Board Meeting 5-28-26

001Okay, good evening everybody and good evening fellow trustees I'd like to call this WJ USD Board of Trustees open session to order at 5 o 1 p.m. Moving on to agenda item B approval of board agenda. Are there any changes or any comments? Yes, I'd like to pull item l1 Pull L1. Just the Whitehead school plan. Just the Whitehead school plan. Okay. Very good. Any other comments? Changes? Okay. I'd like to ask for a motion for approval of the board agenda with the change of pulling L1, just the Whitehead school plan. Motion to approve. Second. Okay, so the motion was made by Trustee Rodriguez-Mohica and seconded by Trustee. Nope, by Trustee Garcia. Sorry, okay, who made the motion? Trustee Garcia. Sorry, so the motion was made by Trustee Garcia and seconded by Trustee Richardson-Fowler. Is

002there any discussion? Seeing none, okay, I'll ask for a roll call vote. We will start with Trustee Brubaker. How do you vote? Yes. Trustee Rodriguez, yes. Trustee Villanueva? Yes. Trustee Rodriguez-Mohica? Yes. Trustee Richardson-Fowler? Yes. Trustee Garcia? Yes. Very well. The agenda is approved with six yeses, no oppositions, and no abstentions. Moving on to item C any public comment for closed session. Yes, we have seven public comments Three minutes each it goes over one minute of our 20 minutes So I requested the board just allow the one extra minute on this one topic That I think you show show hands that we agreed to do that. Yeah, okay majority of the board Becca Bernard and then Mary Ellis Good evening President Rodriguez trustees superintendent tonight in closed session the board has the opportunity to hear WEA's

003request for an appeal regarding the district's decision to retain Lucy Woodall as principal at Gibson Elementary. I am asking you tonight to allow that appeal to be heard. Gibson educators followed the process they were told to follow they documented concerns they participated in an investigation that lasted a few months they waited months through uncertainty and after that process the district's own investigation sustained six of the eleven allegations brought forward including concerns related to unprofessional conduct poor and inconsistent communication, inaccurate and untruthful statements, missed critical timelines, and lack of adequate support for staff seeking help with student behavior and discipline concerns. That is not insignificant and it should not be dismissed. This appeal is not about refusing to move forward. It is about asking the district to take seriously the voices of educators, students, and families

004who are directly impacted by site leadership. Over 60 teachers, staff, and parents have signed a letter stating that they have no confidence in this leader's ability to continue leading Gibson Elementary. Effective school leadership depends on credibility professional judgment transparency and the confidence of the school community. At Gibson that trust has been broken. So tonight I am asking the board to honor the process Gibson educators were asked to follow. Please hear the appeal consider the evidence and allow educators who took every step in good faith to have their voices fully heard. Our teachers showed up in good faith. We are asking the district to do the same. Thank you. Thank you. Just want to remind and state that you know. If you have confidential information and you're informed that that information is confidential, then you should

005not be relaying that confidential information. And that's something to keep in mind. Thank you. Next, we have Mary Ellis and then Stephen Apodaca. If Stephen would like to go first, we can have Stephen go first. Thank you guys. All right. Good evening, ladies and gentlemen. My name is Stephen Apodaca. My family's, I'm going to read this quick because I only got three minutes. My family has been here, been a part of the Gibson Elementary School for 14 years and I've had four children attend the school district in that school. And I still have two at Gibson today. In all those years through countless teachers, staff members, volunteers, administrators, school events, school leadership, I've never had to stand on a microphone like I am today. Not once. I never had an issue with a teacher. Never

006had an issue with any staff member. I've never had an issue with the school until this year. Families sometimes disagree with what's going on with schools and teachers sometimes disagree with families. But what concerns me right now is not really a disagreement. What concerns me is what appears to be a pattern of conflict, confusion, and inconsistent communications and breakdown in trust surrounding leadership interaction this year. My wife stepped up to be a volunteer as a PTA president because she wanted to support students, support teachers, and help strengthen the school community. We believed we were making a difference by volunteering and helping the school. Instead, this year, it became filled with unnecessary conflict and repeated concerns that seemed to follow nearly every single interaction. Then it became personal. After concerns had already been raised regarding the

007principal's conduct and communication, our six-year-old daughter was removed from class and brought into the principal's office behind closed doors and was interrogated without any of us knowing. I wasn't informed. My wife wasn't informed before, during, or after this event, which is totally shocking. To me, absolutely unacceptable. As a father, it hit me hard. The next day we were told that the concerns involved my daughter already had multiple incidences and multiple families were complaining about multiple things going on with her. And realistically, it left me wondering what the question was, was what actually happened here? Because parents deserve consistency. They rely on communication. Parents rely on trust. And once that trust breaks down, everything underneath it breaks down with it. I want to... I want everyone here tonight to think about something honestly. If that was

008your child, would you be comfortable with that? Because as a father, I wasn't. But this is bigger than my family. This is about the parents who drop their child off expecting transparency. Every volunteer who gives their time trying to help students succeed. Every teacher trying to work in a healthy work environment. And every child who deserves a school environment built on trust. I love Gibson Elementary School. My family has invested 14 years at Gibson Elementary School. I love the teachers. I love the staff. I love the community. The school leadership. That school deserves leadership. That restores trust strengthens relationships and brings people together instead of dividing them Trust is difficult to rebuild once it's broken and tonight I'm asking the district leadership to take the steps necessary to restore the trust that it needs and

009deserves. Thank you guys Thank You. Mr. Apple. Okay Mary Ellis and then Melissa Apple daca Hello, my name is Mary Ellis. I'm a second year intern and this was my first year teaching at Gibson Elementary in the 4-5 combo class. Sorry. I decided to become a teacher at Woodland Joint Unified School District because I myself was a student here from second grade until graduation. My motivation for being a teacher was to be the teacher I very rarely felt that I had myself as a victim of bullying throughout my academic years. I am here to speak up against bullying as we ask our students to do. And I am sad to say that I have been facing bullying as a teacher during my time at Gibson. There are other staff members at Gibson who are here

010in support of Lucy Villegas-Woodall, who are in support, but were afraid to be here today because they would be returning to Gibson next year. I am here to speak in support of Lucy Villegas-Woodall. and to share my experience working at Gibson Elementary. I have worked with Lucy in many capacities during my time at WJUSD. She was my TOSA before becoming the vice principal at Woodland Prairie where I taught first grade. Lucy has been nothing but supportive in every interaction with her. I have never felt I could not ask her questions or discuss concerns that I had with her. I had some difficult students, and she never once turned me away when I needed that support. I was very excited when she was announced as the new principal of Gibson, as that was where I was

011moving to, because I knew the type of administrator we were getting. Kind, compassionate, collaborative, and focused on improving the lives of our students. From the first staff meeting before the beginning of the year, staff was not welcoming to Lucy as an administrator. I initially thought this was typical change jitters. Not everyone is welcome to change right off the bat, but we could all work together and really build up. students, and this school, it quickly became apparent that this was not the case. Many things that Lucy would discuss or ask about would get twisted and shared to make it look like Lucy was not listening to staff and doing whatever she felt she could. Lucy was open to learning from the staff and working with everyone to make it a collaborative environment. Because of my previous

012relationship with Lucy, I was outwardly supportive in speaking on her behalf to staff. Lunch in the staff room, which always only had the teachers, was focused on complaining about administration and students. I was told many times how I should be suspending my students for behaviors that I felt I should be helping in the class. I'm running out of time, so I'll move ahead. There were many instances where I felt targeted or ambushed by other teachers at the school. And these were shared with... hopes for support from wea and did not and I felt dismissed at every turn our passion and focus as teachers and administration administrators should be improving the lives and education of our students and to have a better future somewhere along those lines these were lost and instead of that focus the

013narrative was changed thank you next we have Melissa Apodaca and then Danielle Sanchez Hello, my name is Melissa Apodaca. I have four children in this district, two currently at Gibson Elementary. This year I served as the PTA president at Gibson, as I will again next year. On December 18, 2025, I sent all of you a 7,000-word complaint about the Gibson principal, Lucy Woodall. It included 24 attachments to provide evidence in her own words the concerns I brought forth. The district took four months to investigate and provided a report, the results of which are corrective action. To quickly sum up, five... Of the main points of my complaint are Lucy engaged in unprofessional conduct, gave untruthful statements on multiple occasions, failed to provide clear and consistent communication to the PTA, she provided a lack of response

014time to time-sensitive issues, and she engaged in retaliation when she isolated my six-year-old, which the district investigated and found to be completely unfounded. Retaliation was not sustained. The report concluded that while her conduct could be perceived as targeting by individuals with strained relationships, no evidence substantiated retaliation. So basically, there was an evidence that it occurred because she didn't explicitly say she did it on purpose. One critical eye on the facts would suggest otherwise. Three of these the district sustained, which by their own definition means the allegation was found to be true based on a preponderance of evidence. One of these, per the report, the investigation identified multiple instances in which Ms. Woodall made inaccurate or untruthful statements. She made untruthful statements. That's called lying. She lies on multiple instances. occasions this is not a solitary

015complaint this is not one bad day she had this behavior is her standard operating procedure this is who she is this is how she is running this school this is how she has been running it from literally day one So the district concluded after a four-month-long investigation in which dozens of people were interviewed, mountains of evidence were collected, that Lucy is behaving in an unprofessional manner. She is doing the things we are alleging against her. You have the evidence. You've come to the conclusion. Me, other parents, teachers, employees, way too many people have brought forth our concerns to all of you to pretend that you don't know what's going on, to feign ignorance to this woman's conduct as an administrator. I find the response of the district to retain Lucy Woodall as the highest authority.

016figure at Gibson Elementary next year after the preponderance of evidence found against her to be astounding. What this message is saying to me, to students and families at this school district, is that this behavior is the standard. That Woodland Joint Unified stands behind lying, lack of communication, laughing in people's faces, complete administrative incompetence. That's who WJUSD sees representing their core values. Thank you. Thank you, Ms. Apulaka. Next, we have Danielle Sanchez and then Kelly Timothy. Hello, my name is Danielle Sanchez and I am a parent of a student at Gibson Elementary. Last board meeting, I came prepared to make a perfectly timed three minute public comment regarding the current principal of Gibson. With a large number of comments prepared, today I have decided to keep my comment short and to the point. I, like many

017other parents, teachers, staff, and students have had direct conflict with Lucy Woodall during her very short time here as principal of Gibson Elementary School. It is alarming that these concerns brought forth by different individuals from different backgrounds have resulted in no action. The biggest problem I see is that the students are ultimately the ones being hurt by this. How can we expect our teachers and staff to continue showing up physically and mentally when the principal is incompetent, undermining, and disrespectful? If you can somehow justify that the trickle-down effects of the way she behaves do not directly impact the students enough, I would like you to keep in mind that she is also directly dealing with students in this exact same manner. Lucy Woodall lacks any sort of accountability and self-awareness and is not equipped to

018be working with children in any manner. I support Gibson Elementary School, the teachers, the staff, the parents, and most importantly, the students, and I hope you will too. Thank you. Thank you. Next we have Kelly Timothy and then Kathy Harrison. Good evening, Kelly Timothy again Five weeks ago. I stood up here representing my family at Gibson I presented facts facts from the extensive extensive HR investigation and They were not rumors and they were not lies But tonight I stand up here and I'm not going to mention those things I've done a lot of reflecting in the past few months And I want to ask us all a question. You sitting up here on the board, the people in the audience, what is our main goal of this district? Because I feel like every time there's

019an issue, it becomes a battle and a fight. And it's who gives up first. And the people that don't give up win the battle. Why does it feel like this? Why is it always you versus us? Imagine what this district could become if it actually was you and us. Imagine the trust and collaboration and process we could accomplish together. When difficult situations arise, how are we making decisions? Are they guided by facts or accountability? Are they guided by what is best for students and staff long term? Are decisions being shaped by pressure or politics or relationships? or what others want you to do. And I'm not just speaking of you two. This is a reflection I've had lately. Leadership is not about choosing what is easiest. It is not about protecting comfort. It is not

020about avoiding hard conversations. So I encourage you, all of us, to ask yourself, what kind of district culture have we built? What does it look like at this very exact moment? And what kind of culture do you want our district to be in the future, like starting tomorrow? Are employees, are the board, the district staff feel safe? Families respected? Do they feel safe enough to speak out honestly? I know I didn't, and I still don't, but I'm doing it anyways because I believe that is what's right. Are problems being solved or just pushed aside until they grow bigger? Don't know I have a lot of opinions. Nothing is substantiated, but those are my thoughts So I really hope tonight When you go back and close session we think about long term the bigger picture and

021what is our goal exactly? Thank you. Thank you Next we have Kathy Harrison Good evening. My name is Kathy Harrison and I teach sixth grade at Gibson Elementary. I just want to thank HR for respecting us enough to listen to us and for investigating the allegations brought forth. Clearly it was enough to have sustained six out of those 11 allegations to be true and founded. I ask that you as a school board, please find it in your hearts to respect us as a staff and make yourselves aware of all of the facts of the investigation and its findings. Thank you. Thank you. We, after the 21 minutes that the board approved to go over one minute, we received two additional public comments. So the board, we can continue on with the agenda or we can

022accept these two. Public comments beyond the 20 minute. Oh, we already extended one minute. So it's up to anybody Can the two comments be kept to one minute? Yes So two comments can be kept to one minute and we agree to listen to them and we won't add any more. Yeah Okay. All right, and then that'll be it. Okay. Thank you. Okay, so we have Leanna Leanna Gonzales and then Donna Delgado My daughter attends Gibson Elementary and she has an exact similar story as Mr. Apodaca. My daughter was threatened by another student. The principal called her into the office, searched her phone, questioned her, and told me afterwards. Nothing happened to the other child who threatened my daughter who said, try me and you'll regret it. She even had her younger sibling threaten my daughter

023as well. When I asked the principal for a meeting with the other parent to address the issue of the threats and the violence, she said no. She told me verbally on the phone, because nothing has happened to her, nothing can be done. I said I wasn't comfortable waiting for violence to happen to my child for you to get off your ass and do something. My child has been bullied at this school for the last three years and I've had two children attend for the last ten because of the principal's lack thereof we are now transferring out of Gibson and I don't recommend this school with that principal there at all and if she transfers to another school that's a mistake. Thank you. Next we have Donna Delgado. Can you hear me? Hi, thank you very

024much for having me. I am just coming to speak to you as far as Lucy's character. I've known her for more than 10 years. She's worn very many hats with me, different business, with regards to working with kids in the church, with regards to volunteering in the community. And what I would ask you is you guys have had Lucy Woodall working for you for quite a while. It's like you know family members you know who they are and who they aren't what I would ask you to think about is What is the performance of the students at this school? Is it up to par? Do you think that Ms. Woodall could raise it up? I do not know what your investigation was about or the contents thereof, but I do know that as a person,

025she always tries to bring out the best in people. She was coaching kindergarten teachers on how to teach kindergarten, and you guys would always, from my understanding, send her the students that needed the most help, and she helped them. Thank you. Okay, thank you that is the end of public comment we'll move on now to item D closed session agenda will return to open session at Well 6 p.m. Or a little bit later since we're a little behind Depending on on the length of closed session, so we'll move into closed session. Thank you. Okay, everybody We will reconvene an open session at 612 and we will start with the Pledge of Allegiance Please stand and move on to e2 tonight's land acknowledgement statement will be read by trustee Rodriguez Mika We should take a moment

026to acknowledge the land on which we are gathered for thousands of years This land has been the home of the pot when people today. There are three federally recognized pot when tribes Casualt D he band of Winton Indians of the Calusa Indian community Ketzel D he went to nation and yo shoddy he went to nation The Potwin 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. Thank you. We'll move on to E3. Our equity statement will be read by Trustee Brubaker. 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

027are reaching their full potential. WJUSD will be purposeful about providing equitable access to all essential educational opportunities for all WJUSD students, especially diverse and disadvantaged students who have historically been underserved by educational institutions. Thank you, and I will read our Board of Trustee agreements. Our agreements are to check in, to remember our larger purpose, boundaries, remember that individual decisions are not personal, open, aspire to finding common ground, having empathy, being respectful, and assume best intentions. Okay, we will move on to item E5, announcement of any action taken in closed session. The board took action to deny the appeal related to item d3 a by unanimous vote and The board also took action to deny the appeal related to item d3 be the vote was as follows Trustee Rodriguez, yes. Trustee Brubaker, yes. Trustee Garcia, yes.

028Trustee Richardson-Fowler, abstained. Trustee Rodriguez-Mohica, yes. Trustee Villagrana, yes. Moving on to E6, Board Action. We have a student expulsion related item. We need to vote here in open session to accept the expulsion case number 26-05. Do I have a motion? Anybody wanna make a motion? So moved. Motion made by trustee via grana is there second Second made by trustee Rodriguez mojica Any discussion see none will go to the vote. We'll start with myself Testy Rodriguez. How do you vote? Yes, trustee Brubaker. Yes trustee Garcia. Yes trustee Richardson Fowler Yes, trustee Rodriguez mojica trustee, Viana Yes, yes you unanimously unanimously accept expulsion case number 26-05 And we move on to item F public comment for sections G consent agenda and H community engagement Do we have public comment? We do not have public comment for item

029F. So we will go on to item G consent agenda Are there any items that need to be pulled from consent agenda? Any questions or comments? Seeing none, can I get a motion to approve the consent agenda? So moved. Second. Motion made by Trustee Villagrana, seconded by Trustee Garcia. Okay, all those in favor say aye. Aye. All opposed? Any abstentions? Very well, the consent agenda is approved by a unanimous decision. Moving on to item H community engagement number one recognition 2026 classified school employee of the year program every year we have the honor of Congratulating our employee of the year and we have here CINDY NORIEGA, WHO HAS BEEN RECOGNIZED FOR THE 2026 YELLOW COUNTY CLASSIFIED SCHOOL EMPLOYEE OF THE YEAR IN THE CATEGORY OF CLERICAL ADMINISTRATIVE SERVICES. IS CINDY IN THE ROOM? CINDY, COME

030ON UP. CINDY HAS WORKED IN THE EDUCATIONAL SERVICES DEPARTMENT FOR MANY YEARS. SHE IS A VERY VALUABLE EMPLOYEE. VERY COMMITTED. SHE HAS HELPED I THINK TEN DIRECTS. I THINK MORE THAN ONE DIRECTOR. MAINLY IN THE AREA OF CATEGORICAL PROGRAMS. DANIELLE SHARP. SHE HAS THE PRIVILEGE OF GOING THROUGH LOTS OF PURCHASE ORDERS, LOTS OF PHONE CALLS, LOTS OF SUPPORTING OUR DIRECTOR ON IMPORTANT REPORTS TO THE STATE. SO HER ROLE IS VERY CRITICAL. SHE HAS BEEN WITH US HOW MANY YEARS NOW? SEVEN, EIGHT YEARS. CONGRATULATIONS. I'M VERY PROUD OF YOU. Congratulations. Thank you for all your work. I just want to say that earlier my coworkers held a little celebration for me, something quick but very special. And I was very surprised and I kind of blacked out during my speech, but I do remember that I

031mentioned I owe it all to my director. Danielle Sharp, she's been just more than a boss. She's been a mentor. She gives everyone that she encounters so much grace. When I'm so frustrated with a coworker or another department or a system, a process, she always gives it so much grace. And I've adopted some of that from her, which has tremendously helped me not only in... here at work, but also has spilled over into my personal life, so I really appreciate and Respect her and we're all very lucky to have her so thank you so much. Yeah Great job. Can we have another round of applause for her? All our classified staff. Thank you for all the work that you do. I think we have another recognition Oh, yes, we have more THE NEXT PERSON WE'RE

032GOING TO BE RECOGNIZING IS RENEE RAY, WHO IS ALSO BEING RECOGNIZED BY THE COUNTY OFFICE OF EDUCATION FOR THE 2026 YOLO COUNTY CLASSIFIED EMPLOYEE OF THE YEAR CATEGORY OF FOOD AND NUTRITION SERVICES. RENEE, WHERE ARE YOU? RENEE, COME ON UP. I HAVE THE PRIVILEGE TO VISIT RENEE IN THE KITCHEN. SHE'S ALWAYS SMILING, ALWAYS very eager to share what she's making for their students. I know that she puts a lot of pride in her work and our students can count on you to making sure that they receive the nutrition and the healthy food, salad bar and everything that you do in the kitchen. So I want to thank you for your years of service and you've been here for a long time with us. Can you tell us, remind us how many years? It's been a

033long time Yes, so thank you for everything that you that you have done for our district And this is more more than you deserve more than this recognition for everything that you have done and I know that you'll continue to do so congratulations Congratulations, thank you for all your work. Thank you so much Another round of applause for classified employees. Thank you for all the work that you do. Thank you So mr. Spencer would like to say a few words about Renee. I'm gonna give me opportunity on up Spencer This the two employees will be recognized at least sometime in the fall Will there be a very special ceremony at the county office? So I'm looking forward to seeing you there as well and being recognized in front of the entire County Yeah, I'll just

034make this really quick. I just want to say, you know, Renee, I knew she wasn't going to give herself enough accolades and whatnot and what she does. But this year was a tremendous undertaking because we started feeding babies. infants and toddlers through the county head start program and so that is under renee's undertaking and it's been quite an uphill challenge and whatnot working with the county but it's uh she just she does such a fantastic job and she does not complain one iota and you know one other thing i want to talk about is um the work that she does with the uh Ag department over at Woodland High School with the Veterans Project every year. And so she, another, you know, item that she takes under her wing and has no problem working with

035staff and students alike. And she just does not give herself enough credit. And so I just want to tell her, thank her for all her hard work and whatnot. And she'd been here for, yeah, quite a long time. So thank you. Thank you, Spencer. Okay moving on to item I student reports. Can we have Cache Creek High School representative Amaris Ibanez come up. Good evening, Board President Rodriguez, Trustees, Superintendent Ortega-Lampkin, Executive Cabinet, and community. My name is Amarice Ibanez, and I am a junior representing Cache Creek High School. My report tonight is the following, that it has been a very busy few weeks for seniors at the Creek. We are up to 58 graduates, and we have more finishing up their final credits this week. Students are excited to pick up their caps and gowns

036on Monday and Tuesday, and we are all preparing for graduation next Friday. Speaking of graduation, you are invited to attend our commencement ceremony being held on Friday, June 2nd at 2 p.m. in the Pioneer High Gym. We want to thank Pioneer High for allowing us to use their gym for this event. We hope to see you there. Tomorrow, Monday, 12th graders will be taking their senior portraits on campus. We want to thank Ms. Getsch for putting this together for our students. We are also collecting baby pictures so we can put together a slideshow for our seniors and their families to play before graduation starts. Mr. Coronado's art classes have spent the last few weeks finishing up their service learning projects, including making promotion stoles for students at Freeman Elementary School. and his classes have submitted

037their artwork to be displayed at the district office over the summer. Our students worked hard and are proud of the pieces they've chosen to share. We hope you enjoy them. We also want to congratulate two staff members who are retiring this year. Mr. Grody, our history teacher, has spent his entire teaching career at Cache Creek. He has served this school and district for 30 years. Ms. Maria Morales, our custodian, has been with us for 20 years. They have dedicated so much of their lives to our campus, it is hard to imagine this place without them. We appreciate all they have contributed, and we are excited for them to begin this new chapter. Thank you, and this concludes my report. Thank you, Ms. Biden. Trustee Richardson-Fowler? The date that you had for graduation? June 2nd, 2

038p.m.? Yeah, 2 p.m. June 2nd, 2 p.m. June 5th, 2 p.m. June 5th? Uh-huh. Friday, June 5th. Okay. Is the date... Hmm? Yeah. The 5th. It is the 5th. Okay, June 5th. Gotcha. 2 p.m. All right, we'll see you there. Thank you. You did a great job, Ms. Ibanez. Can we hear from Pioneer High School student Nicole Pimentel next, please? Good evening, Board President Rodriguez, trustees, Superintendent Ortega-Lampkin, Executive Cabinet, and our community. Today my report is on the following. Pioneer hosted their annual Class Cup Rally on May 15. Each class was assigned to dress up as a different theme. Seniors were minions from the movie Despicable Me. Juniors were Beach. Sophomores were the World Cup and freshmen were neon. ASB and Link Crew have also been writing to pen pals from Tafoya Elementary. They were

039able to meet them in person on May 7th. We got to show the students around Pioneer and give them a showcase of what their future holds. It was a lot of fun. Junior and senior prom took place on May 2nd. The theme was masquerade. Tickets sold for $55 each. Pioneer also had their last vendor day on May 22nd. Clubs were able to sell their own food or collaborate with food vendors to make their last profit for the upcoming school year. ASB held their farewell awards for seniors today and ended up winning student of the year. Along with that, Link should also be handing out their awards to seniors tomorrow. Senior awards night was on May 20th. Scholarships, GPA medals, top 10 recognition, and valedictorian recognition were all presented during the ceremony. Congratulations to seniors who

040received an award that night. Pioneer graduation is next week and I hope I can see you guys all there. Seniors get to spend their final week doing fun activities with the class of 2026. On Monday, we get to go back to our old elementary schools. Tuesday is a senior breakfast and day on the green and Wednesday is a senior talent show and open mic. I graduate next Thursday, so this is my last district board meeting that I will be speaking at. I wanted to thank all of you guys for giving me this amazing opportunity of telling you guys what goes on at Pioneer. I will be attending UC Davis this fall and I want to say thank you again. Thank you and that concludes my report. Thank you, Ms. Pimentel, great job. We'll see you

041at graduation. Congratulations on student of the year. Yeah, congratulations. Next is Izzy Tafoya from Woodland High School. Hello and good evening, Board President Rodriguez, Trustees, Superintendent Ortega-Lampkin, Executive Cabinet, and our community. My name is Izzy Tafoya, and I am here to represent Woodland High, and my report tonight is the following. Our rally recently went off without a hitch. We had so much fun. We played games, everything like that. Our Senior Grand March was beautiful to see all of our seniors and their amazing outfits, and our families will truly remember this special moment. Prom was a night. to remember for our students, partied through the night, and enjoyed free dirty sodas. Our seniors, oh, we had the music festival held at our school where we got to hear so much beautiful music. Our senior finals are

042going on right now, as well as our other students are preparing for finals next week. We're all waiting for summer break, of course, but before we get to that, our seniors will have... so many fun things next week. Senior gratitude breakfast, senior parade, senior sunset, and of course, graduation practice and graduation. Thank you. That is my report for tonight. Have a good day. Thank you, Mr. Foyer. Students I know we have some certificates to give out. Yes, so this is the last board meeting of the year for our student representatives and we have a certificate here to present to you and also a pin a Woodland Joint Unified School District pin that we give out to People who have make a special accomplishments to the district like when people have five years of service or

043ten years of service Or when they do a special service to the district like that you the three of you have done I want to thank you the three of you for coming and always prepared Representing your schools. I'm very proud of you for having the courage to speak publicly at your age I don't think I would have had the courage to come and speak and be so articulate the way that you have so you are on a WE ARE PREPARING FOR THE FUTURE AND WE WANT TO THANK YOU FOR COMING WITH PRIDE TO REPRESENT YOUR SCHOOLS AND SHOWCASING AND SHARING WITH THE BOARD AND PUBLIC ALL THE WONDERFUL THINGS YOU ARE DOING AT YOUR SCHOOLS. WITH THAT I WILL CALL UP ANY TRUSTEES WANT TO SAY ANYTHING? ANY TRUSTEES WANT TO SAY A FEW

044WORDS? CAN THEY SHARE THE NEXT STEP IF YOU ARE GOING TO COLLEGE? SOME OF THEM ARE, I THINK EASY IS STILL GOING TO BE WITH US. Yeah, you're a junior so you but we to do the two seniors you know only I think we only have one senior pioneer Yeah. Yeah. Yeah. Can you come up and share what your your grand school? She did she said Davis. Oh, she said Davis. Okay, okay so If you can come up the three of you can come up and I'll give you your certificates or what? You know what this I would like to take a picture with entire board because they are your student board representative So it's not up here to take a picture with their trustees. Let's do it All right, one last time, a big

045hand for our students. Thank you for everything you've done for us this year and all your reports. Thank you. We are now moving on to item J, public comments for items on the agenda. We do have one for item J. Debbie, you wanted to speak now, not at M1, correct? Okay, so we do not have any for item J. Thank you. So now we will move on to item K, report, superintendent report. You're on. Oh, I'm. K1. Okay. Good evening. Let me see these things The just a reminder of our four priorities literacy math special education family engagement and youth development And here's some highlights I'd like to share with you. We recognized our school lunch heroes. We went to, I got to drive around with Spencer visiting all our kitchens in the district and

046recognizing our lunch heroes that are celebrated in May. Just really, the people that work in the cafeterias every day, they have a really important role. And I always share with them that I know that our families, our parents, as soon as students come home, the first thing they ask, What did you eat? Did you eat your lunch today? Did you like your lunch today? And so I know that they put a lot of pride into their work. So it was lots of fun going around and recognizing them. And Spencer got them some gift certificates or no, what was it called? Dutch Brothers. Dutch Brothers cards so they can go get a treat. That was a big hit. We'll have that next year again. We also, there was a job shadowing. This is something that we

047do every year in collaboration with our CSEA. And so we had several folks go out to job shadow our classified staff. You see one of our trustees there visited one of our libraries. I had the opportunity to spend some time with one of our school LVNs. Rebecca spent some time also at the library. We have Andy out there. He was visiting, I think, a school, yes, a school at Maxwell Elementary, and then Mariela's school got to visit as well, one of our paraeducators. But there were several people out job shadowing, learning, and learning and having a different perspective and spending some time to understand what their daily works are, what some of their questions they may have, or just showcasing what they do every day. Because every... person in this district is important and the

048roles that they play have an impact on what our students receive every day. So thank you for the opportunity to job shadow. I learned a lot from the nurse, the LVN too, Elspeth. We also is at the time of year when there's a lot of senior celebrations and awards students receiving certificates and many scholarships very impressive of our scholars and so Thank you for those who were able to attend pioneer high school or wooden high school senior awards nights lots of students excited to receive and be recognized for their efforts and getting ready for the next journey in their careers There's also Gate Night. So things are still happening to the very end. We also had a Gate Night for art, family art night. And so we had families here in the district office and

049doing art with their families and with their children and lots of fun. So I want to thank our gate coordinator and Danielle Sharp for overseeing the program. So thank you for continuing all the way to the very end, offering opportunities for our families. The Festival of Music at Woodland High School was a huge success. So thank you to all the music teachers for coordinating and all the families that came out to support our students. We did have to, unfortunately this year, have to cancel the second musical festival event that was scheduled for last night at Pioneer High School. There was just too much wind and there was concerns about rain and it was a very difficult decision. We had no choice. Some of the instruments and some of the, were not gonna be sustaining with

050the wind. So unfortunately that decision had to be made, but we wanna thank all the teachers and students and families for supporting our music program. I think this needs a new battery. Okay, and last night's week, again. Things happening all the way to the very end of school last night. We had a roomful this room here in the room next door with students and families coming to learn about water safety a very important topic during this time of the year as summer is coming forward. You know sometimes you hear about things that happen in the summer because students and families are not aware of water dangers and so I want to thank the Red Cross for their partnership and providing this very valuable training and support for our students and families. It was very popular.

051And then this morning, I got to attend the adult ed program. They celebrated all our ESL students. These are students that are taking ELD 1, 2, 3, and 4, four levels of ESL classes for adults. And so they were, you know, it takes a lot of courage as an adult learner to take on another language. And we had multiple different... representation from different demographics also in our community so that was nice to see and to see the parents these families adults continuing to be lifelong learners being models for our students and to continue to follow their dreams to learn English and so that they can open opportunities here in this country so thank you to our adult education program and the teachers and congratulations to our adult ed students yeah what is the battery And

052just a reminder, we have lots of ceremonies coming up. Here's a list of all the graduation ceremonies and times. We've also invited the dignitaries in our community to attend. And we're looking forward to seeing you soon at these events. And congratulations to all the seniors. Thank you. Okay, thank you, Superintendent. Moving on to K-2, report from California School Employees Association. Good evening. Superintendent Ortega-Lampkin, members of the board, cabinet, and community. My name is Rebecca Rossiter. I serve as the library technician at Douglas Middle School and as president of Chapter 118 of the California School Employees Association. First, I want to say congratulations to Cindy and to Renee. We're very proud of you both, and I think I need to pay better attention because I did not know that was happening. Our negotiation team met with

053the district's team last week. The district withdrew its proposal for Article 26 and proposed maintaining the current language. We also learned that salary and benefits proposals will not be countered until our June session. We exchanged proposals on several other items and reached a tentative agreement on Appendix C, which will now become Appendix B. And our next negotiation session is scheduled for June 18th via Zoom. Thank you to everyone who participated in our classified school employee week job shadowing event The feedback has been overwhelmingly positive and it was encouraging to see employees and district leaders spending time together To better understand the work happening across our schools and departments I would like to clarify though that this is a CSCA sponsored event designed to showcase our members contributions and build relationships throughout the district We appreciate

054the district's collaboration and look forward to growing the program even further next year. As we close out the 2025-26 school year, CSCA would like to recognize the dedication of all employees who have supported our students, families, and schools through a year of both accomplishments and challenges. Through periods of change, difficult decisions, and important conversations, we have remained focused on what matters most, supporting students and the people who serve them. This year brought important conversations about literacy, staffing, student support services, professional growth, benefits, and the long-term sustainability of our district. Throughout those discussions, one theme remained constant. The people doing the work every day matter. Classified employees continue to support students in classrooms, libraries, offices, cafeterias, transportation, maintenance, and countless other roles that help our schools function and our students succeed. This year also brought opportunities

055for growth and collaboration. We welcome new leaders, launched committees, participated in negotiations, celebrated CSCW, awarded scholarships to graduating students, and continued building partnerships across the district. While we may not always agree on every decision, we appreciate the conversations, the relationships, and the shared commitment to serving students. As we look ahead to next year, CSCA remains committed to working collaboratively with the board, district leadership, and our fellow employees to ensure that Woodland Joint Unified remains a place where students thrive because dedicated staff are supported, valued, and empowered to do their best work. To the class of 2026, congratulations on reaching this important milestone. We wish you success, happiness, and continued growth as you begin the next chapter of your journey. And from my librarian heart, keep reading. To all of our employees, thank you for the

056care, dedication, and hard work you have given throughout the year. We hope you have a restful, well-deserved summer filled with time to recharge, reconnect, and enjoy the people and things that matter most. Thank you and this concludes my report. Thank you very much. Okay, moving on to report K-3, report from Woodland Education Association. All right, good evening President Rodriguez, excuse me, I have lost my voice for a month now. Good evening President Rodriguez, trustees, superintendent, and members of our community. My name is Becca Bernard. I'm honored to be completing my third year as president of the Woodland Education Association and finishing my ninth year teaching seventh grade science at Douglas Middle School. By the hair of my chinny chin chin, we made it to the final board meeting of the school year. These last few

057days are a strange, emotional no-man's land for teachers. We are usually completely exhausted and desperately ready for summer, but also grieving the end of the classroom communities that we've spent the year building. We celebrate our students. We worry about them. We laugh with them. We watch them grow. And then suddenly it's time to pack up the classroom, hug them goodbye, and let them go. It is a unique experience and a true honor to be a teacher. But I will be honest, I am very tired. This year has been intense, frustrating at times, inspiring in others, exhausting and clarifying. We've learned what happens when educators feel ignored for too long. We learned what happens when trust breaks down. And we learned just how strong our union can be when we stand together. This year, WEA members

058organized in ways I've never seen before in Woodland. We held a district-wide unity walk-in with hundreds of educators showing up in red before school. We packed board meetings with hundreds of members. We sent over 1,000 emails with the community to U.S. trustees. We held site meetings, gathered member feedback, hosted our first parent information night, visited numerous schools, and built deeper connections across our membership. After over a year of negotiations, we went to state mediation for the first time in a decade and reached a tentative agreement in January that included a 3.5% raise, $1,000 annually towards health care, a $5,000 retention bonus, a health care committee, and the removal of punitive language that would have tied salary movement to evaluations. That agreement did not happen by accident. It happened because members organized, showed up, and refused

059to accept threats in place of support. And then we recently went to mediation again, this time over the retroactive pay that had already been agreed to and approved. I am grateful we ultimately resolved that issue, but employees should not have to wait months, file grievances, and go to state mediation to receive compensation they were already owed. situations like this erode trust and rebuilding trust requires timely communication follow-through and a genuine commitment to honoring agreements once they are made at the heart of so many issues this year has been the same concern many educators do not feel like this district truly values them or listens to their voices That has shown up in bargaining, grievances, special ed, site visits, and the ongoing frustration around Gibson, where educators and families have had to fight to be taken

060seriously about the culture and leadership of their own school. It shows up in the same words I hear from members over and over again. I don't feel heard. I don't feel respected. I don't feel valued. When educators feel that way, they start looking elsewhere. They go to nearby districts with stronger pay, better benefits, and a more authentic culture of collaboration. And ultimately, the students are the ones who feel the impact. Vacancies, instability, new faces every year, and fewer long-term relationships with adults who make schools feel safe and connected. One of my students from Prairie, I've shared this story before, when they got to seventh grade, asked me why it matters what I think because you won't be here next year. None of my elementary teachers are there. And that kind of story sits with you

061and stays with you when you think about how the impact of instability has on kids. With bargaining, we're ultimately pretty disappointed that we didn't reach a full agreement before summer, but we understand. We hoped that we could break the cycle of bargaining behind schedule and asking educators to wait, leaving people uncertain about the year ahead. But we anticipate returning to the table July 30th and again on September 22nd, and we will be ready to get back to work. This fall, we'll also have four school board trustees seats up for reelection, one of them being a vacancy. The people sitting on this board set the tone, priorities, and culture of this district. So while our members are tired right now and our batteries need to be recharged, we will come back, we will be paying attention,

062we will be organizing, and we will continue fighting for schools where educators are respected so that students can feel supported. As we head into summer, I hope our incredible Woodland educators are able to truly rest. Our members deserve slow mornings, coffee in the garden, time with friends and family, and time to remember who they are outside of the constant demands of this work. I hope all of us take time to recover, and I hope this district leadership takes time to reflect as well. Because at the end of the day, if you ask any WA teacher why they do this work, it always comes back to our students. WEA is incredibly proud of the graduating class of 2026. Whether it's kindergarten, sixth grade, seventh grade, or 12th grade, congratulations to every student crossing the stage this

063year, and to every educator, counselor, classified staff member, family member, and mentor who helped them get there. We are especially proud to have awarded three WEA scholarships this year, one to a graduating senior at each of our high schools. These scholarships are given in honor of the two beloved Woodland educators, Delia Zamudio and Mike Owens, who passed away last school year. Delia and Mike were the kind of educators whose impact cannot be measured in a single lesson. Their memory lives on in the hearts of their students and in the co-workers lucky enough to teach, coach, organize, and laugh alongside them. That is the part of this work I will always come back to, the relationships, the ripple effect. One teacher, one counselor, one coach, one paraeducator, one trusted adult can change the course of a

064student's life. I know it did for me, and I'm sure each of you have a teacher or someone who you remember as well. That is why we fight so hard. So my final ask this year is simple. Please listen to those people. Listen to the educators who are telling you what is happening in our schools. Listen before the damage deepens. Listen before trust breaks further. Listen before another great educator decides they can no longer afford emotionally or financially to stay in Woodland. Summer is a time for rest, but it should also be a time for reflection. WEA will rest, we will recover, and then we will be back, organized, united, and ready to continue the work of making Woodland the district our students and educators deserve. Thank you, this concludes my report, and happy summer.

065Thank you for your report. Okay, we'll move on to item K-4, report from board members. Are there any board members that would like to make any reports? Trustee Brubaker? So I had the opportunity as the superintendent shared to shadow a couple of our classified staff members I shadowed a special education paraprofessional at Woodland High School and a library tech and it was very informative to see that side of our schools and hear straight from our staff who are working directly with students every day exactly what their roles are what the challenges they face are I look forward to doing it again next year. So thank you so much to CSEA for that opportunity. I also had the opportunity to attend the Festival of Music at Woodland High School. It was wonderful. I had not been

066able to attend last year, so it was really lovely to see our student musicians and our teachers in action. My favorite piece, I have to say, was both of our middle schools and Woodland High School and Pioneer High School strings programs playing together. The coming together of so many ages for such a beautiful piece of music was quite moving. All of it was very moving, but that one I especially was touched by. And then I also wanted to thank the families who reached out to me last night. We had some communication challenges, and I am grateful that several members of our community view me as approachable when there are concerns. And I want to reiterate what I've said since I was first sworn in. We don't know problems sometimes until someone brings it to our

067attention. So I am grateful. for those families who reached out because that's how we know we have problems that need to be addressed. I think that's the end of my quickly scrolled list. So I'll cede to other people. Okay. Any other board members want to make a report? Trustee Richardson-Fowler? I also went to the Festival of Music and it was for strings and mariachi and choir. the elementary choir kids were just so stinkin' cute. Like, I wanted to put them in my pocket. They were so adorable. There were a couple of times where I had to look up because the middle school and the elementary strings were so good. I mean, at one point, I grabbed the mom's hand next to me, and I said, their bows are going in the same direction. And as

068an alumni of Orange County High School of the Arts, that's something that was drilled into us early on with strings. And so the fact that the elementary kids had their bows going in the same direction is huge. I love the science behind kids and arts and how they perform better in school and they are socially more well-rounded. I loved seeing our programs so vast. So vast that we had parents complaining about my kids want to do so much arts that they're not doing sports. And I'm like, oh, darn. But I love that there's something for everyone. So I was really happy to see that. I also went to the Pioneer High School Awards Night. This is our busy season. And I have a graduating junior, so I am all over the place as well. I

069was so impressed. with those kids and the awards that they got, it's a testament to showing up and filling out the form and getting those extra dollars to help you graduate debt free. But this is the season when I'm the most proud of Woodland Joint and Unified because it centers our students and their accomplishments. Thank you, Trustee Richardson-Fowler. Anyone else? No, just give a brief report I also attended the senior awards night at Woodland High School and at Pioneer High School and as trustee Richardson Fowler. It's really a Setting up a great evening of pride next to our graduations. It's probably you know, one of the celebrations that Really shows off the culmination of our students hard work in regards to receiving a scholarship and it also shows You know how much we're interdependent on

070our community because most of those scholarships are coming from entities outside of the school district to support our students as they move on in their educational journeys. And of course the parents are beaming from ear to ear knowing that their hard work with their students since they were in kindergarten now up to 12th grade is about to pay off. So really great celebrations. And that's all. Oh yeah. Trustee Brubaker. I just noticed I had one more scrolled note. So I want to thank Mr. Pease from Woodland High School for the invitation to some very fun science events at Woodland High School. I went for a first and second period. Not only did I love eating the liquid nitrogen made ice cream, it was a delight seeing so many students come together and be excited to

071see science in action and see one of their teachers do some really cool stuff like trying to hammer a nail in with a frozen banana. And then I also got to see the... I think that was happening all day. I got to see one of the sessions. Seeing the inventiveness of our students, the vast array of approaches they all took to try to keep an egg from breaking when dropped from the top of the gym, I think, was just delightful. And also seeing all of the students on the ground so invested in what was going to happen when that hit that ground. So thank you so much for the invitation. I hope to get it again next year. Okay. Thank you. Anybody else? No seeing none. We'll move on to k5 information board committee updates

072Are there any committee updates by any trustees? Trustee, Viettana. Yeah, but that's the agenda in the minutes from the last meeting just any questions be happy to answer Thank you for doing that. I did see them attached I know there were I just have one question on the different legislation pieces that were mentioned. Is there one piece that the committee is looking at strongly? They're looking at all of them. Those are not from the committee. They're from the YCOE board. The YCOE board. Is the committee talking about jumping on board on any? No they were just shared with the committee so I just passed them on to. OK gotcha gotcha. And then actually you reminded me they're going to be doing a tour of the Chavez school and so you also get invitations. That's a

073September. But if you're available I'm be out of town that day so I can't go so I told them to invite the rest of you all so you can make it. I think I saw an email late today about it. Thank you Trustee Piagra. Any other trustees. Wanna give a committee update just to be Baker. So we had coalition for Woodland youth yesterday. I Will share some of the community events we have coming up I think that Trustee Villagran previewed this last year, but I'll reiterate that on September 23rd from 4 to 5 30, Mula County Office of Education is going to do a repeat of their immigration and law enforcement forum that will be available in person and on Zoom. The city shared that there is still room in their teen summer program, which

074I believe is through Parks and Rec. I think a couple of their other summer programs may have a little bit of room here and there, so check that out if you're still looking for activities for. your kids this summer. There's going to be a dedication to the aquatics mural at the new pool by the community center on June 15th. Noon. Noon. And then the last thing I have on my list to share is something that I think is actually really exciting. I have kids that love Minecraft. So the Eola County Office of Education is one of, I think, 14 counties in the state that are going to be part of a Minecraft education program where they're actually going to build the county in Minecraft to use for educational purposes. So the County Office of Education

075is asking for feedback on what sort of landmarks should be included. I had trouble finding a... this on their website, but I did find it on the Yolo County Office of Education's Facebook page. If you scroll back a little bit, I think they're going to be doing more promotion of this coming forward. But I will say, I sat with my family last night after dinner, and we all did it. I asked them the questions and then filled in the answers. It was so fun hearing what my kids thought should be. the things that were represented in Minecraft for Yolo County. We had to have some discussion about what was and wasn't in Yolo County, but it was really interesting hearing from a nine and 12 year old what they think of when they think of

076as being important in Yolo County. So I think it's a great thing, but I also think it's a really fun activity for our families to do with their students. Do you have anything else to add about the meeting? No, other than the committee will now take a recess and will not resume until August. Okay. Thank you for that report trustee Brubaker. I will move on to item L teaching and learning This is a information l1 is information action item We will review and approve elementary school plans for student achievement for the 26 27 academic year At the last board meeting the board of reviewed and approved our secondary school plans tonight you'll be hearing what you have an opportunity to Review ask any questions and we're asking for your approval of five of our Elementary

077school plans and then in July we'll do the other seven Plans that way all the plants are approved for the start of school. So we have here on Danielle French art Director of classical local programs who supports our principles and developing in the school plans So if you have any specific questions about the whole process and then if you have any specific questions specifically to Our site principals are here. They look all sharp ready to answer questions I'm always impressed when they come all dressed up to these meetings So I'll go ahead and pass it on to Danielle if you want to make any opening statement before we have an opportunity to ask questions to our Principles now. Thank you for the time on the agenda I just wanted to remind you last of what

078I shared last time which is the thanks to direction from Dr. Guerrero we've really focused on the SPSAs throughout the school year and our needs assessment throughout the school year during our leadership academy meetings. And so it really has become the heart of what we do and what we do at our schools and our principals have worked very very hard all year to consider the strategies that they had and. Thinking about the reductions in their funds and how to best maximize the funds to meet the needs of their kids So I'm very proud of the work they've done and they're here to answer any questions you may have Thank you Any trustees have any questions and we like to go first? Trustee Viettana yeah for a plainfield Trying to look at I can't find it.

079Hopefully remember where you mentioned that there'd be gonna be more combo classes the following year. The question is related to that in the sense of based on the trend, I guess, do you see that persisting for a long time or do you see that changing? That's a great question. I mean, it varies. Typically, if you have a combination grade class in the primary grades, unless you're able to fill that in with either open enrollment seats or some new students come in to the area, you can build that up. But typically, there are some ways to offset it. Once they do get into the intermediate grades, which is third through sixth, the class sizes go to 32, and so there is some potential for that. And again, it kind of all starts down at the base

080level. So as long as we have, which we still do, two kinder classes, which we've pretty much, I mean, it's pretty close to one to 26. I think it's one to 23. So we're pretty close to continuing that trend going up. This year, though, because we did have a two-three combo class, that did kind of translate to then having, you know, a... of straight four and then a four-five. And so there's just sometimes some unique blends or enrollment numbers that just create that. And in the historical piece of it, looking at Plainfield asking a lot of the... Either the teachers or even former parents that now have new kids in that was kind of the norm where it was Yeah, we've we've had combo classes for quite a while And it can work really great.

081I know we've had some board members come by and visit and actually see the combo classes Take place, you know instruction some differentiated going instruction going on some split the the para educators working with one group and It takes definitely some strategic placement too for those classes. And if you have the answer to this, you can get it to me later. But off the top of your head, about what percent are open enrolled students that are not from the homeschool area? That I don't know. I would, because the challenging part of that is you'd have to go back to when they actually open enrolled, if that was in which grade, kinder, first, so forth, and that could vary. I don't have that information off the top of my head. I mean, I could guesstimate if

082you want that. Yeah, if you can guesstimate. That are open enrolled at any point, I would say probably right around 30%. Thank you. You're welcome. Trustee Rodriguez-Mahica, do you have a question? Thank you. I am curious about let's see. Let me tell you what section it's on Well, actually, it's throughout. It's not just one section. But you mentioned that based on assessments from previous years, you see that you need to prioritize strengthening Tier 1 ELD instruction in targeted interventions. And it's throughout the entire report, right, especially for emerging proficiency levels 1 to 2. And I'm curious if you could give a little more information about how you will prioritize and strengthen Tier 1 ELD instruction. I searched for it throughout, and I saw a repeated need for it, and it's here to me, too. I

083wasn't really sure how we're going to do that at Plainfield. So if you don't mind. Yeah. So I mean one thing as well at a small school sometimes we do have smaller student groups. Our ELs are one of those. I'm just giving you some background and some context to this. Part of it too is I would say close to. One out of three of our already about 36 EL English learners are also dual identified with special education needs. They're on IEPs. And so that, you know, again, they're getting pulled out for, you know, or pushed in services for RSP. The big thing, though, is making sure there's that high level of instruction, high level of expectations, rigor. And I do see that, but again, one of our big focuses, I know with Dr. Guerrero, is

084making sure we're in classrooms, providing that feedback to the teachers as much as possible, up to two-plus hours a week we're going to be in there. So on my part, that's one thing. Also, again, there's a lot of great instruction going on, so part of some of the strategies we have in Goal 3 is for some, not only... collaboration with our English language specialist, but also walkthroughs where we can see some of those pockets of excellence and really replicate that in the intermediate grades and other strategy that is very promising. It's our use of our literature circles or book clubs. We've spread that down to fourth grade now. Again, it's not quite that. So just so I'll back up that our sixth grade teacher is, you know, master at it. She's able to do literature

085circles, high level. It's hitting all of the different language domains. It's fantastic. And even though it's spread down a little bit, the level. that she has it at for the expectations, the rigor. That just needs to be developed more and finessed more. And so that's going to continue to be a focus, but then also push that down to the third grade. That's my goal next year, possibly second. I think the earlier we can get it, the better. Second grade's kind of a little bit dependent upon grade level readiness, reading readiness, but still I think it's a promising practice. They can still do it with the Bob books and whatnot. Those are a couple of strategies. We also do have, we actually want to do the GLAD demonstration school visits where it's a professional development where

086they actually get to go in again and see GLAD being done live versus getting the refresher course, which is still great. You get to see actually those strategies come alive. And so that's another piece. And then again, across having those strategies. you know whether the language strategies the integrated ELD strategies across content areas that that's what I meant by beefing up our tier one. Thank you for that. And I think during one of the visits where I joined our superintendent we were actually able to see some of those literature circles that one of your teachers was doing. So I'm glad to see that that's going to be expanding into the lower grades. that my next question I think is semi-connected and you might have already addressed it. One of your goals under goal three is

087to target focus to provide selected teachers your related PD and I'm curious how you'll select the teachers to be able to do that and then and also. How many of your teachers will receive it? Yeah, so for the GLAD demonstration, the money that we have, that would pretty much give one teacher that full GLAD demonstration because it's four days. The price registration is a little higher, plus there's travel in addition to sub-cost. And so that's where it would be. And it's kind of, for me, it's really where's the most need? So taking a look at our... What were the English language learners? What are their levels on the ELPAC and then putting that as a priority for them? Right now I know it's it's Most likely look in our third grade That's we're gonna have

088quite a quite a bit a big group And that's who will who will massage and connect and make sure that they go Okay, and do we have a plan for them to be able to share? Absolutely. Yeah. Yeah, so after they they do it I mean we do have you know our professional learning communities or personal learning teams that will be starting out with that first and really building up capacity within their own grade level span team. Again, we have a smaller school and so we often have, it's a vertical articulation team, if you will. So we have our kinder in first grade, our second and third, and then our fourth through sixth. And so that's how we structure that. And our TK, they joined the kinder in first, but they also have their separate

089TK district PLC group that they. Collaborate with and do data analysis with. Thank you. You're welcome. Trustee Rodriguez-Mahica Trustee Richardson-Fowler. I have a quick clarifying question for Danielle. I don't know what the instructions were when doing the reports but I noticed consistently and this is the first time it's ever I've noticed it in resource and equities nobody has anything listed. Is there a rhyme or reason for that. So I don't ask everybody the same question. The only school that needs to identify resource inequities based on their targeted assistance status is Freeman. You'll see that with Freeman when the plan comes. But all the rest of the schools are not required to do that. Great. Good to know. Thank you. So I do have question about the fifth grade cohort because that's one group that popped

090up a lot. There seems to be a huge difference between our fifth graders and our sixth graders. Have you guys dived into that? I also know that this is the first generation of kiddos that. started school after the panorama. So if that is a contributing factor I don't know. Yeah. So fifth grade historically it's always been just one of those grade levels even again with having several teachers go through there that I feel are very competent that the jump up in terms of rigor from fourth to fifth in terms of mathematics that's where you're not just understanding the concept and adding. You know, fractions, you're actually now multiplying them, dividing them, getting those into word problems as well. So it's a big jump in terms of rigor, in addition to, you know, language arts standards

091as well. And then on top of that, you do have the science assessment. And, you know, we try to be pretty mindful and, you know, something we're still trying to... you know, have the magic key on, but just not getting testing fatigue because we do realize that, you know, for, especially for our English learners, they'll do ELPAC. And then they'll, then we pretty much, there's a little bit of time, you know, we do have our ivory diagnostics as well. And then kind of going in, then we have SPAC season where for the fifth graders, it's, you know, they have the ELA, the math, plus the science too. And so trying to really motivate them spread it out as best we can And then again when we're on top they do have the physical fitness exam

092as well, but that's again I would say that's a you know a different kind of realm, but they're still being assessed and so trying to Spread those out as best we can It's something we're still trying to work on Again though it kind of comes back down to that tier one instruction and really Doing what we can, right? That's the reality. It's going to be high rigor. Let's get those kids there. And I think utilizing the... The SBAC interim assessment is a great way to get, not only is it, because you can still do it, you know, whole class instruction, just it's a non-standardized assessment, if you will. But doing it whole class, talking about it, having those collaborative conversations in groups. Using EL strategies. Exactly, using integrated ELD. You know whatever you'd like to

093use and then you can do that gradual release of responsibility with them Posing questions some supports and then having them do that independently as well the more they experience it the better They'll I think more comfort they'll get in taking the assessment, but there's also a follow-up to that which is there is like the rubric and responses which students can actually or the teachers can share with the students like here are some sample responses. You know how would you rate them on a rubric of one to four and let's have a good discussion about that and they can really see hey this is what we need to get to a three and a four. This is the response that we need. But again it's something that we are mindful of. We want to we want

094to continue to increase those scores. Absolutely right. So I won't belabor the math intervention. I do want to ask and this I did this with secondary and I'm going to do the same question with everybody. We have a pervasive usage of the N word in our district and. That isn't always come across with the use of the word it can be articulated in other ways other slurs You guys have a pretty positive culture at at Plainfield. What are you guys doing with? Are you seeing this first of all and then what are you? Doing about it because that also goes into safety and how kids are feeling. Yeah, absolutely Typically no and I would say very very seldom does it come up and there can be a variety of contexts I won't kind of get

095into the this and that or this is how it could come but once it is you know whether it's with the teacher hears it another student reports it it's brought to my attention it's definitely addressed and so we I will I know for the example of it if it came to my attention I would you know pull those student or students in and really get to the bottom of it and Again talk, you know, you know how what was the context of it? but then again just about how that's unacceptable language in and behavior and The meaning behind that as well make it an you know an instructional piece And that again depending on the context there can always be that restorative peaceful After our conversation, we're gonna have some sort of a restorative piece,

096whether it's a reflection of where you're writing down. We're gonna watch this documentary together. Something so that they can understand the gravity of that word and language and how it's not okay. And again, parents are always informed as well in those rare cases that it has occurred. Okay, thank you. Absolutely. Trustee Richardson-Feller, I have a comment. to you or question to you based on what I'm talking about the use of n-word. Certainly not the first time we've heard that commentary right here and you know I think that it's worthwhile to try and figure out how to put energy towards that issue. All slurs right any particular slur but I'm just trying to get a context from your perspective as you understand that as an issue. Was with did did that come back from a survey

097did that come back from? I've had middle school and high school teachers Reach out about the pervasive use of the word. I've had teachers talk about how kids have double middle finger flipped them off and called them the N word with a hard R. These are teachers all across the spectrum, the rainbow. I know the first time my kids heard it was at the elementary school, or I should say were called the N word, was at elementary school. And when we have such a small population of African-American students, and it's not just impacting them, but when you see another ethnic group using a slur, it really dehumanizes and hurts bonds. I know that there were several students that listed the pervasive use of the N-word as reasons for disenrollment. And what report was that on?

098That was from information from Woodland High School. I can give you names of teachers if you if you need that. Okay, yeah, we'll be doing some follow-up. Thank you very much for answering my question. Yes, Trustee Brubaker. So I will say I have also heard similar things from teachers and from family members and students. I also live near one of our schools, and so students are walking in front of my house, and I've heard them use that word more often than I would like. So it's, in my case, it's more anecdotal, but... I WOULD AGREE WITH TRUSTEE FOWLER. IT'S NOT A SMALL PROBLEM. DEFINITELY. I THINK ONCE WE'RE AWARE OF SOMETHING, ESPECIALLY SOMETHING THAT IS SO IMPACTFUL, USING THAT KIND OF DEROGATORY WORD, WE SHOULD TRY TO SEE IF WE CAN DO SOMETHING ABOUT IT.

099WE'LL TRY TO SEE. OKAY. MOVING ON IN QUESTIONS, TRUSTEE GARCIA. Yes, hello. Yes, I have a question so Can you please share how your team work with the families to reduce the chronic asset themes because I see 4.5 percent increase this decrease this year yeah, and so It kind of varies because right now we just have some pertussis exposures. And so our attendance hits. So every once in a while, there's some things that I feel no matter what we do, they're out of our control beyond ensuring students are washing hands, not sharing food, being mindful of their cough, kind of going back to some of those COVID germ prevention and spread techniques. Every week in our... weekly message that i send out it always in you know states to the school and we do it

100at our back to school night at parent teacher conferences. The teachers share this too, that our goal is 95% or higher. We share too at different venues. What does that kind of equate to? And really that's no more than 10 absences throughout the entire year to try to get that 95. And every week I do put that goal there, what our year to date attendance is, and then also the last seven days. We also have incentives for students. We do awards for perfect attendance twice a year at the halfway mark and then at the end of the year. And those that can do the full year, they get kind of a double. They get two in-and-out gift cards. They enjoy that and usually get some community donations as well to bolster that. So there's kind

101of the incentive piece, but we also will do monthly recognitions. and acknowledgements at our Monday morning assemblies. We'll do the Wheel of Names so any of the classes that do get 95% or higher, they get to be in the Wheel of Names and we'll give out an incentive for that. Could be In-N-Out, could be Red Robin, could be something that it's no cost or low-hanging fruit for us. The class that has the highest, they get to do the Wheel of Names twice. And so kids love it. Again, there's some sad faces, especially their younger grades, if they don't get it. And we have a conversation about that, that we're happy for those that are. Keep being here. Increase your chances. And they get to learn, you know, a little bit about some math on that

102as well. There's an opportunity for such. Parents, again, it's, you know, it's one thing. It's your kids will learn and have that propensity to learn and acquire all sorts of things, right? The social. the academics and pieces in connection to school if they're here. We try to have field trips that our PTA, we gotta say have been blessed with PTA. They help our school quite a bit with, again, assemblies, with field trips, finding a lot of our clubs that they do, and also some guest speakers. We have a garden coordinator that they help support through a VSA and so our library. So they do quite a bit to support us. And so kind of going back to your original question, it's a lot. It's never over. Phone calls home. Check in with students who have

103been absent. Any sort of thing that we can do to connect with them. Making sure that they're feeling okay. Support students with counselor or counselor if there's a need. And if there is an issue why they don't want to come to school, they have anxiety, something's bothering them, to let someone know, let a trusted adult know, and so really building those connections. Thank you for sharing this for me. Trustee Brubaker? So I was able to send most of my questions to principals ahead of time and get answers for the questions I did have. But I do want to ask, because we have new funding because of Proposition 28, because voters in California voted to have more funding for our arts education, what is it that you have done differently this year as far as VAPA

104resources for your students? And what has the student feedback been like that you may or may not be changing going forward based on that feedback? Yeah, so again, incredibly thankful and happy we've had this before. We've had a VSA art instructor that would come and give about six, throughout the whole year, right, six lessons, very great lessons. This year, though, with that, we did, prior to the year, we surveyed our students and staff and also our parents about their interest in it. Art still came up as the top choice, and so based on that. And then how much we received in allocation. We split an art teacher with Gibson Elementary this year. So we get to have, every student gets one art lesson per week. So it's been definitely beneficial. They love going. And when

105I always ask them for feedback, they say they love it. Can they do more? They like to do more clay, ceramics. And again, one of the close seconds was, you know, there was music, some drama, some dance was in there as well. And so I know I'm working with Christina Lambie and some principals about seeing if we can create kind of what some other schools have done with, you know, the wheel, if you want to call it that, where every six weeks you have a different VAPA theme or a VAPA instruction, whether that's art, dance, theater, music, and it kind of rotates. So everyone gets a little bit of something to really... Get that that full breadth of the visual and performing arts. Thank you. That's very illuminating Okay, I'll next. Thank you for being

106here. I appreciate all the work that you put into the report. My question just generally is, you mentioned combo classes and the amount of combo classes that you have currently. What kind of supports have you been able to offer the teachers or the team that is working a combo class? It's not the easiest thing to do necessarily. How have you been able to support those teachers for best practices in a combo class? Yeah, it varies. One consistent is they do have a paraeducator that's in there supporting the teacher. We do give each of the teachers, you know, it's not the pie in the sky, but $300 extra in terms of classroom supplies, which can go a long way. And, you know, we always try to... with our small school supply budget if there's a need

107and there's again that Pitch House gonna support students, we always try to make sure that we give the students via the teachers that need. In my upper grade class, we've been able to core teach which is help, it's kind of a segue to middle school if you will, while one teacher. focuses in on the math and science and social studies while the other one does English language arts, you know, coupled with writing, some social studies that's embedded, and designated ELD. And having, again, a lot of planning, a lot of scheduling to make it work so we're hitting all the instructional minutes, but where they'll switch classes partway through the day. They get that, and then that teacher gets to help specialize in... they're that core area that they're providing instruction with so instead of saying

108you have you know six different subjects you have to prep for uh for two different grade levels um right it's it's less it's in it and that that's again though that takes buy-in from the team uh they have to want to do it i'm all for it it's just again making sure that we can make those dynamics happen the teachers are okay with it it's worked out quite well though yeah and I just say that as a general understanding, as populated, the numbers seem to be edging downward. Combo classes would be a new, it's already a reality, but perhaps a reality that becomes more pervasive, that we should be thinking to be able to train up, be able to learn best practices from each other. More than likely, that'll be a situation that we'll be

109having to deal with. Yeah, yeah. And one thing, too, you know, even though there's the age difference of the students, right, there's... Even if it was a straight say third grade class you're gonna still gonna have students that are Maybe at the second grade level maybe some that might even be at the first grade level to those at the fourth and so There's still some of that that goes you have to do some natural differentiating But again, that's I know there's some some strategies if you can always push the students up So let's say it's third grade with that for English language arts, you know give them those third grade English language arts standards, but provide those supports for those students that do need it, that collaboration, the oral language, right, it's a precursor to

110writing, those word banks, all those great language strategies that can help. A mass a little bit different, you do have to really focus on the grade level, just because there are those building blocks, but there's definitely some ways. Okay, thank you. That's all my questions. We've gone back around once to Trustee Villagrana. Do you have any further questions? Anybody else have any further questions? No? Okay. I think that's it for any questions for you for the moment. Thank you. Have a good evening. Okay. Does anybody have any further questions for anybody else? Trustee Richardson-Fowler? Are we going to approve them individually or as a group? Oh, we've done it as a group. It's the will of the board. Right. You can do it individually or do it as all. All we need is a motion.

111Move to approve the plan for Plainfield. Hold on a quick second. Trustee Vandana? No? Okay. So I have a motion to move. So it sounds like Trustee Rodriguez-Moyga, did you have a comment? I was going to second that. Okay. So it sounds like we want to approve them individually. That's what we did at our last one. Yep. Just historically we've done it in a group if I recall correctly right. So we're just. It's been both ways. Yeah. Okay. It just depends what the board desires. So Trustee Richardson Fowler has made a motion to approve Prairie. No, playing field. Sorry playing field and it's been seconded by trustee religious mojica. Is there any discussion? No seeing none. We will start voting with myself and I'll say yes trustee, you're gonna Know no trustee with a guess

112mojica trustee Richardson Fowler. Yes trustee Garcia. Yes trustee Brubaker. Yes Okay The Plainfield Elementary School Plan has been approved by a vote with five yeses and one no and no abstentions. And a prize for going first. I mean you can go home now. All right. So then I guess who would come up next. So we're going to go individually. Who will be next. Whoever is next can go home next. I'll move to approve Tafoya. Second. Let's just start here and then we'll go ahead. I mean there's a motion and I don't know if there's a second. Well I'm just trying to keep order right. So let's just keep order here and then we'll unless you want to just do that now. Well you asked if anybody would come up and nobody came up. That's my

113motion. Well she came up. No I know. That's why the reason I did it. If there's no second then we're good. But if there's a second then we have to take a vote. Are you seconding Trustee Garcia? If there's no discussion for the other board members I can. Stay on my second for Tafoya. So do you second Trustee Villagrana's motion to approve? Yes, I second. Is there discussion on that vote? Or does anybody have a question for Tafoya? I have questions for Tafoya before voting. Okay. Okay, so seeing that Trustee has a question for Tafoya, would you like to rescind your motion, Trustee Villagrana? No, she can ask the questions. I pull out my second. Can we just continue with the process? I mean, we had a volunteer come up and then we just threw

114you up there. Well, for sure, well, you know, there was a motion, there was seconded, so we have to go through the motion. But there is a question, right? So it sounds like they're willing to withdraw the motion to allow the question. Is that? No, I didn't withdraw the motion. I said the question can happen as part of the discussion. So it can stay? It can stay? You can, since there's a motion? There's a second and this part of the discussion can be questions So you can continue with the foyer at this point unless you want to withdraw your second then I'm ready good throw. Sorry with you Okay, we're through our second. So now they won't have beamer come back up. No, there's no second so we can have Beamer come back up you

115all are getting your steps in today. Yeah Good evening Board of Trustees President Rodriguez Superintendent Lillian take a lampkin Hi. Hi. Do any trustees have a question for the trustee with a use of a heat gun? Yes. Hello. Thank you for your patience for volunteering for going going next. I wanted to share I have I have several questions but first sorry my computer's hiccuping right. OK. Under the California school dashboard indicators the comprehensive needs assessment components I wanted to just say how much I appreciate the information you included. You included not only the content area and the Overall school performance but also information for each group and what I most appreciated is that under each of those you included intervention strategies to address those And I just really it just really fit together really nicely

116and it was easy for me to see immediately What you have planned to be able to address especially any shortcomings in those scores. So I wanted to thank you for doing that Especially because I know these take a lot of time to put together and that level of detail takes even more time So thank you for for doing that. Thank you very much and then my my next question is around I thought it was really neat that you shared that you have adjusted the master schedule so that grade level teams can actually build targeted interventions during the school day and work collectively as grade level teams. And I was curious if you could share a little bit more information about that, about what those adjustments look like, because I know a number of our sites

117sometimes struggle to fit that into their school day. Thank you for that question. I believe. This may cover one of Trustee Brubaker's questions too about our minutes and allocations. As a dual immersion school, you know that we are. limited and our hands are tied by instructional minutes especially when we are a true 50 50 model. In the last five years working with Promesa and Cabe we have really had an opportunity when we started four years ago or five years ago to audit our program and really look were we a true DI and we looked at our district DI schools and we didn't have consistency across the three dual immersion schools. So that's kind of where we started. We looked at our instructional minutes and then decided we needed to align our minutes so that there

118was equity. and access at all of the DI schools. And that's where we started looking at our minutes of instruction. That's where our math instruction went from 90 minutes to 60 minutes. Our ELD instruction went from 45 to 30. And this year we tweaked it a little bit more to make it 35, because we had to include the transition time. Part of Beamer community and culture is true collaboration. And it's not my kids, my class, it's our kids, our school. And that's where the collaboration piece with the PROMESA strategies and instruction rounds really came to benefit our practice and pedagogy. So for example, one of the examples we did is look at our data. We have PLC release days, three a year. So every grade level meets with myself and my EL specialist and my

119former .5 EL specialist, which was a Title I teacher last year. And we look at data and we look at where the needs are. So for example, ELD ALD in fourth, fifth and sixth, the teams collaborate and fifth and sixth use all of the teachers to mix and integrate students based on tier level needs. And we look at that three times a year with the I-Ready interim assessment data and not just the dashboard data. We look at fluid data as well as CFAs that come out from our professional learning communities. Fifth and sixth. For example, they do ELD ALD as a team. Second grade took it upon themselves to really look at their math and reading data. So the students aren't just mixing for ELD ALD, they're also moving around for reading as well as

120mathematics. And same with fifth grade. Fifth grade looked at their data and as you can see our dashboard in science is blue. We teach science at Beamer en Espanol. So this is a true testament to that transference of language of students who've been in DI for five or more years. We start to see that. So fifth grade, Maestra Lopez and Maestra Fry, they departmentalize. One teacher teaches science to both classes. The students don't move. The teachers do. And one teacher teaches social studies. And both are taught in Spanish at Beamer. That's one of the examples of how we have really integrated our collaboration and tier two interventions. So the targeted interventions then are across grade levels where they pull the students together and then provide the differentiated instruction according to level? Correct. And in the

121primary grades, as my colleagues have shared, we have literacy paras, and they're in the kinder, first, second, and third. But we started looking deeper at the data and seeing that. We can assume students in fourth, fifth, and sixth do not require tier two. They don't have literacy paras, and not only that, our class numbers increase to 30, 31, and 32 in the intermediate grades. So I used some of our funding this year to hire an intervention support specialist. I basically took my .5 ELS and offered her half of another day. to run and facilitate tier two interventions for fourth, fifth, and sixth graders. And that was in both languages. So we're looking at ELA, SLA, and mathematics. Great. I also noticed that you also included additional instructional supports and targeted interventions in early literacy and

122phonics. So for the earlier grades, being critical to improve both English and Spanish. And I was wondering, is it the same process as what you just described for the upper grades, where they come together and provide that targeted intervention, or does it look a little different? It all stems from our PLC sessions. So again, I shared that. Teachers also in the primary grades get two release days for assessments on one-on-one because they're more rigorous because students need that one-on-one. So for example, the primary grades, teachers do the assessments and then they meet with myself and my EL specialist and we highlight who are our EL students, who are our special ed students, which ones are duly identified and how are we going to break this team of 75 students to receive targeted tier two. And

123in the primary grades, We know that the most neediest students go with the highest trained. And then with the literacy paras, they do push in and support in the hallways. So if you come to Beamer, you'll see the paras in the halls working in small group and phonics. And looking at our iReady data, we also want to really focus on the Spanish language reading skills because as a primary, in primary, that's what we want them to really be fluent in. Thank you. You're welcome. Thank you trust reaches and Fowler. Do you have a question? I do but first I loved seeing the deep Beamer dashboard that dashboard is very impressive Your teachers and the PLC's are putting in so much work to get these results from the students growth and ela growth and math You

124mentioned earlier that math is going from I believe it was 90 minutes to 60 So with math now going to English and us having the SBAC testing and science being in Spanish is there going to be a bridge. Are we concerned about that. And with the decrease in minutes for math and across the board we're struggling in math except that Beamer where we're I'll just let you have a good question. The minutes changed over two years ago, so we've adjusted. And math two years ago was taught in Spanish. So this is our second year where we started looking at our math scores and saying, what needs to change? What can we do differently? Because we can't keep doing the same thing expecting different outcomes. So we decided that we would teach math and English to

125hopefully build those foundational skills. And it's TK through six. We didn't do that split of one, the primaries in English. Intermediates in Spanish because that's what we are doing with science social studies and Spanish language arts So I'm looking at our math. We really had to hone in and be intentional. We started really focusing on academic vocabulary looking at rigor Breaking down standards and really identifying What are those key standards that we are going to see in the assessment in the intermediate grades and being intentional with how we expose? Students to that not just having a word on the wall, but making it accessible and applicable And that comes with our PROMESA strategies, making sure that students are engaging in rigorous dialogue through a series of processes where teachers are teaching that learning discourse and

126not assuming students know how to engage. We teach it, we model it, we have sentence frames. So that, because really all students at our school are language learners. So for mathematics, we had to really focus on academic vocabulary. It's not just computational. There's a lot of language in math. So we started there. Okay. Any concern about not having a tier title one teacher? Yes How much time do we have? You know, you just say what you need to say last year we did have My step it is who is our 1.0 ELS? My estimator Alice was our 0.5 ELS and then I hired the point other 0.5 as our title 1 and our We had an impeccable team. We met every Monday to look at student data We met every Friday to circle back on

127what did we need to do as far as class visits supporting staff supporting students? Which I think is why the dashboard looks the way it does it is not for a lack of effort It is teamwork. It is true commitment and passion of my di team. So this year We said we have to replicate and emulate it. How are we gonna do that? My stone what I was kindly return to the classroom this year, but she has also, I built into the plan last year, release time for her to meet with myself and the PLC teams. And that has truly been an imperative part of our collaboration, and it's a lot of work for her, but I truly appreciate her time and always compensate for that. Okay, and my last question, everybody gets it, it's

128about hate speech and slurs. You know, I'm a Beamer Bear, and we have a culture at Beamer. What What are you doing to mitigate that? Great question. Being a parent myself of a child who is biracial, I really don't have tolerance for racial slurs. We have had incidents where we do have to address that with students, parents, including my counselor and myself. We are, if you look at our suspension rate, a restorative school. We really believe in teaching through processes and reflections. And a lot of that is... Tier two intervention done by myself or my counselor and he is new this year. So he's new to us Teaching them what our expectations are and what our culture and climate is really about It is a school-wide effort and looking at our California healthy kids survey

129We have about 98% of our students saying they have an adult they can rely on and count on and 95% of our families said they feel welcome on campus so it's really continuing to foster that culture and climate where We are all accountable for every student on this campus. And when there's a problem with one, then we all address that. Yeah. I bring that up repeatedly because I believe it needs attention. But I don't negate the other hate speech and slurs that are out there that are also being used. And I know that the sexism is also a big thing, too. It starts early. And it's very important as a girl mom. that other young ladies know boundaries and what to tolerate and what's not okay. So that's part of the reason why I'm saving

130this topic for all of the site plans because I just believe that we need to live in a better, more well-behaved society. I would agree with you, and I value your input on that piece. And to that, we do have class meetings that are built into our master schedule every day. So teachers, my expectation is we are implementing our SEL curriculum, second step, to some degree. They can pick and choose which lessons they want to teach. I don't say what order, but class meetings are happening. And two years ago, our youth advisory came up with a way for students to report when there are... suspected bullying or hate words. And those are the drop boxes came up by our students. So every class has a drop box. And it was really cute when the fifth

131graders said, you know, director, what are we going to do with the kindergartners? They don't know how to write. So they flipped it to emojis. So it was circle the emoji that you're feeling. And I asked teachers to really look at those boxes and make that part of the class discussions every week. And that's how I believe we are really addressing the concerns that come up. and it starts in the classroom with teachers if students are feeling comfortable to share. I think that is important and that's the last thing I will say on that one. Thank you. Thank you, Trustee Richardson-Fowler. Trustee Garcia, do you have a question? Hello, Directora. Yes, so you just got my point about the science. So in addition to your success, your 9.5 points up in science, you also reduced

132the chronic abscesses in 1.7. And this shows your connection with your families. Can you share any strategy you use to make a difference in this year? Can you share something with us? Thank you for asking that as a parent. Our chronic absenteeism did decrease 2.3% to 9.9%. It's okay. Only because I have it written here. Last year we had our attendance liaisons that were very instrumental. on our campuses, working in alignment with our attendance clerks, as well as our cafe specialist, and my attendance liaison was also part of my wellness team. If you recall, our wellness teams meet every week. At Beamer, we meet every Thursday, so if I'm not found for about an hour and 15 minutes, it's because that's the day I have my shared staff. So I have my counselor, behavior specialist,

133oh counselors are every day, behavior specialist, MVIH. my .5 RSP, my ELS, and we really make it a pact to have the team kind of create action items. If we see students who are being absent frequently, we kind of divvy it up amongst ourselves to call that family. This year, I am very proud and I will say it loud, our attendance has not decreased below 95% as a school this entire year. So I will brag about that. That just shows us that kids want to be in school. Our families feel that connection. For the most part, I stand out and greet kids every morning. Every Friday, I do a dance party from 8 to 828, and we celebrate attendance and improved attendance because we know. Perfect attendance is wonderful, but we also have students who

134have missed several days, and when we see them come back, we celebrate it. Buenos dias, bienvenidos, donde has estado? We missed you. And did you have breakfast? So for that, I think it does take a village, and we all kind of divvy that up, making phone calls. I ask teachers, you know, make that positive phone call before we have to have a different conversation, because that's how you establish those relationships. So thank you for that question. THAT IS IT. I WILL BE ASKING THIS TO ALL OF OUR PRINCIPALS. WHAT DID YOU DO DIFFERENTLY THIS YEAR BECAUSE OF THE INCREASE IN VAPA FUNDING BECAUSE OF VOTERS VOTING TO FUND OUR SCHOOLS? AND WHAT MIGHT YOU DO DIFFERENTLY BASED ON STUDENT FEEDBACK GOING FORWARD? Beamer was one of the schools that put our money in a pot,

135a collective pot, saying that we had allocations of about $84,000 this year. We already offered band and strings, and that was for intermediates. Having the arts be near and dear to my heart, because my master's is in curriculum and instruction with an emphasis in the arts, and my son was a violinist, the arts are really... different part of the brain that we're developing. So for me, it's an imperative piece that I wish to expose all of our students to. So in collection with some of my colleagues, we decided to do the VapoWheel. So at Beamer, we actually added a theater teacher, a visual and performing arts teacher, a music teacher for TK3, and a ceramicist. So we have added... four rotations of the VAPA wheel to all of our students. So students were receiving art

136every week for six week rotations. We were on a little hiatus for about six weeks waiting for the next teacher to arrive. We also have Ballet Folklorico that has been strong and thriving since post pandemic. So these are opportunities for our students to really receive instructions on the VAPA standards, as well as just having fun, exposing themselves to different outlets of art, artistic expression, and really having a trained expert come on campus. And not to mention, it also created our art club this year. And one of my teachers taught ceramics after school to about 45 students. So that's what we did. Have you gotten feedback from students about the programming as you have this year? I have gotten some from the kids who were in the clubs. I usually do a survey at the end

137for staff and the students, so I will have to do that and get back to you. Thank you. I appreciate it. Thank you. Okay. I do have a question for you. Thank you for your work. Thank you for the report. Under other needs, you highlighted, and Trustee Richardson-Fowler, I think, talked a little bit to it. You commented that you had a 1.5 English learner specialist but a title one teacher this year but not a title one teacher this year which did impact intervention and small group support this year. That 1.5 English learner specialist, it's 1.5 because of the budget cuts that we made as well? Correct. Can you talk a little bit? I always want to be able to kind of examine whenever we've made decisions. So can you kind of inform us of how

138that budget cut actually affected you? I know you're obviously dual language, so you're going to have a lot of Spanish-speaker students. Just, you know. Trying to share share some your thoughts as we know our title one funding is federal dollars So at the end of last year we were looking at cuts We didn't know exactly how many or how much or how big the impact would be so it was something that we kind of were guided to Really start looking and thinking about the teachers or the people that were in that position and think are we going to have funding to? Support that position next year or do I let my teacher know we may not have this so I wanted to be very honest with my teacher and she is amazing because she says,

139I will go wherever you need me. And we did need a third, fourth grade teacher this year and for security, she decided to step down and I believe before the end of the school year, we were informed that the Title I positions would not be supported through the Title I fundings due to the federal cuts. And I know when you kind of look at the numbers the EL students are slightly declining I believe right? But that's a good thing. And then that's that's a good thing right for many various reasons but I'm just kind of wondering but even even though there was a decline that didn't necessarily mean that you Needed less hands on deck so to speak is that am I getting that correct? I would agree Yeah, because we still have to monitor

140once our EL students become reclassified We do monitor them monitor them academically for a course of several years beyond Because we do not want regression or for them to slip through the cracks and that has to be done By our EL specialists and my EL specialists meet with families. We do EL progress monitoring three times a year instead of two because we integrate that into our professional learning community time when we go over data analysis. We also monitor students who are on the brink of becoming long-term English learners, and my EL specialist sets up appointments to go over alerts, those students who are at risk or are so close to reclassifying and need a couple more, you know. a little bit more of a push, but we also keep parents informed. So it's not just

141what's happening at school, it's that home to school connection and that EL specialist does that. Okay, gotcha. Thank you very much. You're welcome. All right, no more questions for me. Trustee Villagrana, do you have any questions for her? Okay, we have made our way back around once. Are there any more questions from trustees? Trustee Garcia is that no no no questions. Okay, very well Can I get a motion to approve the Beamer elementary school plan motion to approve motion made by trustee Garcia? Can I get a second second second made by trustee Brubaker any further discussion? seeing none Trustee Garcia, how do you vote? Yes Trustee Brubaker. Yes Trustee Rodriguez. Yes trustee Villagrana. No No. Trustee Rodriguez-Mohica? Yes. Trustee Richardson-Fowler? Yes. Very well. The Beamer Site Elementary School Plan has been passed with five yes

142votes, one no, and no abstentions. Thank you. Thank you. Okay. Can we get Tafoya to come up next? Thank you for being here. Are there any trustees that have questions for Tafoya? I'll start with Trustee Rodriguez-Mohica. Thank you. Hi. Hi. I did have a few questions. I saw that in here you had information about sixth grade teachers offering financial literacy lessons. And I wanted to learn more about that. Do you mind sharing more about those financial literacy lessons? And it looks like it's grades four through six. So we want to expand it. This was something that when we did our needs assessment last year, not this year, but last year. all of the intermediate teachers said there was a need for this. And we've all been, it's been on our radar for a long time

143that we need to be more interdisciplinary in the classroom to increase engagement and improve our math and reading and writing. So literacy, everybody kind of agreed that financial literacy was a good direction to go in. Unfortunately, the new math framework doesn't include actual lessons about financial literacy. I don't know if you guys are aware of that. It's very frustrating because the framework says we should be doing financial literacy, but none of the new textbooks have it. it was kind of left up to teachers to create their own lessons so we i built that into last year's cipsa for them to lesson plan together unfortunately there are some really great online resources i can't off the top of my head remember what they're called but they use those and were providing lessons on a regular basis

144last year fourth and fifth wanted the same opportunity this year so they'll So there's money in the plan for them to collaborate and create those lessons as well. Thank you for that. I didn't see this at least not in the plans I've reviewed for this meeting at other schools so I really appreciate you all taking the initiative and focusing on that and and providing time for your teachers to develop those lessons themselves. I think it's also a great opportunity for you all to be able to share what you're learning with other schools. I know there's opportunities for cross collaboration across sites so we don't have to reinvent the wheel right. It's a good point. Yeah. Yeah. Yes. So thank you for doing that. My next question I notice that you include in, let me see

145what goal, goal one, funding for library books. And it looks like it's specific to purchase new VAPA books for the library to strengthen arts instruction, integration across the grade levels. And I'm curious if there's a need for other books in addition to VAPA-related books, or if that was just... So, yeah. And last year, we put... allocated a few thousand dollars for new books specifically for student choice because of the my strategy was or our strategy excuse me our strategy was to develop a culture of reading at our school and student choice seemed like a really good place to start so our work we worked with our library tech to survey the kids and she bought almost 100 new books based on what the kids wanted to read. And circulation has increased. She kind of put

146them out in a nice display. We made a slideshow for the weekly update video and really hyped it up. As you know, we've had 25% cut in our budget. So since we had just spent it and also our book fair was huge, like we actually netted $6,000 back from Scholastic. So because of that, I was, it was hard, but I kind of had to make the choice to spend the money elsewhere. And, but I still wanted to keep developing resources in our library. over and above that 6,000 that we're getting from Scholastic. VAPA seemed like a really good way to go because one of the things I want to do, and I know you'll be asking this question later on about how we're implementing VAP at our school. We haven't really started this yet, but

147I really do want to develop a more interdisciplinary approach. using arts, like having our VAPA teachers, especially our visual arts teachers, working with the gen ed teachers and developing lessons together, like co-teaching. And we've had conversations about it, but it hasn't come to fruition yet. But I thought that having those resources in the library was one way to get it started. reached out to our VAPA teachers. We're in the same rotation that four other schools are in. And so I've reached out to those teachers to ask them for recommendations for the library. Yeah. Just as a start. Yeah, I really appreciate the creativity around it too and being so intentional in making those interdisciplinary connections, right? That VAPA is not just VAPA. There's also literacy involved in it. Yes. So using some of those VAPA

148funds to strengthen our library to make sure that they reflect the arts as well is something that I really appreciated. So thank you for that. Thank you. Those are all my questions. Thank You trustee Rodriguez-Mohica trustee Richardson-Fowler My first question is about the attendance and the chronic absentee So the goal is to go from 26 to 20 percent. Can you talk about some of those strategies? and how we're gonna get parent engagement involved so that We lower that number so this year we actually we are we are at around I think are we at 20 18? We're at 18 now. So so we didn't meet that goal Strategies did you use so yes, so A LOT OF, AS YOU KNOW, WE LOST OUR ATTENDANCE LIAISON, BUT I PICKED UP THE JOB OF DOING THE SART

149MEETING, SO A LOT OF REACHING OUT TO FAMILIES AND MEETING WITH THEM AND TALKING AND TRYING TO FIGURE OUT WHAT WAS THE, WHAT WERE THE OBSTACLES TO ATTENDANCE. WE ARE, WE'RE REALLY LUCKY. WE HAVE AN AMAZING OFFICE STAFF AND ONE OF OUR Very important office staff members is our attendance clerk and she's very creative So she comes up with incentives for individual kids and we realized pretty early on that it they they couldn't be generic because every kid responds to a different different incentive, so She's kind of worked with us to develop incentives for individual kids who are Who are struggling with attendance and we know also that it's not always the kids Fault sometimes it's families So yeah working working individually with families as best we can I mean this last two weeks I've

150been actually picking up one of our students bringing her to school so but That that that was a that was a need that I wouldn't have to provide to probably any other student But it was necessary in this situation There was something else I wanted to mention What was it? It was in my brain. It'll come back to me. I like that approach. I have a quote that I give my students every week. It's if they don't learn how we teach, we teach how they learn. And it seems that you guys are using that approach when it comes to attendance. And I think going from 26% to 18 is super significant. Yeah. So thank you for what you guys are doing there. OK so students with disability and and math you don't have any ESN

151classes do you. Yes and extensive support needs. No. What can you say about your students with disability and interventions for them in math. If I read it right and I'm hoping I didn't I see that there are. Can you refer me to the page. Yeah let me pull it up too. OK so on page 5. Student group two levels below students with disability read one hundred and forty five points below standards. Yeah. OK. I think it's accurate. And it's declining. So I see your intervention strategies. It seems urgent. It seems like a huge. Agreed. Yeah. All right. I mean I don't have much else besides that. Thank you. Thanks. I'll just say one thing it things this this is data from last year This year based on our mid-year data and also based on the

152math scores that are coming in because we can net we can't see our ELA scores for this year's testing Period but our both our science and math scores have gone up across the board And was very exciting Becky and I the my vice principal two of us, we felt like it was election night and we were looking through results as they were coming in and our science scores went up a lot and the ELA scores haven't come in or we've got like 20% of them, but we have like 80% of the math scores in now and they have gone up quite a bit. I don't know if that helps. Yep, at least we're going in the positive direction. Yeah, and one of the things that I know because our... Our students with disabilities, of course,

153those are where the biggest gaps are. And one of the things that I've been pushing for pretty hard for the last year and a half is integrating our special education teachers into our PLCs. And it hasn't been easy. And I'm trying to find creative ways of doing it. I'm working with spreadsheets right now. to facilitate that work so that both special education teachers, RSP teachers and gen ed teachers can see the same data and work with that data so that our classroom, our gen ed teachers can see goals, the goals that the RSP teachers are working on and then also our special ed teachers can see what the essential standards are that are That are being prioritized in the classroom so that they're not working on Separate yeah, you know they they they they're streamlined.

154They're aligned. They're going the same direction We want them moving the same direction that piece is going to be It's an uphill climb just because of habit But it's it's it's a mindset shift and I'm working on it And and I'm optimistic I am sending one of our SPED teachers to we don't have a lot of money our budget As you know, I said it again. I'm gonna keep crying about it. Our budget got cut by 25% But we are sending one of our special ed teachers to PLC training this summer Because they I want them to feel the urgency of this And I would love it if like we could figure out how to send our school psych as well. I would love to send all of our special ed teachers to PLC training.

155We just don't have the funds right now. Thank you. Thank you, Trustee Richardson-Feldt. That's your. That's my last question? Okay. Thank you. Trustee Garcia? No, I just want to say congratulations on your Latino or Latino saying low income Grow on in my in math. Yeah. Oh, thank you. Yeah, so thank you and Thank you for the report. Appreciate it. Just your Brubaker. I think you know my question But what have you done differently because of the VAPA funding? What is your student feedback been and what because of that feedback might you be doing differently going forward? so As you know, we've hired, well, we made a decision pretty early on when we found out how much money we were going to have. And it looked like, you know, because we're a large school, we have

156Prairie and Tafoya have the largest allotment of funds. We could actually hire a full-time teacher and a half. And then, you know, based on surveys from families and students, we saw that they really wanted. their kids exposed to not just one art, but all the arts. And so we joined forces with four other schools. And so we have a rotation of visual and performing arts teachers. I don't know if this has been a factor in increase in attendance. It very well might be. The kids love it. Youth Advisory Council decided to work on pop-up clubs using art because you know they've been exposed to all these different things from their teachers from their VAPA teachers so we're going to Start that next year. We already sort of started building it. I've got the cart ready

157and and our Youth Advisory Council is going going to decide like which club is being rolled out first. They don't want just clubs after school They want them during school like during recess so we're gonna be doing Fine arts clubs during recess and Rolling it out right onto the blacktop. So That's kind of exciting we have Two after-school music clubs that have been really popular We end up having to cut off because there's so much enrollment There's so much demand and we'd love to have a dance teacher. I think that'd be great But we will continue to get feedback from students and families about how it's going so we can see how we can tweak it and adjust it. And my plan, as I said earlier, my plan is to facilitate ways of figuring out

158how to allow our VAPA teachers and our gen ed teachers to work together to co-teach because I think that would be really powerful. Thank you. I think that that's that sounds like an amazing idea going forward I love hearing about the the kids Interest and drive and doing this this pop-up art thing friendship bracelet clubs. You name it anime club It's all half. It's all gonna happen. Yeah, that's amazing And I I think the the point that potentially this has helped with your attendance is also well made That's something I think that has been found in schools that increase visual performing arts. Yeah in general. So it certainly could be an important piece so thank you for for mentioning that thank you thank you thank you jesse bubaker i have one question for you uh

159yes i actually want to uh just uh thank you for the thoroughness of your report uh and its organization it's really helpful uh to kind of conceptualize everything that's going on My question for you is on the overall suspension rate. It was 3.1% suspended at least one day. There was an increase of 1.7%. Can you give some insight? I can speak to that, Nadelle. So I think, yeah. It might have happened and what are we trying to do to it? So last year, I was a first year principal and it came to my attention that the N-word and other racial slurs were being used really liberally. And I checked in with our ELOP after-school staff, and they said, oh, yeah, we hear it all the time, and realized that this was something I had to

160get a handle on. I had already had several parents come in and let me know that their kids were feeling like this was unsafe. This was an unsafe environment because of the language. that we had on campus. So I thought very hard. I'm not, you know, I'm... It kind of went against the grain for me, but I had developed a no tolerance policy for that language. And so we did end up suspending a few kids, not very many, but it was enough to bring our rate up for, they got a warning. If I could just interject quickly. Please, yeah. My apologies. And was the suspension, are you saying the suspension was exclusively for the use of the N-word or was it the use of? Racial slurs. Many racial slurs. Okay. Yeah, not just the N-word.

161Okay. Yeah, that was the most common, but there were others as well. As you know, we have a very diverse population, so yeah, there were a lot of different things that were happening. But the kids, we warned, we gave warnings, met with parents, explained it to them, and then it was only after that, and the parents knew that this was coming if their child used that word again, that... That they would miss they would have to miss a day and in most cases it worked Beautifully and ELOP staff said that they had stopped hearing it Hopefully it wasn't just kids were doing it quietly Because they knew about the consequence, but there was an increase in suspensions. Okay. This year by the way plummeted, so this year's data shows, yeah, it's the opposite. We've gone

162in the other direction. So we haven't had to suspend anybody for that language. Thank you very much. Thank you for your work. Trustee Villarreal, do you have any questions? Say thank you again for a great effort or job, and also to thank you for the large investment that you made in Go 4. over 10%, 11.4% of your total $361,000. So, yeah, that's it. Thank you. Appreciate it. Okay, trustee Rodriguez-Mahica, we're back to you. We've made one round. Do you have a question? Just a quick comment because I forgot to mention it earlier. You also, like our principal at Beamer, did a really nice job of outlining the intervention strategies right next to each of the content areas and the indicators. So I just wanted to thank you for taking the time to do that as

163well. Thank you. I appreciate it. Okay. Are there any other questions? No but thank you for answering the question that I typically asked with his. Yeah I appreciate that. Very good. Can I get a motion to approve the elementary school plans for to FOIA. Moved. Second. Move by Trustee Richardson Fowler seconded by Trustee Garcia. Any further discussion. Seeing none. We will start the vote with Trustee Villagran. How do you vote. Yes. Yes. Trustee Rodriguez-Mohica. Yes. Trustee Richardson-Fowler? Yes. Trustee Garcia? Yes. Trustee Brubaker? Yes. Trustee Rodriguez? Yes. Very well. The Tafoya Elementary School Plan has been approved unanimously. Thank you very much. Okay, I have a request for a break. So if we can take a five-minute break. Five minutes good? Okay, five-minute break. Thank you. Everybody, thank you for letting us take the break. Thank

164you, trustees. We have two elementary schools left, Prairie and Spring Lake. Do we have a volunteer? Good evening, trustees. Good evening. Thank you. Do any trustees have questions for spring lake? Trustee Richardson-Feller. All right. I'll start off with my usual one. Hate speech and slurs. How do you deal with that at your site? Yeah. Yeah. We've noticed an increase in the last two years. I think one of the structural elements that have made it more prevalent is the expansion of our campus to have a ginormous play field. And so having only two noon duties at lunch recess, we have one on our blacktop area and we have one completely separated out on the field and it's huge. So it's been pretty challenging for those folks to be able to get around and practice proximity. to

165add that level of pressure to make sure that kids are using appropriate language. I'm grateful that within our upper grade students, the really explicit name calling hasn't been as prevalent, but what we're seeing a lot more of are just really inappropriate racist jokes and teasing that's hurtful and a lot of body shaming type language. On the plus side, thanks to the interventions of our counselor who goes in and does. whole class lessons to our students on social emotional needs and appropriate language and empathy. We have a pretty great core of students who are willing to report when students are using this kind of language. And I know that that's not always the culture in schools. People are afraid to tattle, they don't want to tell. And I'm really pleased that at our school. We continue

166to have a really great cohort of kiddos who know what they want their campus to be like and they're willing to speak up to get it. And with responsive teachers who handle it very seriously and swiftly, that's been a really great growth opportunity for us. Looking ahead to next year, I've been speaking to our counselor and we definitely want to do more of those SEL lessons in classes. We also want to create more opportunities for our repeat offenders to do some research projects. where they're developing more knowledge and empathy about those topics that oftentimes they're using this language because they've heard it from others, but they don't fully understand it themselves. But I think another big component is going to be parent education, because we have noticed that when I reach out to families about

167this language, there's a lot of denial. My kid would never, where would they have learned that from? And a lot of the sources that we're finding, it's YouTube. It's kids playing competitive sports with older students, bringing that language from older siblings at the middle schools or the high schools down into our elementary programs. And so it's a lot of just really informing parents of all the diverse opportunities that students have to pick up this language that as a family they may disagree with, but be unaware that their child's exposed to. So having some parent info nights is on the docket for next year as well. Awesome. Thank you. Let's see. Nope, I'm good. That was it. Thank you. Thank you trustee Richardson Fowler trustee Garcia. I just noticed. Yeah. Hello So I just noticed you

168make a big improve on English learning This year. Can you share something you think is how to improve this score? I talk about our reclassification rate and our LP growth Yeah, so last year we were really really fortunate to have a half-time ELS position. So our English learner specialist for the first time was a 50% position. When I first started at Spring Lake a few years ago, we only had a 0.2. It grew then to a 0.4. Last year, we had a 0.5. This year, unfortunately, we're back down to a 0.25. And next year, we're getting reduced even further. So I'm a little nervous about next year. But last year, one of the successes that we had with that halftime position is she was able to flex her schedule. so that she started later in

169the mornings, so that when she came to our site daily in the afternoons, it was the first time that we had an ELS person on our campus every single day. She was able to provide after school enrichment to our English learners, which with our school site budget, that's really hard for us to do and offer consistently throughout the year, but she was able to make that part of her daily schedule and contract. So we were able to service a lot of our English learners last year, and we saw huge gains in our LP growth because of that. I think was a big part of it. She was also able to take on two of the domains that are addressed in the summit of ELPAC. So she was focusing more on the reading. the listening skills

170as part of that after-school enrichment for our students whereas our designated ELD teacher when they were servicing the same grade level of students focused more primarily on the writing and so we were really able to do a collaborative approach at making sure that our students were getting a lot of great instruction we this year just again followed our normal practice of really getting creative with how we're Grouping our students we had very few students that were English learners in our upper grades this year And so one of our teachers our fourth grade teacher took ownership of all of our fourth fifth and sixth grade students And focused a lot on writing and then that was also our initiative as a whole school for the last two years We've been focusing on consistent writing instruction across

171all grade levels Creating common writing assessments within grade levels and then also with the writing task force team. We've been focusing on on vertically aligning our writing expectations all the way from kinder up to sixth grade and even a little bit in TK. Mr. Paul, our TK teacher's even been working on some pre-writing strategies that tie into those kinder strands the following year. And I think that really helped a lot of our students jump over that level three into that level four for ELPAC and grow in LP. That's awesome. So this after school it was like an intervention for those kids? Yeah, so our previous EL specialist she was able to stay all the way until 3.30 in the afternoon because she started a little bit later at her first school site and so we

172rotated students through that 230 to three and three to 330 block of time as part of her her contract so throughout the year she was working with different grade levels she started at the beginning working with our older grades and then those students later in the year got some additional intervention and enrichment with miss welty our sixth grade teacher as kind of a lpac boot camp in january february and march and then our el specialist she transitioned started working more with our second graders and our third graders that's awesome yeah congratulations that's it for me Thank You trustee Garcia trustee Brubaker Can you tell me about your VAP or programming that has changed this year? If you have it student feedback and what you may or may not be doing differently next year definitely So

173this year based on parent feedback with the survey that we sent out as a whole district to our parent community Our parents were most interested in music and art Our student survey data was the same. They were not very interested in theater or dance, but they definitely wanted more music and more art. So because of our limited budget, we decided we would focus on music as a way to also increase speaking and listening skills as an advantage for our English learner students and our students developing literacy. We thought that's a good way to just kind of tie in everything that we're trying to address at once. So we hired a 40% who ended up turning into a 30% VAPA instructor. who provided 30 minutes of general music instruction to our students in grades TK through

174third. And then in fourth grade, she actually provided 45 minutes a week to our two fourth grade classes, focusing on a variety of instrumentation. And our goal there was to expose our fourth graders to more than just stringed instruments, if possible, so that when they chose to continue, hopefully, with band or strings the following year, they'd have more exposure to other instruments and have kind of more understanding of what they could pick from. It was a challenge this year implementing that. I think as a small school site with a lot of shared staff, strategic scheduling is hard when you have limited facilities and you've got teachers coming and going at different times because they're shared at different schools. You can't always create the schedule that's most advantageous to creating core learning opportunities for your main

175disciplines. But the feedback from our staff, I sent out a survey to our teachers. in April asking for feedback on the program. Teachers felt that the 30 minutes a week was appropriate, they liked it. They had feedback from their students that when we were using hands-on instruments, rhythm materials, clapping, chanting, kids were really engaged, but that we have some work to do in terms of providing instruction that's more cohesive and differentiated across grade levels. I think because we were using a person who was not only our VAPA teacher, but also a district music teacher as well. It was pretty challenging for that person to plan to teach so many different grades and so many different contents throughout each day and week. So looking ahead, we are now looking to join within a wheel as well.

176So we're working with Christina Lambie to make that hopefully possible so that we can provide our students a little bit more focused VAPA instruction and then also get through more content areas. It'd be nice to be able to offer general music again, but also some art. Thank you, and I want to say that I appreciate the creativeness that our our principals and our staff has had on creating this opportunity for sharing these resources I mean, it's it's great that we have the resource It's still not necessarily enough to meet the needs and desires of our students. And so I think that it's great that we're sort of Collaborating where we can so thank you Thank you, Trustee Brubaker. I have no questions, but thank you very much for the thoroughness of your report, and I

177appreciate that very much. Thank you for your energy and time. Trustee Villagrana, do you have any questions? Trustee Rodriguez-Mohica? Yes. Hello. Hello. I saw throughout your plan you shared about the focus that you have on writing. And it seems like it's been a multi-year focus. I think this would be the third year or is it second year? Second year. Second year on it. And you shared that it's been going really well, right? And I would love to hear a little bit more about how it is that your site is focusing on writing, especially given that I saw in other plans writing is an area of need for some of our sites. So I'd love to hear what you all are doing. Definitely. So a couple of years ago when I first came to Spring Lake,

178our math scores were significantly lower than our reading and writing scores. And so we spent the first two years focusing on math and pulling those scores up to where they were now equal. Over the last two years, we've seen our ELA scores dipping a little bit. So we decided to delve into that a little deeper. And we noticed that some of our English learners were kind of stabilizing at that high three level. And we wanted to kick them over. And writing was their area of need. And we also realized that a lot of our other students in classes, the writing just wasn't. excelling on their SBAC scores. So as a whole team, we started talking about how we were teaching writing in each of our grade levels and what assessments we were using to assess

179writing and address those different types of writing across the content throughout the year. Last summer, Summers ago, I'm sorry. We started talking a little bit about our expectations for writing and we had teachers report out What do you consider to be proficient writing at your grade level? And what is the frame or the strategy that you use to teach it? And so our sixth grade teachers and fourth grade teachers and third grade teachers shared what they were currently using found commonalities and they started working on adopting Rubrics within their grade level and in grade level spans that were cohesive So last year our primary focus was developing common writing assessments within the grade level and piloting some rubrics within that grade level to see how they went. Over the summer last year, we sat down

180and looked at those rubrics and we started to develop more vertically articulated rubrics and expectations and really fleshed out what is the transition from grade level to grade level in terms of the quantity of writing, the depth of writing, and the styles of writing that we expect our students to be able to perform by the end of the year. So we hashed. that out as a team. And then through our PLC meetings that we've been having this year, that's been the focus of our meetings, looking at the rubric data, finding strengths and weaknesses to improve upon, and then sharing that out with grade level spans as well. And so at this point, in grades four through six, we've adopted kind of a common model for how we're teaching writing. In the younger grades, a lot

181of the work that we were doing there was focusing on what is kind of the basic minimum that we're looking for. There was kind of some differentiation between teachers and grade levels on what they considered to be proficient. So at this point, we now have common assessments for every single trimester. We have a shared spreadsheet where we can report out on how students are doing, meeting those assessments. We have common rubrics that we're utilizing. And then this next summer, I have a launch team coming together again to just refine and revise those things as we continue to move forward. That's excellent. Thank you for sharing that. We've talked a lot about the literacy framework, right? And a lot of our... past discussions and I know writing has been an area of focus and where the

182district has interest in developing common assessments and rubrics. So I hope that there's some kind of cross collaboration there. Right. So we're not reinventing the wheel as I had said earlier. We'd love it. Previous schools. I am curious do you use a particular writing program or is it to supplement what's in language arts. It's just what's in the language we don't. And so the teachers some of them have modeled their writing prompts off of the performance tasks from the aspect assessments particularly in the. Some of the prompts are coming specifically from the Wonders curriculum. And then others, they're just creating on their own innovation and then calibrating them against the standards and just kind of the level of rigor that we're now expecting through that vertically aligned continuum of writing. Picking out a little history

183on our writing program. Several years ago, the district had a district-wide writing program, and there was a rubric. and teachers would calibrate and there was a curriculum. It was dismantled. I think it was right before COVID. It was dismantled. And that's when the new ELA adoption came. They had the two adoptions at the elementary. So a lot of things got dismantled and changed. It's really easy to dismantle something. I always tell people when a hurricane hits, it's easy for it just to go. And a whole different story to rebuild it. And so that's something that we need to work on as a part of our literacy plan. That's something that I have conversations with our staff about getting back to where we were because I have seen a decline in our writing. And, you know,

184I always think about let's not destroy something, let's build on it. Because once you destroy something to restart it again, it's really hard to get everybody on the same page, get buy-in. So, yes, it's an area that there's a need. Thank you so much for sharing. Okay. Trustee Richardson Fowler we've made our way around once. Do you have any questions. Anybody else have any more questions. No. Okay. Can I get a motion to approve the elementary school plan. Move to approve. Second. Spring Lake. What did I say Prairie. Let me get a motion to approve the Spring Lake elementary school plan. Who made the motion. Motion made by Trustee Richardson-Fowler. Who's second? Trustee Brubaker. Any further discussion? Seeing none, we'll start with Trustee Rodriguez-Mohica. How do you vote? Yes. Trustee Richardson-Fowler. Yes. Trustee Garcia. Yes.

185Trustee Brubaker. Yes. Trustee Rodriguez. Yes. Trustee Villarana. No. No. Very well. The Spring Lake Elementary School plan has been approved with five yeses and one no and no abstentions. Thank you very much. Thank you Now it's your turn. There we go. Thank you. Thank you for hanging in there with us. Make sure you say prairie prairie And now last but not least prairie Thank you for being here. Okay trustees who would like to start just to be it on thank you for Please pass along to everyone who worked on it again my appreciation of the investment on go for Out of the 371 thousand plus 13% is the significant investment in that Okay, is that the end of your comments? Yep. Oh, I'm sorry. I didn't hear you. Okay Anybody trust you with a testy

186brother is Mike Thank you. Hello. Thank you for waiting and being so patient. I wanted to ask you a little bit about the community schools grant. Prairie is one of our schools, right, that has the community schools. And I did notice. some mention of the community schools throughout the plan and you mentioned also workshops and outreach events that you're going to be doing at um at prairie it says community engagement it's goal 2.11 strengthen family and community involvement through outreach events workshops and activities that support student success and i was curious um if you're able to collaborate with the community schools on those workshops or events and if not what kind of workshops do you have in mind and outreach events? Yeah so we do collaborate with the other schools that are community schools so

187we work together and we have the coordinator which is Connie Price that comes out we just had a meeting this week so we're regularly collaborating. They actually we sent our counselor. She's right now in Long Beach at the community schools conference. So out so Not part of community schools, but we've also started this initiative this year all of our teachers were trained in the positive discipline Framework and there's also a parenting piece so we started that so that is something that we want to and it was hugely successful And I think we might also be able to bring it to a district level on this upcoming year so That is something that we're going to continue to work on and then you know community schools is new so I'm really excited to see what our

188counselor brings back and you know I'm hoping to be inspired by just new ways of engaging our families. When I went to training at the YCOE last July and it was just a one day but I was just really inspired they showed another district who had you know gone through the community schools grant and how they just revamped their their parent engagement like back to school night rather than the parent the teachers just talking at the parents like you know, they had all the parents in a circle passing around, what is your wish for your child this year? And just really bringing that in and that community. And then having those parents go back to the table and teaching, this is one strategy that is going to be, you know, big bang for your buck

189if you could work with your child on this one strategy at home. So those kinds of things, just thinking out of the box. We don't always have to do things the way we've always done them. So I'm excited to see what kind of inspiration it brings. Yeah. Thank you for that. And I understand that we're at the initial stages right of the community schools are so many conversations that are happening now and will keep happening. I think I was I was more looking for more of the community schools integration in the in the plan. I'm not just for yours but for our other community schools. But I'm hoping that we'll see more of that in the following years once we have a little bit more of a solid plan for that. Can you tell me

190a little bit more about what you mean by integration of the community schools. Yes. So one of the things that I noticed here, as many of our schools, we have challenges with chronic absenteeism. Right. And you did mention involving more families, doing more family engagement, community engagement. And to me, that's such a nice overlap with the community schools. So I was wondering how having the community schools grant at your sites could support to reduce the chronic absenteeism. Absolutely. And that's why I was asking about the outreach events and workshops and thinking that maybe. they were going to work together. And so one of the things with that with the grant monies we're working on is creating a position that would be like a student support but family liaison so that is something that was approved

191that we you know talked about on campus and we approved it's still kind of in the works but and so we're hoping that we can integrate that work. Yes and I did see that and that's like a full time position funded by the community schools grant right. Correct. Yes. So I was pleased to see that I guess what I'm what I'm getting at is that for next year hopefully there'll be concrete activities that maybe that person can lead to be able to reduce the chronic absenteeism and other elements right. Absolutely. The community. So that's what I was getting at. Yeah. OK. Thank you. Thank you trustee Rodriguez-Moyica, trustee Richardson-Fowler. So you have the largest population of EL students in our district and you have the most languages spoken at your site. That means we have

192a lot of different cultures at yours. So I think it's even. more important at your site where we have so many cultures represented that we talk about hate speech and slurs. How do you handle that at Prairie? Yeah, it's definitely an issue at our school like my colleagues have talked about. And as you know, I've mentioned, we, this came from in. Gaining feedback from our leadership team and our teachers. They said we need some support and how to run class meetings We come in from recess and the kids they had a conflict on the playground or they're so dysregulated and it takes a long time to get them back So that's where they you know, we went on a search to find something and that's where the positive discipline came in We were very fortunate

193this year We did have those extra title one monies because we thought we were gonna have a title one teacher and we didn't so we were able to Train all of our teachers a two-day training. We did one code in the summer and one in December, which is all about... building that classroom community, right? You start off your year where the students are creating their agreements. You start off, there's like an activity, bugs and wishes. Like what are the things that bugs you? So just building that classroom community and understanding how those things impact each other. So that's something that we're going to continue. We're going to continue to work with that trainer with us to consult with a leadership team. And then we're bringing in the parenting piece as well. One of the other

194things we've invested in some culturally relevant novel studies that we're doing to help bring those perspectives, right, and to help people feel included and also empathy. Why, you know, restorative, you know, usually the first step is to kind of help them understand, have a discussion on. you know, how that impacts others and restoring the damage that was done if it's between certain people and whatnot. But also sending the message like we're not going to tolerate it. We have used suspension as well. Like, you know, especially if we've had those conversations and it gets to be habitual. I am constantly talking to parents that you have to. Monitor your students in these chat rooms. I hear these kids say and you know They're just hearing it online and I don't think some of us who didn't

195grow up in that You know era we don't understand what and so, you know all of that culture of You know the way they talk online and so our kids are picking that up So kind of an effort also parents have to be aware of where they're hearing this 1000% I appreciate you also mentioning empathy. I think that is one of the most important lessons that we can teach our students, especially when we're doing restorative justice If they don't have a connection to how their actions impact other people and can't put themselves in other people's shoes. You. Yeah. So I'm glad we are focusing and prioritizing empathy. I also know that I heard the principal at Spring Lake mentioned that as well. So I just wanted to highlight that with your diversity as well. I

196trust that you've got it worked out but I have to ask. 33,000 on on goal 3 for English language learners. Is that enough to accomplish the goals of what you want to do? Yeah. Yeah, that's a good question. Now a lot of it is is in goal to Really just as the practice it's hard if we spread monies for a certain strategy across different the different LCAP goals so some of the things in goal 2 I tried to keep go through really just things that are for our English learners, and then some of the things in goal two also. Overlap. Yeah, and like there's a big chunk of money for PLC when we come together. That's for all of our students, and we're specifically looking at, you know, let's look specifically at data for our

197ELs. Let's look specifically at special education. Awesome. Thank you. Yeah. Okay, thank you, Trustee Richardson-Fowler. Trustee Garcia, do you have any questions? Hello, Maestra. Yeah, I have first, I just want to share with you, Principal, that I was on the Kermes, and I was so impressed for the beautiful ballet, because you have, and I impressed the community and all the vice there. Congratulations. Thank you for coming out. Thank you. It was my pleasure. And also, I would like to ask you if you can share one thing implemented that made the increase in ELA, who makes increase the ELA points. Do you increase in ELA, right? ELAC or LP or which one? English Language Art. LA. No? No, minimal. Okay, okay. So something you can share. was you implement and impact maybe this, a folklorical or

198something with the parents? Yeah, well, yes. The positive discipline, definitely. We brought out, it was all in Spanish. The presenter is phenomenal, and he came out, and our parents were there. We had 45 parents attend that. Oh, yes, I heard that. I heard about that. And it was a lot of, you know. It was almost like a class meeting with the parents and everybody felt really warm and fuzzy afterwards and just kind of breaking down those barriers and opening up those conversations. So we look forward to bringing them back. And that, you know, I thought you originally you were asking about ELAC, but that's when I kind of put it out there. It was our ELAC that stepped up and they said, if you hold it in the morning, we will come. And I said,

199okay, but you have to bring more people. So our ELAC has been very consistent in participation. regularly and they're 100% invested and want to come back to work with the disciplina positiva is Tony Orozco. Yes, I heard from that presentation. And I also, I saw the parents. It's really good to start us there. And the parents are really happy to be there. Yeah, thank you. So those are my comments. Thank you, Trustee Garcia. Trustee Brubaker? So I think you know my question, but since you're the last one, I'm going to give you the easy. Is there anything you'd like to add that hasn't already been said tonight about your experience with the VAPA funding? I'm so excited to talk about this. I mean, I'm like, this is a dream. It's your runway. Go for it.

200Yes. So I was part of the cohort. Some of the colleagues, we put our money together, pulled our money, and we had a rotation. We had a theater teacher and some art. We had music for our lower grades. That has been phenomenal. Everybody loves that. And then we also, we contract with an outside dance academy that comes in and does eight days of instruction. And then they do a performance. And we've done that now. We've built up and, you know. It's good for students. There are some students that just really shine and you know I love to see them shine all their families come out to watch it is like a huge Family event they love it and this year because of the extra VAPA monies we were able to pay one of our teachers

201and we also had another volunteer that came and taught ballet folklorico dance, you know, it was quite an investment in time and we were able to purchase all of the you know the the dresses and the yeah all of that it was beautiful it's like a dream come true something that we've always wanted to do and to see it actually happen um it was beautiful so thank you so much i just wanna yeah you got my point about the trajes the trajes was very impressive i love it and all our news All our new maestros? Yeah, that was all purchased with VAPA funds. So, like, it was just like, oh, you know, that we could do that. How often can you do something like that? And to really build that. And, I mean, we'll be

202back next year. Those kids loved it. And their parents were so proud. And, I mean, it was just beautiful. Thank you very much. Okay. Yeah, great great stuff I just have one question for you and it revolves around recommendations from your school site council One of the things that they want to see a continued focus on is restroom safety restroom safety has been an issue on throughout in all our different levels of Schools and I just want to get your particular perspective about what are the issues with the restroom safety for you? How are you addressing it? what needs are there still to be met in that issue? Yeah, absolutely. And I remember this, you made a comment last year when we were talking about this, or maybe it was earlier with the safety plans

203about how it keeps coming up and it's something that we have to do. So I think just being very intentional about one of the things near our lunch tables is the K-1 bathroom, right? And so... you know, initially we were having trouble with when the older kids were eating lunch, they would go over to those bathrooms and then you got the littles there and the bigs and it was just a problem. So now we close that. They do not use that. And we ask them to sit at the tables and eat their lunch, which is about 20 minutes. And then they get to go out to play for a little over 20 minutes. So if they have, you know, if they have a need, then we can send them up to our nurse's office. So

204that has really reduced some of the issues with the little kids not feeling safe with the bigger kids being in there. And that's, that's one of the. things that we do and also just monitoring all the teachers and I'm sure they do that at most schools, keep logs of who goes out and we limit how many students are out at a time. So it's kind of hands available, hands on deck available to manually kind of visually just see what's happening, keep track of things essentially. Yeah, walking the campus, you know, and being out and visible and checking in. Okay, thank you trustee via Grana. We are back to you. Do you have any further questions? Any anybody else have any further questions? Okay. Can I get a motion to approve the elementary school plans for

205prairie? Motion to approve Motion. Okay. I'm gonna give it to you. Okay All right, I'll get it to trustee via Grana Made the motion seconded by trustee Garcia. We'll start with Trustee Richardson Fowler. How do you vote? Yes. Trustee Garcia. Yes. Trustee Brubaker. Yes. Trustee Rodriguez. Yes. Trustee Villagrana. Yes. Trustee Rodriguez-Mohica. Yes. Okay, great. The Prairie Elementary School plans are passed unanimously. Thank you very much for hanging in there with us tonight. All right. Thank you, principals, and thank you, the two of you, for sticking around for your colleague. Yes. Go home. No parking lot conversations. We'll be moving on but I wanted to address fellow trustee fellow trustees on these plans obviously are very rich in information we have our test scores we have what our different partners within the school system are asking

206for I think this would be a really good base to think about and and and to use as a base for decision making moving forward, especially when it comes to funding and what we might do with funding that we still have the ability to decide where it goes. I think these documents are extremely rich and they have the information that I think... That we're looking for in terms of trying to figure out what priorities should be so I just wanted to say that okay Thank you. We will now move on to l2. We have two public comments. We have three public comments now, okay We'll start with Becker Bernard and then Carol and the cleaning. Good evening again Tonight I'm speaking to you with my middle school teacher hat on and I want to strongly

207urge the district to adopt a true bell-to-bell phone free policy for middle schoolers. Not a policy that allows phone use during lunch or passing periods. At Douglas, we have always had the policy that phones are put away from first bell to last bell. And from a teacher perspective, I believe that should be a bare minimum. Phones are not just a classroom distraction. They are a distraction from being present and in the moment at school. The drama that starts on Snapchat. TikTok, group chats, videos being recorded at lunch or passing periods, especially of fights, and the constant checking of texts, which are often from mom, dad, or grandma. All of that spills back into our classrooms. For the past eight years, our science department has taught an anti-vaping unit based on Stanford research, actually directed by

208this board to do that. We started out by teaching a lesson on addiction and the impact that dopamine has on the brain. The fun part of this lesson that hooks them is when we ask them to give us their phones at the beginning of class and they put them in a tub with a post-it note of their name on my front desk and I ask them to turn the sound on. During class, we tally how many notifications they get. Then we teach a whole lesson that's supposed to not be about that. And at the end of the class, we debrief on how they felt. This year, my third period had 130 notifications in one hour. My fourth period had over 150. Which is closer to lunch and definitely makes sense. That is not normal. Each

209of those notifications is a distraction. It's taking them from learning. As a class when we debrief, the students talk about how anxious they felt when they heard that the phone's going off, wondering who texted them, what they're missing, whether someone's talking about them, or something important is happening. And they can articulate how hard it is to pay attention when their phone is nearby. But we have to also remember that our students are children. They do not have fully developed frontal lobes. They do not have the adult level impulse control, which most of us don't have either, to control the constant access to a device that is designed to pull their attention away from them. They are highly susceptible to the dopamine loop of notifications, scrolling, comparison, social pressure. And if we give them unlimited access

210to that in between passing periods, I guarantee students will be looking down at their phones, not looking up at each other. I stand outside of my classroom door and I say hi to students as they are walking through passing period. They don't have phones in their hands. They look at you. They awkwardly smile a little bit and maybe acknowledge your existence a little bit. If we give them phones, I guarantee you it will look exactly how it does when the bell rings at Douglas, which is the second that they are out of seventh period, the phone is in their hand and they are immediately looking. We already have issues with phones. Please do not give kids access during school. Thank you. Thank you for your comments. Next. Next we have Carol Ann McLean and then

211Kyle Pease. Hello. My name is Caroline McLennan and I am an eighth grade science teacher at Douglas Middle School. I want to speak against the proposal to loosen our district cell phone policy specifically for the secondary level by allowing students to use phones during passing periods and lunch. I understand the ideal behind this proposal. Students want more freedom, parents want easier communication, but phones are already a major part of everyday life and What many of us are seeing in schools every day, this change is going to create more problems than benefits. One of the biggest concerns is student conflict. A lot of fights today don't just randomly happen, they start in line. Whether through Snapchat, Instagram, TikTok, they like to argue or threaten each other, spread rumors, and coordinate confrontations. And when phones are available

212during passing period and lunchtime, it's going to be even easier to have interrupted access to create and escalate that drama. When fights happen now, students don't help to stop them. We had one today at Douglas Middle School and all of our security was punched. I was almost punched and there was lots of scratching on the face. And our students, once again, didn't help. They decided to record it. Because social media records attention and humiliation and allowing unrestricted access to phone use during uninstructed times is going to increase that behavior. Another major issue is privacy and safety in bathrooms. And I'm sure some of you will remember the incident we had at Douglas a couple years back where students were recorded in the bathroom during a private time. And we are already dealing with students recording

213each other without consent and allowing more access is going to increase that behavior. And once again, camera and news will be at our schools. And I'm sure you guys will love to deal with that. Expanding phone access during lunch and passing periods makes supervision even harder and increases, like I just said, these opportunities for incidents to happen. And honestly, teachers are already exhausted and overwhelmed, and many educators already feel that between managing behavior, social media drama, cyberbullying, and constant phone-related issues, it's going to be even harder when this policy gets installed. Every time a policy becomes more relaxed, the burden falls on teachers, sorry, campus supervisors and admin to clean up the consequences. And like I said, teachers are already leaving the profession because it's becoming harder to manage while expectations on staff are continuing

214to increase. This might seem like a small policy, but it's going to be a huge consequence that is prioritizing convenience over calm and focused school environments. I want you to ask yourself what kind of school culture we want. And as Becca mentioned, lunch and passing periods without phones create face-to-face interactions that we want to increase at our schools. When we are already struggling, please, please, please do not add more things to our plate. Thank you. Thank you for your comments. Next. Next, we have Kyle Pease. Hello, I'm Kyle Pease. I'm also a teacher here in Woodland High School. I teach at Woodland High School. I teach science. And I'm also here to talk about the cell phone policy. I first want to point out that the complete put away for elementary school and out for

215the whole day, that's a great. that's a great job has no place in the elementary school classroom and i also want to applaud that the broad definition of electronic devices is very welcome we get more and more new electronic devices smart watches uh meta glasses all this other stuff coming into our classroom so the broad definition is pretty good however i would also like to agree with my colleagues here that the middle school level Definitely we should consider raising up into the middle school level. There's lots and lots of data where the rise in teen mental health issues corresponds to about 2011 or so. And 2011 is about the time where smartphones became much, much more commonplace, started getting down to the teenage years, particularly the use of social media like Facebook, like Snapchat, all

216these things. There's pretty strong correlations to teen mental health. And basically, the books I was reading about this were basically saying that You know social media for us for a kid is basically just not appropriate before the age of 16 like and that's kind of like our kind of You know inflection point for students in which now we can start kind of treating them more like adults and Trust them with phones a little bit more in social media accounts, but before that there's no place And I want to point out that these apps and You know their goals are to make money. They are corporations They want to make money and they make money by selling ad space and having users on the apps as much as possible to buy things on the apps, right?

217And so they've gotten really really good at monitoring your personal habits and what you're doing on your phone and when you're doing it and so what they're gonna do is if they know passing period The phone will know what passing period is. It will know it's between 10.15 and 10.20. And it will time a notification for that time and pull the kid into the app and out of their school environment, decreasing forced socialization amongst peers and the ability to make new friends. And instead, our students are going to be... engrossed in their phone and talking with people outside of campus and not building the connections they need to on campus. So I would consider that. Thank you for your comments. And that was the last public comment. Very well. Okay. We will now start the

218L2. It's information action item. We don't have to take action today. It's new board policy on mobile communication devices. So Dr. Wilson has been working on this for several months. COLLECTING FEEDBACK AND INPUT FROM STUDENTS, FROM PARENTS. SURVEYS DONE. SHE'S ATTENDED PARENT COMMITTEES TO HEAR FEEDBACK ABOUT THIS CONTROVERSIAL TOPIC. I'LL JUST PUT IT OUT THERE. IT IS CONTROVERSIAL. THERE'S LOTS OF PERSPECTIVES. AND SO SHE'S GONE THROUGH A PROCESS AND THERE'S BEEN DISCUSSION WITH ADMINISTRATION. THERE'S DIFFERENT POINTS OF VIEWS. YOU HEARD SOME THIS EVENING. ONE OF THE THINGS WE WANTED TO It's new. It's very new to us. So it's something that we can and we have to have a policy by July 1st so that we can begin to communicate what that policy is before the start of school. We can also always reflect, come

219back to see how it went after a year. And we can always make adjustments to a policy. That's what we need. But this is very new. What I did ask staff is to be realistic about what can we, what resources. bandwidth that we have to implement because having a policy that you can't implement then That we don't have a bandwidth to implement, you know, we have to consider that as well What it's realistic based on our current resources and staff's ability to monitor and implement So I just wanted just to put that out that that was some of the considerations Besides the the input that we got from all the stakeholders. So with that I'm going to go ahead and have our director dr. Wilson Give you an update of the information that she collected

220Good evening trustees and thank you for the opportunity to present this this evening I have a hard act to follow with our principals this evening and their eloquence in up here at the podium So we're gonna go going I'm going to go ahead and get started with the presentation I will just continue to move through unless I'm directed to stop at any point All right. So we always ground our work in our goals. And again, goal two is the goal in which this pretty much sits in the middle of. And our work towards identifying a cell phone policy is about the academic needs. It's grounded in the academic and social emotional needs of our students. And as you will see, tonight's presentation, we're going to talk about how this came to be, AB 3216, and

221it's required. We'll all be reviewing our stakeholder input and our some of our findings We'll then talk about the proposed district-wide recommendation that is based off of that those those findings and then we'll talk about Implementation expectations and then of course this is for your in your discussion time So after we've completed my this presentation, it'll be time for you to discuss Amongst yourselves what you're looking for in this type of a policy I will go ahead and move forward. So just a little bit of background. This is Assembly Bill 3216. It's Governor Gavin Newsom's Assembly Bill, the Phone-Free School Act, which was requiring all schools, public and charter and county offices to develop a policy that limits the use of smartphones by July 1, 2020-26. with the purpose of again reducing classroom distractions helping

222that academic piece goal two for us decreasing the cyber bullying and supporting mental health and social emotional well-being of our students it's not a secret that interaction on social media and such is a distraction and it is it inhibits our student our children these days So what did we do to get here to this point? So our timeline started back in April 2025 when we started the community surveys and discussions. So we, you know, shot out a bunch of surveys to our students, our families, our staff. We, I started a tour of our parent groups and sat and all of our parent groups had this conversation. um received anecdotal feedback um in february 2026 we started the the draft policy um development um we brought that draft to our our site administrators um and and

223coordinators and district office administrators in march of 2026 to get their feedback um and then here we are in may for your review and then again as our superintendent explained july 1 2026 this goes into effect and at your will can always be adjusted if we find something needs to be changed along the way. Okay, so the survey. We were able to gather about 30, a little over 30, not a little over, a little under 3,987 respondents on our survey with 4,000 qualitative comments. Again, I will say that that included, and you'll see here as a breakdown in a minute, the staff, students, and family input. There were very clear themes across all. groups. There was a call for clear and consistent enforcement. Whatever we do needs to be clear, consistent, and equally enforced over

224all groups or all situations. It was also a call to be able to have access during emergency situations. Families find that this is in light of our world today and the things that we see on the news that quick access and any any type of perceived emergency is critical for our families and our students for them to feel safe. Families asked for support resources they're struggling at home too. So this is not just a school issue. There are struggles of getting the students and their children out from behind that cell phone. So there was a call for asking for how can we support our students and do you have resources for that? And then they wanted to make sure that whatever happened, it was clear. Whatever we put in place, it's very clear. What are

225the definition and what is the expectation? We just want to know. So we want to know when we're breaking the rule and we want to know, you know, we don't want to have that mixed message. So those were the clear themes. Additionally, but beyond the survey, we had 100 more plus students participate in our focus group sessions during student advisory. Brandon Killian, who's... out at this moment was out helping us with those advisory meetings and gathering student input. I explained earlier that I took the tour of the of the parent groups every parent group that we have district level in our district I sat at those meetings and had conversations with those families and then again the staff input on this development. I won't go over every number here but you can see on this

226slide who participated in the percentage. So you can see here, we only, just as a point of clarification, elementary, we only surveyed fifth and sixth grade. We did not go below the fifth grade for the cell phone survey. And so there's a breakdown here. I'm happy to stop and talk about anything or any questions about the numbers. If not, I'll just go on. So you can look at the strict numbers there. And then up here. So here's the spot where we start getting information from the different groups that were surveyed. And so if you look at the first column, it talks about are they satisfied or very satisfied with the current policy rules. And we call them policy and rules. So I know that the board sets policy. I think you also are aware that

227oftentimes things that are done out at the school level, they'll call it. they are using the word policy as well. So it's not a policy until you set it. So we put in parentheses rules because it's very important that the kids, some kids think of them as rules and some schools talk about them as a policy. So we had both words there just so there was clarification. So the question was asked, are you satisfied with the current rules that are at your school? As you can see, the elementary students, parents, middle school, all the way down what their responses were. The staff. wasn't about the rules, it was about the implementation of the rules. That was their question. So you can see their percentages there. And then anecdotally, I can speak to what the common

228themes about each of those sections were if you would like me to get into more detail there. Looking at the red column, you can see, again, cell phone policy rules helps learning a little or some or a great deal. Again, you can see how those numbers fell out there. I will say that our middle school group is spicy. And they, our comments from some of our students are those, those. those anecdotal, not anecdotal, some of the anecdotal comments as well, but as the written in comments spoke a lot about, well, I use my phone instead of my Chromebook. Like, I don't want to have to carry my Chromebook around, so I need my phone. A lot of comments were about, well, what happens when I get bored? What am I going to do? that kind

229of stuff. So it's a training piece too, but you can see those numbers, how they're not as satisfied or they don't feel like that cell phones are helping them or the rules help them in this. in their development or educational need. When they feel the cell phone policy is somewhat, quite, or extremely effective, those were not a question that we asked the parents, but as far as the students, it kind of, it sat there. There wasn't, in the 60s, it wasn't extreme in any way, means, or shape, but they did, there were comments in that one as well. Middle school students. This is absurd. Why are we doing this? Why are we talking about this? Let us have it You know as as we wish and then there were also some students that were saying

230it is a distraction It is a concern. I don't have one my peers do that was more that was more in that middle school group elementary there wasn't a concern because again currently the practice across all of our elementary it's a put away there is no cell phone out in any of our elementary schools that is the practice that we have currently across the board I will go to the next slide here. You can see here on this slide, cell phone policy rules supports learning. You can see how the students feel. Again, I will say that we see a diminishing result because there are distractions in the classroom for our kids. And so they don't necessarily see it as a the rules, I should say, they don't see the rules as supporting learning. Again, I

231can get into the comments if you would like me to. The cell phone policy rules help safety because they do know that if they're having access to their cell phone, they have access to outside folks. I can't tell you the number of times. We the perceived worry of safety of our students comes out in situations like when I need to call my mom because I'm not sure how I'm supposed to get home today. That's what they consider a safety concern. They want to be sure what they're doing or I need to call my friend because I didn't see them at school and they were supposed to be at school. They perceive that as safety. So I just, it's not necessarily the true physical safety, but there's some, there's worry in there that they consider safety.

232Feel the cell phone policy supports positive peer interactions. It is, there is a recognition by our students that cell phones can interfere with their peer interactions. That it does cause, like you just heard a minute ago, the arrangements of fights the arrangements of cutting class together the arrangements of things like that and it is mentioned in the comments from our students they were very honest that that's what they they need that cell phone so they can have that connection but I will stress on more than a few dozen occasions, middle school students, because it's not a common practice for all middle school students to have a phone, while it's more common in high school for high school students to have a phone, they did bring out the difference of, well, I don't have one, or

233things like that. So again, with that positive, it's just dependent upon who has what. Elementary, not an issue for them. Again, it's a put away, so it wasn't something that they felt like they'd had to show or be around. This last one, so this is that question that we're asking. Cell phones should not be used or visible at any time during the school day. You can see that the parents and students in elementary are right there. They're like, yep, put it away, at least the majority. Look at what middle school says. They don't, they don't, they want it out. They want it in their presence. Parents of middle school kids were in the thirties. High school students are like, don't control me. I want to have it out. And then their parents, again, right there

234with them. They didn't have a huge push to make sure that it was put away during the day. Cell phones should be restricted at certain times, like breaks and lunches. You can see here how that fell out. It's 100%. If you go across, it makes 100%. So they were supposed to pick there. So you can see where that falls. Middle schools are asking for that, students, I should say, are asking for that time so that they can have it out during reset, or I shouldn't say resets, excuse me, breaks and lunches. And you can see their parents are pretty much right along with them. High school students, they want it out. at breaks and recesses and their parents are fine with that. If you go to the far column, you can say it should be

235free to use at any time during the instructional day, any time. Not agreed upon with elementary, but if you move down to the high school. They're more of the, yeah, I'd like to have it anytime. I don't want anybody again telling me what to do. And then high school parents are like, yeah, but I think maybe it should be put away a little bit. So they landed in that middle column. So that's kind of how it fell out. And you can obviously see the staff there, staff are saying. We were not able to delineate high school, middle school, elementary school staff. So it's just staff in general. You can see how their feelings on that are. So as mentioned earlier in the public comment, you heard that our definition of a cell phone or a

236communication device was broad. And I am going to apologize for a second here. I have a typo in the first bullet. I do not have the word video in there. And Trustee Villagrana, I just want to make sure you know that it is in the policy, but it just didn't make it here. Okay. So again, any portable or personally owned electronic device capable of these things, sending, receiving, storing, or accessing voice, text, image, and it should say video, or data communications through wireless or internet connectivity. I don't even know what all that means. All I can say is it does a lot of things. However, it translates into the physical things that you see in the second bullet. And again, or any future emerging device with similar capabilities. During the development of this policy from

237April to this year, the metaglasses were out. Prior to this, metaglasses weren't out yet. So in just this development, metaglasses. So when you think about it, we plan for a future that we don't even know yet, right? So this is that comment that will help us keep that broad. And then again, in a couple of our parent meetings, it was specifically brought about, like you're going to define yourself into a corner because you're using that first definition. You had better make some kind of statement that says, hey, make sure you exclude your district-issued devices. So if at any time we change our devices from a Chromebook to something more portable, we're covered. District-issued devices are excluded from this. So the grass, down to the grass here. TK through six, devices off, away, all day. And

238when we say off, powered off, put away, not on their person, in the backpack or someplace not on their person. Middle school. Again, I'm going back to, and I'll go back to here. As you can see, I'm following this information to the development of. these standards here. Middle school use before school, lunch, passing periods, or after school. I do, I will make a, and I'm sure I'm going to get this question. We do have one middle school that has them off and away all day. And that is Douglas Middle School. At Lee Middle School, they have them out during lunch, not during passing period. So there's a little difference there. Both high schools have them out at lunch and passing periods and to be put away during class time. That's their practice, again, not policy.

239So you can see in high school, the suggestion is to have it be available during lunch and passing periods and no use during instructional time. The bill, AB 3216, does require that we have some exceptions. Again, emergency access. If there were to be an emergency or a perceived emergency, students should have access immediately. I don't think that's in question. Health-related needs. You may ask, what does this mean? Sometimes our students who are diabetic have tracking with their device and their monitors, and so that's something that they would need. For IEP and Section 504 accommodations, there may be something written in. We have students who have cochlear devices that might need to have that connected to their cell phone or mobile phone or a mobile device. So again, written in an IEP. And then at any

240time, time teacher directed instructional use is directed or allowed then that's something that's an exception to being able to use that. This is again the bills requirements. We did make some exceptions in our policy or with suggested exceptions allowing it before and after school use for any group of people. I will say in elementary school oftentimes the bell will ring, kids will start walking and they'll be texting their parent or calling their parent I'm leaving school or something like that. So again this allows for that before and after school. Permitted on the bus if it's non-disruptive. Sorry Tony, I think you left. But oftentimes we have kids on the bus who are there for a long time and, you know, allowing that use during that time, again, if not instructive. And then during extracurricular activities,

241this is usually our sports programs or after school programs where kids are, you know, using their devices. Enforcement. This was one of the things that was very important to, as you heard in the themes in the very beginning, when we were hearing from the parent groups, they were like, we want it to be very clear. what the expectations and what the consequences and things. And boy, we had some very vocal parents saying, suspend them all, expel them if they do it. I'm like, wow, as you heard our numbers earlier, we want to keep those down. We can't do that. There is something we can do, but they were wanting sets for clear. I will also say that our administrators were very vocal in this piece as well. They are asking for consistency across the schools.

242They are asking, for what school A does, school B does, school C does, because they don't want that. Because part of it is if we do something and enforce something one way at an elementary school and then it's done differently in a middle school and they have the same child, you know, not same child, but same family, it becomes... it becomes difficult and they want it clarity here. So in the policy, you can see more of the specifics. However, there's a first, second, third, and then repeated violation progression here. We do start off with that PBIS restorative. Hey, do we know we're not supposed to? Let's remind ourselves to put that away. The gentle reminders that, do you know why we're doing this? conversations and redirections. Second violation, of course, there would be things like

243device confiscation. I need you to put that up at my desk. You can grab it at the end of class today. Conversations in a period or class again or end of day, depending on the grade level. And then in third, it would be a referral, parent notifications, all of that. And then repeated violations would become more progressive. There could be... additional things like detentions and things like that put in place. So they definitely wanted a progression here. Some of the additional guidelines that were added into the policy are things like if you refuse May result in further disciplinary action like you can't bring one to school or you got to leave it in the office and then you can come get it at the end of the day for a period of time until we

244can trust you again Unauthorized recording as you know, we've had issue of things like this has happened and people bring them to bathrooms and things like that those unauthorized pieces of recording, this is where those meta glasses are coming into play a lot. I can't tell you that Lissa and I have experienced a lot of those coming through our office now of, hey, I was in a meeting with a student and it was in my office or in my classroom and now I'm all over TikTok. and that kind of a thing. So we do have issues. The other piece is off-campus use of mobile communication devices that pose a threat or a danger. Here we talk about things like threats of school violence, and it's spread across a platform like a TikTok or an Instagram

245or something like that. And it also goes into our harassment or the cyberbullying. I will mention that we do have a clause in our bullying policy that does talk about cyberbullying, but it doesn't encompass the use of the device. So this is why it's a little separate. So again, going back to the timeline here, summer of 2026 is when we need to start communicating to students and staff what this policy will look like. And in August, we'll start that district-wide launch. I rushed through it because I wanted you to have as much time to discuss and ask questions. You have in your board packet the actual policy. You also have in your board packet some of that information broken down in a different way. And you also have in your board packet a... SAMPLE WEB

246PAGE WITH FAQ'S THAT WE WOULD PUT ON OUR WEBSITE IF THERE'S FAMILIES THAT HAVE QUESTIONS WITH RESOURCES THAT THEY WERE ASKING FOR. SO I'VE ALREADY COLLECTED SOME OF THAT STUFF JUST TO KIND OF START THAT PROCESS OF WHAT WAS ASKED FOR. SO I'M GOING TO STOP AND LET YOU ALL HAVE YOUR TIME. THANK YOU. THANK YOU FOR ALL YOUR WORK. I KNOW IT WAS A LOT. VERY. Very very difficult issue deal with because it's not a brand new issue But rather the policy and having having to have a policy is brand new I think that Just I'll just start with some general commentary. I Think that this issue deserves a great deal of thought an introspection I think that while we're thinking about these issues as how how we'll interact with them now, I think

247there's also a long-term aspect to this, texture to this decision-making. What may be difficult now, you know, a decision that is difficult now may make for an easier time or a better time or a decision that affects the quality of learning over a longer period of time, even though it may be difficult right now. And I think that's an important perspective to have. I think that when I look at the policies and as we have these discussions, it's no slight on any of the work that you've done. It's just trying to dig through some of this information and trying to figure out what we want to do with it. For me, the one thing that... That kind of grabs me is you know, we already have TK through six devices are off right all day

248so Why not just continue it through middle school because that's already the the norm Right, so it's only not the norm because we've made SOME ADJUSTMENTS TO NOT HAVING IT. BUT IF YOU CONTINUED IT, THERE SEEMS TO BE A BRIDGE THERE IN THAT THAT WAS WHAT WE UNDERSTOOD, YOU KNOW, FOR THE FIRST SIX YEARS, RIGHT, TO BE NORMAL. AND SO MAYBE THAT'S NOT AS HARD OF A JUMP PERHAPS, YOU KNOW, SETTING POLICY WISE. GOING TO HIGH SCHOOL WITH THE KIDS BEING MORE MATURE, WHAT HAVE YOU, THAT MAY REQUIRE SOMETHING DIFFERENT. BUT TO ME, If we were going to really, if we're going to buy into the notion that these things can be very harmful, that they are harmful, that we've heard anecdotally, and we are scientifically now figuring out that they aren't necessarily the best

249that can be used in a good way and a bad way, and it seems like a lot of the bad is coming out these days, then I think the more we limit them, the better. The other side to that, though, is that our kids use them to deal with their anxieties or to deal with how they feel about themselves. So if we were to make a decision that's kind of cold turkey, how do we compensate for that? What do we make available to them to help them get through a decision that is more... Is more cold turkey as opposed to phased in? Anyways, those are my general thoughts. Can I just provide some just some quick stuff so that we can make sure you have the correct information? Yeah Right now we don't necessarily I

250can't I can't guarantee you that at k6 currently That there's no phones because we haven't had a policy every district. I mean, I'm sorry every school kind of has their own Every teacher kind of makes their own decision in the classroom. And so this is why this law was pushed forward to have some consistency and to force districts to have to make policy right because right now it really depends you can have a Bell to Bell Policy or rule at a school, but it's only as good as you implement and what happens in the classroom So I don't want the board to think that in case six right now our schools are there's no phones That's probably not the case There's probably a lot less than our middle school because more there's not as many

251kids at the middle at the elementary that have phones At the middle school, it's only one school that right now says they have a bell-to-bell rule. But I can tell you now, and you heard some comments, it's difficult to implement, to control, to really control. And I've been to the classrooms, and I still see the phones being used. So I just want to make sure that it's not as easy that, oh, let's just continue doing what we're already doing for K-8, because we're not doing it. That's just the reality. So I just want to make sure that I'm being very transparent and honest about what's actually happening in our schools. Okay, very well. Trustee Garcia? Yes, I would like to add what the superintendent said. Yes, so as a mom who has two kids who

252are already in high school, it's totally different elementary to middle school and to high school. And for me, it's good to have a policy because that way it's super too easy. Douglas, they don't use it. And then go to Pioneer and say, we can use it. And there's no consistent. And now with this policy, I like we have a policy in all the districts. And also I want to mention for my experience as a mom, it's not the same. Reality from my oldest kids now with my little one. Yes, year by year those devices are more, yeah, I regret as well, are more often use it. And it depends for a parent's elementary. middle school and high school is hard. It's hard. I can put on the teacher's positions, they spend a lot of time

253saying about the telephone and they lose instruction time. And I can see it because I was, I've been in the middle school classes and even at Douglas is no phones allowed. they used to do it. And I would like to share this with my college because I think it's hard. And I like the work with the superintendent. It's been realistic. I think that way don't put too much pressure on the teachers or the staff, but the same way that the parents know what is the rule, what is the policy. And it's a we need to be all in the same board. Thank you Trustee Garcia. I'm gonna start back around to my right. I should have went to back around to my right. My fault. Yeah, no I got it. Thank you. Trustee Villagrana. Thank

254you. First I want to say I agree with I mean they'll be difficult since one middle school is already doing it or working towards it not 100% that we do implement at elementary and middle school. And yes, when they get to high school, they'll have more freedom. But again, all the research shows that these devices are not good for students to use. So I just want to say I'm in agreeance with Professor Rodriguez's direction of K-8, basically unrestricting from bell to bell. Question listening devices. What what are those? Um, that's a great question. So I Didn't know either until recently when we had a situation in one of our classrooms It's a device that is acts as a mic. It's the for the wearer It acts as a microphone and it transmits to somebody who's

255on the other side so it could be at home And what it does is it looks like a watch. Well, the one I'm speaking of is called an angel device. It looks like a watch, but it's a microphone and it transmits to like if I were at home and the parent, I can hear everything that my child is hearing. It's just a device that listens to whatever's happening around. It's not a communication, but a listening. So as a parent on the other end, I can hear everything that's happening and being said to my student. I can hear the conversations. I can hear them. throughout the day. So those are in existence. Those are things. Now, yes. Oh, I shouldn't say yes. Sorry. I wanted to clarify on that. Okay, go ahead. If that's okay. They

256are also listening devices that are two-way communications. You will see them a lot of times with our students with extensive support needs. It's a safety event for a device for our kids that are specifically nonverbal. And they don't just come in watches. A lot of them will be taped to their clothes or whatnot. And they can be pushed. Used as a walkie talkie or listening device or mm-hmm Thank you for the clarification just to be around. I'm sorry so And I'm not turning more because that was the original version and the updated version So I'm I'm trying to keep track of where the changes happen But are we saying that we are allowing listening devices? Okay, so I was not clear that because it was listed initially as one of the items Okay, so we're

257just saying that those are not gonna be used at any time Unless it's in a medical or an IEP. Yes. Okay. Just want to make sure. Yeah. I'll always clear on that. Okay. My other, there's another concern that I have, which is around the must be turned off and kept out of sight, such as in a backpack, you know, not on their person. For one, not every student has a backpack. And to me again under person you know she's going to check in this every single day. Hey take out your pot. I mean it just to me is not realistically to have that as a as an expectation requirement out of sight. Yeah but not under person. I just don't see that how that would work. So I have a concern with that language there.

258The other concern I have is subject to teacher discretion if consistency. Consistent enforcement was something that came across as something really important. That is going to create inconsistency when you have individual discretion. So to me, that's a concern. And then when you mention under that part smart watches, not every student has a smart watch. So if we're using smart watches in instruction, that also creates an inequity. Even using smartphones actually creates inequity because not every student has access. Every student has access to a Chromebook but not these other devices, earbuds and listening devices. Actually they are listed there, the listening devices under the teacher discretion. So I have concerns with those items. I'll stop for now. Thank you, Trustee Villagrana. Trustee Rodríguez-Molica. Yes, thank you. Thank you for all the work that went into this.

259I know as our superintendent shared, you've been at this with the committee for a really, really long time and surveys, focus groups, a lot of data that you gathered. I am curious, you shared the data with us. Was the reasoning behind the middle school policy being free to use them during passing periods and lunch and everything because of the survey data? Is that okay? Yes. And in part to what our superintendent mentioned as well, whatever we put in place has to be able to be monitored and enforced. I can share. One of my concerns is and one of the things that the parents said at the beginning I need to be fair and consistent So the question I asked my staff Can we ensure that it's gonna be fair and consistent? at the school during

260passing periods and lunch or only certain students could be targeted and other schools other students maybe not You know Ignore and I'm sharing this because as a parent I experienced this myself with a policy a school rule about not wearing red to school and I remember one of my sons wanted to wear a red t-shirt school I told me you can't wear a red t-shirt and he said mom he said he said they're not gonna they're not gonna pick on the kids like me so I Will argue with him I let him go to school. I said you're gonna get suspended. You're gonna get in trouble sure enough. He came home. Nothing happened I said did anybody tell you think he's no I told you I'm not gonna say anything to kids like me and

261that and so so I think about that and I'm thinking how are we going to implement this and how are we going to ensure that it's fair and equitable and do we have a bandwidth to make sure that when all these kids are out during passing period that we don't pick on Noel And then the way to tell his mom, but Pepito, he had his cell phone out and so-and-so had their phone. So that's what I'm worried about of creating that piece because once you have a policy, we have to implement it. That's my concern. But, you know, that's just my personal thoughts. The board's decision is your policy. Thank you for sharing that that that is helpful and I do understand that concern As I see it though it applies to everything and it's

262something that we need to work on on our end To make sure that we are fair and we're able to be consistent, right? So I think So again, I hear that but I feel like it applies to every all of the things right if we don't work on the consistency It's not gonna happen. So for me, it's not reason enough right to to bypass that especially given all of the research that's out there about the the harms of um of cell phone use and everything i have concerns too about um you know not having it on their person it's so if it's on their backpack it's so easy when they go to the restroom just sneak it into their pocket we're going to have the same issues we have in the bathrooms we're going to

263have a lot of the same concerns so I don't I worry about that so I'm also leaning towards expanding the no cell phone use from bell to bell to the eighth grade as well as some of the trustees have shared shared too I do think for the for the high schools Can you share a little bit about any discussions that happened about the like the pouches not the magnetic ones but just like the The little hanging pouches right that are super low-tech where students come in and can just place them in there and then pick them up and take them at the end of the period was there a conversation about that or is there a reason why we didn't include that in here It wasn't included in the survey because about how would you

264like your cell phone to be you know to be Stored because we're still determining whether we're going to be having them out or away I did you had asked the question. I did a little bit of research on the pouches There's a variety of them. There's even just the simple We used to have those sentence strip pouches that we would hang on the doors and they would just drop it in. It's not necessarily a locked one that has to be professionally installed or purchased. And many teachers do manage things that way. It's the individual classroom. We've all been in classrooms. I've seen the cell phone jail at the top at the teacher's desk with the acute, you know, where kids who've gotten them taken away, they have them in something. I've seen the pouches. as

265just a way of keeping them away during the instructional period. There isn't a consistent. Statement of how that will be done in the policy of course that's if you choose to do that but again we have to recognize that if we require a certain way that it is monitored or kept away during the instructional time that we'd have to be able to provide that for all and there isn't a budgetary line for this and all of that so that's something to be considered you mentioned also that the the monitoring component of within the classroom, like how do we know, you know, all of that, the high school students did have some, some thoughts here. Um, I will, I can share that with you if you're, if you're interested right now. Okay. So, um, when students

266were asked overall, how is the school's cell phone policy or the rules impacting you as a student? Um, and according to the high school students, um, they said it, it negatively impacts them because they're not able to communicate with their people as readily as they want. And so again, you saw that in the percentages here. We just really want to have our phones at any time. They said that the listening to music was very important for them because they feel like they can work better. So they wanted their AirPods and things out at all times so they could just kind of listen to music and be focused. They said that They did say that they would compromise would be to implement phone breaks within the class for five or ten minutes to check notifications or

267have a minute off a minute or two. One of the biggest concerns they had it was the inconsistency between class to class about how that is monitored and again I go back to the monitoring piece. One classroom lets you have it out. The next classroom doesn't. That was what the high school parents also had concern with. And again, I'll go back to the very beginning of the presentation. The call to having consistency and clarity and enforcement was very strong all throughout, all throughout every parent group. every survey and all and even through our staff surveys. So there you go. That is helpful and I think I'm glad that we're developing a policy and I think that'll definitely take care of the consistency. I looked up the hanging pocket organizers. They're the super low tech ones

268like you said. They're like the sentence strips but just little cubes where you just drop them in and they're $10 to $40 a pop. So I know there's no budget line but just something for us to consider at the high school level and simply because they can drop them. I've seen them use where they drop them in and then after the period when the bell rings they take them but that keeps them from or minimizes i won't say completely right but it minimizes opportunities for them to take them to the restrooms or whenever they leave to go to the office which has been a concern with safety in the bathrooms too so i wanted to to share that and i have heard from colleagues who've already been implementing their policies that there's mixed mix Feelings

269of the effectiveness of that it causes another thing for the teachers to manage in the classroom Kids grabbing their own phone putting fake phones and this all kinds of issues so it does it's not the perfect solution, but Yeah just the last thing I'll say is um, I think I won't speak for anybody, but I have no expectation that this is going to be easy. I think this is going to be challenging no matter what policy we end up adopting because it's new and it's different. So I feel like we should come at it expecting challenges. I think revisiting it in a year, as our superintendent said, is a really good idea. But no matter what policy we adopt, it's going to be hard. And they're smart. They're going to find sneak arounds. They're not

270going to be. I don't expect anything to be 100% effective. I'm just thinking about ways that we can try to increase our opportunities to be successful with the policy. And again, I thank you for that. I will say that, again, the original intent of having AB 3216 was to support the educational and mental health supports of our students so they can focus, do their work, and all of that. Just kind of keep grounding ourself in that in that piece right there. Yeah I just have a comment on trustee religious Mohica's statement which is that I Don't know if it's it's a year waiting a year at this point when I see all the different variables You know, we might have to like check in at six months To see how it's going And to make

271any revisions that we may need to to make I THINK THAT IT WILL BE IMPACTFUL FOR THOSE THAT ARE REALLY DEPENDENT ON THEM. I'M SORRY. So I have a lot to say about this but I'll be concise. I don't like the teacher discretion for part of the policy at all. I think that's going to add too much disparity. I love the K through 8 bell to bell policy. I have a kiddo who's a sixth grader. She's got a cell phone and I won't put her on blast. I'll just leave it at that. That being said I think it is. I'll put it this way. Schools banned smoking and for their students in 1986. That's when it started happening. And by the end of the 80s the beginning of the 90s before you were born schools

272all over the nation had banned smoking. And they did that because lawsuits were coming out, which we're exactly seeing with cell phones. I don't see a difference in the correlation. I think that cell phones can be very toxic and damaging to our kids. I wish we could go a little bit further. And this is me who, at the parent group, I was like, I need my phones. I need to have contact with them. And the parents made great points. They were like, call the office. Plan ahead. And I was like, oh, yeah. Because we've become so addicted to this I'm reading dopamine nation right now and it's got some solid points about what's happening to our kids As they seek pleasure constantly the stuff going up at the scrolling and I would like to see

273and Belle de Belle K through 12 Yeah, so that's just where I am right now and I feel like I've come full circle with that It's gonna be hard the research and the data says the first year you're gonna see upticks in discipline It also says that next year you see an uptick in test scores So I think that part alone is a resounding argument for restricting it as much as possible. Is it going to be hard? Of course it's going to be hard. But another quote that I have on my slides for every week for my students, we can do hard things. Thank you, Trustee Richardson-Fowler. Trustee Garcia, do you have? I think the more impact it will be high school because I think it's too risky to go to. K-12, K-8 sounds good

274for me, but K-12 I think is going to be impossible for consistency and for the people who have to check. Yeah. Trustee Brubaker? Like trustee Richardson Fowler, I have a lot of thoughts in my head right now. So first I want to say as someone with elementary schoolers, the inequity in my household, who my kids don't have phones, started in second grade. That's when my kids started coming home saying my friends have cell phones and I don't I don't know what the school policy is since they don't have cell phones So I don't know whether that's a their friends are sneaking it or they see it before or after school. I don't I don't know So I I am living the my kids don't feel the same the same So I'm all on board on

275elementary school bell to bell Maybe that's what my school has. I don't know. I am in favor of that at the middle schools as well. I have an incoming middle schooler. We are talking about getting her a cell phone because, and I'm going to date myself here, there were pay phones when I was in school. So like my kid could stop or I could stop on the way home and call my mom with a quarter in my pocket if I needed to be picked up. We had pay phones in my middle school and high school. So the same thing. Like if I needed to call and clarify, oh, I need to stay after because I've got this club that I forgot to tell you about, I could reach my parents. I'm assuming our students can

276use our school office phones if needed. So maybe make sure they know that because I hear the anxiety part. Like I absolutely get that. But we have resources available to them. It's inconvenient, but it's there. The... Staff members being recorded and then showing up on TikTok, I want to maybe encourage that we let our students know about the two-party consent laws in our state because that's concerning to me on many levels. And to add to what has already been said about the mental health risks, we're also seeing students interacting with AI and the really negative effects that has on their mental health. And that's in everybody's pocket. So I'm on board with K-8. I'm interested in K-12. I don't know that we're going to quite go that far tonight, but I am not opposed to

277entertaining it. But I'm definitely in the K-8 boat. That's where the thoughts I have organized. Can I make a comment? Yes. Okay, yeah. So I feel what you say about your elementary kids, but... Most of the people who elementary kids have cell phones are those whose parents work. And that is not my case. I know neither of you can contact your kids. But those parents will be very upset if they don't have any kind of disconnection with the kids. I just want to say, yeah. Can parents not call the office, though, to get messages to their students? The thing is, when they go off to the school, they want to know where are they at the end of the school. But if they don't with them, they need to give it at the beginning of

278the day. I just want to mention that every single house are different. How can I say? Different situations. Different situations, right? The two parents are separate, are different situation for different families have different situation. I just want to say it. And also on the K-8, I just want to say every single family has different situation. Thank you, Trustee Garcia. You know, these decisions are not going to be popular. They're not going to make us popular. But we have to really, you know, try and focus in on what is right for the health and the well-being of our students, right? Not going to be popular with parents, not going to be popular with staff. We know there's an issue here, a major issue. And it may require our own... particular sacrifices maybe sacrifices of our of

279our own seats who knows how angry depending on the decisions this particular decision that we make and I think it is going to be impactful this is impactful because as a society this is where we have evolved right even even the parent who is trying to do best practices can't do the best practices themselves And so this is a very difficult decision. I think the only thing I have thought about in my mind is I think maybe we could reach consensus on the metaglasses, right? That that's, it seems to me like we should just ban metaglasses. There's like no reason to have metaglasses, right? I don't have an answer to that. I can only say that we... you within your mobile communication device policy, you can put that in as a line. Yeah. But that

280is again at the discretion of the board and we could put that in there and if if somebody really wants one I'm sure they can find a way to get a doctor's note or some way. I mean, it's what creative ways I The whole thing about the case six and the k8 we kind of debated back and forth though staff is wanting to know staff I'm comfortable with that either way because we kept you being back but With that, I want to make sure that we're very transparent. This is going to mean also change on how teachers respond in the classroom, right? That means teachers, if a principal observes a teacher allowing students to use the phone, we're going to have to call that teacher's attention because they're breaking board policy. So it's not, so

281it means, that's what that means. It means no phones, period. Teachers, you cannot have them use it as free time. You can't have only certain students using this free time where other ones are not. So it's all these layers. And so it's going to be all of us in it and everyone held accountable because that does happen. And so we're going to need to make sure that this is a policy. It's not no longer a discretion for a school or within grade levels or within the classroom. And so it is a big shift because right now, even though there's some schools that say they're bell to bell, it's not completely accurate. That's just being transparent. That's going to have to change. Well, I think that there's not going to be an absolute policy because there's

282already exceptions carved in. And so, you know, we're going to have to figure out how we identify those exceptions, right? And maybe the low-cost alternative is whatever students fit in these, the exceptions that we already know, and maybe some that we might create, they can wear a wristband, the green wristbands or something. But because you're going to have, the teacher, you know. the Whoever is supervising right? It's gonna have to have a visual way of identifying who who should who have the ability to open up the phone and who doesn't right that might be a Visual way to do it, right? The required exceptions besides the emergency access do include the health related needs and just so you know if a student has a health related needs and I will refer to a diabetic. I

283think it's the most common that we would have. Students who have a health related need and requires an assisted device of some sort even in the IEP Teachers are provided a health report or an IEP at a glance that they would know what is what is allowable so I'm not sure identifying them with a band or something like that would be necessary as as teachers do know get to know their students and it takes a little bit of time to know especially when you have in the high schools and middle schools as you're transitioning all day long but i i would I'm going to say that I believe our teachers would be able to identify and be knowledgeable of who because that information is provided to them. And it's also in our ARIES system on

284their student information system if that is something that is required. We can have that added in that area as well. So teachers would know, oh, Felicia is a diabetic and has a device and needs to have access to that at any time. I want to do a quick time check. It's almost 1015. We have some other items to cover So I'm not sure if you want to We have any more we can come back with the another revision We have two more board meetings. We have the next board meeting We can have a revision space on the foot we got today and then Go at it one more time and then bring a final draft the end of June Well it doesn't seem I mean. Sounds like we are hearing consensus on the K-8 at

285this point. K-8 seems like something that we're interested in. And then everything else seems to be kind of up in the interest of the building. I also heard consensus on discretion removing that unless I'm not. Yeah. Can you explain that a little further. Not having teacher discretion. Not having teacher discretion. Yeah. So whatever the rule is it's applied across the board. Trustee Richardson-Feller I'm sorry. So we've talked about the lockbox lockbox and whatnot but we haven't talked about the teacher staff component of this. I'm going to assume that like our SEL model we are going to want our staff and teachers to model this. What are the expectations of cell phone usage for our staff. And I say this as a teacher who has had a cell phone lockbox in my classroom not for the

286students. That's something that we can definitely add. And to be really frank I think that they should be the models. One thousand percent. I mean emergencies happen of course as we're talking about with the kiddos. Yeah, I think that that'll be an important aspect to include As we go through, okay so we identified two things that we seem to have some general consensus on and That might that seems to be helpful in order in terms of the revision that we get back And then go out again. Does anybody have a okay two question trustee Vedra Just another concern I know in the past the staff done a really good job of differentiating between policy and admin regulation and this has a lot of admin regulation language in it and I'm not sure if you are

287going to move it over to the admin regulation side because again you would require board approval to make any change that's required that normally just would be done in the admin regulation side and so again I would encourage us to stay consistent and remove the admin regulation you know again this example is the The disciplinary, you know. The enforcement. So again, that's. Yeah, we can bring both next time. I think we can, right, Felicia? Yeah, no, absolutely. I won't be here to bring it, but I can have Dr. Guerrero bring it or I can have Alyssa bring it. I won't be at the next board meeting, sorry. Oh, okay. Well, you'll have it ready. I will have it ready. And then Alyssa, you will be. Yes, I have a college graduate. I'm going to be

288gone. No problem. Okay, who else had the question? Yes, just a week So an AR I'm just making sure an AR is coming back. There's three things already. We want an AR back. Yes, we okay INCLUDE TEACHERS. TAKE OUT TEACHER DISCRETION. TAKE OUT TEACHER DISCRETION AND INCLUDE TEACHER STAFF. NO USE OF CELL PHONE. THAT WOULD INCLUDE ALL STAFF. PARA EDUCATORS, NOON DUTY. ALL STAFF. I WANT TO SEE, UNLESS THERE IS OPPOSITION FROM MANY OF MY COLLEAGUES ABOUT DOING A SURVEY OF STAFF OF PREFERRED WAYS TO HAVE PHONES HELD. If I'm a teacher, if I don't have to think about how they're not in hands during class time, that would be a good idea to me and potentially something we might provide to them so they don't have to worry about that out of their classroom

289budgeting. But I am not a teacher, so I can't say that's what they might want. And that could be part of the staff regulation. That's a how. And so that would not be included in the policy. Yeah. So just an idea from our middle and high school staff, I think. I don't know. of what they would prefer. Just figure out. Just I would want the option of nothing right as well like nothing or what would you like so they can also say you know because maybe they don't want to deal with having to every single day every single period especially the high schools right every period transitioning out and then dealing with again fake stuff dealing with someone taking it so. And that will take away instruction time. Okay, thank you everyone very difficult topic

290but necessary topic to go through Thank you and look forward to bringing this back on to m1 I know there was two public comments for m1 First one is Debbie Decker and the second will be Becker Bernard As mr. Co's coming up. I just want to thank her for her commitment is on her work on being on the Oversight Committee and for staying so long to make your public your comment We really appreciate your commitment to the district It's in my first late night board meeting rodeo. Oh, three minutes. Wow. President Rodriguez, trustees, superintendent, staff, students, and the WJUSD community. I'm Debbie Decker, former school board president and current chair of the Community Bond Oversight Committee. I want to thank the community and the board and district staff for their support and patience as this

291project continues to evolve and to... provide more and better facilities for our district. It's exciting to see progress across the district and to hear from students and teachers and families their appreciation for investment in safety and security. It's also gratifying to hear from site staff about how they appreciate how these projects are going forward. I recall attending a ribbon-cutting event at Adult Ed last year, and the staff were delighted and truly touched by the investment in the Adult Ed facility. This investment sends a message to staff and students that they matter, that they deserve safe, clean, and useful facilities in which to work and to learn. And we aren't done yet. There's so much need, as described in our facility's master plan. Y'all changed the name. I've forgotten what it is. And we need to

292use this momentum into the future to continue to tick off those facility needs we have in our district. I'd like to thank Mr. Wiley and Mr. Holtowski and Mr. Wiley's staff and Crowe accountants for their work in support of... Compliance with with the requirements of the of the bond and for their support of the bond oversight committee. Thank you Thank you very much. Thank you for hanging in there with us Next we have Becker Bernard. Hello again I want to thank this board and past boards for their investment in passing measure Y and I know there was pandemic that delayed our implementation of measure Y but now that we're actually seeing the projects I want to thank you guys for investing those dollars in our schools. I hear a lot from all over just different

293sites about some of these things. I hear a whole spectrum some people are very disappointed and feel like nothing actually was done then we have conversations about security fences. doorknobs that you can actually lock from inside your class and not have to go outside if there is a lockdown to lock your class. The security cameras, some of the painting, some of the roofs that were fixed. I know that a lot goes into this. I hear some gaps such as at Gibson, I hear that the front staff don't have access to the security cameras to be able to see who's actually at the gate. So they have to just buzz blindly in people. That kind of defeats the purpose of the fence. Also hearing conflicting views at Douglas. I know it has never had a fence,

294so we know that was a controversial thing. Neighbors especially feel like it cuts off a lot of that openness. which is the intention. Some of the teachers feel like it would be safer for kids to be able to run in any direction if there is a active shooter rather than to be funneled into gaps in fences that are smaller gate entrances. So I do wonder if we're going to do a staff survey on how the impact of the Measure Y things at your school have been received. Also by maybe our... parents and community, drop off has been really challenging because gates have to be opened. There was one more that was going to say. Oh, a lot of the gates have dysfunction during rain, so they get stuck in the unlocked position. So then they

295are left unlocked for anybody to walk through. Same for some of the keys to unlock it they get stuck a lot of challenges I know these things will happen But I just want to bring up that these are issues I hear all the time at different sites So consider maybe a survey of what the impact of those projects have had and then I do wonder about You know, we really tried strongly with measure P and we unfortunately did not pass it. I mean desperately need to pass another bond. So really getting ahead of what's our timeline for our next bond that we could pass. How can we engage community and having conversations about the impact of measure Y and really get ahead of the curve because I know that we're going to need to pass

296another one hopefully soon. So those are my thoughts and I really appreciate all the work that the committee has done. Thank you. DIRECTOR DEWOLF Thank you very much. Okay. We're going to M1, information presentation of measure Y general obligation bond performance audit and financial audit. This is informational item. Yes, President Rodriguez, we have Jen Arras here from the CPA firm of Crow and she's going to say a few words about the two reports here related to measure Y. Thank you. Good evening. I'm just getting my computer going again. I had to conserve the battery here. Bear with me. I am Jen Aras I'm your audit partner Crow LLP is the independent accounting firm engaged to perform in this case the financial statement and performance audit for measure Y And I entered my password incorrectly because

297it's past my bedtime. Hold on, there we go. Okay, so I'm not sure if you have the performance audit or the financial statement audit in front of you first. I'm happy to start with the financial statement audit. And I would just remind the board that this is kind of a look back. And so we're looking back at the June 30, 2025 period. And so while this format is very similar to what you would normally see in a financial statement, the first document that you have in front of you or the first page is the opinion and in this case we have issued what's referred to as an unmodified opinion which is that highest level of assurance that we can provide as a result of our testing procedures. There's just one difference here and about two-thirds

298of the way down that first page you'll see that there's an emphasis of matter paragraph included and so the purpose of this paragraph is to call out to the reader that this report is reflective only of measure Y active and not meant to represent the district overall. If you continue on to page three, here's kind of your snapshot or your balance sheet of the financial information as of June 30th. So again, looking backward a number of months, there was just over $31.7 million in cash available. There were some payables so expenses that had been occurred and the invoices hadn't yet been paid of Just over six point three million dollars leaving a fund balance of about twenty five and a half million and so on page four you have the income statement activity or almost

299kind of a roll forward if you will of activity there had been just over half a million dollars and an interest income earned during the year and then about 17 million in expenditures for the period so representing those projects that were being paid for. The footnotes here give you some good information. So note one, it has all of the accounting policies. As part of the audit, we assess the reasonableness of those accounting policies and make sure that they are consistent with what we would expect. Had no issues there. We had no findings as a result of our audit, nor were there any adjustments to the financial information that was presented to us. Note two just speaks to the cash balances that are held. Note three just specifically calls out that the balance of funds are

300restricted for use under measure Y purpose. And then note four calls out the actual bond measure and the purpose there under the bond. Note five speaks to the issuances that have happened. So as each of those Debt measures have been issued. That's just detailed here for the reader. And then lastly, you have some reconciliation of inter-fund activities. That's just a required disclosure item. Because we perform this audit under both generally accepted audit standards and governmental audit standards We have a secondary opinion here starting on page 9 and this speaks to Internal controls over financial reporting. So as I mentioned we did not have any adjustments or any findings And this is also considered to be a clean audit report Not sure if there are any questions on the financials. Otherwise, I'll go over to the

301performance audits. Are there any questions trustees? No, seeing none All right, so the second document that you have then should be titled performance audit. And so this is specifically required under Proposition 39. And the opinion here is also a clean or unmodified opinion under the performance audit standards. And I'm going to skip to actually page three, which is really the meat of the information here. We are specifically looking at the allowance of the expenditures in relation to the bond measure. And so in this case, we selected 25 expenditures totaling just over $2.9 million, representative of about 17% of those total 17 million in expenditures. And we tested those transactions really beginning to end of that transaction cycle and found them all to be in accordance with what was approved under Measure Y for the bond.

302So again, no findings. as it related to the performance audit that was performed. That would be the conclusion of my presentation. Yeah, thank you very much. Are there any questions, trustees? Sounds like we have a really great report in terms of doing what we're supposed to be doing with our measure Y money and no any... Irregularities in any particular way. So yes, no regularities. Yeah, no and I'd like to think management You know, not only did they walk us through their internal control process. They have to provide all the supporting documentation For our testing and they were very forthcoming and all of that information and very responsive to all of our requests So greatly appreciate that. Thank you very much. Thank you for your hard work and your information tonight. Thank you All right. Have

303a good evening. Yes you too We'll be moving on to M2, information on average daily attendance and enrollment report for 25-26 school year. It's an information item. Do any trustees have any questions on M2? No, okay. Thank you very much. Mr Wiley for your work on that and we'll be moving on to n1 under governance support It's an action item. You have to approve resolution 54-26 resolution ordering governing board member election and requesting the Board of Supervisors of the counties of Yolo and Sutter to consolidate district election with a regular election held on November 3rd 2026 Superintendent did you need to add in? Anything? Move for approval. No. Second. Okay. We have a motion for approval by Trustee Villagrana and a second by Trustee Richardson-Fowler. Any discussion? Seeing none, we will put it to a

304vote. Trustee Villagrana? Yes. Trustee Rodriguez-Mohica? Yes. Trustee Richardson-Fowler? Absolutely. Trustee Garcia? Yes. Trustee Brubaker? Yes. Trustee Rodriguez, yes. Well, we have approved resolution 54-26 with a unanimous vote. So now moving on to O, I know we have a public comment. Can we have Sarah Monley? Good evening. I'm hopeful about the district's commitment to literacy and I came here tonight to just respectfully urge you to meaningfully invest in the future of Dingle Elementary as it transitions to a fully DI school the way that Beamer has been. This transition is really exciting for Woodland students and families because we know that dual immersion programs are designed to help students achieve high academic success, bilingualism, biliteracy, and cross-cultural understanding. However, strong dual immersion programs cannot succeed without strong literacy resources. So if we want our youngest learners, those

305in TK and kindergarten, to become confident bilingual readers and future recipients of California's Seal of Biliteracy, we must begin by investing in books, especially in these earliest grades where the foundations are built. So next year, we'll have about 60 students entering these grades, TK and kindergarten, and it's going to require hundreds of developmentally appropriate books, not just a token collection. We need to circulate them into the homes and into the classrooms, and they need an abundant access to text that... variety of reading levels so that they can repeatedly engage with the language and the vocabulary, the phonics and the comprehension, and just the joy of reading itself. So I'm the chair of the school site council, so I've looked at our SIPSA. You get to look forward to that next meeting for Dingle. And I'm

306coming here because I know the financial reality of our school, of course, but I heard it tonight of all the schools. I am asking for your special support for Dingle tonight because this is something brand new for our school, something that we couldn't have prepared for over years of saving. And it's not fair to ask the Scholastic Book Fair or the PTA for this kind of collection. But I'm doing it to all of you because it's a really positive vote of confidence in literacy in the goal that you mentioned in your slides around. the importance of the literacy plan and and these these district level investments will be beneficial not just for Dingle but ideally in the libraries across the district so I would just like to ask you to please consider that, not tonight,

307but at some point as you continue your work. Please help libraries be one of the few educational investments that can touch every single child, every classroom, and every family in our district. Thank you. Thank you, Ms. Monley. All right, there are no more public comments, correct? Move on to item P, information, request for future agenda items. Trustee Brubaker? So I have been talking to trustee Richardson Fowler and trustee Rodriguez-Mahica for a couple of weeks. A teacher brought to my attention, I believe, trustee Rodriguez-Mahica, sorry, Richardson Fowler, it's late, attention about the use of slurs and hate speech in our schools. So we have submitted, well, I submitted, but on behalf of the three of us, a yellow sheet to... Explore programming that would help change the culture of hate speech and slur by students I'd

308love to have us see what student what districts in the surrounding area may already be doing I've heard that That Washington Unified has a presentation or something that they do that they have found to be effective So we're not having to reinvent invent the wheel I want to see if my fellow trustees have anything they wanted to add to that as well No, okay. Look forward to seeing the yellow sheet All right, item Q, information, closing comments. Are there any closing comments? Trustee Richardson-Fowler. Tonight, Becker-Bernard mentioned the addiction lesson that they do with the kids and the cell phone. One of the things that I think is very impactful, because I was there one of the days she did the experiment. It was the day I went to go and visit campuses. A lot of

309the numbers that she did not mention were group texts. So one girl had over 250 text messages because she was in a group chat. And they decided, hey, let's X out the group chats. And that's how they got to hundreds. I cannot wait to get this cell phone policy back. It is so important. So I'm glad we had so much consensus on it. Okay, very good. Anybody else have closed comments? Trustee Brubaker? Tuesday's election day, so vote if you haven't done so, please. Okay, anybody else? So I just have, you know, we're coming up to June and this board as it is constituted is constituted working together for a half year. I think it's a good time to think about what we've been able to accomplish together, what have been some of the challenges to

310reflect upon where we are at our half year as we are constituted now and as we are moving forward. AND I KNOW WE HAVE A LOT OF CHALLENGES AHEAD OF US AND A LOT OF GOOD WORK STILL TO DO. OKAY. THANK YOU, EVERYBODY. WE MOVE ON TO S TO ADJOURNMENT. ON TO R, SORRY. NEXT SCHEDULE REGULAR BOARD MEETING THURSDAY JUNE 11, 2026 CLOSED SESSION AT 5 AND OPEN SESSION AT 6. NOW WE MOVE TO ADJOURNMENT. THANK YOU VERY MUCH.