Board Meeting 9/9/25

001Good evening everyone and welcome to the Weisern Unified School District's board meeting for September 9th, 2025. I'm going to go ahead and call this meeting to order at 6:03 p.m. And Wendy, would you please take roll call? >> Mr. Martinez, >> present. >> Miss Legazby, >> present. Miss Cappy, >> present. >> Dr. Goldman, >> present. >> Mr. Ben, >> present. >> Thank you. In honor of Tony's return to the district, I'm surprised to see him here today. Would you please lead us in the pledge honor? >> I'm sorry. >> Right hand over your heart. Ready to begin to flag and justice for all. We are on item four, 4.1. Is there a motion to adopt our regular agenda as submitted uh today? >> You have a motion. >> Second. >> Any questions, comments? >> Look

002forward to the short meeting we have. I think we get four more seconds on that, but all those in favor. >> I thank you. Motion carries 5. >> Wendy, do we have any comments uh from the public on non-aggenda items? >> None online, none here. >> Okay. Thank you. And today we have, according to our superintendent, we have one short presentation, which means two longer ones. Blake, why don't you go ahead and take take the introduction for presentation number one, please? >> Tony, I'm just question. Are we on video? Is that is that working? Like, what do we do here? Like, are you all good? >> We're good. >> You don't need to worry about that. >> It's all people can see. >> Yes, they can. >> Do you do you want to see yourself?

003>> I don't. I just wanted to make sure. I'm sorry. >> He has no mirrors. >> It's been a minute. I can zoom in on you if you want. >> Right in. >> Okay. Sorry. Um want to actually um turn over to Maggie. Uh the first because I think it's a zoom in. >> Yeah. >> Take it away. >> Okay. >> I think you could probably sit at your >> unless you want to stand. >> I know. Yeah. >> My watch might tell me to in an hour. It does. I'm very competitive, so I like multi stipen. Katie Martin. >> Katie Martin. >> Martin. Okay. Do you not see Katie? >> You see Holly? >> No, I do not. Oh, hey. Wait, I do now. >> I got it a little. >> So, to give

004you a little bit of a background, learner center collaborative is who we have partnered with um to work on our um shift to a standardsbased report card. So, they're here as kind of our resident experts in this process and procedure. And so, we wanted to introduce all of you to them. um some people in this room, Miss Elder is one of them that's actually on the design team. So, these are like familiar faces to some of our teachers who have already started to begin this process, but we wanted you to know um who they are, like what their credentials are, where they're coming from, and what our plan is um and why we're moving ahead with this in the next year. I know I presented this when we talked about LBG and using those funds

005to fund this. Now, here's the work that we're actually going to be funding. Can you all hear? Hi everyone. Can you hear me? >> Yeah, we got to >> Oh, wonderful. And Maggie, is the presentation shared or should I share that? What's >> We're shared. You've got it. >> I can do it. >> Yeah, it's up to you. What do you prefer? >> It's okay if you share it. I just can't see it. So, should I just tell you when to go to the next slide? >> Sure. >> Wonderful. Well, >> good evening everyone. Uh we are very excited to be here. Um I'm Katie Martin, co-founder and co-CEO of learner center collaborative joined with my amazing colleague Holly Stip who's been leading the work in uh wise and we just want to share a

006little bit about uh the approach and the work we're doing and be here to answer questions for any of you. So, one of the quotes that I like to start with on this on slide two, uh, the future's not ours to see, but ours to create. And as we think about, uh, the world in which we live in right now, there's a lot of change, AI, disruption, uh, we want to be leading as educators and leaning in to design and create the environments and experiences for our young people uh, that align to those outcomes. >> Katie, let's just real quick stop. This Blake. Hi. >> Um, are we not >> the presentation pulled up? >> I've got seven presentations right now. >> Okay. >> So, I'm trying to sort through those. >> So, give us

007one second, Katie. Just because you were speaking and there was nothing on the screen, but you >> I'm trying to find that one. >> Apologies. I'm so sorry. >> If she presents, she can see what she's >> I could share. >> Why don't you want to Tony? Can we just have her do it? Yeah, let's have you do it, Katie. And then >> Thank you, Katie. >> Of course. >> Put his mind there. He says, >> "Okay, now do you see the screen?" >> Got it. >> We sure do. >> Great. >> Well, I then I'll go back to the quote just so you can all see the quote I was talking about around this is our opportunity. We really believe to design uh design the future that we want for the young people that

008we serve every day and the adults as well. So our vision and mission at Learner Center collaborative is really around um creating an ecosystem where all learners know who they are, thrive in community and actively engage in the world as that their best selves. I'm a mom of two young people in high school. I want this so much for my kids and I want it for all of our kids. So we do that by coming together, defining those outcomes we want, designing with communities and creating those enabling conditions. And we really uh aspire to be uh trusted, responsible partners, curious and humble learners along with all of you. We are courageous as we lean into this work and um strive to build inclusive communities but and ultimately be impact driven. We want to see the

009impact of the work really make a difference in communities. We do this as a network and we know this network approach is really critical. Uh and it's possible at scale when we connect, grow, learn and share um in communities and beyond. And so we have an amazing team. We also bring in research and leverage tools um from our community to really make sure that we're we're doing the best for our partners. And I'm a former middle school language arts teacher. uh connected with a lot of the team around um that passion. Uh so our whole team is educators by by trade and we've we've held roles from classroom to superintendency and our goal really is to step alongside educators doing this work and you are in Wisburn part of our network of partners. uh we

010have about 30 deep partnerships that that we are um doing this work as in as in Weisburn around designing with communities whether it's assessment systems whether it's brand new schools whether it is portfolio systems around those whole learner outcomes portraits of a learner and helping to put that vision um into practice. So this network and these partners are how we are learning but also bringing together the most effective practices around the country. And this is really grounded in our framework that we call this ecosystem that is centered around the the outcomes that we want for young people. Portrait of a learner, portrait of a graduate, different terms, but really thinking about what is it that we in a community want for young people. What do we believe about learning and how do we design our

011schools? And these enabling conditions are very much aligned to this work here in Weisburn around assessment, around reporting and how do we create those systems that help us really um know that we are achieving those desired outcomes. And then the culture, what we believe about young people, how we work together permeate all the things we do. So, getting into the work specifically about grading that I know you all have some questions about. Uh, this is a hard truth to really think about, but as much as we want grades to reflect what students know and do, they often communicate what teachers individually value and how well students can comply with those rules. And it's it's a challenging thing to think about because it's a system we've grown up in and we want them to be so

012true and we want them to matter. Um, but there's such variance in in what a grade means across systems, across classrooms, and across teachers. So, this really important work in Wiseburn and it's been really great um to see this work come to life and I love this assessment philosophy that the design team in Wiseburn created through conversations, through community, through feedback uh really to define why this work matters and why the grading and reporting shift um is happening and then get to the how. And so this is something that has been been designed and will be the anchor. These are the four talking points and then there's lot longer documents that do describe the philosophy as well. Uh but some key points here. We're really looking at accurately describing learners current academic proficiency and progress.

013Focusing on learner strengths and areas of growth. One of my favorites. Focus. Fostering student ownership of learning. accommodate diverse learning styles and clearly communicating learning progress and this has been designed of course by this team but informed by research and what's what we know about learning and assessment. So the approach in our work and in this collaboration um with the design team and uh Wiseburn when we've gotten to um collaborate with the the whole district is think about forming a coalition for change. So, this is um the the voices who want to share the feedback. They're coming to these sessions. They're learning and they're um going back out to the community to get feedback. And it's a really important place to understand and honor the traditions yet push for evidence-based change. And this is how

014we evolve in schools. We don't just throw everything away. We understand what's working. We pull that forward. and things that are no longer working, we move aside and make room for um more evidence-based practices aligned to those outcomes. Um, as we mentioned, addressing the why before the what and how. And sometimes that gets twisted sometimes in systems and we implement a program without really understanding why we're doing it or what those goals are. And I that's why it's been really important in this process to define the why first and then starting to pilot with feedback loops to understand does the solution we've come up with actually address our why and is it helping us get to those desired outcomes. So this has been the timeline uh where the blue is what we've we've done starting

015with all staff back in November of 24. Um, and that was a awesome. I got to be there with the whole staff to kick this work off. And then we've um had multiple design team days to come up with the assessment philosophy. And then we'll continue moving forward designing, testing um and prototyping these uh the new report card. Um Oops. And as we think about this work, uh it's it's really important to see the whole elephant, but also we like to think about this is taking one bite at a time because it's overwhelming and if we just try and do it all at once, sometimes we not everyone understands why and we can make some mistakes. So we want to go slowly to really understand um and have the best prototype so that we can

016scale the most effective practices. And so this is just a little bit more detail um if you all have questions. But in that timeline, this is a little bit more about what we've done um throughout each phase of the partnership as we've been gathering input, casting the vision, and really developing that philosophy. And this next phase is really about turning the philosophy into action. So, we're really excited to work with the team and develop that prototype and get to a a new report card that really aligns with with the vision. So, that is the the quick short present and I know that there was um potentially some questions. So, I will stop sharing and maybe Maggie if you could help direct any questions. >> Absolutely. Any questions from the board? >> I'm confused at this

017last uh slide that you had. It says 2425. Where are we in the timeline? Because we're in 2526. >> Yes. Uh so the first phase was 2425 last year and defining the philosophy and um building the vision and the forward. >> I missed the next slide. >> Oh, that's okay. That's okay. There you go. >> Thank you. >> The next phase, yes, is when we're putting it into practice. >> Thank you. >> Yeah. >> I have a question regarding the the report cards. Are these are we speaking about report cards that teachers will see for assessments of the students or are these report cards that the parents will see at the report at the regular re issuance of a report card or are we speaking about both? Can you clarify on what that is? >>

018And and I can speak to that K Dr. Martin. So it's going to be both. So it's going to be how we take our assessments that we're using in our classrooms and how we're informing our parents, our community partners about a child's progress so far. So in all our end work is going to be a new structured like achievement report. Like what is that going to look like to notify a parent how their how their child is progressing within the California standards? Um right now our current report card doesn't notify you other than like an A or a B or a C like how you're actually doing in reading. Like where are those gaps? where are those really big strengths there? And so we would like to be able to inform our our parents about

019that. >> So the comments in the report card from the assessment from our teachers will be much more robust. >> More much more robust. >> Okay. More explan more of an explanation because as a parent, I mean they are very useful. Um absolutely because if you if you don't have much to go off of and you just see your traditional grade, >> you see an A and great, but if you see a C, you see a B, you're not sure, right? >> Or you see a lower one. So I I like this aspect of it because I think we do need to bring in our parents uh informing them because not everyone well everyone should but not everyone can make the parent teacher conferences as well. So we I think this might be a nice

020bridge as well in terms of the reporting to get a little bit get more substance in their report cards. >> Right. >> So will there still be grades? That's what we're we actually don't know yet because the design team in our decision making at our first meeting which is going to be on September 30th that's what we're going to determine what we're going to use as that factor. We have been looking at moving more toward a numerical system where where we lie is like are we going to go with the one two three that some of our neighbor districts or are we going to go with the one two three four and really define out what those mean like what does it mean to be a one like in traditional grading systems an A represents

021a 90% and above but in what like we're going to say this is a one in this standard that we're putting on the report card and then we're going to be designing rubrics to support each of those on there for our teachers to use as a guide to be able to give that that kind of mark more or less. >> Okay. >> Can you tell me a little bit more about the makeup of the committee that has >> No, that's a great thing. Actually, Miss Aler's here. Do you want to speak? She's one of actually she's one of them. So, we've asked for representation at every grade level. Um, we actually didn't say no to anyone. to anyone that was willing to do it. But what we what I did ask is this is one

022of the first things that we started that my work began last year in Wiser was one per grade level because when our TKs and KS do this so they have a different level of expertise to share with the team. um you know traditionally they don't and so this is so great to see and then we've asked for representation in every department at the middle school and so that those voices and then you know they can report back currently to their departments about the information that's coming through >> and then we have members of the special education team as well and then all site admin are involved. >> So so um as as you described Katie there's this this is definitely headed towards a a more robust system. So, yes, probably a significant change for for

023parents and the community. Obviously, the teachers um it sounds like they're going to be involved. They'll have some communication uh that's taking place actively during the the phase one and probably now obviously in the phase two. How are we going to relay this message ultimately to the parents because I think this could be a significant change for them. >> No, this is and and we're going to get in front of it. So, I've already kind of it pseudo scheduled some meetings to get out into the community to talk about what we've been building like, you know, utilizing our PTA meetings, maybe holding an online forum for parents to come ask questions and get feedback for um to start with, but we we're this isn't going to be like a new thing that we just start

024without kind of getting input from them. >> What we want to do is gain a little bit of a structure from our team first to present to them. We don't have you know, we're still in the design process. Once that's happened, we're going to go ahead and begin those meetings probably in the spring of next year 2025. >> Great. Thank you. At least I think that you you know what I heard is we're going to get out in front of it and that's I think that's critical. So >> it's important there are partners that are need to be able to can they read this and understand what we're saying, right? >> They need that input. Definitely. >> Great. >> Yep. >> And then just two questions quickly. I'm assuming this will be integrated with our

025PLC process. I I don't know that that's specifically here, but it seems like an obvious it should be, could be, will be, >> right? And actually, our teams did such great work around essential standards last year, and we actually pulled each grade level team as well as and those essentials are probably what we're going to highlight on the report card. So, by choice and by team design, like every grade level is going to look a little bit different. Every subject area at the middle school is going to look a little bit different. So, I mean, that's question number one of the PLC. And the number two is how do we know if kids know it? Well, we're going to tell you right here if they do as well. like we know they do as teachers,

026but now we're going to tell your parents as well. So, >> and then the second question requires you to be a little clairvoyant, but do you have any read on where the teachers are with this in terms of their acceptance or looking forward to it or hesitant or I don't know. >> I mean, I think with anything new like this is probably scary because it's new. Um, we I mean, like Dr. Martin had shared, we began this work back in November. We we revisited it in February as a whole staff and then our design team's been working in the background. So, our design team, like I want to say thank you to all the work that they do and and they're aware. I've communicated some of the work that's going to be coming up this

027year and and bravo to them for that. Um, so no, I can't be clever to say it's not scary. I do know it's going to be scary and so our, you know, my job is to help support them and we have learner center collaborative who are the experts in this area to help me support them and help our teachers support this as well. And so, um, they've been really clear. every been everyone's left a little bit like as oh this is cool like we've done something really good the work we've done is very like great and everyone in that room is a believer in it >> from my point of view >> I'll be a little clairvoyant too I like that word >> um you know I think one of the things is that um

028you know it's it's it's in education often times we you know paint this great picture and all the positive stuff we like to share with the board those things I do think that it's important for us to know that this will be have challenges >> um you know I know in in construction you know we see it. I think I've sort of taken on this this you know through the construction of all these uh you know with the the dirt that was like a trampoline and all of that. It's like these things just come up and I just think we need to have grace and space to grow um as an organization to figure out where those those um those speed bumps are and it's going to be a challenge. It's going to be a

029challenge for administrators. It's going to be a challenge for teachers uh because it's new. It doesn't mean it's wrong. It just means it's new. And so I just want to kind of put that out there. As great as it is and I think as important as the work is to truly assess students um in an authentic way, um it's also going to bring with it some challenges. And so, you know, I I don't know what those are. So I can't, you know, but um I do I do suspect that we'll have to uh to navigate. >> Yeah, I appreciate you saying that. And we we do have some insight into what some of the challenges are in other systems where um I think that's where we can help Maggie get ahead of some of the

030the conversations with families and teachers. Uh it is anything new is hard and and moving away from a system that we've been using for 100 plus years and that people are comfortable with does bring challenges. But when you see the opportunity to know more about where your child is and to have those conversations, we see on the other side of that change, the benefits um far outweigh that. But I I don't disagree. And I love the idea that you're thinking about providing grace and time and just acknowledging that a change effort will will make some people uncomfortable. >> What a comment is as the as the the team and the committee looks at assessing students in different ways. I do want to make sure that the team is looking at testing systems because I understand

031that we're potentially moving in a different direction and it's new. It may be u more subjective in certain areas like with m for example with um knowledge or mastery based grading. However, the rest of the world isn't there yet. And what I mean by that is if a student graduates from high school and they take courses in college, they're not using this grading system. It's a test, right? If I go and I take my general contractor's license or my construction manager's license, it's a test. And I don't get three or four redoss. I get one or I have to do the whole thing all over again. So I I think I'm very interested in the topic, but I do want us to proceed with with some caution in making sure that we continue some of

032the metrics and the parameters so that our students can also be successful with their testing because if they take courses say at a community college uh or for dual enrollment or assess advanced placement, it's not this type of assessment, right? they don't get that opportunity to an interview to see what they know. It's a test >> and I agree with you and I think there are going to be some assessments that are that look very traditional to identify if you do know that standard, you know, in some like in our especially in our middle schools as well and it could be even at some of our elementary schools. But what we want is we want to guarantee that like all kids can read and we know where that gap might be in their reading so

033that they can go to the AP test and take it, right? like that's what we're not notifying our community currently on so that we can ensure that our kids are leaving wisper and being able to access that at that highest level. And so that's one thing this whole theme is working on like with >> so part of this assessment of students would still include testing. >> It's just I guess evaluated in a different way. So I'm I'm very curious to see what that is. So, and and and sometimes it it does take a um some courage to go into a new direction, but that doesn't mean that we don't validate and really research. So, I appreciate the team looking at this and that's one of the the key points that I wanted to share today

034and I'm looking forward to a future update on it. >> Yeah. Thank you, >> Rebecca. >> Yeah. Um, just as we talk about assessments and how we're helping students get to those different levels, I'm curious where homework factors in to the conversation and how that um >> um so yeah just >> yeah and I think that's great from your perspective as a parent and a board member and something that this committee can definitely look into. >> Yeah. um you know as well and that actually has been a talking point of like is that something we assess and put on a report card or is that a work habit? So we're having these conversations amongst that team. >> Yeah. I guess it's also for me it's a conversation about like how much should be happening in

035the classroom versus how much are we asking our parents to help do outside of the classroom in order to get to that level of and what are we assessing on um and I've seen those grading rubrics you know will take into diff depending on different teachers even at the middle school or you know different elementary teachers you know if you do homework it's it counts as different weights towards grades so just curious how that's going to factor into the overall sort of rubrics and assessments and things like that. >> I think that sort of goes to Roger's point too, which was, you know, in in college or another, you know, if if student leaves wiper middle school and goes to another school that may be not Da Vinci and then that experience may be different.

036Um, and so we have to to take into account some of those things as well. How do we how do we universally provide good assessment and good grading for students um in middle school that's going to also be good for them as they move on. Um and I think the same goes with assessment. >> Um and I you know I had a good conversation with uh Dr. Bowman earlier today and and kind of you know because there is this need for one and done tests. Some of the tests exist there exist um you know you go to college there's finals there's midterms there's all of those things. Um, and you know, to the it seems like that's not going anywhere anytime soon and and colleges still are the the tail that wags the dog. And

037so making sure that students in high school, middle school are being prepared for some of those more high stakes tests as well. Um, and mastery based grading not being the absence of that, right? Where where just because I got a two on something doesn't mean I can always go back and make it a four. I mean, if that makes sense, right? that there is some some uh level of of accountability I guess on test taking um and not losing sight of that as well. So I just I don't know if that captured it. >> It does later. But >> yeah, >> my comment, man. >> Go ahead, Katie. >> I was just that's part of the conversation and I think sometimes we can conflate because there the assessment and the reporting aspect of it and

038then the the test. So there's, you know, reporting and and the the the standards or the um that are identified is what we want kids to know and do. How we figure out how to get them. The learning is Yeah. we might have some retakes and allow them to show mastery in the classroom and then you're right there are times there's standardized tests and that happens at a certain time in the year and that's the summitive assessment there that we're defining that point in time so there is room for all of it I think at the end we want to make sure that young people are learning the skills as they're growing and developing especially in their elementary years to make sure that they are wellversed and able to attend to many different types of

039situ situations. Um, and that they we give them the best shot possible to know what they know, to figure out how to get support and to continue learning and then be able to whether it's a test, whether it's a conversation, whether it's a project or in collaboration, really show what they know uh and and get the support that they need. >> One one final comment. First of all, thank you for this good work, everybody. >> Um, you uh Dr. you and your team and and Maggie, all of you have done this multiple times before with other schools and every time you do this, you learn and ideally you get better for the next school, which is great to our benefit. So, here's my challenge to you and the team. Let We Wise be the school

040that you did such an amazing district that you did such an amazing job preparing the teachers such that when you go elsewhere, that's the model because that's my biggest concern that we prepare the teachers that we give them the safety, the support, the knowledge they can do it. so they can in turn give it to the kids. So that would be my challenge to you guys. >> I love that so much. And I just want to say Maggie has done a phenomenal job really being thoughtful about this and it's so easy in places to just say just give us the report card. We just want to do a new report card and move on. And this process um with the why and the philosophy and bringing the team along um is really been a great

041partnership with Maggie and the district. And we do feel like we are going to be able to bring many people to Wiseburn and see this model and see what's possible um in doing this really well. >> Changing the world is all we ask. >> That's right. Future happening. >> Thank you. >> On that high note, does anybody else have any questions? >> Just one quick comment. Thank you Dr. Martin and team for the wonderful presentation and Maggie as well and I look forward to seeing the results of the work that lies ahead. So, thank you. >> Thank you. >> Great. Thank you. Have a good night. >> You too. >> That was the short one. >> It was all of us that made it long. >> We are moving on to section 6.2 too and

042Sean to present our 202526 un audited actuals. >> This is one of the long ones. >> And we're done. >> We really like this camera view, too, Tony. Oh, yeah. >> I'm good with it. right here. >> Thank you, Tony. >> Very welcome. >> All right. Good evening, members of the board, staff, members of the public. >> I'm Sean Kern, the chief business official, and I will be presenting the 20 2425 unodudited actuals. Is this working? >> There you go. >> Computer, right? Yeah. >> So, just a brief overview. Um, quickly go over the financial reporting cycle. We will do a comparison of the estimated actuals to the unodudited actuals for the general fund for the unrestricted and the restricted side. We will take a look at our general fund uh reserve balance kind of

043the the end results of our unodudited actuals. Uh we'll we'll take a look at the uh the ending fund balances for our other funds and then we'll kind of take a look at some next steps and considerations as we move forward um in regards to the start of school kind of um staffing and enrollment kind of taking some of those things and incorporating them into our next formal uh budget update which will be the first interim in December. So, uh, we are at the unodited actuals portion of our financial reporting cycle. So, it's I kind of equivocate it to kind of step nine out of 10. Um, step 10 kind of being the results from our um um independent audit. So, that will um be finalized in December. Uh, December 15th is the deadline for

044that. So, the auditors will come in, they'll take a look at our year-end closing process, take a look at our unodudited actuals and make sure all of the proper steps were taken and make sure that our uh financial statements are uh presented fairly and do not contain any sort of like material misstatements or anything of that nature. Um, so per education code, we're required to complete the unodudited actuals take to the board for approval um on or before September 15th of every year. Um the governing board um of the school district shall approve in a format prescribed by the superintendent of public instruction i.e. in the state of California our SACs our standardized account code structure uh reporting format which is what you see before you which is what all public uh school districts throughout

045the state of California are required to um present in the same format. Um and these financials communicate uh the accurate information to the board, the public and auditors as to how the district ended the fiscal year. So um for un audited actuals, we um are officially closing the books in the months of July and August. Um so that those are busy months for the business services department. We're taking a look at our lot of um our our year- end kind of closing invoices. um any invoices through June um we're acrewing those, we're paying those. So in July and August, we're kind of running parallel fiscal years. We're closing out 2425 and we're also operating the 2526. So we're taking a look at all of our expenditures, making sure all of those are being accounted for

046that are attributable to the 2425 fiscal year. Uh we're taking a look at all of our our revenues, our federal, state, and local dollars. So for our uh federal and state dollars, we're uh referring to CDE funding exhibits. Uh we're basically making sure all of our federal and state revenues are uh accounted for properly. We have uh grant award letters that we're comparing those two. Um CDE funding exhibits to make sure that all of our revenues are being recorded properly. Um we're taking a look at our LCFF funding formula, our LCFF calculator. We're looking at property taxes, um, our educ education protection account, um, state aid, all of that to make sure that all of our LCFF revenue is properly accounted for as well. Um, we're looking at a lot of our, uh, restricted dollars.

047We're looking at our unrestricted side. We're looking at, uh, the proper coding of each. And so this year, we really focused on our restricted dollars. So any carryover balances that we have from prior years, um any expenditures that might have been coded throughout the course of the year to the unrestricted side, looking if we could move some of those funds over to the restricted side. um uh assuming that whatever those expenditures were are were deemed allowable uh under those restricted funding sources, we're looking at all of our programs, special ed, um routine rest or restricted maintenance, LCFF supplemental, and we're doing our contributions over to to those programs to make sure that um they're properly accounted for and closed out. We're looking at uh various programs that we can charge indirect costs to. Um, and

048then we're doing a lot of true up uh between the district and Da Vinci in regards to special ed, rent, parcel tax, things of that nature, so that everything's properly accounted for. So that's kind of the July and August in a nutshell. So there's a lot going on. Um, but the end result is is our unodudited actuals. So So this slide, this is the unrestricted general fund. And so this is kind of just our comparative analysis of our estimated actuals, which is kind of the last final budget uh to close out the fiscal year end. And so um we're looking at estimated actuals compared to the unodudited actuals. and we're looking at all the major object code categories for revenue and expenditures. So the variance column, I've kind of um put a rationale as to

049kind of some of those major variances. So I can go through those and of course if you have any questions, please feel free to ask. So LCFF and and federal revenue um kind of minor variances there. Um local revenue, we had a a pretty big variance there. Um so roughly um almost half of that variance is for an adjustment that we have to record every fiscal year um if uh the fair market value of cash is deemed material. So each year um as of June 30 we get a report from the LA County Treasury. They look at basically what what is the true value of a dollar at that stated point in time. And so all of our funds, all of our cash is held at the county treasury level. So the value of a

050dollar at June 30th was roughly 97 cents to the dollar. So we have to take a look at our um year-end cash balance and we have to basically make that calculation, determine what that amount is, and we have to book that. Um it's it's not something that we budget for. it it can have pretty significant swings. In 2324, the fair market value adjustment was about $640,000. And so you could see this year 2425 that amount was about half. So it just it depends on what the fair market value rate is at that current time. And then it also depends on whatever our uh cash balances are at 6:30 um year end. >> Is that something we can get on an interim basis? Just you won't change the numbers, but you can inform us. Um they

051I can we can maybe take a look this year to try and try and ballpark it at best. Um we don't get that final report until um we're going through the actual year in closing process. I think it we get that report towards the end of July. >> Just school finance is the only place where a dollar does not equal a dollar. So it's it's all good >> on paper. >> It really dollar the dollar. >> Exactly. It doesn't it doesn't impact our actual cash balance. It's it's an accounting entry. So, you'll see um it will impact the cash balance um on the balance sheet and then it's it either is a debit or a credit. So, either a plus or a minus um to your local revenue, which is why you kind of see

052it show up there. So, Sean, I remember in a previous year, and I'm sorry because I know we talked about this, I just don't remember the answer. Um, and maybe it would be helpful, but I know in a previous year we had a big swing and so we booked it, we showed it and then like the next day we basically reversed it. >> Yeah, that is what we do. >> Exactly. So yeah, again it doesn't have an actual impact on our cash balance. It's just it's it's a book entry. >> So at first interim will we not will have it it'll be reversed? Is that when the board would see it? you will just you'll see the the adjustment sitting in the the like a sub kind of cash balance. So you won't see it

053like on the um actual revenue side. Okay. >> It's a reverse. >> So it's kind of sitting there. >> We're going to trust you on this one. >> Yeah. It's it's it's it's an adjustment that we have to make every year. This is and this is not something that has has occurred every single year in my almost 14 years kind of in in this role. um the last couple years this this amount has kind of been deemed material. So when you book it that first year and it hits kind of your balance sheet account then from there it's kind of sitting there and each year you kind of have to adjust that balance based on what the new fair market value rate is each fiscal year. Um if if we want to talk about it

054more in like a budget committee workshop or something like that, I would be happy to go through more specifics on it. >> Yeah, it is entry. >> Thank you. Just for for the essence >> on that 328k is not at all related to like the interest money that we're making off bonds or >> correct. So we we do in the local revenue um row. We also do we receive quarterly interest >> on top of our cash balances each year. Um and so the the like the county interest rate that we're actually earning on our cash balance sitting in the county treasury it was on average it was about 3.7%. Mhm. >> Um so yeah, the better we we kind of manage our our cash flow and the more cash we have in the bank, it

055is kind of earning that that daily interest, which in the current interest rate environment that we have now, it is it's actually pretty significant um interest revenue that we're generating in all of our funds. So it is it is helpful. But yeah, that is the other side of the equation. Um and then some other local revenue that and we always tend to take a conservative approach when kind of budgeting our our local revenue sources. Um some coats and grants came in above budgeted. Um we have a piggyback agreement with um with Murtha pools. So any other districts that utilize that piggyback agreement for um pool infrastructure upgrades, things of that nature, we receive um a portion of that revenue, which is is really nice. So, we received a check of I think it was about

056$50,000 for as a result of one of those that was unaccounted for. Um, and then our we have some RAZ revenue uh sharing agreements uh per per our contract which you'll see that today as well. Um, so that's for um the LOP program kind of in addition to uh their the students that we have through our program, their additional students they have and then um some of our donations came in higher as well. Um, so as I said, part of that year in closing process, we're looking at invoicing WE, um, any other donation accounts, things of that nature. >> Do we get notice when someone uses the piggyback before like we've >> um I've actually Yeah, I've been in contact with um um one of our contacts at Mirtha Pools now. And so, yeah, trying

057to just kind of get a better heads up as to something as to as to when that's kind of coming down the pipeline a little bit more. >> When it comes to our piggyback contracts, which the district has two, we have the pool equipment and then we have the tenati fields. Uh what happens when it comes to reimbursement um from that use? The reimbursement comes after the contract has been um paid in full by the the end party that's using the contract and the product and our services have been installed and accepted. So it it is a delayed process. It's not it is not immediate. Um they are to provide us quarterly statements and I've been reaching out to them and requesting those quarterly statements and sharing them with the team. I'm also requesting that

058this money that was received um from Mertha was for the previous piggyback. It's not based on the new piggyback which is also on the agenda tonight for an approval of an extension. Um I have asked because the um current piggyback has a higher rate percentage that the district is going to receive back instead of the 1% with the previous contract that was in place. So, I've asked them to add into their quarterly statements an indic indication of which contract is being used so I can ensure that the appropriate amount of money is coming back to the district. >> Okay. Thank you. You're welcome. Any other questions? >> Thank you. Sure. >> And then so moving on into our certificated classified salaries and benefits. Um there were um some savings there. So we were we looked

059at our um our medical program and so we um didn't have all um full salaries um allocated towards the medical program. So we looked at some of um like our health techs and uh similar positions like that that were able to charge to medical. Those were previously budget for and accounted for on the unrestricted side. So um we were able to uh transfer some of those expenditures into the medical program which um is a restricted program but those are allowable expenditures under that program. So that um was some savings realized on the unrestricted side. Um, and in addition to that, the expanding learning opportunities program, uh, we looked at some administrative and some, uh, classified support salaries, custodials. And so we looked at a, um, 22 23 23 24 fiscal year. And we were able

060to basically charge back um, some of the expenditures for those salaries that hadn't been charged there in previous years because um, uh, admin principles and custodials are supporting those programs. And so we kind of double checked and conferred with our auditors to make sure that that was okay. And so um we we did that as well. We had budgeted for a portion of it, but when we actually closed the books, >> sorry. >> Yeah, there we go. >> My bad. >> We were able to transfer a little bit more when we actually ran the numbers. Um and then I have a little comment there about the classified salary retro. Um, so based on the timing of of the board approval of of that agreement and that retro, um, it's we're working through the actual processing

061of that. It's it's a little more complicated than than a straightforward kind of like 1% salary schedule increase or 2%. Um, it's more of a restructuring of the salary schedule. Um that's kind of working through the process, but uh the timing of the board approval of that led us to have to we have to account for the majority of that expenditure in 2425 because that's when it was approved. Um so we we we made an estimate for 2425 and so we recorded that expense in that fiscal year. Um but we we were kind of conservative. We didn't want to over over kind of allocate. So there was just a slight um slight difference between what we actually budgeted because we had planned to make that payment in 2425. So we just kind of under allocate

062it just just to be on the safe side. Um and then in services and other operating um there was a pretty large variance there savings as well. So we had um an insurance assessment of about 116,000. That's um in regards to um the AB218 assessments. A skip was kind of doing these one-time assessments kind of after the fact to to kind of help um kind of have kind of have a reserve to be able to pay out some of those claims as they've been coming through. Um >> claims for sexual abuse or some sort of sexual assault schools and it opened it up to to prior to years like years. >> Yeah. Yeah. I think it went back almost 20 years was was the assessment. >> So, a lot of districts um um got got

063these bills, but we had budgeted for the entire amount for 2425, but in working with a skip um we're actually able to uh defer the payment. So, we're breaking the payment up into two payments. So, half of that will be paid in 2526 and the other half will be paid in 2627. So, that kind of goes back again to like our cash flow um uh interest revenue and things like that to benefit from. Um we're happy to report that we did have some solar savings. Um we're it looks like it was in the ballpark of about $20,000. We haven't done a full full assessment of the utility bills and looking at this the solar um savings. So that will be a more comprehensive um look at those savings as we get more months u behind

064us and we actually have the time to kind of sort through those utility bills and look at what the actual um savings are that we're generating so that we can kind of continue to budget and project that going forward. Uh we had a savings in attorney fees as well of about 65,000 compared to what we had budgeted. So happy about, you know, our more kind of targeted efficient use of attorney fees this year. Um and then contracted services, just kind of a litany of things, professional development, um STAR program, Department of Toxic Substance Control, those expenditures were charged here. Um and then build back to to Da Vinci, but now um we we're working with Da Vinci and they're kind of paying those directly. American Fidelity with some ACA affordable care act reporting our contract

065for power school services. We're still kind of working through that. Um to to see what the end result is for that. Um so we haven't paid that bill currently. Um and then King Consulting some related um uh savings for kind of some cowshaped services. We didn't spend as much as we anticipated. So that it was just kind of the conglomeration of a lot of different contracted services that led to the the kind of remaining amount of that savings. Um and then so when you kind of scroll down through the um the unodudited actuals um column there, you look at our net surplus or deficit. And so we're we're happy to report that we had a net surplus of about 794,000. So again, the kind of caveat to that amount is for kind of all intents

066and purposes, I kind of subtract out the fair market value adjustment to cash that 328,000. And so that gets you to more of like in my eyes more of an actual surplus um to the general fund on the unrestricted side. Um and so our ending fund balance did increase fortunately. Um we we still have our um $500,000 stabilization agreement. We have our 3% required reserve for economic uncertainty and then the remainder is um falls to the bottom in that unassigned fund balance. So that's what we're kind of happy to report there on the unexpected side. >> And then next slide please Tony. Thank you. Before you actually before you go on district priorities, one of our goals is to increase our reserves. >> Any Where does this put us percentage wise? Any clue >> that

067I I have that I don't want to get there yet because slide dedicated to it. >> Um that'll be Yeah. Great. Next slide. But yeah. Yeah, I I have that percentage for you as well. Thank you. It's like we're already on the same page. Yeah. Yeah. And so um again estimated actuals to an audit actuals comparison. This is um just on the restricted side of the general fund. Um and so just kind of highlighting going through some of those variances again. So federal revenue um we had an increase and that was due to title one and some of our our sped funding. Um on the state revenue side, uh the majority of that uh that increase is from the expanded learning opportunities program. The CDE did a reallocation. We didn't get that information toward until

068towards the end of June after we had already put together the estimated actuals budget. So in uh fiscal in calendar year 2024, all of all the districts reported kind of where they were at with the ELOP program, how much funds they expended, how many how much funds they kind of had remaining. Um so a lot of districts had have including us have pretty significant balances kind of sitting on their books because they gave us all this funding and then it was you know it took a year or two for districts to kind of roll out this program. And so what the CDE did was take kind of all those excess or all those unspent funds and it was it was to the tune of about $300 million. So they took that and they basically reallocated

069it. And so that reallocation um increased our our the district's allocation by about $300,000. So we were receiving a little over a million dollars and now the reallocation we're receiving a little over 1.3. And then um uh our fourth quarter uh lottery acrals the the last couple years they've been coming in a little bit higher than the CDE kind of initially projects. I think it's fine. >> It's obviously that that frenzy of people wanting to you know win that $ 1.7 or 8 billion power ball or whatever it was. I think lottery revenues have just seems like they've just been continuing to increase each year which is nice for the districts. Um and then in our certificated classified uh salaries and benefits um we uh had some increases there compared to the estimated actuals. And

070again that was just because of us um utilizing the carryover in our unrestricted funds or excuse me in our restricted funds um especially for medical and then ELOP. Um and then one of the biggest variances you'll see is in books and supplies about $900,000. um that's more of a timing issue. So, we kind of, you know, approved the Chromebook purchase, put the PO through, placed the order. Um, but we were not able to charge that expense in fiscal year 2425 because we did not actually receive the Chromebooks before June 30th. So, we received the Chromebooks um in July. And so, we have to record that expenditure in the current fiscal year 2526. So that variance you'll see that additional expenditure show up that first interim on the on the restricted side. The the funds are

071still there. They're still available. LEBG um restrictor lottery were the two funding sources that we're using for that purchase. So those funds since we didn't expend them in 2425 are just simply rolling over to 2526 to to account and make the same purchase. So that that one's just a timing issue. Um then on the services and other operating side um for ELOP we always kind of budget um kind of the full boat the full contract for for RAZ and so that came in lower than projected and then we had some um routine restricted maintenance um some repairs that were charged to routine restricted maintenance. We we took a closer look at those. Um we deem those capital repairs since they'll um last obviously longer than a year. they've kind of extended the life of of

072some of the the services that they provided. So, we transferred some of those expenditures over to fund 14. And then when you look at other outgo um our other outgo that's kind of accounting for some of the the back and forth with Da Vinci. Um in working with Kim over the summer um during our year in close we identified um a student who we've been um paying for services for that is attributable to to Da Vinci. And so for 2425 and 2324 fiscal year, we were able to um look at the the sum total of of those expenditures and basically as part of our year in closing process bill back Da Vinci for for their their share of that which was was pretty significant for those two fiscal years. I think it was to the

073tune of about 12,000 I want to say. Um and so that was um that wasn't previously accounted for in that estimated actual that was the difference there. Um and then finally when you look at other outgo when you look at indirect cost um we charge less than uh we had projected and so whenever we charge indirect costs we charge indirect cost based on um total expenditures in some of those restricted funding sources in those categories. So, the fact that we did not charge that Chromebook purchase to LREBG, um we just were simply not able to charge um those additional indirect costs to that program since we had a lot less of an expenditure to that program. Um and so when you look at the the bottom line there, we were projecting a deficit. um we

074we still ended with a deficit overall there, but that's just simply because we we do have um some pretty significant carryover in some of our restricted programs. That was LEBG, um AM um some of those were some of the the larger funding sources that we've received in previous years and as you can see we're we're spending those down in the current year. So, um, our ending fund balance on our restricted side when you take into account all of our restricted programs is is about $51 million. Um, and so all in all, when you look at the general fund combined, you do see um a deficit and that's the result of uh the restricted side of the house you can see here, which was um partially offset by that surplus on the unrestricted side. And so

075if you look at the general fund as a whole, you'll see it as deficit spending, but um when you look at the unrestricted side, we we did end with the surplus, which is good. And then um next slide, please, Tony. >> So we like anything with surpluses. Keep doing that. >> We really do like any with a surplus on the unrestricted side. And that's kind of what leads me to this slide. Um so this is our these are kind of our this is kind of our district's rainy day fund. um unrestricted general fund and that and I'm also including fund 17 um because when the the state looks at your your fund balance reserves they include fund 17 in that calculation. Um, so you can kind of see that breakdown here. The the committed funds

076of the 500,000, the the 3% um reserve for economic uncertainty, the the unassigned amount, the fund 17 reserve, and so that gets us to a total reserve amount of about $6.5 million. And so for the district, that reserve percent represents about 14.8%. Um and at the uh school services workshop that we went to in July, they had a slide that um showed what uh districts across the state what their kind of average ending fund balances were and that was for fiscal year ending 23 24 and so on average unified school districts their this uh fund balance reserve percent was about 25%. And then for districts our size, which was ADA of about 1,000 to 5,000, it was at about that 24 25% as well. So you can see kind of where we we do compare.

077And so the fact that we did end this year in a surplus is obviously continuing to help out one of our district priorities, which is >> we're close to our 26 27 target, but >> we where we need to be evidently. Our target is 15%. >> Okay. >> I know we've always talked about trying to get 17 20%. This is a I'm I'm glad you're here. I'm hearing 20 25% because for a small district we do need to have usually a higher reserve. >> Exactly. Yeah. Because Yeah. With the smaller districts, you can get hit with some of these unforeseen expenses and it can have a significant impact. It can, you know, kind of wipe out some reserves. So for us as a smaller district, it does benefit us to have hiring reserve, hiring reserve

078or something. >> So for the budget committee, we probably need to look at our our goals again. >> Absolutely. >> Much better position than we were. Go ahead. >> Yeah. No, I was going to say that the all those grants that we're going after also too. That should help to offset some of these other costs so that we can increase amounts there too. >> It's a program that we didn't have before. when we do go through the whole exercise of um applying for grants and which ones we want to kind of to what uh Blake's point was um you know we we do like getting those grant funds but we're also when we're looking at those we're ensuring that um whatever the district matches is kind of comparable. We don't want to have to kind

079of invest additional resources, you know, above and beyond what we're already doing just to kind of satisfy certain grant requirements to may maybe obtain a grant of $25,000, but it's going to cost the district an extra $100,000, you know, to kind of satisfy those requirements. So, that's kind of an exercise that we always go through when we're looking at grant funds applying for those. >> And and I would say too, and I just just in total transparency, what's not about 20. So, you know, you're talking about another two to 3%. I mean, I'm not looking at the total. >> It's about another%. >> So, you know, we are a little bit closer to 17. I know the board had asked that. >> Next slide, please. >> Thank you, Tony. And so, these are the ending

080fund balance is in all of our other funds. Um, so you can see every, you know, we're we're in pretty good standing across the board. Um, the only one I will know is fund 63. Um, you do see a very large negative ending fund balance there. Again, um, it's to me it's kind of one of those book entries. It's an accounting entry. um the state uh accounting requirements required us to basically realize a net pension liability that is associated with the staff that we have um in our preschool program. And so it's basically us having to record this net pension liability for all the staff that operate our preschool program. And it's taking that it's basically saying the district you'd be on the hook to pay the the pensions for for all the associated employees

081that are within that program currently and they take it to a net present value. It it's a accounting requirement. Um it it doesn't to me it doesn't represent >> doesn't go on our books. >> Exactly. It doesn't represent our true fund balance. Our our enterprise fund for child care. pretty much we we we balance the books every year for that program. So that so that's when you see like our transfers out you'll see a transfer out from the general fund to the preschool program to basically balance the operating budget for that each year. So for all intents and purposes, fund 63 has a fund balance of zero. >> Is that pension number increasing each year? Um I I completely understand it's just an accounting but is it like next year if I look at that

082number is that number increase or decrease in terms of >> um I would have to look at what the amount was last year versus versus this year but um for the most part it it is it does typically increase because I mean they they do factor in um the actual studies that they do for cow pers and calers at kind of that state level and so you know depending on what amount um are covered by the employer contribution side and the investment earnings kind of determines what the district's portion of that liability would be. >> And the the bond, does that represent A and B funding? Is that literally what was left at June 30 or >> Yes. Yeah. That's series A. One and two. >> Yeah. Yeah. One and two. >> Yeah. One and

083two. A and B. Yeah. B. mainly B because we received um the >> the $34 million um like the middle of June. >> We pretty well encumbered B at this point, have we not? >> Yeah, it's there that's that's a good number, but it's gone. >> It's accounted for. >> Yeah. Okay. >> Not gone in a bad way. Judiciously allocated. The incumbrances will follow with contracts. >> Yeah. Thank you. >> And again, our next steps and considerations, kind of the the last leg of the unodudited actuals is the um completion of our 2425 year end audit um which um is due to the state by December 15th. Um and so new school year roll out. Um we kind of see how the dust settles in regards to enrollment and staffing. Um and so a lot

084of those changes, everything else has kind of come down the pipeline. All of that will be factored into and considered and um updated at the the first inter budget report in December. And so as always, we're continuing to focus on increasing our ADA just like every kind of district throughout the state. We know there's some room for improvement. When you look at our ADA to enrollment percentage, there's room to grow there. Um, and then, uh, we're continuing to monitor our our sp funding. Kim and I are meeting regularly and we're really making sure we're tracking everything accordingly. We're looking at the most efficient use of resources because not just our district, but across the state is, you know, continuing to kind of >> Yes. I I don't know what words to use to soften the

085blow, but it just it is what it is. >> Does I know this is more a first interim question, but on number four, increasing the ADA, are we use given the recovery program we have in place now? This will be the first year of that, are we going to change our calculation guesstimate percentage for what we use? >> I'm still taking a conservative approach on that. And so once I see the actual numbers kind of shake out um when we do our um our P1 which is our first principal attendance reporting that's kind of around that same time um that's typically we report that like the beginning of January we get a sense of it. >> Yeah because I mean the way we're recording the LRO the independent study in our um attendance system we

086can obviously separately track what we are receiving for that. So yeah, once once we what it looks like then hopeful update. >> That's the best our biggest hope to raise that. >> Exactly. Definitely >> more like a um second interim maybe adjustment. Um >> yeah, once once P1 is is more official >> first interum and then we'll get the numbers and adjust it. >> Exactly. Yeah. because we can kind of look at trends for for P1 versus P2. there's always um a reduction in kind of ADA from >> curious to see where that takes us. >> Me too. >> Yeah. Hope very hopeful. >> Those numbers. So hopefully you see that. >> And then I always just want to shout out the business services team. As I said, the months of July and August are

087by far are uh we're doing the heavy lifting and there there's a big demand on the department and I mean obviously without everybody there it wouldn't be possible. So just kudos to everybody's effort because it it takes everybody you see there and then some to to actually complete the process. >> Thank you team. >> Thank you Sean and thank you to the rest of the team. Thank you for the presentation today. >> All right. Thank you. We're going to move on to our next presentation. Item 6.3 on our agenda is a presentation by Dr. Blake Silvers on Weissurn District Priorities. >> Dr. >> Well, you know what I decided to do today? I decided to take No Thunder with the longest presentation. So, normally I know she sits up here and and and speaks for

088quite some time. Um >> they just they have a little bit to report on. That's why. >> So um as as we're bringing it up, I just want to um you know, thank the team, you know, for the work on this. This is kind of a two-part presentation, and you all didn't see the presentation in your in your board packet, but you did receive all of the information in your priorities. It was a little more detailed. Um so bear with me that I am pulling out some of the key highlights here. is obviously not as detailed as as as what you saw and what you'll approve today um as as priorities. Uh want to take uh again it's it's bifurcated. So we'll take a look back. I know it says 2526 because in 2526 we're

089going to sort of look back at 2425 the progress we made. Um I'll point out some of the changes just in the structure and and as we transition to 2526 you know how how it looks a little bit different than it did in 2425. Um, so moving forward. No, I'm sorry. There. Is that it? Are we Is that it? Is this for you? >> Hold on. Let me try again. There we go. Okay. Oh, >> I got you. >> Do you have me? So, what do you want me to do? >> On you. >> Let me see. >> On you. >> I got it. >> You just went forward. >> I got it. Yep. >> Back. >> Wait. Wait for it. >> There we go. All right. >> Good luck. >> There we are. Okay.

090Um, so you know, this is this uh entry here, this this slide has shown up uh every every year since we started the the priorities and since we presented them in this way to the board. Oh my goodness, it was probably in 1920 um 2021 that we started uh started this process. Just this idea of of continuous improvement is important. taking a look at um you know how we allocate resources but also how we um how we collaborate as professionals to ensure that that folks have the ability the setting um which we'll call a lot to to improve and and to continuously improve and of course um the resources to do that as well. Um so when we look at our priority areas, these haven't changed. So looking back 24-25, uh we had our teaching

091and learning priorities. Um there was three of those. We had student uh safety and wellness there two of those. And then we had our organizational strength. Um and within those as as I'll show soon is like what we did, what we identified as those priorities specifically within those areas and then how we achieved them. So looking at the retrospective um as we move on the first uh the first priority um uh the first part step that we that we went um through was identifying some of those priority areas of focus. What were those areas that we really wanted to focus on? I think this came out this was really born out of the board asking us to take a look at some of our areas of challenge and really challenging us to uh to highlight

092those. Of course listed mathematics first that was a big one. I think I left that because there that that has really been a focus and we know that that's a statewide issue. We know it's a national issue. Um and and furthermore, it's a it's a world issue. Um how we create this this gap of learning or how we close this gap of learning for students in mathematics. Um literacy also is a foundational skill for our youngest learners, learners in general, but really bolstering that that support in our early for our earliest learners is important. Um and of course wanting students to feel safe, connected um and and comfortable while at school. So looking at priority one again we're looking retrospectively. So looking back at the 24 25 year you'll see on the left side it'll

093be the strategic actions how what were we going to do or what what were those those um actions that we were going to do to achieve our priority and our priority was achievement in English language arts again focusing again on literacy um but also just general um uh student outcomes in the area of English language arts. So leveraging principal collaboration time, initiating uh a committee to identify resources and support in reading and literacy instruction, um also in grading as you heard uh through the learner center collaborative maintaining align elementary bell schedules and why that's so important that was a difference over the last couple years. But why that's important is it allows that setting. It allows a common time and a common place for for adults to collaborate. It also allows for allocation of resources

094um regular assessments um including common formative assessments and then refocusing and sort of um really uh this interplay between um intervention and providing that that student with personalized experience like how can we make sure we're meeting students where they're at. So looking at 2425 we we strengthened our ELA strategies uh through collaboration across TK8. Um we sustained strong ELA outcomes through targeted supports um of all of our subgroups. Um we had this unified elementary bell schedule again meeting those needs um and we were able to provide that that specific time for writing and reading instruction regular benchmark assessments and then establishing and um really evolving that win time and pod time at the middle school. So we'll we'll use that interchangeably. It's win time at the middle school and it's pod time um uh I'm

095sorry win yes win time at elementary and pod time at middle school. So then looking moving on against our priority uh this was one of our focus areas here was improving student achievement or student outcomes in mathematics across TK through 8. Um and want to look at um I'm going to just sort of go to the right. I mean there's um feel free obviously to to sort of peruse the one through eight. Um although I will highlight a couple things. TCT time and so that's number three there on the strategic actions and that was strengthening TCT time um through uh throughout the district wanting to provide that time and place again that setting for teachers to collaborate uh related to to math instruction using of common formative assessments the one down STAR and IABS to

096help guide instruction and to inform instruction. Right? So we could we could take a look at how students are performing on a daily basis. And I think really important is number five, which is ensuring that 60 minutes a day of math instruction for our students. So if we go to the right, we expanded teacher collaboration time by 20 hours annually to strengthen that that math instruction and really to strengthen that collaboration among the teacher professionals. We held two professional development days for TK5. A lot of that was focused on the new adoption, right? We had a Eureka squared adoption, so we needed to focus on that. Um, we developed grade level essential standards, pacing guides, um, and aligned learning targets across our TK through five. Um, and we implemented daily 60-minute math blocks. Again, doing

097doing what we said we were going to do. And so, that part of it is taking those strategic actions and showing what um, showing that we we we accomplish those things. Um, achieve strong student outcomes in grades two and three with 67% scoring at or above uh, proficiency and star math. Um and then we built vertical alignment and common formative assessments through that TCT process. So being able to have uh teachers with the time and place um and release days to plan. And then priority three is science. Um and one of the highlights of our science um initiative or science priority was the building of robots. And we we embarked on that two years ago, not last school year, but the year before that is is ensuring that every student was able to have that

098hands-on learning experience of building a robot. We also introduced a new digital arts elective for sixth grade uh that emphasized coding. Um elementary tech labs, as I shared, helped with students um in in our TK to 5 to build robots and to code robots. Uh the Wismer Middle School teachers participated in STEM scopes. Um that's the the curriculum at the middle school and then implementing IAB. So, flipping over to the other side, we did expand our steam programming um to really promote uh innovation and hands-on learning. And a lot of that was increasing, as you saw there, the coding opportunities at the middle school as well as our robotics opportunities in our elementary school. Um the digital arts coding course for sixth grade at the middle school introduced foundational computer science skills. And why that

099was important is because we know that the language of coding is um it's it's a language and um it's it's a new language or an evolving language I should say that that's really becoming a foundational skill. Um and yes chat GPT can code for you. Um but just the idea that students are engaging in this high level thinking this critical thinking is important. Um we enhance elementary tech labs um as steam labs at all of our elementary schools. So when you walk in um and there's still more work to be done there. So, when I say these things, I just want to preface it by saying it doesn't stop here. Um, we obviously do have some work to do. We have some building funds that we're going to have to use to help supplement some

100of this, but we did start making those transitions to Steam Labs, expanded across uh to coding and robotics at the elementary level. Um, because, you know, we saw kids building and and just building those computational skills just through coding. Um again, district district goal for a second consecutive year of all elementary students successfully building a robot better than we could. >> Uh priority four was ensuring school site safety um and and wanting so you had the site safety piece of it, but then you also had this idea of building that connection on campus, bolstering a safe and nurturing environment for students. And so it really is built into those two those two areas. So this particular priority is bifrocated as such. you have the site safety and then obviously you have um your like more

101connectedness um student wellness and we call this priority itself student safety and wellness or student wellness and safety. I keep messing that up. I put it wrong on here. It's really student wellness and safety. So, I'll take that mistake. Um but every year students uh or I'm sorry, our schools submit their comprehensive safe school plans by March 1st um of every year. And that does have two components. It has the two components that we described in this priority. it has um goal set for has they have to set goals uh with their site council on just overall site safety. You know, what are some trends that you saw the previous year um in terms of site safety? Maybe it's graffiti in bathrooms, maybe it's tripping hazards, uh maybe it's too much trash, just simple things

102to help make the site more more safe um and more um I guess enjoyable overall. And then the other side is how do students feel connected? What is the students sort of interpersonal um what are the interpersonal relationships looking like? Do does every student on campus have a trusting adult? Um, and so when you look to the right, you see the how we how we reached that this year. All schools did submit their comprehensive safe school plans. 100% of our staff completed Alice emergency training um with ongoing tracking and onboarding for new hires. Now, I do want to point out that there's still work to do here. I think there's still some discomfort with um you know obviously is the more and more we hear about active shooters or these types of dynamic and violent

103situations um in schools or in churches or in public spaces obviously it does challenge us to to take a look at this and and and be better. Uh but we do have cameras and PA systems that were installed districtwide with continue expansion of of alarm upgrades too because what we found was we had like five different alarm systems. So, we still have some work to do to systematize that a little bit, but um the new cameras and new PA systems and new clocks um have have made a big a big difference in our overall safety of the site. Um we regular coordination with our partners um at Hawthorne PD um trying to to reestablish our connections with the sheriff's department as well. Well, CHP, Neighborhood Watch, um etc. Sorry, Rebecca, you had a question. Yeah.

104>> Should um like capturing arts be on this? That's on the next one. >> Okay. >> Yeah. So, it's it's it's the very next priority. It's the same priority, but we just needed two slides. >> All right. Okay. >> Is that what you meant? Is that what you said? >> Yeah. Yeah. That's I was like because it fits in the priority. I just didn't there. >> Yeah. So, this was the this is just the mainly the physical safety side of it. Um you know, how do we just ensure just safety in general, emergency kits being replaced districtwide. We actually are almost done with that. Um and uh which is which is a good obviously a good thing to do. Um, and then you have your student wellness side of it. And so in your student

105wellness side of it, you have your capturing kids hearts, you have your counseling protocols, you have your attendance intervention. You know, when we notice students aren't coming to school, how do we intervene to make sure that they are coming to school or at least we know why and we're able to support them in that. Um, looking at our DEI framework for policy, staff training in that regard. Um, and then certainly looking at student behavior and you know, how is student behavior impacting the culture? Um, etc. because we know that will happen and and it's how do we respond? So, we did launch capturing kids hearts districtwide um to improve classroom culture and relationships. Again, that was year one. Um you know, there's going to be challenges with big big rollouts like this, but definitely want

106um want to give uh Dr. Ingram a hats off for for for helping lead this this program for us. Expanded our counseling support tradition to new electronic health record system. That means that allows us to um to electronically track how when we interact with a student, when we actually counsel a student. It's kind of a it's like a medical record in a sense so that it can be picked up by various counseling professionals that can follow students throughout their um their time in Weisburn. Implementing proactive attendance plans and flexible instructional recovery options. We're seeing the LRO program evolve this year to help boo bolster ADA. Hopefully, it'll be more um more established this year. um established a district-wide DEA DEI statement um and monthly student inclusion lessons that were that were led by the counselors

107and increased behavior documentation. Um that did reduce suspension rates this year. Um you know, which is which is good. And then priority five, which is ensuring the district continues to demonstrate organizational strength. Um and we did reorganize leadership team this year um with three executive directors um and a deputy superintendent. Improving internal communications through new meeting protocols was important and continuing um collaborative meetings um to uh support our teachers and our CSEA partners. Enhance employee retention with recognition programs, professional growth opportunities, professional learning opportunities, and then strengthening position control. as Sean shared, you know, uh, actually, sorry, he didn't share with you all, but we were talking earlier about some of the challenges that we have position control, um, and how we could just, uh, continue to improve there. Um, so we did launch our

108district-wide assessment, um, PD resulting in share Wiseburn assessment vision, sitebased design, team leadership. We held our first ever Weisburn mini conference, uh, which had 84% of our teachers reporting positive impact on professional development. This was a big push for us. you know, Maggie really led that that um charge this year and then um again reorganized our district leadership, our district leadership meetings um and how we make decisions across our district and departments. >> Like that 84% seems remarkably high. Do we have context for that in the past? Something we've done never done before. It was just the feedback that was provided at at the end of that conference and so out of the people that were surveyed and I'm sorry I just don't know off the cuff how many responded to it. Um that that

109was the number that we received one of the questions. >> Yeah, >> it was just the post post attendance survey. >> Yeah. >> And then looking at So I'm sorry I should have stated that was human resources. Uh meant to point that out. Um, but then you move into the business services. Really, you're talking here about our cost center management. How are we managing our budgets, not just at the district level, which you just saw here with Sean, but also how are we empowering our our department leads, our principles to also manage their budget. Um, AIS, our absenteeism and monitoring that is very important. Of course, that translates to ADA. Um, also, how do we implement our one-time funds to better support our general fund? Again, these are the things that Sean really highlighted today

110and showed a positive balance at the end of the year and and and definitely some some gains um our our fund balance benefited from that. Uh district-wide cleaning evaluation. This was huge so that we could then reallocate custodial support or add custodial support um as needed. And um we also had our communications platform which had our newsletter that'll be even emerging this year. But um but but certainly we saw an uptick in social media um and our social media presence and our comments. Um we did provide ongoing budget training and support for our site leaders. Um we we aligned our attendance practices um with the help of a consultant um obviously under the leadership of uh Dr. Ingram. Um we also staff and tracked positions for Prop 28. That's our arts funding. Um it's ongoing

111funding. Um and and we wanted to make sure we were doing that appropriately. um increased newsletter open rates by 8% and we also had social uh and social media impressions by 375%. Um one thing that you would notice this year is there was there was a lot of interaction with social media this year a lot of professionalism behind it. some of the reels and and stories that were that were posted very professional. Um, and literally almost every comment that is made, not, you know, if you you do yay, thumbs up, you're not going to get a comment back, but if there's questions or comments, um, you know, the team is responding to those. And so it's it's I mean, that's quite a, you know, quite a task. Um, but but I my hats off to

112Erica and Maria um, who help us manage that as well. Um, tech upgrades um, happened across the district. We saw well one translated into this year but um we saw the increase of our our Chromebooks um teacher laptops um etc. And again we began the cleaning evaluation and did add custodial staff to support um some of our sites including the middle school. Um we launched new school websites improving usability design and access. That was a huge undertaking that we probably rolled out over two years and then were able to launch that as well. And so it went from the district to the school. So that's what you saw. This is sort of the evolution over to the schools. Any questions? Oh, a lot. I know it's a lot. Um should I continue? >> Yeah. >>

113Okay. Um so looking ahead, um there's a bit there's a bit of a difference here. One of the things that we um were constantly challenged with is um wanting to make sure that that there weren't so many competing resources. And so you have your LCAP and you have your site plans and you have your SIPs, the whole thing. And so we wanted to to make sure that as we identify goals that a we have me measurable goals and b that it's aligned to the elab so that we're able to track that. Um so what you'll see this year is you'll see um you'll see it organized a little bit differently. And um it's it's really focusing on student outcomebased evaluation. We want to see how students are performing and what the numbers or metrics say

114as it relates to student performance or employee performance. um but that there's a metric because you know there's a book that we just started reading great on their behalf which is really how governance teams or how district leadership teams um can help support student outcomes and but you have to know what student outcomes you want to see first. So you'll see that. So looking um at teaching and learning um we have literacy as one of our as our priorities still uh making sure that students are meeting or exceeding grade level expectations related to that. And here are some metrics. Uh again, these are in your um in your files or in your uh your documents. Uh but we wanted to see uh 66% CAST proficiency. Again, this is tied to the LCAP. So, you can

115uh you can find all of these metrics there. Um 37% for our EL students. Again, these may seem low in some cases, but the reality is we're trying to just continually improve. It's not um you know, we we hope to get to 100%, but we know it's not realistic um to do that. Um we want well-developed on the ELPAC. That is a designation on the ELPAC to be 37%. Um, we have our brand new I Ready assessment implementation. Again, thanks to to Maggie for for rolling that out for us. Um, implementing three times per year I Ready diagnostics to really begin giving us some predictive data so we know how students may perform at the end of the year. Um, so so that's that. So then you can see there it's beginning of year, middle

116of the year. And Maggie, where are we at? We're at the we're just finishing. You're starting to get data now for the first diagnostic. >> We're just starting the diagnostic data. the the window closes next Friday, but I mean shout out to our teachers who are just all on and and starting that process. So, bravo. >> This is basically them. >> Yeah, they're doing awesome. >> And this replaces star assessments, right? >> Um and what we what we hope to see and we'll explain this in greater detail when we actually give presentations on I Ready data, but we want to see um band growth is what's measured. So, we do want to see 10% band growth um in tier one and 10% decrease in tier three. So you have your highest band you want to

117see increase and your lowest band uh to decrease basically as as students move out. And how do we do that? Um a lot of the the same tactics and the same uh systems that we've done in the past utilizing teacher uh collaboration time our guiding coalitions the CAPS network uh tomorrow's one of those uh dates that's to support our PLC program or our PLC process. I'm again focusing on the four essential questions. um multi-ter systems of support. That's going to be a big focus for us over the next couple years is how are we intervening for students that need that support. Um conducting IR diagnostics three times a year. We talked about that. Establishing district-wide alignment on tier one reading instruction. Um focus on the science of reading. You know, we have uh we have

118that as as a north star for us. expanding wind time and pod time and wanting to really identify what we're doing during those times to make sure that we're maximizing it and conducting at least four instructional leadership learning walks. That's when instructional leaders, when principles, coaches, district administrators walk around, we get to see some of these things happening in practice and and again that's led by our ed services team. >> Like a quick question on the formative assessments that are have been in development are getting increasingly utilized. Is there is there a process where we evaluate if in fact the assessments are working for us? >> So are you speaking to the common formative assessments that our teachers design? Yeah. >> And the correlation to Ready and Cass, but are we are we all working

119together and are we learning >> along the way? >> Definitely our teams are I mean one thing that the CAP network is like this year our focus is on MTSS. So last year our big focus was on question number one which was what what do we want our kids to know? Those were our essentials. And now we're digging deep especially in mathematics with the support of Holly Compton. You know, how do we know they know it? And so we are working on those common formative assessments. I know something this is something that the middle school has has been doing for years and how and you know how they're they're structured as a team. And so we're using some of what they have done and and bringing it down and then those are refined through what

120we find like you know can we do better on this assessment you know we asked kids a question differently like how can we help them to support that? So those are going to be like the everchanging information that we in this room won't know. I mean those are for our teachers to drive what they're to do tomorrow based on that. And so yes, we're in the process of it. >> And so then looking at mathematics again as a as a focus area, priority area, wanting students to meet or exceed grade level expectations in mathematics. Um some of our metrics we want 55% of all students to be proficient mathematics by the end of the year. Um we are going to also implement the three times uh three times a year I ready diagnostic again for

121that predictive measure and then um looking at I I ready band growth. So we're looking at those same metrics as we did for ELA uh for mathematics as well. Um and again a lot of the same things but you're going to see an expansion of that of that uh TCT time to 20 hours in math. So, a little bit more time for teacher collaboration. Um, but all of the other things still remain our PLC's addressing those four questions. Um, and making sure that we are um that we're looking at students where they are and and what they need. Again, the four questions. Implementing multiple interimm assessment blocks for grades three through eight. The I Ready Diagnostic is going to be really important, the three of them. Um, implementation of Eureka Squared with the support of

122our Mathtosa, our math specialists. um strengthening win time. So, a lot of these over our our um priorities one and priority two are going to be they're going to be consistent, right? We're going to increase math instruct or we're going to um increase student outcomes in math and English doing some of the same things. And then the bottom just want to highlight that we are lucky to have Holly Compton. Uh so that math specialist will help lead those uh professional development will also help uh facilitate vertical articulation across our grade levels so that we're talking math um across grade levels. And then looking at science, building those STEM skills. Just a couple metrics here. Uh 50% proficiency in the in the CAST. That's a California assessment science. And then uh the metric which is a

123non-LCAP goal, but we want to keep this as a local goal and that is maintaining 100% of our robot builds in our TK to 5. I we just want to keep that practice going where students are are engaging with robots. as you see there to the right. >> What is their current percentage? >> What's their current percentage, Blake, on the cast? >> Uh, do you have that on? >> This says increased 250%. >> I can I can grab that for you in a minute. >> Okay. >> Sorry about that. >> It's in the I think it's the 30s. >> It's it I do believe it's on the lower D. I'm going to look on the dashboard because that would be where it tells us. But just so you know right now if you notice in

124the dashboard what we presented is it's purple because it's not like kind of being used. It was the first year that we had this data that we're publicly sharing it. So we are noticing it's a conversation with my peers in ed services that this is it's low statewide um than the other subject areas. So >> right because on the math I see we're going from 49 to 55 and then at ELA 63 to um 66. Obviously, those are higher percentages already, but at 50% I was curious as to >> what is the expected difference. >> Yeah. >> And I mean, part of the the trick with science as well is that they're only tested to like all the math in in the ELA test happens every year from from, you know, third grade on, but

125when you're in science is only happens in fifth grade and eighth grade. Um, so it is a little bit of a different dynamic um you know, um involved, but we'll get that we'll get that number for you. Um and then so the strategic actions is really focusing on those NGSS standards. Um focusing on on identifying essential standards particularly in grades 5 through eight. Um and it's utilizing those tech labs, the steam labs, you know, building those robots. Um and then uh use those IEBs, the interim assessment blocks to help prepare students for that end ofear assessment. Um and then use district meetings to uh enhance uh crossgrade science articulation. use those that TCT time um and other other professional learning opportunities to do that. >> Is there an I Ready comparable for for science? >>

126No, they don't have the science component yet. The only one that I'm aware of is NWA, but it does have its challenges because it's very focused on um teaching science in some different methods and than >> it's not a great it's not a great database to use. Why we are going to rely on the IEBS more for that >> wherever we can get anything predictive exactly it's desired >> right exactly in and our teachers at the middle school I know have been using it in fifth grade for for some time >> and then looking at student safety or student wellness and safety um again it's broken into those two parts so you'll have your um your first part which is looking at site safety so we want to uh the district commute crisis communications team.

127We're going to hold to holding we are going to hold ourselves to having three meetings annually um with at least one full full scale tabletop exercise. So we want to actually you know in the event that there's a threat at night at 11:00 p.m. or at midnight that we're well versed in being able to address that and and we have all of those steps um practiced and drilled. And we realize that is that was a um a gray area for us. We all kind of know what to do but we didn't drill it together. Um, so we want to make sure that we're doing a little more drilling on some of these uh uh crisis that that could come about. Um, perception of a clean and maintained campus. This is LCAP goal 1.5. Grade five

128students, we want it to be greater than 85% greater than or equal to 85% of them say the school is clean. Um, grades six through eight, we want greater than 50%. You know, it's ironic the difference. I'll tell you, I mean, you see it across the board what middle school kids say versus what our elementary kids say. So, we're just going off the real numbers. I mean, this is just this is just kind of what it is. >> 50% plus of our middle school kids to be clean. >> Yeah. Right. Exactly. Um and then we want obviously we want greater equal uh than 90% of our teachers and staff uh to say that it is clean and well-maintained that our campuses are such. Um and then um looking at the other side of it, which

129is more of the student uh wellness piece, uh we want again metric 2.2 here, teacher collaboration. 90% of teachers agree that adults collaborate regularly. Uh we want it to be greater than 90%. Metric 4.1 is a suspension rate. We want to maintain the green status in the dashboard. Uh metric 4.2 sitebased social emotional services. We want grade five students um to be to that say adults care um to be greater than or equal to 90%. Like again, as we talked about earlier, knowing that there's a connection with an adult on campus is critical um critical in the elementary grades and just as critical in the middle school. And unfortunately, the numbers are less uh but we do want to see greater than 70% there as well. Um and then we want teachers to see that.

130We want teachers to be at a greater than 95% um believe that there's adult connections on campus um that they care for students. and capturing kids hearts uh implementation. There's 3.7 average implementation on a score of one to five. So this year it was 2.7. Is that about right? 2.3 sorry lower. So we had a 2.3 average this year. We'd like to see that go up to 3.7. And that just has to do with comfort and and um another year, right? Just just having that that experience. And metric 4.3 respect and inclusion. It's that uh that students say um that teachers respect them at greater than 90%. So they will say that teachers and other grown-ups treat the students with respect. Uh moving down to metric 4.7 chronic absenteeism for all students would be less

131than 9%. And 5.6 enrollment support um we have projected students. That's our goal. We are below that right now. So, I will say we're right now at 25 >> 41. Okay. Uh so, we still have some uh some some room to grow and I know the the enrollment office is working on uh trying to fill more seats and that's just it's just where we're at. So, uh we're a little bit below that, but we're not below the middle schools dropout rate. There's no dropouts yet. We're still at 0% in day on now on day on day 12. >> On day 12. Um yet >> and so and just just some of the I'll just highlight a few of these a few of these these items here. The crisis communications team I talked about atlas training

132which has been a staple here. Um looking at non-crisis um the the nonviolent crisis intervention or NCI training uh for for staff and then u making sure that we're still engaging with that comprehensive safe school plan. not wanting to make that just a prefuncter document that you have to do, but really taking stock on those goals. Um, capturing kids hearts districtwide is important. Um, strengthening the school counseling program. Um, looking at triage and case management. Um, making sure those systems are are clear and clean. Uh, we definitely want to improve attendance and chronic absenteeism. It's part of the LRO program. It's also part of how we respond when students are absent. um how are we making contact with those um with those families? Strengthening positive behavior systems. You know, in schools, discipline is really hard.

133So, behavior management is just hard and wanting to make sure that we're all aligned at least to the best that we can in terms of what are major behaviors, what are consequences, how do we still promote um restorative practices and and positive behavior support across our campuses. Um and then of course wanting to strengthen enrollment systems uh by hosting monthly tours. We started those in November, December. >> December. Um, and it was it was really a nice um a nice addition. We did some some upgrades this year to that to the tour. Uh, so please if if we'll send out dates if you ever want to come check out one of our enrollment tours. And then the last one, um, and I'll I'll kind of breeze through this one, organizational strength. usually in the areas

134of HR and and business services. Uh we want to have staff perception of support at a score of 4.0 um on the annual 4.0 plus on the annual staff survey. And with that being said, um we are a meeting behind. We will present um to the board the raw data behind the staff survey that um that we took. Um unfortunately, we couldn't do it in August, but but we'll bring that to the board at the next meeting. um as well internal communication. We want an average score of 3.5 plus on the annual staff survey and um we want uh chronic absenteeism again to be um to be the less than 9%. Um enrollment to ADA 95.5% that's increase of 0.5. Hey, we're taking it little by little but you know using the LRO program to

135help us uh see those gains. >> Are we asking families to opt into the LO program again? because I think you know we sent it out before and I just wasn't sure. >> Yes. So this year it's in the registration packet which okay formerally known as the first day packet. So every single family was able to um opt into L with their um beginning of >> let you know. >> Okay. And then um looking at some of the >> This is me, huh? Not me. I'm hitting something here. >> Oh, sorry. >> I got it, Tony. Let me just work through this. >> You're not touching it. >> All right. Uh so we we do want to see a balanced budget. I know that that was uh that was really important. We want a balanced

136or better budget. Um and I know we saw that saw that here. Um, you know, we are looking at a at a deficit in the current year. So, we'll have to address that at first interim and second interim and hoping that with some of the strategies that we used at the end of last year, we'll be be able to actually materialize those uh that that balanced budget as we move forward. Want to build those reserves 3.5% of total expenditures. You saw we're better than that right now. Um, but we want to continue to be better. >> So, the depth of spending is that we ended the year last year plus >> correctly. Correct. roughly near that number. >> Correct. >> So this is after that. >> That's current year. >> This is current year. >>

137That last year was last year forward balance. Got it. >> Um and then uh really looking at a reduction of 25% of our special education staffing like being able to hire our folks um and and hoping to have um less contracted services. Um, looking at human resources, we want to um enhance our internal communication and collaboration. Um, new meeting structure. We want to look at a new newsletter to get information out to our staff and teachers and staff. Uh, we want to continue to expand employee recognitions. Um, the welcome back uh barbecue uh employee of the year programming um which has been uh we've actually had two teachers in the top 16 over the last uh last three years which is awesome. and um provide those that ongoing professional learning opportunity and and professional growth

138opportunities for employees um to to build the the retention um improving onboarding, recruitment and and that's all under the the direction of of Dr. Duville. >> And then in business services, it's all about education, right? It's all about making sure that we're we're streamlining our processes, that um our principles are aware of of budgets, that our department leads are are um aware of the budgets, that we're utilizing our restricted resources as Sean shared today, that a lot of the savings that we realized had to do with us using re those restricted resources um to to help support our general fund, using our RDA fund, boosting our ADA, um and really looking at um HR and business services at the ying and yang, if you will, to make sure that our position control is balance and

139and and well um well attended to. >> I will end with that. That was a lot of information. I forgot to ask a question when you were in the ELA um thing which was that I know from back to school night that we moved away from accelerated reader and so I'm curious about the science of learning implement science of reading implementation in and moving away from that and how we're supporting I I heard from at least a couple of teachers while I was attending the the presentations as a parent that there was some uncertainty about what they were supposed to do and how they were going to be evaluating students and their reading and things like that, not just with the implementation of I Ready, but with the move away from accelerated readers. So, can

140you just share a little bit about what that plan is for? >> Sure. >> So, those are two I'll I can answer the getting reading right question through like the train training of the science of reading, but AR was removed um to help facilitate and fund I Ready because it's a pretty expensive program. That being said, um AR was being used to monitor independent reading, which is a whole other aspect. And so, um what we worked on this year is I I call it time in the sandbox for teachers to develop a way for them to help, you know, and resolve do we need a district initiative to monitor independent reading or is that something that could be done at the site and the and the classroom level? And so right now, I mean, we're

141hearing from different teacher teams, like I was in the whole sixth grade pod when they were presenting what their goals are. And it's different than what that is a seventh grade to find the best system for that team to work on. So that's what they're currently looking for. >> And I think too, like some conversation we had is like maybe re like not that we don't do it, but revisiting core novels and how we're how we're using core novels in the classroom. Um, you know, we did actually reach out to I reached out to several colleagues on the same topic. Um, just because I felt it was it was important to do that and really looking at core novels as a way to help teach because what do you want? You want kids to read

142and comprehend, right? It's not just about reading the the pages. Um, and you know, frankly, we want kids to comprehend, not just, you know, Donnie was wearing a blue suit, right? We want them to be able to interpret. We want them to be able to critically think based on what they're reading. Um, so, you know, what tools are best to do that? And I and I'm going to say, you know, this is this is going to be a bit bumpy to figure that out. I mean, I just and all, you know, again, using that whole dynamic of construction and this is one of those those areas that's under construction for us and in teaching and learning is how do we build confidence in other ways of um you know, sort of uh promoting that reading

143and also making sure that that that students are are comprehending what they're reading. So, it's a work in progress for sure. Still more to be determined. >> Thank you. like I'd like a to well one thank you for the presentation on the district priorities but also thank our entire team and staff and parents and members that are that form a part of the LCAP because if for those that may be listening online you clearly see the district priorities for this year are directly derived from those goals set in the LCAP. So it really does drive what we're going to do here for the district and our instruction for the following year once that LCAP is set. So, thank you everyone that participated and for taking that alcap seriously because then everything moves accordingly. So, I

144really appreciate everyone's input and time spent on the alcap. Thank you. >> And then one more comment just a a compliment to you and the team that this is really an evolution. It's a paradigm shift. It is a process shift moving to more personalization, more collaboration, um more focus on student outcomes. Metrics are really new to us in the big picture other than CASP and some of the standard things. Um I think that is phenomenal that we're moving in this direction. PLC is one of those processes we started a couple years back that's in the same ilk and this idea of using data to improve student outcomes having goals that we're all shooting for collaborating working together for individualization that's a win well done thank you my hats off to the team helped me through

145this obviously I mean I think you know Maggie new perspective and Kim um and her new role really being able to bring us you know um to identify LCAP goals that were going to be meaningful and and and appropriate and Anisha and Sean I mean all of us you know together really really were able to identify those all cap goals that were most important because there's 75 77 something goals now we can't you know you can't it's impossible right so we wanted to really pull out those ones so thank you appreciate you uh >> I just wanted to echo both Roger Neil's comments I think that that was you summarized it well I think like you gave a excellent presentation that was very smooth >> and I those but behind those that's a lot of

146work that goes behind it and that's an a compliment to you and your the entire team here. I think there's a lot of lot of work behind those priorities and and goals and I'm glad glad to see that that those have all been identified and I think that it's clear now and we're all working together towards those goals. So it's it's great to see that see that that work evolve like Neil said, but it's a lot of work behind those slides. So, thank you everybody for all the work. >> All right. Thank you. >> Thank you, Blake. >> We are going to move on to section seven of our agenda and that is 7.1 for board member reports and I'm going to go ahead and start with Michelle. >> Yes. >> Um I'm going to

147keep it short. Um, I just want to thank uh it's always really difficult starting a new year uh a new school year and we all know the work that goes into that for everybody. I know Sean you haven't stopped. So, um hopefully this is the time where you get to kind of take a breath. I'm hoping. Um, but as far as uh teachers and staff at each uh site, um the amount of work that went into those back to school nights, um I got to attend um Belair's and just again the amount of attention and pride that each one of those classrooms and teachers put into it um and staff. And so I just want to acknowledge that that um wonderful start to the school year. I know we're only a few days in, but

148I look forward to seeing more of that. Thank you very much. >> Thank you, Michelle. We'll go with Nelson. >> Thank you, Roger. Also, just echo Michelle's comments. I had an opportunity to attend the Weisber Middle School back to school night. It was um not only standing room, but it was flowing outside. So, uh well attended, great turnout. Um I also had an opportunity to uh see the work that took place at the multi-purpose uh room. So great uh kudos to the facilities team and make enhancing that multi-purpose room. It's the beautiful job. Um also the classrooms look great. Uh so a compliment to to everybody and like Michelle said to the teachers. I mean it really takes a village to to to really have the kind of start of school that we've had. Very

149successful. So thank you all for the work. And um um just one last thing. Um, as many of you know, it's been a difficult time for me and my family, but I just wanted to take a moment to say thank you to my colleagues. Thank you to the district. Thank you to the Wise Ed Foundation, Da Vinci, really the Wiseird family and the community for all the love and support that we've reached. So, thank you very much. Thank you. That's all I have. >> Thank you, Nancy. We'll go to Michelle. Rebecca, >> you can get to go. >> I'm picking off right where I left off the last board meeting. [Laughter] >> Thanks, Nelson. I mean, Roger. Um, >> it's okay. Nelson Roger, >> you know. Um, any echo the welcome back uh to everyone.

150And I also got to attend back to school night at um aviation and weird middle school. And man, the preparation and enthusiasm going through an entire school day with the middle schoolers is like insane in that short amount of time. I was exhausted. I have to say I can't even imagine the teachers doing that five times or whatever that they did during the evening. Um so thank you to all of them for all the preparation and at the at aviation the classrooms look great. all of the all of those things um were fantastic. Um and thank you also to all of the PTAs, PTSA members, W members who came and um presented and supported reminded our families what their um what their funds support um because we can't do all of these things. You see

151what we have in the budget here and there's all of these other wonderful things that we offer to our families that are really provided by those organizations. So, um, thank you to all of them for doing that and I'm hoping that it's an amazing year. Um, and then because it wouldn't be a presentation for me without a without something coming up. So, um, September 17th is Constitution Day. Um, and as a lawyer, it makes me really happy to do that. I'm excited. Actually, I'm going to be going into Mrs. Bennett's classroom at aviation and doing a constitution in the classroom lesson um on the rule of law um which is one of the foundations of our democracy but it can be a little bit of a difficult concept to understand. So to paraphrase a certain

152famous science fiction film the rule of law is like a force that binds us all together. Um it's our collective agreement as a society. We agree to obey the law and expect that the law will treat us fairly in return. Similarly, we expect in a democracy that those laws will be created by people that we elect and will be designed to benefit everyone, not just those in power. Um, and I think we have an opportunity and an obligation to help our students understand that those are our rules and obligations um as citizens uh of this great country. um and um looking forward to uh things that are coming up in the next couple of months um where we'll also have a chance to reaffirm um that we think that you know we should all be

153able to choose our elected officials um and who those might be. So um just wanted to remind everyone and celebrate that you know the Constitution and what it means to all of us um and next week is Constitution Day. So that's it. >> Excellent. Thank you Rebecca. Yeah, >> go to Neil. >> I'll be Neil now. >> Welcome back everybody. Uh, and thank you. I know Michelle, you commented on Sean coming, but and everybody has been working and busting their behinds and thank you and thank you and thank you. Thank you. Thank you all of you. Thank you to WFA and our representatives being here with us. It's a big commitment and just a long meeting to be here. So, thank you very much. Appreciate you guys as well. Um, I was able to attend

154the um teachers and staff welcome back barbecue. That was a really fun day. Very enthusiastic. Wendy took care of everybody that day. Thank you very much. Uh, but just the enthusiasm of the of everybody coming back was really just an inspiring experience and thank you. And the same thing with back to school nights. Got to attend attend aviation and Delair in a run around the same night kind of thing. Um just excited to see the path we're on. Um one last thing, uh working with Maggie and Nisha and Blake and um Joel on the dashboard which is evidently going to be presented I think in an upcoming meeting. Yeah. I'm not sure which one. October. >> Okay. But that is taking all the data all the uh metrics that have been presented in the district

155priorities and giving us a visual update and progress report with comparatives to other districts. They've done a nice job. It's really evolving well. Very excited to see that happening and just compliments all around. Thank you very much. >> Thank you, Neil. Like Neil said, welcome back everyone. It's exciting. I know you've all been hard at work already. This is our first board meeting of the new year, but I did want to express my appreciation for all the hard work that is so evident and we see today uh with all the different presentations. I know sometimes our board meetings can be long. However, there's just such a great amount of information and wonderful things that are happening with our district. And that is part of the thing we'd like to do is communicate what is happening

156in our district with with our families, our parents, and with ourselves so that we're also very well coordinated. So, thank you. And I I really truly look forward to to a fantastic school year for 2526. The way I look at it, it's another great opportunity to have an impact in our kids. And these are our kids. whether they beat your son, your daughter, your grandkids, your cousins, I mean, they're all members of our community. And whether you're on permit or not, once you're here, you're our child. And that's that's something that we really take it take to heart at Weisber. Once you walk through those doors and you're admitted to our district, we treat all of our students exactly the same way. And we want to see everyone succeed. So, thank you. Thank you for

157all the hard work and effort and the hard work and effort that's to come as well. Very much appreciate it. So, um I did have an opportunity to attend the uh the Wiseward Middle School back to school night and wow, it was standing room only as Nelson mentioned. And it's also very nice to see. There's there's there's a there's a very positive energy, but yet a little bit of anxiety from students and parents that are possibly joining us in in the district maybe for the first time. And for those that have been here already, it's still a transition to middle school potentially for sixth grade. So, uh, it's really nice to see and the facilities look fantastic. So, I want to say thank you to all of our our grounds crew or maintenance custodial services

158and of course all the construction that happened. So, definitely to NAZ building advisors, Noam and Shere and their team. The schools look fantastic. So, that's always nice to see. So, thank you for all your energy and effort that went into that as well. Okay. Um, I am looking forward to back to school. the uh we have Holly Glenn, I believe, this Thursday, right? Um at 5:00. So, please mark your calendars. Sounds like another great opportunity to visit one of our other school sites. So, with that, I'm going to turn it over to uh Blake for district leadership reports. Um please let us know. >> You can sit there. I Oh, you have you want me to sit down to keep this one a little bit shorter than previous one? Yeah, it's the You want to

159maybe pull up the narrative portion first? I'll try to keep this shortened. So, what I'll be presenting in my leadership report is basically just a um a budget update. So when we um take our estimated actuals and adopted budget to the board in June, um we we have kind of the state obviously adopting their budget after the fact after we already take ours to the board for approval. And so we had some pretty significant changes as a result of this recent budget adoption. So um there's kind of two parts to this. I'll just briefly go over just this narrative, but um it kind of highlights um some of the basically some of the favorable outcomes as a result of the state budget adoption. So we are an increase in uh some of our funding sources.

160So the first one is uh for universal uh transitional kindergarten. This state is um um allocating an additional $1.2 2 billion um to help the district in 2526 meet that that lower adult student ratio of um 20 students to two adults. So, one teacher and one instructional aid. Um we have a uh one-time block grant, the student support and professional development discretionary block grant. They allocated roughly $1.7 billion. Um and the learning recovery emergency block grant, the state um allocated $378.6 million. That was a partial uh restoration of that program. And then lastly, uh the state allocated a total of $510 million for literacy, professional development, reading, literacy specialists, partnerships, networks, etc. So if Tony, if you can just scroll down to the next page in that one. And so the um the actual fiscal

161impact this will uh have for the district. So we will see um an increase of roughly $400,000 for our um TK add-on and that you see in the LCFF funding formula. The student support professional development discretionary block grant allocates roughly $753,000 to to the district and you'll see that in our um increase in our state revenues. Um the learn and recovery emergency block grant allocated about 274,000. Again, another increase to our state revenues. Um and then the literacy investments, we we don't have kind of a hard concrete figure um kind of compared to the student support and the learning recovery, but um we've kind of estimated about,000 and increase to our state revenues for that program. >> And so the next Tony, do you mind pulling up the next portion of that? So just for

162clarification, these are one time >> or the the the TK add-on and our LCFF funding formula, that one is that's an ongoing increase, but um the the three other funding sources for state revenues are all one time. >> That's correct. >> Thank you. >> This is not incorporated at budget. So this is >> Exactly. So these are all additions to the budget. And so um I kind of tried to highlight the and this is just taking um a comparison of the the adopted budget and just kind of incorporating or infusing these um these these revenue sources and then um an allocation of the expenditures. So um this is kind of a multi-year projection for the unrestricted general fund. So you'll see 2526 2627 and 2728. And so that top line, you can see that LCFF,

163that additional TK add-on that um translates into additional revenue each year. So that one's ongoing. So that's the 400,000 you see there. Um and so on the expenditure side um what what we've done on the unrestricted side is similar to what we did with the um the AMet one-time grant if you can recall that when the arts music instructional materials we allocated roughly $400,000 of that grant um in 2526 to help kind of offset some of our operating costs for health and welfare on the unrestricted side in 2526. So, we're kind of doing a similar exercise with that professional um development student support block grant. We're taking about $400,000 out of that allocation and we're utilizing that to offset some of our health and welfare benefit cost in 2627. Um and then for the um

164for the student support professional development block grant again um we utilized the remaining portion of our LR EBG block grant for that large Chromebook purchase. So we still had some expenditures allocated out um in 2526 and 2627 that we were charging to that LREBG program. Um one of the big ones was capturing kids hearts. And so what we're doing is um in the adopted budget we had to move those expenditures over to the unrestricted side because we had utilized all of that LREBG remaining funding. And so what we're doing is we're basically taking those expenditures and we're reallocating those to that student support professional development block grant um similar to how we had had it previously with the LEG grant. Um, and so you can see on the unrestricted side the impact that it's having

165on kind of our net surplus deficit. So you can see when we kind of project these infusions of the onetime dollars and the the TK dollars, um, it's it's decreasing. It's having a positive impact on our deficits that we're projecting. And then you can see in fiscal year 2728 um we're actually projecting a little bit of a surplus with this infusion. Um and I just kind of highlighted also the um the impact that it's also having on our unbalanced reserves. Um and then if you could go to the next page Tony. Thank you. And so the other side of of all of these funding sources is on the restricted um general fund. >> The presentation. Um no, it should have been page two and >> that same document. that same document. >> So this is

166the the restricted side. So, um, when you look at 2526, um, you can see, so we have the the one-time funding source for the student support and professional development block grant. That's that $753,000. Um, onetime funds again is coming in on the restricted side, but uh it's there are restrictions on it and there are recommended kind of items on the state level that they would like for you to spend it on, but for all intents and purposes, it's it's pretty unrestricted. You can you can spend it on operating cost. you'll see the addition of the the um reallocation of the LREBG block grant for the 274,000. And then um new information came out about the literacy investments. Um we're not projected to receive those funds in 2526. We're projected to see those funds in 2627.

167And then um highlighting on the expenditure side again you can see the health and welfare offset. So, um, in 2627, we're charging $400,000 of, um, health and welfare costs that would have remained on the unrestricted side. So, we're charging those for that block grant to kind of help again, kind of utilizing our restricted sources to kind of help on the unrestricted. Um, >> we don't need to do that at 2526. >> In 2526, we already have that same amount. It's already been incorporated to the budget, but that's for that the AM grant that we've already received the funds for. So that amount has it was already it was already factored into the adopted budget. >> Does that end 26.7? >> Um we're projected to um to to spend the remaining AM funds that we have

168available in 2526. Um and then again those expenditure offsets that we're charging to the the student support professional development block grant the 176500 um when you multiply it by two and you add the 400,000 that's that total 753,000. So again that's us moving some of those unrestricted um expenditures to the restricted side. And then when you look at the expenditures for the LREBG, so that 274,000 and you see the expenditures for the literacy investments to 50,000, those amounts um are actually additional expenditures on the restricted side. And those expenditures are in accordance with the um the presentation that Maggie had given in regards to um literacy investments, the ELA coach. And so those funding sources are being utilized for for the purposes that were outlined in that great presentation. So all in all, um it's

169positive news. It's additional funding. Um again, we're using those kind of those one-time block grants to to really kind of again help kind of build our reserves and um kind of really help on the unrestricted side of the house. Again, >> between what like two and 3% unexpected money. That's nice. >> Yeah, this is >> that back every board meeting. This is one of those meetings. Two out of two while >> that's fantastic news. Thank you, Sean. >> You may never see Shawn again. >> And I'm going to drop the mic. >> Hold on. And then again, everything else um that's kind of happening throughout the course of the year as I kind of touched on with the unodited actuals that plus this will all be incorporated formally at the first center of budget update

170in December. >> Thank you, Sean. >> And I promise we actually cut three presentations. >> But we have to do what we have to do. So, uh, with no further ado, the best presentation coming up now. >> Go Kim. Go >> special education. Tony, I may ask you to just help the slides. >> Um, you've heard lots of updates tonight on all the different departments and our overall district initiatives. And um my goal tonight and thank you for having me here today is to really talk about special education department specifically and how all of these goals work within the department itself and how we are supporting the initiatives across the district. Um next slide. So I wanted to start first with a quick um kind of look back um for this past school year. Um

171just some highlights we have um in terms of staffing. we were able to bring on five new education specialists or special education teachers which was awesome last year. Great, great additions um in addition to another um new occupational therapist. Um within the special education office, we had a new program specialist as I moved into the director role um a new SLC futures administrator and two new administrative assistants to the office. So it was an entire redo and so everyone is starting to come on board and so that's been really exciting to see. Um, in addition with our staffing, we did hire last year 13 new instructional aids and 11 RBTs as district employees. So, that was a huge gain for us over time. You'll also see what that looks like in reality as we move

172forward, but that was something that we really proud that was an RBT was a new position for our district. Um, we knew that we had to invest in bringing in um really talented, highly qualified instructional aids that are really targeted for behavior support. And so we've been fortunate to bring on a lot of new um people over time. From a training standpoint, it was really about making sure we were using the resources that we've already dedicated funds to over the years. So two programs that we've had um we just brought on Goldbook a few years ago. It's a tool for our special education teachers and specialists to use to um gain gather data on students um some baseline data develop um defensible IEP goals um and be able to provide resources to students. So that's

173something that we ensured that we were starting to really implement um last year. Um in addition to the training and implementation of the Sunde learning systems um we focused on level one. This is a reading program um that we'll talk about a little bit more um for what we're doing this year. It's a program we've had for many years. We had I think when I was principal at aviation, our special education teachers were utilizing it's a very structured literacy program and researchbased and has a lot of success. Um I think just with COVID and everything we and new staff coming in, it wasn't being utilized at pretty much at any site except for one um starting last year. So, it was really a goal to make sure we knew what we had, get it out

174the closets, and make sure we're starting to train people. So, that was an a starting point last year, and then I'll talk a little bit about what it will look like for this year. Um and then with collaboration uh again these main areas of staffing training and collaboration I wanted to highlight because part of the collaboration we had was working with WFA with the sped committee um that was developed compromised of members across the district um special education teachers as well as gened teachers um to come together and really um and this is an old presentation because you can say I didn't finish a sentence but we um that we came together to really look at what are the issues and the concerns that are happening um within special education at each respective site um

175very solution focused and coming up with ways that we need to you know build and and improve and the areas they really identified were the needs for staffing continued training and opportunities for collaboration. So, um, last year I would say that I think all of our guiding coalitions had special education team members as part of the team. Um, and they really are now working very closely with their grade level colleagues in the PLC process. So, that's something that wasn't always happening where we were having special education teachers really be a voice with their colleagues. And so now that's something that's happening on a weekly basis. Um, and again, we met twice last year for this sped committee in a total of three over the last year and a half. Um, and we're hoping to actually,

176even though we're not slated to withou, have a little follow-up um, time this fall to do another check-in to make sure we're on track with things. Um, and then we're just proud that we had some recognition for some of our special education members. Um, with Merc Larson getting the CAC of the community award through our SULPA and Brandon Herrera who earned the engage empower elevate award with our district staff celebration. When we come over to the challenge side, you can see where all those successes. Also, we're on the other side dealing with some continued challenges with special ed. Um, our numbers continuing to increase as Sean mentioned. That's not just us. That's that's wide, statewide, countrywide. Um we did end the year with 419 eligible. Um which is the highest we've ever had. Um as

177the year went on, our overall sped population went up about 5% over the course of the school year. That's significant. We're a small district, but that's significant in any district. Um and the hiring remains a challenge. So, while we were able to bring in a lot of new employees, we also had resignations of a lot of employees. And so, um, you know, that's an eb and flow that always happens, but special education, particularly with instructional aids, is just it's a hard job and it's hard to find people that really are committed to that job. So, that is still an area that we need to work on. Um and then not only with the numbers, I just wanted to note that what we're seeing also with the increase of students um identified with special needs is

178that we're seeing an increase in the level of support those students require. So in addition to having new students come to us that need support, um we did see a doubling of the population of our extensive support need students. So those are our students that require support in a wide variety of areas for academics, behavior, speech, occupational therapy. They might require an instructional aid. They might require a device to help them communicate. So those are things that as you know in real time we're having to adapt to those needs as they come in. And then a big dramatic thing that I know you're all aware of is that um with that the needs of our students that we also did double the number of actual dedicated adults we have to student ratio um in the

179last school year >> numbers that quantity wise from >> you'll see it in just a minute. I have a visual for you. Um I did want to just share some visuals just again I think it paints you know it helps paint a picture of the enormity of the changes we've seen in a pretty short amount of time. So, um, obviously this is year-toear going back to 2018. Um, and so typically I'm taking data from data points in our census day, which is in October. Um, so we'll have an updated list for next year uh for this coming school year that I'll be able to share. Um, again, where our census day was in 2425 was 396. When I met with the WFA committee in March, we were already up to 4:15 and we had 28

180pending. So, um, now we're starting the year. I think we're about 392 to start right now, but we have 29 students pending currently. And so, that will, um, increase as we finish this first month of school. We have a lot of pending assessments. Um, so you can see almost year-over-year, it's a dramatic, and again, this would be a trend that we would see across districts, not just ours. This is a bigger question than this, but is there any conversation or understanding why this is growing so exponentially? >> We have definitely had lots of conversations at the SULPA with our fellow directors because we're all seeing the exact same thing. And um I think there's some level of we're doing better by identifying students. we have um really sound um tools that we use and I

181think we're learning a lot more about a lot of different things that will help us support students. Um but we don't know because I think every every director would say the same that the students that are coming in are coming in with really intensive needs at a very young age and um we're all having to adapt to that and adjust things in real time. Um, >> I would argue too like I think that there's been a little bit like the stigma a little bit has has been um it's been lessened. I think people actually, you know, are in the past there had been this sort of stigma. I think we want to service students. I think parents realizing that and parents are now seeking more support from schools to help students um achieve when they're

182at school and in life. So it's been um and parents are more they they understand that there's just been more or there's more education out there about it. um the benefits are are visible more visible now things are just more public um and it's not kind of a I think at times in the past it was sort of hidden there's just not as much anymore so not just here everywhere but just nationwide >> and I think initially you know we were looking at numbers in the last few years and you know attributing it to COVID and like postcoid bumps and we definitely can see that but beyond that this year increase is that's not CO anymore. So, um there are other things. You know, we're talked to environmental fact. There's a lot of things that

183are out there to kind of consider, but um I think we're all asking those same questions right now. >> Just a follow up on Neil's conversation commenting conversations taking place, especially at the national level. This is a national level crisis, a state crisis. Obviously, we're seeing a global crisis without funding. Um, unfortunately, yeah, that's what we would like we rely on. Obviously, IDA is a federal program and right now that's sort of under assault. So, we're not actually in a space currently where we're seeing that we're going to get anything more in terms of funding, but that is still nothing's been officially >> changed yet, but we >> contrary to what has happened. >> Yeah. >> Um, these two slides I just this is more specific to that actually dedicated adult support. So again, you

184see on the left the bar graph is really this is highlighting the students that require like a dedicated adult with them. So we already do have every special education teacher has two full-time aids that support their program and their case load which is I think actually a high ratio in comparison to the rest of our SLPA. We do a good job with that. Um but in addition now we have others that also need more support throughout the school day. So again you can see where we were precoid even postcoid obviously got a bump and then last year was quite quite dramatic. Um and you know I think when I so as we talk about goals for next year obviously this is a big I wanted to highlight this because this is obviously our focus. Um

185on the right you see more of a pie chart of sort of a breakdown of where those aids have come from in terms of you know from our district or from outside staffing agencies. And so for me, I'm hoping that using these as metrics in the future, I'll be able to now have comparables to show you where we are starting to address um ideally on the right, we want that blue piece of the pie to be much bigger. It already is trending that direction and some of those other colors to be going down because those are the agency staff when I'm coming extending, you know, more money to be used to support funding. Um we know that that's been a huge um ballooning cost for our district. So this is a huge focus for us

186as we go forward. >> And K are these 69 are the 69 full-time equivalent or are they like parttime or out there full-time? Okay. But on that 69 >> on that 69 number, is it is it pretty easy to calculate what that means in terms of dollars? Um is it pretty >> um linear? Um >> and in terms of like obviously I have I called the sanity that I don't I don't expect that number but let's say >> but it is broken down and then when I'm meeting with Sean like we you know the cost for and I'll talk about ways we're trying to now mitigate the cost here with some of these because it is you know obviously this is where last year especially we you know kept coming back because >> these were

187growing in real time like we were really on our heels last year was in terms of the sheer numbers of students and the needs of the students that came to us. So, um, some things weren't planned for because we didn't know that that was going to be the case, but we also this year wanted to make sure we were trying to be better prepared. So, at least we're not having to have such a knee-jerk reaction to come back to you more so often. >> Yeah, because that that's where I was going with the question is I'm not sure how we plan for that. Basically, >> we can't I mean, that's that is the reality, but it's also there's other ways we can be better prepared, I think. >> Yeah. Can I ask >> uh what

188the spread of the different grade levels are because that can be a little bit indicative of how long we're in it for person. Are they all >> So I will say that the majority are in our elementary level. Again, this is a snapshot of numbers from last year. So I will update it once we have, you know, an idea of really what we're dealing with this current school year. Um last year though, we did have five students start at the middle school that we weren't anticipating that required adult support. So that isn't what we're usually seeing. Right now our needs are all at Holly Glenn and Del Air predominantly um in terms of and that's we would expect that these are young foury olds lots of four-year-olds running around and we know that right now

189that's where they're going to need some more support but the goal is over time where appropriate to fade. I'm gonna I'm gonna ask the is is the 69 number taken at the same point in time as the number on the right because I count up >> No. So it was um well actually it I use something similar at the time but yeah I think it's like 66 or something it shows um what I didn't know actually and this is where again part of our moving forward is that that red epic was actually a higher number. Um, so it just wasn't reflected on my pie chart. >> Okay, next slide. >> So, what are we going to do moving forward? And I just I'll try to go quickly because some things will be sped specific and

190others you've already heard in terms of our goals and initiatives districtwide. Um, I'm going to I have some lofty goals, but I want to have them because I think I want to make sure that we're really focusing on this. Um and again I did try to align some of our priorities to specifically our LCAP so that I know exactly where I should be focused and making sure that we're dedicating um you know resources to this area. So a safe learning environments um within our L first LCAP goal um a goal is to ensure that 75% of Wise's IAS instructional assistants and registered behavior technicians will be uh Wise staff in 2526. Now, when I look at a baseline from last year, it was 52% of our staff in special education support was um widespread employees.

191So, that's a 25% increase. Um that's a lot, but I that's still a goal and um certainly something we're working towards. Um some of the actions to work on that is continue to hire and train district RBTs and IAS. Um right now we're up to 17 um of our own registered behavior technicians going into this school year. Um, I'm hoping to finish and we have a couple of our current staff that are studying and going to school to get their certification as a registered behavior technician. They get paid more for that salary. And we have people that we want to recognize if they're wanting to to go that way. Um, this year we did put in a request um, and you'll see it on the agenda tonight to add additional BCBA support to supervise these

192IAS. As you can see, it's a lot for Brandon, one person. That's why we said he was Superman. um to manage and be present for um not only in the day-to-day supervision that's required to support the students directly but also each of the registered behavior technicians um requires actual supervision to maintain their certification. So in addition to the actual day-to-day job he has to also manage them in a supervisor role. So, we knew that we needed to increase um some more support in that area and the goal by doing that is hopefully also having more dedicated realtime support for our teachers and students. Um that maybe we can find ways to start reducing some of these because it does take a process to add an adult to a child and it's also to take away.

193We have to go through an assessment. You have to have data to show that that's a warranted change. get the points forward. Can we share that with another district? That role. >> We technically are. So, we are requesting the two days a week. Um, and we were able to find someone that's willing to do that and and work in other districts as well from a contract standpoint. Um, we are also just building our teams in terms of using resources where we can that doesn't cost anything. So, we are bringing in this year we have three psych interns. We we usually have one a year. So, we have three um that are with our psyches right now, school psychologists, and we'll be supporting them in day-to-day um you know, gathering information for assessments um being able

194to support or work with students and with being supervised um as a way to support our our teams more. Um and then just ongoing training obviously um and this came from not only our teachers in our sped committee, but also the aids themselves want to have ongoing um training. So we already did the first week of school have dedicated days that they worked um each worked with Brandon for about two hours to kick things off for the year. The next um area again we've already talked at length about this tonight and this is really where special education the department is really just supporting the initiatives within the district. Um, we know and it's a goal for me that we make sure our sped teachers also have the instructional practices they need to support students and

195move them forward. So, we are really focused on supporting the district-wide initiatives. Um, all of our special education teachers have participated in every PD. Um, this coming Thursday, um, I'm working with ED services to have all of our intervention teachers and special education teachers complete the next level of the Sunday training. and we've made sure that now all teachers have their kits and what they need to implement that program. So that is a big focus for us this year is that we've learned more about how to the science of reading and now we're going to actually implement programs to support that with our students. Um and again just continue the ongoing work in our PLC process. Tony, next slide. And then in the LCAP, it's kind of funny where you find everything, but uh basically

196what we're focusing on for me, another priority I wanted to make sure I emphasize this year is the engagement. Um and actually we find this in LCAP 3. Actually, it's under future ready for some of the parent engagement um opportunities. So a goal this year for the special education department is to hold three parent engagement events during the school year. And so um this is something we talked about, Rebecca. I know earlier the last year didn't quite get going. Um so we did already identify um dates and focus areas for these three um opportunities. The first is going to be more of a district-wide engagement with our friendship foundation and the Sketchers Walk. Um more information will be coming out. That will be um the peer-to-peer walk that takes place in um October 19th, I

197think. Um we're not a district that's part of the peer-to-peer um ed foundation uh right now, but we want to make ourselves known there um so that they know Wise is a presence here. >> I don't understand why. >> So, but part of it is like let's show up and we can show them that we're ready to be a part of it. Um and we we want to really recognize that the Friendship Foundation does support our schools directly. So, this year we'll have our fourth school finally have the friendship club. So, Delair is starting their friendship club this year. All of the other schools already have that. That's a monthly um program where the they come out and they support and they provide activities and pizza and engagement. Parents can come on campus and join

198um and it's for our students um with neurody diverse needs, but also then we can bring friends in and create more of a social um setting at school. So, they do a lot to support our district. So, we really want to make sure that we're doing that for them this year. >> Can I ask a question about that? Um I went to register to do the thing and Wiseurn obviously isn't listed on things. So are we supposed to select friendship foundation? >> We'll select friendship foundation. So there's going to be we have flyers so at some of the back to school nights and there is a a QR code and it should automatically take you to the friendship foundation. If it doesn't we'll make sure. >> Yeah. I think it needs a correction because it's

199like once you go in to then actually register then it asks you to select who you're supporting. >> Yeah. We want to make sure that goes to the foundation. make sure that that gets out. Um and then again just we're utilizing other resources with our parents over the um course of the year and we'll be sending information out. And then the other collaboration is just our ongoing with our site sped meetings as well as our district sped meetings. So this year we kind of got away from having district-wide special education meetings. Um it's important for our teams to come together. We just had that the first week of school. um Mory Bon, Amy Rogers from DWK to come and talk to our team um as well as our SULPA um compliance person so that we

200could really focus on these areas. >> And finally, I think the the most important that comes across usually for sped is um within the organizational strength and compliance area. And so again, I think like already shared some specific cost reduction goals that we have. of I think for me really targeting um reducing costs by about 500,000 um in terms of our um contracted costs. So that was a focus for me because our contracts had become so unwieldly um that this was an area that I really wanted to make sure I was looking at more intently. Um again last year sort of inherited things and want to now make sure I'm being more proactive with that. So we really are again with Sean looking at things much more carefully. um taking time to really budget as

201best we can, trying to you know account for what you don't know, but um you know so and that's a challenge right that we just don't know. So some things will still come up but really trying to focus on this and we know that the more we're able to bring in our own people um is strengthening our organization as a whole and um it still is a cost that gets absorbed within the district but it's much less than what we're paying for agencies right now with our staff and overhead. Um and then to ensure this the compliance there's really nothing but 100% we can have for compliance as a goal. Um this year um I'm happy to say like two weeks ago we did receive word from our SEPA director that Wise was one of

202the five SUPA districts that um didn't have any actionable items on any of their submissions for their reports this year. So that's really good a good thing to end with. Um and again part of this is really wanting to make sure I'm my team is informed. I want them, you know, it was beneficial to have Amy Rogers come and speak to the team, answer questions, um, and really make sure that they feel prepared, you know, that is also a lot of other things, not just the dayto-day with students. It now has become bigger. There's a lot more complication to it. Um, so I really want to make sure that we're focusing on supporting our teachers with that. And finally, just as we kind of head into the school year, where are we at just right

203now as of today? Um, we were able to hire two new speech pathologists for our district, not contracted. Um, we were able to hire two new extensive support need teachers, one at TK2 at Holly Glenn and also an adult transition teacher. Um, these are not easy positions to fill. We have typically contracted out. So, I'm really pleased that we were able to bring in our own people. We did hire six RBTs over the summer and three instructional aids. Um, we have two more pending hopefully. Um and again I had this slide up from previous we ended up again losing about seven people right before school. So hiring you know you gain and then you lose. So we're not quite at the that percentage of 64% right now with district staff but we are increasing. Um,

204and again, the more BCAB, BCBA support we have, I think will help us be more proactive with our students and not reactive and need to then add more if we're addressing it more in the forefront. And then also fortunate that we're um able to add an additional program specialist this year, Dr. Danisha Sanford um coming on board um will allow a lot more direct contact at the site level to address these issues in real time. again hoping to be more proactive um so that we can tackle some of this and hopefully get ahead of it a little bit. And that's it. Any questions? >> No, I just want to say thank you >> for all of the work that you've done to in improve things across the district to get us to be actually able

205to see where we're at on things. It's a big difference from, you know, just a couple years ago. um knowing being able to tell us that we're at 100% compliance was a number that I had a hard time getting just a couple years ago. Um so um really appreciate all of the hard work that has gone into doing that. And just to reiterate my support for bringing in more behavior um technicians, both the RBTs and to provide Brandon with some backup. That man can't be everywhere. >> Um and and he's really needed um because he's wonderful. But um but we need more support like him especially as these numbers grow with the behavior supports that challenges that we're seeing across the district and things like that. So anyways, thank you a great job in the

206presentation. I think you depicted the state of our special ed program here in Wisburn. Uh well um I have a very good understanding. So thank you for that. And um as you identified there's challenges um you know but I I want to give you kudos on your leadership to you and your team because you you you seriously have a a challenge here and I think that the most important thing is that we're prepared with our staffing whether it's internally or contracted so that we can serve those kids. I mean this is a significant increase. So just I commend you on on being prepared for being prep prepared as well as you can for that kind of increase. So so thank you again. I I know it's tough work. So thank you >> without being clear

207boy. >> No clear the theme of the night. >> And Kim, let me just add in echoing my peers like all of your peers. Uh we're raising the bar here and uh it's noticed and it's appreciated. Thank you. >> Thank you. >> Thanks. We're going to keep it going. >> Thank you. >> I have a I have a short update and something that like I have to give such a a great wow to our to our elementary teachers districtwide and beyond. We had 85 teachers, not just teachers, we had elementary teachers. We had middle school special education teachers. We had uh special education gener or teachers at the at the elementary level, speech pathologists, administrators at each school site at the elementary level and district administrators attend the getting reading right training that was put

208together like fencing what the governor's next move was going to be. Um and our staff came out in hordes. They are they went through a 20our training in getting reading right around structured literacy and the science of reading. It was overwhelming in the amount of tools are there. So, I look forward to what our classrooms are going to look like, especially at that K2 age and and and above with all the tools that we received and what supports that I can help provide and and we could all help provide our teachers to ensure that these amazing strategies we learned about are being instilled in our teachers. So, I mean, bravo to everyone that was there. Um, our middle school teachers as well. I mean over 30 of them signed up to do the WMS Institute

209which really took a big lens this year and looking at that multi-tered systems of support like what is our tier 2 and our tier three going to look like with really dissecting that pod time and they were the first school that did our initial onboarding um training of I Ready and they did it with such grace and calm knowing that a change was going to happen and so shout out to them and Miss Woolberg for for all that they did just to get school started with just a whole another backpack of of things to try and use. So, thank you to all of them because their support and what they did was amazing. >> Um, good evening. Just a couple updates from me. I know we're trying to move forward, but I'm going to just

210take us back to a couple of things. >> I'd like at least you prefaced it. >> 1980, 1990. What are we talking? >> Um, no. L Dr. told me you had asked about um our numbers. So um 2,27 um families have submitted their paperwork and out of that we have 2,42 who have said yes to participate in LO. So about 97% um which is >> what about I said that leaves show something like 300 who have not or something haven't responded. >> 361 who haven't responded yet. Um so a lot higher than last year. Last year um we had 771. Um and you might remember we had that challenge with the middle school where um they're used to completing work on Canvas when they miss school. And so um the students concern and so the

211parents concern was doing the double work between our online instruction and then their teacher assigned materials. And so um Mrs. Wilberg the principal at the middle school and her team have um worked to figure out a method so that we can count that work from Canvas towards LO. So we should see some increases in those numbers this year. >> Can you remind us what happens with like let's say a student's absent one day. >> How does that work with the LO program? >> Sure. So with LO O um students can receive instruction for planned or unplanned absences. So those unplanned absences that might be one day someone's sick for a day or two. um they would receive an email from our LLP team and teacher um just indicating that they're eligible for to participate in

212the program and providing them with instructions on how to log on to school's PL where we have our um online instructional materials. >> How soon after they are absent do they receive that kind of >> the goal is that they receive it on that day so they complete it they can complete the work the day that they're absent. Um we have some new team members so we're getting that set up and so um um so they're not getting it the day of just yet but we hope to get that up and running pretty soon but the goal is for them to receive it the day of and then when parents have a planned absence there's a Google form that they fill out that's on our website to let us know um you know we're planning

213on being absent for you know these three days these four days um and so the student would get the work ahead of time ahead of that absence so they can complete it um once they while they're absent or upon their return. >> Has that been communicated to the school? I don't remember seeing anything. I couldn't miss it, but is there a plan to like communicate that in like school newsletters or something like that? >> Yes, absolutely. So, um, some teachers have shared it, I think, at back to school night. Um, I guess not all. Um, which is okay, but yeah, we'll provide >> a lot of information back to school night. So, like I said, I'm going to put this on me and say that I just didn't hear it, but I'm sure they all

214share it. >> Um, sure. Yeah, there's a lot of information, but yeah, there will be formal um announcements that go out um in the weekly bulletin or maybe its own special announcements so that families will know how to how to participate. >> Um, also enrollment updates. We mentioned um during Dr. Silver's presentation. Um, we have 2541 students currently enrolled. Um, not quite at our goal, but we still have some families that we'll be able to um provide um acceptance to who who have applied for a permit application. Um, our permit population right now is about 36% um of that 2500. Um, and of that we have a lot more TK students this year. So, we added three TK classes this year um for a total capacity of 180 TK seats and 175 of those are

215filled. >> Is that more residents than I'm just curious for building for the future? >> Um it's a lot of residents. Um I don't have the specific breakdown of permits for TK. Um but it is mostly residents. I'll get that number to you. >> I think in our in our uh sort of cadence of presentations, we're going to do like an enrollment presentations we'll be able to share. We'll >> get I the other key question part of that presentation is of this 27 students were short or whatever that number is are they evenly distributed or do we have any holes in particular grades that are egregious? >> Um we do have more holes um see >> like bubbles in some holes in other or something. >> Sixth grade were able to fill in the last

216week. Yes. Um, so it's actually our biggest gap is kindergarten. Kindergarten and first grade with 13 seats in kindergarten and 11 right now in first grade. >> I would just added >> DK. Sorry. Sorry. Sorry. Yeah. >> So that bubble is coming to fill those seats. >> They have the pipeline there. >> That's good. >> Right. There's a big push for TK this year. >> Will you enrollment update in the future kind of like facilities if we need facilities, right? >> We don't have classroom or something. Yes. Yeah. I mean, I don't I don't Yes, we can only imagine that right now, but we can certainly uh talk about what what our facility space is. >> Yeah. By adding that TK classroom, although it's only fewer to one, so we should be okay. We should

217be fine. I'm happy. Um, and finally, the board's being asked to approve an agreement for capturing kids cards this evening, which as you know is the district's framework for social emotional learning, um, implemented through adult practices and student curriculum. Um, we hope that with capturing kids hearts, we're able to achieve those priority four goals that Dr. Silver talked about earlier today um through reinforcing positive um school culture, classroom culture, positive relationships, and just supporting student engagement um wellness, achievement um and attendance. Um and so you might have seen that there are several items on that agreement that focus on one um training teachers, specifically the middle school teachers who um participated in that training in August. Um but also with Caption Kids Hearts, there's a big focus on counselors, administrators, and teachers working together through

218observation, sharing their experiences and um addressing our goals and working together to really um identify the needs of teachers and students and then um providing the tools that are needed and then working through those um through those through any challenges and utilizing those tools. And so an additional piece to that um which is on um that that quote as well that agreement as well is the data piece. And so you'll see um that there are district level and CLA and school site um access points to the capturing kids hearts online platform and that's where the surveys are provided for teachers to complete surveys. students as well and families and counselors and administrators regularly look at that data to help identify what the needs are of our students and our teachers. >> Are those ongoing surveys?

219>> Uh three times a year. Okay, great. >> Beginning, middle, and end. >> All right, no, your presentation. No, just kidding. Just kidding. Sorry. Um too late for the jokes. Um couple um I am actually going to cut some of my presentation or some of my my updates today just in the interest of time. I can I can do that at the next meeting. But one of the things I did want to do was tour the board through some of the presentations that we're going to give um throughout the year just so you could see where we're going to highlight some of our priority updates um that we're trying to align to those the priorities that you saw today. I'll wait for that. I just think that's going to take a little bit longer and

220I just think at at 9:00 almost it's just not it's not going to it's better not to do that now. Uh, so I'm going to stick with some thank yous. Um, I want to to say that, you know, we had some facilities upgrades this summer. When I say some, it was massive. Um, and I know Roger, you mentioned that, but we're talking about flooring across two school sites. Um, you know, we're talking about ceiling tiles across two school sites. We're talking about access control um across two school sites. Um, and um, let alone TK conversion project over at Holly Glenn, which that that week is absolutely amazing. if you haven't had a chance to go see it. I mean, it is just really, really, really amazing. Um, you know, we had the baseball field uh

221project, the to be determined baseball field project over at Delair. Um, sports complex obviously is is is running. We have a lot of cleaning, just your general facilities and maintenance, right? You had your cleaning and and power washing um and all the things. And so I just want to say um you know thank you to Archie who helped be the the boot on the ground for that to No and team Sheree and etc. to the tech team. Um I know Tony is probably um he's he's you're owed a dinner for tonight from Jim. The longest the longest meeting in Wise history and you're at it. So I think that I think Jim Jim is laughing somewhere. Um but you know really the the level of attention that went into um making sure those access control

222uh panels were up and um have a little bit of a snafu with some of the gates but we're working through some of that to make sure that access control is is taken care of. You know obviously Sean helped spearhead that certainly the the the hiring you know Nisha helped spearhead that um you know and I just want to say you know thank you to Kim. I know you all did too. I mean, this is a really, you know, sometimes I know you're feeling beat up every day and and just know we understand that and and to the extent that we can help, we want to. And I, you know, really good job on the presentation and and just the um overall commitment um is definitely noticed. Um so, thank you for that. Um you

223know, want to thank Wendy. Um, we've been down a person in the district office and when you already are very low on people in the first place, um, being down a person is is means that other people have to do triple and and I think Wendy's doing quadruple. So, um, you know, u, my hats off. Thank you, Wendy, for >> know she's been spinning plates this entire. >> Yeah, I know she's doing it. Um, but I just think in the interest of starting a school year, the level of of um, attention to detail that happens across various levels uh, various departments um, is is critical. And um you know I think the team really stepped up. So thank you to all of you. Um thank you to the teachers. Had a chance to uh attend

224the back to school night of both aviation and uh Delair. Um and you know that's a magical night. It's a special night. I got an email from a teacher today and and just you know was was talking about the special night uh back to school night. And it really is. It's a special night. Uh parents are super happy and and just the energy um emanates probably more so than than than even open house, you know. But um nonetheless um I I just want to um I just want to say thank you >> and then I'll leave it at that. >> Um I do not want to skip Dr. Dooall in case she has an update. >> I will pass my comments. >> Sounds good. With that we have we started at five o'clock with our

225course uh co closed session. It is now 3 minutes to 9. So with the consent of the board, I'd like to take a recess for 10 minutes, stretch our legs a little bit, and uh come back at 9:10. All right, so we are going to get started at 9:09 and we are running ahead of schedule because I did say we'd return at 9:10. So here we go. Um, Wendy, do we have any comments from the public on items that are on the agenda? >> All right. Thank you very much. We're moving on to section nine of our agenda, which is consent items. Is there a motion to approve the consent agenda? Um, item 9.1. >> So moved. >> Item.1. We >> seconded >> Rebecca for the move and Nelson for a second. >> Any a

226quick comment just a thank you. I was I was the legal the the legal the uh the >> legal >> not legal the guilty party who who sent most of those comments and questions to Blake. And thank you Dr. Silvers for the responses on most of these things here. So I appreciate the insight and um my answer my questions are answered. So, I'm good. Thank you. >> Guilty about >> Thank you, Neil. >> But I appreciate those questions. That was >> He did have a lot of them. >> Only one was mine. >> Really? >> Great. >> Appreciated those questions. >> Hearing nothing else. Have a motion and a second. All those in favor? >> I motion carries 5. I moving to section 10 for action items under general item um 10.1 um to approve

227the 202526 Wiseman USD district priorities in which we had a presentation by Dr. Blake Silvers a moment a few moments ago. >> So moved. >> Motion by Neil. >> Chanel, any comments or questions? >> Thank you for the presentation. That was well done. Thank you. >> Glad to see we're already making some of those goals thanks to Sean's work. We expect the pick up from the rest of the team. There you go. >> Fantastic. All those in favor? >> I motion carries 5. Thank you. Item 10.2 receive board policies for second reading and possible adoption. There are two uh board policies included here. One was for the uniform complaint system and the other one was uh regarding the um um district permitting process. Is there a motion? >> So moved. >> Becca. A second. >>

228Second. >> Nelson. Any comments, questions? Hearing none. All those in favor? >> I motion carries 5. Thank you. >> Item 10.3, approve memorandum of understanding between the Wiseman Unified School District and CSEA and its Wiseman chapter 486. Is there a motion? >> Move. >> Michelle a second. >> Second. Becca, >> any comments or questions? Discussion. All those in favor? >> I. >> Thank you. Motion carries 50. >> Item 10.4 is to approve settlement agreement for OAH case 20504387. And there are three of them on here. Unless there's any objections, I'd like to see if there's a motion for all three. 10.4,5 and six. I can briefly read the numbers. 10.5 is case number and item 10.6 is case number 202 503928. >> Is there a motion? >> And you have a second 8673. >> Oh

229gosh. >> Not here. This was a no 67 space. Given that we have a motion and a second, all those in favor >> six. All right. >> Thank you very much. >> You're welcome. >> It's all cute and funny when you hear it like once a day. >> Not cute and funny when you're 57. Moving to item 11.1 is to approve amendment number one to the existing agreement with NAS Building Program Advisors for additional bond program management services through December 31st, 2025. Is there a motion? >> So move second. >> Thank you. Nelson Eka, any comments or discussion? >> Simple. Thank you to Naz Builders. Thank you for all the work you're doing. Excellent. >> Thank you. >> All those in favor? >> I. >> Excellent. Thank you very much. >> Item 11.2 is amendment

230number seven to agreement uh for Holly Glenn Elementary School transitional kindergarten playground project for architectural design service services with Corgan to be paid out of measure EE bonds. Would there be any objections taking B12 through B110? Okay. >> 119 >> 11.9 if that's okay with me. >> I'll second that. >> Motion by Nelson, second by Rebecca. That would be 11.2 >> nine. Any comments or questions on any of those items? Hearing none. All those in favor? >> I. >> Thank you. Motion carries 50 for all those items. Item 11.10 is to adopt resolution number 2526.05. Resolution authorizing the delegation of authority to superintendent to award contracts for professional services and public works projects and to approve change orders up to the statutory limit. Is there a motion? >> Moved by Michelle. A second >> anybody

231second. >> I was waiting for Neil. I I have Michelle and Rebecca comment if there's >> I don't we don't need to pass this question. >> I have one question. Um the questions in in my question to you and the response uh it was noted that uh the stipulation was inserted that the superintendent and by the way this is just for a year it's not ongoing uh would call the president to get his or her their feedback comment. Um I don't see that in here. >> Section two >> it it was in it is included right? >> I I I read it but I must have missed it. So that that's the thing I'm looking to see. The district board hereby approves the delegation of authority in conference with the board president. It's section two

232on page two. >> In conference with the board, that that means that the superintendent is supposed to confer with the board president. >> Correct. >> And if the board president is unavailable, >> vice president, >> It's not stated, but I think >> I think you wouldn't be able to Why don't we add that and then just before we execute that resolution, revise it. I'm perfectly >> I'm just I just want to make sure I candidly want the superintendent to have a board oversight in some level understanding the urgency of some of these matters. >> I would I would I would think I mean colleague said if the president is not available it's implied the vice president >> whoever that is. But I agree with the inclusion of it so that it's it's there and it's

233a formal process for an approval. >> Yes. >> Yeah. The superintendent would like to have conference with board members. Well, >> a board member. >> This is an important uh checks and balance for sure. >> Yeah, that's that's that's what I'm seeking for protection of everyone. I mean, I just want to say some of the context here is we did run into an issue um and just in the event that timing doesn't work, we ran into an issue with a piggyback contract um where it expired. Luckily, you know, >> do you want me to come up and speak to kind of something like this with the district? >> Yeah, I'll I'll make it quick. I know I'm just >> I normally have very quick and to the point. Um, so as Blake was um starting

234to discuss, there was a recent uh piggyback contract that we were going to use. >> Blake, you're on. Sorry. There we go. And um because we did not have any board meetings in August, the piggyback um did expire on September 2nd and that specific one did not have any additional years of extension. So luckily the company that we had contracted with for services did have a valid piggyback that we were able to use. So in instances like that where we have an issue with board meetings and board dates and expirations of contracts, that's where it would be beneficial for the superintendent to have that delegation of an authority so they can enter into the contract during the valid time and then come back and ratify it with the board. >> What what was the amount

235of the contract? And this is not the first time we've been in a ratific ratification circumstance. >> Well, for public works contracts and POS, it would be because you're just now um looking at approving the delegation of authority to enter into those types of contracts and come back and ratify. >> I mean, how much was it for? >> The total of this contract was like 300,000. >> And if we didn't ratify it, then the contract would be no. But with the correct but with the delegation of authority if you guys approve that >> I'm just wondering in this case why didn't we just why couldn't we have just said hey reach out to board president >> because we don't have the board has not adopted a resolution to delegate the authority to the superintendent we

236I consulted with legal counsel >> it was legal counsel >> then how have we how have we had ratification confirmations in the past >> this is specific to like construction contracts >> professional services certain category that we had no leeway. Got it. >> Correct. >> Okay. Thank you. >> I was going to say we didn't ask. >> Exactly. >> This is what happens when it's 9:20 at night. >> I'd like to strike that comment from the record. >> Missing. >> Okay. on a motion by Michelle, a second by Rebecca, and the conversation we just had with the stipulation of um adding um if the board president is not available, the the conference will be with the vice president. >> Okay. All those in favor? >> I thank you. Motion carries 5-0. >> Section 12 is

237under fiscal. >> Let me look at this. >> Can we do all of these? >> Is there a motion? They're all fiscal. >> Yeah. >> Is there a motion to approve items 12.1 through 12.6? >> You have a motion. >> Okay. Nelson, is there a second? >> Michelle, any comments or questions? All those in favor? >> I thank you. Motion also carries 50. Uh personnel section 13. How many items do we have on here? Oh, well, is there a motion to take all of them? >> No. 13. >> Item 13.1 personnel items. Yes. >> Ratify partial unpaid leave of Ash for 20 2526 school year. >> So moved. >> A second. >> Second. >> Rebecca. Comments or questions? Discussion hearing? None. All those in favor? I. >> Thank you. >> Motion carries 5-0. Blake, do

238we have any need for a second close session? >> No, we don't. >> Thank you for that. >> Okay. Uh, with that, is there a motion?