that back um with those

133resolutions attached as well. So, so I guess while it's not an action item, we would like some direction uh on what to bring back at the next meeting. >> Okay. >> With that, >> um so I think there's a couple of things that had uh you know, I think we had heard last year at some point that someone thought that that maybe we were doing too many things in in in the meetings. And my argument has always been that we should do as much as we can um to recognize our our populations. Um and I actually think that it would make s like last year we adopted a slate just for one year which is part of I think the reason why we're having the discussion now. I actually think that we should adopt an

134evergreen slate of resolutions, meaning a list that we sort of have in place until we change it, right? So that we don't have to have this conversation sort of year after year. It would stand as our policy until the board formally amends either by removing or or adding to um and it would sort of remove the need to repass this list year after year. Um I don't have an issue with us doing a general resolution on our support for diversity, equity, and inclusion. Um but um but I don't see it as sufficient um to address how we ensure that students are allowed to show up as their full selves at school knowing that the district supports who they are and that the support is coming sort of um from the top. Um the reality is

135that we have seen a number of things change in our world in the last uh few months even since the end of the last school year. Um we see students and families and others in our community feeling unsafe and attacked simply for being who they are. And you know, we've also witnessed the devastating impact of a a long-term federalized military presence um in our county over the last 120 plus days. And so I think our job as a school district is really clear that we have a civic duty to educate our students to become engaged critical thinking citizens uh who question the status quo. And educators, I believe, are here to teach our children how to navigate the world around them, how to be um full participants in that process. And the way that we

136do that is by asking our ch our children, our students, our teachers, everyone to show up as their full authentic selves. And we have to do the same if we're going to impart that wisdom and knowledge to them and allow them to receive it. Um, and I think the board has to lead by standing in solidarity with our community and our students, staff, and families. Um, and encourage everyone to embody our district's values and dedication to serving the whole child. Right? One of our key pillars is that we serve the whole child. And I'm also proud to serve on a board that really puts our students first. That that has always been what we at least in my time on the board. you know, I can't speak for but this board I feel like um

137we are dedicated to this work. We're dedicated to learning and growing and even changing our minds when new information comes through and um having open and empathetic dialogue about this. And so I just um I think I'm I'm for sort of a both and uh approach here which would allow us to adopt and re uh assert our appreciation and uh and engagement with the diversity, equity, and inclusion while also maintaining a a slate of individual resolutions that we would adopt until such time as we need to change it. And I know on the list that we were um that we are looking at here, we actually adopted certain resolutions in different years, >> right? And so we've added to that over time. You know, the slate that was presented last year was different than the

138one that was the year before. So there's nothing that says that we can't add to it. So I think that's that's just sort of where I am with all. >> So your your p uh what you're putting forth is perhaps in every board meeting we would have the general statement and the individual specific statements. >> No I think that this general statement gets read you know gets introduced once a year you know can either be introduced once a year right not that we would say it every month just that this is the this is a reassertion or proclamation of the district's uh commitment to DEI. Um, and then we also have whatever resolutions we're going to adopt for that month as part of the consent agenda has as has been our practice, which does not

139mean that we're reading out every resolution. Um, but I think the one other thing that I just want to say about this is that I think there's also a need for um some additional implementation guidelines that go with these resolutions. So, I would also ask that we as a district work together in the coming months to develop clear guidelines. those policies and practices about how these resolutions should be implemented, celebrated, integrated across our school sites um and in the classroom. And really board resolutions should be moving from paper to practice, right? Like we want to make sure that we're not just doing something to pay it lip service, but that we're doing something that really um makes its way into the classroom and to our students and they feel that so that they can walk

140into Canvas feeling like they're full participants and they can bring their whole selves. >> Thank you. >> Yeah. >> Open it to our other board members. >> In agreement with Rebecca. First of all, I want to thank >> First of all, I want to thank uh Mon'nique and Rebecca as part of the DEI committee for getting together and doing this. I think the the only one question that I I've had in the past actually I've had two a few a few points that I wanted to bring up. The first is to make sure that our individual resolutions are in line with LEO. Uh we should be in line with LEO. I think the only difference is that if there are things within our community that we should consider adding on top of LEO, then we

141we should do that as long as it's representative of our community. So that that's one. Two. My biggest concern in the past with the individual resolutions has been leaving somebody out and actually there was a fellow board member that felt left out and that was where I was coming from. So um that is the reason that I also would push for a general uh resolution that makes sure that we are um covering everybody. I mean the strength of Weisman Unified School District has been its diversity, has been inclusivity going back since I went to this school district. That is the beauty of our district. So I completely support this um and I I would I would be in support of a two-prong. In other words, the the individual resolutions that we that collectively we agree

142upon. Um, and I I obviously would defer to the to the to the committee as they've worked on this, I guess, for the coming years. I don't know if we're going to do it on a yearly basis or will we do it for for further years. And then I would also be in support of doing a general one that makes sure that we that makes sure we cover um anybody that may not be covered in our individual. That's all I have. >> Thank you, Nelson. >> Yeah, I just want to echo that in that I think the initial conversation that we had was addressing that mainly is this this fear of we don't want to let these out um and and and leave people out and you know we don't want that at all but

143I think also um in recent you know just the way our world has been changing I I don't think that that is enough in you know to just do something that is general because I think it it doesn't feel as inclusive as we want it to be and I do think that um a little grace can be afforded to us in that we are trying our very best and we set forth something. But I really like this idea that there's things that are evergreen uh like you said and that we can instead of having to pass it a different one every single year that we revisit um the one that was passed the and then add to as needed or to revise and uh again um giving us the grace knowing that we are trying

144our very very best and our intent is never to leave anybody out. Um, I think that that is the two-prong effect will will cover us in that way. >> Thank you. >> I thought I might make this controversial, but I'm not going to. Um, I believe there is value in specificity. And I was reminded, for example, in our meeting this evening, we have resolutions recognizing National Hispanic Heritage Month. Our the majority of our students are Hispanic. We can have a general thing to recognize all people, but it's good to recognize this big group in our community. We're recognizing bullying prevention month. And we're reminded that bullies should not be rewarded and bullies come from fear, not from strength. And can we give our those being bullied the strength and support that they have the voice

145and know to be their whole selves? So, I could continue, but I think the there's value in being our best selves when the values and and the reminders are put in front of us. And there's power in words. And to Rebecca's point, maybe we haven't done enough with these that they're just peruncter. You know, candidly, when when we say the pledge of allegiance with liberty and justice for all, wow, those are powerful words. Wow. We can live into them and embrace them, and that'll make us better as a result. So, I absolutely embrace the specificity. I agree with everything you've all said. I don't think you need any clever creative directive. I think this is pretty clear. Um, any final comments for anybody wish to say. >> You know, I would just add to add

146to that is that I agree with uh what you said should be actionable, shouldn't be just a resolution that we're pass. And I think that we've seen that and I want to commend actually uh uh Mon'nique because she's done that I think in the presentations where she shows or presentations whether it's once a quarter that highlights some of the things that we've done. So um that I think we are doing that but I agree with you. I think we make we need to make sure that whatever whatever resolution we're passing that it's actionable that it's not just a a resolution that passes >> and also attainable, right? We want to make sure that it's um standardized across the district but yet very attainable and uh realistic for uh it to be implemented across or are

147asked to be you know people be uh willing to do it u make sure that it is something that is attainable. >> The um the last thing I'll say is that there was a whole team that came up with the slate and came up with the um ideas for how we should be recognizing and implementing these. We met Monise is gonna correct me. Uh do I was there Dr. Ingram a number of uh teachers, parents in the community, other stakeholders participated in the development of the of that curriculum, came up with a whole host of ideas that I think were implemented last year, whether that was assemblies or, you know, things that they could do in the classroom, things in the newsletter, all kinds of stuff. Um and I know we've talked about, you know,

148additional ways. So I just want to make sure that we're continuing to do that. And when I say that the slate is evergreen, I mean that like unless there is some other indication from the board that these these recommendations will just on this cadence continue. So like in September we would expect to see the Hispanic Latinx heritage month resolution. You know in whatever April we have the neurodiversity uh resolution. like it just without the board having to necessarily pass a new slate for the coming school year just so we don't have the um issues that happened this year where it was unclear. >> That's it. >> Questions Dr. Silver? >> No, I don't. >> All right. Well, thank you very much. Thank you for that discussion. We will move to item eight, reports and information

149starting with board member reports. Martinez, we'll start with you. >> I don't have anything to say. >> Well, looking at the time, we appreciate that. >> I am just grateful for the time that was put into those presentations. Uh, thank you so much. I love hearing about all the great things that are going on in this district and it is always just um energizing to see. So, thank you for that effort. >> Thank you. Um, so of course I still have something to say. Um, Neil mentioned that it's a Hispanic uh heritage month. I'm grateful that even despite the oversight that we now have part of his agenda that we're going to be adopting the resolution. Um, we're coming to the end of that. Um, when I joined the board four years ago in 2022,

150we actually weren't celebrating Hispanic Heritage Month with the resolution. Um, and that changed because of my comments and making sure that we were doing this. I'm also grateful for the discussion tonight. Um, we celebrate the histories, cultures, and tremendous contributions of people across the Americas by looking at this month. Um, and as a proud Latina with roots in Spain and Mexico, I want to specifically recognize the immense contributions of Latin people um, that have they've made to California and the United States. And I also want to remind us that Monday is also indigenous people's day. Um, and want to recognize the sovereignty, resilient, resilience, and profound contributions of Native Americans. Um, the history of forced removal, displacement, and assimilation, things that we are seeing today, um, is real and relevant here in California. And it's

151vital to acknowledge that we're holding this meeting on the unseated land of the Tongva and Gabrielino people. Um, I also was down in Orange County today and got to witness a beautiful ceremony for a land acknowledgement. so is also on my mind. Um I think most of the rest of this I've I've already said, but um the I do want to mention two other things. Um on I believe it's October 20th, I'm going to be participating with the district, correct me if I'm wrong about the date, um with the Jewish Federation of Los Angeles to talk about how we're um you know, making sure that we do um provide a safe and welcoming environment for um students of all faiths. Um but um but that we're addressing issues that um some parents have raised with

152us and that we have come up um at our different school sites. As a I wear lots of hats as a Jewish woman and as a Latina um and just as a woman um but uh but also a member of our DEI committee. Um I'm I'm looking forward uh to participating in that conversation and to hearing from them and the parents and others who will be present so that um we can have an open dialogue and figure out um some uh a path forward um for maybe some changes, maybe some acknowledgement of practices. Um so looking forward to that. And then I also just want to shout out WE for they have their trivia night tonight. We weren't able to be there. Sorry I didn't get to beat everyone at trivia, but um that's why

153they held it tonight. Um but um but I hope it was a great success. Um and um and all the dollars that they raised for that go to back to supporting our arts and music and uh healthy lifestyles, steam education across the district. So thank you to everyone who bought tickets and um participated in that um event this evening. That's it. >> Thank you, Rebecca. Um, I want to recognize and thank and acknowledge the cabinet and the team for their diligence in addressing student wellness and safety, social uh, emotional learning and thank you for the efforts because I know it's a conscious effort was in your Jana in your presentation tonight as well. In that same spirit, I also want to take a moment to recognize something I think we can do better. Um, we've

154had this conversation for many years and it continues to be resonant. keeps coming up and I feel like we can address this and that is um in this recent season I've had a number of Jewish families reach out. I want to recognize this and make the same statement about all faith. This is not an issue for one faith but all faiths and particular issues and I realize uh we've made the difficult decision with many competing interests not to close schools on any of these uh religious holidays but I think we can al we can do a better job making all students feel welcomed and respected. I do want to acknowledge that it is complex to recognize diverse traditions without making people and students feel singled out. So this is this balancing act. But I think

155we can do a better job of doing this in a positive, inclusive and educational way. So our we can make students see themselves reflected and respected in our schools while helping everybody else learn about the beauty of different cultures and faith that makes our community so rich. So I remind us that there is Bahigh faith, there is Diwali coming up, there is the end of Ramadan coming up. And I just want to be respectful of all these and again it's a balancing act but I ask that we bring consciousness and s sensitivity and accommodations to our best ability to recognize this >> and was just recognized as a new state holiday holiday for next year right or another a new day of recognition. So governor just signed that I think on Friday. I think one

156thing that I might add to that is that um one issue that's I've seen some of the recent emails from the community one of the things that is probably occurring is that our calendars and what I mean our calendars were one community and the community looks us looks at us as one district and our calendars and I'm talking about Wise and Da Vinci are not alone >> and that's presenting problems for us. So I think that might be something >> something in our 3x3s we can bring up this conversation for sure. >> We should put that on the agenda for sure. >> I have no other comments except thank you all for being here and thank you for your your your ear. Dr. Silvers, let's turn to the district leadership reports. >> Right. So we

157are going to start with Mon'nique. No, I'm just kidding. Maggie, we're gonna start with Maggie. >> We have lovely Miss Rodriguez here. Um, I was going to speak with you all on the work that our design team has done. We met for a third time as a district last week. We have 20 awesome teachers. Miss Arvigas being one of the representatives from kindergarten who is going to give you the brief update of some of the big decisions that we're moving forward with and our um kind of stamp of approval as a committee, our recommendations to the entire rest of the school district. >> Hello again. >> Yeah. you you don't have just three minutes and thank you for hanging with us. >> There we go. Okay, so good evening board members again. My name is

158Maria Rodriguez and tonight I was invited by Maggie Mayberry to share about the work that the Wiseburn assessment grading reporting design team have accomp accomplished thus far. So there's a big shift from traditional grading to more equitable grading to alternative grading. Um where all um and that big shift has occurred over time, but it's our time to get on board, right? Um the traditional grading system does not inform um the stakeholders of what the student has actually learned. It gives negative connotations like F for failing. It is not accurate grading. It does not always give fe feedback for improvement and it does not always give multiple opportunities to improve. On the other hand, we want to uh we want our new grading practices to be equitable, to be standardsbased, to have feedback for improvement, and

159to give students the opportunity to show what they are learning in a variety of ways. To illustrate this idea, I want us to go back to memory lane to when we all took our driving test. Do you want to go back? >> Let's do it. >> All right. So when we took our driving test, uh we were given three opportunities to pass the written test. And myself, I didn't pass it the first, I didn't pass it the second, I passed it until the third time. And it was good because then I would have to have paid again. And so they did not take an average of all tests. What they did is they took the test that I passed and they did not care if I didn't pass it in the ba in the past.

160And so that is what we are doing. We are trying to see where the child is at this moment. We don't want to ding them for what they did not know at the beginning of the semester. We want to know what they know now. And we want them to give them feedback along the way so that if they are not reaching those standards, they're able to reach the standards at by the end. And so uh we want to be able to give them u these m multiple opportunities. So what have we done so far? So far um we worked together in November to put all these ideas together and it was it's been a struggle for us because we you know we it's a mix of people and what some of the uh members said

161is that we've had a lot of spirited conversations and the spirited conversations are not just with um within each other it is within ourselves. So within ourselves, I I would go back and forth back and forth with ideas on this is how we used to do it. This is we had we have a a four grade fourpoint grading system and why is this important? And so we've had to have these very long conversations. But in essentially we did come up with uh with the help of a lady named Brianna Holly and Katie from learner center collaborative um we've developed a philosophy. So before I move on, I just want to say that that it was really muddy those that first and second session. Um we've had first they presented the ideas to the whole staff

162at a at a PD. Then once we started with the design team in session one in March, that's when we started developing the um the philosophy for assessment. We really um made sure that we finished that philosophy for assessment in session two. And then we did one more. And in this one, what we developed is we we developed a grading system. And it was like 12 angry men in there because they they would ask us to vote like, "Do you want do you think that it should be a fourpoint grading system or do you think it should be a threepoint grading system?" And so they um had us vote on a you know on digital form and there was like a bar right and there were four people who still wanted a four point grading

163system and so they were like well um it's anonymous but anyone here who had who chose the four do you want to say why and I was like okay it's me and so I would and they really we needed to have those conversations as to why it was important to have the four and or why it was important to have the three. And essentially the recommendation finally came to come to a three-point grading system. And the idea is for the child to have do you have that one pretty slide where you have um where the child is not yet emerging and has met the standard. Right? There was the ones that the teachers really liked was where it was like a little kid who was learning to surf and he was on the sand. Then

164he was boogie boarding and then at the end he's just like being able to surf. And that that visual really helped a lot of us because a lot of us really thought about that extra number four. That number four means like above and beyond. And so a lot of us were had to really cope with the idea that we don't want to say like oh this child is above and beyond because then above and beyond means that they would be stepping into a next grade level and do we really know what that teacher in the next grade level is teaching. Well so the recommendation has been to go with a three grade a threepoint grade level. Um, can I go back to the timeline for a quick second? Oh, this is how it was. Do

165you see it? Let's go back for that. Do you see? Finally, they put me over. I I was able to agree to get onto the the three proficiency levels. Um, but can I go back to the timeline? The timeline is going to show that we are going to continue to now create the report card. Then we're going to have a prototype um and we are going to start using that prototype this um semester 2. So in semester 2 we are going to the teachers are tasked to to um grade use both using both report cards. So we're going to be using the new report card and we're going to be piloting that report card and we're going to be using our old report card. Um, at this moment we're also asking for time to get

166feedback from teachers. So, we've presented this information to the teachers in a 10-minute um presentation, but now we're going to have the teachers have some time in TCT to really like think about it because we are as teachers, we felt very uh uncomfortable in knowing that we were making these huge decisions. knowing that perhaps the teachers were not ready or on board. So we are taking that time to communicate with them and we are expecting to use the new report card in the 2627 school year. Um let's talk about I just have one more thing to talk about is the assessment. Do you want to talk about the assessment the philosophy of assessment? >> Well it's just our shining north star. like all our decisions have been based on that philosophy that we built and

167which really helps like Mrs. Rodriguez and the team you know develop and with the third proficiency through the one through three proficiency. So I mean some of our next steps are what do those mean you know really defining what those are out and then like categorizing ourselves and making sure we're all aligned with what that looks like in our in each and every standard that we're going to be reporting back to families on. And so this is really exciting for our team. I mean, our team is lucky we're going to be able to provide a stipen to them because, you know, doing two report cards is very difficult. You know, in the LR LEBG presentation, we left a buffer of $15,000 that we're able to use to build and, you know, give our teachers that

168time and get the feedback from our community that this is working. But, um, it's exciting to hear like our own members getting in front of their staffs. We're hearing feedback saying like staffs are like, "Thank you to you guys for taking this responsibility on for us and being the voice of all of us." So, thank you for that and for every member of our design team because it's this is really really hard work that they're just embracing and doing so very gracefully. >> Thank you. >> Is there any model you can show us? >> We don't we only have the one through three proficiency and so we've actually been you know one thing that design team members have asked is just to look at local all of our local districts are using the system. So

169we're lucky we're we're reaching out to the Manhattan beaches and to the Torrances and to the you know the Hermosa beaches for theirs to kind of start and that's going to be something we're actually doing in our next session is looking at those as like some initial prototypes for what this is going to look like. >> Mr. Martinez, thank you question. >> Yeah, I have two questions. The the first one is this is a significant change. >> Yeah, significant. >> How is this going to be rolled out to the community? Obviously, I know that there's going to be a it seems like a already an initial presentation, but obviously there'll be more presentations to staff, right? But ultimately to the community, the parents because this will be a significant change. And second, three, this three-point

170system, how does this impact students like with colleges and universities? How does this um I need to better understand that um because >> my at least at least from my uh perspective it seems like colleges and universities use a four-point system. So how does this >> um and is that is that been considered? >> Most universities use the five point I mean they're using the the AF um system like our our high school that we are with use a four-point system. We're moving away from that and moving to the three. And so, um, luckily our GPA of at 8th grade don't transpire at all. Like, you get a fresh start nth grade at every nth grade school. And so, they don't transpire. But what we are providing the nth grade teachers is like here's where

171they're at in specific standards in their learning. And knowing that like, okay, they're just emerging in their understanding offormational text is a a different story than a student receiving a D in that or what does that D mean? We're saying here's where some gaps may be or here where are the big lows because here are the things that they know very very well. >> Okay. >> I think the confusion was when you said like there's not going to be any fours that means no nobody that's above and beyond. >> Right. But doesn't mean that if you go to a three-point scale doesn't mean that some of those threes are above beyond whether it's da Vinci that's looking at it or the high school >> right and that's something that our committee is developing is what

172is that like what is that language to showcase that you know is it master you know proficient are we going to say mastering up or above like that's something that we're working on as one of our next steps so that we clearly define that but your question about the community is um we are going out our principles are going to be presenting to their PTA school site councils and like their copies with the principles within the next month, like kind of these initial steps that we just spoke about today. And we're going to be, you know, rolling out conversations throughout those three parties. And then the the students that are going to be participating in the in the prototyping this next semester. >> We'll we'll be doing like webinars and things with those parents because

173they're we want their feedback. We're going to show them both report cards and say, "Give us the feedback on the new one." >> Yeah. >> You know, so that we can ensure when it rolls out districtwide, it's it's ready to go. >> Have a couple things. Well, Kiana Clark has already presented to her PTA show. So, she has already shown this um this slideshow to them. And then the other thing is that for the above and beyond we were thinking that a lot of this information should be part of the comments. So, in the area where we are going to have comments, this is where we would say this student is performing above and beyond in this certain standard. And because it's going to be standardsbased, the standardsbased is going to be a moment where

174you can specifically know what's what essential standard the student has achieved. And so versus what we have right now is a first grader, second grader, third grader gets an a grade for reading and they just have an A, a B, a C or D and F. So that a that that a through f in reading gives you very little to no information as to what the child knows. When it's standards when it's standardsbased then you're able to see per standard per essential standard which every grade level has already chosen what it chosen what the essential standard is going to be. So it's not going to be a report card that has every standard in the book but the most essential standards. you're able to see what standard each student is going to be proficient in.

175And so it gives you more information receiving it as a parent receiving it as the next grade grade level what the child is proficient in. So even though they it doesn't show okay this child is a shiny star in this area the common area will will have that >> just a point of specificity. So I'm assuming it's mastery based grading concept. There's going to be multiple standards. What will how many on a particular report card? >> It's going to depend on on the subject area how they're defined. So where we've done a lot of our work at the elementary level has been you know in reading um literacy writing and in mathematics. And then each grade level at the middle school or in each subject area has developed their essential standards. So like their, you

176know, social studies are going to have what their essential standards are going to be. Um, so they'll be very detailed. Instead of just a social studies grade, you're going to actually see like how a student did in ancient China, you know, how did they develop in that standard. So it's going to be more specific in that, but the but really the, you know, like the TK through second grade team is really going to have the foundational skills of literacy are what their essentials are. >> It's going to look different than just reading. >> Question. >> Yeah. No, I just a a comment and a and a question. So, I think one I, you know, I've been in favor of this move for for a long time. I think especially as we think about like our

177students with special needs and how they are assessed um and, you know, penalized in the moment for not turning in homework, you know, on a certain time frame or reaching a a certain thing. And I think this will give us for all of our students a more equitable way to assess them and to demonstrate their how they're going to uh you know where they are and what they need to work on and sort of help both families and students feel that they you know can really have that information. So I commend the the team and everybody for taking on this work and making sure that we're you know finding an equitable way to to allow that to happen. Um the other thing I guess this goes to like just like um on the other end

178of the spectrum we have our students who are like in gate or um who have been you know identified as having uh extraordinary abilities and things like that and usually we have like honor role. Um, so I'm just curious as part of this assessment process if that uh like if you guys are going to be talking about whether and how that might change, especially at like you know the high upper elementary and and middle school levels um where kids start to really think about you know getting recognition for having uh you know achieved something. It's funny because in reality it wasn't something I had particularly been thinking of and it was something that was brought to this committee's design that we will have to develop like if that system's needed or is it going to

179be per school site. So that's still in development. So thank you for bringing that up. I think the point of the question um that I wanted to make sure um that that we looked at was you know thinking about this point system for as a report card reporting um not is it going to extend to um you know all the other assignments um obviously it lends to it um because I know like for Da Vinci that's every assignment is is has a three-point system as well as in the report card um but I know in a high school level kids need to know kind of where they're at and so a lot of times there is a percentage that is equated to that three-point system. Um so again my question is more for uh the

180individual assignments that um as long as you know I don't need an answer. I just wanted to at some point get as you kind of go through the through the process um that that question be addressed um because yeah I I it is important especially through a middle school point of view if they're going into Da Vinci. Um I love the alignment of it. I just wanted to make sure that um it's clear about what the expectations for the teachers and their grading per assignment will be. Um because you know if you if you were to kind of do the the equating um a three is considered 75% and above right and that's a very large range right I mean in a very um historically you know like that's how we think about it right

181like us our generation of how grading went down right so um yeah that would be my question >> and that's and that's definitely something we've already begun in that discussion because what our next, you know, steps are is to create rubrics that are very clear to define what is that three mean and what does that mean to master that skill? Because we need to tell students what that is, right? And so, you know, are we clearly identifying what an A is? You know, that's where we're like, we don't feel we are. And so, now we want to ensure this is what it looks like when you master this skill and now let's teach it to you and now we're going to assess you using this system. And so um it it most likely will in

182my opinion transcribe down to each and every assignment. >> Yeah. >> Sorry, just one one that something that just made me think of it. I know in the middle school in particular they give like sort of marks for effort, >> right? Like how are kids you know like showing up and participating in class and that sort of thing. So like where will that you know be on any report? like will that still be part of it which is part of the you know like are you doing the homework are you showing up in class are you prepared to learn you know those kinds of things >> the letter that you know yeah the letters effort >> for that is what we're calling that work habits it's going to be work habits and citizenship and so

183in in moving to a more equitable we don't want the effort to be part of the grade we want those those work habits and behavior and citizenship to be something completely different and we are trying to move away from like the outstanding satisfactory needs improvement u we are we want to be a little bit different. So, one of the things that we talked about is that we looked at different different um school districts and how they uh handle um and one of the things that we that we feel comfortable with in Weisburn is to have it more as in u bands of grades. So, the the lower levels would have their work habits, study habits would be kind of like more developmentally correct for them. And so then the middle grades and then the upper

184grades. But that but for example in the middle school they cannot every child every teacher would not be able to give a work habits you know a whole list of work habits grades for a for every child. So they have to figure out how they're going to show those work habits citizenship behavior grades. And even those words are kind of like still up in the air as to what we want to call them. But it's going to be a separate place in in the report card and how it is that we want it to show. But we don't want that effort to be part of the grade. We want the grade to be what you know, not how you got there. Like what you know today, what is in your brain? And so for example,

185just a big example is going to be if a kid walks in and knows everything on, you know, in algebra 2 and he's going to get the grade for his algebra 2 knowledge, not because he sleeps in class, right? That would be a totally different >> that's mastery, >> right? >> I want so so just a couple things I get. I think it's a a philosophical statement, a question, and a naive concern. And before all that, thank you for including the teachers. I'm so concerned about the burden this puts on teachers. So, I'm just hoping that this isn't overwhelming. Um, so that's just a statement. The question is what happens? So, the philosophical statement is that I love the idea of not there yet from the perspective of you haven't shut down. You haven't lost.

186You're not failing. You still have a chance. I like that philosophically. I like where we're going. My question is, what happens at the end of the year if they're still not there yet? What does that mean for the next grade for that? We're still not getting them there. What does that mean? I mean, the idea is you're not there yet, but to get there, what if they don't get there? >> Something we're working on as a district is through our PLC process is our MTSS, like our multi-tered systems of support. So, immediately we would like to put you into tier two and tier three intervention. We know where your gaps are on day one, you know, through our I Ready assessment. We know that from our reporting because we've all aligned with what that looks

187like. Let's start getting you to be on grade level. And so that's something we are working on outside of just this team that every teacher on this school in our district is is currently working on and every school is working on. Um that's not very different than what we're currently doing. I mean we currently have students that maybe receive a D F or C or a B that are going into tiered systems. >> It might be more data driven though. >> It's going to be more data driven. Yeah. And I think we're going to have better based on our essentials that it's not just meeting all of these things. It's meeting specific things like kindergarters are come work on letters because they need to know those in order to be reader like those kinds of

188very specific skills. And so we're in the process of those shifts and it's awesome to see our teachers be a part of that. >> So I I make this last statement with the caveat that I'm in support of this. I love it philosophically. Beautiful narrative to get us along the track with the remember when you're driving license. I love that. Love the story. Here's my concern that I've seen in real life that I want us to to have some consciousness with. I've seen mastery based learning learning with not there yet in high school and then I've seen students I can point to them I'll leave them nameless that they've gotten to college and the not there yet gave them the impression that I didn't have to perform yet because I'll get my time. They learned

189a process that got set them up for not success in college. Does that make any sense? Because there isn't a not there yet in college. there isn't that not there yet in life. So I it's a it's a balancing act and again I go back to I'm supporting of this philosophically but that scares me a little in terms of what we're teaching the children about how the world works. I leave that there. >> I just want I I would like to invite you to start listening to the grading podcast. The grading podcast has changed my way of thinking. >> And so one of the of the podcasters is uh professors at um Cal State LA and they are the ones who are really piloting and really moving forward with the colleges having a not there

190yet philosophy. And it doesn't mean and she says one of the things is that when my students come to my to my course they are really thinking about how do I get the extra points how do I do this and they're not worried about how they are what they're learning and the idea is for us to shift the mindset from how do I pass the class to how do I learn so that I can move forward and so there have been students where she has had to create this this grading system to the not yet and the kids who she gives that grade to not yet may be because at that point there they have to go to work, they have to do all these other things that at this moment you are not yet

191there but something in the future might get you there. And and the the idea is that whatever gift mentally we all have, we all get to to our goal if we persevere, right? If we get to this moment of perseverance and we want the children to persevere. We have this not yet, but you can if you persevere. >> Well, I like the conversation. I love that you included links in the PowerPoint, but they did not work >> for us. So, uh, that would be helpful to have those links. >> Um, and, uh, thank you very much for the presentation. >> Thank you. >> Should I keep it going, Neil? >> Should I a couple more? >> Keep going with district. >> Monique. >> All right. Um, just quickly, um, item 10.4, resolution for Red Ribbon

192Week. Um obviously there's a focus on for Red Ribbon Week on drug prevention but in the resolution we also discuss um health the health and just general well-being of students which is a big emphasis with our students when we talk about Red Ribbon Week especially our younger students uh but also our middle school students as well and so this year um as a part of that um there's a focus on suicide prevention and so our middle school is partnering with Danny Hirs Mental Health Services and Suicide Prevention Center to offer two parents education opportunities about suicide prevention that aligns with um an assembly that all middle school students will um participate in as well. >> Right. Or yes. Yes. Okay. >> Okay. Um sorry. Can I move on to superintendent? I was looking at you.

193>> Um okay. I do I do have a few updates. um today um had an opportunity a couple weeks ago to go um join um the Southern California Superintendent Group. It's um I think I'd share with you there's 50 superintendent in Southern California from Fresno to to um San Diego to the to the border basically that are part of this group. Um and one of the things is really we're talking about change in education. Um we're talking about transforming education and and things like that. And it's um the only reason I say that is is because shortly thereafter um we hosted um and I want to thank Summer Graves who's not here but we were able to host Dr. Carol Basile who is the um dean of the school of education at Arizona State University.

194It's the largest public school of education in the country. Uh I think she said they have what 10,000 students or something something like that if I I may have missed. And um when when Nish and I uh went out to Arizona um with our colleagues from Da Vinci, we had a chance to sit at a round table with with Dr. Basile. You know, one of the questions that I asked was, you know, how do we crack the code on, you know, teaching and learning, particularly in these hard to hard to teach or or, you know, subjects that we're seeing the biggest gaps particularly with our our black and brown students um under resourced students and um you know, so I talked a lot about literacy, about mathematics, and you know, she shared this idea that

195um the system has been sort of built, not sort of, the system has been built um to the average And I mean, we're talking systemically going back, you know, long long time that and and we're still operating very similarly to the way that we were operated when education as it is has um was created and kind of goes to, you know, this conversation on grading, you know, thank you, Maria, for for sharing that. It also even goes to like how we approach mental wellness, mental health um of our students. Um it's how we how we recognize, you know, groups, you know, within our organizations and so forth. Um, but what it comes down to is this idea of change. And it reminded me of a gentleman I saw speak many many years ago. And um,

196does anybody know the how wide train tracks are? People are going to get tired of me saying using this analogy, but I'm going to do it anyway. 4T 8 and 8 and 12 in long. And the idea was is that those are still um that that um metric is still from the Roman chariots that pulled, you know, the the horses that pulled them. is basically the distance between the horses behind um and then the ruts that were caused by those um by those uh wheels by the you know by the wheels as it was pulled. The reason I say this is because today our, you know, 200 mph trains or bullet trains that are being designed and and used are still at four feet, eight and eight and a half inches long despite the fact

197that engineers have have long said that if with different dimensions, wider dimensions um that it or even you know, who knows? But um I'm not an engineer, but whatever that would be that um you could do it better and you could do it faster, but we stick to that. Um same with the keyboard. you know, our our QWER TY keyboard was was based on the fact they used to jam when the old computers used to jam. >> So, they were slowing people up with the keyboard that we have now. So, we we created a system based on old facts. And so, it just brings to mind this idea of of change. Um, this idea of average, this idea of why we do what we do. Um, and we could easily continue to build train tracks

198at 4'8 in 8 and 12 in wide. We can continue to use the Q wer ty keyword. We do that. But um you know I think what we're asking now is is how can we do things different to get outside of the average. You know how can we look at education in a way that's different? And that's what Dr. Basile was sharing and that and and so one of the things that she brought to us is this idea of the next education workforce. The next education workforce is a is is a chance for us to sort of reimagine the way teaching and learning happens. the way that teachers collaborate, um the way that that students are instructed, the way that classes are created, um and it balances this idea of autonomy and accountability together. So

199teacher autonomy, teacher group autonomy or team autonomy at grade levels as well as accountability, which has typically been sort of opposed, right? It's like accountability and autonomy kind of um haven't operated in that same um spectrum, if you will. So, um, you know, we are taking a team, administrative team is going to travel to, um, where are we going to to Mesa? To Mesa, Arizona. And we're going to go take a look at some schools there that are practicing some of these new these new teaching and learning techniques. Um, this whole idea of teacher autonomy. What does that look like? How are schools create or how are grade levels sort of um, you know, governed in that particular um, with that particular idea? And um you know uh Summer Graves is actually going to join

200us on that you know at aviation because you know really um if we're to change you know I said that this whole idea of schooling is is built for the average. I mean idea we don't want it to be built for the average. We want to build it so that every student learns right and that student outcomes are improved more than just average. We don't necessarily need average >> if I may not build the average built for the individual. >> Sure. Yeah. Yeah. personalized learning, um, individualized instruction, all those things. And, you know, these these these key phrases have been around since I was teaching, you know, I mean, and that was a long time ago now. But, um, it still is a challenge that we haven't quite figured out, and I think we've tried

201in many ways, but we haven't debunked the system. So, um, you know, really really interested in, um, following Arizona State's work, looking at Mesa, looking at maybe some schools. I mean, there's a couple schools in Baltimore. Um but I believe it's in 20 districts across the country. Um it's not it's not you know it's not catching like wildfire but part of it is because you have to change the system right the conversations that we have about teacher teaching and learning have to change. The conversation about student outcomes has to um has to change and um you know I think that um this is a really really meaningful conversation to have because you know we could continue doing what we're doing and it's built to do that. West Ed said that too, you know, um big

202research company in education, they've said for for many years that schooling in general was engineered to do exactly what it does right now. So, we're doing fine. I mean, it's doing exactly what it does. Right. So, um we maybe need >> the society we're sending it into isn't what we want what we once had. >> Sure. Right. Right. So, we need to re-engineer, you know, what we're doing. It's changing rapidly. So I I I think in that regard I just wanted to share that just to say that um you know there is there is a push to be different. Um I think that when you talk about grading when we look at you know the energy um behind looking at student outcomes and student data um seeing I ready scores and and and those kinds

203of things it just really pushes us to think differently. And when we look at, you know, special education and some of the challenges that we face in special education, you know, a lot of that can be addressed through um individualized learning and how are we addressing students with special needs and so forth. So anyway, I just wanted to say that looking forward to um to going through that process with the team um and seeing what we can do just to continue to build a great wise burn. Um, also wanted to share I had an opportunity to see um the um I'm I'm going to forget her name, so I'm not going to say it, but we went to went to a safety symposium and one of the speakers at that at that safety symposium was

204a her two children were survivors of the Sandy Hook um you know, massacre at at Sandy Hook Elementary School in New Town, Connecticut. And um now I've had a chance to see her speak twice. Um, a it's riveting, you know, b it's extremely emotional, and c it just makes you think again and again and again about how we deal with not necessarily how you deal with like a type of situation like that that that you know is obviously it's an anomaly in some ways, but but more so like how are we communicating? How are we practicing for um these types of events, whether it's that type or any type of of of threat type of event. um it it really does um challenge us to do that. And so I appreciate the work that the

205leadership team is doing to have tabletop exercises to sort of work through um you know threat assessment and and how you deal with communication in a threat a threatening type situation. Um but um I just I just thought it was really um obviously aside from just intriguing to listen to somebody who went through what what she went through as a mother um you know being able to see some some snippets of of her son speaking who was um a 5-year-old or six-year-old in a first grade classroom um who had classmates die had teachers die. Um and how you recover too because there's the whole mental health side of it. And so it just goes to speak, you know, goes to show just how important schools are cuz school saved him after that, right? You know,

206he's now older, right? It happened a long time ago. Um, >> you know, and so now, um, we're in a position. Um, I'm sorry, what? >> Carly, >> thank you for that. Carly Po. Um, and anyway, so, um, I I think it's a really really important conversation for us to continue, really important for us to prepare. And I just wanted to share that that was a really, um, it was it was it was a very very, um, important message. um that we heard also had a chance on September 24th um to join Mrs. Graves and others in the room, Maggie and and Holly Compton at the aviation math night um family math night. It was awesome. Want to thank the team for that and really thank the Da Vinci uh students for volunteering and being

207there um and and just being just wonderful additions to that day. Um and uh la this last week on Friday um had a chance to join Dr. Deborah Duardo, the LEO superintendent. The morning we had a legislative um round table where we had a chance, I believe there were eight legislators there, um including Tina McKenner and Al Measuchi. Um and we had a chance to um have some pretty candid conversations with them about um issues in education. And one of those things that we, you know, that that that I brought to the table is this almost like, for lack of a better term, I'm going to say state of emergency that we're in with special education. um and and particularly with funding for special education that it's just it's an underfunded program and you know

208we find ourselves in really tough spots sometimes um trying to fund all the needs but while at the same time like you know the the most important thing is that we're serving the kids that are there right so kids have needs obviously it's a it's this tug-of-war between resources and services but that's an unfair fight for us you know it just doesn't feel like we're fighting the right fight sometimes right so um you know I mean I hope it goes somewhere where um you obviously like um I have my my skepticism, but we're going to keep on fighting the good fight. Um in the afternoon, I was able to join Aaron Keller um and and Bridget, our uh Bridget Well, our uh grant writer at the state of the state of education. Dr. Duardo did

209that and it was for foundations. It was hosted by the Los Angeles County Foundation, uh the Greater Los Angeles Foundation. Um so really enjoyed that too and listening um you know to Dr. Eduardo and sort of the the key um I guess it would be key issues that are facing education right now and what we're doing to sort of combat those things and what what LEGO is doing to help support that. But more and more so is just really being in partnership with WE and it just um was a nice event to be able to be at. So um with that I will uh stop. All I have >> Thank you. Very exciting to hear the conversations we're having, the big picture issues we are addressing and proud to be part of this movement. So,

210thank you all. >> Let us move to from the public. Number nine, do we have any comments from the public on agenda items? >> Number 10, consent items. >> We have the ability to approve the consent agenda 10.1, which is 10.1 to 10.11 pending. Any questions or comments? Can I have a motion? >> Motion 10. >> Thank you, Nelson. >> Second. Uh, including as amended when we adopted the the agenda, >> including 10.15. >> Yes. >> Seconded. Thank you. All in favor? >> I point of information. um the or order I guess the um some of the presentations that we saw tonight were not linked on the agenda. I just want to make sure that they get uploaded when the minutes of the >> Yeah. the slide decks just so that the public can see

211them >> like the Vicky Barber, >> right? The Vicky Barber presentation among others. No one needs presentation. >> Moving to action items 11 fiscal 11 receive the audit report. I presume we want to take this independently and I'm assuming Sean you're going to share something with us. I have a motion. >> I need a motion. >> You have a motion. a second. >> Well, we're not comments. >> That's right. >> Oh, no presentation, just some words. >> We're we're pleased to report that the independent audit audit opinion expressed is an unmodified opinion. This is the best or the cleanest opinion that you can receive. Um it it signifies that financial statements are presented um in in all material aspects in accordance with um generally accepted accounting principles. Um there were no significant deficiencies or material

212weaknesses identified in internal controls over financial reporting. Um there were no um there were no audit findings um in regards to financial statement findings. No performance audit findings or prior year audit findings noted in >> congratulations and great to know. Thank you. >> One can I offer one comment, a suggestion if you could write to bring to Christy White. Uh in their format they tell us we're going to be looking for these bad things. This terrible thing could happen. This terrible thing could happen. This awful thing could happen. We found none of those things. If they would just tell us there's none of those things and then tell us what they look for, it'd save us a lot of stress of time. >> So, I'm I'm kidding, but I'm not kidding. Flip it. >> Just

213Just flip it. Tell us there's We found no findings in this area. Here's what we were looking for. >> Yeah. >> Sean, do you know someone there that could help with that? >> Does she live in your house? >> All in favor of receiving the audit report. >> Does she live in your house? >> I sorry. And there's no opposed. Four to zero. Moving to the master agreement with Zen Educate for 2025 2026 school year. That's 112. >> Thank you, Nelson. >> Second. >> Thank you. Any comments or questions on 112? All in favor? >> None opposed? 40. The three-year agreement with GOG Guardian 113. Can I have a motion? >> Motion. >> Thank you. >> Second. >> Thank you, Michelle. >> Any questions? >> Just a comment. It looks like we negotiated a three-year

214consistent pricing. >> Any comment, Dr. Silver? >> No, I could just say that. I mean, yes, always. Um, we did we did go through pretty pretty aggressive negotiating with GoG Guardian, as you know. Uh, we were one of the pilot school and they're next door to us. So, I mean, it's it's a it's a local um they're in our district. um you know really really happy with this program. I think from a filtering standpoint it does give us some pretty good information and um I know that the middle school teachers really value the teacher uh the GoG Guardian teacher platform um where they can sort of navigate kids on 30 Chromebooks and see and and so forth. So um happy to be able to bring this back. Um it's getting pretty expensive as you could

215see. Um so it's just um you know it's it's where we're at. >> Yeah. Yeah. which is really a general fund expense. But yeah, I mean it it it um yeah, it's expensive, but it's important, you know, it's a safety piece. I always look at this as a safety piece and you know um anyway. Yes. >> And the kids know that it's being used. I think it actually helps >> which helps curtail as well. >> Yeah, it does. >> I just want to say thank you that that the district has identified this need as a priority. Um, I know that that doesn't happen in all places and so, uh, thank you for that commitment. >> Keep our kids safe. >> Uh, all in favor of 11.3. >> I or zero passes. >> Personnel 12.1 >>

216and 12.2. Let's take these together. This is our revised contracted salary and updated contract for our deputy superintendent who is nowhere to be seen this evening. We can't find we have no idea where she might move to approve 121 and two. >> Thank you. >> Second one and two. >> Any questions or comments? >> Just a comment. Um I just want to acknowledge the hard work that uh Dr. Dooall has put in uh in her position as a deputy superintendent and as we did with the superintendent salary. Um it had been a while since we'd given her a raise. Um, so I'm glad that we were able to recognize both their contributions, award you got last year, all those things. Um, and and really am in favor of of us uh providing the additional steps

217and uh and incentives and all of that. So, thank you. >> You comments? Congratulations. >> Early congratulations. You're about to get it. >> All in favor? >> I >> 4 Z now. Congratulations. and thank you for your contributions. >> I appreciate it. Can I just make a quick comment before we move on? I know it's been a long board meeting, but um I just want to take a moment to really express my thank you um to the board, to Dr. Silver's for your continued belief in the work I've been doing. Um excited that I've started my seventh year, seventh year here in Weisburn. um started off as a per DM uh assist uh principal at uh the middle school and so my favorite job ever and now I get to continue doing the work here

218in Weisburn. Um I I say this wholeheartedly that the work we do together um every day it fills my bucket every day that I come into work. And so it's really about the team, it's really about the passionate people, the teachers, staff, everyone on our sites um that we share the same value and caring for our students and the community. So I appreciate it and thank you very much. >> Thank you Nisha. Congratulations again and uh the co years worth seven long. >> Yeah. >> All right. Well, it looks like we do our next item is uh upcoming dates and events. Unless I've got that wrong. >> Looks like that's Wow. Have a bunch of them on there. I mean, I can't believe we're already um in October. But we are want to run us

219through these. >> I was like, should I say more? Um, so a couple things. Uh, we have we do have a board meeting um coming up. Next next board meeting we're going to hear from from Summer Graves from aviation. Um, we also have uh Spooktacular and it's actually a little bit of a different event this year. Oh, it's the same event on Friday night, but then uh we're coupling that Friday night, you know, haunt we're calling it the haunted house. I used the word maze the other day and that was like met with met with opposition. I was like, "No, it's not the maze. It's it's a it's a haunted house." So, we are um actually going to host the haunted house as well on Saturday. So, it's kind of a two-day event. Um you

220know, Lisa Wilberg is very excited about the two-day event. Um that's kind of a joke. Um she is really excited about it, but it's you know, it is um you know, Spooktacular is a lot of fun. Um and so that's here coming up. And then uh then we have our staff development day on November 10th. Um and uh I know Dr. Dooall, we're working on some some professional development. I won't I won't steal the thunder now, but but coming up in a board update soon, we'll we'll give you an update on that as well. Um and then uh Veterans Veterans Day is right around the corner. November is right around the corner. This is unbelievable. >> Yeah, it sure it does. >> Well, on that note, uh we have reached adjournment if we can have

221a motion. And I know that's going to be hard to get. >> You got a motion to adjourn. >> Thank you. May I have a second? >> Second. >> No comments or questions allowed. All in favor? >> I >> at 9 o' exactly. >> Four zero. Oh, I got to do it because I knew you loved it. We are ajourned. I would only send