001I would like to call this WJUSD Board of Trustees open session to order at 5.01. Moving on to agenda item B approval of board agenda. Are there any changes new comments? Yes, I like to pull item d3 a of the agenda pulling item d3 a of the agenda and then I believe it was request by trustee Iran to move l1 before k1. Is that correct? Just a vegan. Yes, please Okay. Are there any questions? No, okay very well so then I will ask for a motion to approve the board agenda with the changes of pulling d3a and moving l1 before K1 can I get a motion for that? motion made by trustee Villagrana seconded by trustee Garcia any discussion Seeing none. We'll do a roll call starting with myself Voting to approve with board agenda.
002I vote. Yes trustee Villagrana. Yes Trustee Rodriguez-Mohica? Yes. Trustee Richardson-Fowler? She's absent. Trustee Garcia? Yes. Trustee Brubaker? Yes. Very well. The board agenda is approved with five yeses, no oppositions, no abstentions, one absence. We'll move on to item C. Any public comment for closed session? No public comment for closed session then we'll be moving on to item D. We will convene in closed session and return to open session at 6 p.m Perhaps later depending on the length of closed session. Thank you. Okay. We'll be starting in one minute one minute Okay. Good evening. Everybody will reconvene an open session at 6 18 p.m And if you can please stand for the Pledge of Allegiance Okay, we'll move on to E2, land acknowledgement statement, which I will read this evening. We should take a moment to
003acknowledge the land on which we are gathered. For thousands of years, this land has been the home of Patwin people. Today, there are three federally recognized Patwin tribes, Katcho-Deehee Band of Winton Indians of the Colusa Indian Community, Kletso-Deehee Winton Nation, and Yoshodeehee Winton Nation. The Patman people have remained committed to the stewardship of this land over many centuries. It has been cherished and protected as elders have instructed the young through generations. We are honored and grateful to be here today on their traditional lands. And next, our equity statement will be read by Trustee Rodriguez-Muica. All students deserve excellent schools which are culturally responsive and set high expectations a high quality learning environment and equitable resources to ensure that they are reaching their full potential. WJUSD will be purposeful about providing equitable access to all essential
004educational opportunities for all WJUSD students especially diverse and disadvantaged students who have historically been underserved by educational institutions. Thank you. And next our Board of Trustee agreements be read by Trustee Garcia. Yes So check in remember our larger purpose boundaries Remember that individual decisions are not personal open and inspired to finding common ground having empathy being respectful and assume the best intentions Thank You, Trustee Garcia. We'll move on to e5 announcement of any action taken in closed session. There was none Moving on to E6 board action student expulsion related item. This vote is to accept expulsion case number 26-06. Do I have a motion? I know Trustee Villarreal you wanted to. Yes I move to. Approve the expulsion but with the modification of the title first of all instead of being agreement and stipulation for
005expulsion and suspension of expulsion and enforcement it would just say agreement for stipulated expulsion and then removing clause D or section D which is revocation of suspension of expulsion order Very good. Do I have a second? second seconded by trustee Garcia And so we will vote on the motion as stated by Trustee Villagrana. We will start with myself. I vote yes. Trustee Brubaker? Yes. Trustee Garcia? Yes. Trustee Richardson-Fowler? Yes. Trustee Rodriguez-Mohica? Yes. Trustee Villagrana? Yes. Very well. We have unanimously voted to accept the expulsion case of number 26-06. Did you vote? Mm-hmm. Oh, sorry. I thought you started with Trustee Brubaker. Myself, okay moving on to item F public comment for sections G consent agenda and H community engagement Do we have any public comment? Bay has bringer for g5a. That's the book. Okay Good
006evening superintendent and trustees. My name is Beja Springer. I was a parent at Dingell Elementary, former Dingell PTA president and former chair of Dingell's school site council. In those roles I was an advocate for all children and continue to be always. Tonight I am here as an ally at the LGBTQ community especially of transgender youth. Excuse me. Thank you for supporting Pride Month and also thank you for teaching literacy. On Pride Month, your support tells me that you honor that every student deserves to be safe, respected, and able to learn in our district without fear of harassment, exclusion, or discrimination. On literacy, your teaching gives power to our youth by enabling them to read, write, and more broadly, to listen and speak. I brought this binder tonight to show that power. It is one of
007multiple binders from one of multiple lawsuits against the current federal administration regarding transgender youth. Some of those lawsuits relate to our district and schools. Multiple judges have found that the current federal administration has shown, and I quote, callous indifference, if not abject cruelty towards transgender youth. I am grateful that literacy allows us to read these lawsuits, to read the law, to read the science, to read many stories from LGBTQ plus youth and their allies, to read about our rights to be free from sex discrimination. to write to our representatives, and more broadly, to listen to people and to speak, such as you do tonight. I am grateful to you, WJUSD, for giving that same power of literacy to our youth. Thank you again for supporting Pride Month and for teaching literacy. Thank you. Thank you.
008Is there another public comment? Debbie Decker? Superintendent? Superintendent, Board of Trustees, Cabinet, staff, students and community, I'm Debbie Decker, former president of the WJUSD Board of Trustees and current chair of the Community Bond Oversight Committee for Measure Y. I rise this evening in support of Resolution 5526, recognizing LGBTQ plus persons and Pride Month. This resolution sends a powerful message to our LGBTQ plus students and staff. It says their community sees you and we support you in living your best life free of mistreatment. That this community does strive for excellence for all people, whether black, indigenous, persons of color, Asian American, Pacific Islander, neurodivergent, disabled, or LGBTQ plus. And then we can just keep listing off those. those marginalized communities. Naturally, this is aspirational, but by word and action, we can move towards that vision. I
009heard a statistic the other day. That brought me up short that there is more pending legislation in this country to codify abuse persecution and mistreatment of trans people Then there are actual transit student athletes playing sports the hate and violence directed at this very marginalized This tiny, marginalized, and vulnerable group boggles the mind. It infuriates me. It should infuriate you, too. I want to walk over and circle that for all in rainbow colors. So I thank you for taking this stand to support this community. It's an important step towards excellence for all. Thank you. Thank you, Ms. Decker. And last is Liam. Hi, my name is Liam, and I am a transgender man. And I am here to support and thank you guys for your continued support of the 2SLGBTQIA plus community that we have
010in Yolo County, especially here in Woodland. There is a lot happening to all of us right now for many different reasons. And I think we just have to make sure we got to stop it at some point. So first point, support the kids. Listen to the kids. And even if you have an administration that's telling you, hey, we're going to cut your funding. Hey, we're going to do this. Hey, we're going to do that. You keep doing the right thing by these kids. Because these kids need a safe place to grow up and learn. Safe space makes a good education. It also gives the kids... you know, a safe environment. If they don't have a safe environment at home, or they don't have a home, maybe they're elsewhere. Yeah, keep protecting them. We've had a
011lot of losses this year already, and we're, what, we're the sixth month in, and we've had a lot of loss on the transgender community from unaliving themselves or just being, you know. other things. So please, please continue this and regardless how the board may change over the next few years, try to keep bringing in the right people to take care of everybody. Thank you. Thank you for your comments. Is that the last public comment? Thank you. Okay, we will move on to item G, consent agenda. Are there anything need to be pulled from consent agenda? Trustee Villagrana? I'd like to pull purchase order number five. Purchase order number five. Thank you. Okay. Are there any questions? Nope. Seeing none. Okay. Can I get a motion to approve the consent agenda with the removal of purchase
012order number five? Trustee Villagrana makes the motion. Do I have a second? Second. Second made by Trustee Richardson-Fowler. All those in favor say aye. Aye. Aye. Aye. All opposed. Any abstentions. So we approve the consent agenda unanimously. Now going back to purchase order number five. Do you have any comments. No. OK. Can I get a motion to approve purchase order number five. So moved. Trustee Richardson Fowler moved to made the motion to approve purchase order number five. Trustee Garcia seconded. Can I get. I'll get a vote. Can I get sorry all those in favor say aye aye all opposed None any abstentions very well pretty short in number five passes with five in favor. No opposed and one abstention So we will move on to item H community engagement And we have our first resolution,
01355-26, Lesbian, Gay, Bisexual, Transgender, and Queer Pride Month, June 2026. Trustee Brubaker? I would like to invite Ms. Larkin to come up to the podium. And while she's coming up, I want to introduce her a little bit. And then I'm going to read the resolution and let her have a few minutes. So I'm really proud to call her my friend. I first got to know her in advocating for our LGBTQ youth and her coming to meetings and speaking in support of them. But she's also a very active community member. She's a wonderful artist. Most recently, people who attended the Pioneer High School in Cache Creek High School. school graduations got to see her beautiful floral art. You can also for this month see her artwork at Mojo's and Kitchen 428 so please go check that
014out because it's wonderful. But she is not new to activism. I did not know this until recently. Was part of the Correct my pronunciation of this organization if I butcher it collage which is short for children of lesbian and gays everywhere and even appeared in an issue of Cosmo girl back in the day when I was reading it and in support of that organization So I want to turn it over to you in just a minute But first I want to read the resolution because I know that this resolution Meant a lot to me when it first appeared and I want to thank the the board for bringing this originally several years ago Thank you. Gay, lesbian, bisexual, transgender, and queer, LGBTQ Pride Month, June 2026. Whereas, Lesbian, Gay, Bisexual, Transgender, and Queer Pride Month
015is currently celebrated each year in the month of June in honor of the 1969 Stonewall Riots in Manhattan. The Stonewall Riots were a tipping point of the gay liberation movement in the United States. And whereas, LGBTQ people in the United States have made and continue to make vital contributions to the United States and to the world in every aspect, including in the fields of education, law, health. business, science, research, economic development, architecture, fashion, sports, government, music, film, politics, technology, literature, and civil rights. And whereas the month of June is an opportunity to celebrate the identities and contributions of the LGBTQ community in various expressions of pride, and whereas all children and youth should be able to attend school in a safe and inclusive environment, free from discrimination, and whereas Board Policy 0410, 5145.3, and 5145.9
016prohibit discrimination in its programs and activities based on gender or sexual orientation among other characteristics, and whereas we must strive to ensure the district schools are consistently safe and affirming spaces for all students, staff, and their families. Now, therefore, be it resolved that the Woodland Joint Unified School District Board of Trustees hereby declare the month of June as Lesbian, Gay, Bisexual, Transgender, and Queer Pride Month. So I will let Ms. Larkin say her piece while I bring the resolution around. Please take your time. Thank you so much, Laura. I really am very excited to be accepting the WJUSD 2026 Resolution for Pride Month on behalf of Woodland's LGBTQ and ally community. I'd like to take a few moments to be vulnerable with you all and share a bit about my life and why this moment
017feels like such a gift. I grew up as a shy girl in the 80s and 90s down in Southern California during the height of the AIDS crisis. At a young age, my father left my mother for another man. It happened before I can remember, and having a mom and a gay dad was all I knew. But I didn't know any other kids like me. We didn't have a lot of direct conversation around my dad's sexuality, but the silence told me a lot. We were in the don't ask, don't tell time period. Through the things that were said and the things that weren't said, I understood it wasn't safe or okay for me to talk openly about my family. When asked, I presented them as divorced and in my private schools that was already a big
018enough mark against us. So I kept myself as quiet, small, and safe as possible. Fly under the radar. That was my motto. At times it was stifling. I felt stuffed in a box that I was desperate to get out of. In high school, I tested the waters with speaking up about having a gay dad. I was on the Lisa Show in 2000, representing the organization that Laura was talking about, Collage, children of lesbians and gays everywhere, and was featured in Cosmo Girl magazine later that same year in an article including Nancy Kerrigan about alternative families. When I came to UC Davis, I studied human development and began to understand concepts like Maslow's hierarchy of needs and how our lives are impacted when our needs aren't met. I learned about marginalized communities and learned that I
019belong to several of these communities. In my schools and community, I did not feel safe, loved, or like myself and my family were seen and valued. And it has taken a few decades for me to heal from that. When my son's other mom and I sent our little boy off to preschool at Maxwell School here in Woodland, I had no idea what he would face. Not too long in, I picked him up from school, and he told me a kid in his class was upset that he had two moms. I immediately braced myself. He told me the other kid was upset because he didn't think it was fair that our son gets to have two moms. I laughed so hard and probably cried happy tears. He's now 14 and as far as I know it
020has been a non-issue for him. Every teacher knew he had a mommy and a mama and they knew who was who. I've encountered nothing but respect and kindness from WJUSD teachers and staff. So thank you for that. My goal today was to share an intimate view from one person in one family to show what comes from a community being welcoming and inclusive. My family is just one example of the ripple effect that comes from creating a safe space. When a community has its basic needs met, it transforms from a cycle of survival into one of empowerment and growth. This builds resilient and socially cohesive communities where everyone has the opportunity to thrive. I want that for our community, and I'm grateful for this moment's contribution to that goal. Thank you. Thank you. Before taking the
021picture, I just want to thank Sarah for those words and for sharing your story with us. It really hit a chord today, so thank you. And also thank you for saving us for Pioneer High School, the flowers at the last minute call. I know that you did it with love for our students and I appreciate that. Thank you for being here. Thank you very much. Next we'll move on to Resolution 56-26, recognizing and celebrating Juneteenth. If the representatives from the African American Parent Advisory Committee will meet me up at the podium. Don't tell me he's shy today. So I will be presenting the resolution to African American Advisory Committee members in memory of Marilyn Hayes this evening. And I'll read a condensed version of the resolution and then present it to you. And you all
022can say some words if you'd like. So, whereas Juneteenth, comrades, June 19th, 1865, when Union soldiers wrote into Galveston, Texas, with news that the Civil War had ended, that slavery had been abolished throughout the United States in January of that same year, with the passage of the 13th Amendment, and that all slaves in the Confederate states had been freed with President Lincoln's signing of the Emancipation Proclamation nearly three years prior. And whereas spontaneous celebrations erupted throughout the country when African Americans learned of their freedom, and whereas for former slaves the Juneteenth celebration was a time for reassuring each other, praying, and gathering remaining family members together. And as such, Juneteenth continued to be highly revered in Texas decades later, with many former slaves and descendants making an annual pilgrimage back to Galveston to this date.
023And whereas, although Juneteenth education and celebrations declined in America in the early part of the 20th century, the civil rights movement of the 1950s and 60s saw a resurgence of interest in Juneteenth, along with renewed community celebrations of the day. And whereas observance of Juneteenth spread from Texas, where it became an official state holiday in 1980, to the neighboring states of Louisiana, Arkansas, Oklahoma, as well as Alabama, Florida, and California, where many African American Texans migrated. And whereas the Juneteenth tradition has been celebrated in the state of California since the 1930s. Whereas Juneteenth symbolizes freedom, celebrates the abolishment of slavery, and reminds all Americans of the significant contributions of African Americans to our society. And whereas Juneteenth celebrations are a tribute to those African Americans who fought so long and worked so hard to make
024the dream of equality a reality. Now therefore, be it resolved that the Woodland Joint Unified School District Board of Trustees recognizes Juneteenth and encourages district employees, students, and families to join in celebrating Juneteenth as a day to honor and reflect on the significant role that African Americans have played in the history of the United States and how they have enriched society through their steadfast commitment to promoting unity and equality. I have to read this whole thing? No, no. You want to say any words or accept it? How do I accept? Say, I accept the resolution. Oh, I accept the resolution. Good job. Would you like to say anything? Approximately three years ago, I brought up the fact that Juneteenth was not acknowledged in the school district. It was referred to as a national holiday versus
025being named. So to receive this on behalf of the APAC parents community is... extremely important to us. Tenacity is very important. I'm a very tenacious individual had you not noticed already. My fellow APAC parents and the district, we see the gap closing and the work. is happening and it will continue to happen as long as we stay mindful that we are a group of individuals who have contributed immensely to this country and also to this community even though we're a small group but we've expanded since I've relocated here in 2020 so With that being said thank you so much for this resolution. It is not just a piece of paper To me or to the a pack parents. So thank you very much for this acknowledgement and this resolution Thank you Why the picture is
026being taken. I just want to just say a few words about oh my goodness the Give me a second. I just want to say a few words about Marilyn Hayes AND I WANT TO ACKNOWLEDGE HER ADVOCACY. SHE WAS VERY STRONG-MINDED. AND SHE CAME TO THIS BOARD MEETING IN THIS ROOM MANY TIMES VERY FRUSTRATED WITH A LOT OF STRONG WORDS TO SAY TO US. HER PASSING, I JUST WANT TO ACKNOWLEDGE THE ROAD SHE LEFT FOR US. Though her words sometimes were strong, she did make an impact in opening our eyes and continuing the work with the AIPAC committee. She actually started this and demanded this. And sometimes, you know, she came here and she was strong in her words. And I wish she was here to hear what you said tonight about that we're starting to
027make some progress. But I know she fought for many, many years. And with that, I'd like to request the board if we can give a few moments of silence in her memory. Thank you. Thank you, Superintendent. Okay, we will move on to item H, community engagement. No, sorry, we'll move on to item I, public comment for items on the agenda. Do we have any public comment? No, okay. Now we move on to item J, reports, Superintendent report. Okay. I have a, even though school's finished, there's still lots happening in our district, believe it or not. We're continuing to be focused on our five board priorities, literacy, math, special education, family engagement, and youth development. We ended the year with lots of celebrations, promotions at the elementary level and the middle school. It is a very
028important event for our families. It's a rite of passage, a certificate time where your sixth graders are now going to middle school and your middle schoolers are now going to high school. So I want to thank all our staff for making that milestone special, memorable for our families and for all the details behind the scenes to make the celebration special for our families and students. We also had graduates. We have several ceremonies. Again, our students have now left onto their next journey in life. Very special ceremonies. I want to thank all our teachers and the trustees and staff also who went to make all these special memories as well. We continue, we had our second annual African American Advisory Committee. RECOGNITION, SECOND SENIOR CELEBRATION HERE ON A SATURDAY. IT WAS BEAUTIFUL. WE HAD OUR THIRD
029YEAR OF OUR NATIVE AMERICAN STUDENT CELEBRATION. AGAIN, THAT WAS BEAUTIFUL IN FRONT OF THE MURAL. WE HAD OUR ADULT LIVING SKILLS CEREMONY HERE AT THE DISTRICT OFFICE AS WELL. THERE WERE SIX STUDENTS THAT WERE VERY LEAVING OFF ON TO OTHER ADVENTURES AND GETTING THROUGH THEIR time with us. Again, Cash Creek, not Cash Creek, Adult Education Program as well. It's always beautiful to hear some of the stories that our adult families have gone through and experienced. Cash Creek, again, lots of fun at Pioneer High School. Great ceremony. Thank you, Lori, for all your hard work. And then Woodland High School and Pioneer High School. Full stadiums. and a lot of happy families celebrating. When I walked by the lines to talk to the students, the majority, I would say 98% knew exactly what they were going
030to do next and that was very fulfilling to hear what their next step plans were for their future. So thank you everyone for celebrating our graduates. Then right away. The next Monday, we continue. The building here has been full. There's been hard to find parking. We've had training. And here's one of the trainings that we've had is had the support our science program training. We've had also literacy training and other types of training just about every day. I think we get a little break tomorrow and then it's full again on next week. We had the Youth Development Institute. Also, we had about 50 people. I'm not sure if I have a picture on that. Oh, here it is. We had about 50 people here, and we had our trainer or trainer programs where our own
031teachers are doing this training or we're weaning off with youth development to do the training for us. Instead, they're helping us continue to build capacity so that our own staff can continue the training with our own teachers leading. And they have done an amazing job. We also had some training or some collaboration regarding the progressions for our graduate profile. So here's Christina Lambie leading us as teachers on the discussion. We have our graduate profile and we're developing pacing guides to what it looks like for all at the elementary level, middle school and high school. So thank you for the continued important work to make sure that the graduate profile is actively live in the classrooms every day. We also have summer program, our Expanded Minds Elementary Program actually started on Monday with continuing to provide
032support for our families through our Expanded Minds Program and then teachers joined for the academic part today. On the 9th of June, our teachers were getting training to support not only our elementary but also our high school for credit recovery and then we also have a program for middle schools. You'll hear more about that but we have the schools take class is still Taking place at playing field and the foyer for the elementary and all of our secondary programs are at Willingham High School We have a lot going on in our other schools just about every school is touched with something going on either as cool schools Breaking ground on and making our outdoor living areas So it's gonna be really exciting to see how this all turns out before the school started school So
033either you have a cool schools going on You have Measure Y projects going on or you have summer school going on. But all of our schools are somehow impacted right now. And our MNO have been really busy and will continue to be busy. Our transportation folks are still out there taking kids to school. We still have food service delivering food. And we still have people at the district office working away. And some of our teachers are coming still for training. But many are also taking a much well-deserved vacation as well. And then just a reminder that during the summer, We do have office hours for the public. So the building is still open except for a holiday legal holiday But it is open to the public from 9 to 4 and we have some flex
034hours for staff So those people are here from at 730 Some starts still kept their time at from 8 to 5 or they're here at 730 to 4 They but for the public this the building is to open from 9 to 4 And with that that concludes my report. Thank you Thank you Superintendent. J2 I believe we do not have a report from CSEA today is that correct? Okay so then we will go to J3 report from Woodland Education Association. No report today very well. Then we will go to J4 which is report from board members. Do any board members have a report? Trustee Rodriguez-Majica. Thank you. I would like to take a moment to share with my fellow board members and also with our community members that I have decided to run for re-election
035for my board seat and I wanted to share that with you all today. I also wanted to share that I went to a lot of the graduation ceremonies this year. I unfortunately wasn't able to go to the graduation ceremonies the year past because I was traveling for work but it was really, really nice to have an opportunity to go to them this year. I did miss a couple and I will do everything I can to go to those next year but it was just really special events to be able to see our students celebrate. I think one of my favorite things aside from being able to shake every single one of their hands as they walked on past was seeing our administrators hard at work. I we see their passion when they come up here
036to share their school plans and how they answer our comments but it was really nice to to see them be able to be up there and just the joy and pride. that was emanating from them was really, really palpable. And it was really nice to be able to see that. So I wanna thank everybody, all of our staff, all of our administrators for all of the work that they put into not only the graduation celebrations, but to helping us get all of our students across that stage in graduating with those diplomas. So thank you very much. Thank you, Trustee. Is there another report? Trustee Richardson-Fowler. I'm just going to take my report time to say a few words about Marilyn Hayes. She was a strong advocate for the things that she believed in and the
037causes. She didn't agree with everybody all the time. There's been several times she took her teeth out at me and waggled them because she disagreed with me. She's had strong words for me several times. And then there have been times where I tried to avoid her in a room because I didn't want to get a tongue lashing, and all she wanted to do was give me a hug. Her heart was always in the right place. She always wanted to advocate for the best interest of not just all kids, but especially the black and brown kids. You just got to admire somebody who was still showing up at meetings well into their 80s to give everybody up here a good what for regardless if we turn the mic off or not. So she will be missed.
038Thank you, Trustee. Any other trustees have report? Yes. Mr. Garcia? Yes. So I attend as many school promotion and graduation as I call. And each event was very special and unique. I feel deeply moving and emotional many times. It was wonderful to see the families of the students. They were so proud of their children. and the family. So seeing the success of the students and the joy of their loved ones and always my favorite part of the year. Thank you to everyone who made this possible. Thank you so much. Trustee Brubaker? So I won't add too much more to what has already been said about our graduations, but I will say sort of to piggyback on Trustee Rodriguez-Majica's comment about seeing our principals in action. It was really beautiful seeing their relationships with their students.
039So much of what makes our school special is the relationships that our staff has with our students and how effective that makes the educational environment. But actually seeing that in real time, not just hearing them talk about their students, but actually seeing that interaction was really, really beautiful. And I want to extend my thanks to them for building those relationships because that's not nothing and that's not easy. So that's it. Thank you, Trustee Brubaker. I think I will also just. Do some quick reflections on our graduations again piggybacking on what other trustees said we saw our staff staff at the local at local high schools middle middle schools working super hard to you know pull off all these graduations parents joyful hopeful And just a reminder that it really takes everybody takes a village to
040be able to not only put on the graduations But to get our students to those graduation and you just reflected upon my own personal life where we have a new niece who's seven months old and just thinking about where she's going to go to school and will that public school be prepared and so all of us kind of come into this life needing somebody right needing a own family or a larger educational family as we go through the public school system so it was wonderful to see I think I also want to just comment and congratulate Trustee Garcia's son, Luis Garcia. He goes to UC Davis and he became the ASUCD president at UC Davis. He was our local president at Pioneer High School. And I think it's such a wonderful accomplishment, such a difficult
041accomplishment to do at UC Davis. I was there at UC Davis in 89 through 91 where We were fighting to get. students of color on ASU CD and to to know that he's not the first Latino to do it but to know that he's been able to accomplish it it's just great and I believe his vice president is also a Latina so to see diversity at on ASU CD government and I believe the whole board is diverse this year it's just at least as a fellow Aggie brings me great pride and as a colleague brings me great pride to just let people know that that Bibi did a great job as a parent obviously and that Luis is accomplishing great things over at UC Davis. You said from 85 to 91 you were fighting for
042diversity on the ASUCD board? From 89 to 91. 89 to 91. Okay. I was elected to the ASUCD board in 97. We had a very diverse board in 97 as well. Yeah, very good. Thank you, President Rodriguez. Yeah, I'm so proud of my kid. And he is a migrant. He came with me at two years old. And also my grandfather was in the Bracero program. That's why my dad go to university, thanks to my grandpa work. And this is... the next generation are doing a good job and this is our ex-alumni as well. Absolutely. It's an example of what our graduates can do as they go on to college and other adventures. Okay. We will move on now to any board committee updates. Do any board members have any board committee updates? Nope. Seeing Trustee
043Brubaker. I'll just quickly mention that the finance committee met before this meeting, but I think that what we discussed is going to be covered later on in this meeting, so I'm just noting that we met. It is noted. Very good. Okay, so we'll move on we during the approved agenda we switched Item L teaching and learning the mobile communications devices to move in front of item K. So we will go to item L It's information action item mobile communication devices Tonight we have our one of our administrators. Let's a Perry who's going to be helping us present Updates regarding this policy the boards already heard this policy the prior meeting we heard some suggestions and some input We went back and staff made some revisions bringing it back forth again for another review the board
044can either approve tonight or the other we can also bring it back at the next meeting for a final revision as well but it has to be approved by the 25th so that we can meet the July 1st date requirement so I'm are we going to do a presentation again I think we're good or we're just doing the we're going to skip to the last slide okay we're going to skip to this last last slide I think to just update the board on what was changed with this new revision Okay. All right, so you kind of took the words out of my hands. Good evening, Superintendent Ortega-Lampkin and President Rodriguez and Board of Trustees. Superintendent Ortega-Lampkin introduced me. Many of you guys used to know me as the principal of Tafoya. I now oversee the
045attendance and welfare for our district. I have been working directly with Dr. Wilson on this project for the last year. We started this last spring. So I'm excited to bring those revisions to you while she gets to watch her son graduate from Cal Poly. So these were the requested updates from our 528 meeting. A change from TK-6 to TK-8 with no devices out, bell to bell, meaning they needed to be put away. Removing the subject to future discretion. And there's a piece of that that's still in the Ed Code language. And then removing smartwatches as an identified device to be used for instructional purposes. That's usually used to get messages throughout the day. And remove not on person for placement of the device when it's not allowed to be out. And then lastly, to separate
046the board policy and the administrative regulations. And so what you have in front of you is those two policies separated. The highlighted sections are the things that changed. And the strikethroughs are what we moved from the board policy into the administrative regulations. And so now I'm here to open up the floor for your discussion and then hopefully be able to answer questions if you have them. Very well. Do any board members have any comments or questions? Trustee Villagran? I had mentioned at the last meeting in the and I know it uses an example such as students backpack but I raise the point that not all students have backpacks with them and to me even though as an example but later in the or not later but in the admin regulation it actually says student will
047be asked to immediately place the device in their backpack so it's not an example it's actually being used so I'm a concerned right that we didn't remove from there and actually carried into the admin regulation as an actual directive that which will happen. So to me it is better if we remove them and just ended with kept out of sight right during the school day and just remove the such as the students backpack and then you know fix the admin regulation as well. So that's the first concern that I have. So that we're clear because at the last meeting there was a lot of suggestions given by individual trustees So as we're hearing a suggestion I need to make sure that we're clear if the majority of the board is the support of that Of
048that because you share lots of justice, but at the end we only respond when I'm clear that the entire board supported a specific area Okay Thank you for the clarification. That's why I said I'm bringing it back as a concern. OK. Can you can you repeat. Just to remove such as in the student's backpack from the third paragraph in the mobile communications device policy page number one. OK. Can anybody have any questions about what Trustee Brubaker. Would you be open to in backpack if available because I feel like it would be less disruptive in a backpack than in a pocket. I don't disagree with you again my concern again is not all students have backpacks. I absolutely agree with you. I'm just trying to find some flexibility that would accommodate for that. And again they
049still use it as an example such as so it's not even saying it will go there in the policy in the regulation it does but not in the policy. I'm fine with that. I agree with that. OK so we are we still in your original ask. Or did you modify it? No, I'm asking it to be removed because as such as not even it's just an example They're not even saying to look are there any other questions for trustee Viet on? No. Okay. Can I see a show of hands? Who's in agreeance with? Just a Vietnam as addition. Okay majority Okay, we can add that Removal sorry, so just that we're clear it'll change in the policy and therefore we'll adjust a regulation the regulation is administrative IT'S NOT BOARDS, IT'S HOW WE IMPLEMENT THE
050POLICY BUT THE REGULATION NEEDS TO ALIGN TO THE POLICY SO WE'LL READJUST THE REGULATION. MOVING DOWN THE LINE, DID YOU HAVE MORE QUESTIONS? YES. I'M SORRY. SO IT'S VERY, IN THE SAME PARAGRAPH IT'S REALLY CLEAR THAT TK THROUGH 8 SHALL NOT USE, RIGHT? AND THEN I THINK THE NEXT Part of it was regarding the high school students but actually it doesn't it's not clear when they're going to be using at least nowhere in the policy. Is it clear to me it more says they can use it during you know we remove some stuff you know for purpose of instruction. But actually doesn't say that they can use it during non instructional time unless it's somewhere there and I didn't see that. No it's not in there. It was something that we actually caught today as
051well. Yeah. So to me that's the space to do it because the exemption is later right about instruction. So to me I would clean up that paragraph and say you know high school students are allowed to use smart force earbuds and now we leave smart watches because you know only during non instructional time. Right. Period. And you still leave the other question devices must remain you know non-destructive. Thank you. That's my request a recommendation that we change that. Does anybody have any questions for Trustee Villagran on that recommendation. No. OK. Can I see a show of hands of those who agree with that recommendation. There's five hands up so. OK. Thank you. Move on. Trustee Villagran do you continue. Oh wait. Thank you. OK. Trustee Rodriguez-Mohica. Thank you. Most of my small edits were already
052taken care of in this updated version, so I thank you for that. I did have a question come up, though. When Trustee Brubaker asked a follow up question about the backpack. So on that line that we all we agreed by majority right that we're going to remove students backpack. I'm going to reread it and ask my question. So it says if smartphones or other mobile communication devices are taken to school they must be turned off and kept out of sight during the school day. That's a change where we. We're requesting right. I think Trustee Brubaker mentioned not not in their pockets right that she would prefer that they would be in their backpacks or somewhere else not in their pockets. And my question is in this line as we've changed it does that leave it
053open for students to have devices in their pockets. In my professional opinion yes. OK. Are we OK with that. I bring that up because I hadn't thought about that before it said not on their person and for me I felt like that meant not in their pockets but then we struck we strike that out. Right. Yeah. So now it brings it back to. Trustee Villalba I have a question. The reason. that I had said to remove it and it was agreed on because we're asking now teachers to verify that it's not in their person like how are they going to do that and the time that is going to take right. So I'm like oh it's not it's not your show me what you can do it take a you know show your what's in
054your pockets. And to me just didn't seem reasonable to have that as a requirement for that reason. Trustee Richardson-Feller. I didn't read it as we were having teachers required to do body checks. I just thought it was a policy as if you got caught with it. You were accountable with it. I didn't think that it was we were doing body checks. Did I misinterpret. I don't think you misinterpreted that. No. OK. I did not I mean it's not the hill I'm gonna die on I did not agree to remove the not on person because I just I don't think the phone should be on a person even if they don't have a backpack or anything else I think that using the honor system which we use for so many things that kid can just put
055it on the teacher desk that way it's there in compliance with not being on their person I don't know what the solution is for that. I just don't think it should be in their pockets. I don't think they should have it accessible unless it's in an IEP for vision or sound or whatever accommodation. Trustee Rodriguez-Megga, did you have? Yeah, I do remember now that you mentioned that, right, that we did have that conversation. I guess now that when I'm thinking about it, my concern is more if it's in their pocket, it's so easy to be like this. And I feel like a lot of our students are going to be doing that. Right. I do understand what you're saying about our teachers shouldn't be responsible for, you know, checking that it's not in their pockets.
056But I feel like it would help us be able to minimize those opportunities for students to be sneaking it, you know, under their desk or wherever it might be. So I bring it up because it's something I'm thinking about. I don't know that I have a recommendation of how exactly to word it in moving forward. I don't know if you have any thoughts around that or if you think that it's not really a big deal. It's also not a hill I'm going to die on either. It's just something I'm thinking through. I think one of the clarifying points I would like is that just for TK-8, living where that phrase is living, or is that for TK-12? I'm thinking about TK-8 right now. And in my dream, I'd love it to be TK-12, but you
057know. If we took it away from them, we would be out of compliance with the exception, right? Because it says in case of an emergency, they need to have access to it. So if they turned it in, then they wouldn't have access in case of an emergency. So our own exception would be contradicted in that case. I don't know, unless it's accessible. I mean, it's not locked away. It's not. inaccessible it's just not on their body. If it's at a teacher desk I can go and get a pencil off a teacher's desk at any time that pencil is therefore accessible. It's just their protocols that can be put in place. I just don't know how we say not on your person if that's the hill if that's the linchpin for folks. But there's a way
058to make a phone accessible without it being on your person. Just your biggest maker. Yeah I think for me I see what you're saying Trustee Richardson Fowler. I do think though having been in classrooms during lockdowns things happen really really quickly and what we don't want is a mass of students going to the teacher's desk trying to find their phone amongst you know 20 plus other phones. So that's one of the things that kind of comes to mind about the accessibility should there be an emergency whereas if they did have it in their pocket right they. They would have it in their pocket. But being a teacher who's been in several lockdowns I know that at that moment we're dealing out what needs to happen especially if you've got other adults in the classroom. OK
059right now we're having a seat in your chair go grab your phones go have a seat go do this. So there's a way to incorporate this. Not everything is a mountain. Some things are more hills that we can just step right over and move forward. But honestly it's it's part of classroom management when you're starting directing. some of those things and having been in those lockdowns that's exactly what I do even in a sped class that's ESN. That's a lot harder to do when you don't have other people in your classroom to help though I think it's I mean I agree with you I think it could be work through student helpers you know you can figure it out even if you have no one else in the classroom to support you aside for yourself
060so like I said before this is not a hill I'm going to die on it's just something that came to my mind that I wanted to bring up in case we wanted to talk about it. Do you think there's a way that we can say not on our persons to our staff and teachers that makes phones still accessible? I'm going to defer to the superintendent with that question. Oh, man. Sorry, I hate you asking for your answer. Okay, I'm thinking about our students and I'm thinking about these young adults. And we're making a big change for them. And again, we can always revise our policy. I would like, I would probably give the, I would like to allow our teachers to manage that in their classroom. I think if it's not on their person and
061if the backpack's on them and the phone's on their backpack, it's going to cause all kinds of confusion and potentially a implementation nightmare. I don't know if you want to do I'd like to add I kind of if I'm trying to put in a principal hat on right now my teacher hat on I think if they if they should if they are using it like what you just said to get caught It's gonna go they have a I've seen classrooms where they have phones cell phone jail They have a little jail and they get to live there and that's something that I think the teachers can can monitor in their classrooms I worry that if we make it so tight that we could be having cell phones lost or you know other things happening with
062the cell phones and getting parents upset about their phones you know this is a hot topic. for them. So those are just my initial thoughts on the list. If you want to add anything based on your conversation with principals, and please, if you want to disagree with me, I am fine with it because there's not a hill I want to die on either. I'm just thinking about the reality to what we can actually implement. Yeah, our administrators are actually the ones that asked for the backpack clause to be. placed into the policy as just a such as option and would rather it not be on the person because of how easily accessible it is when they go use the restroom and things like that. In my opinion as an administrator, we also in our elementary
063grades, very often our backpacks are outside the classroom on hooks. So there's that liability as well. I look at out of sight and I think of out of sight not using it. They're not on it in class texting and if they are caught then the teacher can take the appropriate actions that we've laid out. Okay. Trustee Rodriguez-Mohica. Okay. We'll move on to Trustee Richardson-Fowler. Trustee Garcia. Trustee Brubaker. My recollection from the discussion last time we had discussed having I don't know if they're called meta glasses, but like smart glasses being not allowed at all. And potentially I remember discussion of listening devices outside of IEP needs not being allowed at all. So I'd like to have a discussion on whether we want to have those just not be allowed one or the other or both.
064What do you all think? Okay. So it's actually, I was thinking the same thing, but it's actually included in the first paragraph under the mobile communication devices. It actually says smart glasses, and that would qualify the metaglasses. Metaglasses are actually a brand. Yeah. Yeah. But then later it says, right before the struck out smart watches, listening devices are still there. Which I was I was answering the first part. OK. The glasses are included in the smart glasses. OK. Thank you. I appreciate that clarification. I must have missed that when I missed it too. And then there's language later actually that talks about privacy as well that covers the recording. OK. Yeah. OK. Any other comments or questions. Just a real big. How do people feel about not having listening devices outside of IEP need IEP
065needs. Just Richard Fowler. As a teacher who's taught in a class and has had one of those listening devices interrupt unbeknownst to me, I'm okay with it. We typically work in special ed like we are being observed. That being said, I believe those listening devices are specific for special education and the younger age, specifically for nonverbal individuals. I don't know how we articulate it but I think I think we should still make concessions for the listening devices so long as they are a safety device. Which would be an IEP need right. They're not always listed in the IEP. Yeah. OK. Any other Trustee Rodriguez-Murica. How would it be a safety can you help me understand that how would it be a safety device not in an IEP? So I have a student who has eloped
066several times and so the parents put both the tracking device and the listening device on him so that when he elopes they can at least figure out where he is and listen to the surroundings. It's a parent's choice versus a something that the school is yeah it's totally parent choice. When you're dealing with your heart outside of your sleeve who can't talk I get it Could that not be added to IEPs? It can totally be added to an IEP It just takes time to add it to an IEP and in the moment when a parent's kids has eloped three times and made it for example across highway 16 I see their sense of urgency. I I Absolutely agree with the need in that case. I'm concerned about abuse in cases outside of that and trying
067to have wording that prevents that. Yes, but I also think those incidents are incredibly rare. Well, I think, couldn't we just say no listening devices except for as it relates to safety issues? There is a clause in the actual Ed Code and it's number four when a licensed physician determines that the possession is necessary and that's something that a family can reach out to physicians and pediatricians and mental health professionals that may be able to kind of write that clause. Trustee Rodriguez-Mohica. I was going to mention that I was I'm looking at the exceptions. Right. So number four was the one I was going to mention. But then also number one, in the case of an emergency or in response to a perceived threat of danger. So I feel like the families in that case
068could make a strong argument that there is a perceived threat of danger and receive an exception to that under safety. So. I'm saying that because I feel like I do agree with Trustee Brubaker's request to remove that there and then these situations that you mentioned that I hadn't thought about so I appreciate you mentioning them would be covered under the exceptions. Do you agree. Yes. OK. Trustee Valdes-Van De Leon. I agree with removing it as well. You agree with removing. I agree with Trustee Brubaker's request. OK. Trustee Brubaker. Do you want to state your request? I would like to request that we remove, let me scroll back up and get to the right part. In the sentence, high school students are allowed to use smartphones, earbuds, headphones, and listening devices. We remove the and listening
069devices because we have exceptions that will accommodate our special education students as needed. OK. We see a show of hands that agree with Trustee Brubaker's. Question. What is the consequence for say a sped kid or a kid having a listening device. Is it the same consequence for the kids with the cell phone. I would say just like we handle all discipline different for every child that we come across right. This would probably take precedent with that. OK. OK. Just once again show of hands agree with Trustee Brubaker's position. Okay there are five hands majority will include Trustee Brubaker's option that you wanted. All right. I have no no questions. Trustee Villarreal. I just want to make sure that since we changed that same land again to state during non non-instructional time that we put back
070smartwatches. So put smart watch watches back in. Yeah because it's now during non-instructional time. I understand what you're saying. So you want to agree with that. I don't think I'm following. Can you say that again. Which one are we looking at. So we change the sense we're talking about right now. So this is high school students are allowed to use smartphone smartphones earbuds headphones. We remove listening devices and we add smartwatches because we change it to during non-instructional time. That sentence. Yeah. So therefore they would be able to use them or else they would get in trouble for using smartwatches not their phones but they would be in trouble for using their smartwatches during non-instructional time. I don't think I'm looking at the same paragraph as you. What page. Page one. One. Yeah. Right above
071the green text where it says below strike through. Yeah. So only during times and for purposes of instruction. That's one we're talking about. We change it now to say during non-instructional. Okay. So it's during non-instructional time now and say we should add the smartwatches back because it's like during the lunchtime their breaks they're able to use their phones during that time so therefore they should be able to use a smartwatch as well or else they would get in trouble for using their smartwatches but not in trouble for using their cell phones. OK clarify because up here it says no devices bell to bell but now they're able to use devices during passing periods. That's TK 8. OK high school. Thank you. Okay. Trustee Villanueva. If I can get a show of hands. Show of hands.
072Five hands up. That's all for me. Thank you. Yep. Trustee Rodriguez-Molica. Trustee Richardson-Fowler. Trustee Garcia. Trustee Brubaker. And I don't have any further questions. So is there anything else that needs to be clarified? Can I ask for clarification on the smart glasses and meta glasses? Just so I make sure I get it down correctly. So we want that taken out or because it's in here as Smart glasses are we keeping that as is that's the yeah. Okay. Yeah, I Missed that in the list of things already not so I strike that from your memory Thank you Okay, are there any other further changes? Okay, do you yeah the changes down? Yes. Okay. So do are we ready to vote to approve? For the policy? Yeah? Okay. Can I get a motion to approve new board
073policy with changes that were submitted today? Motion made by Trustee Villagrana. Second. Second by Trustee Rodriguez-Mohica. Any further discussion? Seeing none, we'll start with Trustee Villagrana. How do you vote? Yes. Trustee Rodriguez-Mohica. Yes. Trustee Richardson-Fowler? Yes. Trustee Garcia? Yes. Trustee Brubaker? Yes. Trustee Rodriguez? Yes. Very well. The new board policy on mobile communication devices has been passed unanimously. Thank you. Thank you very much. Question for the superintendent. How will this be communicated to families, students, community, well not community, but just families, students, and staff? As soon as we get the... Power policy revised and cleaned up Before the start of school, we will be communicating to our staff of this new policy. We have a couple days of staff development Begin the year, so we'll make sure that's embedded in that communication. However, not everyone
074comes to that So we'll make sure that the principals do that on their first week coming back as one item to review WITH STAFF. WE'LL ALSO PUT IT IN MY WEEKLY UPDATE. WE'LL HAVE OUR PRINCIPALS ALSO COMMUNICATE THROUGH THEIR UPDATES. AND THEN MAKING SURE THAT WE ALSO UPDATE THE COMMITTEES THAT GAVE INPUT ON THIS. THERE'S A LOT OF COMMITTEES. SO WE'LL CIRCLE BACK TO THOSE COMMITTEES AND MAKING SURE THAT THEY SEE THE FINAL POLICY. TRUSTEE VIEGAS. AND THEN JUST TO FOLLOW UP, THIS BOARD HAD DIRECTED THE TEACHERS ALSO HAVE THESE LIMITATIONS. SO WHEN WILL THAT COME BACK TO THE BOARD? Regarding the teacher one only to talk to her. There's a whole different process. We'd have to work with our HR and and the tech department on our technology piece So we haven't started that
075work yet. So we'll have to probably bring that back in August. Thank you Any further questions for a move on just here this might adjust the clarification that will be brought back for discussion Is that what it is? The teachers. Or directed the superintendent to bring it back to actually implement it. So it'd be more to approve whatever wherever it's going to go in whether it's a policy or I'm not sure where it's going to go in. In whatever shape or form they bring it to us. OK. Yeah. OK. Very good. We'll now move on to item K public hearings. I will open a public hearing on local control accountability plan LCAP. Are there any public comments. Seeing none, we'll close the public hearing on the LCAP and we'll go to the presentation. Thank you.
076Good evening, Superintendent, Cabinet, President, and Trustees. Today we'll be reviewing just some of the key highlights of the draft for the 26-27 Local Accountability Plan. So we are continuing with the same four goals as this is year three of three. for the plan. So today we're going to be looking at reviewing the purpose for the LCAP, sharing progress that was achieved within each LCAP goal, and sharing changes that are proposed. So the purpose of our LCAP and LCFF is if you're looking back into the change in the California Department of Education is it's meant to be a strategic planning opportunity and providing meaningful engagement to community partners. It also provides some accountability and compliance requirements, a lot of them. The thought about today's essential question and the essential question I brought before all of our
077community partners, which was considering our current dashboard results, our metrics, all of those things, how are we going to increase and improve services for our unduplicated students? So we want to highlight what we've achieved so far to support student learning. And here we are in goal one. Oh, that came out funky. But mainly we want to talk about that we have met the goal of overall green and the group progress goal on our college and career indicator. We're really proud of that. And we've exceeded the three-year outcomes for percentage of students completing both the CTE pathway and A through G, as well as the number of students dropping out. So I told people that is including our junior high and high school students. We've really, really decreased the amount of students who are dropping out
078of school. And then goal two, which is our social-emotional learning and reading and math. There's a lot of highlights here, but I want to talk about the fact that we met our outcome for teacher retention, which I think is a really good outcome to have met, and I kind of expected to see if it would be even better next year. HR has been working really, really hard on that. As well as decreasing the age of our library collection. And additionally, we made progress on all of these goals, including suspension rate, and student perception of bullying and participation in CPAC. Goal three is all about our English learners. We met our three-year outcome for reclassification rate of LTELs, which we're really excited about. And we're meeting that three-year outcome for parent learning opportunities as well. And
079goal four about student voice, youth empowerment. We've made progress on student perception of meaningful participation and we met the outcome for community partnerships. We've added some additional goals as you saw in the success to move from like basic implementation of youth development to a more comprehensive implementation. So what changes are we proposing? Very, very, very minimal. We are including the reductions to expenses approved by the Board of Trustees. We are including revisions for the clarity of wording on some actions. Additionally, Ed Services has been working really hard to focus on reading and math through the implementation of Tier 1 and PLCs. So we're really excited to have really honed in on that in this draft. and clarity and goal for moving from input for students to student leadership. So I've sent the draft over to
080YCOE. I've shared it out with all of you. We've published it. I've sent it out to all the community groups and we're going to be presenting the revised draft on June 25th and just going to have some revisions and updates based on your direction. And I think that's it. Thank you. Thank you. Okay. Trustees, does anybody have any questions? Trustee Richardson-Fowler. Can I just say thank you for a concise presentation? You're welcome. Thank you so very much for not reading the slides to me. And I appreciate you doing the presentation within the time frame given. It was very thorough. I reviewed this. I don't have any real questions for you. So thank you. Okay, moving to the right, Trustee Garcia. I have a question. So on page 23? Of the LCAP? Yes. Okay. All right,
081there. Yeah, it's about the English learners, right? Page 23, I have the percent of students who are prepared on the college and career high school, yes. Yes, I noticed that 49.3% are ready to consider college and career. But only 16.8% are English learners to meet this grant. Do we have any plan to close this gap? I know our plan entirely focuses on reclassifying students earlier. When a student is an English learner and they are in high school, that really limits their opportunities for additional electives. So our plan is, and I know Maria Medina and Maria Orozco are working really hard on working with our English learner specialists on reclassifying and especially focusing on writing skills, which is the deficit that we have. Do we have any data about the reclassified students who are meet this
082criteria? I do not have it here, but I can get that for you if you'd like. No, I don't have the reclassified students. It's not part of what we've been measuring, but I can definitely add that and get you that information if you'd like that. Okay, okay. So that's for now. Thank you. Thank you so much for all the work. Thank you. Thank you, Trustee Brubaker. No questions. Thank you. Thank you. I do kind of have a general question in the There's probably talk about building relationships Between school staff and families. Which goal are you referring to? They are It was in their reflections But, well, let me just ask the general question. And so part of the work to engage our families, basically, it was mentioned that the cafe specialists would be used there.
083But we're no longer going to have cafe specialists. So I was just wondering what adjustments we might be making since. you know, that what's mentioned in here for cafe specialists will no longer apply. Is there a particular page that you're looking at in the actual LCAP? Because I thought I removed that section. Let me see. Mean I can answer your question, but I just want to make sure that I've removed it from the old go ahead We're we are continuing to use our parent square we're continuing to use The translation we have available in every school office has at least one person who's bilingual as well as staff at the district office level We're translating all of our documents Moving forward and that's our current plan. I know that's under development and we'll be adding
084additional supports as we can finagle them, I guess is the word. Develop them? Yeah, develop them. There you go. Yes. Okay. That was my question. I appreciate the question. I have a follow-up question. Okay. Yes. So that was another one on my question as well. So on page nine. Of the LCAP or the presentation? No, we have another. document. Oh, I didn't print that last one. The local indicators? It says about the strategic staff support and coordination through the world of cafe specialties, family literacy workshop, and ongoing. Yeah. So, yeah, my question is also about how can... We plan to do, as I understand, they plan to do, still doing like a workshop in the district, right? We've always done work at the district way before we even had cafe. We've always have and will
085continue It'll just be done with from different people in a different way But we've always had workshops and we'll continue to do that because definitely because it's one of our goals and and definitely something we were so This board supports to because there there's a lot of good numbers on this year That's a really good and I would like to keep the same the same parent keep involved and keep informing and yeah. So that's. We definitely, I just wanna share that we were very mindful of ensuring that the budget for the parent. involvement training was maintained. I'm part of the committee that is going to be working on parent involvement district-wide to work on the parent engagement plan as well as plans for all the school sites. So it's something we're being very mindful of
086and being creative about making sure that continues. Definitely because thank you Trustee Rodriguez to say because yeah part of the to have a good students to be Go to the university is a part involvement. Yes. Thank you very important. Very good. Okay trustee via Donna Thank you. You might have updated Suri, but I'm page six where it lists the priorities Yes, when one was missing number one. I added that. Okay. Thank you Thank you Thank you for the critical eye because that helped me a lot. This is a big document Thank you, let's see on page 20 When I mentioned you responded back about the surveys. Mm-hmm If we could just be more clear that because the way the way it reads right now to me It reads like it was about the old cap.
087It's not clear that it wasn't right. Okay, the response was that they weren't And so I would like for us to be clear that that's the case. We'll do. I think that's a relevant comment. And I don't know if we need to get five hands or whatever. To me, that's just actual correction. I agree. Yeah. Thank you. Let's see. And by the way, thank you for responding to my questions. The correction there. There was on page 47. Yes, bottom It says in goal one the majority of the actions were completed or made a significant progress and it wasn't clear what year that was for because On the top heading says 25 26. Yes, that's correct. What's correct? 25 26. Okay, because the start of the progress is on 2024 So that's why I wasn't sure
088if it was 20. Oh, I updated that This is the one that you had mentioned that was outdated and I had I had had a Updated portion. I just forgot to update it within the draft. So it now reads on the 2025 dashboard and Meeting the three-year goal in 2526. Perfect. Thank you. Thank you You have one more I have more so I can wait you want to wait yeah, I have one more left one more. Okay, cool. Let's see so And you responded to my question if we can Elaborate more on page 51 the graduate profile implementation only this one thousand four hundred and fifty dollars Yes for the implementation. Obviously that is not sufficient money Because we want to actually implement it. Yes. So if you can help us understand how Do you
089want to come speak to this one Christina because it's kind of your baby. Yeah for this action what we have this year and next year is support through the Yolo County secondary redesign grant. So we have $50,000 to support the work that we are engaging in that we started this week. He says for two years. This is for two years. Yes with the possibility of continued funding based on the state What are your thoughts on? You know whether they change it or not, but asking for a column where we list External or additional leveraging resources so there would be listed again. This will go to the state right now To us not internal decision there's often times right I hear that we have resources from other places, but it's not reflected here. So I Can
090add it to the wording of the action? Thank you just here with a yes, ma'am I want to echo my thanks as my fellow trustees have said thank you so much for all your work on this and also your very succinct presentation like Trustee Richardson-Fowler shared. The only I only have one one question. I noticed that I searched and searched and please let me know if I missed it. I couldn't find reference to our community schools in here. I did not put that in there because I don't at this point I don't have the community schools is kind of still in progress and in development. And we weren't ready to add that quite in yet. But it is definitely something it is not something that's directly sorry, district funded. It goes out to each of
091the individual schools. And so it's hard for me to kind of grapple with how do I incorporate each individual school plan into this so it's something i i'm thinking about and considering but i'm just not there yet yeah that that's understandable and i i understand how um the funding comes to us a little differently but it is similar to the school redesign where i think the school redesign funds come through yolo county office of ed yeah It would be nice if we could see that incorporated in here in the next iteration of this report. So next year or whenever. Just so we can be in better communication and have everything in one document. I definitely see areas in here especially around parent family community involvement where the community schools work that's still in development like
092you said would be relevant and it would be nice to see it in here. But I get that it's a lot of moving pieces and it's still new. So it's a request for the next time around. Yeah, thank you. And next time around, we'll be developing a brand new LCAP. So we'll make sure to include that. And hopefully next year, we're going to apply for additional community school funding for more schools. So we'll have much bigger expansions of these resources for our schools. Okay, we're back to you. Trust you to some Fowler no more questions trustee Garcia. Yes. I have one more question on page 21 D lack yes Reinforce the importance of a celery English learning achievement So can you hold on one sec? Sorry? Getting the page 21. It's hard to put through
093all the pages So which one are you what are you requesting? Sorry, so my question is we have about 20 0.5% of English learners in the district. So the DLAC asking for, they want to accelerate learner achievement. So how many years is the English learner needs to be a lone, what is the name? How many years have the English learners had their own goal? For long term? Long term. Oh, that is, it's generally six plus, but the state divides it different ways for different purposes. So do we have any support for these kids or anything about? The DLOC parents are asking. I can get back to you on the support for the long-term English learners. I know that there's a response to that. I just cannot recall. They do conduct long-term English learner reviews. So
094they do data analysis twice a year to monitor those students. And then based on those assessments or those meetings, the school sites teams identify different resources or supports. For example, If the student is credit deficient, then they make sure they're enrolled. If they need counseling, they make sure they get resources for counseling. So we are required to monitor twice a year. And so based on the monitoring, if they're still doing well, that's great. We keep monitoring. If they're not, there's a gap, then the staff looks at it. Our current resources just see where we can connect them. At the high school, it could be the learning centers. Many times they get appointed to a tutor. We prioritize students at the elementary level, for example, if it's a student that maybe we classified in third grade.
095or has not been reclassified yet. They get prioritized for summer school. So there's various things that we do. There's not one specific program they're assigned to. It depends on what the need is. So my question is if you're in a sample, if it's like TK, English Learner. So he needs to be until fifth grade to consider it long term and to have all these resources? Well, long-term English learner status would hit in at sixth grade because TK students are not tested for the ELPAC. So a TK student or as soon as a student becomes identified as an English learner, the intervention right away is to get ELD. And right away, the parents are notified of their identification. They're notified of their ELD progress. And they receive 30 minutes of ELD right away. That's where it
096starts. After they have not been reclassified after sixth grade. Then at that point there are extra intervention monies that our EL department gives our school sites to identify extra supports for our long-term English learners. Thank you, superintendent. I thought you were talking about re-class. Yes. Is there any way we can set a goal to implement extra... support for the fifth graders in order they can go to middle school reclassified because the other way they can't take any elective, right? Yeah, I do know that currently our English Learner Services Department is working closely with our EL specialists to provide not only the interventions in elementary as well as once they become long-term English learners, but really hitting fourth and fifth grade hard on those interventions and looking at their ELPAC scores precisely and seeing what part
097they really need support in. scheduling after-school intervention that really aligns to their need. Until middle school? Well at the elementary level. Okay got it. Yeah but it continues in middle school as well yes. But is not in is not a goal in this? We have a section on long-term English learners but we don't have any specific funding because we already are funding English learner services and our EL specialists and title 3 funds a lot of that. Yeah, so my question is coming for the D like parents and I I really understand this Concern for the parents. Yeah Thank you trustee Brubaker No questions. No, no questions for me at this time. You may have some comments later later for you with no Trustee page 101 at the top We went from baseline 306 students being
098reclassified 57. Yeah. The percentage indicated there is 11.6% decrease. Yes. But if I'm doing the math right, 57%, 57, the percentage of 306 would be 18%, but the difference is actually the decrease, which is 81% decrease, right? Not 11% decrease? Well, I would love to see an example of your math. So I'm saying we went from 306 to 57. Yes. So the decrease was not 11%. It's a decrease depending on the percentage is calculated out of the reclassification rate, not necessarily. So we went from reclassification rate of 14.9 to 3.3. However, I did get updated numbers from Maria Medina yesterday, and I do know that we are at 127, not 57. As previously reported, we just had to wait until we got all of those ELPAC scores in. So the heading says current difference from
099baseline. Correct. The baseline was 306. Baseline is 14.9%, yes. Oh, I see. So it's the difference in the percentage, not the difference in the students. Correct. Okay. Thank you. Yeah, and I was surprised with solo because at the ceremony we saw a lot of students who were being recognized for being reclassified and those were students who had been reclassified towards the end of last year and so they didn't get to participate in the ceremony the year before we had a huge amount of Reclassification that year prior Yeah That was a good question, though. In fact, you brought that up. I actually went over to Maria Medina and Maria Roscoe and said, are you sure this is correct? We only have 57 kids who've been reclassified. That doesn't seem right. Someone's going to ask about that.
100So I also, it was a flag for me, too. Just just yeah follow-up, but trustee veganist question. Yes, so you said that 57 students was incorrect and now it's up to 127 for your to outcome Yeah, the draft was as of as of June 4th. We were able to get updated numbers after the school year ended Great. That, I just did a quick little percentage calculation, and it looks like that's still about 0.76, 0.07, right? So it's still really low, right? So I think your point was we're going down, right, instead of going up in our reclassification rates. I do see that the number of English learners as a whole is decreasing right as a district but still the those rates are going down and related to what Trustee Garcia was mentioning before with their
101questions about DLAC and supports. I also want to just remind us as a board that some of the budget reductions decisions that we made did impact our EL services and supports significantly over the last two years. So just something for us to keep in mind. AS WE WONDER AND MAKE QUESTIONS ABOUT WHAT'S HAPPENING HERE, WE REDUCED EL SPECIALISTS AND A NUMBER OF OTHER THINGS IN SOME BUDGET REDUCTIONS. JUST TO CONTEXTUALIZE THIS A LITTLE BIT. JUST A REMINDER, WE REDUCED I THINK THE WHOLE TIME, WE SPENT A TOTAL OF THREE EL SPECIALISTS. AND THAT ALIGNS TO THE DECLINE OF OUR ENGLISH LEARNERS. AND THEN WE TRIED REALLY HARD TO PROTECT All of those things for English learners. So but it has it has been three in the last cycles of reductions Okay, trustee. We got back
102to you On that part those those cuts are taking effect for next year, correct? So the butter we cut and back in Was it separate? January those take effect July 1st There were cuts though in the year prior to that that did take effect It was one eel specialist, but there were other eel services that were also touched I don't think that was the only eel category I'm I I can go back but I don't think there's a very many and I'd be happy to provide a board update So that we're clear on what you know, what significant means And so I'll have my staff to do a Friday update Okay, just a meter. That's all for me. Thank you Just you really is me just rich and fellow. We're back to you Okay, this
103is the same time around are there any more questions No, okay. So thank you very much. Thank you. Never my watch notification on that because I've heard this many comments is miss a misperception That the cafe specialists were specifically for English learners when we we we hire a cafe specialist. It was Parent support for all families. They were never intended to be specifically for our English learners Of course our English learners benefited from that so that our special ed and all other other parents It was not specifically so sometimes that people get that confusing Yes, I'm just sharing that because I've heard comments in some committees that I've attended So that's a just a misunderstanding About what the intention was of the cafe specials from the initial positions Okay. Thank you for your time. Yeah,
104thank you very much. Thank you for your work. Big document. Okay, so there's a request for a trustee for a five-minute break. So let's take a five-minute break here. We'll come back in 8.01. Thank you. Okay, everybody, and we are back. And we are back with item K-2. I will open up a public hearing for the 26-27 budget adoption. Are there any comments? Seeing no comments, I will close the public hearing for the 26-27 budget adoption. And we will move on to a presentation. All right. Thank you, Andy. So this evening we present to the board the spending plan for 26-27. And I feel a little pressure to be brief, so I'm going to do my best to be as brief as everyone else here. And so before I start, I always like to thank
105Norma and her team. They've worked really hard to bring together this information that you see here in front of you. And so I know how hard she works and how hard she continues to work. And I just wanted to acknowledge her and her team for all the hard work they've been doing. And so this is an overview of how the information for the spending plan for next year is going to be laid out in this presentation. And so we'll spend some time talking about each one of those components. You're probably asking yourself, why do we always include portions of the May revision in this presentation? We include it because the May revision is the foundation for most of the revenue. information that you see in our in our budget as well as the expenditure information
106and so it's the it's the baseline it's it supports that information and that's why we include it but we also do our best to try to take excerpts of the school services workshop that we go to and so we have a few slides in here that share some of the important information that we learned about the May revision and I'm going to try to briefly go through those And so in January we learned about the COLA and so we learned from the governor that the COLA was going to be estimated around 2.41% and then the evolution of the COLA started to happen. When the May revision arrived the COLA actually increased and so the statutory COLA is 2.87% but we also learned some additional information inside of the May revision and that is the governor
107proposes to put or in the main revision has put on an additional LCFF investment and it's in the amount of 1.44% and it makes the total augmenting COLA 4.31% but it's important to note that that additional 1.44% is for this new paid pregnancy disability leave that that is coming forward and so this additional amount of 1.44% is to help with those costs associated with that new form of leave. In addition, inside of the May revision is a new block grant, the Student Support and Professional Development Block Grant. And on this slide is some information that tells you, or a summary of everything you need to know about that grant. The first column shows that we're expecting a per ADA amount of about $937 per ADA. Do a little math, about $820 ADA. We're looking at
108somewhere around $7.5, $7.6 million. The middle column lays out some of the general uses for those funds. And that third column is something where school services asking school districts to keep in mind that during the negotiations between the governor and the legislature, this could look a little different when the budget's finally enacted. So right now, this is the best information we have, and this is what we're counting on. But there is a warning that this could look a little different when the budget's finally enacted. There was also some good news in the May revision about some increases added to special ed. And so if we were to look at that number on the far right, that AB 602 revenue that comes for special ed, the same time last year, that was at about $917 per
109ADA. And so there has been a significant increase to the AB 602 funding for special ed. Based on events that have happened at the state level, Governor Newsom has moved some things around in his reserves and so as a result It's kind of trickled down to school districts and now we have to comply with this reserve cap of 10% and so just know that we are complying with that reserve cap and you'll see it when you look at the pie graph of our Ending fund balance and so we're making sure that we're in compliance with that cap that cap was excuse me was also in effect when we prepared the second interim a little earlier this year and it continues to be in effect during the new spending plan for next year. And so this
110slide here just kind of summarizes all of the good news that I kind of briefly went through that was inside of the May revision. But one of the things that we want to make sure is that we realize that there's some risks to some of those items. Clearly there's no real risk to the COLA that we talked about. The discretionary block grant has a medium form of risk. The low, the LREBG grant has a little bit of risk and so does the special ed base, the increase to the AB 602 funding has a little bit of risk. And what we mean by that is when the budget is finally enacted at the state level, they could look a little different as a result of negotiations between the legislature and the governor. And so let's dive
111quickly into our budget. So we always show a pie graph of the projected revenues for next year's spending plan. We're expecting about $166.7 million, and that comes in the form of the local control funding formula, supplemental and concentration, and the base grant, and a lot of those dollars are supported in the plan that Danielle talked about before me. This is a pie graph of our projected expenditures for next year, $165.8 million. And if you look at the lower portion of that pie, you can see that just under 73, 74% of our expenditures goes to total compensation. This next pie graph is a visual of the contributions that we are projecting for next year. And so you can see the big portion of our pie or our contributions in our district goes towards special education. specifically
11220 million toward the program and then 3.5 goes toward the transportation for special education. The top part, the 4.9 million dollars to repair routine maintenance goes toward the required contribution that we have to make to this program and the way it's calculated is it's 3% of the total expenditures in the projected general fund. So these are the total contributions that we're projecting to make next year. And so this slide here just kind of shows you the projected ADA and enrollment that we're using and the reason why we report this out is it drives the funding that we receive in many of our programs, specifically the local control funding formula. This here is the staffing assumptions that we're making in our classrooms, and it's also the assumptions that we're making as we put together the classified
113staffing that we have in our school district. Revenue assumptions, federal revenue, you basically, you don't have a lot of the most current information available and so generally when you're putting together federal revenue projections you use the best information you have from the prior year and you adjust it as you begin to get more information and then we've also letting you know how much we're receiving in the grade span adjustment as well as the two types of lottery dollars that we receive. We also have some statutory fringe costs that we have to budget for every year, and that's what these are here on this slide. But we've also included the amounts that we are providing to our certificated employees and our classified employees around health and welfare benefits. And so that's being laid out here to
114show what our assumptions are for that. We also have to budget for our utilities, PG&E. Garbage etc etc city of woodland and so we get information from those from those providers and we try to prepare the best estimates to ensure we can pay those invoices as we move forward into the next year and then we also Have to project the increases for our insurance program I'm insure schools insurance authority provides us with the insurance for those cat those categories up there and as you can see We've had to kind of absorb some increases as everyone else in the world and is is experiencing increases in in insurance our school district is not immune from that either and so just some aerial views of the general fund the projected general fund the combined projected general fund
115You can see that there's a bit of good news in our general fund for next year. The top part is the total revenues at $166.7 million. The expenditures are projected at $165.8. And if you do a little math, the difference between those two is a positive number, and that means that our general fund is projecting to add money to our ending fund balance, and so that's good news. We're in a surplus for a change, and so that's what we're projecting here on this slide. And so this is our ending fund balance, and so we do our best at the moment in time to project the beginning fund balance, and it will change when we close the books. But that gain or that surplus from the previous slide is added to that estimated ending fund balance
116or beginning fund balance for a new fund balance of $63.5 million moving forward. That ending fund balance of $63.5 million, we try to show you a pie graph of what is made up of that number. And so I won't read it all to you, but I think the important thing to take away from this slide is two pieces. The bottom portion is where we're setting aside funds to make sure that we can meet the demands of the agreements associated with our bargaining units. And so due to timing, we had to set those aside in the... bottom of the ending fund balance. It's also important to note that we are also including our reserve for economic uncertainty that we're required to meet and so that's included in that ending fund balance and then we're also continuing
117with the effort that we had started in the second interim where we're saying that a significant portion of our ending fund balance will go to fund facility projects. So let's talk about the the projected General fund but only the unrestricted portion and essentially what I'm saying is I'm removing all those State and federal programs that are restricted. They have a purpose for how they are being spent we're just purely looking at the unrestricted general fund and so What you see is that our total revenues are a hundred and thirty three point eight million dollars the expenditures are 104 for difference of a positive gain of about $29.5 million. But unfortunately, we have to make those contributions to the programs that I talked about a little earlier, special ed, special ed transportation, as well as the
118restricted routine maintenance program. And so you can see where we're back at that $900,000 gain. And so this is the unrestricted ending fund balance. And again, it's the same type of thing. You try to estimate your starting point. The gain that I talked about on the previous point adds to that. And so our ending fund balance in the unrestricted general fund is projected at $47.4 million. Multi-year projections. What this means is school districts are required to try to estimate where they plan to spend in the current year, which would be for next year, 26-27, as well as two years out. And this is an excerpt of that effort. And so there's some good news on this slide. We're projected to have a surplus in the... Current year as well as the two out years. We're
119meeting our three percent reserve. That's something that's very important And then we're also projecting to have a positive ending fund balance That's important and then probably the most important piece is that very bottom line We're projecting a positive certification and what does that mean? That's telling our county office as well as the state of California that we can meet our financial obligations in the current year as well as the two out years And so lastly, we always end the slide with some things for the board to keep on their radar. Many of them should look familiar. Some of them I just put on here because it's just things that I'm thinking about. The state enacted budget could look a little different when it's finally signed, but we're going to keep our fingers crossed that the
120May revision is pretty accurate. And then, you know, there's some things going on in the Middle East. I have a feeling that as those things continue on, we might see where... The national economy and the state economy begins to perhaps go in a different direction, and we all know that when the state starts to struggle, it pushes some of those challenges down on school districts. So that's it. At this time, I'll do my best to answer any questions that you may have. Thank you, Lewis, for your presentation. Thank you for your work. Hopefully I was brief and I didn't read any slides. You did well. You did well. Okay. Are there any trustees who have any questions or comments? Trustee Viettana? Just thank you for the representation and Francine my questions at a time and
121thank you to the team. That's it trustee Rodriguez, Mohica trustee Richardson Fowler Trustee Garcia. Do you have any questions? Trustee Brubaker all of my questions were answered earlier. So thank you and I do not have any Questions for you have any questions for you at this time I'd like to take a moment to thank the Finance Committee for meeting with Norma and I. It's very helpful, and I think it really adds value to what we're doing out here in public. It helps us be productive, and I get some great feedback from the committee. So thank you. Awesome to hear. Awesome. Good job, committee. Good job. All right. So we will go on now. Thank you. We will go on to M1. This is an action item to approve Resolution 57. Dash 26 lease of technology
122equipment. Do we have a presentation? Do we? Nope. Okay. Did any board members have any question trust you Aaron? It's not a now question, but it's kind of related to this, you know because we're gonna be investing a significant amount of resources and You know whether we want to continue the the one-to-one ratio at the lower grades because again all the research right? It's coming out. They're showing it's not helpful and whether we want to reevaluate that and therefore not invest as much Right because we're gonna make the decision to this for one year, right? Yes, but these are these are pieces of equipment that are not necessarily for students these pieces of equipment that we're incurring this lease on our for for staff Oh, right staff and teachers and so the Chromebooks come from
123where that's that's you are correct We do incur at least on that but this is not it's not that time for that yet. Okay. Yep, but what that said We are looking at starting in ad hoc committee staff have a committee to start looking at What that looks like everything's coming out on the research. So we'll have something we're gonna start working on next year And it is a potential savings so that's one of the things that we've been discussing internally and they part of Adjusting our future budget adjustments as well. I'm looking at what that looks like. So more to come on that I love hearing it. Thank you Just to be around any other questions just your there is Mahica trust you Richardson father trustee Garcia Trustee Brubaker. Excuse me, I had the
124same question as Trustee Villagrana and got the same answer, so I appreciate the repeating of that. Very good, and I do not have any further questions. All right, so can I get a motion to approve Resolution 5726, Lease of Technology Equipment? So moved. Moved by Trustee Richardson-Fowler. Seconded? Second. Seconded by Trustee Brubaker. Any further discussion? Nope seeing none. We will put it to vote and we'll start with trustee Rodriguez-Mohicaja. Do you vote? Yes Trustee Richardson Fowler. Yes Trustee Garcia. Yes Trustee Brubaker. Yes Trustee Rodriguez. Yes Trustee Villagrana. Abstention. Abstention. Very well the we have approved resolution 5726 lease of technology equipment with five In favor no opposition and one abstention. Thank you. We'll move on to item N human resources. This is an action item and one approved the 27 28 28 29 and 29
12530 school year calendars. So moved. Second. Motion is made to approve by Trustee Richardson Fowler seconded by Trustee Villagrana. Any further discussion. Seeing none, we'll put it to a vote, starting with Trustee Richardson-Fowler. How do you vote? Yes. Trustee Garcia? Yes. Trustee Brubaker? Yes. Trustee Rodriguez, yes. Trustee Villarreal? Yes. Trustee Rodriguez-Molica? Yes. Very well, we have approved the 27, 28, 20, 29, 29, 30 school year calendars with unanimous approval. Moving on to n2. This is an information action item woodland adult education salary increases Second no presentation. No, okay Motion made by trustee via Grana seconded by trustee Richardson Fowler. Are there any discussion? Seeing no discussion. We'll move on to the vote. We'll start with trustee Garcia. How do you vote? Absolutely? Yes, just a Brubaker. How do you vote? Yes, just Rodriguez. Yes trustee.
126Viana Yes, just Rodriguez Mohica just Richardson Fowler. Yes very well we have We have approved woodland adult education salary increases with the unanimous vote and we'll move on to item o governance support information action board self-evaluation so the board Every year we visit revisits whether to do a board self-evaluation. It was discussed earlier this school year. The board, there was some volunteers that decided to work on this draft of self-evaluation. It was Trustee Rodriguez, Trustee Brubaker, and Trustee Fowler who worked on this. And so this is the first draft for the board to continue discussion. about the tool that you may want to use and potentially when you would want to conduct the survey. So this is a discussion for the board. Very well. Any comments by board members? Trustee Villarreal. Several questions. The first
127one is on the question about a union member. If we're going to ask the question, I would like to, I guess, ask which one and have them choose which one. I mean, I don't see a reason for the, I don't need the question, but if we are, then I'd want to know which union to know, I guess. So just demarcate. So if yes, then which one? Okay. Do you want to make a change to demarcate which union? Or addition, I guess, not a change. An addition. Follow-up question. Trustee. Yes I so I had a similar question and I was actually wondering how the information is relevant or useful for this board self-evaluation. Yeah, I think everybody chime in. I think it's just a matter of giving us more information about who is responding and trying
128to understand how that might fit in with their particular perspectives. But it's just basically trying to get more information about. the respondee. And if I can add, we wanted to make sure we had a wide cross-section of people responding. We didn't really care which union they were a part of. We wanted to know if you were represented or non-represented. That was pretty much if that had any kind of basis, kind of like gender, whatnot. We want to make sure that we had a wide array of folks who were responding, considering that we negotiate with... represented and nonrepresented. Did that answer your question. Yes. To see you. My next one is I object to the marital status question. I don't I don't agree with that at all. There's really no need for us to know whether
129someone's married or not especially as a staff survey. And I just don't feel comfortable asking staff if they're married or not. To me it's honestly what the relevancy is to the responses. Yeah I think it's. Again, it's really just to try and capture who it is that's responding. I mean, we could put, we could also put a kind of disclaimer that, you know, you're free to not answer any of these questions. I mean, they know they're free to answer any questions. They're free to answer at all. I just don't agree with the question being added to the survey. And you don't agree because you don't think it adds any value? Correct. Is that what it is? Yeah. So this is a board survey so so you know the staff will finalize whatever draft you come
130up with So we would just need to get some traction from the board about what you would like changed So so it's currently on there right now Just to be good on that I would like to see it off with that. Would that be correct? Correct? Yeah, can I see four hands? Who agree with just to be it on it? To see you with these maker So I had actually highlighted the are you a union member? Sex and marital status with the same kind of relevancy question initially and I do understand the response I got for the union member to ensure wide representation I'm assuming if we see it's heavily like Wea maybe we'll reach out and encourage more CSE a representate or you know response so that I understand But with the marital status
131and even sex I'm not really sure how it's useful. I don't know if you all have a response because I do I agree especially with the marital status. I don't see how knowing that you know 73 percent of married people responded to such and such. I don't know how we'll use that. So I don't know if you all have a response kind of like you did for the union member. I understand the union member now. I just still am not really seeing the marital status. So I agree with Trustee Villagrana. Committee does anybody want to address that question. Just a very big I guess I I see the point about marital status especially given that many committed partnerships are not married anymore. I would I will defend the sex because it gives us an indication
132of Whether the percentage of respondents is representative of the percentages of our staff so whether maybe we get a disproportionate number of male respondents to female compared to our actual staff percentages it just gives us a better idea that's my two cents okay so I hear that they would like to remove marital status from from their committee did any of you object to that or have anything to add No? This is not a hill I'm going to die on. Yeah, yeah. Okay. Very good. So just a show of hands for those who would like to remove marital status. Very good. Five hands. We'll remove that from the staff survey. Just to be a runner together and there's just a few I would like to so the yes or no questions, for example Do you think
133that the WG USD board? Is meeting the needs of all of its students I would like to add a partially option because yes or no But partially would be good to know because maybe they think we partially are partially Does anybody object to having partially added on to that question? No, and I would very good. I would want to add it to all the ones that have yes. No or unsure There's a bunch of the follow. Yes. No and then partially add partially to all questions that have yes Well, not make it doesn't apply but the ones that are followed next does apply because it might be if something doesn't apply Yes or no, so I don't want to be broad but the next section of questions Yes, or no does apply the partially. Okay.
134Can you say can you? Partially what section that they would you HD board is meeting the needs of these specific students and then it would be added to that one I have a friendly amendment to that one. Instead of doing yes, no, partially unsure, can we do a number scale rating from maybe like one to five? I think that would give much more data than yes, no, partially, or unsure. Trustee Villagrana, is that something you want to entertain? I mean, the committee was the one who set up the yes, no. Yeah, no, no, for sure. Unsure. I'm just saying. I would still want to keep the unsure as an option for the people because we want to know if they're unsure. I mean, I kind of like the descriptors better than the one to five.
135Me too. Trustee Brubaker, do you have an opinion? I'm ruminating, so to see if someone else has a point. Will you imagine a one to five just Richardson Fowler? I'm not getting any information from partially I need more information Are we leaning towards? Yes, are we leaning towards? No Partially is just so middle of the road for me So that's why I asked for a one through five to get more specifics. So the one through five would They would have a general descriptor On it as well. No, we have homeless. Are we meeting the needs? Yes or no one through five one through five like One is no five would be yes That would be our scale, but I'm just telling you if we're gonna put yes. No unsure or partially Partially gives me no
136information of if we were leaning towards the right direction or wrong direction Yeah, you'd have to say partially yes or partially no. Yeah, and in that case you've got your one through five Trustee Villagrana? Again, these weren't mine. Yeah, no, I'm just saying. These are based on your suggestion. We're just trying to make it a little bit more. So if we added partially, right? That's a question for the board, not for me. Yeah, no, but I'm just posing it to you at the moment, right? You brought it up about adding partially. So I'm just saying. Let me put it there. I'm going to also, like Trustee Brubaker, I'm going to sit on it as well. You're going to sit on it as well. Okay. No, you ready? Okay. So I I have been persuaded by
137trustee Richardson Fowler's scale I do I do see the point that partially Doesn't really help me understand the perspective of the the respondee whereas a Three which would be potentially the equivalent what trustee will use mica I think I'm thinking about the scale from one to five to me a three would be more of the unsure which I think you had said you wanted to make sure got captured because you're kind of in the middle of the road not really leaning one way or the other so if that's kind of what we're saying and if we add no no on the one and then on the five yes and the three as unsure I think that would work yeah yeah as a descriptors yeah I agree with that I'm thinking with the partially partially. Yes
138would be a for partially. No would be it. Okay Okay, so Trustee Garcia. Yes. So for me, I would like to Have the same option for all the questions. No, but if we can see the strongly disagree zero or one and then disagree two three four five and seven be the highest If we put this option on the top, based on these numbers, respond the next questions. Do you get what is my suggestion? Do you agree, Trustee? Yes. I want to ask a question to make sure I'm understanding. So are you saying that whatever we do for, do you think the WJUSD school board is meeting the needs of the specific students? Do you do that for the questions below? The same? Yes. If we could put like a numbers on each option. One, two,
139five. And then put the numbers and that way we can have the same. On all the documents, we can compare it. All the questions. So just integrate the zero to five scale with yes, no, unsure into all of the questions. To have the same option for all those optional questions. Yes, with just the modification that I think it's one to five so that there's just five options, right? So we are eliminating some if we do that. It looks like we would do strongly disagree would be a one. A two would be somewhat disagree. Yes. Unsure would be a three. Somewhat agree would be a four and then strongly agree would be a five. Yes. Yes. Okay. It's a scary good day committee Okay, I lose those changes clear superintendent are you picking up what we're
140gonna have to rewatch the video But it said essentially it's a uniform response of zero to five with a descriptor ship One to find two five. Sorry. Yes one to five. Thank you trustee. Yes I like to just suggest to the board read, you know, Christina's trained on surveys and those the one to five Oh The board will allow me you want a scale from one to five being allow me to do the script was with Christina because she's got experience with this Yes, just ruby Can I suggest we leave the formatting in general to staff and focus on the wording and the... Oh yes, we were going to do the formatting for you. I'm talking about even the scaling and things like that. And we focus more on the wording and information we're trying
141to gather. Well, we're good with that. That's what you're good with. I think, well, it seems to be... We'll bring it back. We'll bring it back with many changes. You want to bring it back with options? Yeah, so not options. I'm going to bring it back based on what I heard, work with staff who's got some experience with this, and then you look at it one more time in the next meeting. Well, we've heard a couple of things, though. I think Trustee Brubaker is saying leave the scaling to staff. But then we agreed here in general, I think from about a one to five scale. So that's two different kind of, it could be two different things if staff. I think some questions it's clear cut and then some questions you want to have a
142scale. So I think what you, I think what Chelsea Brubaker was thinking is this book that you want to focus on the content and then we can adjust the responses so that you, and then you can look at it. in the next meeting to see if that was okay. If not, we can go back and then bring it back in July. So we're good. So she was just trying to look at the content. That's why I understood. Okay. Agreed. That's accurate to my intention. Thank you. Trustee Villagrana, Trustee Rodriguez-Mohica, Garcia, are you okay with that? Yeah? Okay. Sounds good. We're still with Trustee Villagrana. The one says do you think the WJUSD board communicates with clarity? I guess I'd want to be like more clear as to where how to whom. It's just kind of
143a broad question again at the meetings you know through social media. How. So that's all to me is just not clear where. Trust me Baker. So that was intentionally broad and then we had follow-up questions that were more definitive because Some people might have opinions on the more specifics But they may not and then there's a wider question that we can get a better indication of how someone's feelings Might be in general just to be done To me a stupid I mean it's broad if it's on purpose in some purpose But to me is that really it's not even yield anything for me because I don't know what they're answering from that one To me then just keep the rest and remove that one then if it's so broad Wait, keep that and remove the
144rest. What I was understood was that the rest provided more Clarity as to no we have that the open lines there. Please add any additional information You want to share for the previous five questions? So if folks want to dial down and give more specifics about what they're feeling as yes You communicate well with parents, but not to the general public you can add that in there And that's where we will tease out more information. So yes, that would that would capture more of the specific information I think that that you might be interested in just to be done To me again I just want to know I want to make sure I know what they're responding to when they're saying you know agree disagree because it's a broad question. I don't know if they're
145talking about yeah I agree you all do that clarity at the meetings or identically again. The next one is very clear right because it says during meetings. Well specifically budget meetings. No it says during meetings. Oh I'm on the next one then. That one's about talking to each other. So we've got do we communicate are we moving towards district goals? Do we communicate clearly about budgets? I'm on for Okay, well that explains some stuff. Okay I mean it is a it is a kind of a general question but it's You know, it's it revolves around clarity, right? So is it is it? Clear or not clear, right? And then you have explanation down at the bottom. If they want to explain. Are you suggesting we move that question? That's fine. To me, it's just not
146going to yield much, but that's fine. Okay. Do you have another question? I only have three questions. You have five altogether. Oh, okay. That's right. Let's see. The one says do you think that the school board members communicate effectively amongst each other during the board meetings and it says to add the board agreements or has a link there to that. So my question is you know what are the board agreements have to do with how effective we communicate with each other for them. Right. So I just I just didn't see the value of adding the agreements to it. It just didn't answer whether we do or not respect irrespective of the agreements. I think that the the agreements. if they're kind of looking for a context about how we're supposed to be communicating, right, that's
147one aspect of communication, then they could use it as a context, right? We read them every meeting, right, at the beginning of the meeting, so that's supposed to be kind of our parameters about how we communicate with each other. So that might be very helpful for them in that context. Trustee Rodriguez-Mohica. I'm wondering if this question is asking like how well we we follow our board agreements in communicating with each other because to me we can follow those board agreements but still not be effectively communicating. And I'm OK with either and maybe maybe you know we want both questions but I think one is about communicating effectively in my understanding. Do we communicate effectively amongst each other. And to me a different question would be do we communicate by following the board agreements in. Yeah
148I would need help with with wording that one a little bit but to me they're two different things. DIRECTOR DEWOLF. Trustee Rubio. So I think in my mind. Let's say someone is responding to this who hasn't been to our board meetings and had doesn't know what our agreements are Having the information of what we have agreed to use in communication and in general would give me a better context for understanding How we how we're communicating and why? And so that would be information that would that could then be used to figure out how to respond but I'm not married to this one. I just I think it's helpful information. I don't see there being a Problem with it being there, but I could be persuaded trustee you learn just to be clear You said someone
149who has not watched the meeting That's what I said, but that's I realize that doesn't make sense, but I still think it's useful information. Okay Yeah, and I think that To some degree I think to a larger degree. I think the board agreements are are about how we Communicate effectively right? It's what our what we understand is our best practices Right. I mean you could you could obviously You know talk about what effective communication is By all the definitions out there, but board agreements are to some degree what we have agreed to right to try and be in that world so I do I do think that there's a reason it would provide a useful context for somebody filling it out I also I don't think How can we get from this because it all
150board members? They can see a strong agree for one person in one meeting and another person put another meeting so or two or three I don't know. I don't see the reason for this this question as well. I would like to So if I'm not mistaken, we put the board agreements in there because that is, if I'm not mistaken, our overarching principle of how we are going to interact with one another. So if we don't have on there, and if I can see that real quick, if I'm not mistaken, we went back and forth about some of these. We added some things on, we took some things off, and it definitely has changed how we interact. One was assume best intentions. And I know we went around and around about that one and what its
151meanings were. Another one was have empathy. And I know there were some of us who said they struggled with empathy. But if we have having empathy on here as one of our guiding principles and we don't communicate with empathy, I think that gives folks an arching principle of, okay, well, you guys say you're supposed to speak with empathy, but, you know. There is none in this communication. So no your communication is not effective per your agreements. We need four boats to keep this If there's if you want to remove it we would ask for four hands Are you asking to remove it trustee Garcia and we need four as well to keep it the other So we we need three for a race And we need four. Depends what the motion is. Yeah, we need
152four for each. If we wouldn't agree, so it's going to be disapproved. I'd like to make a recommendation because I think in this discussion I'm understanding that that we are thinking of the board following the board agreements as leading towards effective communication and I can roll with that. So I'm wondering if maybe we just edit this to say do you think the school board members communicate effectively by following the board agreements link that during board meetings. Would folks be okay with that because that to me then I would be clear that we're we're saying hey check out the board Agreements this is what we all agreed to do and that's what we mean by communicating absolutely Yeah, I'm okay with that change. Yes. Yep, pretty clear Okay, very good. Okay moving on trustee. We're gonna
153to trustee Rodriguez, Mohica Yes thank you. So I'm going to take us to the very top of the page under staff type. I see we have certificated classified administrator director tutor and other. And I was wondering if the roles of administrators and directors could be combined to increase anonymity because I felt like it was we don't have very many directors and some folks might be uncomfortable responding. So we just merge those two administrators slash director it might. encourage some folks to respond honestly without feeling like we would know who they are and worry about that. I feel like we went around and around on that one point and I cannot remember why we decided to separate administrator or director but we totally talked about that. I do not recall either. Trustee Brubaker? Do you? Yep.
154So I don't have any objection of combining them with a slash. Yeah. We're all good with that? Okay. That was it for me. Trustee Richardson Fowler. I got nothing. Trustee Garcia. Trustee Brubaker. I do not have any further comment. Trustee Villagran. On the one that says do you know how to contact board members. So like when yes or no. I would like to add a section for them to list how I'm curious what are the ways that they know. To me yes or no is not enough for me. I want to know like yes please list three. Or as many as you. If yes please list. The ways. However staff wants to phrase it. Please list how you would communicate with the board member. However staff chooses best to phrase it. OK. Any objections to
155that. No. OK. Pretty clear on that one. Very good. Trustee Villegas. And then this one just do you think the top five goals and five priorities. Where's that Trustee Villegas. The next page. So change goals to priorities. Well, there are priorities. It's a correction. Any objection to that? No. Very good. Changing goals to priorities. Got that. Any other question, Trustee Bevan? Yes. So the last line linked to our contact information, meeting dates, and then it says mandatory school board issues. I'm not sure what that is. To our contact information, meeting dates for 2026, and mandatory school board issues. Trustee Brubaker? I believe that was supposed to be like the things we are legally mandated to do in certain dates so that there's a picture for the community of what we have to do by certain
156meeting dates, but I could be wrong about that because it's been a while. Like the board governance calendar? Yeah. So if we put the board of governance calendar there instead of the mandatory mandatory school board issues is that the governance calendar. Yeah. Does that is that said OK. Yeah. No objection to that. I just didn't know what that was. So that's why. Yeah. OK. Replacement to our school board issues with the school governance calendar. That's it for me. OK. Any other questions or comments. Seeing none. Very good. I think. Yep, I'm sorry. Just a very quick thank you to those of you that worked on this. I appreciate your time and energy on this. Yes, thank you committee. Thank you for working on this. Okay, so we will move on from 01 to item P,
157public comment for items not on the agenda. Is there any public comments for items on agenda? Nope. Okay, item Q, information request for future agenda items. Anyone nope very well. We move on to our information closing comments. Are there any closing comments? None, okay very well. We don't to ask date and time of next scheduled regular board meeting Thursday, June 25th 2026. Yes. I have one closing comment really quickly. Yes, the Woodland Pride Parade is May not me. Sorry June 20th On Main Street starts at 10 a.m. I hope to see people there Very good. Yes. Yeah, wonderful to see people there for sure. All right, moving on to item S, date and time of next scheduled regular board meeting, Thursday, June 25th, 2026, closed session at 5 p.m., open session at 6 p.m., move
158on to adjournment. Thank you for being here. Thank you, trustees.