Board Meeting 5-14-26

001OKAY, WE'LL START IN ONE MINUTE. OKAY, GOOD EVENING, EVERYONE. GOOD EVENING, FELLOW TRUSTEES. I'D LIKE TO CALL THIS WJUSD BOARD OF TRUSTEES OPEN SESSION TO ORDER AT 5.03 PM. MOVING ON TO APPROVAL OF BOARD AGENDA ITEM B. ARE THERE ANY CHANGES TO THE BOARD AGENDA? I'd like to request just a change in order. Change of order, okay. I'd like to, right after the school plans, I'd like to have our boundaries discussion. Okay, so move M1 boundaries after L1 school plans? Yes. Okay, any other? Okay, seeing none, I'd like to ask for a motion to approve the board agenda with the movement of M1 boundaries after L1 school plans. So moved. Trustee Brubaker has made a motion is there a second? Second. Trustee Richardson-Fowler has made a second. Is there any discussion? You said move M1

002after. Move M1 boundaries after L1 school plans. Thank you. Okay we have a motion and a second. Any discussion? No all right then let's do a roll call vote. Trustee Garcia. absent trustee Brubaker yes yes trustee Rodriguez yes trustee Villagrana yes trustee Rodriguez-Mohica yes trustee Richardson-Fowler yes very well we have approved the board agenda with five yeses no opposition no abstentions and one absence Moving on to public comment for items on closed session agenda. I just want to remind folks that the closed session agenda topics are conference with labor negotiator Dr. Rebecca Toto, WEA, CSEA, and our underrepresented employees. And the other topic is conference with real property negotiators regarding the potential purchase sale exchange or lease of real property pursuant to government code. IF YOU HAVE COMMENTS ABOUT OTHER THINGS OTHER THAN THOSE TWO

003ITEMS, YOU'LL HAVE TO WAIT UNTIL THE END OF THE AGENDA WHERE WE TAKE COMMENTS FOR ITEMS THAT ARE NOT ON THE AGENDA. OKAY. THERE'S NO COMMENTS. THERE ARE NO COMMENTS? NO. THERE WAS A MISUNDERSTANDING ON WHAT WAS ON THE CLOSED SESSION AGENDA. OKAY. VERY WELL. SO THERE ARE NO COMMENTS THEN. for item C. So we will go on to item D, where we will convene in closed session and return to open session at 6 p.m., perhaps later, depending on the length of closed session discussion. Thank you very much. Okay, thank you everybody. Thank you for your patience. We went a little over in closed session. We convene this open session at 6.42, and we will begin with Pledge of Allegiance. Thank you and our land acknowledgement statement will be Read by trustee. Yeah, we should

004take a moment to acknowledge the land on which we are gathered For thousands of years this land has been the home of the put one people today that there are three federally recognized put with tribes Catch it the he band of Winton Indians of the Calusa Indian community Ketu the he went to nation and yo should they he went to nation The Puebloan 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, Trustee Villagrana. Next is our equity statement that will be read by Trustee Rodriguez-Mujica. All students deserve excellent schools which are culturally responsive and set high expectations a high quality learning environment

005and equitable resources to ensure that they are 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 trustee Rodriguez-Mohica and our Board of Trustees agreements will be read by trustee Brubaker Our agreements are check in remember our larger purpose boundaries Remember that individual decisions are not personal open aspire to find common ground have empathy being respectful and assumed best intentions Thank You trustee Brubaker on to e5 announcement of any action taken in closed session. There was no action taken Moving on to item F public comment for sections G consent agenda and H community engagement. Do we have any? We do not have any public comments Seeing none then we

006go on to item G consent agenda Are there any items that need to be pulled from the consent agenda? Trustee Villarana? Not pull just have a question on the minutes from the 23rd Okay. You have a question on the minutes of the 23rd? April 23rd. Okay. What's your question? At the 1 hour 37 mark, there was an initial vote on that item. Sorry, on the consent. Sorry, on the purchase orders. Voted on later in the meeting, but the first vote was not reflected at least I couldn't find him in a minute So if they're in there if I think we put it out to me the first vote that we took at again the one hour 37 minute mark so you want the you want it to reflect that there was a First vote. Well,

007not me. That's what our bylaw says that we're supposed to record all motion seconds and votes Okay Okay, so can you restate what you would like my question is did I miss them there and I just couldn't find him That's the first question if they're not then they should be added for for our bylaws. Yeah And I'm fine moving forward under that condition that it would be added after the fact that they just be added. Mm-hmm Yep, just a second. Well, I'll add the second well first one technically. Yes Okay That's all good. Yep any any questions about trustee Viet on this request? No, okay So given that change can I get a motion to approve the consent agenda so moved? Second motion made by trustee Vietgrana seconded by trustee Garcia Any discussion? No. Okay.

008Can I get a show of hands for approval? There's six hands so six in favor And no opposed no abstentions. We have approved the consent agenda Thank you we will now move on to community engagement h1 recognition Heroes of Arts Education Award recipient Christina our director of teaching and learning executive director. Christina Lambie will be presenting a certificate of achievement one of our teachers that was recognized for the ARTS EDUCATION AWARD. IT'S A BIG HONOR. I'M HAPPY TO HEAR ABOUT THIS. I'LL LET CHRISTINA GIVE YOU MORE DETAILS AND INTRODUCE TO YOU THE WINNER. Thank you. Thank you Superintendent Lamkin, President Rodriguez and board. We have Allison Cagley from the Friends of Sacramento Arts organization here to present an honorarium and recognition to Lindsay Rausch, one of our art teachers over at Pioneer High School who

009was recognized a couple of months ago at an event that Friends of Sacramento Arts. put together and I know that Allison has some words that she would like to share so if you'll both come up Thank you for having me this evening. So Friends of Sacramento Arts, just to give a little bit of background, started in 2019 at the invitation of then Mayor Darrell Steinberg to address the fact that only one in five school children have any sort of arts or music in schools for K-12. And so since 2019, we have been working especially to advocate and to help educate about Prop 28. And I want to thank you, the district leaders, for supporting that proposition. increasing the amount of arts and music in the school. So it's a complicated proposition and so thank you

010for embracing that and making those impactful changes in all grade levels. So we are a regional organization. We work with four counties of Yolo, Placer, El Dorado, Sacramento, and we're also expanding into Amador and Yuba. We partner with Create California, which is a statewide arts advocacy organization, and we also partner with the California County Superintendents Association, California PTA, and the County Office of Education to work to ensure equitable access for comprehensive arts education at all grade levels. Our vision statement is arts. Every day. for every child in every school. So March is Arts Education Month and four years ago we put together what we call the Heroes of Arts Education Gala and I brought some extra programs so you'll be able to take a look at those. And this year we honored 11 school districts

011and 20 teachers from those four counties at the Sophia. And we do it every March so we'll be doing it again next March so we hope if your calendar is free you can join us and help honor your teachers. So this year, Heather King, the principal at Pioneer, selected Lindsay Rausch, and so I'd like to indulge a little bit and read what they talked about with Lindsay. So Lindsay impacts the arts community on campus in so many ways. First, as our department chair, she leads with compassion and an unwavering dedication to maintaining a high level of educational environment for our students and staff alike. She has her thumb on the pulse of our student body with a deep connection, dedication to student connection, well-being, due to a strong sense of creating a safe place. for

012real expression. Students love her because she makes them feel safe and seen, which is evident in the courageous expression in their artwork. Students who don't feel safe and seen do not tend to experiment as much or truly link their work so unapologetically to their identity and culture. It's beautiful. As the VAPA chair, she takes her role very seriously and is sure to share all necessary information clearly and timely with their team. She's taken a lot of her own time and energy to learn more about how to best organize and utilize the funds from Prop 28 to support all aspects of art on our campus. Her ability to organize and facilitate numbers and information should not go unnoticed. They have a wonderful team there and they work in great harmony and it is because of Lindsay,

013her dedication and her style of leadership. So we want to thank Lindsay and she received a framed certificate that night and a bag of goodies that included tickets to Music Circus and to Crocker Art Museum and a number of other art locations and then tonight we're giving her an honorarium that she can use that to further her art education. You know, okay, so thank you very thank you so much for everything that you do you make us very proud It's always an honor to know how many excellence What excellence that we have in our district and you are an example of that to represent our district in that manner We're very very proud to make us proud I have a certificate here that I'm gonna have our board president Present to you and I like

014we'd like to take a picture with our board president Can I get a copy of that brochure when you're done with it? Awesome. Thank you. Okay. Next, we move on to H2, Employee Appreciation Month Resolution. All right. It is my honor to present this Employee Appreciation Resolution. I would love to ask if our CSEA President Rebecca Rossiter can come up, WEA President Becca Bernard, Administrative Assistant Jennifer Martinez, and our Director of Teaching and Learning, Christina Lambie. Thank you all so much. So we have a resolution that I'm going to read for you. But before I do read it, I wanted to personally thank every single one of you for all the work that you do. It is an honor for our district for you to choose us every single year because we know you all

015have choices and you continue to choose us. And thank you for everything you do for our staff, our students, for each other, the support that you provide, and also all of the meetings that you all come to and stay to until the very, very end sometimes. Thank you. That is 11 sometimes. So thank you so, so much. I'm going to read the resolution to you all, and then I'm going to present it to you. Whereas the Board of Trustees recognizes the many contributions of all employees to student learning and achievement, and whereas every student has a right to access high-quality educational programs to further their academic and personal success, and whereas quality educational programs are only made possible thanks to the dedicated, talented, innovative, and hardworking educators administrators and classified staff woodland joint unified school

016district that's you all who use their extensive skill and compassion to provide individualized educational opportunities and support for students. And whereas Woodland Joint Unified School District acknowledges that our educators, administrators, classified staff, students, and families have faced many challenges as we continue to navigate the impact of the pandemic on our schools and operations. And whereas Woodland Joint Unified School District recognizes our staff have gone above and beyond in responding to the needs of students and their families and the community at large. And whereas Woodland Joint Unified believes that our employees' response in serving children during these challenging times serves as an example of selfless public service and pride in our community. And whereas now more than ever, teachers, administrators, and classified staff serving our schools deserve gratitude, respect, recognition from the Woodland Joint Unified School

017District students, parents, and the entire community. Whereas May 13th is designated as a day of the teacher by the California Teachers Association and May 4th through 8th as a Woodland Joint Unified School District's week of the teacher. And whereas May 17th through 23rd is designated as Classified School Employee Week by the California School Employees Association, April 19th through 25th is designated as Administrative Professionals Week and Administrative Professionals Day is on April 22nd. October 2nd is Custodial Worker Appreciation Day. April 28th is School Bus Drivers Day. And May 1st is School Lunch Hero Day. Whereas the Board of Trustees also recognizes the contributions of certificated and classified management with week of the school administrator and designated by the Association of California School Administrators as October 11th through the 17th and also recognizes School Principals Day on

018May 1st. And I read all of those because every single one of those is so, so important to our district. Now, therefore be it resolved that the Woodland Joint Unified School District Board of Trustees proudly declare the month of May as Employee Appreciation Month. In making this declaration, the Board of Trustees honors all Woodland Joint Unified School District staff for dedicating their lives to promoting the success of our children and our community. Thank you all so much. Please join me in a round of applause for every single one of them. Would the board like to join me to take a photograph? Sure. Thank you for offering. Yes, and once again, thank you very much to all our employees. Moving on to Resolution 5C, I'm sorry, 5B, Mental Health Awareness Month. So I have the pleasure

019of presenting the resolution this year. Can I ask Mr. Acosta to come up to the podium, please? So in lieu of reading the resolution, I want to share a little bit about why I selected Mr. Acosta for this resolution and some of his very impressive biography. So mental health among our LGBTQ young people are particularly at risk right now given the national rhetoric over their rights and the onslaught of executive orders threatening their rights to exist and access to health care. In the 2025 Trevor Project, they released their annual report which surveyed 16,000 LGBTQ plus young people between the ages of 13 and 24 in the United States. And in part that report states. LGBTQ plus young people are too often placed at higher risk for suicide not because of who they are but as

020a result of their They are mistreated and stigmatized this year anti LGBTQ plus victimization policies and rhetoric contributed meaningfully to the rates of poor mental health and suicide risk observed among the LGBTQ plus youth young people who took the survey Similar to previous research these findings also confirmed that creating space and communities where LGBTQ young people feel welcome and accepted serve as a powerful intervention that can lower their odds of considering or attempting suicide significantly. Significantly or specifically the survey found that young people who reported living in accepted communities attempted suicide less than a third of the rate of those who received who lived in unaccepting communities. And that last statistic statistic, excuse me, is the good news in the data because we as a community can play an active role in ensuring that we

021provide safe and accepting environments for all of our young people, which will not only help our students and community thrive, but also be better able to thrive in our schools. Our schools have counselors for all students, and they can also be referred to outside therapists if they need further support. Also, both of our middle schools and Woodland High School and Pioneer School have active and thriving GSA clubs that will welcome any student looking for further support in their schools. Which brings me to Mr. Acosta. who has worked since he was a very young person in our community to help ensure that we have a community that is safe and accepting for our youth. So I am proud to present this resolution to Juan Acosta, who is a Woodland High School graduate in 2015. He is

022a renowned mental health and LGBTQ activist, content creator, and public speaker. He shared with me that it was through service to the community in Woodland that he does what he does now, and at age 13, he was part of the of youth groups at what was then the Yolo Family Resource Center now known as Empower Yolo and that created a deep love for community and specifically serving underserved communities and is a proud first-generation immigrant from here in Woodland and grew up to use his voice for good. He co-authored the New York Times bestseller Channeling Kindness Stories of Kindness and Community which is a collection of inspirational stories written by young people as well as personal notes of empowerment from Born This Way co-founder Lady Gaga, where he wrote about writing the first LGBTQ proclamation that

023passed in our very own city at age 21. He received his bachelor's degree in psychology from San Francisco State University. He has speaking engagements that have included the first ever Youth Mental Health Action Forum at the White House event where he spoke alongside Dr. Jill Biden, Selena Gomez, and the former U.S. Attorney General Vivek Murthy. And in 2024, he was also invited to the first ever White House Creator Mental Health Summit. So I have a resolution here for you, but I would love if you would like to share anything as well. Hello. Perfect. Good evening, everyone. Thank you so much for having me here. Thank you for inviting me. Literally just want to reiterate what you said, that kind communities start in our schools, in our homes, and what we bring out. to the public

024as well and in a time where there's a lot of youth who feel targeted the support needs to come from all of us we may think it's something that is you know common sense to everyone to ask about how someone is doing but mental health matters not just in may but year round and youth should be supported by all of us and i believe adults need that support as well checking in with yourself checking in with those around you is important our youth deserve to thrive not just survive. And in a moment where there's a lot of uncertainty, they look up to us, the adults, to carry the torch and to help them find the light when they're going through dark times. So I take it upon myself to thank you for uplifting LGBTQ youth

025in particular, but most importantly, I invite all of us to reflect and to check in with ourselves first. And if we're needing support, that we reach out for support. And secondly, that we check in on those around us to make sure that we know that they know that we are a safe place for them to go to. Thank you. Okay, thank you very much. It's great to have you here. Honor. We move on to H4, Asian American and Pacific Islander Heritage Month Resolution. If I could ask Shelton Yip to join me up at the podium. It's an honor to have Shelton here with us. He's a fellow trustee, Yolo County Board of Education trustee and retired educator as well. I'd like to read the resolution that we'll present to you and then if you'd like

026to say a few words. Very well. Whereas the state of California is home to over 700,000 Asian and Pacific Islander students from kindergarten through grade 12. And whereas the diversity of these groups include Bengali, Burmese, Cambodian, Chinese, Filipino, Hmong, Indonesian, Japanese, Korean, Lao, Malayan, Okinawan, Pakistani, Thai, Vietnamese, Samoan, Asian, Indian, and others. And whereas we acknowledge the historical and cultural contributions of Asian Pacific Americans in the development of the state of California, and whereas many Asian Pacific Americans have experienced the injustices of exclusionary acts, denial of citizenship, and land ownership, as well as internment and relocation camps, and whereas we acknowledge these Americans for their contributions to government, industry, commerce, agriculture, science, literature, and the arts, Now therefore, be it resolved by the governing board of the Woodland Joint Unified School District that May is

027designated as Asian American and Pacific Islander Heritage Month, and that all educational sites be encouraged to recognize the contributions of Asian Pacific Americans through our curriculum. President Rodriguez, thank you. And board members, thank you very much. This is kind of strange. Normally I'm on the other side and presenting it to someone, to individuals or group that represent the spirit of Asian Americans, Native Hawaiians, and Pacific Islanders. I am honored that I was asked to receive this resolution. This resolution reflects the strength, diversity, and contributions of our communities, both locally and across the country. As a reminder, though, In 1882, Congress passed the Chinese Exclusion Act, banning Chinese immigration to the U.S. In 1942, Executive Order 9066 was enacted to incarcerate American citizens of Japanese descent. It took years to repeal these laws, but now today,

028we see these same tactics terrorize immigrants and communities of colors. across our country. As I have emphasized over the years when presenting this resolution, the importance that we in the education community and the overall community, that we continue to advocate and speak with one voice, for this will only strengthen our communities together. And with that, I say thank you again for this honor. Thank you. Wonderful to have you here, Shelton. Thank you so much for being here. All right, we will now move on to resolution 5D, and that is resolution for foster care month. Okay, we will not be presenting that this evening, but obviously we approved it, and very important to recognize the work that needs to be done for our foster youth, and I know we certainly have great staff that do great

029work in our district, so thank you to them. We will be moving on to item I, student reports. If we could. Gift to the districts. Oh, sorry. Did I skip that? Sure did. Okay. Sorry about that. Hold on. H5 will be gift to the districts. And I will read them. We want to thank California Youth Tobacco for a $500 contribution gift card donation to school, to Douglas Middle School. Thank you to them. We want to thank Ruth de Lemos for a $250 contribution donation to a APAC senior celebration And we also want to thank Hernandez and sons junk removal for a $250 contribution So that was a donation of pre-filled Easter eggs for Cache Creek High School AND LASTLY, NOT LEAST, WE WANT TO THANK YOLO FEDERAL CREDIT UNION FOR A CONTRIBUTION OF $250 WHICH

030WAS A MONETARY DONATION TO THE PAC SENIOR CELEBRATION. A BIG ROUND OF APPLAUSE PLEASE FOR ALL OF OUR DONORS. WE DEEPLY APPRECIATE EVERY CONTRIBUTION. THANK YOU SO MUCH. OKAY. NOW WE WILL MOVE TO I-1, REPORT FROM HIGH SCHOOL STUDENT REPRESENTATIVES. MR. FOIA, IF YOU WOULD BE WILLING TO START. Good evening, Board President Rodriguez, Trustees, Superintendent Ortega-Lampkin, Executive Cabinet, our community. My name is Izzy Tafoya and I am here to represent Willen High School. My report tonight is the following. Baseball wrapped up as league championships with a perfect 18-0 season, the first undefeated league season in program history. Yay! Track and field sent 13 athletes to DIV, four trials meet at Oak Mount High School, and three individuals and girls, girls four times, uh, 400 team qualified to move on to DIV for finals. Spring Sports

031Banquet will be on May 29th to recognize all students that participate in spring sports. Our spring musical, SpongeBob the Musical, just had its closing show at the beginning of the month, and theater recognized their seniors. Band also had their Soloist concert last week, a senior concert yesterday, and an upcoming festival of music. ASB will be assisting Leh Middle School on their annual transition rally tomorrow and WHS will be having their last school rally next week with the Spirit Week leading up to the Orange Out transition rally. This week we will also have our Grand March ceremony and prom a night on a bayou May 16th. Have a good day. Thank you Ms. Tafoya. Thank you very much. Next Nicole Pimentel from Pioneer High School. Is she up? Nope. Nope. Okay, so we'll have no report

032from pioneer and our Cache Creek representative is also out today So thank you Izzy for holding it down today. You did a great job Next is item J public comment for items on the agenda. Do we have any public comments? We do not have any public comments Okay. Next item is K reports superintendent report. Okay. Good evening Been a very busy week These are our revised priorities literacy, math, special education, family engagement, and youth development and I'll be giving the board updates on the revised priorities. These are going to help us our focus provide focus and direction as we move ahead. The Woodland I wanted to show that every year the city of the City Library does a a read rumble and rev Event at the library it brings out a bunch of different vehicles

033and our bus is Always always always the most popular vehicle. So I want to thank our transportation department for supporting this event that supports literacy in our community So, thank you We have our multilingual celebration on April 27th. I don't recall the number of close to 301 students were reclassified. No. Oh, jeez. I have it all wrong. A lot. I'll never forget the first time we did this, we only had three students. So this definitely supports our priorities for literacy and family engagement. We also had an awesome, awesome event our first time ever, our civic engagement showcase. These are students who will be receiving the seal of civil engagement certification or seal on their diploma and they were here presenting their projects. It was amazing to hear how our students decided to use, how to...

034the projects they chose and explaining their projects. They were very serious and passionate about this. You cannot miss this event next year. We're very proud of this. We also had an art show downtown. It's usually done the first Friday of the month. Lots of events here. There's a lot of things that we do with our GATE program and art. I have been stopped by family members to thank us for the things that we do. I think it's something that kind of gets overseen. But I want to thank Deanne and her team that work under our Daniel French, Director French, to working with us. our schools and having our students have an opportunity to showcase. If you haven't been to that event, it's another one not to miss. It's pretty cool. You feel like you're in

035an art gallery scene and having the students showcase their art is lots of fun. Also our student youth advisory committee superintendent student youth advisory committee also had a showcase here We had so many students who applied for the mini grants that we couldn't do it on a Saturday last year We did it for the first time was a Saturday and students took turns Presenting but there was too many students that participated this year. We would have had to take days to do that So we did a showcase again and a mess this one you cannot miss either next year. So you got You got to make sure you come to listen to how our students decide, make decisions on how to support to make their schools better and make decisions on how to use some

036district funding that they were empowered to use. And they had to write a project, a proposal that had to be approved by their peers, the superintendent youth advisory students. They had a rubric. Not everyone got the grant, but they can always apply again. So congratulations to all our students. We also had a recognition evening Monday night for the ARSELPA Awards, and one of our very own, Ashley Crawford, was selected and recognized that night. If you haven't met Ashley, she is one of our shining stars in special education, very respected in our district, and I want to congratulate her for this very well-deserved recognition. A family ag night, and we had animals in the building. That was Tuesday or Wednesday. That was yesterday. Oh, Tuesday. We had students come to learn about ag, which is a

037very critical industry in our community because we're all, Yolo County and Woodland is about ag. So students came to learn about bees and about seeds and about farmland, about animals. Some students presented themselves. We also have agencies here. talk about different things that are offered to learn more about the sciences. This really supports all our areas of focus. Literacy and math, special education students were also involved in this and youth development. So a lot of fun. I was kind of worried about an animal coming in, but the day before that, funny little story, there was a possum in the building. We had 56 parents participate in the Parent Institute for Quality Education, as we call it, PICC, and the parents go through a series of workshops, and then at the end, they do a celebration.

038If they made all the workshops, then they get recognized as a little graduation, and it was very formal, celebrating their achievement and the commitment to... participating in this program and it's very special to see students their children watch their parents receive and be recognized as good modeling as well. So I want to thank Maria Orozco and her team for providing this opportunity for our parents. We've had so many open houses. I think we're finally done with open houses. Again, amazing. I want to thank all our teachers and principals for opening their classrooms and for receiving everyone with warm hearts and lots of parents coming to see what their students learned, but also looking to see what teachers were teaching next year. And so thank you for all the hard work. We also last night had

039a celebration of service here and I want to congratulate all the three years of service. There was 30 year service recognition. I think it was 25, 30 and 35. And then we also recognized some of our right retirees. So thank you all who came to honor our years. our teachers of years of service and our retirees and I want to wish everyone who are especially the retirees thank them for the impact that they have made in our district and wish them the best in their retirement and I also want to thank those who have been here for 25, 30, 35 years for the impact that they continue to make and that concludes my report. Okay thank you. Moving on to K-2 report from California School Employees Association. I'll try to be quick. Good evening, Superintendent

040Ortega-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. Our negotiation team met with the district on Tuesday, where we exchanged proposals and counter proposals across the table. We have a session next week and are planning to schedule at least one more. I hope in June, I believe. In regards to the school boundaries item on the agenda, we are unaware of any collaboration with the transportation team regarding how different boundary options will affect bus routes. The hope is that they are engaged prior to final decisions being made. Keeping with transportation, sorry, I gotta take this out. I want to bring to your attention, if it hasn't been already, an issue

041with the electric buses. I will do my best to try to explain it, but it's outside of my realm, so you may want to follow up with Tony or Beth after this. The buses are taking a long time to charge. The batteries run out quickly, which makes them unavailable for long trips. And currently, staff are having to come in early and stay late to monitor the buses as they charge due to the number of chargers available and the electricity being interrupted. The electricity is being interrupted because the company has decided or that there has been an overuse I don't think there's any warning when that happens. I believe we have very limited, if any, diesel buses running for any of the longer trips, which has led to a big increase in chartering buses. And some

042good news, but a lot of work for Beth, is that we have officially reached the highest number of field trips that Beth has ever seen with over 1,000 trips this school year. As purchase orders continue to come before the board, we also want to respectfully highlight the significant investments connected to classified positions and services. The data continues to make clear that classified professionals are not supplemental to student services. They are foundational to them. Now, a little history about the California School Employee Association. CSCA was formed in 1927 when a group of Oakland custodians came together to secure pension benefits for school employees who could not afford to retire. Today, CSCA is the largest classified school employee union in the United States, representing nearly 250,000 school support staff throughout California. Woodland Joint Unified employs more than

043600 of those members. In 1986, California Senate Bill 1552 established the third week of May as Classified School Employee Week in order to recognize the vital contributions of classified employees. Each year there is a theme for CSEW and this year's theme is Students Thrive Where Classified Work. For CSEW this year our executive board will host a fun event for all of our members on Tuesday And I didn't plan it so it should be really fun We are also looking forward to our job shadowing event next week We've had paraprofessionals administrative secretaries office coordinators EMS tech campus safety library techs and LVN sign up On behalf of our executive board, I want to express our gratitude for all that our classified staff do for our schools and district departments. You have always been and you will

044continue to be essential staff. For several years, our chapter has also awarded four scholarships intended to provide one for each high school and one for adult education. In the past, we haven't always received applications from all of the schools, so we changed the way we wrote it in our budget. So today I'm happy to say that we will have two recipients from Pioneer and two from Cache Creek and other people will be presenting those at their celebrations. Thank you We are very proud to be able to help our students with a little something as they leave us and continue their education We would like to thank the board for the resolution tonight recognizing all staff as well as a huge Thank you to the HR team for the service award ceremony last night Recognizing the

045work of employees across all departments matters and we appreciate the time and effort that went into making staff feel valued Thank you, and this concludes my report Thank you very much You will now move on to k3 report from Woodland Education Association Good evening president Rodriguez trustees superintendent and members of our community My name is Becca Bernard. I'm the president of the Woodland Education Association And I've taught seventh grade science at Douglas for nearly a decade This time of year, May, used to be very warm and fuzzy for me. It's my birthday month. Also, it's the fun of the end of the school year, open house, and the bittersweet countdown to saying goodbye to our students. But in recent years, especially in this role, spring has felt more like a district-wide sprint to summer with

046the wheels starting to fall off. Every day, I am helping put out fires. Teachers feeling targeted or demonized by, demoralized, sorry, by administrators, educators overwhelmed by student discipline without adequate support, payroll issues, contract violations, and members who are simply exhausted. On April 29th, members of our WEA Exec Board visited Pioneer and Prairie through our CTA site visit program. Much of what we heard about was concerning. Burnout, staff feeling unheard by administration, inadequate support around student behavior and discipline, and people wondering whether they can or should stay in Woodland. Those are heartbreaking conversations. That should alarm this board. When educators across different schools keep saying the same thing, we are overwhelmed, we are not being listened to, we are not being supported, we are looking elsewhere, that is not a series of isolated complaints, that is

047a cultural problem. And recently that cultural problem has been painfully visible at Gibson. WEA had expected the board to hear our appeal in closed session tonight regarding the district's decision to retain principal Woodall despite an investigation sustaining six of 11 allegations raised by staff. We are deeply disappointed that the item was removed from the agenda. As a result, the board will not hear from the Gibson educators and parents tonight about the gravity of the situation, but they will be returning on May 28th to make sure that you are able to hear from them. Their loss of trust in site leadership is serious, and this board has a responsibility to ask whether retaining this principle truly serves Gibson students, families, and staff. That brings me to bargaining. WEA and the district now have all of our

048major issues on the table. Some agreements are already being reached. Salary, benefits, class size, elementary prep time, and some working conditions are still open. We return to bargaining next Tuesday, May 19th. Woodland cannot continue falling behind surrounding districts and then acting surprised when people leave. Educators are actively looking elsewhere and wondering whether another district will value them more, pay them more competitively, and give them a reason to stay. If we do not reach a meaningful agreement soon, I am deeply concerned that excessive vacancies will start the year out next year. Today, the Governor's May Revise brings a more hopeful outlook than January, with the proposed LCFF COLA picture improving over 4%. It is an opportunity for Woodland to act with urgency. If this board truly appreciates educators, this is the moment to show it in

049action. Give people a reason to stay. Invest in the people who make this system work before even more of them walk out the door. I also want to acknowledge that WEA and the district finally reached an agreement today on the retroactive pay grievance. I'm grateful that it is resolved. Our members will receive the retro pay they were owed along with the flat $50 payment recognizing the interest lost due to the delay. But it took three months of back and forth, informal and formal grievance steps, and ultimately state mediation. to secure compensation that had already been agreed to and approved. That does not build trust. When employees have to grieve and mediate just to receive the pay they were promised, what message does that send? We need to treat collaboration optimistically, not like something that we

050do only when pressure is applied. All that said, you know that I'm still a glass half full kind of person. So I've been trying to savor the moments that remind me why this community matters so much. Last week, WEA hosted our annual member appreciation event at Woodside Park. It was genuinely lovely. Tacos, educators sitting together in sunshine, enjoying strawberries from Rodriguez Farm, laughing, catching up, and enjoying being in a community. Last night, we also gathered thank you to the HR department for putting together their years of service and retiree celebration. I'm deeply grateful for the educators who have poured years and decades of their lives into Woodland students. Their work creates a ripple effect far beyond any single classroom, living on in the students who felt believed in, the colleagues who were mentored by them,

051and the community that is stronger because they chose to serve it. WEA is also excited to be awarding three $500 scholarships again this year, one to each high school. And these are the moments of hope that I hold on to. But hope cannot be a substitute for action. After a year that took us to mediation in bargaining, then to mediation again over retro payments, and now to an unresolved appeal over a principal whose staff has lost trust in her leadership, we need to ask honestly, what will it take to repair the damage? Educators have been telling you what they need all year. Leadership that listens, working conditions that are sustainable, compensation that is competitive, and a district that chooses partnership before conflict, not after. The next few weeks matter. The Gibson decision matters. Bargaining on

052May 19th matters. The choices you make now will tell Woodland educators whether this district is serious about rebuilding trust or whether they should continue looking elsewhere. Thank you, and this concludes my report. Thank you. Not move on to k4 report from board members. Please provide one clarification. Yes, there was no item Removed from the agenda It was never added to the agenda and the request was submitted on Friday evening after the agenda had been posted I just want to clarify so that There's no misunderstanding on that Thank you for the clarification superintendent Okay, we're going on to k4 report from board members. Did any board members? Want to give a report? Trustee Garcia? Yes. As you've heard, over the past week, there was a lot of events, and it's going to happen next week as

053well. So I attended the SEABED engagement showcase, and I was very impressed by the talent our students as the superintendent said. Every single project was really amazing. And I also attend the Multilingual Celebration. This is one of my favorites, and I don't miss it. Since I've been in this position, I've been there every single year. And also I attend the Open House Gibson and Prairie, the Caramessa Beamer and Prairie, and the Years of Service Retirement. which was very emotional and very proud of our personnel. And that's concluding my report. Thank You trustee Garcia with any other trustee like to go next just a Brubaker so I'll keep it short I also attended a lot of the same events, but I won't for you all by listing them yet again but I did want to share

054that I Took the opportunity to attend the last I always get this acronym wrong special education parent Advisory Committee Meeting and I was able to do that Virtually thanks to our parents for advocating for that and our staff for making that a possibility Just like happens with parents sometimes in the evening something came up last minute there was an appointment I wouldn't have been able to make it here in person and so it's great that we have that opportunity To make that meeting accessible to our families. So I want to thank our staff and our parents for making that happen. That's it Okay, I'll go next. Just quickly, I also attended the multilingual celebration. There were so many people there. It was like a graduation type of atmosphere, and so it's just really wonderful that

055that... that event has that kind of vibe and that kind of importance for our students of all ages throughout all the grades. Also, I attended the Year of Service and Retirement Ceremony yesterday. Just again, thank you to all of our staff, those especially who have put in many, many years and those who will be leaving us at the end of the year. It's great, deep and sincere gratitude. for all your work, all your sacrifice that you have made while you're here with us. Thank you so much. And lastly, I also attended the open house at Prairie. I had a lot of great conversations with the teachers at Prairie, especially around literacy. And so thank you to the teachers for taking a little bit of time in between parents to speak to me about that. So

056thank you very much. Ends my report. Any other Trustee? Trustee Verano? Thank you. Just sharing again that it seems that the gap or the deficit, actually not a gap, the deficit for Sacramento school district keeps growing. They're actually even potentially being taken over by the state as well. They can't resolve that in part because decisions are made about expenses that they're not able to cover. And so I'm wondering where the other districts that have made some decisions are going to land as well when they start making budget cuts. I've shared before how districts have continued to make cuts, and obviously we will continue to do that as well. When we did the last cuts, we got that chart where staff has been going this way, but enrollment has been going this way, right? And we

057have to adjust. to the funding that we have because we have less students than what we had in 2018. If I recall correctly, it was over 1,000 less students. But I could be wrong in my recollection. Again, many times we were told to model what Sac City was doing. And again, I'm glad that we did not do that because we would be in that situation right now if we had followed that example. That's it. Thank you. Thank you, Trustee Villarana. Any other trustees want to make a report? No. Seeing none, we will move on to board committee updates. Are there any board committee updates by trustees? Trustee Villarana? If you look at, can we put up the questions on the screen? And you all have the attachment as well. I don't think that's, I'm not

058sure what that is. Yeah. They're towards the bottom if you can magnify like in the middle bottom area above the table and just zoom in There you go more. Okay down a little bit go down. There you go right there the policy pillars one and two so those are questions that The the delegate has asked that we provide input on and so whatever the we as a board agree Monica is going to be taking notes on what we come to a consensus on as to what we want to give feedback on for the delegate to take back to to the committee. So the floor is open for comments on those two questions. The trustees want to. There's none. Trustee Villan do you have. I'm waiting. You want to wait. We're good. Then you know we

059can move on. So just maybe you can help. We have right here. Oh. Well I was actually gonna ask for just a little more clarification because I I've read those questions a lot of times and I'm not really exactly sure what kind of a What kind of response we're looking for so I superintendent you said you were gonna give clarification. So I'll give you some examples Oh perfect for example, what problems do you see in? assuring local authority the flexibility and coherent local government so Example sometimes we receive one-time monies and they have strings attached So if the state is going to give us one thing that feedback could be, for example, is one-time monies but give local authority to the local boards to decide how to best use those one-time monies versus giving us,

060you know, telling us how to use it. Another one, you know, more funding for schools, of course. How about the state being given a paying for benefits or us qualifying for state benefits like state employees do? So those types of things, there's some things to help you. Maybe that might help. I definitely want to echo those statements. It seems like a sort of reasonable conclusion that if employees get paid primarily by the state or entirely by the state that they should be able to qualify for state health benefits. I know there's a large, I've kind of looked up that particular issue. Obviously it's a large cost, but nevertheless, if education is one of the top priorities of governance in California. seems like a reasonable request to be able to look into that just rubic um

061sort of to piggyback on that or i guess maybe it's his own thing um Would I could see having when it comes to assuring local authority a more stability in our funding by switching to enrollment based funding instead of Attendance based because attendance can fluctuate if you get a pandemic god forbid and we have to staff according to our enrollment not according to our Attendance and so that would make it a lot easier to plan and know we can pay for things trustee or these maker I think our superintendent just shared this, but I just want to echo it. We need more funding. I feel like that's tied to question two about what the state can do to ensure local control. Oftentimes it seems like so many things are beyond our control because we do

062not have the funds to actually be able to provide the services that we really, really want to. So I think having more funding would help us be able to provide the things that we know our students need. Any other trustee? something that a few teachers not a lot have brought up is because they haven't seen a big impact on high school starting at 830 students are still late you know they're they're truly not I don't know if even the absentee has gone down and again staff can comment if that's not the case but the benefit has not resulted but the impact still there so maybe advocating to go back to eight o'clock start time so again that's something that has been brought up. Anybody else? I think I'd like to add maybe to that work

063on regulations or in legislature to lower the threshold of the percentage of the vote that you have to get to be able to pass infrastructure measure. Seems like that's reasonable, especially taking into account those school districts that have infrastructure that is... three decades old, four decades old. There's some line, I don't know what the line would be, but taking into account districts that have extremely old infrastructure. Anybody else? Candace, I'm sorry, did I miss you? No, just echoing fully fund schools because they're not fully funded. Have another one. Thank you. Just yes policies, you know that sometimes we get these mandated power policies without funding to come help us implement them So with mandates, please give us the funding to implement in it just to just to be done Just being back up to where

064you sat again sufficient funding for facility maintenance so that we you know can maintain our buildings and We don't have to go initially for bonds to maintain we go for bonds to build And that would go a long way, you know if we just had sufficient money to to me and we wouldn't have to build as often you know because We'd have facilities that are kept up, but we just don't have sufficient funding to do that Thank You Justin Brubaker To piggyback off trustee Richardson Fowler sufficient funding for special education trustee. There's Mika It's still along the sufficient funding side, but it's also just recognizing the needs of our communities across the state. We've heard a lot about childcare needs and how expensive everything is. I think a lot of times the community looks to

065schools for us to be able to provide after school care, and we don't have the funding to be able to provide that for every single student. So if the state could step up and actually provide affordable childcare to all families, that would. help a lot so we could actually do more with our enrichment funds. So funding child care. I have one more. I think it's my understanding that the state legislature put a freeze on taxes on soft drinks. So the state legislature is not able to. to pass a tax on soft drinks and I believe they took that ability away from the local cities as well. And it seems like that would be a really. good opportunity to be able to fund education with being able to do some sort of quarter cent tax on

066soft drinks. So I can't recall what the regulation was. I can look it up later and send it to you. But I believe that's still in effect for a couple of years. Trustee Garcia, did you have your hand up? No. Okay, any other ideas? We're good? Okay. Thank you. Any other board committee updates. No. Seeing none. OK. Thank you very much trustees. We will move on to item L. Just as a reminder we'll move on to L 1 now but we also moved up M 1 right after L 1. OK. L 1 is information action item. It's a review and approve secondary school plans for student achievement. We have our director of categorical programs, Danielle French, and we also have our principals here. So Ms. French will introduce the topic, and then our principals are

067here excited, waiting to hear and see what kind of questions they get. Thank you superintendent. I just wanted to say this year thanks to the direction of Dr. Guerrero for the first time we've had ongoing commitments to SPSA development throughout the entire year during our leadership academies and so it's been great for our principals to be able to focus on their school plans throughout the year and make them living documents. And I just want to say also thank you to our principals for your dedication to that ongoing data analysis, needs assessments, and the evaluation of the effectiveness of your plans. You've been a great step up in that in the past couple of years, and I'm very proud of the work that they've done. I'll turn it over to questions. Thank you. Do any trustees

068have any questions? Trustee Rodríguez-Mohica. I want to start off with the comment. Thank you for sharing what you did. It's really really nice to hear that the principals have been working on these school plans for the whole year and I could say that it really really shows the plans I feel like are in such better shape and they're very detailed. So I really appreciate the work that you all have done and our principals as well in putting all of these together. I do. Do we want to take each of these in order or how do we want to approach this. Well you've got five questions or comments you know. Go ahead and start. Perfect. OK. So I will jump to Lee Middle School. I do have a few questions on the middle school's plan. Thank

069you. Oh, that's where you all were. I couldn't find you. Hiding. Hiding in the back, yes. Thank you. I want to echo just what I just said. I think these plans are really, really good. With our Lee plan, however, I was looking at the expenditures, and I was looking at how much we're spending on Goal 3, and it's a very, very low amount, right? It's $6,282. If my calculations are correct, that's only about 2% of the budget for our English learner services. And I wanted to see if you could share a little bit more about the reasoning. I have specific questions on the items under goal three, but maybe you can help me understand this more generally first. Sure. Our English learner population has continued to decline over the past several years. And most of

070the services that are impacting our English learners that cost money are in other goal areas. A lot of the items that are in goal three, we have existing staff that perform those functions. And so really the funding that is there is for either paying those staff to develop the professional developments that they... Present to the rest of our staff or for subs when we're doing alert meetings or classroom observations instructional rounds those kinds of things so a lot of the strategies that we are using in goal three there's there's not a lot of cost associated with them and with the overall reduction in site funds this year we had to be very diligent in terms of what can we do with the staffing that we already have and where do we have extra funds for

071things that we have to pay out of our pockets for and so that that's a little bit of why that looks that way if I can just add the district fronts already an EL specialist and tutors and EL newcomer paraeducators and those to help the sites to add addition to that goal and then they receive additional funds to supplement on top of that Thank you for that. I do remember that from last year. That's still being said, though, that's still 2% of the budget, right? While the other school plans don't have 2%, they have a lot more allocated to it. The identified need under goal three says that it was determined that we need to increase the reclassification rate for ELs and continue to show growth in the EL progress indicator while decreasing the number

072of long-term English learner students. And when I look at the actual... proposed expenditures under goal 3 you do a great job of outlining how much and what funds those come from for each of those strategies and activities right. So for 3.1 is provide additional tiered supports for English learner achievement implement evidence based instructional strategies collaborative structures and supports to improve English learner performance and that only has a total of 2620 allocated to it. So I was wondering. how will those funds be used to do the things in that description box? Because it doesn't feel like enough money for me, even if we do have EL specialists that are covered. Sure. So the specific things that it lists there, like the ELERT process, so that takes subs. That's $260 a day. So it's not a huge

073amount of money, but it is a lot of bang for our buck because every teacher, every parent, student, administration counselors all meet to discuss English Learner Progress. Or lack thereof because those meetings are held for students that have DNF grades and what we can do to get them back on track so it's a high yield strategy that Really does not cost us a lot of money if we look at you know monitoring activities again It's something that our EL specialist works with our English department on and so again. There's not lot of associated cost with that if we look at additional support in classrooms through tutors teacher extra duty pay those types of things again a lot of that is paid for in goal one with our avid tutors that push into our avid excel

074classes it sometimes becomes very problematic to separate things out into specific goals that are paid for from the same pot of money this avid tutor serve not only the avid excel classes but the avid classes and so having two different POs to pay two different VSAs. It just, because the majority of it comes from AVID, it's in goal one. And then for... data analysis protocols and PLC's again a lot of that is in goal 2 because that's mostly funded through goal 2 and there is a little bit of money here for the ELD specific teacher and EL specialists to meet outside of time or get subs for them to meet but that's only two people it's not like in goal 2 where the other departments have five people in their meeting three to five times

075a year those kinds of things and so it's not an additional cost for academic intervention and continued implementation of universal design for learning strategies, EL shadowing activities. Again, those things are paid for. Usually our EL specialist will do PD at staff meetings. And so if she can't fit it into her school day when she's doing it, extra duty pay to pay for an hour or two to do that. Again, not a big cost there. So again, when we looked at it, we looked at... priorities where we're getting our bang for our buck one thing we used to spend a lot of money on when we had it was sending people to the Kaabe conference and It's unfortunate that we don't have that money this year to do it But when we looked at kind of

076who wanted to go and they went a couple of years ago. They didn't want to go next year I always ask those questions. I didn't want to allocate funds and then not be able to spend them either Thank you, and I do understand how there's so much overlap across all of these goals I where I'm coming from is that I wasn't a part of the board when we identified the LCAP goals, but I do understand that they're the board's LCAP goals and Goal three Focuses on ELs for a reason right we wanted to pull that out I'm assuming because we did see it as separate from goal one and goal two so And I understand that your budget is way tighter than it ever was before And you really have to work a lot of

077magic behind the scenes to make things work period I just would like appreciate would appreciate more attention in Budgeting for that because you do even if your numbers are increasing in ELs you still have ELs and They don't seem to be increasing in performance enough to be able to kind of like take the foot off the pedal and feel like they're being covered under other goals. So there's others in the goal three where there's only $250 budgeted for PD, $273 for English learner, parent and family engagement. And those are kind of areas where I feel like maybe it could be boosted up a little bit to be able to show. that you do prioritize you know LCAP goal three and our English learners and I think when I look at those budget amounts it's not

078it's not telling me that so that's just kind of a concern I wanted to voice but I appreciate like I said everything else in the report is really really good and I do understand the overlapping services I just would like to see more in that area at Lee Middle School okay thank you and taken can I suggest we just state we'll do one principal at a time so they don't have to Sure, we can do that. Since you're up there. I'm going to go to the right and then come back to you. You had a comment? I just want to echo and support all the statements you made around the need to, again, INVEST IN THE WAY THAT THE BOARD HAS IDENTIFIED, RIGHT, BECAUSE THERE ARE FOUR GOALS, THEY DON'T ALL HAVE NECESSARILY EQUAL, BUT

079WHEN ONE GOAL HAS SUCH A LOW PERCENTILE, IT DOES SEND A MESSAGE, RIGHT? AND AGAIN, I AGREE WITH EVERYTHING YOU SAID ABOUT THE OVERLAPS THAT EXIST, BUT THOSE ITEMS YOU CALLED OUT SPECIFICALLY CAN DEFINITELY USE MORE RESOURCES TO BE MORE ROBUST AND MORE IMPACTFUL AND ALLOW MORE INTENTIONALITY. SO I CAN JUST REINFORCE WHAT YOU'RE SAYING. NEW SPEAKER THANK YOU, TRUSTEE VILLAGRANA. Okay, I'll go to my right trustee Richardson Fowler. Do you have any comments your question? I will just give a couple of comments. Um, I Like that we have declining suspension rates I liked reading the comments about your youth advisory group and the climate control group and how they felt that they were properly chained trained I don't have a lot of insight or feedback for you. I just I really wanted to give

080you those positives That's all I have for you. Thank you Thank you. Just Richardson fellow trustee Garcia. Yes. I have a question regarding with the trustee Rodriguez mojica say about the English learning I would like to know if you see any If you see it was less reclassified this year compared to the last year Is affect this reduction on the budget? So for the SIPSA year, our reclass rates actually went way up. That year, we actually also did have 99% of our students show growth on the ELPAC. They may not have grown enough to gain a whole level, but to have all but one student show growth last year was a pretty phenomenal accomplishment for us. So there's that. Okay, thank you. Congratulations for that. Thank you. Trustee Brubaker. So I don't have anything sort

081of specific about your report, but it just heads up to other principals. I'm going to ask basically the same question. Because we had this increase in VAPA funding because of Proposition 28, I want to hear what you implemented that was different, what your student feedback was, and whether you're going to approach that any differently next year. Sure. We were able to add two art classes, which we haven't had art classes in a very long time at Lee. So that was a positive. And students, you can see our artwork on the walls. This display is out there right now. really positive reaction to being able to take art class again. Our art club is full at lunch every day with students working on art and just has been a really good addition. We were also able

082to add a drama class. I just came from their spring production before I was here and it's just nice to see those students working together and having fun and producing something that they feel proud of and so. We were able to add those things and then continue with our music program and different things. Next year, things will change a little bit due to declining numbers in music. We would have had to cut mariachi and or strings. And so using AMS funds, we'll be able to combine those and still offer them as options for students. We'll continue with the two art classes and the drama class. and hopefully more students will take advantage and grow those programs over time. Thank you very much. Hi. Hello. Thank you for being here tonight. Thank you for your work.

083Thank you for your report. One of the things I had a question on is on the staff and the student survey. On both, they mentioned the importance of increased adult supervision. And so I'm wondering if you could speak to... Why do you think they both agreed on that? What you're doing to try and address it? And do you have the funding to address it in the way that you think that needs to be addressed? So... The feedback that we get from from students and from staff is that we don't have enough adult supervision on campus primarily in the bathrooms and in Lunchtime those are kind of the two areas. We have one full-time campus supervisor position and we have one part-time position and so it's very difficult with Just two administrators and two campus supervision

084folks to supervise the entire campus at those key times like lunchtime and other things. We do ask that our other adult staff are present in the hallways during passing period, at their door saying hello and greetings to students on their way into class. But as you know, teachers have a 30 minute duty free lunch. Their lunchtime is when student lunchtime is. And so that leaves us with very few adults to supervise students at that time. And so. I think it's just a general feeling like bathrooms are for all of us in our student surveys an area where students feel like you know it's not as safe as other places on campus because of the nature of what it is and when we have three different you know student bathrooms and two campus supervisors one not

085there all day It makes it hard when both administrators are female. We can only go in the female bathrooms and things happen. And so I think that's a little bit of why they mentioned that. This year we were able to add an additional noontime person to help out with that supervision, which helped greatly in our back areas to make sure that students aren't roaming around where they're not supposed to be unsupervised. And then... We've done, I think, a better job of having our male campus supervisors at those bathrooms during the passing periods and at lunch just to add more eyes there. So hopefully we'll see some difference in our survey data for next year. So you think a lot of the impetus of these comments are bathroom related? Yes. Okay. And do you feel that

086you... Did you have enough funding to be able to bring on additional people if you needed to or you felt you need to or is that really You're really stretched right? Not really. I mean, we're really stretched We do put a little bit of money in there to cover Hopefully some of that one hour of lunch just to have someone else at lunch help out But aside from that it you know, it's expensive and in our site budgets. We just we don't really have that Opportunity. Okay. Thank you Trustee Brubaker? I have a piggyback off that question. And I apologize. I can't remember if you said this in your site plan, or I remember other schools did, talking about vaping being a pretty pervasive issue. And I believe that your school was one of the

087ones that has a program that you have students go through. Have you found that to be effective, or do you see repeat offenders sort of that you keep having have issues? Yes and no. The majority of students that are caught vaping are not caught again. And so we feel like the interventions that we have in place are first offenders. We do intervention in lieu of suspension. They have to go through a day of learning about vaping and the dangers and those kinds of things. We also moved our lessons that our science teachers teach about. vaping and drugs and those kinds of things earlier in the year whereas they were doing it later in the year we're like no they need this information right away to make those choices and kind of sprinkle it throughout the

088year so there were a lot of changes we've made but it's just it's overwhelming I mean there there are a lot of students who who do engage in that type of behavior back to the question of what what we what we're noticing over time um we do have a core group of kids that are over and over and over despite that and in the past we've had additional funding um that we've been able to use um through toupet um to hire somebody to come in and work with those students and unfortunately we didn't have that this year um we have been using a free resource um but uh i think you know we We need resources in that area to help students understand the damage that they're doing to their brains, especially the 12 and

08913 year olds that we have because it has lifelong consequences. Thank you. Okay, Trustee Villarreal. I just want to commend you for the work you're doing with the young people. I've heard that you have been able to build really strong relationships and you know they... Therefore able to be more open and give you you know, the probably the best advice possible that they can yeah with what the space you're creating You also appreciate that you invested more than 10% of the budget and goal for I appreciate that as well and again just the overall presentation and your report on the youth voice I appreciate the efforts that have been done the growth that I've seen as well over the over the years very happy as well with that and you know just please continue moving

090in that direction because the more that the young people feel safe being active participants education the better the quality you know the higher the engagement and there's as you know Tons of research on engagement and there's correlation between engagement and academics engagement and you know attendance engagement and performance and just you know the list list goes on and on you know what the list is I won't continue. So again thank you. You're welcome. Thank you. Okay. We made our way around once. Trustee Mojica. Rodriguez-Moyica. Another question. A comment. Yes. And. It's kind of piggybacking a little bit on what you were asking President Rodriguez in terms of budget and whether or not you feel like you have sufficient funds to I think it was around safety and the campus safety officers. I just want to

091say I acknowledge the very difficult position that you are in along with our other administrators in trying to work magic with limited budgets just like we all have to make really really difficult budget decisions and budget reductions. publicly you all do it at your own sites and and it's very challenging so I maintain what I said about the priority prioritizing you know putting a little more funds into into goal three that is still a concern of mine but I do recognize how challenging it is to do everything that you do with with not enough funding we just finished talking about how we wanted more funding for schools so I want to thank you for what you are doing and I just want to publicly acknowledge the very challenging work that you all face and thank

092you for doing what you do with your budgets. Okay, are there any more questions for Lee Middle School? Trustee Richardson-Fowler. Okay, so I've been wrestling with this and how to deal with this and I'm gonna just give this to all of you guys, all five of you. It seems like the major area of spending, the second major area of spending across the board is social emotional learning. In pretty much all of the reports, there was a conversation about inappropriate language, safety, those sorts of things. If thoughts leads to words and action and all behaviors communication, These inappropriate words and language are having a huge impact on behavior and how people feel saved I will go so far as to give two areas of concern the pervasive use of the n-word as well as language I

093don't have word. I can't use my thesaurus. It's late. I'm sorry. But for lack of a better phrase, language that is sexually harassing, inappropriate, those sorts of conversation. And I know in areas where there is no adult supervision, those behaviors, those languages skyrocket, which lead to the students feeling unsafe, the kids who are not engaging in those behaviors. I can't stand SEL programs. I believe the best way to teach social-emotional learning, if it's not going to be done at home, is through modeling. And it's through our actions. It's us as educators and administrators showing kindness, modeling that behavior, and then tying it to community almost like restorative justice. How are we connecting our kids to the culture that is Lee, that is Cache Creek, that is Douglas, that are the high schools? So they're invested

094and realize when they act against their peers, they're acting against themselves. What are your staff doing to model SEL rather than just lecture about it? So just you guys marinate on that. I'll try to answer what we're doing at Lee. We've spent a lot of time and energy and effort on this over the last couple of years. Last year, you know, it came to a point where we're like, we have got to do something about this. And so we have a very strong PBIS Tier 1 team, and a lot of the things we do are through that team in terms of reteaches. And so last year, we did a whole hate speech reteach and taught kids. what is hate speech and what does that look like and why do we not use certain words? And

095so every single staff member on campus, we had a script that we would use and we would stop immediately. Anytime we heard it, call attention to it, remind students we don't use hate speech. And then, you know, there were consequences as well. But really in teaching that. And then throughout the year, we will go through and model that and reteach it and use examples when we see it. and redirect students to do things the right way. We just finished a huge respect reteach a few weeks ago because students, we noticed there was an increase in disrespectful behavior toward adults, toward each other. We're like, hey, wait a minute. That's not what we do here at Lee. It's not a part of who we are. And so that reteach went through. We had positive reinforcement, all

096of the things. The other major thing we do is when there are consequences, it is more of the restorative model, like you said. Instead of suspending like we did, we used to do. We will do those interventions in lieu of suspension. So when you look at our discipline data, our interventions in lieu of suspension have grown dramatically over the last couple of years. And so there's an opportunity for those students to. engage in metacognition around what they're doing, understand why it harms the community, and then they have to do some sort of restorative for the harm that they have made to our community. And so through that process, they learn. And we have very few kids who repeat that. We do have a few this year that just continue over and over and over again.

097And that's where we have to really kind of figure out, like... what is going on with these kids because like you said, the behavior is communication and there's something going on that is much deeper. Absolutely. Yeah, that's super important to me because it's not just about the kids, but we had a report from a teacher a couple years ago where the students were telling her to put the fries in the bag and they were disrespecting her in her class. And to that, I think, how can you feel safe as a student when your peers are disrespecting your teacher? and your peers are basically making your safety structure cry. So thank you for addressing that. I also want to highlight that I find it amazing that we have five students that identify as African American on

098Lee's campus, about 1% at each site, and we're here talking about the pervasive use of the N-word. know that the first time my kids heard it was at school. It's hurtful, especially coming from such a heavily minority community to hear that word bantered around with such ease as if you're greeting somebody with a hello. My family particularly don't use that word, mainly because it's probably the last word a lot of my ancestors heard when they were hanging from a tree. I would also like to shout out to all of the administrators. When you guys are having these issues on campus, because it's happened to me a couple of times, please don't go to your only black teachers on campus and ask them to be the solution or to talk to this student. I'll just end

099that one there. It's all of our responsibility. And the kids know, like, when I hear it and I walk over, they already know, like, I know what you're going to say. I'm like, yeah, you know what I'm going to say. And they say, it's hate speech. Yes, it is. What are you doing? I just have a follow-up question on that. In regards to hate speech or speech that's similar to that, do we... What kind of engagement do we do with our parents when we see that as an issue? So we do a few things. I send out in my weekly communications to parents, like when we're having these issues, what those issues are, what we're seeing with the general population of kids, what the reteach is, how they can reinforce at home. And with those

100specific families of students who are having issues, we bring them in. We have a conference with them and the child to say kind of... what is going on, help us understand why this is happening. And you'd be surprised the number of parents who are like, I'll come sit next to you all day at school if that's what it takes for you to stop this, you know, those kinds of things. And so parents have been very supportive in terms of helping us out. But I think a lot of it is communication just in terms of like what we're seeing, what's going on, how you can help at home and how to have those conversations with your children about what they're hearing or seeing. Okay, thank you. Trustee Garcia? Trustee Brubaker, any questions? Nope. I do not

101have any further questions. Trustee Villarreal? Move for approval on this plan then. Let me... Second. Okay, hold. So does anybody have any other questions for any of the administrators that are here? For those, yeah, but just on this plan. Oh, just on this? Yeah, just move for approval on this plan. Okay, well... All right. So it's an action item. So I guess we'll do a, who made the motion? Just. Villagrana. Trustee Villagrana. Who seconded? Mr. Richardson followed. Mr. Richardson followed. Okay, any further discussion? Seeing none, we'll start with Trustee Brubaker. How do you vote? Yes. Trustee Rodriguez, yes. Trustee Villagrana. Yes. Trustee Rodriguez-Mohica? Yes. Trustee Richardson-Fowler? Yes. Trustee Garcia? Yes. Very well. The Lee plan passes unanimously. Thank you very much. Thank you. I bet we could get a volunteer to come next. If they

102can go home. Who'd like to come up next? Or does a trustee want to? Okay, let's just have Douglas come on up then, please. Okay, who'd have a question? Trustee Villagrana. Same things want to comment comment you commend you on the excellent effort or outcome really success around the student student voice and How well it was illustrated and your report with a lot of detail gave a lot of insight as well Into what what the work you all were doing there and again love the progress has happened and you know it To me what you did was a model for the other plans and I hope that you know the elementary school principals see it and use that to you know tweak theirs before you know it comes to us. But yeah and again also

103the investment on Go 4 I also appreciate that as well. DIRECTOR HERSEY. Thank you. DIRECTOR HERSEY. Trustee Rodriguez-Mahoney. I just want to tell you thank you for all the work that you put into this plan. And as I mentioned earlier, I saw these that I feel like they're very much improved. So I just want to thank you and I have no questions or comments. Trustee Richardson-Fowler. Just the question about SEL and NWORD and the sexual harassing language. Also the modeling of kindness. The language is out of control. It really is. And so we, our tier one team does a lot of work. They meet monthly and come up with month long campaigns, reward good behavior. Sometimes it's extra points to use at the student store if students are following our Lion Code. Sometimes it is

104a month long, something else that they're earning or they're earning points for. But what I have found to be the most effective response to inappropriate language using the N word. I think it's the mom in me is if I'm out and about at lunch and I hear it, I will stop and I will have that student come to the office with me and we will call home. And I'm not the one who repeats what they said. I have them let their, they have to say it to their parents. And very, very few students will actually say. What they're why they're in the office and so then that's that's a whole nother conversation of and we're on speakerphone So you know mom or dad or grandma whoever it may be and the student and I and

105I let them know like The three of us are having a conversation about this So because your child will not say what I heard them say. It tells me that they have been raised correctly. And so please support us in letting them know that it is not okay to use these words and it's definitely not okay to use them at school. And do they understand that it's actually illegal? And then modeling kindness. I just, you know. please and thank you and I mean I'll be in the library in the morning and kid will come in I need I need a Chromebook oh how do you ask Miss Rossiter oh Mrs. Rossiter can I please have a Chromebook there you go and so just you know it's probably the mom in me again but the little

106minor corrections but also acknowledging like when we have our club lion and then you know kids are coming by and they're saying thank you I make a big deal of it oh my gosh thank you so much and acknowledging the good as well Thank you, I do miss the culture at Douglas, but I'll be back next year But yeah, I've missed my Douglas experience this year well, thanks Just you know, see I just want to say Thank you for this work and also Congratulations for it and thank you for plus 20 years of service in this district Thank you so much So I want to thank you. I had a couple of questions and you addressed them. I do want to highlight and for all I know everyone is doing this but I thought it

107was very thoughtful to have their PSEs collaborate when you're doing tests and quiz so that students are not being overloaded all at once on those things because I remember that happening as a student and it was the worst. So I just wanted to give you kudos for that. And then I also wanted to sort of ask about the VAPA funding, what you have done differently this year and what the student feedback has been on what you did and what you may or may not be doing differently going forward because of that. So are you asking more specifically for, well actually never mind. We had not had an art class for eight or nine years. It was when the last art teacher had retired and the previous principal, a couple of principals back, did not fill

108that position with art. And it was kind of quiet the first year or two. We didn't hear a lot of, I didn't hear a lot of students request art, but coming back to school after distance learning. it was loud and clear that students wanted to be able to produce something with their hands. And every student survey that was given, I always have an open-ended question at the end, like, this is your opportunity to let us know something that didn't come up in the survey. And there were always a high number of students that were either asking for an art class. or an art club. And so I put a majority of the AMS funds into being able to hire a full-time art teacher. Based on student requests for next year. We could have another part-time

109person was also able to hire an arts and media teacher, which is something brand brand new for for Douglas and There is there is a group of students who really? get into being able to produce something, still producing something, but producing something digitally. And the teacher has a lot of skills. He used to teach college, arts and media in college. And so being able to fund two of the classes that he teaches with those funds. Thank you. That's very enlightening. Thank you for being here. Thank you for your work. My question revolves around... The fights that have taken place this year and so one is would you say that there have been more fights this year or less fights this year? what have you done to address that situation and What what other supports? might

110help you be able to deal with that this year and down the road the First part of the year I would say especially in October We had a high number of fights. I mean it was at one point It was one or two a day during one whole week one I later later on in the week learned that many of them were planned and students were hoping to have I can't even think of what they called it. Like the grand finale on Friday. And I won't lie, I was angry. I was very angry. I went into a lot of classes and interrupted classes and had to have a very frank conversation with classes. And teachers were very appreciative of that. Like, we don't do this. This is not who we are. Having conversations with students

111about... the how problematic it is to view fighting as entertainment. Having really frank conversations with students who have been involved in fights. Do you understand that your peers that encourage you to do this they don't care what happens to you right now. They don't care that you're being suspended that the conversations you're going to have to have with your family. They were looking at something. to keep them entertained. And then because I was so, I'm still angry about it, and this happened in October. So I sent out a message every day before I went home. This is what happened. I need your help, parents. And that had... a really big impact. I actually had, you know, there's always going to be some negative feedback when you put something that is difficult out there. And so

112there were a couple, you know, comments back that were not complimentary at all. But... A lot more positive feedback from families. Thank you for keeping us informed. Thank you for what you're doing. I've had a conversation with my student. I've had conversations with their friends. And so just being very transparent, like this is what kids are doing and they're doing it because they want to see their friends fight. I feel like I missed part of your question though. No, I just. Trying to get from you just in terms of how you've engaged the issue and is that helping and what other supports might you need to be able to work through that issue? It helped tremendously. I mean, there still have been fights and they have been planned. The fights that we have been able

113to catch, they have been planned. I did put money into the SPSA for this coming year to be able to hire someone to come in on a VSA for both lunches. And I think our, again, PABS campaigns, just to create that positive culture. Say it one more time. I know I'm like, I had a thought and it left me. What else might be able to? what support might you need to be able to deal with the entirety of the issue, right? One seems to be culture, sounds like being able to have other people on campus supervising may help. You've addressed with parents, you've talked with parents, you've talked with students. Just wondering, is there another support out there that you don't currently have that would be helpful and maybe you can't get it because of

114your funding? more people on site during those unstructured times. So I think like Shelly had said, during student lunches, it's also our teacher and staff lunches. And so we have... four to five people out at lunch to manage about 400 kids twice every day and By and far kids are pretty well behaved. It's a very small number of students who are engaged in these behaviors But you know just the more eyes the more adults that are that are present the better students behave One thing that I have done is I will send out in my Sunday message like a call called action for parents like if you are a cleared volunteer I don't care if you can only be here for 15 minutes if you want to come and I'll Get you a radio. I'll

115teach you what how to use the radio what to look for What to do if you see an issue because I don't want parents to intervene that way to be to break up a fight or anything like that but let us know. I have had one parent that comes every Wednesday which I'm great very grateful for but it would be great if I had more families just to be out there during those more unstructured times because kids always behave better when when their parent is there or their friend's parents are there. And one last question for you generally what are the consequences for students when they fight? They are suspended. It is a very hard line for me. We can't promote and encourage violence on campus and if students feel like the consequence isn't big

116enough, then they don't take it seriously. And so that's kind of been one of the strategies is when it occurs and you understand who has done it, it's suspension. Yeah. Okay, thank you. Sure. Trustee Villarreal. Okay, we made our way around does anybody else have any more questions just Richardson Valley I just thought you should know that we had a transition meeting for my youngest who's going to Douglas and When she found out that there was no zero period she cried for about 15 minutes Yeah, so she doesn't get her second elective and just devastated but um Yeah, I just had to share with that Otherwise if we don't have any others I'd like to move to approve. Okay. There's a motion to approve the Douglas plans is there a second? Second. Who was that?

117Trustee Villagran, seconded. Trustee Brubaker made the motion. Any other discussion? Oh I'm sorry Trustee Richardson-Fowler. I know. Thanks Kathy. Okay. No discussion. Seems like so. We'll go to a vote. We'll go with, I'll start with myself. Yes. Trustee Villagrana? Yes. Trustee Rodriguez-Mohica? Yes. Trustee Richardson-Fowler? Yes. Trustee Garcia? Yes. Trustee Brubaker? Yes. Very well. Douglas Plan passes unanimously. Thank you. Thank you for being here this evening. Trustee Brubaker? Can I request we hear from Woodland High School next? Sure. Woodland High School, you ready? Ms. Morella, you can go home. Good evening. Yes. So thank you so much. I am going to ask you the art question, but I also want to ask you another question. One of the metrics and indicators you have listed is the percentage of students completing UC and CSU requirements. And since

118the state has now made it so qualified students get automatic enrollment in CSUs, I think that's a great goal. I am curious if you see structural problems in the way of... having more students complete that and things that we could do as a district to aid in more students qualifying. No, I think it's just the number of, well, we're a student-driven master schedule. So, I mean, with the kids that are requesting, but it's also coordination with our counseling department and they do a really good job of making sure kids are in that next level of everything. So it's a kind of... collaboration effort in that aspect but it's also the kind of the addition of dual enrollment with our community college trying to offer more of those courses try to offer more getting more of

119our teachers with master's degrees and content level so i know we have a couple teachers that have already come to me in terms of trying to get their master's degree so they can be the teacher of record for the dual enrollment so we're not having to get an instructor from wcc or rely on that and then it's just kind of asynchronous kind of of aspect of it, but I think it's just more of a you know, just encouraging that piece. So I think, because if a kid is A through G ready, then they're going to be ready for whatever they choose, whether it's community college or grade school or whatever else it is. It's just they're going to be that much better prepared for the next step. So I think that's, and that's just also

120the counselor in me, the background, because that's kind of just what I always push is just post-secondary education, whatever it is. It doesn't have to be university, but, you know, because it's not for everybody, but that's just the goal. Thank you for that and then my usual question of what have you done differently in VAPA funding because of prop net 28 funding what a student feedback been and are you going to make any changes going forward from that? Yeah, so we had we had feedback from students and a lot of it was incorporating like or adding digital photography So we did incorporate that so we have We had it this year. We're having a second level of it for next year And then we have also a mural class. So we've expanded in our visual

121arts And so hopefully that mural class will add a little bit more color to our campus I know orange is a lot of color anyways, but I mean hopefully maybe like, you know be besides adding some more murals on campus and get a little bit more lively. But our teacher has a lot of ideas and stuff for incorporating those things. So that was the visual arts, but the performing arts. music in particular it's there's ups and downs in some areas and and not others this year or for now actually for next year we're able to kind of expand or split up the mariachi and strings program so we have enough for two sections and so that way we can have our mariachi teacher and it's expanding a little bit more our band program the numbers

122are down but the numbers are also down for lee but we were able to coordinate with our our music teachers and so our our teacher that we have at the high school is going to go and split time with the feeder school with lee and so that way hopefully build up that program i know that when their teacher was out he went down and helped out and helped with the band performance up with one of the one of the music festivals that they had down there and so hopefully we can build that up and then continue to grow from there so that we have some higher numbers and then hopefully have two teachers for that program but like i said even the visual arts were able to have a third teacher we used to have

123a third teacher a long time ago then it went down to two with the numbers but able to kind of get that back and get some more elective opportunities for our kids so thank you Hi, how are you? Thank you for being here. Thank you for your work on your report. I have a question on something you mentioned in the report. You talked about credit recovery was needed for a number of students that failed and credit deficiencies wasn't enough to utilize alternative education. How are you trying to address that issue and what other support would you need to be able to deal with that? Well, most of the credit recovery is for those students that are probably like one class off beyond whatever they're enrolled in. So they're not so credit deficient that like Cache

124Creek is the option, especially too. I mean, Cache Creek doesn't have infinite space. So usually we use that credit recovery for that just to make sure that we can get that kid that. maybe that's that one semester of English back or depending on summer school, some kids can't make it to summer school. Some kids can't be there. Some just don't go. So it's just making sure that we have that as an option for them. So when they need 75 credits and they're only enrolled in 70, being able to offer that extra class for them and to make sure they graduate on time. So it's your ability to offer an extra class, really. You've got summer school. But that's what you were talking about. Yeah, because we, I mean, we enroll them in summer school every

125year. But just depending on once it gets to like their senior year, most of the kids in credit recovery are seniors. And they're just kind of like, this is their, you know, making sure we get that class for them or two classes or whatever it might be just to make sure that they graduate. Do you feel they're well informed in such a way that they're able to kind of understand their situation and, you know, try to adapt to it? I mean, I think for the most part, because I like even the seniors I talk to throughout the year and I say, you know, how's the class going? Are you making progress? And I go, yeah, I got this class. And then when I'm done with this class, I'm going to take this class. And so

126our counselors do a really good job of communicating with them, meeting with the families, letting them know what their options are. You know, sometimes, you know, we try to do that so that they do have options. So it's not just they're at a point where it's, you know, alternative ed is their only thing or, you know, or they get to the point where adult is the only thing. now we have a non-grad. So it's just about trying to have as many tools as you possibly can to, because it's a shame if they miss it by one or two courses, essentially. Yeah, we don't want to put them in that predicament or whatever else it is or say, oh, we don't have an option for you. So, you know, Cache Creek is the option. And now

127we have to switch schools or whatever else it is. It's like, hey, let's keep you where you're at and, you know, not take a seat from somebody else that maybe is further behind and create just that impact on them, on the family. you know moving back and forth so trying to be creative about a particular about that kind of option how else could we deal with that correct yeah okay uh i don't have any further questions trustee vallegas I want to thank you for all the work that you put into into this plan. I am curious. I feel like this these plans you work on them all year and I I assume they're also a really good opportunity to just kind of take a snapshot of the school of where you are and I'm curious

128what are you most proud of in terms of Woodland High based on all of the information you shared. Just from the SPSA or from? I mean, you're welcome to add anything else you'd like. Yeah. I mean, I'm tremendously proud of Will and I. I love being principal of Will and I. I think we have great kids. I think we have great staff. I think they work hard and I think they're open to being, especially our staff, are open to being kind of vulnerable and working with each other and supporting each other. And I think it shows. I know we've made a tremendous amount of growth for like our LP scores. Our grad rate is up. Our you know, we have a lot of we use for like the social motion, emotional learning piece. We use

129we use like praise points. So we're big on like the positive, productive professional even to like I. kids walking by, you know, somebody will say something and they'll be like, Mr. Salcido, that's not very positive. You know, that kid's not being productive or that kid, you know, and, and sometimes they're using it as a joke, but they're saying it, they're, they're using it, they're recognizing those kinds of things. And I think it's important that it's like, okay, like we say it enough, we say, and they, they get points for it or, you know, or. praise points and then they're able to kind of then trade that in for some gear or whatever else it is that we have on campus. But I think there's been a pretty big shift in culture over the last few

130years. But I think that's just a collaborative effort between our staff, RRTI, everybody that's working there. So, but yeah. Thank you and congratulations. Yeah, thank you. Trustee Richardson-Fowler? I love the culture of Woodland High School and what you're doing there. You have a. Culture of buy-in the kids seem to really love. I mean two-thirds of the kids feel safe at Woodland High School campus I can't tell you how many times from my kids and their friends they heard about your announcement of regardless of how much Riz you have you still have to do X Y & Z and The oh my god, mr. Salcedo so cool. So Part of the SEL and in the modeling you're doing that and and the kids are picking up what you're putting down And I think that's a secret

131sauce in your success. I love that But can you also speak to even with all of those positives? We still have the pervasive use of the n-word. We still have Teachers and females feeling like they've been assaulted based on verbal and encounters with some of the students You've got a lot of good going there but again a lot of kids have problems these days and we've got to address them so for the in the pervasive use of the n-word for the language Which I noticed wasn't really presented in the report. It didn't really talk about hate speech or language or sexual harassment or those things. And I think, and I'm probably thinking in this frame, having a kid going to college and realizing she's going to be exposed to a lot. What are we doing

132to make sure at Woodland High School we don't have these verbal encounters that are making folks feel unsafe? at times? Yeah, I mean, I think it starts with the education piece. I mean, we do a lot of education in our classes. We do a lot of education. I think Tina was talking about even just in general in the quad, like we're walking through and you're having, you know, you're hearing things. And so it's just, it's addressing stuff when it happens. And so the message is like, I mean, we're going to be positive, productive and professional. And that's the expectation on this campus. And so, and it's also, it's using those. terms and it's like you know like when if we do hear it come here you know and i'm doing it a way to also

133then be disrespectful to them because I think especially with teenagers I think if you're respectful to them they are respectful back and so we do it in a way like hey can you come here and like let me chat with you let me let's talk about that let's figure that out if it's something that continues then then we go to the next step so I mean it's about that progressive discipline piece too and then including families so it's always about making sure that you know we're on the same page and making sure that you know we're a team because because parents want to know parents want to be involved and and and for you know, majority of the time, like parents will, you know, be, be part of that team. And, and so it's, it's

134always that, that message of, of let's contact parents. Let's, let's talk about that. Let's, let's try to make sure it doesn't happen again. Um, and then, you know, if it continues and obviously there's, there's progressive discipline and next steps, but, um, it's, it's always just the modeling and, and that piece. So. Thanks for saying modeling also. This may be a gotcha, this may be a no-brainer, but I think if we don't talk about it, we won't be about it. So that's why I bring up this question to all of the folks. Yeah, no, it's definitely something that, again, with anything, and I think even with the sexual harassment piece or whatever else it is, making sure that those things are addressed and making sure that, again, it's catching it when it happens so that it's

135not. you know continuing to happen so yeah thank you Okay, trustee Garcia. Do you have any questions? Yes. I have a question. Yes in goal one I I see you have an increase of 5% What do you think is the counselors work country contributed to this to this increase? To the counselors the parents as you just mentioned about this a team for it. Yeah. No, it's it's everybody I mean we even have like right now we have kind of adopt a senior type. And so essentially like a staff member will, you know, help out with a couple of seniors or whatever else it is and make sure they're monitoring and supporting those kids. And, hey, what do you need to turn in? What do you need? What's going on? Where are you at? It's a

136lot of check-ins, a lot of monitoring. It's not, it's, you know, from, from me to town. it's um you know because i'm checking it with the vps and the vps are having their caseload and then they're checking with their counselors and then you know and then so forth and then just you know keeping track of those of those kids and make sure that they get to the finish line um because that's ultimately the goal i mean that's you want to make sure they graduate um so that's that's it's been a it's been a team effort yeah definitely yeah congratulations thank you Okay, Trustee Brubaker, we're back to you. Do you have any further questions? No. I do not. Do any other trustees have further questions? No. Okay, very well. Can I get a motion to

137approve the Douglas plans? So moved. Second. Trustee Brubaker made the motion and seconded by Trustee Richardson-Fowler. Any discussion? No. Okay, we will start with Trustee Villagrana. How do you vote? I communicated to the superintendent the concerns that I had about the plan and therefore my vote is no. Your vote is no. Okay. Trustee Rodriguez-Mohica. Yes. Trustee Richardson-Fowler. Yes. Trustee Garcia. Yes. Trustee Brubaker. Yes. Trustee Rodriguez. Yes. Very well. Woodland High School's plans are approved with five in favor, one no, and no abstentions. Congratulations. Thank you. Okay, very well. And you can go home now. Pioneer High School. Pioneer High School. I think she just fell asleep. Uh-oh. Good evening. Good evening. Trustee Vigrana, would you like to start? Yes, I want to start by saying or recognizing the highest investment in Go4, 14%. Again. by

138far from the other plans and I appreciate and that's almost $100,000 that's being invested creatively I might say and some of the items but nonetheless so thank you for that. Trustee Rodriguez-Mahica. Thank you for your work on this. I have no questions right now. Same question that I had for everybody. Modeling SEL behavior rather than teaching curriculum how is that done and the pervasive use of the N-word and sexual harassment language. That's a problem. But I think the... Is your mic on? Is the green light on? You just gotta move the microphone. Okay. Sorry, I'm really short. Okay. I think, I like to kind of coin a phrase, right? You have to admit there's a problem before you can deal with the problem. I think the culture on our campus has some problems. But I

139think we've also addressed them head on this year. The language piece, I was flabbergasted when I first started there, especially because our kids are so great. I mean, really, really tremendous kids. But they had some blind spots. And I think there was language that they've used for a long time that if, I'm not saying that it was allowed, but it wasn't not allowed. And so one of the very first things we talked about with our staff was they couldn't ignore it anymore. Because kids talk to us, right? And they would say, yeah, Ms. King, like this person says this to me in front of my teacher and my teacher doesn't say anything about it. And that's just not okay. And so we did talk to staff and said, hey, when you hear it, we need

140you to call it out. We need you to name it. And we need you to let us know as administrators because we need to follow up on those conversations. And I would say first three weeks, it was pretty much a revolving door. Like, you know, but it got less and it got less. And I think it brought to light for staff how much they were hearing that they had forgotten they were hearing. And I think there wasn't a sense of appreciation. Well, I know there was from staff who said thank you for addressing it and for naming it and not sweeping it under the rug, so to speak. It's gotten better. It's gotten so much better. That being said, there's still so much work to do. So I think we took steps in the right

141direction. It's something we're going to have to continue to do. But again, I think the modeling piece of it can't be overlooked. And kids need to know that adults are listening and that it just that it matters and how we make each other feel. affects the culture of our school. And you may not even recognize it within yourself when you're saying it, but if you're saying one thing, that means it allows somebody else to say something. And now maybe you're the recipient and you don't like it as much. So we've had lots of conversations about that. But I think more than anything, the biggest thing that we've done to change it this year is really just try to be, as administrators, more present on the campus and more engaging with kids. Because when they get

142to high school, calling parents isn't as effective. Doesn't mean it's not effective and doesn't mean we don't do it. We do. But so much of those, you know, they're 18 years old. They don't really care if you call their parents at this point, but they do care about the relationship they have with you and they don't want to. look bad or look poor in front of you. And so that has been, I think, the difference is just getting to know our kids a little bit better and letting them know that we see them, we hear them, and we want them to feel safe when they're at school. Thanks for talking about the desensitization because when we desensitize kids to this sort of behavior we create a culture of victims and we might have females on

143campus young girls who don't even know that the misogynist language is not okay. Thank you. Yeah, absolutely. Trustee Garcia? No questions. Trustee Brubaker? What has your feedback been for the VAPA programs that you have this year and what would you changed for next year? Sure. Um VAPA has been so much fun this year. Um I mean, who doesn't like to spend money, right? And we're spending money on kids, so it doesn't really get any better than that. So we've added on ceramics, color and design, jewelry making. Our numbers are increasing in mariachi. We've took several field trips to museums, to performances. We have the mural design class. We are doing our first mural as we speak, and it's really exciting just to kind of watch that process. How kids came up with their creation. So

144I'm really excited to see how that takes part. And they were really cute and strategic about which wall was the best wall to put it on so that people could actually enjoy it. So they picked a place where they could actually add plants and they could add benches. And they, you know, they came up with this whole vision. I'm pretty excited to see how it ends up. I think it's going to be great. We've brought in guest speakers for. We added digital media and now we'll have digital media too next year. So we've been purchasing iPads and updating that because right now we don't really have the technology to fully support it. But next year we will. We added in a tremendous amount of new instruments and specifically for mariachi because a lot of our

145kids don't have the instruments at home. And they're big guitars, and I don't know what they're called, but somebody help me? Guitarrón. That's the ones. Yes, we bought a bunch of those. So I'm just excited to kind of see that the instruments in our classroom are starting to replicate the culture of our school. That means a lot to me, and it means a lot to kids, so I'm really happy about that. We were able to upgrade our theater and fix a lot of things that had kind of fallen wayside, so our productions are much better, and the kids love practicing in there now, and they love performing in there now, and it has a very different feel when a theater feels like a theater. I think those are the big things. I can tell you

146we had enough requests for ceramics to fill 12 sections, but we only have one ceramics room. So it is awesome. And so, yes, some of the numbers in some of our music classes are down, but I don't think it's because kids don't love, I don't know if it's not that they don't love music. But they're finding other things to do as well that they enjoy. So it's not that they don't want to take any art class. They've just found these other niches that we're starting to offer. I mean, the jewelry making class is so cool. And just, you know, things that we haven't necessarily seen before, the mural design. I am sure when kids finally see that first mural, enrollment's going to skyrocket in that class as well, when kids kind of see that final

147product. Thank you, can I make a comment about yes trustee yes about you you're a say about the art mariachi Classes and also about English it is a conflict When it's a junior senior they need to decide if they can go for mariachi or for AP Spanish for my own experience. And I also, I would like to say, I really enjoyed the concert this last. Yeah. So there's a conflict right now? Yeah, I think it's a conflict for our Latino community of students. I thought counseling had worked that out. That was the last conversation I'd had. How long ago was that conflict brought to your attention? Oh, since last year, I think. Yeah, already is. Oh, it's not a conflict next year. It's not? No. So I think the thing is for serial period is

148just, just ban. Is that correct? Yep. And yeah. So last year my son needs to don't take PE and take in junior in order they can take mariachi. Yeah. The only singletons right now that are impacted are link crew leadership and athletic weights. Everything else, there's no conflict. And another thing, I'm sorry. No, go ahead. I would like to share. Yeah, and for the senior year, for my son, his AP Spanish is not open. I didn't have enough requests or enough students. No, we have AP Spanish. Yes. So that's what the... What is the next AP? The last. We don't have AP. No, we have AP French too. The third year. What is one, Maria? Yeah, that one. That one. Yeah, that one we only had three students sign up for. Yeah, that's the one.

149Yeah. Yeah, very sad because they need to select if they're going to take mariachi or Spanish. I think this is a conflict. Again, it wasn't a conflict. It was just enough. We didn't have enough kids to be able to offer the class. So sad. It is. And unfortunately, it's going to get harder and harder because we have to tighten up our... Plus classes so we're gonna be hearing more of these things that we can't offer just everything So it is sad, but it's the reality Okay, I do have a question for you. So I noticed in your report you talked about professional learning communities and that they had established a foundational practice, right, in identifying standards, common form of assessments. And you also commented that the PLCs have not fully progressed to engaging in deep

150analysis of student data and student work to inform instructional adjustments. So you mentioned there's a need to build teacher capacity in data-driven decision-making to ensure PLC's function as a driver of improved student achievement happens. So if you can kind of expand on that a little bit, what resources do you have now to try and make that happen, that you've identified, and what other resources would be helpful in helping that happen? Sure. I think part of it... Part of it is there hasn't been a lot of professional development for teachers on PLCs. I think the PLC Institute is really, really critical if you really want teachers and staff to understand PLCs. I know the district has... Has worked really hard this year to improve PLC's through for the principal training portion of it But it's going

151to take time for the principal learning then to trickle down to staff learning For the site with with where we were We had not identified essential standards. We did not have Common formatives that were aligned to those standards and so my teachers had to go back and really kind of build from the ground back up. And so for that reason, a lot of their PLC time was spent looking at standards and understanding that component of it versus looking at student data. Now, they did start to look at student data, and it's getting better. But we had to kind of keep revisiting. How do you look at that data and what do you do with it? It's not just, hey, I have a list of kids and this is what they're doing. It is, what do

152we do now that we know? I think a tremendous amount of progress has been made this year. All of my departments have their essential standards now. They all have their CFAs aligned to their essential standards. They are talking about instruction now. So we're in the right place. I would fully expect that it would continue, especially with the training principles received this year going into next. So you're still confident that this PLC model, given the proper supports, can be very productive. We could see success. 110%. Yeah. Okay. Thank you. Trustee Villerana, do you have any questions? Okay. We've been around once. Does anybody else have any questions for Pioneer? Okay, can I get a motion to approve the pioneer plan so moved second trustee Richardson Fowler moved second by trustee Garcia any other discussion No, okay.

153Very well We'll start trustee via Grana. How do you vote? Yes trustee Rodriguez-Mohica Trustee Richardson-Fowler? Yes. Trustee Garcia? Yes. Trustee Brubaker? Yes. Trustee Rodriguez? Yes. Very well. The Pioneer High School plans have been approved by unanimous vote. Thank you very much. You have a good evening. Thank you for your work. Okay, we have one more. High School, Cache Creek. Hi, thank you. Hello. Thanks for being here. Okay, do any trustees have any questions for Cache Creek? Anybody like to start? Trustee Brubaker. I wanted to thank you and Ms. French for getting back to my questions so quickly. I did not expect to get a response considering I emailed them yesterday morning bright and early. So thank you for that. I did want to give you a chance if you are interested in highlighting what you've

154been doing to handle vaping and the results you've seen from that because I think it's a little different of an approach than our other sites have been doing. Yeah. Work with a genuity a lot in various capacities and there are several options within a genuity for personal growth and intervention so rather than suspending students for vaping or other naughty things I'm I have started using as the first level intervention having them do those modules in Edgenuity and then meeting with them afterwards to discuss, you know, what they learned, what they saw. I've also used lunchtime detention where I give them a writing prompt and a research prompt and they have to spend lunch in the library researching whatever topic and it's always related to whatever, like vaping and the impact on the teenage brain or

155lungs and... physical development of teenagers, things like that. And I have them, you know, write me, depending on the student, half to a one-page summary of what they learned and what they plan to go forward. So far, I've only had one student repeat their offense. Parents that I've spoken to have appreciated the option and not having to deal with a suspended teenager and it's really allowed me to develop better relationships with the kids because now I'm not you know the person who just suspends everybody I'm the person who will sit and listen have conversation and give them the option to either better themselves and learn from their mistake or choose the punishment right and I have I have not had, no, that's not true. I had one student choose the punishment. And so it's gone,

156it's gone really well. I can't say that it has stopped students from vaping in general, but I can say it has lessened the amount that's happening on campus. And again, that whole culture piece and the relationship piece has been really beneficial. And then if you could speak to the VAPA funding, what you've done with that, what your feedback has been from students, and what you may or may not be changing going forward based on that. This year we used the majority of the VAPA funding to offer a period of Art 1 in addition to our art and culture classes. And our students have to complete a course called Senior Seminar that includes a service learning project at the end of it. And we've run those service learning projects through the art. one class largely. They

157have taken on projects for our elementary schools. They've created the t-shirts for their cross-country teams. They have built piñatas for their winter celebrations. They have created like little wooden boxes that they cut out with a laser cutter and then assembled that had each kid's name on them for one of the winter celebrations at one of the schools so and the kids are recommending the projects right because and they want to do something for the elementary school they came from so it's really generated some some excitement they've also made For Prairie the youth leadership or the student leadership team at Prairie My kids made the little vests for the the youth leaders And they were wearing them at the showcase last week, which was super adorable And they're very proud of them. It's really giving kids

158an opportunity to get creative while giving back They get very excited when they've completed a project for the elementary kids. We've been able to buy additional supplies for some of the fancy machinery that was already in the room. And we also have been able to add to it. So it took us all year to work through the process of identifying the right one and working with technology. Thank you, Andy, to get it approved. But we just purchased a 3D printer. And the students are going to be learning how to design and then print whatever it is that they want to make in addition to learning how to use the Cricut that was donated and the laser cutter and screen printing and all of the amazing things that they've been able to do this year. Student

159feedback has been phenomenal. They love the art class. They want more. They want music. They want more hands-on access to things Unfortunately, Cache Creek just doesn't have the capacity right now to give them all the things that they want. We don't space mostly and Funding for some of the the bigger things but we are working in more field trips to some of the more stem Related places in the town or in the region We want to take them to Mossack next year Work with the Opera House to get them over to see a performance Work with Tanah to get them over for at least a one-day workshop or bring to not to us Since we weren't able to connect with them this year just really expanding their opportunities and their experiences also looking at the

160local community colleges and seeing if we can visit their Vapa departments starting with Woodland Community College because they're here, but also branching out into Sacramento because there are some really cool things happening in the Valley. And our kids, most of them don't leave Woodland Yolo, Winters, Esparto, right? This is their whole world. So trying to find opportunities that we can fund with not just the VAPA money, but also the equity multiplier money that we are fortunate to have to get them out into the world so that they can see what's out there and maybe make different choices. Thank you for that and on a different note. Thank you so much for taking on this site And I've seen I've seen it blossom under your leadership. So thank you for that. Thank you I just want

161to kind of echo Trustee Brubaker's comments right now. Thank you very much for all your hard work out there. Some of us were able to attend the career fair that you had up there. It was really well planned. Listening to the students, they definitely got important information and were a little motivated and inspired, it seemed. But all those things take tremendous efforts. So thank you for being willing to do that along with some of the things you just mentioned. So my question to you and congratulations on your college and career indicator going from, you know, from red to orange, right? It's an accomplishment. Hoping we move a little further. Yeah, that's right. That's right. And I think you have kind of answered this, you know, somewhat. But basically, my question is, you know, it looks

162like dual enrollment opportunities have helped. What other emphasis are you going to put in the future in order to continue to move that marker, that indicator? And do you have enough resources to do what you'd like to do, where you think you need to take these students? I feel like that's a trick question. That's okay. It's not a trick question. No, I'm just teasing. First of all, there's never enough resources to do all the things I want to do. I have a very long list, so I have to sort of pace myself. But for right now, thankfully, we have the Equity Multiplier Fund, which allows us to supplement what our district budget is. in a better position, I feel like, than the other secondary principles in that while we are experiencing budget cuts, they're not

163as impactful because I have that additional money that I can supplement with and recover. Specifically for the college and career indicator, we are planning to supplement a lot of the work that is already happening. So while I thank you very much for the compliments about the career fair, I cannot take credit for that. All I did was show up. That was Brandon, Killian, and Courtney Anderson. They did all of the planning, the organizing, scheduling. finding people. It's all a team effort, right? It is. But I want to acknowledge the fact that they did the heavy lifting. Oh, for sure. We just provided the venue and the children. But because it was so successful and the kids were so excited about it, at the next youth leadership meeting, they asked for another one. Like they wanted

164another one immediately. I'm like, that's not how that happens. So we've set aside some money in the budget to put on our own. career fair to make sure that students throughout the year have access to those experiences. We'll have the district sponsored fair in the spring like we did this year but we're going to try and put one together for the fall on our own and maybe focus more on bringing in some of the trade programs at our community colleges. That is a big area of interest for our students. The personal service industry like beautician, cosmetology, nails, hair, estheticians, and then the actual labor trades, trucking, construction, welding, all of that. So I really want to, over the summer, I'm going to spend some time working on. trying to make some connections and identify schools

165and corporations, maybe even union representatives from the various trades to see if they would be willing to come over and participate in a college career fair for Yeah, no, I call her. That's the biggest item that we have that we're planning right now, but also just incorporating field trips and experiences for kids. We are reworking senior seminar next year so that it does include more hands on experiences for kids, field trips, guest speakers. And we've set aside some money so that we can do that. And by the resources like. mini toolkits for each kid so they can actually learn home repair. We've added additional dual enrollment classes for next year so that it's not just the early childhood ed, but we're adding a dual enrollment music class in response to the students who wanted music.

166We can't offer, you know, how to play guitar, but we can work with WCC and offer music appreciation. Absolutely. I think I just wanted to express, I think you're on the right track, right? many, many years, we talked about how do we build a better quality education where the students are so isolated out there. you know, being determined to bring people in and to give them those experiences outward, which is not necessarily cheap. They all add up, right? And that was kind of my point of asking you, do you have the resources? Because I know we need to be able to make sure that they also have the ability to thrive in a kind of a different, difficult geographic issue. Right. Thank you for everything that you're doing. I truly appreciate it. Yeah. OK. Trustee

167Villagran do you have a question. Trustee Rodriguez-Mahica. Just thank you. Trustee Richardson-Fowler. So my question is going to be a hard one because of the culture over at Cache Creek. But what do you guys what do you what are you guys doing. So oddly enough. The use of the N-word is not super prevalent at Cache Creek. It happens, but usually in the context of a disagreement or something like that. It is addressed. I don't play like that. I've spent a lot of time this year talking with kids who have been involved in conflict or just attitude-y. things, um, used inappropriate language, things like that. Um, talking to them and helping them understand what a privilege it is to be at cash Creek and what a responsibility they have, um, to make sure that it's a

168safe place physically, emotionally, socially for everybody, regardless of who they are outside the gates or what they affiliate with outside the gates that once they come through the gate, they're all Wolverines. They're all my kids and I don't have bad kids. So we make sure that. We're not a place where people come and feel scared, feel unheard, feel unsupported. We're not a place where people get punched in the face. And we're not a place where we punch people in the face. And I have had that conversation, I don't know, probably 150 times. And it has made a huge difference, particularly with our boys. It has not helped their love of profanity, but it has shifted the way that a good portion of them view themselves because they have responsibility, right? I had a kid today

169tell me he feels important when he's on campus because he knows he has a job. And so just continuing to focus on the fact that you are important when you're on campus because you do have a job. Your job is to come go to class, get your job done, and go build yourself a life and to make sure that everybody who is with you has the opportunity to do the same thing. I'm going to say that resonates with me so much. I had a mentor teacher teach me that. when your students have an assigned job, it makes them feel like they have utility, like they can participate and makes them kind of feel like a junior staff. And so then they also have that responsibility with that peer that connecting them to their community, to

170what's going on at the school. I say big ups, thank you for that. Because that's the hardest part. Yep, I'm recognizing our kids a lot of them have hard lives yet, right? So this needs to be the oasis where you can come and just be a kid. Mm-hmm now do you think you Does the culture at Cache Creek have any issues with the misogyny? I mean, yes. Okay. Right. Like we all exist in the same world. It's not, it's not overt. Um, we don't have boys cat calling girls. We don't have any of like, there hasn't been any overt expression of it. Um, there have been one or two instances where, you know, a female student has come and said, I'm super uncomfortable X, Y, or Z is happening and we deal with it. Right.

171Um, The good thing is that they're comfortable coming and saying something, right? And so we are able to deal with it. And, you know, at least one of those instances, it was a miscommunication and completely not intentional. Immediate apologies, excuse me. And the others, it was an opportunity to educate, right? But it's not an overt problem. It's not pervasive. Good. Thank you. I appreciate that. I can't take credit for that either, but... I do deal with it when it comes up. Okay. Trustee Garcia, do you have any questions? Yes. I would like to hear from you. How did you engage the parents to be part of this change? I am struggling. That is the one area where I am having a very difficult time. Part of it is because we are way out there. Every

172meeting I invite... Parents, we make personal phone calls. I offer a hybrid option. There is a link to attend every site council meeting, every ELAC meeting. We did have one parent show up to an ELAC meeting this year, and I guess that was the first time. Forever and she was lovely, but she hasn't been able to come back Next year I want to try and offering the meetings at different times right now They're during the school day because that's when we have kids and since we're way out there it's hard to do an after-school meeting but We're gonna work on finding some evenings Maybe some before school since we start school late if we can get parents who drop off their kids to come a little early and then maybe some more home visits to

173do like face-to-face invitations. I'm also going to work it into our orientations. I realized too late in the year that we talk at orientation. Every kid has to go through an orientation before they can transfer in. We talk to the kids about expectations and rules and opportunities and all of that. but we don't talk to the parents about the same things and so that's missing. Yeah. So I'm going to add that to our orientations and see if I can increase our parent participation that way and really just. Trying to make myself more available and accessible. I mean, I'm always there so it's it's not like that But they don't know that right making sure that parents can can get a hold of me directly not have to leave a message and just Make sure that

174my staff is following suit that parents want to talk to me. I'm here. They can talk to me You don't have to run interference or stuff like that. So it's a work in progress The geography is definitely a barrier So we're going to try and bring some more things into town, make it easier for parents to get here. Definitely. So congratulations for that. Thanks. Trustee Richardson-Fowler, you had a follow-up? Yeah, just a follow-up. Does the B line go out to Kashkari? It does, as our students have discovered. Perfect. In the middle of the day. In the middle of the day. They want to escape. Yes. So does Uber, in case you're wondering. Interesting. Trustee Brubaker, do you have any questions? I just want to piggyback on that and say that I had a conversation with

175the librarian there who was very excited and very instrumental in the beeline going out there. Yes. Yes, they do go there. That's it. I will say that students have used it responsibly. We've had a handful of students who oversleep and miss the bus and they show up to school around 10. I'm like, how'd you get here? They're like, we took the beeline. And they're very proud of themselves. So I love that it does come out there. I don't so much love my children who misuse it, but I don't love that they misuse it. But it's actually definitely a very, very good resource for our kids. Okay, we've made our way around. Are there any other questions from trustees? or comments nope okay can i get a motion to pass uh the cache creek plan so

176moved trustee richard's father has made the motion second second second by trustee garcia any further discussion seeing none we will start with uh trustee rodriguez mojica yes trustee richard's father yes trustee garcia yes trustee brubaker yes trustee rodriguez yes trustee vietnam yes Very well, the cash Creek plan is passed unanimously. Congratulations. Thank you Thank you, and that should be it for item l1 We had scheduled item M M 1 to come after l1, but I'm gonna suggest can we take a five-minute break? Yeah, I'm in it. Good. Okay Thank you all for hanging in there with us and we'll be back in five minutes. Thanks Okay, we'll start in one minute starting one minute, okay, welcome back everybody We will start the session with M1. As we move to M1, we approve the initial agenda

177to this spot. I am welcome. Thank you for your patience and waiting. My pleasure to be here. Thank you, President Rodriguez, members of the board, Superintendent Ortega-Lampkin. Again, very happy to be here tonight, but also given the hour, I'm going to go ahead and just get into the presentation and look forward to your questions. At the conclusion, there's a lot of information to cover. And I do want to originally go in, you've seen this information when I was here in November, but just bring to the front of your mind some key information that we have from the demographic analysis that we did that was a lot of the foundation and the rationale for doing the boundaries work that we're doing. So just as a reminder, like a lot of school districts throughout California and increasingly

178throughout the nation, Woodland Joint Unified School District is seeing... decreasing enrollments. There is TK expansion. There is some residential development that helps offset this, but the bottom line is enrollments are going to continue to decrease. You see your kindergarten cohort sizes in the dark blue there have gone down from in the high 700s at the start of the last decade to just over 600 in a couple of recent years. And looking at your local births, again, the red box shows Roughly the students who are enrolled right now, those kids born in 2008 turning 18 this year, there were more than a thousand of them who were born in that year. That was about your peak year of births. You are now not even cracking 700 births every year in those five years that you have

179been born that you're waiting to show up for kindergarten are literally the lowest five years of births. in the 21st century that you've had. So that's the bottom line, big reason for what's coming. Again, with the development that we anticipate, especially from the research and technology park, you're going to see your baseline projection pull up some, not even getting close to where you are now, much less where you were a few years ago. So that's a lot of the impetus for... What's happening with enrollments and then looking at the spatial analysis that we did Looking at the secondary schools first between the middle schools And this is just the residents who live in those boundaries who were enrolled with you for middle school almost 800 in the Douglas boundary only 526 in Lee 1659 in

180the pioneer boundary and only 1197 in the woodland boundary So you just have an imbalance in where your students live in the district I can't actually speak to when you first put the current boundaries that you have in place but as time has gone on they have gotten increasingly unbalanced. At the elementary level the biggest issue is that you have almost twice as many students living in the Tafoya boundary as any other boundary. That does include the Spring Lake School that does not have a boundary, but you still have significant, more than half the students who are elementary students who live in that boundary are enrolled somewhere else in the district. So those were the core concerns that we had that we wanted to address with some boundary adjustments. And again, we, Boundaries Committee, identify

181some criteria that we presented to you, kind of the nuts and bolts of it is those student resident totals and projections combined with the school site capacities and just finding what we want to show is better balance there. Some other key factors, particularly that you'll see tonight with the student demographics, but also keeping in mind equity across opportunity and school site size and things like that and transportation, walking safety issues. that factor into where it makes sense to draw some of the lines. Some of the other points on the bottom are things that are part of this process, not necessarily with immediately choosing the boundary, but that top bullet I want to emphasize right now, the implementation and particularly deciding who gets to complete regardless of what boundaries change. Their time at their current school

182is a decision that I think the sooner is made and confirmed. Takes a lot of pressure off of families with a little bit more certainty of knowing exactly who was affected and when. Current boundaries. Just a quick look. These are your current elementary school boundaries. You see in the southeast corner there the big Tafoya boundary that also has the Spring Lake School in it. You will notice you have Gibson, you have Dingle, and you have Zamora as you have schools that have what we call non-contiguous boundaries, i.e. the part where the school is located and then a totally disconnected part that is also assigned to that school. And that's one thing that will come up when I'm talking about some of the options for elementary schools. At the secondary schools, you have a sort of

183donut-shaped boundary. You have the area in the middle that is, and this is for both your middle schools and high schools, so that is the Douglas Middle and Pioneer High boundary. Everything inside of that and everything outside is Lee and Woodland High. And when you're zooming in, looking at more of the city of Woodland, though, it is more of a line dividing roughly east and west sides within the city. Here is a bunch of that current information. So this is for your current boundaries and I just want to quickly walk through what we're showing here. So again that nuts and bolts stuff that's over on the left hand side. We're looking at total residents. So again that's for all the elementary students who are enrolled with Woodland Joint Unified. How many live in the boundary?

184You'll see these are the same numbers that 1396 at Tafoya, the 799 at Douglas, 526 at Lee. Same numbers that you saw on the other charts. But we're now able to compare that with the capacities that's based on the number of rooms that are available. And that does set aside, especially at the elementary schools, some rooms that might be used for specialized purposes are not shown as available for capacity. But we are looking at the classroom capacity available and the percent. of that capacity that the residents have. Now keep in mind, you have a lot of transferring going on, but this is setting up boundaries to be appropriately sized. And I'm gonna, for the first time tonight and not the last, mention the core principle of these boundaries, which is if everyone who lives in

185the boundary wants to go to the school that you have said they're assigned to, is there room for them to do that? So you'll see with Tafoya, that is very clearly not the case. And that's going to come up when we talk a little bit later about the creation of a potential spring lake boundary. So just want to plant that seed now because a boundary is really only effective if it does that job. And so we're looking at where we have places that we want to reduce the number of residents in the boundary and places that have the most room to absorb new residents. We are looking at the CDE categories, the California Department of Education categories for race and ethnicity, as reported. through your student information system. We are showing here the percent of

186those residents who are Hispanic or Latino, who are white, who are Asian, who are black or African American. And then we're not trying to you know, say are not significant, any other categories that we're putting into the all other, most of those in the all other category are either have literally marked some other race or ethnicity or multiple races and ethnicities. There are a few others. And at that point, we are really trying to avoid having individual students be identifiable because of very small numbers when we're looking at some of the statistics. So again, on the board's recommendation, we can certainly expand that out if it is of interest. We are also showing your English language learner population and your free and reduced price meal qualifications for all these different boundaries. And that is, at

187the student level and at the granular level, going to be the best way to track some of the socioeconomic indication that we have heard that we definitely want to keep an eye on here. With that said, we did compile, at your request, from November. the census data that we have on household income. You can see the whole district here. And I do want to point out on that legend there where it says zero anywhere is not literally those people have no income. It is for whatever reason the census does not have data on that. Especially when we zoom into the city, there is frustratingly one block. in the city that is indicating that based on free and reduced price meal participation that block in the southeast corner or sorry southwest a little bit north of

188Gibson and by West Street would look about like the census block group just to the so talk about this one here and going over just to the east of it there so just some background but you can see the spread that you have of different parts of the district that based on census statistics are a little bit more or less challenged from a household income standpoint. So with that background relatively quickly out of the way, and again, happy to go back and revisit any of that, we have our initial map options. And before we get to the big part everyone's waiting for, we talk about the maps, a few things about the process, and particularly where we are tonight, where we've been, how this all fits into the bigger picture. These maps I'm showing you

189tonight, these are the starting points for a conversation. I have pretty much 99.9% confidence that whatever map we ultimately adopt out of this process is not going to be one of these initial options with no changes made. This is an opportunity tonight to hear feedback from the esteemed board members up here. We have already had one conversation with the Boundaries Committee and I have received some very good input on some of the same maps that you'll be seeing tonight. And I anticipate we might echo from this group some of those same concerns that were raised about some of the options. And what this really is leading to is making some adjustments based on what I hear tonight so that we can begin a more public facing side, which I'll detail a little bit later on

190this evening. So again, one thing to keep in mind with these maps is I wanted to illustrate the sort of trade-off nature of a lot of this. If you emphasize one particular criterion or one particular interpretation of what that criterion means, I'm just showing you how the maps look that emphasize certain focus. And then as an example, just for one option, I made a, you know, from secondary option one, I made a one B to show, hey, Rob, what if we start with this, but what if we want to do this? What would that look like? And you could have that same B for any of the options. I suspect by the time we're done with this, we are going to have a few iterations of things. Not that we're going to be voting between

19120 different maps by the time we're done, but just that we will see incremental progress towards maps being able to better balance between a number of considerations. But we're starting with, and I will detail these in a minute, here's a map that does this well, here's a map that does this other thing well instead, just so that we can get a sense of what it looks like when you want to do those things. And finally, time is of the essence. We had set the goal of having these maps be implemented. fall of 2027 based on the input particularly from the high school principals that we had on the boundaries committee we know that we need a decision very early on in the upcoming school year ideally by september if there's going to be time for

192a lot of the considerations around staffing around athletics around transportation there's a lot of things that will cascade off from the decision of exactly what boundaries there are. And so it was very important that we had this meeting tonight. I appreciate getting on the agenda for this so that we can have this conversation. But a big part of that is continuing this momentum. And so taking the input I get from you tonight back to the Boundaries Committee and then getting some of that out to start getting some public input. Almost ready for the maps, but a few more housekeeping rules before we get there. For all the boundary maps that you'll see, just so that we're clear on what we're looking at, you'll see a black outline, and that is your current boundaries like those

193maps that you saw a few minutes ago. The colored areas on these maps will be the potential new boundaries. For all of the data that you see, we're looking at just the 2025-26 data, and I've already been through what all those different data points are. And keeping in mind, it got very overwhelming trying to put projections on here as well, but just that in general. Your student populations are going to almost universally decrease. And your most significant area of new development is concentrated in a relatively small and easily identifiable area where there is nothing really existing now. There's some other development, but a lot of that is also baked into a very small counterpoint against a much bigger demographic trend. So in general, the numbers that we're looking at here are just going to decrease

194in general as we go. So, quick overview and then we'll get into the maps. Secondary options I'm going to do first because in some ways you just have a single It is either Lee Woodland or it is Douglas Pioneer. And so we are just looking mainly again at balancing the populations and the residents of those two schools. Option one, I'm going to highlight the main things about it. It affects the least number of students and you have a balanced population of high school residents between the two high schools. Option two, I'll get back to 1B in a minute, but option two is looking at the same thing but focusing more on the middle schools. And then option three, we're looking at... the high school students again, acknowledging that Woodland High is a bigger campus with

195more classrooms. And so instead of balancing just the raw number of students, shifting even more students into the Woodland boundary so that you have that equity in terms of utilization and the number of available classroom spaces. And this one also does the most... balancing on those student demographics. Now that option 1B is just saying what if we took that option 1 and wanted to have that future development going into Pioneer Douglas instead of into Woodland. So just showing you what that does to everything else if we want to make that tweak. Elementary options is a little different mindset. The core mission we have is relieving overcrowding of Tafoya and having a dedicated boundary for the Spring Lake School. So in this case, it's more of a series of options that are just incrementally. Do we

196want to just hit those initial checkboxes and not affect anyone else? That's option one. Option two is then building on that while we're changing some boundaries. Do we also want to reduce those non-contiguous boundary areas and do we want to bring a little bit more balance to some other schools? In this case, Whitehead is around 90% utilized in its capacity and Dingle and Gibson, in addition to the non-contiguous areas, have room to take on more students. So just building on option one to accomplish a few more things while we're in there. And then again, that doesn't have to be the stop of the conversation, but that's just what I want to show you to get some feedback on. Again, so that we can go back to the boundaries committee, make some specific tweaks and additions,

197and then start getting some active community engagement and input. So secondary boundary option one. So again, that black line was your current. Boundary and so pretty much I'll say for every single one of these secondary options everything north of Maine is currently assigned to Pioneer Douglas is going to be switched over to Woodland Lee. That's a function of where those schools are located and It was, again, unless I'm very specifically directed to explore something differently with that, that one is common to every single option that we're doing. It's really then just, can you still need to do more after that to get to the right balancing and numbers that we're looking for? And so in this case, we're still taking the northwestern most area that's closest to Woodland High and closer to Lee than anywhere

198else in the current Pioneer-Douglas boundary, and also putting that in, trying to keep Things along major streets and nice straight lines just cleaning up that area that you current as your website currently shows this boundary So that all of that future development area will all go into woodland which again is where most of it currently is and so as we had said this one The main focus is you wind up with very close to even populations of residents in the two high school boundaries And that's, and again, affects the fewer students. It's all a one-way transfer. It's anyone who's already in the woodland boundary. We'll stay there. You're just putting some more people into that boundary to create more even populations. Secondary option 1B. So this is now we are taking this area that we'll

199see the largest amount of future development, keeping everything on this side of a highway together in the Pioneer-Douglas boundary. And you just see it necessitates bringing some other territory on the northeastern side of that boundary. also into Woodland Lee. That's just that always going to be that trade-off and I see all the numbers skew from that point but now that room to grow is all in the Pioneer area. While with everything else keeping it you kind of keep in mind that we're leaving some more room to grow in Woodland where you have more capacity. Option two now this is looking at those middle schools and Part of the rationale here, we're still taking everything north of Maine and shifting it over, but also now saying some of these areas closest to Douglas should stay there.

200adding some area. I also was thinking of this one instead of the more traditional east-west division through the city that we've had, making a little bit more of a north-south division. I will say this is probably the option I heard the most feedback on from the committee. I've got some good ideas of some other things to try with this goal in mind. But that said, this is what we were looking at here. And then again, still having to get some more area. Again, not crossing freeways, ideally, but also not having people who have a relatively straight shot at the Douglas down getting reassigned. And so that was the basic rationale. We're now looking at balancing those populations a little more. It's more of a shift. You actually, on the high school side, wind up. with

201a little more in Woodland now. But one of these boundaries, since we wanted to keep the middle schools and high schools on a single boundary, as we agreed in November, that really focuses a little bit more on the middle schools. And finally, option three. And this is one that, as I said, does two things. moves even more out of Pioneer into Woodland and also does a better job of focusing on that maintenance of current demographic trends. So now you see the biggest shift out of Pioneer into Woodland, but what that does is actually make their capacity utilization much more comparable. And then you'll also see looking from the orange stuff at the bottom, which is the current boundaries that you're actually maintaining. either very similar or even identical rates of FRPM and ELL between the

202high schools and the middle schools. And this is the only option of the initial ones that can say that. So again, there's trade-offs between everything. It depends on what you're most focused on accomplishing. Almost everything involves the more you want to emphasize one thing, the more you have to... be willing to concede on some of the other points that we've agreed are all of our criteria. So very quick overview of the secondary options. I'm excited to hear your thoughts, but we'll quickly hit the elementary options as well. So again, initially what you will see is the Tafoya boundary definitely shrinking. We want to create a spring lake boundary, and I will show that in detail in a minute, and that's where I really need to emphasize. the core job of these boundaries, which is making

203effective boundaries that give people confidence and clarity on which school they are assigned to aka also get to go to if they want to go to and then uh bringing a plain field in as an option that can absorb some of the area that frankly just needs that does not fit into foia or spring lake but that is in that part of the district again the issue has been that you have ample capacity across the district and that will only become more so as time goes on. It's really just a matter of what makes sense as assignments. prior to open enrollment and request for transfers, but just such that everyone who is living in a place and who wants to go to the school they're assigned to will have room. So we see not enough

204room to show everything on one slide, but we're starting here. Again, that FOIA being very, very overfull, we are now creating a Spring Lake boundary. We get to FOIA down to where if every resident of that boundary wanted to be enrolled there. would still leave some space. And Spring Lake, we are putting as much as we can in a reasonably contiguous boundary. And this would still be slightly overfull now, but again, within a couple of years, you will probably then have... under 100% capacity, i.e. that core job, which is right now, of course, the whole thing is open enrollment. And from what I've heard, you have not had waiting lists at TK and Kinder this year, which is good. And so I am hoping that, again, some people do want the dual immersion. Some people,

205for various reasons, maybe being near a parent's work, do want to go to some other schools and that there would be room beyond this. But if we try to build this boundary bigger, if it goes up to where it's 120, 130% of capacity, in my opinion, professionally and historically having done this, This boundary is failing at its job because as soon as people say, I moved in here because I wanted to be in a Spring Lake boundary and now I tried to enroll my kid and you're saying there's a lottery and I didn't get in, that is the opposite of what we're trying to accomplish here. So there needs to be a boundary that some people will wish they were in when they're not in. There might be room to look at exactly where this

206line is, but this is about what... will fill up that Spring Lake school as you have it right now. So that is again the, that may have been some of the questions that I'm hopefully over explaining a little bit just to satisfy some curiosity. And again, looking at Plainfield as an outlet for that. Getting into an option two, we're keeping everything we just said. We're also getting up and these non-contiguous parts of the Dingle and Gibson boundaries. Again, these areas are tricky because there is not a school particularly close to them that might have been part of the origin for these boundaries way back when at some point. But at this point, at least putting them into a contiguous boundary with prairie. Taking some air territory out of prairie so it doesn't get too big

207that helps put more in Gibson that helps but more in Dingle. Dingle can also take some more out of Whitehead. These are all just those things that help balance again Whitehead over 90% Dingle and Gibson both under 70% just getting all of those more aligned and reducing those non-contiguous boundaries. So just if you want to do more than just the core mission of making sure to FOIA and Spring Lake don't get overwhelmed, then this gives you a little bit more to do. So that was a very quick overview. Happy to back up and we can look at some of those in detail as we have questions. But broad overview of the schedule as I understand it, based on our goal of new boundaries going into effect fall of 2027, is tonight getting some good feedback

208from you. So what are your comments on what we put out so far? What are some ideas of other things you might want to see? Particularly getting some guidance on that grandfathering. I'm happy to, if requested, can give you my personal recommendations for what I think leads to a smoother transition. Because again, people just appreciate knowing basically when and or if this is going to affect them. And then just confirming, of course, this schedule as I'm laying it out. But later on this month, have some work again with the Boundaries Committee to take what we hear tonight. Work on doing some little crunchy or techie or work getting some adjusted map options and then over the summer again Don't want any in-person meetings don't want people at all perceiving that there's anything Monumental happening a

209lot of people have their kids out of school might be on vacation might not have the opportunity to have their voices heard Yes, sorry didn't mean to interrupt your Your presentation, but I just want to address a time issue with the board About three minutes to decide if we want to extend the meeting That's important to step back for a moment. Yes Does anybody want to make a motion to extend the meeting to 1130 at least the time? you know, we're not gonna obviously try and get out at 1130 but Somebody willing make that motion. I'll make that motion to extend to 1130 Okay is there a second? Second. Okay let's uh any other discussion on that? Trustee Villarreal? I have a early event tomorrow so if it gets too late I'm gonna have to

210leave. Gotcha just uh just to give us the time don't wanna don't wanna stay that long. Okay we'll start with Trustee Villarreal. Oh I'm sorry Trustee Richardson-Feller. I have Special Olympics tomorrow um so I will be leaving before 11. Yep gotcha we're gonna try and get through it all if we can. Okay. Trustee Rodríguez-Moyica. Could we amend this to be like 11? I just, my brain does not function after, I mean, I'm having a hard time now, to be honest, but after 11, it just gets really tricky. So I might have to leave around that time too. Well, 11 is our regular time. Okay. Right. So it's just an extension. I mean, folks feel like they need to leave. then then we need to leave right but hopefully that's not where we're going to be

211at trustee Verano how do you vote no trustee Rodriguez-Mohica how do you vote I vote no too because I have to leave okay trustee Richardson-Fowler no thank you no okay so I will continue with the vote since we won't have enough so the meeting will end at 11. can you continue with the minutes Since the vote was already in action, so we got to finish the continue. Okay trustee Trustee Garcia, how do you vote? Yes trustee, which? Trustee Brubaker. How do you vote? Yes. Yes trustee Rodriguez. Yes Okay, so you have until 11 o'clock. Yep, motion fails. All right, well, I just need a few more seconds, luckily, to get through my last slide here, and then I'll turn it over to all of you. But again, still, while we're not meeting in person, getting

212some content up on the district website, and that will include larger format, high-resolution maps so that people can really zoom around, see street level, confirm. exactly where they are frankly because that's what people are interested in and also having an ability for people to just give us written feedback throughout that period getting into schools back August early September having and again this the boundaries committee will help shape exactly and your comments tonight exactly what this can look like uh some in person and some remote access meetings we do need a combination of both some people can do one and not the other both ways and then Ideally, looking at your second September meeting, I already optimistically put a hold on my calendar, hoping that I'm here so that we can have your opportunity to most

213efficiently maintain the schedule. I think if we fall back, we could potentially fall back one more meeting into early October. But from what I've heard, if we don't have boundaries decided, your staff. at the school site district office throughout a lot of departments really do need that time in the fall to get this rolling so that by the time you're in open enrollment a lot of things are set up. So that's our constraints here. This is my overview of how I think that can go. And with that I am happy to answer any questions. Thank you. SPEAKER 2 OK. Trustees. Trustee Villagrana. SPEAKER 3 If you go to slide 14. DIRECTOR DEWOLF. Yes. DIRECTOR DEWOLF. So the Tafoya includes only the capacity for Tafoya school. Even though the residents include Spring Lake I'm assuming right

214or is that only to FOIA? No, that that is correct That is only to FOIA. So Spring Lake is not here because technically Spring Lake does not have any residents So until it shows up in the blue charts under a boundary option that you do have enough You know that additional capacity at Spring Lake, but we're technically every you know Most of Spring Lakes enrollment are from students who live near that which is technically the to FOIA boundary And so we're just saying for the purpose of the boundary we're looking at how many people based on the address where they live are told by the district's enrollment system your default school of assignment is to FOIA. But the capacity for those residents does include Spring Lake. That's also confused why the capacity wasn't included in

215the calculation but that's OK. I did the math you know the. total residents versus capacity and subtracting you know the negative that was resulting from the Tafoya math and it still resulted in 1683 extra spots which is probably four schools worth of space and so I guess the question I would ask my colleagues could produce a mood conversation on elementary schools you know whether we want to engage in a conversation again because of our decline enrollment. You know we lost more than probably. two three schools actually in enrollment. You know whether we're going to have a conversation about whether we want to close the school for multiple reasons right for again budget cuts are happening. But also again if we're going to redraw the lines we should redraw them if we decide from that direction

216with that in mind versus redraw them now and then if the board decides to close the school say next year the lines have to be redrawn again and we have to go through the whole process the whole expense again everything from from the beginning. But if we decide OK no we actually want to entertain that and close and then we can pause the process and then it continues after the decision is made. So I just wanted to bring that up if there's no interest in no interest but I just want to bring it up for as a factor as we're making decisions on this. That's all. Thank you. I just want to make a comment. So you know if that were to occur and there was there was a school closure after we created boundaries

217that didn't take that into account. Is there anything, is there a requirement that we have to redraw boundaries right away because we closed a particular school or is it really just that we absorb, the district would figure out how you absorb those students and then when it came at regular time to redraw the boundaries, that's in fact how it would happen. Generally, you probably do want to have, again, some certainty for people to know what. is my default assigned school. Now sometimes depending on what that looks like, the easiest thing is typically if a school closes, you divide it, you know, sometimes another school will entirely absorb an old boundary area, you just divide that up. It only gets really complicated if there are no schools that can receive those students and you have to

218make corresponding kind of... rippling changes and that would really it would depend on exactly what decision was made but yes you you tip i mean there's always saying the former x school that was consolidated and no longer operates is now an option area and those students are free to enroll anywhere in the district that's that's a way you could go but i've never seen that done typically you would want to have a firm boundary assignment for every part of your district Thank you. Is it it's gonna ask if there's anybody else that has any Follow-up questions to what trustee Villarana is proposing No, okay trustee Villarana. You wanted to know if there was interest on the board to Can you can you state your interest against her? Yeah, there's interest in exploring that option for

219both budget savings and again to if that happens in the future to not have to start this process again. And the option being closing of a school? One school. Elementary school. Okay. Can I see a show of hands how many of our trustees have interest in that at this current time? If you're interested please raise your hand. I would like to hear from the superintendent if you can share if you were in this situation. Recommendation. Think Rob if you can share What stalling would cause for what we've done so far and what if we wanted to restart? I'm assuming you'd have to do all the numbers again. That's an additional cost I just want you to tell the board what that what that stalling would cause yeah, and so So correct in that any changes,

220too, because everything that we're doing, and it sounds like we're really talking the elementary schools, but everything that we're doing presumes all of your current schools that have a boundary and are operating continue to do so, and there is no time to do anything but operate under that assumption. So if we are going to entertain the idea of closing a school, we are automatically pushing back from that fall of 2027 goal, at least for the elementary schools. You can certainly do the secondary boundaries still as its own thing, but then you're still have the unfinished work with the elementary schools. And correct, it's always best to do this with the most accurate information possible. Again, making a decision in September, still using 2526 data. I have zero problem with as we're moving on to the

221next year. I think every time that you do this, you want to make sure that you have the most relevant data of anything major has unexpectedly shifted. I don't anticipate that, but we do want to be aware of that. And so, you know, the last full update of everything that we did, you would certainly at least need the spatial analysis to know where the students are and the enrollment projections. You know, those studies cost, I think, you know, I don't have the exact number, but I want to say in the $18,000 to $20,000 range. And then, of course, additional hours for just the more that we continue to go out. Have community meetings make map options all of that. Yeah, I really enjoy being here I don't do this on my own free time. So

222it is my boss would also not appreciate me doing this pro bono so we do need to You know just yes there will be costs incurred to the longer this goes on Trustee Garcia did that answer your question. Do you have any follow up questions. No. OK. Does anybody else have any follow up question. Trustee Rodríguez-Mahica. More of a comment. I guess I feel like I need more time to think about this because if we are really considering closing schools and are closing an elementary school in the foreseeable future. It wouldn't feel good about having to redo this in two or three years and paying for all of this now. So I feel like I just I'm at a place now where I I don't know if we if that's something we need to talk

223about. I know that that kind of throws a wrench in this process a little bit. But in given our financial situation I feel like if we are considering closing an elementary school in the foreseeable future this is an important conversation to have. Well. Mean it seems like we would have to have a that's not a little thing. No So we would have to have an in-depth. I would think conversation to understand What that would mean in its totality and what we'd have to do so So yes, it would be Something that's related to boundaries obviously, but it's also kind of its own separate question in and of itself, right? Just to be making so from what I've heard We wouldn't be required to redraw district lines. We could internally figure out where certain Geographic areas

224we could reassign so we wouldn't we wouldn't have to redo this process I also don't want to potentially make such a large decision with this hanging over our heads feeling like it's rushing the process. I think that that would be irresponsible. That's my two cents. Okay. Are there any other comments? Trustee Richardson-Fowler. I have the fortune of working at a school district that the state told they had to close a school and so I get to live this right now and they've been waffling around. They closed a middle school two years ago and they closed an elementary school, my site, this year. And in learning more about it, I've done some research studies and not extensive, but I've read some research and it doesn't. look favorable on closing schools before the state gives a directive.

225It creates a huge hysteria, declining test scores, less engagement with families and their schools. And that being said, I also have the fortune of having a board. That doesn't make good fiscal decisions. So they closed a school to save 2.5 million dollars and then they approved opening up a charter school which cost 3.2 million dollars So they've taught me we got to look long term I don't know if we have the information that says we'll need to close the schools because of declining enrollment in three years or five years or twelve years And so at this point I'm not ready to close schools because it doesn't seem to be an imminent need. If we can use this study and it lasts us seven years. Good. It's worth the money. But I don't want to have

226impacted classes where we have 33 students in a class so that we can save money because we're not going to see academic numbers go up when we have. larger class sizes. And if we close the school, we're going to have larger class sizes. Okay. Thank you. Anybody else? Trustee? Thank you. So thank you for that. That's super helpful to the capacity piece though. It looks like based on one of the orange charts a lot of our schools are actually under capacity. So it makes me think that and I'm not proposing closing a school I agree I don't I'm not there yet myself but if we were to close down an elementary school it seems like we would have enough classroom space. to be able to move teachers from that school to be able to serve

227those students is what I imagine. I mean I'm looking at. Thank you for putting that up. I mean Zamora is at 56 percent capacity right. Prairie at 75. SciTech 31. Plainfield up 40 45. So just to your increased class size point. But thank you for bringing everything else up. I'll interject with a quick clarification that you also have those transfers between boundaries. So we're just looking at residents who live in the boundaries. So for example, at SciTech, where you only have 127 students living there, you have a lot more who come in from all the other boundaries so that you wind up with enrollment over 200 at least. So almost at least approaching double the number of residents who live in the boundaries. So keeping that in mind. That doesn't detract from everything you said

228but just that those percentages are just based on making sure how does it look in terms of if everyone who lives here wants to go to this school which is not always the same but who's actually enrolled there right now. So just just want to make sure that's a helpful clarification. Yeah. If I can just share the last time we closed two schools will Spring Lake and Grafton Elementary. We ended up selling the property. At Grafton, I mean, that's what I'm sorry Willow Spring Willow Spring to the city where there's going to be another fire station there at some future Grafton Elementary became a charter Many of the students at Grafton that were in their boundaries that boundaries area decided to go to Robins so we lost them to the district and And then we

229got a charter and we're losing students from our our district to the charter so That's something else to consider when you close a school And if the parents are very passionate about having the country schools a small school There's high potential for it to create a charter so we would have Decline enrollment plus students leaving and creating the charter and taking away some of you know those that autonomy of another of a school. So that's just something to consider. The other thing for closing the school, we're required to have a process that includes having a committee. There's very specific numbers of members of the committee. You need to go through an assessment. There's a, it's called the equity. Mandate mandatory assessment something like that whether you have to go through an assessment and this criteria

230I believe there's like seven or eight criteria And then you need to have a community input. So it's about a year process to Go through that. So this is something else to consider Okay, and you any other comments? Trustee, Vienna, would you please restate your ask of the board? Just again whether the war wanted to explore the possibility of closing the school because if we did then this process would be moved you know in the sense if we wanted to have certainty for families right and boundaries reflect that again there's other options beyond that of course that have been stated but again for the certainty that would be the only reason if not then we move forward okay so please raise your hand if you agree in exploring the closing of a school raise your

231hands if you agree have interest Seeing none, Trustee Villagrana, we'll move on with the presentation. Okay, thank you. So I guess we were at the question stage. Trustee Villagrana, that was part of your question. Do you have another question? Trustee Rodriguez-Mohica? Thank you. Thank you for all your work on this and to the committee as well for engaging in this work. On the last slide, slide 36 under next steps, the third middle. bullet on June is how we will share this information right. I'm hoping one way boundary option maps and data posted on our Web site for public review and comment and the maps will allow for zooming in. And I think that's really really great. But I wanted to ask what other ways will we engage our community for feedback and maybe the committee

232can share some of your ideas or is that something that will be worked out in the future. That's still something to come. Yeah, a lot of the details will be worked out but keeping in mind bringing real-time in-person remote meetings once the school year has started up again and that was just my recommendation from again some past experience that you know creates some extra sort of misinformation, distrust that doesn't need to be there when people have the sense that, hey, they've been holding all these meetings while we were out of town or dealing with any number of other things. So wanting to get the information out there over the summer, but hold off on active engagement until... We're sort of everyone's back in the mindset that school's in and we're talking about this again. The

233outreach plan, I guess, so to speak, the plan to inform the community, that would be something we would still bring back to the board once we're in that place to start developing that. Correct, yes. And so I do hope to have, again, the Boundaries Committee meeting within the next couple of weeks again. and then just at least be able to bring, here is the plan as we have it. That said, I would love to hear input tonight on specific things that you think are important on that front. So thank you. I am thinking more not just of informing the community but in gathering feedback Beyond what might be happening in those in-person or remote public meetings and I say this because I feel like we've done a really solid job of surveying our community about

234different things including the cell phone policy and Other items I feel like that have come up that have come up over time and I feel like this is such a big a big thing that I would I would appreciate if the committee would consider doing a similar survey to gather more feedback. And like I said I didn't know if that was part of the plan but I just want to put it out there. Yeah definitely. I mean tonight we'll take your input and then it will still come back here before we go out to be able to give any other input that the board would like to. OK. Do you have any other questions. Trustee. Rodriguez-Mahica. No, I'm sorry. Thank you. Okay, trustee Richardson Fowler So there's a lot of information here and I'm a

235two screen girly and the way I had to have two tabs open for the current and that and then I had the enrollment information open and It's a lot So I'm not sure if I wrapped my head around it But thank you for clarifying the total residents and the capacity for the total resident percentage because I had that enrollment page up and that was That's what got me to the information I have. I don't have any notes. I cannot wait to get the public input. I'm not married to anything on here. I like some of the stuff. I am really curious, though. I'm concerned and curious about secondary option two on page 25. You know, I don't like the optics of this map. I've heard quite this, as I mentioned, the boundaries committee members, especially

236a couple of our new members who weren't around last year and were, that was their first meeting when we met earlier this month, gave me some really great feedback on this. And I think what we would, something going forward, just based on what I've already heard is kind of keeping the spirit of the intention of this one, but better optics. I will just say my initial swing here. Missed a couple of things and I want another crack at it. Awesome. I love that. And then do we have, is there any way to include Douglas in its own boundaries? Funny enough, that was one of these specific things that has already been pointed out to me. Okay. Yeah. And that was, I had obviously noticed that, but that was more of kind of keeping that line

237where it was. But I think. What I'm already envisioning is we're not going to extend so far along the South, especially given some of the disparities in socioeconomic data that we see correlate with that. part of the district and instead focusing on expanding more of the area right around Douglas to be in the Douglas but still having a map option because the high schools will kind of dominate the conversation around the secondary schools but having an option that says hey let's particularly pay attention to the middle schools with this one so this was an attempt at that that I think for a couple of reasons didn't quite land it's still going to be there I don't think it's going to be anyone's favorite frankly and we're going to try again with something that goes for

238that spirit based on yeah so again you're you're telling me some things that uh which i'm glad because i was hoping you know you know It won't just be, you know, the community I'm sure will be also saying the same thing. Right. They have those chances. And so that's why I wanted to get some initial feedback and come out kind of before it goes to the community with a chance of, hey, we've heard some things and here's some response to that. Awesome. As almost sort of also kind of like leading the dance steps a little bit. Like that's how this goes. We hear some feedback. Now we're doing this, yes, on an aggressive timeline, but that's why it's important that we hear feedback so that we can adjust. and bring you back something that does

239work better for you. I'm not usually effusive, but I will say there was a lot of work that went into this. I love data. I've been asking for data. I really appreciate the thoughtfulness of this report. And you gave us what we asked for. So thank you, chef's kiss. I appreciate it. Thank you. I just have a comment to piggyback on Trustee Richardson's follow-up comment. The one issue which we brought up here with option two is that when you look at... the indicators for wealth and resources is essentially, you know, puts a lot of wealth in one area and we want more of a balance and you can see that when you look at the FRPM, they're probably, I think that's the widest variance of any of the options there and I think it was

240expressed at the committee meeting that that's probably something that would not catch a lot of favor. 1,000%. It really just goes to the haves versus the have-nots. Yeah, nope, and sometimes it's just good to put something out there so that you get that feedback very clearly. And of course it's nuanced. Like that's something that is particular to Woodland. And so it highlights why the community input is so valuable. Absolutely. Okay, Trustee Garcia, do you have any questions? Yes, I completely agree. There's a lot of information. And even I just joined on the committee is a lot more. So from my one question, from the secondary, the line is the street is the college, the line on the... When East Star Douglas is a college, the same line is right now? Yeah, so if I understand,

241the line being the thick line there, that's the boundary as it is right now. Okay, yeah. So it's college. Yeah. Okay, so personally, I don't like the option three. But I can see the other three for me. elementary I would like to start with that option too because I don't like to have separate some school like a Dingell Gibson and Samora that's my yeah and that's my vision as a right now I would like to I don't know what it what are the other trustees are but I would like to start with the option two and we can start change, put some notes in this one. Yeah, absolutely. And yeah, I did not go so far as to, you know, to obviously you still have Zamora even on this option with its separate areas. That

242one's a little harder to tackle, but, but yeah, and that's what I was saying with the elementary options. This was more of a different view. It's more incremental. And if, and if we get feedback saying, keep going after option two, there's more things we want. then we'll hear about those and we'll see what we can do. Yeah, and for Zamora, I know there's more room on another schools, like we can work with that. Yeah, so those are my comments. Okay, thank you. Trustee Brubaker? So thank you for all of this. It is indeed a lot of data. I came into this not even sure how to wrap my head around it, but my wheels have been turning as I've been hearing my colleagues. I will say one of the things that I thought was pretty

243interesting, I will say that I was preface this by saying we all serve all of woodland but I am elected to represent a little slice of woodland and it has become clear from the socio-economic data that I represent the most socio-economically disadvantaged part of our town so I want to echo the concerns over being mindful of that in the Disparities in our secondary schools. Yes I know that I am joined by that, but I am glad that my colleagues shared that concern. Why should I not be worried that Spring Lake would be at 106%? And that is... the assumption, and I can actually come back with some details on this, but that A, that 106% is based on 25-26, and that's going to naturally decrease over time, and B, that some of those are students

244who, because we know that some of the people who live even in that small-ish Spring Lake boundary that I've shown you, some of the residents here are going to other elementary schools, even though they are already living here. And so we can certainly make it even smaller. But then I tried to kind of find something that mostly can follow some major streets, has a fairly intuitive boundary, only overfills it for a little bit. And that would, this might be a great example of when the projection is the most useful for the one boundary that I'm still leaving a little bit overfilled with current year data to show within another two years. you, everyone who lives there, even if every single student wanted to go, we anticipate would fit and would potentially only be a small

245issue in the very, very short term. So no, I, it is not nothing, but it is a relatively small problem that will self-correct given the much broader underlying demographic trends. And again, that none of that, there should be I'll confirm the extent to which there is any remaining home building potential if there's just a few small rows of houses that might still go up there. But in general, we're looking at resizing it, just knowing the direction things are moving, just a little bigger than what it would fill the school now so that it settles down into a place that's comfortable within a couple of years. So I would say, I mean, I trust your judgment on such things on that because I don't have the background to be able to know better. But I will

246say sort of along the same lines of the secondary socioeconomic concerns, that we're still seeing pretty wide disparity for Spring Lake and Zamora. I don't know if there's a way to adjust that just because of... geography um but i would love to see if possible a way to equalize that more and and have definitely heard again just through the committee some input on a potential spring lake boundary being more socioeconomically inclusive which again may not be as geographically compact and neat but That's, you know, again, hedging into a bigger conversation. And I don't want to end your agenda tonight necessarily, but I very clearly heard that feedback. And again, you can see some future options that will speak to that. Yeah. That's it for me right now. I'm still processing. Yeah, I think I just

247I shared a lot of feedback with you during the committee time I think More general feedback is that I think I do favor the maps when dealing with the high schools that that that take a significant chunk out of the pioneer population so that there is room for growth, right? Even though we know the, in general, there's not growth, but we also know that in certain areas we may have growth and that in Spring Lake would be one of those areas, right? So that's kind of unknown. So I do like. It may be problematic up on top, but I do like where we've left a significant amount of room to backfill new growth into Pioneer. That seems to make sense to me. And then my second general observation is that when... I think it's option

248two when we're talking about the elementary boundaries and where we might fit in a certain portion of Spring Lake to be connected. I think that one's connected to Plainfield. And I think that I would like to see an option where the Spring Lake is actually connected maybe more with Gibson because just geographically it's closer, right? And Gibson has room to grow. So we'd be kind of... you know, trying to at least backfill a school that had room to be able to accept more students. Even though I know Plainfield seems like a straight shot, but it's still farther to go. And I think there may be some issue in terms of how far out that is from busing. So I think an option that I either took into account Gibson or Zamora, but Gibson just because

249it seems closer to me. Okay. Especially depending on where you live on that Spring Lake block, right? And those are those are all my comments. Does anybody else have any other comments just you're in one is reinforcing the Approach of hedging our bets and again shifting the numbers so that Pioneer again is going to be growing the area right again. Yeah, that's what development is gonna happen. I mean, it's already been approved by the city right to for the tech part and Other spaces there's not as much space for yeah for the growth I did have a question as to why why Zamora is in like so far apart Spots, what's what's the rationale for? For that? Yeah, oh for like the asparta area coming down to Zamora with that separate part of the boundary

250So, oh yeah, why is it separate? I guess because that's how it was when I got here. No, no, but this is the map you're proposing, right? Right, but in this case, the black lines are your current boundaries, so that, nothing with, even in option two where I'm changing more things, pretty much everything, Maxwell, Freeman, Beamer, SciTech, and Zamora, I'm not changing anything. You'll see the black outlines correspond with the colored areas because that's your current boundaries and are the same as what I'm proposing. It's just where you see the colored areas. So this is your current Dingle boundary, and this one, Dingle, grows because it could use more residents. Gibson, same thing, can expand to grow. To FOIA, we're taking all of this area out. And so right now, as far as the origins

251of this pocket here being split up and assigned to Dingle and Gibson and the whole northwestern corner of your bigger territory going into Zamora. You know again, I can only speculate as to what the origins of some of those decisions were however long ago that was I'm not saying about the origins I understand what you're doing now. I shouldn't is why because someone did it before to me That's not a good enough reason to do it again. I in this case. It's not so much consciously choosing to keep it but more so As we said we started with kind of a mission that was focused around spring like to FOIA I expanded it out some and that's similar to trustee Garcia's comment if there's some interest in some direction in Continuing to change more with

252the elementary schools. I think that's we can certainly have built on options that get more aggressive with Again, so it completely eliminating all non-contiguous boundaries really aggressively trying to balance things, but that one I would probably at that point have to do more of a side by side because it would just be so many lines and colors all over the place. It would be a little hard to track everything that's happening. But yeah, anything that you direct me to look into can be on the table. To me, in my mind, those people move into Maxwell and then some of the Plainfield people move into Zamora, but maybe it's not that simple population-wise because they're right next to each other as opposed to, that's a big gap between. So that's why I was just curious as

253to the rationale. Yeah, the rationale was just also one of those things that is for some families not disrupting what they already assumed is going on, kind of with the assumption that some people like what they have and so don't change it unless there's a good reason to. So again, it was really trying not to change every single elementary school boundary. That said, we can certainly have an option that goes for that. So there's a significant amount of people in that yellow Zamora quadrant? Oh, and that whole big upper left part, I would, yeah, I don't have my map that shows, yeah, because I don't have Zamora split on the matrix, and yeah, but I mean, yeah, it's a big area. You do have, of course, right where I have my inset, but most of

254the people that you have there are the, you know, just kind of right over. And here but I can certainly look into you know keeping the Zamora corner around where the school is located and exploring merging this area into one of the surrounding boundaries just to see how those numbers play out. To me if there's a rationale makes sense but the rationale that's how it was. So therefore I'm keeping it to me that's not a strong rationale but if you had a strong rationale for then OK that makes sense then but. That was it. Thank you. Of course. Just a follow-up question. Was it more of a placeholder, so to speak, that just kind of let you have a common denominator to be able to work off of? Yeah, because I think we weren't necessarily

255trying to tear it down and build it up from the foundation. Which, again, we can certainly get way more aggressive. That will really potentially... You know really multiply the number of elementary options if we start Yeah, it would be a more aggressive option to be more aggressive. Yeah. Yeah. Yeah. Yeah, I was can I make a yeah, I was thinking same as trustee via ganas about Samora and because some playing field if you in see the Income is it's not making the difference. Yeah for me. I again I say I would like to every If we can, Zamora stay together, especially because the families who live in certain areas are kind of the same income, kind of the same. Yeah. Yeah, I do. I definitely hear what everyone is saying on that. And I have

256another question. I'm not sure when you, Trustee Villagrana, say something about. the secondary, you put option three as an option? Or I lose something? I was saying we could make an elementary option three. Oh, elementary. Yeah, so that we would be kind of taking up, in this case, unlike the secondary schools where it's just kind of three. different options of where you're putting your one line in the elementary schools, I'm viewing it as more of a what level of intensity do we want? Just minimal changes, something that does a little bit more, or it sounds like we're going to at least develop an option three of something that makes the most changes. because it sounds like there's definitely some interest in that. Yeah, referring about that comment about you say we don't want to make

257too much changes of this, I think this is the time to spend a little bit and work for the next years. I love doing this stuff, so I'm happy to mess around with the numbers and see what I can come back to you with that does more of what you're asking for. Okay, so this was the information item does anybody else want to share anything else Before he takes it back to the committee just you Brubaker so when it comes to community outreach if a lot of changes are made will we still have be able to meet the timeline of trying to Accommodate the deadline that our secondary schools have asked for and that's where That's why it's so valuable to hear as much as I've heard tonight and to also get what we get

258through one more pass with the committee because ideally a lot of the, you know, we might have some room for some specific tweaks of just, hey, a lot of people mostly like this option but really wish it had this one change made. That kind of thing is doable in terms of people. I would say if everything that we develop after the feedback tonight. people still need entirely different things, i.e. nothing that's on the table is particularly satisfying, then yes, we're probably talking about not having enough time at that point. But I think for the times of getting an understanding of probably focusing in on one or two options that have the most general support, and are there any tweaks? or just specific changes we can make to make them even better in people's minds. That

259is what I think we're going for in that phase. But I think a lot of it, especially with, again, some of the outreach that we heard this was a desire of maybe it's not interactive, maybe it's not live, but we do have a way of getting people's feedback over the summer who are looking at this, get some of that early notes of love this, love this, absolutely hate that. come and yell at you for every three minutes that you'll give me if you try to do this. But for the ones that we say, okay, a lot of people are really latching on to this secondary option so that that could be a little bit more of a focus on the in-person meetings. We've heard a lot about this. If we were to move forward with

260this, are there any specific changes you would want to see made? And some of that might be us coming back and saying, we heard people asking if we could do this or that, and here's why. Don't think you know if we try to do that it collapses everything else that we were accomplishing with this or hey We heard this specific change and when I looked into it it absolutely made sense. And so here's what that looks like I have a question president. Yeah, so this is a information item but from here we can select just Some to go to get more changes Today so so we have any change that you have that you want to suggest you can make the suggestion Oh, yeah my question to my to the other trustees is if we

261can select two of four the secondary and one it make the Come back with a different option for two no four. Does that make sense? I mean if if we all agree to that we could possibly but I think the what The main function of tonight was to just give him feedback. Yes, and then go back to the committee's yeah, then let the committee Take all that feedback and then we will bring them back one more time and that's where you might want it Yeah, but because we have four now they can then we would come with another two and we have six Yeah, well it could the committee could decide only to bring back a few more. Okay? Yeah, right. So it's kind of because it's kind of like we can decide I think

262we could we could talk about that. Yeah to limit the limit the amount so what you say today I don't wanna I just wanted to advance in some way on this item. Mm-hmm so because when we doing their redistrict, it was kind of the same process and I would like to Reduce the options right and go ahead with less options for me So I would like to ask too much the other trustees if they are okay to erase option three and two and go ahead with the change on the one b and one one and one b or the secondary okay does anybody have any any questions about what trustee garcia is asking i'm not comfortable with that since this was supposed to be information and we were just giving um feedback yeah it would

263just be giving feedback but we could do hands if if if anybody is interested in limit limiting limiting the options because that's that's you're asking for right yeah so it was more easy to you at this time two instead on four is anybody interested in in giving the instructions back through the committee to limit the options that would come back If you are raise your hand. Trustee. Can I make a comment. I was just going to say I I'm OK with the committee discussing it and then coming to a decision about what to bring back to us. I feel like we provided a lot of feedback on this. I am personally comfortable with most of these are some that I like better than others but I'm OK with you all making that call and coming

264back with fewer options as Trustee Garcia said. OK. Does anybody else have a remark or. Just show of hands if you agree with what Trustee Garcia is asking for. Okay, so that's one show of hands. But I think we can do what you're asking for in the committee. Okay. We can go through that and bring back fewer options, depending on the conversation at the committee. It's been in the back of my mind, we don't want this to balloon to where you have so many options that it's people who are just starting to look at it. Yes. I don't want them to go to the community and say, this is like a two options. Yeah, so it's more as we evolve, like there will be... an option one and as we make some changes to it

265the original option one kind of phases out yes yeah so your your concept is still alive through committee okay okay all right any other questions trustee brubaker i was i was still asking a couple questions okay yeah um so i would love to make some suggestions for community output but i guess input But I'm curious what time frame, because school starts mid-August and you're wanting to bring it back to the board at the end of September. Yes. That seems like a very, very small window to get input on something that's really, really important. No, I agree. And that's just sort of where we are with the schedule of how we got to where we are tonight and with the goal of 2027. If we... Certainly something that is an option is without doing a big

266data refresh, but just getting some map options to that community point, knowing that it pushes the whole schedule back a year, but then doing a more extensive community engagement, making that decision sometime during the school year, having even more time to implement for fall of 28. But if there is a goal of having this go into effect fall of 27, then from everything I heard from the boundaries committee, in particular your high school principals and some of your enrollment office staff, they need to know what that boundary looks like by October at the latest. Okay. Trustee Brubaker, I'm sorry. I just want to make you aware, we have N2 and 3 need to be passed tonight, or need to be considered tonight. So we've got... About 13 minutes just to take that into account. Can

267I email suggestions for community outreach to the committee? Absolutely. Okay, then I will do that then. Thank you. I look forward to hearing those. Thank you. Okay, thank you so much. Truly appreciate you being here tonight. Trustees, if there's no objection, N2 and 3 have been identified as two items that we need to get through before we leave tonight. So I will move forward to N2 and N3. N2 is action, approve resolution 5126, adopting recommendations to issue final certificated layoff notices. Is there a presentation or is there anything that needs to be said? No? Okay. Are there any questions from the trustees? Seeing none, can I get a motion to approve Resolution 5126? Motion to approve. Trustee Garcia makes the motion. Second. Who seconded? Second. Trustee Brubaker seconded. Any discussion? Seeing none, we'll start with

268Trustee Rodriguez-Mohica. How do you vote? Yes. Trustee Richardson Fowler? Yes. Trustee Garcia? Yes. Trustee Brubaker? Yes. Trustee Rodriguez? Yes. The it is resolution to 51 26 is approved with five yeses zero knows no abstentions one absence We'll move on to n3 This is an action item approved resolution 52 26 adopting recommendation to issue final classified layoff notices Are there any questions or any presentation? No questions. Okay. Can I get a motion to approve resolution 52 26 motion to approve motion made by trustee Garcia? Can I get a second? second second by trustee Brubaker Any discussion see no discussion? We'll start the vote with trustee Richardson Fowler. How do you vote? Begrudgingly. Yes begrudgingly. Yes Trustee Garcia. Yes Trustee Brubaker. How do you vote? Yes Trustee Rodriguez, yes. Trustee Mojica-Rodriguez. Yes. Very well. We have approved

269Resolution 5226 with five yes votes and no abstentions and no no's on it. Sorry. Okay, so we can, I think we'll just probably go to wrap up the meeting. We have another yeah keep going because we have a huge gender next next time as well Okay, you have 10 we have 12 elements We took care of the most the most crucial ones if you need to go to see Will you be able to pass anything else if I leave as long as that we have for if I get four votes? Yeah Okay. Thank you. Just you Richardson fellow. Have a good night We'll move back to L2, which is review and approve new and revised courses from college and career articulation team. Is there a presentation? No, or anything that wants needs to be said

270no unless there's any questions. Yeah Are there any questions? No. Okay trustee Brubaker makes the motion to approve second second by trustee Mojica Rodriguez Rodriguez Mojica Any discussion? No trustee Rodriguez. Mojica. How do you vote? Yes Trustee Garcia, how do you vote? Yes Trustee Baker, how do you vote? Trustee Rodriguez, yes. So it is approved new and revised courses for college and career articulation. 10 was approved with four yeses and two absences. Move on to L3, information action, review approved textbook adoption for advanced placement world history. No presentation. No presentation? Do you need to say anything? I don't need to say anything. No, we have a presentation, but I don't think we need to give it. Move to approve. Any questions? Second. No. The motion is made by Trustee Brubaker to approve. Second by Trustee

271Garcia. Is there any discussion? Seeing no discussion, we'll start with Trustee Garcia. How do you vote? Yes. Trustee Brubaker? Yes. Trustee Rodriguez? Yes. Trustee Rodriguez-Mohica? Yes. Yes, very well. So we have approved textbook adoption for advanced placement AP world history with four yeses no abstentions No, no votes we now can move on to item O is there a public comment for items? Can you go to n1? Oh n1. Thank you in one action approved declaration of need for fully qualified educators for 2627 I am gonna call Dr. Toto here just to explain about some of the numbers on that, but this is a routine Declaration that we make that we need to Help with the hiring process as we're going through the process in the case for example Sometimes we'll hire a credential teacher that

272is applying for a different job and they don't have additional authorizations. For example, maybe it's a science teacher that's teaching, I don't know, I'm going to make it up, art. And they're going to be taking they you know or they come from out of the country or there's different things or they got their credential a long time ago They're coming back to teaching and they didn't have the new the new requirements and then sometimes they're still working on the credential and And this happens a lot with our some of our special ed staff who are still working on the credential as In that case, it's just kind of those numbers are just estimates. Yeah, that's covered it. Yes I can answer any questions. But if you can share my current, did you have a chance

273to look at current openings? Yes, I did. We have about 28 current openings. Right now in the numbers that I have tentatively, 10 of those are special ed positions that we're looking for. A lot of the positions, well, some of the others are our VAPA positions that we're currently interviewing, hiring for, and we have offers out. We're just waiting for those to come back. Sometimes those individuals don't have the exact credential that they need. So this declaration of need allows us to get emergency credentials for those individuals if we can't find individuals with those credentials. credentials. This is an annual report that we have to turn into CDE. And so we oftentimes project based off of hiring status from last year and what we utilized and then what we foresee as openings. for the next

274year. And so these numbers are projections and we project a little bit high because we don't want to have to bring this back again and again and again because any time you go over the numbers that are on here you have to bring this back to the board to be re-approved and then resubmit to CDE. We don't get penalized if we project over what we actually use. Can you share if we have any openings in general ed? We have two openings right now, but I believe they're in the process of making offers. Okay. Are there any questions? Motion to approve. There's a question by Trustee Rodriguez-Mahica. Sorry, Trustee Garcia. Not a question. I will be voting to support this. I just did want to share just my concerns of our, I feel like we. I'm

275worried we might be over over relying on interns and emergency credential folks. I do understand the need for this and why and I think it's really smart to over estimate the numbers that we'll need so we don't have to reapply again. But I just wanted to show that that those do come to us for approval every time we need to hire someone on emergency credential. So we'll all discuss those and ask questions when those come. But for now I'm OK with this. I just wanted to share that. And I will bring information regarding the interns and the number of emergency credentials that we are actually potentially going to be renewing this year. Thank you. And is there any specific information that you can relay on to her now that you would want to see when

276those. Come back that is exactly yeah I want to make sure that we're doing everything we can to hire credential teachers before we go to emergency or intern credentials And that sounds like what you're talking about sharing. Yeah, we have the legal responsibility to actually try and hire credentialed individuals before we go to offering our interns or emergency credential and individuals Okay, very well any other questions? No seeing none. Can I get a motion to approve declaration of need for fully qualified educators 26 27 motion to approve motion made by trustee Garcia seconded by Trustee Brubaker. Yes any further discussion? Seeing none trustee Brubaker. How do you vote? Yes. Yes trustee Garcia. How do you yes Okay, trustee Rodriguez-Mohica. How do you vote? Yes trustee Rodriguez. Yes very well the action to approve declaration of

277need for fully qualified educators for 26-27 passes with four yes votes and no opposition and no abstentions two absences Moving on to item. Oh public comment for items not on the agenda No public comment moving on to item P information requests for future agenda items Anyone know no, I just wanted just to share that the next agenda. We have two heavy heavy topics One of them is that we have all the elementary school plans so Just want to see be mindful of how we're going to go through that based on tonight Questions. And so I encourage the board to as much as possible ask those questions ahead of time so we can get through the rest of the agenda. We also have a school phone policy as well. Very well. It seems like there are

278no agendas that are not heavy. Yes. Would it be possible to split up those elementary plans? That's a lot of reading to do in two weeks. I'll have to work with the agenda planning committee because we also have the LCAP. And that's also a big document and the budget that we have to approve by the end of June So we're but it's very tight. I think it's a point well taken and I'll be sending those out As soon as I hear I'm under oh that she left but I believe there I Should hopefully have them to you by hopefully tomorrow or Monday And I appreciate that, but it's still a lot of reading, right? That's 10, 11 plans at how many pages each. So even if I were to get them tomorrow morning, it's a

279lot, you know, we, we have full-time jobs and responsibilities. So it's a point well taken and we'll, we'll discuss it at the agenda planning committee. Okay. Item Q information, closing comments. No closing comments. All right. Item R, date and time of next scheduled regular board meeting, Thursday, May 28th, 2026. Closed session at 5 p.m. Open session at 6 p.m. We are now.