Board Meeting 11-6-25 (3)

001You choose to use very iffy words in your contracts. You don't fully cover health insurance. You aren't giving them good raises and you're barely paying cost of living. You don't think they deserve fair contracts, do you? You don't think my mother deserves a fair contract. Or any of my past or current teachers deserve fair contracts. Here are teachers who have made a true difference in my life. Some of them are no longer in this district and I can only wonder why. Like Ms. Garcia. Miss Quit, Miss Sabadini, Miss Greenberg, Miss Costa, Miss Kynard, Miss Romero, Mr. Wolf, Mr. Peek, Miss Bernard, Miss Tellinghass, Miss Skarsberg, Miss L, Miss Loya, Mr. Marquez, Miss Rogers, Miss Graham, Mr. Schrober, Miss Park, Miss Jennings, Miss M, Miss Pham, Miss J, Miss Asada, Miss B, Mr. Olson, Miss Negrete,

002Mr. McCabe, Miss Brewer, Miss Tendulker, Miss Chohan, Miss Jensen, Mr. Miss Japheth, Miss Cliff, Miss Lopez, Miss Alex, Miss Amato, Miss Peterson, Miss McCray, Miss Chung, and Miss Slavinsky. That is almost every single teacher I have had in public school. They have made an impact in my life one way or another, so I thank them. I really hope you give them and all teachers a fair and well-deserved contract because they do deserve it. Thank you. Just for the record, I've asked that we turn down the volume because personally, it's too loud for my ears, and that's just my personal need. If there's anybody in objection, please. Thank you. It's not anything against any of the public comment. It's just really bothering my ear. So just being fully transparent, okay? Next we have Melissa Sumter. Good

003evening, board members and superintendent. My name is Melissa Sumter. I'm a retired Air Force veteran and a parent here in Woodland. My son is in special day class at Gibson Elementary, and I'm here to talk about something that deeply affects families like mine, the shortage of special education teachers and support staff. Right now, our special education programs are struggling to stay staffed. When there aren't enough teachers and paraeducators, our children lose the consistency and support they need to learn and feel safe. These students already face challenges and when staff change constantly or when classrooms go without the right support it sets them back even more. Special education teachers and paraeducators do some of the hardest work in the district. Meeting IEP goals, managing behaviors, keeping kids safe. They help feed, change, and protect our children

004every day. They also keep... They also... Sorry. Help our children use the bathroom many are hit kicked pinched bitten and they still show up They deserve the pay and respect that matches their responsibility Other districts around us are offering bonuses and higher pay and if Woodland doesn't keep up. We'll keep losing good people I Passed out a wage comparison worksheet that shows Woodland District compared to Natomas Our paras are making roughly around $20 an hour. That is comparable to In-N-Out burgers, you know? Like, our paras are... Thank you so much. Our para educators are doing so much more and taking care of our children. I've seen how much difference the right teacher and paraeducators make. My son is nonverbal and tends to elope, meaning run away. Having skilled and caring staff members keep him safe

005and help him learn to communicate. So tonight I'm asking the board to make special education a top priority. 1. Raise base pay and offer sustainable retention incentives to keep experienced special education staff in our district. 2. Invest in training and career advancement programs that help paraeducators grow into certified teachers. 3. Ensure every special education class is fully staffed each day so students receive consistent, high-quality support. Please don't let special education keep falling behind. Our children deserve stable classrooms, qualified teachers, and the same chance to succeed as everyone else. Thank you for your time. Thank you. That concludes the public comment for today on items on closed session agenda. We're going to go ahead and move into closed session at 510, and we are set to return in open session at 6 p.m. Thank you very

006much. All right, we'll be starting up in one minute. Thank you very much. We're going to go ahead and get started this regular board meeting at 6.01 p.m. Please take your seats. And if you could please take your conversations outside if you need to. I would greatly appreciate that so we can get started. Muchas gracias. So we are reconvening an open session at 6.01. Thank you very much for being here. First sign among the agendas, our Pledge of Allegiance. Please stand. Thank you very much. Next item on the agenda is our land acknowledgement statement and this evening it will be read by Trustee Richardson-Fowler. Land acknowledgement statement. We should take a moment to acknowledge the land on which we are gathered. For thousands of years, this land has been the home of the Patwin people.

007Today, there are three federally recognized Patwin tribes. Kachodehi, Band of Wintu Indians of Colusa Indian Community, Ketzeldehi Wintu Nation, and Yochidehi Wintu Nation. The Patwin 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 very much, Trustee. Our equity statement this evening will be read by Trustee Rodriguez. All students deserve excellent schools which are culturally responsive and set high expectations, a high-quality learning environment, and equitable resources to ensure that they are reaching their full potential. WJUSD will be purposeful about providing equitable access to all essential educational opportunities for all WJUSD students, especially diverse and disadvantaged students who have historically been underserved by educational

008institutions. Thank you very much, Trustee. Our Board of Trustee agreements will be read by Trustee Rodriguez-Molica this evening. We agree to check in. Remember our larger purpose. Boundaries, remember that individual decisions are not personal. We are open and aspire to finding common ground, having empathy, being respectful, and assuming best intentions. Thank you very much, Trustee. Announcements taken in closed session. There was no action taken this evening in closed session, so we're going to go ahead and move on to item F, public comment for sections G, consent agenda, and H, community engagement. No public comment. Moving on to item G, consent agenda. Any questions or comments on the consent agenda this evening? Seeing none, can I get a motion to approve the consent agenda as is? So moved. Second. Oh, we do have public comment. I'm

009sorry. All right, we have a public comment for item G2A, certificated personnel report. First, we have Isabella Tafoya and then Marlene Molina. Hello, my name is Isabella Tafoya, and something most of you probably don't know about me is my mother is a teacher in this district, in fact, an amazing one at that. This year at my school and my mother's school and many others, there have been educator hires happening all the way through this, all the way through this board meeting, 13 weeks into our school year. I can't help but wonder if it's partially because of the district still in negotiation in... negotiations with the teachers union negotiations have been occurring for almost a whole year at this point teachers are having to choose whether to stay in this district and continuing to serve their

010community and doing what they love or paying their rent you choose to use very iffy words in your contracts you don't fully cover health insurance and you aren't giving them good raises and you're barely paying them cost of living you don't think that they deserve a fair contract do you You don't think my mother deserves a fair contract or any of my past or current teachers deserve fair contract. Here are teachers who have made differences in my life. Some of them are no longer in this district and I can only wonder why. Like Miss Garcia, Miss Quitt, Miss Sabadini, Miss Greenberg, Miss Costa, Miss Kynard, Miss Romero, Mr. Wolf, Mr. Peek, Miss Bernard, Miss Tellinghast, Miss Skarsbrink, Miss L, Miss Loya, Mr. Marquez, Miss Rogers, Miss Graham, Miss Schroeder, Miss Park, Miss Jennings, Miss M,

011Miss Pham, Miss J, Miss... Asada, Ms. B, Mr. Olson, Mr. Negrete, Mr. McCabe, Ms. Brewer, Ms. Tendulkar, Ms. Chohan, Ms. Jensen, Mr. Mischiefus, Ms. Cliff, Ms. Lopez, Ms. Alex, Ms. Amato, Ms. Peterson, Ms. McCray, Ms. Chung, Ms. Levinsky. This is almost every single teacher I have had in public school. They have made an impact in my life one way or another. So I thank them. I really do. So if you're in this room, I thank you a lot. These teachers and my mother deserve a fair contract because they do deserve it. Thank you. Marlene Molina. It's going to be hard to follow that passion. Yes, hi, I'm Marlene Molina. I've been a teacher at Woodland Joint Unified School District, Lee Middle School, for the last 30 years. And that's one of my professions. I'm also

012a professor for the University of San Francisco. And I have to have two jobs to survive and maintain my lifestyle. I'm not very fancy either, but I have to maintain it. I'm very concerned. We're at 13 weeks and we're still hiring and we can't fill many positions and that is alarming and that is sad. In thinking about the COLA and we've seen a lot of information about the COLA, many times folks don't understand. COLA is not a race. COLA is cost of living adjustment. It's to keep up with inflation. And we all know what it feels like at the pumps lately. We all know what it feels like unless we have an electric car. We all know what it feels like at the grocery store when we're exiting with our bill. We all know what

013that feels like. We can't keep up. Our health insurance is skyrocketing. We can't keep up. It's not fair. It's not okay. We are not an attractive district. It is sad when many of our own teachers at my site have to be on food stamps. That is a shame and that is embarrassing. It is not okay. And it is sad when I think I'm at 30 years. Had I taken the job at Sac City when I was offered a job here or there, I would have already made $400,000 more. And that is a shame. And that is demoralizing to myself and my profession and who I am, not just as a teacher, but as a human. I deserve to be taken care of by the people who are supposed to take care of our community and

014our students. I serve the students that I serve at Lee Middle School because I love my community. I love my parents. I love my families. That hasn't changed. I give 100%. And when I think about that, that damaging language in a contract that is punitive, and it's being blamed on you all, that you want it there. It's like, do you understand how uninviting that is? Do you understand how dehumanizing that is? It wouldn't bother me, but I'm going to speak for those that it would bother. It's not okay. Please, step up. Next, we have Socorro Lozada. Ain't gonna happen. Okay, good evening superintendent Elodia or take a lambkin board members wa Members and other members of our community I'm here in attempt to discourage the board members and district Administrations or in favor of the

015new proposed contract language that was stated at the last board meeting the contract ledge language States permanent unit members whose overall summary evaluation rating is unmarked unsatisfactory for a second consecutive year shall not receive credit for that year of service for purposes of salary schedule and movement. This wording on the contract would damage the district's ability to attract new teachers or retain teachers. Let's first consider that we are dealing with human beings with all their imperfections, quirks, biases, and prejudices. Principals and teachers are not exempt, but you have to consider that if a principal and a teacher have a personality clash or the administrator has their own personal vendettas, this could possibly affect the teacher's evaluations and the teacher would be economically hurt in an unfair situation. So either the teacher takes the hit or

016leaves the district. I, for one, would leave, and I'm sure others would too. For example, in my own personal experience in the past, in this district, I pushed back to an authoritarian principal and it led to my transfer to another school. I was given no recourse to dispute that decision, nor will any of the teachers in this district if something similar would happen to them. They would have no recourse to dispute an unjust evaluation. As Superintendent Lordia Lemkin, how I was unjustly reassigned, she was there as a witness. As a CSUS supervisor of Spanish bilingual student teachers, which by the way, this district depends on for hiring new teachers, I will not in good conscience encourage them to work for a district that uses evaluations in the contract as a threat with no recourse to

017dispute that evaluation. New teachers are still learning to navigate one of the most difficult professions on the planet. Especially when politicians and administrators keep adding to their duties outside of the classroom. You will be scaring away potential new hires from this district. Only for them to seek jobs in district does not include this threat upon signing their contract. I cannot fathom why the school board or the district administration would even consider adding such a red flag for new hires to the contract. or opening the possibility of losing permanent teachers with the current shortage in the, I'm sorry, with the current teacher shortage. Is this a rational and reasonable gamble you are willing to take? Thank you. Thank you very much. We're moving on to the consent agenda item G. Any questions or comments on the

018items? Seeing none, can I get a motion to approve the consent agenda as is? We have a motion on the table and a second. Okay. Who motioned? I did, and Noel seconded. Thank you, Trustee Richardson-Fowler. Trustee Richardson-Fowler, motion to approve the consent agenda, and it was seconded by Trustee Rodriguez. All those in favor, please say aye. Aye. Consent agenda passes unanimously by all board members present. And we're moving on to Item H, Community Engagement. And this is presentation of Resolution 21-26 for Veterans Day, November 11, 2025. And I'm going to pass this on to Trustee Villagrana. Thank you. Is our recipient here? Oh, come on up, please. So I'll read the resolution first and then I'll share a little bit about our recipient. The United States of America was founded on the principles of liberty,

019opportunity, and justice for all. Whereas America has called on people in uniform to protect our national security, to advance our national interests, and to preserve our rights and freedoms. And whereas on Veterans Day we recognize the people of armed forces, past and present, who have valiantly defended these values throughout our nation's history. And whereas... Serving as educators, support staff, board members, administrators, parents, and other important capacities, these patriots have made contributions to civilian life that serves as a testament to a dedication to the welfare of our country. And whereas on Veterans Day, we also remember and pay tribute to the millions of patriots whose courage and sacrifice have defended and secured our freedom around the globe. And whereas we honor all the people currently serving in the military, for their sacrifices. And now therefore it

020be resolved that the Board of Woodland-Germany School District will recognize Veterans Day on the 11th of November and calls for educators, students, parents, community partners, and community partners to honor it and the special men and women who have served our nation. Señor Ramon Urbano is a veteran who was commissioned as an infantry officer in the United States Army on January 26, 1966, at the University of California. He served in Vietnam from 1966 to 1967 and considers himself very, very lucky for his experiences and his safe return. Upon returning to the United States, he was assigned as an instructor at the Infantry School of Forbidden, Georgia. He also served as an instructor during several summers working with various National Guard units across the country. He was honorably discharged in 1969. He has reflected on the difficult

021experience many Vietnam veterans faced upon returning home, noting that although some were not welcomed as they should have been, they continued to serve their country with honor and dedication. The greatest lesson he took from his service in Vietnam is this, life is fragile and short. Live every day as if it were your last, and along the way, try to do some good. And Seguro Urbano has continued to do good in our community. He's a very active member of our community, gives of his time endlessly, is involved in many causes, which, again, he can share with you if you'd like. And, again, it's an honor for me to be here today and present this resolution on behalf of the Woodland School Board. Yes, thank you so much. Board. I accept this in the name of my

022personal thank you, but also for all the veterans that we have in our community, both men and women. So let's not forget that. Yeah, I have participated in many different functions in the community, but the one that I'm the most proud of, and I'm not an educator at all, however, I have worked on HSI both at the community college and I'm now on the HSI committee at UC Davis. All of this is to help our Latin community and also those... first family to go to school to get ahead. And that's really my primary interest right now is to get those young people a chance. So thank you so very much for the resolution and for observing veterans today on the 11th of November. Thank you. Is Melody Callis here today? Student from Cache Creek High

023School? No? Okay. Thank you very much, Mr. Urbano. And to Mrs. Urbano for being here today, too. Thank you, Karen. All right, moving on to item I, it's our student reports. And this evening, I have the honor of asking Nicole Pimentel-Solorio from Pioneer High School to please come up and give us your report. Good evening, Board President Bautista Zavala, trustees, Superintendent Ortega-Lambkin, Executive Cabinet, and our community. Today my report is on the following. Pioneer has had quite an empty week this month. Many fall sports seasons have come to an end, so there are no games. Congratulations to all sports seniors who have dedicated themselves to their sports. Yesterday was National Donut Day. Pioneer's ASB class gave out powdered donuts today in front of the ASB room to celebrate that occasion. Last Friday was Pioneer's last

024home football game of the season. We will all miss going to Friday Night Lights every Friday evening. Winter sports are also approaching. Soccer and basketball teams have already started their trials. Good luck to athletes who are trying out for a team. And lastly, Pioneer is hosting their Pioneer's Got Talent show on November 18th at 6.30 p.m. in the theater. Tickets are $5 on GoFan. Students get to showcase their talents and winners will earn prizes. Thank you, and that concludes my report. Thank you, Nicole. Are your parents here tonight? No. I would like to say thank you for coming, and I have noticed that your parents come with you sometimes, and I'm very thankful for them to be here and be supportive of you, so please send them my gratitude. Thank you. All right. We don't

025have any more reports this evening from our students So we're gonna continue to public comment for action items on the agenda. No public comment for J All right board members. We're moving on to item K and our first report is from our superintendent this evening. Good evening I just like to start by reminding the board of our board priorities and I'll be learning speaking to these items that are lying to your board priorities tonight And then again, we also have the priorities regarding budget facility and operations So part of our priority of family engagement there was a lot of activity this October with some fall festivals and a lot of trick-or-treating activities and I want to thank our staff for making sure for helping out pass the word for the safety during this time of

026year with all the activities going on. Lots of fun staff actually got dressed here at the district office too and I know there was a lot of fun activities at the school site with staff also participating in this events. We also, a huge success and a big shout out and thank you to all the staff who helped out with the All Cities Cross Country Meet. It was a, we've heard, again, lots of positive comments from family members, students, excited about this. We have some trustees that were able to attend. I believe Trustee Rodriguez and Trustee Fowler were able to go out there and help pass out ribbons and participate in the event. So thank you to all the staff involved. For community and partnership, we also last night attended the All Leaders Must Lead, and

027All Leaders Must Lead did recognize the district for our partnership. It was a nice event. I want to thank Trustee Fowler, Trustee Debra Zavala. also for attending the event with me to recognize and accept the recognition of the district participation of supporting ALMS. We had many of our students helping serve dinner, helping out with the event, and we had several students who participate and have benefited from the services provided by the ALMS organization. Also on Wednesday, yeah, it was Wednesday, I attended a, well, we hosted an event. There's a community group called... Cultivating community growing connections that I've been participating and they take turns hosting and I offered to host the next meeting of this meeting November meeting at Pioneer High School and asked our culinary class To prepare the prepared lunches for us So

028we have our students from Pioneer High School who prepared the meals They planned their menu and set everything up as you can see they were all dressed up for the occasion I also had an opportunity to present and give an update to the community group which is composed of religious leaders in our community as well as community members that work with the county. We had Tania Garcia-Gadenas there from the city that we participate and just talk about community issues. Our students also took time to introduce themselves and to talk about what they were what they prepared and what ingredients they use and it was just nice to give it's given up all the opportunity for students to take leadership and participate. I DON'T KNOW WHAT'S GOING ON. ALSO, TODAY I WAS ABLE TO SNEAK BY

029TO VISIT GIBSON ELEMENTARY. I WANT TO GIVE A SHOUT OUT TO ONE OF OUR TEACHERS, GINA OMARA WHO HAS BEEN DOING THIS ACTIVITY FOR THREE YEARS. YES. This has been something that she's been doing on her own to build awareness of different things with students with special needs and this year she chose to do Awareness on autism awareness and what she did was she invited some parents to participate in do classroom visits and They had I give you all a little book this little book here that they is called. What's up with Nick? And one of the parents actually had a picture of their own son as well to share their experiences like what does it mean when you know they get agitators? What does that mean? What's up with Nick? You know, how do

030you respond? Kids had a lot all our students had a lot of questions that went to every single grade level. They had a lot of good questions. One of them asked Ms. Omara why she was doing this. You know and why she cared so much and that was very touching to hear that She put a lot of heart into it So I just want to make sure that you were aware that you received a little book book A little bracelet here This is something that she applied for and was able to get this free resource And we have some discussion about how we can do this district-wide or encourage other schools to do it as well So next year if you have I told her I know you were all invited, but it was a

031board meeting day It's really hard, but hopefully next year some more of us will be able to attend And speaking of special education, I just want to remind the board that right now we're currently conducting a survey. We're doing the special education review with WestEd. And so we're still doing a survey. We extended the deadline until before Thanksgiving break. November 26. Thank you. We also were sent a reminder to all staff to also give input on a special education So that could be part of our study on how we can find areas of growth and areas to focus on And then just as a quick, just a refresher, just because I want to make sure that we're very clear and we have this on our mind as we're preparing for next year's budget, that we

032are still hearing that there's still prolonged shutdown of the government. There's still some threats to many of our federal funds. We have some budget uncertainties. You've been hearing some of that already with SNAP and CalFresh benefits for our students. And that will definitely impact state funding. So we will need to continue to carefully monitor this and project for multiple year budgeting projections to make sure that we are. Focusing on what are essential services that we need to consider as we prepare for our budget for next year And then just regarding the sharing of distribution of resources. We're collaborating with the yellow County Yellow County there there's a group a group that's meeting. I think that we're meeting they just met today and they mean tomorrow again It's almost like a response like we went through

033COVID. People coming together. Yolo County is taking charge and coordinating all the efforts on food insecurities. And so we're part of that group. And we have Felicia, Donnie. Wilson a doctor for Lisa over Donnie Wilson and also Jerry Jimenez and Spencer Springer also our first director who are participating in this committee to keep me updated on how we are going to collaborate and Resources and information that we can send out to families regarding this so most recently we have heard news that The federal government will be releasing partial benefits, but we don't know how and when so we're still Moving forward and making sure that we are collaborating and coordinating our efforts. And then just a reminder, as I was mentioning earlier with all the budget uncertainties and addressing some of our own budget, internal

034budget deficits, spending, we are needing to make adjustments and preparing for next year. So just a timeline of the meetings that we're going to be bringing to the board. The next board meeting in November, we'll be bringing the first proposal recommendations. of our budget reductions. So the board will still be an opportunity still really early on in the process, but it's an opportunity for you to consider some of the initial recommendations to hear some input, answer any questions, most likely bring more information to you the following meeting on December the 11th. And then on January 15th, we will need to We'll have a special board meeting that will be just to turn out we're getting closer to making these decisions and by January 22nd board meeting we will need to make final decisions on budget

035reductions and adjustments and that concludes my report. Thank you very much superintendent. Oh Great, we're gonna back up just a little bit and we have our Cache Creek student melody callous Would you please please come up to the to the Ross? Thank you so much. Go ahead. Good evening, Board President Bautista Zavala and Trustees and Superintendent Ortega-Lampkin, Excusive Cabinet and Community. My name is Melody Caliz, and I'm a senior representative in Cache Creek High School. My report tonight is the following. On Halloween, the staff surprised us by dressing up like students, and then at the end of the day, we were sent out of our classrooms a few minutes earlier before the buses arrived. and every student got to trick or treat from class to class. The teachers gave out toys, accessories, snacks, and candies.

036Everyone had a lot of fun. It was really nice seeing people enjoy themselves. Throughout the day, I heard many students saying they weren't going to do anything for Halloween, so the school doing this really made people's day, including mine. The Willin Soroptimist, which is a global volunteer organization, that provides women and girls with access to education and training they need to achieve economic empowerment donated hygiene kits for students. They contain items like skin care, body soap, toothpaste, deodorant, lip balms, etc. These packages are available for students to take at any time. This month, Mr. Coronado's class is finishing up the Dia de los Muertos canvas paintings. They're also doing goodie bags and shirts for Plainfield Elementary. A reminder that you should have received our invitations for our annual Thanksgiving feast. This annual event is during

037the school day on Friday, November 21st. Mr. Borelli's culinary class are already hard at work preparing a wide variety of desserts for everyone to enjoy. We hope you'll be there, and if you're able to come, come hungry. Thank you for this. Thank you, and this concludes my report. Thank you, Melody. You did a great job. Thank you so much for being here. You did great. All right, we're going to go back to item K-2, and this is the report from the California School Employees Association. And to our students, you're welcome to stay as long as you'd like, and if you have to exit early for whatever reason, you're more than welcome to, okay? Thank you. Good evening. My name is Abby Gratzer Owens. I am a library tech at Gibson Elementary School. I am speaking

038on behalf of Rebecca Rossiter, who is the president of Chapter 118 of the Classified School Employee Association. I will be reading her words. She had to step out. First, we want to acknowledge the district's commitment to improving literacy outcomes for all students. The framework is comprehensive and clearly the result of thoughtful collaboration. However, from the CSEA perspective, there are several areas of concern that we believe deserve attention. Classified staff were not included in the literacy committee. Classified employees are not just working a job. We are making a choice to work as professional people in the education profession. We have literacy paraprofessionals and EL paraprofessionals who pour into our students. They are hired to help improve literacy in targeted groups, and they were not included in this committee. We have library technicians that support curriculum, promote

039equity through access to diverse materials and foster student engagement. Excluding our voices from the planning process means missing out on valuable insights and practical expertise. The framework emphasizes professional development for teachers, but not for classified staff. If we are to support this initiative effectively, we need access to the same culturally responsive literacy training. Whether it's helping students in the library, translating for families, or supporting instruction in the classroom, our members need to be equipped and empowered. As new assessments, materials, and family engagement strategies roll out, we want to ensure that classified staff are not asked to take on additional responsibilities without proper training. Implementation must be equitable and sustainable. Library services are under addressed. The framework mentions culturally responsive materials, but not the role of library technicians in curating and delivering them. School libraries are

040essential to literacy development. They are not just book repositories. They are dynamic learning environments where students discover new ideas and develop a lifelong love of reading. Yet the literacy framework makes no mention of sustained funding for library collections or digital resources. CSEA stands ready to collaborate with the district to ensure that every student has access to a well-resourced library and a team of trained, supported staff who can help them thrive. For quite some time, the unions have been asking for fair compensation. The district's negotiation update that went out regarding their latest meeting with WEA contained information on the history of ongoing increases to WEA. This chart listed the increase to salary health benefits step and column increases CalSTRS and a total paid increase over five years of 35.86% versus the 20.92% Cola the district received

041the only other column with a total listed was the salary increase at 16.25 over five years The district didn't display this information for CSEA, but I'm going to safely assume the percentages is roughly the same since the offers are mostly the same. This information made me and others curious. Me meaning Rebecca. According to the Department of Industrial Relations, California statewide minimum wage has increased 33.3 over five years. According to the chart, the district updated provided the total health benefit increase over five years is 2.63%. The calculations we did provided that the district increased benefits contributed to individuals 16.45% and families 13.6%. Over the last five years, Western Health premiums have increased 31.53%. Kaiser has increased 26%. Sutter has increased 39%. And dental has increased 11%. Excuse me. Vision increased 16% for classic and decreased 31%

042for the enhanced plan. I believe the largest... Job type in our chapter are paraprofessionals, more specifically our paraprofessional two who work with our students on IEPs in the RSP, SDC, and one-on-one assignment. Their step one pay currently is $20.30 an hour. The 3% increase agreed to this year will bump step one to $20.91, a 61-cent-hour increase. They work six hours a day for 181 days a year. Included in their pay are 13 holidays and 10 vacation days for a total of 204 payable days. Let's pretend this person is married with two kids and their spouse's health care is more than the district's the lowest medical option for a family is one thousand seven hundred thirty six dollars and fifty cents dental is one hundred and seventy nine dollars and seventy nine cents and vision is

043twenty dollars and twenty eight cents for a total of one thousand nine hundred thirty six dollars and fifty seven cents per month The employee also only receives 90% of the benefits because they work less than seven hours for the district. Their 11 payments a year total $2,326.71 per month with $1,936.57 going to health premiums. This is why while we are grateful for 3% because it is better than nothing We will continue to advocate for wages and benefit contributions that incentivize our members to stay here and why Please hold your your applause until she's concluded please and why Rebecca and I personally support we a in their advocacy for the same I have said it many times from this podium. Rebecca has said it many times from this podium because this is the first time I've

044been at this podium. If you can't afford to move this district from the lowest paid in the area, you must create an environment that is so supportive and amazing that we want to stay here in spite of the pay. Thank you. All right, moving on to the next item. Report two from the Woodland Education Association. Before you start, there are some chairs up here. There is an overflow space back there in the other room if anybody would like a seat. There's four seats up here. There's one in between the two individuals in the second row if anybody would like to sit. I know standing is very challenging, so if you need a chair, please find one. All right, Ms. Bernard, go ahead. Awesome. Thank you. Good evening, Superintendent. President, trustees, and members of our community.

045My name is Becca Bernard. I have the honor to serve as the president of the Woodland Education Association, and I've been teaching seventh grade science at Douglas for nearly a decade. First, I'd like to start with some sincere gratitude to President Bautista Zavala and Trustee Rodriguez-Mojica. Thank you for sitting down with me recently to have some real tough conversations. I respect you both deeply as women, as leaders, and as people who care about this community. Those conversations are how change starts. And to Trustee Richardson-Fowler. Thank you for leading by example and launching a roving office hours at six different school sites last week. Listening, learning, and being present, that is genuine leadership, and it authentically rebuilds trust. That is the culture we want to see in Woodland. Collaboration, transparency, and mutual respect. Our shared goal

046is simple. Every Woodland student deserves the best. opportunity to learn, grow, and build a happy, meaningful future. Education is the foundation of a thriving society and our teachers and staff are the ones holding up that foundation every single day. Tonight I stand here profoundly proud of the union we are building together. 75% walk-in participation, district-wide parent fliering at almost every site, over a thousand parent and community letters to you trustees. The message is clear. Our union is united and we are done being disrespected. We bargained in good faith 11 sessions over the past year. Our priorities never changed. Competitive pay to keep great educators, affordable benefits for families, and working and learning conditions that help students thrive. But the district's last best final offer comes up short on what our schools need and still includes

047punitive language to freeze a teacher's salary based on evaluations. Let me be clear. That isn't accountability. That's control and intimidation. This proposal is dangerous. Not just for teachers, but for the entire culture of Woodland. It undermines trust, it silences veterans' voices, and it accelerates turnover. How is that fear tactic going to attract new teachers to come fill our numerous vacancies? The district already has fair systems in our contract. Article 18, evaluations. 19, peer assistance and review. And 21, discipline. Use those to support growth. Don't threaten pay, especially when Woodland has the lowest teacher salaries in our region and 15% turnover. You don't fix shortages by scaring teachers. You fix them by valuing teachers. We lost 65 of those teachers last year, many to nearby districts that pay more and cover their benefits more. Meanwhile, this

048district sits on over $60 million in unrestricted reserves, 78 overall, a number that's more than doubled since 2019. And every single time we've raised these concerns about the reserves, you have deflected the question or dismissed the data. But the truth is undeniable. Woodland has the highest reserves in our region by a landslide. And you've offered no tangible plan for how those dollars will reach this year's students. California law is supposed to cap reserves at 10%. So explain to us, to the parents and the community, why you're still sitting on nearly 37% of unrestricted reserves. How is that justifiable? Why are you hoarding those dollars instead of patching the holes in our ship before it sinks? We're not asking for luxury. We're asking for fairness and respect. Our proposal is simple. 4% salary increase and extra

049$1,000 to benefits. That's $84 a month for benefits. $5,000 retention bonus to value the teachers who stay and remove the punitive salary freeze language. Our students deserve schools that are fully staffed, stable, and safe. And we can't build that by scaring away the very people who make those schools run. In many ways, when I get to stand here, I'm holding up a mirror to you, reflecting the realities that our teachers face every day. If you don't like what you see, the frustration, the exhaustion, the heartbreak of our educators, then I urge you, do something to change that reflection, please. I've delivered nearly 100 pages of board reports at this podium over the last three years. That work is intentional. I try to bring you the voices I hear every day. Calls, texts, site rep meetings,

050Facebook messages, hallway conversations. But the lived reality of our schools does not fit in five minutes. So I invite each of you, please, come to our sites. I will help you schedule it. I will come with you, or you can go on your own. Sit. Listen, meet the educators who are going to the food bank because their paycheck didn't make it to the end of the month. Leadership isn't just voting from the dais, it's listening in classrooms. After 11 sessions of good faith bargaining, the district has left us no choice. WEA and the district are jointly filing for impasse. Because our union is strong, united, and absolutely unwilling to back down from what's right. Our students can't wait. Our teachers can't wait. We can't wait. Don't let this crisis turn into a catastrophe. Together, we

051can turn this ship around, but it starts with you choosing collaboration over control, partnership over punishment, and respect over fear. Thank you. And to my fellow educators here tonight, WEA is strong, we are united, and we are just getting started. Item K-4. Report from board members. Who would like to go first this evening? Thank you very much for being here. We're continuing with our board meeting. Item K-4, who would like to go first? Item K-4, who would like to go first? Trustee Brubaker. So I wanted to share that tomorrow there are two opportunities to donate to our food bank. Haven Boutique is going to have a food truck, sorry, a food drive from 2 to 5 p.m. And Mojo's Lounge is going to have a food drive from 5.30 to 7 p.m. I want to

052thank our local businesses that have been stepping up. Sorry, Trustee Brubaker. Excuse me. Please exit quietly and let's give Trustee Brubaker. the respect that she deserves. Thank you. Thank you. Go ahead, trustee. I want to thank our local businesses that have been stepping up in this time of uncertainty for families in our community, being able to feed each other and being willing to have food drives at their places of business. I know there's a lot more than what I mentioned just now, but those are the ones happening tomorrow that I'm aware of. You can also always take food to the Woodland Food Closet at 420 Grand Avenue. Think so. Yeah Grand Avenue. You can go to their website and make monetary donations as well this is scary time for a lot of our families and

053as someone who's experienced food insecurity myself and has worked in that space to try to fill some of the holes that our society has for families that are struggling I'm been really pleased to see how much our community has been stepping up there was a fill the truck event at the food closet last weekend and when I showed up that was an excuse me an overflowing truck so thank you to all who've been working on this Thank You trustee Brubaker we're gonna go around trustee Rodriguez oh yeah in my report I want to just include that I was able to attend for a little while the the cross-country event that took place with our elementary schools that can't we're the middle schools included as well I can is it all elementary schools elementary schools and

054it's just it was a great event I think there were SEVERAL HUNDRED PEOPLE THERE, INCLUDING STUDENTS AND FAMILIES AND ALL THE VOLUNTEERS. I WANT TO THANK ALL THE STAFF FROM THE DISTRICT THAT TOOK THE TIME TO PUT TOGETHER SUCH A REALLY GREAT EVENT THAT NOT JUST PROVIDED PROGRAMMING FOR OUR STUDENTS, BUT ALLOWED OUR COMMUNITIES TO COME TOGETHER ACROSS ALL OUR ELEMENTARY SCHOOLS, WHICH WE RARELY KIND OF GET THAT CHANCE TO DO. SO... Thank you to all our staff that are sitting here today that also were out there. But just to see the excitement in the students and to see them being challenged and then to see everybody get rewarded to one extent or another and to see everybody cooperating was really good to see and I look forward to continuing to support that event. Thank

055You trustee Rodriguez, I'm gonna skip my turn and come back around trustee Villagrana. Thank you Mostly reminders on my end Again, so people are not surprised when one of what I said before that unless the budget is balanced I would be voting no on the compensations. So just reminding my colleagues of that so that nobody later says dating there was a price It's been a while since I've shared, you know, other districts, which is the reality that we're in, right? There's districts that are closing schools, actually. There's districts that are still letting go people. You know, they have huge deficits. And you all get these updates on the CSPA roundup, I think they call it. The most recent one is Santa Rosa District. And, you know, they're making cuts to... to their their district because

056of the financial situation they're in between 10 and 15 million dollars and again they're gonna have to do less whether it's staff or programming our current deficit is 5 million right from our last financial report with the current compensation offers that we've done and what's been accepted already that were tentatively accepted for raises that's going to go to over nine million dollars after that that we're going to have to cut so the more that we increase the more that we have to cut and you know later people are going to come being upset that we're cutting so we can't we can't do both we can't increase compensation and not cut i mean there's only so much money that comes in and again we keep hearing the the One-time money again everyone knows we cannot use

057that for ongoing costs So again, that's it for me. Just reminders. Thank you Thank You trustee Villagrana trustee Rodriguez mojica Yeah, I just want to add on what trustee Villagrana commented on about Not being able to use one-time monies for ongoing costs and I think that is something that before I was on this board I didn't fully understand As many of you know, I taught for for a bit and now I work with teachers and I can understand how seeing a large Millions of dollars right in unrestricted funds can be really confusing and frustrating for folks Now that I am on the board I understand that we have at least with WEA I believe over 500 employees and. giving increases in salary beyond what we are able to would go beyond is my understanding those

058unrestricted funds because they are ongoing. It's not just one year. It's not just five years. It's for the extent of the contract. And I share that because that is something that I didn't understand. And I think a lot of my students, student teachers don't understand as well. It's easy to see, I think, $60 million in unrestricted and feel like that could be used for anything and be able to to solve the issues that we have in education and I just want I guess I'm thinking out loud a little bit in connecting those two because I was also very frustrated before being on this board and now I have an understanding of how that money will quickly run out and it is not a sustainable way to be able to provide the compensation that teachers deserve

059not just in our district but across the country So, thank you. Thank you trustee Rodriguez-Molica trustee Richardson Fowler had a question about go ahead sir Unless my memory is failing me. I don't remember being 60 million unrestricted superintendent do you remember we ask our So superintendent, but unless I'm remembering wrong. I remember being that high unrestricted Louis I don't want to misspeak. Is it 32 32 million? Around and around the 30s. Thank you. I just want to repeat something you for the correction. Thank you. Yes. Thank you Last week I was able to do a couple of things at the last board meeting. I noted that I was going to be doing site visits and I know that email went out to teachers staff and principals the night before I did my site visit. It

060was really lovely to get to go see so many different sites and speak with folks. I learned a lot. I had no idea that Gibson Elementary had a Special Olympics program. I really liked going to Maxwell and seeing the administrator interact with the SPED teachers and discuss inclusion opportunities. I thought that was amazing. I had an opportunity to meet with some CSCA folks. One of the principals opened up her office and said hey these folks have been waiting for you for a while why don't you just go on and use my office. At some sites I had administrators with me the entire time. My goal was to make myself accessible to anybody who wanted to talk and share their experience because as a teacher myself and Sonoma Valley Unified, they have office hours there. And

061then I started to do a little bit of research and see what other school districts have office hours and I found that Los Gatos Saratoga Unified High School District has office hours, Fremont Union High School. Sarasota Unified School District, Cupertino Union, Sonoma Valley Unified, and Coronado Unified School District. Outside of Sonoma, one of those things that they all have in common is that on the California dashboard, most of their ratings are in the blue. So I don't know if there's causation or correlation, but I thought that was interesting and wanted to make myself available to kind of get some insight and information of what's going on from the people who are, doing the everyday work and that experience. The thing I love about being a trustee, I also got to do on Wednesday and it

062was to cheer students on at the cross country meet. It just brought me so much joy and happiness to be there to support the students, hand them their ribbons, see them come in and do something hard and persevere. That was so amazing. And last night I went to the banquet for all leaders must serve. First time I ever went to that, that was extraordinary. I loved hearing the students' stories, their experience. I loved the monetary component and how brilliant some of the kids were to figure out, hey, if I opened up a bank account with Yolo Federal Credit Union, I can double the stipend that I got. And they were getting their cogs turning and trying to figure out how to maximize the opportunity. Just wonderful opportunities. I'm so glad that they partner with our

063school district and provide that opportunity not only for pioneer not only for Woodland but also crash Creek and our adult ed programs as well And that concludes my board report. Thank you very much trustee trustee Garcia Trustee Brubaker report so I pulled out my budget board meeting workshop thingy from April 22nd I told you I was gonna keep this in my bag and at that time our unrestricted care of carryover was eighteen million sixteen thousand three hundred and thirty dollars So just FYI. All right, so it sounds like it was tripled Okay, but that's not Correct news. It's 18,000 in the last update 18 million in the last update. Thank you very much trustee Brubaker All right coming back around to me. I want to say thank you and give my gratitude to the board

064for showing respect to Those individuals that came to public comment and during the reports from our respective collective bargaining units I know that the room did get a little bit rowdy, but I do respect us keeping quiet that same respect is also Something that I expect of our public in our community of Our board when we give our report, I think it's very necessary in order for us to continue working collectively as a district and as we continue in this bargaining session. So I really, really appreciate if we could move in the direction of respect during our board reports. We are bargaining, we are in this process, we may be in different areas, but we do have to show respect, especially in this room. Moving forward in terms of my own board report I did

065have a chance of going to the all leaders must serve dinner last night It was exciting to see our high school students participate and engage. I wanted to share with my colleagues that there was one student who shared a personal story of Reflection and the student had a fear for speaking in public and shared that the number one fear for him was speaking in public and number two was dying. So, you know, coming forward in speaking at a dais and speaking to large group of people is a fear for our students and I wanted to share that because we have our student board our student high school reps who come and offer their reports they take time from their day as you guys already know but you know it's challenging so Just something to reflect

066on and kind of think about. Some people really, really do fear public speaking. And even for ourselves, sometimes gathering our thoughts on certain agenda items can be challenging and some of them could be triggering and make us feel a certain way. So my gratitude to all of you and to those who come in public comment and to our staff who prepare reports and also our collective bargaining units. Thank you very much for coming. I did have an opportunity of... watching a lot of our students participate at our elementary schools in their Halloween parades and festivities at their schools, I was excited to see the participation both by our students but also our staff. Like our staff really came out, our teachers and staff really came out and dressed up in costumes. I think we even

067had staff here in our district office who dressed up. I like to think of it as district or school spirit. So I want to celebrate that and just really share that. It's probably one of my more favorite festivities at our school sites to really see our students shine in their own ways. But I also want to say. Not all of our students have an opportunity to dress up. Buying a costume costs money or having a costume costs money. So I do want to shed light on the fact that we do offer these opportunities for students to dress up. But we may want to start thinking about how do we support this space for students that may not have the means at home and may not be able to take advantage of that. And I know

068that there may be some sites that are already taking care of that. So I myself personally want to challenge myself in figuring out a way for me to help as an individual. Not just shed light on these stories, but also what can I do? What do I have in terms of costumes that I could potentially donate to a school site that may need it or a family that may need it? I wanted to share those two stories and kind of reflect on that. I also want to give some gratitude to our superintendent and our collective bargaining team. I know you guys have been working really, really hard. It's been challenging, and we have a lot ahead. So I want to say thank you during my board report, and I feel that the gratitude is owed.

069So thank you. My respect to all of you. I don't have anything else to say. Anybody else want to add to their board? Trustee Rodriguez-Mohica. Thank you. Yes, I did want to add, and I apologize for not sharing this earlier. In one of the public comments earlier. It was mentioned that we are being blamed for something in the negotiations and I just want to be really clear with the negotiations. This board agrees on what is offered at the table. It is not our superintendent. It is not folks that are at the bargaining table that make those decisions. We discuss, we deliberate in closed session. So I just wanted to clarify that. I don't know if blamed is the right word. We are. 100% fully responsible for everything that is moved forward, agreed on, and not

070agreed on. So I wanted to clarify that for the record. Thank you. Anybody else? Trustee Villagrana. Actually, I intended to say something similar, so thank you for bringing that up. But yeah, I was going to mention, especially the language. Again, it was intended on accountability, not what other words are used. Just because you call something different doesn't make it that, even though, again. When you call something over and over eventually people start to believe it and yeah the board was the one who told staff that we wanted that to be included in this process because we want what's again the best possible education for for our students and Having that level of accountability is important to this board and the board agreed to do that again It was not something the superintendents came to us

071and said hey, you should do this right so Yes, we we did we deserve the the credit or whatever word they want to use. They say blame, whatever it is. But yeah, the board was the one who did that. Just thank you for clarifying that. And I agree with you 100% in clarity. Thank you very much. OK. Everyone ready to move on to K5, board committee updates? Anybody have a board committee update? All right. My board committee that I'm a part of meets on Wednesday morning. So I will come with the board report for that next meeting. Go ahead, Trustee. I can just report that the Superintendent Evaluation Committee did meet, began to do its work, and will continue to meet in November and December to continue the work that we started. And the group

072got off to a good start. Thank you. Thank you very much. All right, you guys. Item L, Teaching and Learning. L1, we do have two public comments. Take it away, Monica. First we have Abby great sir Owens and then Carol Ann McClellan Hello again My name is Abby grad sir Owens. I am a library technician at Gibson Elementary School I have the privilege of interacting with every single student every single week and There are not many educators who could say that and I feel so honored to be able to do that We do not have any teacher librarians in our school district only library technicians Although I have a master's in library and information science The district does not compensate classified employees for holding advanced degrees but I am not here today to talk about

073my work or ask for compensation. I'm here on behalf of the students. I was surprised to read the literacy plan and find a complete lack of discussion and regard for the libraries in our district in the plan. In fact, the word library was only in the plan once in regard to a grant we received two years ago. The school libraries get zero from the district. and most get nothing from their sites as well. I'm disappointed that the literacy plan does not rectify this. You heard from me last year. I wrote a letter to the board and the response in asking for the libraries to be considered to fund was ask your principal and no, we are not giving the libraries any money. How can a district be making literacy plans and ignoring the amazing work

074we do in the libraries? And why should the families in our Title I school district be the sole providers of money to the libraries through the very inequitable book fairs? The library techs work with the teachers to support classroom learning. We organize reading events at our schools and we teach digital literacy, research skills, and reference lessons to every student. These are the multi-literacies that our students need to thrive academically and professionally in the future. We repair our very old books, host book fairs, book clubs, and we have created warm, inviting, safe spaces at school, often open for student use before, after, and at recess, all with absolutely no budget. A well-stocked current and relevant library will help create students who are excited to read and learn and will therefore become lifelong readers and learners. The

075literacy plan aims to support this, yet why doesn't it support the libraries? Thank you for your time and thank you to the educators and students who know the value of school libraries. Thank you. Next we have Carol Ann McLeelan. McLean McClennan sorry about that. Thank you All right good evening members of the boarding community My name is Carolyn McClennan and I'm a science teacher at Douglas middle school at the last board meeting I urged the board to make a meaningful change to salaries and benefits to attack Attract and retain qualified staff so our schools could be safe and supported Tonight, a literacy plan is being presented. CAST data from 2023 to 2024 show an overall decline in student achievement and persistent opportunity gaps. While English learner students maintain or progress in proficiency and some foundational

076skills are at grade level, Reading comprehension growth is lacking. Preliminary 2024 and 2025 data show some middle school gains, but overall no growth in English language arts. The bottom line is if we want to improve literacy, we need good teachers. As you know, we're still negotiating the new contract, have arrived at impasse, and yet punitive language has still been proposed stating that permanent unit members whose overall summary evaluation rating is marked as unsatisfactory for a second consecutive year shall not receive credit for that year of service for purposes of salary schedule movement. That approach not only discourages talented educators from staying, but also prevents new educators from coming to this district. Additionally, this approach contradicts Board Policy 4000, which directs the district to recruit, select, and retain qualified staff to fulfill its mission of providing

077a high-quality education for all students. And that was a direct quote. If the board is serious about improving literacy and closing achievement gaps, it must first invest in the people who make that possible. Competitive salaries, fair contract language, and real support for staff aren't optional. They're the bare minimum to uphold your own policy and ensure our students receive a high-quality education. I will leave you with this. What is the board's plan to attract and retain educators in this district? and to uphold board policy 4000. Thank you. So this is an informational item and it's a report on our district's literacy framework. Tonight we will bring back forward to the board the literacy framework. I want to say a few things about Where we are where we how we got to this point so this work

078begun last year and just as a refresher and I'm sure they're gonna be presented in the presentation as well, but There was a committee there were surveys conducted there was focus groups we had a Staff I've been working with West ed on this process Through the process and bringing it to the board I think, I believe this is the third time we're bringing it forward. We realized that we were at first calling it Literacy Plan, and it was really causing some confusion. We were kind of calling it Plan, Roadmap, Guidelines. We were, you know, changing the name, but what it really is is a framework. A plan is a step-by-step. THIS IS NOT A STEP BY STEP. IT'S A FRAMEWORK. IT'S GIVING DIRECTION OF BEING ON THE SAME PAGE IN A DIRECTION, THE VISION THAT

079WE HAVE MOVING FORWARD ON WHAT LITERACY WILL LOOK LIKE IN OUR DISTRICT. SO IT IS A FRAMEWORK. I JUST WANT TO CLARIFY THAT AS WELL. THE FIRST PRESENTATION THAT WAS DONE BY WEST EDWARDS, I THINK THEY CAME AND DID THE NEEDS ASSESSMENT AND THEN THEY CAME BACK WITH A DRAFT. THERE WAS Lots of questions asked at each phase of process. The West had spent one of the meetings, I remember, two hours standing up, presenting, and being asked many, many questions from the board. So I want to thank the board for your due diligence on this very important topic. We also received over 300 additional questions that staff took time in responding to each one. Staff also met with one, offered one-on-one meetings with each trustee. Many of you took advantage of that one-on-one and there

080were still follow-up questions on the literacy plan. So I just want to emphasize the time and the attention that you have paid on this plan, on this, here I go again, on this framework. So. You know, these types of documents are always never done. They could always be tweaked. They could always be improved. We can always come back. We can always make it better. And you made some good points tonight about the classified staff, so I take that to heart. Because you do have a lot to say because you work with the kids. I was there. So I understand. So that's an area. Thank you for bringing it to our attention, the point very well taken. But there has been already put a lot of work and we continue to move forward and we can

081always continue to improve. So with that, I'm going to go ahead and pass it on to Dr. Guerrero. And I believe one of her directors, executive director, Christina Lambie, will be coming up and giving you an overview and then allow you additional time to ask more questions. Hello, good evening President Bautista Zavala, Superintendent Ortega Lampkin, and obviously our esteemed trustees. I come here just as a person who just started working with this work and the efforts, and I do want to be able to acknowledge the work that was done. prior to this because there was a lot done. Obviously, Ms. Lamdi here is here to speak a little bit more on that. I had the opportunity to talk to several of you and to be able to discuss this at length. Bottom line, we have

082found that we want the same thing. We want for kids to learn to read. We want for kids to learn to read and to read to understand. and to continue to enjoy learning because they know how to read. The path to be able to get our kids to that point, all of our students, regardless of the services they do, warrant and or receive as well. can come from many ways. A district our size, we need to be able to come together and not necessarily speak the same language, but hold the same spirit, be able to be aware of what resources are available, what budget is available, what training is needed, so that we can best be able to move forward. This framework is just a start. It's just a start in alignment, in structure, for

083us to be able to look forward and be able to reach the goals that may look different at different sites because our sites are all different. They all have different needs, different interests, different students. Certainly not all the same, but just because it's not the same doesn't mean that we won't be on the same path. Obviously, we want to be able to always adhere. to be able to meet our LCAP goals, which obviously the underlying premise is for students' academic needs to be able to be met. You will be able to find as part of the priorities also some goals that aim at our students being seen through their culture and being able to be to have those needs addressed through resources and teachers who do understand that culture based needs and identity in order

084to best be able to connect and be able to reach our students. For now, we'll be able to give you a progress on the framework since it was last presented to the board in the spring of 2025. We will be able to look at the priorities that again stemmed from the work in the surveys, in the focus groups, and discussions with different people. And this, again, is just a start as we move forward. It's fluid enough and broad enough to be able to include the different needs and priorities and developments and budget and lack thereof, et cetera, to be able to continue to move the work forward. We want to be able then to look at what do those updates mean and then end with what the United Edition for the Literacy work. will be

085so um I have Ms. Lambie here that will take you through that work, obviously acknowledging the work that staff has done in this, and she will best be able to speak to that so that then we can be able to entertain any questions that we may be able to ask. And certainly we will be able to take note of anything that may be missing or that we may need to be able to pay closer attention to, be able to direct the focus so that, again, with this. document that I envision to be ever changing and ever improving as the needs shift and hopefully as the needs become finer because we're able to address the bulk of the framework needs to be able to move forward as well that we'll be able to have the capacity

086to absorb that. So I don't want to take away from just a discussion of the work and then we'll be able to come back and talk about the unified vision. Okay, thank you. So as our superintendent shared the work actually started in the 23-24 school year with a comprehensive needs assessment. So this is just a timeline of the last six, seven months since we presented the draft back in March of last school year. After bringing the draft to the board, met with some board members, and then we worked with WestEd to make some edits based on that March board meeting and the feedback that we received. Over the next couple of months, then, we took time to present and review that revised draft with the District English Learner Advisory Committee, the DLAC, and the LCAP

087Collaborative. Got some good feedback from those groups, which I'll share in a minute. And then continued working on the draft. I think we're at draft version 11 right now the one that that we have today and so over the last several months then just continuing to work on revisions and just try to ensure that it's it's meeting the needs of Of our community. So this is here where we are in in November okay, so As I said, based on the feedback from the board and then also feedback from the DLAC and the LCAP Collaborative Committee, there was quite a bit of work done to revise the framework priorities. So these are the five priorities. Not in a Necessarily an order and so that that is one thing that you'll see in the framework that we

088removed the priority one priority to priority three it wasn't meant to be a hierarchy and so they're just simply the the five priorities and I think hopefully you will see that they are more clear and the language is more accessible in all five of the priorities here. When we met with the DLAC and the LCAP collaborative, there were a lot of questions. They had some great questions that we really are thinking about in terms of the actual implementation. So when we get into the work of... the work that's outlined here in those priorities. So I won't read them all, but definitely some themes were about training, like you heard tonight, professional learning for teachers, for staff, for administrators. There was a lot about... parents and families and community and how do we continue to work

089to get more families participating in the workshops that, say, our cafe specialists are doing with the Latino Family Literacy Project. We have some great resources that are available and we don't always see the participation or the numbers that we'd like. And so in those parent and family committees, that was definitely something they wanted to see. have a lot of great resources and we just want to make sure that everyone knows about them and is able to access them. Another one, that middle bullet, what is being done for students that are not meeting literacy progress and definitely parents and families, that's like their main concern, right? Their children developing as readers and writers and that is our goal. So we just wanted to share this as, you know, in thinking about what parents and families want

090to see with the literacy framework and those guiding questions that will help us as we move into the actual implementation. And then lastly, some sort of specific updates based on what the groups had shared and then from the Board of Trustees, as I said, the priorities being reworded for clarity. And then we also added data and some narrative from the Comprehensive Literacy Assessment. That was the work that was done in the 23-24 school year with the focus groups that our superintendent mentioned, the surveys, classroom visits, observations. comprehensive data review. And so we tried to sort of link those two documents and bring pieces from the literacy assessment into the framework. So hopefully you were able to see that. And then another change that we made was connecting the graduate profile and the the call to

091action for youth. We wanted to really be explicit about the connections that exist between those two comprehensive documents that guide the work that we're doing. And so you will see in the framework, there's a section that talks about the LCAP goals and the graduate profile and the call to action. The overarching literacy outcomes we have for each implementation year, we've moved away from that table of specific actions and we're considering this year to be the foundation. This is the foundation year and then moving forward. And then finally, one of the really specific pieces was just about the flow of the document. And so one of the changes is that the committee information is now at the beginning and that we've added a glossary at the end. And so I'm going to turn it back over

092to Dr. Guerrero to continue with the vision. And so I also want to be able to point out that the draft that was presented to the board in the spring had year one, year two, and year three outcomes, specific outcomes with actions. After being able to review and discuss with thought partners just what that implied. I'm sorry, point of order. I heard conversations, Madam President. I'm sorry. Side conversations if you are having one, please take them outside I think they're they could be a little more disruptive depending on which side they could be I can't hear them on this side But I think my colleagues can hear them on that side. So if you have a conversation if you please take it outside. Thank you Thank you So while the focus certainly is on making

093gains and measuring those gains, we believe that the foundation work would be sustainable long-term if we really focus on really setting up and aligning the foundation that allows for work to be able to be fruitful in every classroom in every site. So that led for us being able to really come together as a collective goal and just being able to identify what areas we needed to be able to build upon. As I mentioned earlier, we all want the same thing. We want for every Woodland JUSD student to learn to read with confidence and then read to learn with understanding. And obviously we want them to be able to enjoy reading as part of their educational lives and even beyond our own walls when they graduate. So what the framework is essentially is a pathway forward.

094It's a start for us, not necessarily saying that we haven't been focusing on literacy, but we definitely want to be able to make the focus more coherent, a stronger foundation. And that leads me to being able then to look at what is this pathway forward? How are we starting based on the resources and the different practices that are going on there so that we can, in essence, be able to measure that progression? However, those actions will be in those measures that will happen. We'll be able to then share with our community, with the board about where we are with that. As was mentioned earlier, instead of calling this year 2025-2026 year one, we really wanted to focus on the foundation that was needed. So certainly, as you visit sites, as you discuss the different initiatives

095that are going on with teachers, with fellow principals as well, you'll find... that they have to focus on different things. You have seen as they present their SPSAs to you that they focus on different things because they serve a different community and different kids. So we wanted to be able to take inventory on what literacy efforts are going on and really build on that, really narrow the scope and be able to focus folks on things that are similar but are universal and varying enough. that they can be able to apply to their own communities. So this particular year, as you have heard in other presentations and at the superintendent's beginning of the year message, we are focusing on committed PLCs, professional learning communities, and intentional literacy development, hence the work. of the framework and also

096our focus is on student engagement but not just student engagement very strategic student and engagement that is based on the areas the language domain in which our students are needing to be able to get support in So basically our aim is to be able to strengthen and really focus our efforts on improving the quality of daily tier one instruction in every classroom, which means really taking inventory of those practices that are yielding high. And we do have some great highlights and examples of things that are really working at different campuses. And so our aim is to be able to take inventory of those and be able to focus on practices. not necessarily programs because practices essentially are free to a sense because we're applying them, but certainly we want to be able to have that

097training that's necessary for teachers to be able to embed that. We really want to be able to look at the data and have the sites be able to set their own goals. aligned with the student needs and then take inventory of which of those high yield practices will be applicable to them and which are they going to be able to invest their resources, not just time, but human capital and training as well. As I mentioned earlier, PLCs is a big component of this. and we're working with the principals and with the guiding coalition at each of our sites to be able to lead the work. We're grateful that the board recently approved a contract for a partner to be able to help us in that aspect as well. And obviously, what are the... practices that

098are going to be able to yield the greatest student engagement. Currently we are conducting along with the principals and our partners classroom walks in which we are really looking right now at student engagement. What does that mean? What are we seeing so that data, not emotions, can be able to guide the focus that we have on the various practices that we want to be able to encourage and support at each site. So certainly the actions that are going to target this as you saw are including the SPSS which are fluid documents that are constantly being revised in order for them to be able to address the needs and the goals that the sites and the staff have already identified. So what's next after this? Definitely in two buckets. One bucket is communication and the other

099one is training. Teachers, folks, staff, they do what they know to do. So we definitely need to be able to take not only inventory of high yield practices, but also what staff knows, what they need to know, and in what area are we going to be able to support them. So the work is going to continue. We are envisioning this framework to not just stop here, but be able to have a 2.0, a 3.0, etc., so that we can best be able to see how we're building on the foundation that we have decided to be able to really invest in this particular year so that we can be able to continue a unified path forward in literacy that may morph depending on our successes and will morph also depending on the varied needs that we

100do have. So I think at this time we can entertain any questions or any comments that the board may have and I invite my colleague here Christina to be able to help me out of it. Thank you very much before we start with questions. I'm gonna let our superintendent chime in real quick So again, just want to remind the board that we've spent a lot of time on this you've had an opportunity to Ask several questions through board meetings through emails We do have over 300 400 questions have been asked you've met one-on-one offered off one-on-one means with Our staff even this week we received additional questions So we're more than open to hear more questions But the same time we also are eager to get started because this can never be done We can

101continue tweaking it and tweak every time we look at it We can still tweak it tweak it and we can continue to bring it up every year and see where we can improve but we really need to Start working with our staff And so, you know, we'll bring them back later for a formal approval. I could put it on the consent next time So there's any last things any last questions or any last final changes. We'd like to hear those tonight Who would like to go first? Trustee Rodriguez-Mohica. I have a clarification question for superintendent My understanding was that the work was already underway Now is that not accurate? Well, there's always literacy happening with us. There's a framework or not the framework work. Yeah, I thought that was already underway some some pieces are

102Underway, but we would like to formally present it to staff to formally present it to our D lack You know formalize it So the formalization of this is a framework that we're going for Has not been stated but there's layers of that have already have already started Regardless whether we have a framework or not, there's going to be work on literacy. This all started a while back, and you'll appreciate this because I know this is part of discussions in the university level, this whole debate about how to teach literacy and the whole science of reading theories. and all this confusion with publishers and this whole battle happening with articles and debate nationally. And so this is how this all kind of stemmed. What does literacy mean for Woodland? What is the framework, the vision, the

103direction we're going to go? Because my belief is that there is not one single publisher or kit. that is going to address the needs of our students. And in our district, we need to absolutely address the diversity needs of our students, our special education, our language learners, and not be... influenced by some magical publisher that's coming with a science of reading. I'm already hearing reports from early people who started to buy reading a science curriculum down in the East and they're already not showing results because they kind of fell into that trap. And so we were trying to avoid that for what does that mean for us because we have enough expertise. with our teachers, expertise regarding how to serve our English learners, our special ed students, and a lot of expertise here in our

104own district. But the point is getting us on the same page. Because if we're going in different directions, it's going to be harder to make progress. So it's the whole point of getting in the same direction, same vision, and moving together towards that. All right. We'll start with Trustee Villagrana. It was a clarification, so thank you. First of all, thank you for all the work. And throughout the process answering probably of those hundreds of questions, probably about 100, she's like, more. or probably mine. So I actually don't have any questions today. I know right. First because you all have done a great job responding to questions and concerns that I had. Again it's been a journey that will continue. It's like the it's like not the beginning but along the process like the superintendent said

105like you all know that it's an evolving kind of framework that's being created and as the district evolves and grows and and develops new ways of the success the the framework will I'm sure also evolve so it's not a static document which I appreciate so again just appreciation to everyone that was involved and again we'll continue to involve others in the process as well great feedback that was given about that and again unless we hear it right we don't know so again thank you All right. Trustee Rodriguez-Molica, back to you. Thank you. I also echo my appreciation. I know a lot has gone into this framework. So I very much appreciate all the time and effort that you all have put into this document and answering our many, many, many questions. I did have a

106question about... One of our public comments was about the absence of library texts right and libraries in the report and I was thinking back and it was in our plan and I wonder if maybe in just shortening it into the framework it got lost in the text but if our plan is to still work with our library texts and I'll make my question clear. I'm looking back at one because we've seen many versions of this report. It's been revised many many times In the timeline that no longer exists in this framework one of the action steps that was set for 2026-27 which is now year one in this new framework was to provide library staff with internal and external training about cultivating and promoting culturally responsive materials for TK-12. And I know we moved away

107from that table. It's not a plan anymore. So my question is is our plan still to work with library staff. And if you could elaborate on that a little bit please. Sure. So just because those specific tables may not necessarily be included in the document, we... save them so that we can best be able to refer and go back to that, to those anchors, if you would, because those were items that also came up during the work with the community through action interviews, action teams, and so forth. So we've saved them to be able to use them as we move forward. So yes, absolutely, that's still part of the work. Second question, are there other ways that we're planning to include our librarians and our library specifically as we move forward in the literacy plan

108that maybe were not outlined in this framework? So we we do have regular training with the library texts and so as we get into more of the specifics about supporting literacy and definitely echoing what miss Gratzer Owens shared about the importance of library texts and their connection with the libraries and literacy and student access to books and materials definitely that's essential. And so we do have a partnership with the Woodland Public Library as well. And so we're working on really solidifying what that work and partnership looks like and sort of codifying that. So and that that will that is ongoing and and definitely will will continue. And we're always looking for more ways to. to bring in staff that have a role in literacy, definitely. Yeah. Thank you. Trustee Richardson-Fowler, thank you for awaiting your...

109So I'm always concerned when we mention that PLC time is going to be honored and valued, and I'm always concerned because of the SPED component. How do we factor in PLCs with fidelity because PLCs only work if we are faithful with the PLCs for RSP, RTI, and ESN? Those are going to be where we see the most movement for our most vulnerable students. So it's really important to me that we hammer out and I understand here that it says in this initial year we're coming up with a framework. But for the last five years I've been asking about what does it look like for PLC's for RSP RTI and ESN and there's no concrete answer. So for this literacy plan to actually function and work we're going to have to make sure that there is

110some sort of Framework for our intervention specialist to collaborate if not weekly bi-monthly So that they can get the training they can have the best practices What works what doesn't work so we're all on the same page But I'm really concerned that five years still we don't have any fidelity with our PLC's for RSP, RTI, and ESN. Can you speak to that at all, please? I can give an example of something of the conversations that are happening right now. So we do recognize that those specific roles need to both... participate with their department or grade level colleagues, but also have time within their job alike category. So for example, RSP teachers. And so there are conversations. I was in a meeting with some principals last week where they recognized the need for their teachers to

111get together. So cross sites, the two middle school principals are talking about coordinating their Wednesday calendar. So Wednesday is the meeting time that we have. And so two middle school principals are talking about coordinating their Wednesday calendar so that their special education staff can meet together across sites. Also two elementary principals were having that very same conversation. So I wouldn't say that it's 100% at the moment, but... Definitely, I think our administrators recognize that that's important, and so we're working on some systems to be able to make that happen. That being said, I don't think that we have to reinvent the wheel. We can also look at what works in other districts. I mean, as a teacher, I don't like to say that I steal things, but I like to say I liberate ideas and

112make them my own. So why don't we just liberate some ideas from districts that have functioning PLCs for those three sectors and then just make them our own? Thank You trustee Richardson fellow trustee Garcia Thank you. I really appreciate that this plan recognized the families are the key partners and Our parents wants to be a part of this but they need clear guidance Access or communication and the language they speak so This is the the final or this is this is a final document This is this is it's an information item. Okay. I just noticed that it was information No, she would have been information action. So this is the final opportunity for us to finally bring the final one back But we we spent over We don't want to go through another year right

113and like I said we can go over it over and over it and we really need to Be able to communicate really strongly and clearly to staff that this is a framework. You can look at it in different ways. You can add all kinds of things. It's not a curriculum. It's not a step-by-step. It's not a curriculum. It's just a vision and direction to help guide as we go into the more details at the school site levels. I'm asking this because I would like to have some guidance for the parents. Once you finish, maybe a different language online, the one they can access to get information, what is the framework, how they can help the kids. I don't know if you're having this idea. I don't know. It is an action step in the sort

114of timeline to gather information from parents and family members about what their needs are. And then from that, survey or focus groups, however that looks, from that, then developing whatever resources are needed. So I definitely could see that happening. And I have another question. So how we can make sure that the school site with lower scores receiving a stronger support? So one of the parts of the framework includes being able to use the data that's available to be able to indicate. not just the support that's available, but what are the actions that are going to be taking there. We already in this foundation year have that set up in which we're giving campuses, in this case five campuses, extra support because they have identified through data. to be able to need that. So we're giving

115them additional support with their PLCs, with their observations in classrooms, with their data collection. So yes, so we are looking at the data in this particular case, literacy data, to be able to embed just the needed supports that they may need. Obviously being able to look at the diversity and the needs of their site in order to be able to do that as well. Okay, thank you. I don't have anything else at this moment. Thank you trustee trustee Brubaker first I wanted to thank Ms. Diffentorum and Ms. Grotzer-Owens, I apologize if I mispronounce your name, for advocating for our libraries. I don't know whether you are aware of this, but I actually did put in a request for information about how much our libraries are funded through our book sales, and I'm looking forward to

116that information because I think that'll be a really good data point. I share your concern with our Title I schools. So thank you for that, bringing that to our attention. Second of all, I want to thank staff for... answering all of our questions. I think there's a misunderstanding in our community that we just do whatever you all tell us to do. And I think this is the quintessential example of how that is absolutely not the case. Having said that, though, I am going to spring a question on you that you may or may not be able to answer. I believe it was when WestEd first presented about the doing a literacy plan, and I think it was before I was even a board member, in my memory, but please, if I am incorrect, correct me,

117is that part of what they were going to do was do an assessment of our library collections and make suggestions of culturally relevant, linguistically appropriate books. to add to our collections? Is that something either that I made up or that did happen and is just not being communicated? I'd have to look back at the contract. I know that providing guidance on culturally responsive materials and providing professional learning around that is in the framework. But I don't recall whether that was like a deliverable when we engaged in the contract with them. We'd have to follow up. Okay. I would love to know what you find with that because I have a very firm memory of that being something said at a board meeting, but that was probably a year and a half ago, so I could

118be wrong. Yeah, it would have been in like March of 2023. Okay. So even longer ago than that. So that was one of my questions. And then I also asked this prior, but I wanted to just get this for the public's knowledge. When we are discussing having teachers collaborate on literacy, we're not only talking about within a school site. We're also talking about across school sites because I've heard from teachers how much they find that to be a benefit. And I want to make sure we're incentivizing that and encouraging that for something that's so important for our schools. Yes, so that's happening specifically in schools that are smaller, that have a limited amount of grade level alike teachers. They are being able to partner with other schools to be able to do that. Okay, thank

119you. Trustee Rodriguez? Hi, good evening. Thank you so much for all your work on this. It's been a lot of work to try and essentially follow a particular sentiment, which is to be able to increase our English language test scores, being able to work on literacy as a foundational piece to be able to increase the excellence of our academics. our skills so thank you for that. I think that one I think that I understand is a foundational document but I think that libraries need to be mentioned in this foundational document either during the foundation school year or the first year. Because I can't, there are many pieces to this, right? One is the X's and O's about how it's taught, how curriculums are brought together to be on the same page. But then what, right?

120Then there's the teachings and then there's the different books or what have you that would be used to teach. But then there's still supplemental beyond that. And so every school has a library, right? And so library has to be instrumental in what happens once we get some of these basics, you know, foundational pieces. And you might argue while you're doing it. So I think that there at the very least needs to be a mention of the evaluation of... our libraries as part of this process so that there is an expectation that that happens, that libraries are taken into consideration. I think that's also connected to many of the responses that I saw, which is that teachers can teach, but they often need, they don't, it seems like some of the comments is they don't have

121the books necessary to be able to teach in the way that we're asking or the materials. So somewhere along the line, when we're, well, again, a guidance document, but it can't stay a guidance document. It's got to shift over to action-oriented. And when we're essentially pushing out these mandates, right, to kind of look at things differently, reconceptualize how we do things, somewhere along the way, that's going to take a shifting of resources to make some of these things happen. Right and so one I don't know how the rest of my board members fellow trustees feel but libraries need to be mentioned Somewhere whether it's from the foundational year or the first year just in terms of evaluating how they're going to be a piece of this Is there agreement to that? Add a clarifying question.

122So when you say evaluated are we really talking about like a needs assessment of like the books like do we need to fund them more. We're not talking about. I guess I use the, you know, without getting too much into the X's and O's, you know, which is for them, but what I'm basically trying to make sure of is that they're taken into consideration as to what their role is in what we're trying to do here, right? And so that's, so I use that larger kind of evaluative type of word that means, should mean that staff is Taken into consideration what a library does what is it? What is its process? How could it be enhanced or changed or? You know or or brought in brought into what we're trying to do So I don't

123know if that answers your question It does and I agree about the piece about including libraries. It would be great if we could see it in both the foundation year and in the first year. And I guess I think I'm leaning more towards like a needs assessment or investigate how to integrate libraries into the. The framework better rather than evaluate because the evaluate makes me think of something else entirely so if you're open to that Yeah, I guess I just see what? Describe again what you're what you were talking about Just last lessons here the instead of evaluation you're saying more of a needs assessment right of what our libraries need so looking at the books thinking about our DI schools right how many books do we actually have in Spanish that our students can

124check out and our and our teachers can be able to have access to and any other library materials maybe in support of the literacy framework that's what that's what I was saying about a needs assessment well I would say both EVALUATION AND NEEDS ASSESSMENT. AND NEEDS ASSESSMENT COULD BE PART OF THAT EVALUATION. BUT THAT BOTH OF THESE CONCEPTS ARE TAKEN INTO CONSIDERATION AS THEY'RE FIGURING OUT HOW OUR LIBRARIES ARE GOING TO BE PART OF WHAT COMES FROM THIS GUIDANCE. AND THAT'S UP TO KIND OF THEM, I THINK, TO FIGURE OUT HOW WHAT THAT LOOKS LIKE. BUT I THINK THEY to get the gist that we want libraries to be part of this and that I think that it's a good thing to be able to evaluate or do needs assessment as to how they practically

125support this guidance, this framework, right? And because I think that there are multiple places of success here, right? With our teachers being able to, you know, Take new curriculum, synchronized curriculum, what have you, new skills. But then there's access to books, right? And how do we do that? And how, and then all the teachings that go on, whether it's how you literally access books, not just reading access, but, you know, how do you check out the book? How do you use a digital framework, right, to be able to read? SO I THINK THAT IS THE LIBRARY ISSUE. I THINK THAT ALSO IT IS GOING TO BE REALLY IMPORTANT. THIS IS OUR NUMBER ONE GOAL. BESIDES HAVING THE MANDATE TO DO THIS IS OUR NUMBER ONE GOAL. I THINK IT IS GOING TO BE REALLY IMPORTANT

126TO BRING THE BOARD ALONG. every step of the way or some significant step of the way. So I don't see once, you know, this is off and going that as a board, we should come back and visit this at 12 months. I think we need to like come back and revisit this at like six months or some smaller interval so that we understand what's happening and that we understand the directions are going in and that we understand what decision making we may have to make. TO BE ABLE TO REALLY SUPPORT ALL ASPECTS OF THIS. SO TO ME, IT'S NOT COME BACK IN A YEAR AND TELL US HOW WE'RE DOING. IT'S WE NEED TO COME BACK IN SIX MONTHS OR WHATEVER SHORTER TIME PERIOD MAKES SENSE IN HOW THE PROGRESS IS GOING. SO I DON'T

127KNOW IF THE BOARD, MY FELLOW TRUSTEES AGREE THAT IT SHOULD BE A SHORTER TIME PERIOD. I'm good with that. I think an update would be very helpful. I don't know what a reasonable time period would be, but enough for them to actually be able to do the work and have something to report. Can I clarify something? I guess I'm unsure what we could actually learn at six months because that's such a small window of time for a project this big. I'm thinking more, well, I think we probably, there are things to learn at six months, even if it's just. logistically how they're moving forward what because this is a it's a guideline right so the work the work getting getting into what needs to happen how it's gonna happen that new obstacles that you'll discover

128all those things I think are important for us to know so it's not about a final product it's just about us being able to understand what the process is is and what may be learned early on we don't know And so to me, and it's valuable because what we also don't want is, especially since it's our number one priority, and it's our number one priority because we think this is a absolute base to being able to increase our academic achievement, right, that we don't go in a particular direction, that... That is far from what the board is wanting because then you come back at a year's time Present something to the board and if we're we're off Then that becomes problematic. That's going to become problematic and so I I see one of these I

129see this as You know one of the topics and one of the issues that's really important for us to stay informed and to be able to check in as we make progress along the way. That's my sentiment. That's how I see this going. Everything that comes across is important here, but there's probably no more important topic than this particular topic. So I have one more comment, but I don't know if we want to go back around and see if anybody else... I think I'm sure that's at least my second comment. So I'll take a break. All right. So I wanted to say thank you for this presentation. This is the second reading. I think we're going to come back and potentially take some action on the framework. When do you expect that to come back,

130Elodia? Well, what I heard tonight. I'm sorry if I sound a little frustrated because I'm eager to get going on this and I'm eager to give my staff clear direction. And so each time we bring it up and this starts going, it gives, it throws staff off and having time to start working with the rest of our principals to give clear direction. And we can continue massaging this and adding to it. Like we do with any other plan like the LCAP and all the other other documents that we have because we are a growing learning organization and things are never Set in stone because we continue to grow and learn and we have to start somewhere if we set ourselves with Unachievable goals that we never make progress we make it too much then we

131don't Some you know you you buy bite more than you can chew then you we don't make that success what is very rewarding or very What's the word I'm trying to use? Encouraging motivating for anyone students adults is to feel like they're making progress Right those little steps When it seems too unreachable It's not motivating. It feels overwhelming and it's very discouraging. I want to make sure that our staff has the tools to feel encouraged and that they have reasonable things that they can achieve. They can't do it all in one bite. We're going to be setting up our staff for failure and we cannot afford to do that. So what I'd like to suggest to the board is that we do add a component for the libraries. I worry about an evaluation. We're talking

132about something really huge that's going to take us off because that's just one component. It's not the whole component, but it's a critical component. I feel more comfortable with the needs assessment because our librarians, we just heard from one, they know exactly what they need. And our soul to our teachers so I would prefer in these assessment and have the experts in our teeth and our staff that know the how and what they need to work with them and instead of going through a whole Evaluation that would take it they might take us in a different direction and we're going to end up Learning that what we already our staff already knows So I'd like to propose that we bring this back for approval under consent Adding the piece of the library and maybe a

133little more clarification on the parent component and we'll make sure that we get your input before Please let us know before the board meeting when you get that packet so that we can make any adjustments and I'm gonna put it in consent Thank you for that answer. Can I make a suggestion of an additional addition of formalizing? Professional development for our library tax as well Thank you. Okay. Is there any space? I guess this will be my second question and then I'll have a comment Is there any space to add a collaboration if possible? with our local City library Like whether it's I mean, I'm gonna leave that up to you guys You guys are the experts whether it's you know doing certain encouraging certain grade levels to visit the City Library as a field

134trip or inviting the library to come into our school with their library on wheels services Whatever it is you guys want. I think that a collaboration And maybe it's already there. We just need to put it in the literacy planet. I would like to see that, especially for our new teachers who are coming in. If they see it, then they have that. There is a lot already happening, and we're working on just kind of codifying that. And we can definitely work that into some of the narrative in the framework. Perfect. Thank you so much. Okay now for my comments. I we heard about you know, a lot of this live a lot of this literacy framework Practices are already happening and being implemented and then we talked about we heard from our board members about

135you know engaging our families In in our school site in in that practice, right? One I wanted to highlight to our board that school sites already having what they're calling literacy nights and they're inviting their families Students and families to come and enjoy an evening where the teachers are hosting short sessions to show the parents and families how to review their child's homework and I ready scores and they're doing like some hands-on training on how to engage And monitor their students at home on their Chromebooks purchase to participate in these programs and then not only are they doing The I Ready in English reading and Spanish reading. They're also doing it for math. And then they're also bringing in local authors. We have a lot of authors in our community. Like some of them are

136even parents. So for example, Beamer's inviting a parent to come and read a book. And they're also going to give out free books that were donated from our public library. So a lot of this stuff is already done. So Beamer is having theirs on Thursday, November 13th from 5.30 to 7. If you guys are available, I encourage you guys to come because this is like a model of... What's potentially already happening at the other school sites? I'm excited that this is happening because I know for me it was challenging to really sit there and learn how this I ready program was happy, you know works I'm pretty tech savvy But it does take a little bit of energy as parents to learn how to operate and supervise these softwares So I think having this this

137opportunity is is awesome That's my comment. Let's go back around trustee. I mean, I would like for us to stay more on the framework side because a lot of things that were mentioned are more like on a plan side. Right. And so then let staff develop the plan like we approve the framework. Right. And then they implement it through the plan they're going to create and make it happen because it'd be like an assessment. To me is more part of a plan than a framework So again, I would like to stay on the framework side and then let them develop the plan and implement it Based on the framework that's been approved. So that's that would be my preference so I'm gonna comment to your point. I hear what you're saying as far as you

138know, trying trying to stay in the framework side and in trusting You as as the experts But then as board members, I think it's good to be able to have these conversations. And some of us don't think in the sense of framework. We think in the sense of examples and the way we see it as parents and lived experiences. So I do respect your comment and your ask of us. But in terms of, you know. Me asking the superintendent like hey, what's a tangible deadline, you know to bring back the framework I think that was I don't know if you're if you're asking me but then I talked about you know how it's kind of already I don't know where you related to me Okay, good because I'm like but I did want to jog

139that a little bit that some of us, you know Yeah, I may have a little bit of challenge to stick to the framework because we have a little bit of a different experience But I'm gonna leave it there. I think it I think what's happening is that this is like trustee Rodriguez was saying this such a Important topic a priority to the board that you're very very passionate about that is so critical that is so hard Not to get into the how and stay in the what so your comments and all your ideas are well taken We will definitely consider and work with our staff But the framework is really the what and then the how the more detail specific This will is the how that we were working with our staff, but we want

140to tell be able to say This is the what? THIS IS THE DIRECTION THAT ALL OF US ARE GOING TOWARDS. WE ARE GOING TO ALL WORK TOGETHER WITH THE EXPERTISE OF OUR TEACHERS, OUR LIBRARY TECHS, OUR PARA EDUCATORS, OUR SPECIAL EDUCATION STAFF, OUR PRINCIPALS, OUR RTI, EVERYBODY, TO HELP US WITH THE DETAILS OF HOW TO MAKE THE WHAT A REALITY. IS THE LITERACY FRAMEWORK COMMITTEE STILL CONTINUING TO MEET? We have dates set up for this year, but we have been wanting to finalize this piece before we brought the group back together. Okay. Yeah. But the plan is to continue to meet not just this year, but through whatever year this framework ends and beyond maybe? Yes. Okay. Yeah. I would like to request that we consider adding another library tech to the committee. I did

141see that we do have a retired library tech on there, so I think that is really great. But if there is room for more voices, I think that would be great. And I was looking back at the records and there were more classified staff recommended for the committee when we originally set it up. And we had some invitations out, but for whatever reason, and I don't recall what the situation was, but we did, a retired library tech was part of the committee, but someone else who was invited wasn't able to make it. TO OUR, YOU KNOW, WE DIDN'T REACH OUT TO FIND ANOTHER REPRESENTATIVE. BUT, YEAH, WE'LL WORK ON THAT FOR SURE. AND THE COMMITTEE MIGHT CHANGE BASED ON PEOPLE MOVING DIRECTIONS OR LOSING INTEREST. WE ALSO, CHESTIA GARCIA ALSO REQUESTED PRIOR THAT WE INCLUDE

142MORE ENGLISH LEARNER PARENTS ON THE COMMITTEE SO WE'LL MAKE SURE THEY GET INCLUDED ON THIS MOVING FORWARD. Thank you, and I also I want to add to to trustee Rodriguez-Mozica. Maybe those meetings are in person or hybrid. Maybe it's a We definitely had them in person and I I do believe that we had a hybrid option available I'd have to go back and check but they were in person and I believe there was a Zoom meeting at the time. Okay, maybe that there can be a more easy to access for more parents or more Yeah, so those are my I'm gonna piggyback on that So if you're classified or certificated employee participating in this committee Can they use their adjunct hours to participate on this? Is that? Do they use their adjunct hours? We usually

143will let the adjunct hours, let the sites decide for site needs. So we try not to impose on that and we usually pay people for a committee of their staff members if it's after hours. Okay. Thank you. Trustee Richardson-Feller? No. Trustee Garcia? No. Trustee Brubaker? Rodriguez? So I just want to... Make clear. So the, yeah, in terms of whether, if we're talking about the issue of the libraries and what their role is, whether it's evaluative needs assessment, that's up to you. We're just trying to get the gist of, you know, taking them into account as being part of that. That is up to you guys for sure. I think that we're not quite sure. Did we agree that we would? Come back and check in in less than a year. No, but we can definitely

144do that. We can check in, well, once we get this finalized. Because it's not finalized yet because then we have additional things. So that clock isn't going to start clicking until we approve it. Gotcha. Do you have an ask? Do you want to do an ask? An ask for? To come back at a certain time frame? NO, NOT PARTICULARLY. IT WAS THE GENERAL GEST THAT IT SHOULDN'T BE A YEAR, THAT WE NEED TO BE WELL INFORMED. AS WE KNOW, WE HAVE SO MANY TOPICS THAT COME THROUGH HERE. WE DON'T WANT TO BE SURPRISED. WHAT I CAN DO IS WHEN WE ARE PREPARING, I'M LOOKING AT MONICA SO SHE CAN HELP ME WITH THIS. WHEN WE ARE PREPARING THE GOVERNANCE CALENDAR FOR BOARD MEETINGS ON ONGOING TOPICS, I CAN ADD IT ON THERE FOR TWO TIMES

145A YEAR AND I'LL WORK WITH STAFF ABOUT WHEN WHAT MONTHS WOULD BE A GOOD TIME AND WE CAN JUST PUT IT IN THERE SO THAT IT'S ON THE ARTICLER. OKAY. THANK YOU. I THINK YOU KNOW JUST AND WE'RE TALKING ABOUT LIBRARIES AND PRESIDENT BATISTA ZAVALA BROUGHT OUR COLLABORATION WITH THE WITH THE CITY LIBRARIES. I SEE THEM AS TWO DISTINCT THINGS. WE HAVE OUR OWN LIBRARIES THAT WE DO OUR WORK WITH. TO ME, THE CITY LIBRARIES, THAT GOES TO ME, IF WE'RE LOOKING AT THIS FRAMEWORK, THAT'S UNDER COMMUNITY COLLABORATIONS. JUST TO HELP MAKE THAT DISTINCTION FOR EVERYBODY. I DON'T KNOW IF EVERYBODY WOULD AGREE TO THAT DISTINCTION. So going back to foster collaborative literacy partnerships in under year one 2006-2007 school year the third The third point is foster collaborative literacy partnerships by promoting shared understanding

146of literacy goals, progress, and strategies to support reading and writing development at home and in the classroom. I think that trying to foster collaborative literacy partnerships in the community would also be important to add here because I think that besides all the good work that we're going to do, and that could very well be what we're already doing, which is connecting with the school libraries. But in year one, I think we need to be able to have some expectation that it won't just be home, it won't just be the classroom, but it'll be the community as well, as best as we can, that there's an expectation there. I WOULD LIKE TO SEE IF THE BOARD, IF MY FELLOW TRUSTEES AGREE TO ADDING THAT DESCRIPTOR. ADDING WHAT DESCRIPTOR? COMMUNITY. FOSTERING COLLABORATIVE LEADERSHIP PARTNERSHIPS. IT TALKS ABOUT

147COLLABORATING AT HOME AND IN THE CLASSROOM. BUT I ALSO LIKE TO ADD COMMUNITY AS WELL. DOES ANYBODY OBJECT? NO. WE CAN DO THAT. NOTED. SO THAT'S JUST THE EXPECTATION. AS WE TALKED, RIGHT, I THINK AT SOME POINT AS WE GET GOING, HOPEFULLY THERE'S THIS AWESOME NEXUS THAT HAPPENS WITH WHAT WE'RE DOING, WITH WHAT OUR PARENTS ARE ABLE TO DO AND WHAT'S HAPPENING IN THE COMMUNITY AND ALL THESE COMPONENTS COMING TOGETHER, HOPEFULLY WE'LL SEE A HUGE BOOST, RIGHT, NOT JUST IN OUR DISTRICT. but in our community as well as we elevate this issue of childhood literacy. So those are all my comments. Thank you very much for all your work. Thank you. Nothing further from me. Going back around one more time. Trustee Richardson-Fowler, Trustee Garcia, Brubaker. I have a question that is not necessarily tied

148to this, but just... TRUSTEE REDRIGUEZ MADE ME THINK OF IT. DO WE OFFER SUPPORT FOR OUR ENGLISH LEARNER FAMILIES ON HOW TO ENCOURAGE ENGLISH LITERACY AT HOME WHEN IT MAY NOT BE A LANGUAGE THE PARENTS THEMSELVES CAN HELP WITH? WE DO THE LATINO FAMILY LITERACY NIGHTS SO YOU CAN GET UP AND STRETCH A LITTLE. She can share with you some of the work that CAFE is doing and our EL specialists to support in that area. Good evening. Yes, we annually provide professional development for our parents, a Latino leadership project where we promote biliteracy and really the love of reading. So we buy bilingual books for our families and our cafe specialists deliver that. So as mentioned before, though, I think Director Lambie said we struggle with some of the attendance. We start strong and then

149we lose some of our families just because multiple sessions are hard for folks. lot of reasons. But yeah, we do offer a lot of some training, definitely more needed. I am meeting with some folks this week to kind of plan out our sessions for this year. We offer the Latino leadership at all of our elementary schools, 10 of them, 10, 11 of them. could be wrong, I think it's 10, each has their own site and we buy books and it's an annual event. And so families are returning, which is a great thing. They're now collecting books that they get to keep at the end of the lessons. And they do a lot of work with their students on how to do reading comprehension and some pre-early skills. And so that's something we'd like to expand

150to get more participation in, but it's a work in progress. Thank you so much. I didn't doubt we did something like that, but I had no idea what it was. So I'm gratified to hear all of our Title I schools do it. Thank you so much. Maria, can you share really briefly also in addition to what we do with the Promesa to support our dual immersion programs because that's a whole different other program that students receive with different instructions. So just share a little bit about that. Yeah, so we're in year five of the Promesa grant. And so every year as part of the Promesa grant, there's parent PD. And the first several years was all in person. So the presenters came out here and did really a lot of work around literacy, around knowing

151how to... ELPAC, they did the California English Language Roadmap, not English, California Roadmap. And right now they're doing something called Say Me Yes, and it's all around literacy. It's a book club, it's online because we are partnering with Narco Corona, which is our other partner district down south of the grant. And so it's a lot of literacy work with parents and just the love of reading. And it is on Zoom, so year four and five is it did. rotate to zoom but i know um i think trustee garcia attended one or two of those sessions as well so that's also part of how we support our dual immersion families with literacy in both languages all right thank you i think this concludes our questions thank you very much i have to make one last comment

152go ahead i want to thank our staff Thank the trustees for your time when your commitment your passion on this topic And I just wanted just just to just make you aware. I think I've said in the past When we started this journey, we could we cannot find any district that had a framework or plan or a guide We now the state has something but they didn't have it back then And so we're kind of pioneers at pioneer leading the way on this and we've already been asked We were asked, but I don't think we accepted. No, we didn't because it's happening right now. We were asked to present a conference that's happening in San Francisco right now a couple months ago, but we had to decline because it's not done, right? And because we're

153here at the board meeting. But just to let you know that this is pioneer work, and thank you for your support and your mission and vision and your passion on this very important topic. We'll bring it back under consent with these changes and you'll have one more opportunity to ask any questions before Proving it. Thank you All right board. We are at facilities and finance. This is an informational update of boundary study. I know that it is 824 are you guys okay with powering through and if you need to take a restroom break that you go individually? All right nodding forward All right, presentation. So informational item, no action today. It is 825. So here's another very important topic. We only had two topics tonight. Thank goodness, right? Again, another very important topic and I

154want to thank you also trustees again for your due diligence and reviewing the information I want to thank Rob our presenter. I forget your last thing I'm sorry for taking time to meet with trustees before this board meeting to ask your questions You also received the additional questions through emails. So again the board do their due diligence on spending time I'm preparing for this presentation and I'm sure you'll have more questions tonight All right, there's no public comment on this. Take it away, sir. All right, well, thank you very much. Good to be here, superintendent, board president, trustees. Always good to see you in person. I've gotten to see some of you on Zoom a little bit in the last few days. But again, I'm Rob Murray. I'm the director of demographics at King. And

155as part of our larger boundary process. If you'll recall, we had been in March when I was here and presented some recaps of your enrollment trends and demographic data. It was acknowledged that that was data that was getting a little bit long in the tooth. We wanted to come back at the start of this year with fresh data from fall of 2025. And I'm just here tonight to update you on what we're seeing with very, very fresh information. And then we can talk about. altogether what that means. So as usual, I'm going to spoil the end of the story before we get started, but... We're really just seeing, if anything, similar but I would say accelerated trends from what we were looking at based on 23-24 data. You have overall, the last couple of years,

156tracked on the lower end of the projections that I had put together. Then I'll show you a couple of points where that kind of explain a little bit of what was happening there. But the big story is we're still dealing with that cohort replacement issue. Births are down. There are simply fewer kids than there were a little while ago. When you have a unified school district, you're dealing with now 14 years of birth age cohorts. It takes a long time for this pattern to keep repeating, but basically every time you have a group of kindergartners come in, your 12th graders leave. Looking at that bottom line total, Every single time there's fewer coming in and more going out. It's hard for anything to happen but that your enrollment goes down. You do have our first

157year this year of fully expanded transitional kindergarten. So you have had... some offsets and we anticipate there's still a delta between the kinders that you get and how many of them you also get the year before for TK. So there will be some opportunity for growth there. There is, as I'm sure everyone knows, some residential development that we're tracking and that will add students. But these are things that are just nudging a line that is very strongly pointing down for some reasons that we'll detail for you here tonight. And the other thing to keep in mind in that context of the boundaries is that this is not uniform. enrollment change across the district. You do have, especially with that residential development that we're tracking and just where your students are living, some school boundaries are

158still seeing more residents than they were. And even as you have district-wide decreasing enrollment. So let's go ahead and dive into some of this. Here is your last 10 years of enrollment data. As you see, it's been a pretty steady decrease. But getting down now to 92.65, continuing to be lower, and as you split that out by elementary school, intermediate school, high school, you always see this kind of trend hit first at the elementary schools. That's where you have those kindergarten cohorts coming in. So no surprise that you've seen that steady decrease. You really saw it start to hit in your middle schools. around 20, you know, between 2018 and 2019, and then just a couple of years later, you really started seeing that beginning to hit at the high schools. You've really just started

159to see, and I'll show you a really cool chart later, or at least I think it's really cool, that really shows you really just last year had your 18-year-olds who were born in the highest tip-top year of peak births back when everything was going up up up you just got those kids graduated for the most part last year and so you're really just starting to see this beginning to hit your high schools but we'll show you some details of what that looks like with all of your enrollments and then here is that engine that's really driving the direction that things are going A decade ago, you had kindergarten cohorts coming in in the high 700s. You are now down into the low 600s. Now again, I'm just going to keep spoiling things to come. You're

160not even going to see kindergarten cohorts in the 600s in the future. based on what we're seeing with the births. But you see that light blue line is filling in so those facilities that you have for those youngest learners, you are having the TK expansion that is helping to somewhat offset this. But in terms of those TKs don't move to first grade though. So in terms of who's rolling through and then moving from year to year and grade to grade, you're just seeing smaller and smaller numbers. So, we're going to put a quick pause here to talk about that student generation rates, because at the end I'm going to show you some things about what we think the impact of residential development is based on everything that we see from predominantly the city of Woodland.

161And the big question is how do we know how many kids that we expect? And of course, having the elephant in the room in that conversation is the Woodland Research and Technology Park with something in the ballpark of 1,800 homes that we're looking at by the time it's all built out. And so since you have had some recent development in your community, we literally just go as a reminder, I think we talked about this in March, but we look at homes that were built, we look at your current students, and we see. how many students do you have enrolled from these new homes? And we look at that by different kinds of housing. And so your single family detached housing, that what we call student generation rate, just looking at the big line on the

162bottom, so 0.304, I'm just gonna round that to a 0.3 for easy explanation, but that basically means you build 10 homes, you'll probably have about three students, TK through 12 that are enrolled. And so, We look at the kind of housing, your multifamily, your rental apartments basically, actually have a very healthy student generation. That one can vary a lot in different kinds of districts and as is not uncommon at all, anytime you build affordable housing, below market rate housing, you are going to be, that's going to be the kind of housing that young families with school age kids are. much much more likely to move into or to stay in the district. But these are the numbers that we use when we look at Here are some projects in the city. Here's when we think

163they're going to start building, how many units per year, how long is the build out. We just put all that together and generate the students. And keep in mind, for a long project that's going to take 10 years to build, some of those students that you generate in the first couple of years have fully left the district by the time the last homes are built. So you don't get all of those students at once either. Then spatial analysis, another part before we dive into the enrollment projection numbers. So new map on the left, and I'll go ahead and caveat I had to sort of under protest update to a newer version of my mapping software. Still ironing out some of my process, and yes, we will make sure we throw some legends and some scales

164and all that good stuff on as we get through some of these. But that is just your map that is a dot for every residence address of your student list. And so keeping in mind, you'll kind of follow Highway 16 out to the west there towards Esparto and just outside of the district boundary. Because this question will probably come up, but just keep in mind that little area there that's sort of over by the golf course and the airport, because we'll be talking about that in a minute while we have it up on the map here. But then just a quick reminder of your current elementary school boundaries, your middle school and high school boundaries, which of course are the same boundary but apply to whether it's Lee Douglas or Pioneer Woodland. And then these

165matrices. So we're going to kind of go over these in just a couple minutes of detail, remind you of what we're looking at here. These are the brand new numbers. These are your current students in 25-26 academic year. So every column that you look down, those are your boundaries. So all the schools that have a boundary, this is all the TK through sixth grade students who live in that boundary. And so you see the total residing in the dark blue at the bottom. We're just going to look at Beamer as an example. You have 292 students who live in that boundary. Of them, 160 of them are also enrolled at Beamer. And then you see where... All the other residents are enrolled in school. 12 of them go to Dingle, 57 go to Freeman, and

166on down the row, or down the column, excuse me. Then you start looking across, and that's the opposite. That's where people are enrolled. So Beamer, no surprise given the program that you have there, 517 total enrolled students, 160 of them come from inside the boundary, and then you see what boundary is supplying all the other students. So that's how we read this. And then you will notice a couple of things. We have a column for other districts, and we'll detail that. But some of the students that you have enrolled don't live in Woodland Joint Unified Boundary. You'll also see at the very bottom row, Spring Lake. Technically, we've talked about this before, Spring Lake does not have an attendance boundary. It is just a school that is also within the Tafoya boundary. And so, I

167can look at who lives in certain proximities, but technically those are all students who are Tafoya residents, for the most part, who are enrolled at Spring Lake. You do have a handful of students from some other areas who are enrolled there. And then we get those rates of in and out migration. So again, the in migration is just what percent of all of that school's enrollment is coming in from outside of the boundary. Out migration is just what percent of all the residents who live in that boundary are going to a different school. And then your net migration at the bottom, and we'll show you a map that summarizes all this, that zeroes out every student that is... into one boundary is out of another. So we're setting aside the other districts, we're setting aside

168Spring Lake, but just looking at your schools with boundaries for every student that moves, it's a net zero, it's a plus one to someone and a minus one to someone else. And we see how that all nets out across the district. We have the same matrices here. They're not nearly as elaborate for your middle schools and your high schools. Just do want to point out in that vein of what we're looking at for boundary study. You have almost 800 seventh and eighth grade students who reside in the Douglas boundary, only 526 in the Lee boundary. And that has gotten, that has been a shift of, you actually have more, even though you have fewer students overall than we did from the data two years ago, you actually have more students in the Douglas boundary than

169you did two years ago. by about 50 and then about 100 fewer students in the Lee boundary. And that's not enrollment. That is just looking at who's living there. And you will see on the net migration at both the middle schools and the high schools, I think deliberately, if I'm not mistaken, you have fairly even numbers in terms of transfers back and forth between the two schools. Then we look at the high schools, you see the same pattern. Pioneer has significantly more students in grades 9 through 12 who live in that boundary. than Woodland High does. But same thing, the transfers between the two schools are very, very close. And then here's that slide where we just wanted to put this in, in case there were questions about all these other students residing in other

170districts. So where do they come from? And just clarifying that top line, it says Woodland, because we're looking at this by the city of residence. We could also look at this by the school district, and that would be helpful. I can put that in the full report. But I put a little asterisk there, and there's a further down, you do have some Knights Landing addresses. And this is just based on... for those students addresses what was in the city. You know, just we you know, you're sending something to their address. How is it addressed? What city is put? And so a lot of those families in that area by the golf course over as you go towards Esparto, their address says Woodland. Yes, that's not the city of Woodland, but that's what we have to

171go on. So that's that's pretty much where most of those students are. So you really can kind of combine those first two lines as. things that are in the esparto area sacramento davis and then the dunnigan arbuckle uh both in the pierce uh joint unified school district so you can kind of see the areas where you have the most students coming into woodland on that traditional uh you know who are enrolled with you but living somewhere else but where they tend to come from so a couple of maps Looking at just the elementary boundaries here on the left. Again, this is your current year data, keeping in mind that DeFoya is really kind of, does have a second school within that boundary. But the darker the color, the more residents there are, but you do

172have labels to see the precise numbers. But the Tafoya boundary, which also includes Spring Lake and Woodland Prairie, are your boundaries that have the most students already living in them. That's also, of course, where we're expecting the most impact from some future development. Your current net migration, again, this is setting Spring Lake aside. But you can just see, obviously, even outside of Spring Lake, Tafoya still has the most students who live there going out to some of your other schools. Generally, you have a trend of, aside from Beamer, students in Woodland, on net, more students going out to some of the schools further outside of the city than coming in. So just some trends that we, since we presented them in March with the data that was at that time from the year before, you

173now have the fresh look. We're seeing just, again, more continuations and accelerations of the same trends that we've been looking at. So here's that. I am presenting this in a little different way. So here's that chart I was mentioning. This is... about 25 years of local birth data. Quick reminder, this is tracked by the California Department of Public Health. This is based on the residence of the person giving birth, regardless of where the birth occurred. So we really are tracking who was born to people who live in your district. So that box. roughly correlates with your K through 12 students who are enrolled right now. So again, I was actually one year off from talking from every minute ago. It's right now that your senior class, predominantly people who were born in 2008, 17, this

174year 18, next year sometime, and that was peak births. You had topped 1,000 for that one year. And then you can just see the trend. I mean, you had a little bit of a flattening out again, kind of in the 800s, and then kind of dropping down into the 700s. And looking ahead for the next five years, or rather four years where the births are in the books, 2025, we have the data through August. And so we're extrapolating what that total might look like based on who's been born so far. but all five of those years are lower than anything that you have in that corresponds to the kids you have enrolled right now and certainly to the kids that you have before all that stuff to the left of this chart As your enrollment

175has been ticking down year over year, you just kind of see, just imagine sliding that box over one year at a time. That 2007 bar goes out and that 2020 bar comes in and you can just see vastly different numbers of kids. And it's, again, it's really hard. I mean, there's obviously other things going on. We track a lot of things. We look at a lot of things, add some context. This is the headline. Everything else that's happening is just how much does anything else nudge this pattern. And as far as when are we going to reach the point where we at least quit going down, it's... you can kind of see you're getting there. You've gotten to another point where at least your births the last five years, they're some of your lowest births

176on record, but they've at least quit going down even lower. But the issue is, in the time it takes you to enroll over the next five years, all of those kids, you're still, every single one of those years, exiting out a much larger group of kids. But in about five years, assuming that the births out in front of this keep coming in at at least about the same level, you'll see that stability start. Your elementary schools will stabilize at that point, where every cohort coming in is based on about 700. kids who were born and then eventually in the long view these things always go in big waves up and down at some point you get the opposite side of this again you start getting more births you start getting more kids coming in but

177at this point let's just see if we can keep having at least stable births and get to the point where your elementary school enrollment does not go down anymore because right now you're still at your upper elementary grades, or yeah, that label of the 858 in those couple of years before, that's who you still have in some of your elementary schools. So you still have some potential enrollment decrease that's very hard to get out from under, because you know who's enrolled right now, you know they're leaving in a few years, and you know who's most likely to come in and take their place, and there's just not as many of them. So how confident can we be? that birth data means anything. You really look at this and say with certainty how many kindergartners we're

178going to have. And looking at your history, that top bar is what percent of the births result five years later in kindergarten enrollment. And pretty much about 83 to 84 percent of them. Again, so when we looked at this two years ago, when you had just, you know, gotten past COVID, climbed up to 81 and had this one peak at 85, I think that's why your projection that year was maybe a little more optimistic because we thought that ratio might be climbing a little bit higher, but it settled right back into your historical pre-COVID ranges. It looks like, you know, 81, 82, 83, 84, something in there, but you know, some mild variation, but we pretty much know if we know who's been born, we pretty much know about who's going to show up five

179years later. Your TK on the bottom, of course, you've been expanding eligibility in that. That's why that ratio is going higher. So you just hit .44 in the current year, the first year that every four-year-old is eligible. And so we'll track that and see. Again, there's going to be obviously some gap between how many kids do TK. And then if they don't do TK, they'll still come to you for Kendra the next year and the opportunity to maybe get more of those. Then the last thing we look at is that existing cohorts, net growth. So all those kids that you had, this would just be a flat line if just every single year you said bye to the kids in May or June, around August, they all come back after a summer break and it's

180just the exact same kids in grades K through 11 leaving and then coming back as grades 1 through 12. In reality, people are moving in and moving out constantly. When I first started working for a school district, I was astounded when I started really tracking this and just seeing how many kids from one year to the next change address and then how many kids are just moving into and out of the district. But the good news for you is previously you were a net negative district in this regard. You had of your, you know, not even counting the cohort replacement, but just of your existing cohorts, you would have more kids leave than new kids come in. For the last four years, if not by a huge amount, you have at least been net positive.

181So that's good. But with the numbers we're talking about, you know, a gain of... around a half percent growth of your existing cohorts, it's a positive thing, but it's not nearly enough to offset the size difference, again, of those outgoing older cohorts and the incoming new ones. So big wall of numbers, not going to read them all to you, but a few things to keep in mind. So this is first a moderate projection that does not yet factor in who we think is coming from development. This is just looking at those demographic trends we were talking about. So if there were no development going on at all, what we would expect is dipping down into the mid-8000s by seven years out. And the main thing to track is, again, I told you that the next

182five years where we know what the births look like, all of them are lower than any year that you've had enrolled in recent memory. And so kindergarten enrollment dropping down below 600 even, and... But at that point, perhaps staying there. So this is what I was saying. Do we get to the point where we think you might kind of stabilize? And at this point, next year, that first kindergarten cohort comes in. You follow it down and to the right. So first grade in 27, then second grade, third grade, fourth grade, fifth grade. This takes us out to win next year's particularly small kindergarten cohort, i.e. the start of what might be your new normal. They're in sixth grade at that point your elementary schools are full of this level of births so that level of

183TK-6 enrollment that 44-75 that could be the point where you stabilize assuming that the births don't drop again in 2026-2027. It's going to be very important to look at that. But that's the point where we think you can see some stabilization in this pattern based on the fact that you've at least seemed to have hit a point where you've gotten down and they are just holding steady for about five years now around plus or minus 700. So that's good. And then here's what that looks like visually with a little bonus line of... What does it look like instead of going out into 84-71 by 2032-33 with all of that development, all of those hundreds and hundreds of new homes we're looking at? And that's where I said keep in mind those student generation rates, a

184lot of people just put in their head. There's gonna be a kid in every home. It's not even an affordable housing. You don't literally get a kid in every single home that's built. You also they don't all get built at once. So spoke with some staff at the city with the research and technology park project. We're still looking at the first homes. maybe in two years, but two to three years, starting to see some of those homes built and occupied, but still looking at an eight to 10 year build out of the whole project. And of course, there's still some variation in what could happen in terms of housing density, in terms of the housing type, in terms of what gets phased when. So this is a little bit general, but yes, you're going to

185see... a few hundred more kids than you otherwise would have had because families will move into those homes who otherwise wouldn't be living here. It's not nearly enough to change the story of what we have. And that then gets into the whole boundary process and some conversations that we were having a few months ago and that with the committee that met some, just generally things that we're looking at, which is... generally to the extent that you have a lot of these elementary school sites of your two middle schools, two high school sites, you have plenty of school site and enrollment is not even going to come up to where it is now anytime soon, much less where you were several years ago. So again, long, long term, yes, enrollment eventually will probably go up again

186at some point. Based on everything we know, particularly with what's happening with local births, and that is not a Woodland issue, that is not even just a California issue, that is an everywhere in this country and increasingly a lot of other places in the world issue. There are just not nearly as many kids who are being born, and a lot of people are really figuring out what that's going to mean long term. But for you, we can really narrow in on it. It does mean enrollment is going to continue decreasing. barring something seismic that really shifts what's going on. So that's what I have prepared to show you. And then, yeah, we do want to continue perhaps talking about what our timeline is with the broader development process now that we have looked at some

187updated data, which was one of the things that we left last spring, wanting to make sure we did for you. So I will turn it over to... Oh, don't have a question slide. So we'll leave it on the thank you slide, but we'll turn it over to you. Thank you. For any questions that you want. Thank you, sir. I know that my colleagues have sent over many questions, and we've had briefing time with you to ask questions prior to this meeting. So I'm going to remind our team, my colleagues, that it is 8.51. We can stay on this item as long as we need. So I'm going to go ahead and open it up for questions and comments. Who would like to go first? Trustee Villagrana. Just want to confirm that the maps will come

188to us. before they go out to the community, correct? Yes, so on that timeline process and that was, yes, any map options that are developed, it was so implicit to me that I didn't actually write it out and that was, that is on me. Yes, the board will see and have the initial presentation of anything that's presented, have your chance to provide immediate feedback and some potential course corrections and then... I was kind of jumping ahead to the idea that we've talked about of making sure that we do get some healthy community input on this. But absolutely, yes, the board gets the first view of everything. Yeah, I wasn't clear from that, so that's why. No, and you were correct. Yeah, you were correct that it is not clear from that. So, yeah, I will

189say that very clearly now. Yeah, anything we develop will come to this body as you get the debut of anything. Thank you. Thank you, Trustee. Trustee Rodriguez-Molkica? Thank you for all your work on this and I look forward to the information that's coming. I have no questions. Okay. Thanks Jesse Brubaker, do we have any idea of when we might see maps? Yeah, and I think we can Definitely, I think we've yeah, we certainly got some input on criteria. So now that we have this information I would think probably soon after the the winter break, so potentially by January. I mean, I'll talk with other staff on in terms of, you know, because I know sometimes you have some very, you know, lots of things that you're dealing with, but I would say at that point,

190as soon as it can make sense to bring that to you, I would love to bring that to you. From my perspective, I would like to get the ball rolling on this because I want to make sure we're reaching out to families while school is still in session. Yeah. Oh, yeah. Because that will be a lot harder over the summer. This is a delicate topic, but this was a sobering report. It's a little different than what we saw before, and the projections are different. I don't think we're in a scary place yet, but as we're doing this, our neighboring district is closing schools. We are not at that point yet. I don't think we're going to be there imminently. but I would like to encourage my colleagues to start thinking of creative ways that we

191might be able to forestall this a little bit. We do lose some of students to other schools. Are there creative ways we could try to retain more of them? I know personally I have a lot of friends who send their kids to elementary school here. And then when middle school hits, they go to other districts. Why is that? What can we do to try to encourage them to stay so we can maybe inch some of these downward tilts just a little bit higher? So that's sort of my two cents after looking at this. This is such good, interesting data. I really appreciate your work on this. And I think it gives us some important things to consider. Thank you. Just to piggyback off of what Trustee Brubaker was saying, we know that a lot of

192kids leave our district after elementary and go to DaVinci. And then another sector of our kids that leave go to VAPA programs and optomas. So are you talking about creating those sorts of programs so we can poach our kids back? Absolutely. Perfect. I know I've talked to the superintendent about that a couple of times as well. Yep, and I'll just mention I had to pull this slide back up just because you can always track any given number down to the right Should be roughly that same group of kids and if you look across the sixth grade down into the right you pretty much consistently see that is yes you Net negative between sixth and seventh grade really does stand out Thank You trustee Rodriguez Thank you for your work. A lot of information. Yes. A

193lot to sort out. So just to be clear, the spots that you see, there's general decline, but there are some spots of growth. And generally that growth is in the new development that Spring Lake and and Tech Park is it is that correct. Generally. So when we say the kind of spots of growth so you see aside from sixth to seventh a lot of your other grades if you just you know particularly you know you've actually been picking up. some students on net in some of your other grades and a lot of that, yes, is due to new development, is due to even just existing housing turnover, but it's where are the families with the school-age children moving to and moving from and you're picking up more than you're losing if by just a small

194amount. Not everyone can say that. So yes, that does say something. But generally those areas are the source of enhanced numbers. Yeah, I mean, I would have to take that. you know, two student lists and really look at, you know, who's everyone who left from the year before and who's everyone who came in this year new and see where they live. But just based on, I mean, you kind of already see it though with those matrices with at the middle schools and high schools where you just, you know, you see the boundaries of. Where increasingly more of your students live? Yeah, yeah just as concretely as we could spell that out right? Yeah, the understanding is kind of clear as to how how we've come to the conclusions of where there may be some spurts

195of growth or more than than others and then in in one of your graphs when you look at the type of housing that then creates student growth it look looks like that low-income housing is the housing that generates the largest growth. So I think it would be really important for us to understand clearly and the information that comes forward and the work that we're doing together as a city, where exactly is a low-income housing going to be in the near future, in the future, because that clearly is one of the places that generates a little bit of higher population. Absolutely. Every district I've ever worked in, the affordable housing will... Every single time generate more students. Affordable housing. Yeah. Yeah. Yeah. And so I think that's important information for us to have as clearly as

196we possibly can as we move forward. And then thirdly, I think when it'd be really good, and I know we asked this question, to kind of disaggregate Tafoya, the Tafoya section, because obviously that includes Spring Lake and Tafoya and others, right? But it would be really good to understand, and you did provide me some of those numbers, thank you. how many students with a Spring Lake address actually go to Tafoya and other places so that we can kind of really get into the details about what that need is in that area. Absolutely. Yeah. Yeah. All right. That's all my questions. Look forward to moving forward. Thank you. Thank you. I don't have any questions, but I'm going to kind of go off of what you and I talked about when we had our briefing, because

197I would like for my colleagues to hear. You know, obviously the boundary study is being conducted in order for us to redraw our school lines. And this, the results that we're seeing right now that are being generated and, you know, that we're looking at, it really has jogged my brain a lot. You know, even it goes all the way back to even the lines that were drawn for our school district board of trustee boundaries really got me thinking about. where our students really are. Where are they reciting? Because when we drew our lines for the school trustee boundary lines, it was determined among voter populations. But now we're seeing student populations and where our families are. And it was really intriguing for me to see that we have a lot of families in Wild Wings.

198When that community first got developed, it was older. people and now it's turned into families with school-age students and that community is cut in half. Half of it is drawn to Woodland Joint and the other half is drawn to Esparto but we're actually pulling the Esparto families into Woodland Joint. So my point is that at a certain point as it pertains to this boundary study the information that's coming out of here is Making me believe that we should start thinking about potential advocacy for when we come up to the next census in 2020 was 2030 2030 that we start talking to our County and our city and Really thinking about if Wild Wings should be split the way it split Because to me, it doesn't make sense to break a community in half where you

199could have one family going to Esparto and one family going to Woodland. Like to me, that doesn't make sense. I think it's unfair that if you live on one side of the street, you go to one school district, and if you go to another to another, I think that whole community should be vested in going into one location. Obviously, there's a lot of different things involved, like school bonds and... property taxes, but those students are already coming to Woodland. So I think that's something to consider. The other thing that I really want us to point out is that the drop in enrollment is very clear. It's coming our way in more significant numbers. And I think this presentation is... valuable for us to share with our city council and show them like these are the

200projected numbers we really need to invest the district and the city in some type of marketing plan that's long term in order to attract families with kids because if we don't get the student population that we need in order to keep the numbers that we at least have right now we're going to be looking at some serious serious cuts of employment because we're not going to be able to sustain the employment that we, the amount of employees that we have right now with that, the numbers projected in the future. So I think it's really, really important that we look at these numbers, not only in terms of making determinations for boundary lines but also what they mean in the future because I have I've been on the board for seven years and I've never seen

201these type of numbers as it relates to where our students are coming and where students are going to school and where they're going so you guys probably think that i'm a little bit crazy when i'm talking about working with the city and you know working on a marketing plan but this is what cities like natomas and cities like elk grove who are growing in numbers this is what they do their school districts their counties and their cities are vested that when they think of population and growth they're working with their school districts and saying hey we're all in this together because we want to keep our workforce we want to make this promise that when we hire teachers it's not just for years. It's long term. It's 10, 20 years. We want you to stay.

202So I'm going to leave it there. To piggyback off of what you were saying not just the city but also we need to reach out to the county. We don't want to end up in a situation like Nevada County where they have such a declining enrollment and they are turning into a retirement community that they have to do an initiative of bring our sons and daughters back home. So if we can mitigate some of the loss with programs like our own DaVinci our own vapor program and dovetail with I don't know the upper house. and Woodland Community College. That would be amazing. But I also believe this district and hey I campaigned on aim higher and I come from a blue ribbon district. I think we can walk and chew gum at the same time.

203We can do hard things and we can do a lot of things but we're going to have to do that plan to mitigate our losses so that we can bring our kiddos back. So thanks for bringing it up but don't forget the county and some of the other. organizations that support so we can build a coalition. Thank you Trustee Richard Tafelor and you know I'm I want to share you guys I'm sharing with you guys my thoughts not to give our staff more work Superintendent that's not my intention it's just for when we're done with this specific boundary study when we're done with it I think we need to start thinking about that advocacy that I mentioned because we have time between now and 2030. But just really staying. staying to the data as it

204relates to all the projects that we have right now, whether the points that we have here with the boundary study make perfect sense as we enter our collective bargaining negotiations and continue in that process. What does it mean as we go into considering what are the staffing needs that we need for next year? Because this data, it's really, really valuable. So thank you very much. Thank you for the amount of work. it means so much more than what it what we are what we have it for for this update as we reconsider where we want to go in the next steps for our school district lines and i hope i hope that i made sense and if i didn't make sense and you guys want to clarify anything that i that i said please ask

205me because it really when i looked at it i was like whoa i'm feeling really passionate and it's making me feel a lot of different ways and i just wanted you guys to um to get that sense from me Superintendent. To your point. The city's very interested in this presentation so I meet regularly with our city manager and so we have an agreement that whenever this Topic is going to come up to the board that I notify him which I did and whenever they're going to be discussing impact to the district with the tech park Or things that he would notify me as well and we were also monitoring each other's board agendas But yes this topic has huge implications our schools have implications with this for the city the city has implications for our

206schools and You know, it's important to on but like you were just saying to your point I'm working collaboratively what what that means for the livelihood of our community so I just wanted to acknowledge that and also I Never thought about the county. So that's something I need to work on making sure I'm communicating with them as well It's a suggestion. I know historically there have been bilateral meetings between the school board and the city, and I don't know about the county. Is this something that potentially we might want to pursue since it would be a collaborative approach, not imminently, but just as we're ruminating on ideas on how to address this, having an opportunity to discuss as different governing bodies how to approach it the best and most effectively in collaboration. I think as

207it relates to the school boundary study and the feedback that we get, I think it, I mean, if that's what you're asking, I think it is important that the county does participate or at least are invited to participate in, you know, what that collective input that we are going to be seeking because our school district does, you know, provide education to students outside of the Woodland City boundaries. You know, we go all the way up to. Just outside of Dunnigan and Zamora all the way up to Knights Landing And then all the way down count on the south side. We go all the way to the county line County Road hitting Davis so I mean in West Sacramento So I mean we do provide services to County residents outside of our city limits I meant

208more in the long-term health of our community, but I think that's also appropriate. Yeah, I agree. I think that the county does have a responsibility to support in this effort. Yeah. I think you have something to say, sir? Do we want to go around again? No? Okay. Trustee Rodriguez. So I just wanted to ask you this question, see if we can, I don't know if there's this information, and I asked this to... previously to Louis, are there guidelines from the state or any other expert about what... What is a good number for a school to be at an elementary school to be at that in particular supports? you know some sort of Reimbursement that is compatible to run in it as best as possible Because if there is I'd like to know what that what

209that number might be or what that range may be in regards to how we look at schools, how we move boundaries, and how that affects actual numbers in an elementary, middle, or what have you. I can speak to some general things that I've seen in the time I've done this sort of work. Not necessarily, I'll leave it up to staff who handles the... finances in terms of the specific one of when kind of in the you know, ROI cost to expenditure, all that. But generally, I've seen a few districts establish a sort of ideal size range. And for elementary schools, at least, that can be as straightforward as there's a lot of benefits to having at least two sections of each grade level at a school that provides teacher collaboration, that provides options for students

210to be placed in a different class. if the need arises, it avoids combo classes a little bit more easily. And so that is I've seen as the most common floor of just this is what makes sense to if we can enroll at least two, you know, enough enrollment to have two sections of each grade level. And then your higher limit could be three sections of each. And that really depends. And of course, there's always going to be certain special programs, certain smaller schools, but that are important geographically to where they are might be noted exceptions to that general policy. But yeah, so there's always more details. But that's one that I've seen that's a pretty easy to define standard of where you just see true real benefits to the students, to the teachers. to the

211educational programs of the schools. Yeah, because that's the kind of the other aspect besides just the raw numbers, like what conditions are we trying to foster to get the optimal academic excellence right in our schools and be able to support the infrastructure. If I can weigh in on that, we've had experience right now currently, like at Dingell Elementary, it's very difficult when there's only two sections in this case, right? If you're trying to have a dual enrollment program, two different programs and you only have two sections. that you have very little collaboration opportunities, very difficult. My experience has been either three to four sections is ideal. When you start going into five or six, you're talking about a very big school. Now you're talking about like the FOIA and William Prairie, and that becomes more.

212Complicated you don't want to be too big too small because this a small school still has a principal salary Still has secretary salaries at the cost of having a small school is not cost effective and not necessarily academically Productive as well based on the collaboration if you have some students benefit from having different types of friends And sometimes when a school's too small, they are with the same group of students that are not necessarily want to be together every year, right? So that becomes a challenge as well. And so I prefer a three section to four section in my opinion. I'm sure Louis has his opinion as well. All right. Any other questions or comments? Thank you very much. We all look forward to the next step. Okay and seeing some some maps Wonderful. I

213look forward to it as well. And thank you very much. Thank you All right, you guys this next item that we have is item n related to human resources This is an action item to approve provisional intern Permit for multiple subject so moved. It's been moved by trustee Richardson Fowler second all second All those in favor, please say aye. Aye. Any opposition? Any abstentions? Motion passes unanimously to approve the provisional interim permit. Who did the second motion? I did, ma'am. Okay. Candace. Yeah. Richardson, Fowler motioned. I seconded. All right, item O, governance support. This is an informational item. This is the first reading to review the 2026 board meeting schedule, and this is a draft. You guys should have all received a copy of this. Before I open it up to the superintendent, I just

214wanted to share with my board trustee colleagues that... I ask that we review this in advance. We do have the next board meeting. You guys already know that we're going to be looking at the first budget. recommendations so it's going to be a busier meeting and then right after that meeting we're going to go into the first uh we're going to get close to the reorg so we'll have one regular board meeting in december and then the reorg so we're we pretty much only have like three more meetings this year so i wanted to make sure you guys had sufficient time to look at the 2026 board meeting schedule I'm going to open it up to superintendent and then we'll open it up for all of you to have any questions or make suggestions. We'll

215bring it back for action at the next board meeting on the 20th. I would love to get it on consent, but if we would like to put it on a regular item, that's fine too. Go ahead, superintendent. So when we put the calendar together, we kind of look at past year's patterns and we look at different things that are happening in the community, different things that I know the board likes to attend, like, for example, CSBA, those types of things. So you'll notice in January, I have already, because I've been showing the special board meeting timeline on my last two weekly updates here. superintendent reports so I've already put on the special board meeting for January 15th for the budget and then we have a regular board meeting on the 22nd we normally have only

216one board meeting in January and so we tried really hard as well to do this best as possible when possible depending how things fall on the calendar to try to do the second and the fourth Thursday of the month as best as possible but there's not any set policy for that it's just been a practice that we try to be I don't think we've ever had where it completely stays that way because there's different things that happen. I want to also point out that in July we typically only have one board meeting and that is due to a majority of staff taking vacations for the fourth of July weekend the board also needs a little a little break. And so there's been times when we have not had any July board meeting But I like

217to have a meeting in July because we hire staff and things come up and we have purchase orders in business that we need to do before the start of the school In August we avoided also the date of the fair So that's something that you know, we can or We take into consideration But stuff something that we have to avoid but I did take that into consideration in this draft agenda Because we sometimes we have staff members that want to attend the board meeting or we have staff members here that want to attend the fair And you know if it does get out late on These dates Let's see. What else did I want to point out? in June The last couple years we've had the board meeting the second board meeting in June on

218a Tuesday The reason for that is that many of the directors? start running out of work days and Vacation days and then they're planning to allow them to start the vacations for the summer through the July weekend sometimes they only have two three weeks and if I if I need them here that goes into their into the vacation time potentially and I really need them when school's in session. So having it on Tuesday that allows some flexibility for staff who still need some take some days off for their work calendar. And that's pretty much it. If there's any questions I hope these days work out for you and if not I'd like to hear your feedback and discussion and we can go back to the drawing board and bring another draft to you. Would anybody

219like to go first? Trustee Villagrana. I've said this before, I like to stay as much as possible to the second and fourth Thursday for consistency purpose unless there's an actual district need. And then, so again, if we could do that. And then to me, the January 15th, I mean, it should be a regular board meeting because it's scheduled in the calendar. I don't know why we're calling it a special board meeting. I mean, it's special as we schedule after not. Yeah, so I don't understand what we're calling it special when it to me just the regular room because it's scheduled already And then the Tuesday one it's always really really tough to to get Questions in because you only have Monday to meet with everyone and the responses. I I It has not been good

220for for me to get responses when it's Tuesday's Unless the packets gonna come out on Wednesday kind of I know what that's tough for staff as well So again, that's my concern with Tuesday and I hear again the the reason for staff communication But you know to me again people can still take vacation and someone else can come in their place and and speak on the item Whatever that is. So those are my general comments about the overall but again if the board decides To keep it as is like I can make it work again just for consistency purposes Even the August to me again. It's one day of the fair It's not like it's every day and it's in the evening. So those are my general comments All right, anybody else? Prestige Rodriguez Mujica.

221Yeah, um, I hear what you're saying and I do appreciate What you said and I too I know that it's very difficult to get answers to our questions on Tuesdays I do want to know as I have shared before My teaching schedule sometimes will make it difficult for me to come to classes as I teach in the evenings in teacher ed and I do not receive my teaching schedule until January I have put in requests and I hope that they'll be That I'll get what I asked for but I really have no control over that So I just want to give a heads up of that. And sometimes the classes I am assigned, they tend to be on Thursdays. So I will give you all a heads up when I have that so that you

222know that I will not arrive to the meeting on time. My classes tend to end either at 6 or at 7. They're 4 to 6 or 4 to 7. And I will do what I did this summer and just join you all and give you all a heads up that I am not able to make it until later. So I just want to share that as a heads up. As of now it looks like that will be for August 6th August 20th and September 10th. I can put one of those classes on async online so I'm hoping to only do that for two classes but I don't know because I don't get my schedule until January. Thank you trustee. Trustee Richardson-Fowler Trustee Garcia Trustee Brubaker Trustee Rodriguez. I think I just want to echo earlier

223comments about Tuesday meetings. Tuesday generally don't work well. That's been my experience. Just too short of a time, especially if we end up having to consider very serious things that just don't work well. On August 6th, just as a FYI, that's my birthday generally around that time, I'm out somewhere. So I probably will not make that meeting. Unless I'm a bad boy, then I'll just stay home and get punished. But other than that, I'll just miss that particular time. The other thing I wanted to mention about the June meeting is also that's when we're trying to finalize the budget. SO YOU'LL BE LOOKING AT THAT PRIOR AND THAT'S PRETTY MUCH THE MAJORITY OF THE AGENDA IS THE BUDGET AND FINALIZING THE LCAP. WHICH YOU WOULD HAVE PRIOR PRESENTATION ON THE 11TH FOR THAT. SO WE

224WOULDN'T BE DOING A MAJOR PRESENTATION FOR THE SAME REASONS THAT I MENTIONED EARLIER. I HAVE ONE MORE COMMENT. GO AHEAD, SIR. I THINK THE THURSDAY, JANUARY 15TH WAS CALLED A SPECIAL MEETING, BOARD MEETING BECAUSE WE ARE ANTICIPATING TO, I THINK WE WERE TRYING TO HAVE MORE TIME TO BE ABLE TO DEAL WITH BUDGET CUTS, RIGHT? IT WAS GOING TO BE ONLY FOR BUDGET. YEAH. I JUST WANTED TO HAVE THAT ONE TOPIC. ANTICIPATING THAT WE'LL GO TO THE WIRE, ESSENTIALLY. THAT'S WHY. I'm fine with removing the special board meeting as long as we have a consensus that we're going to stick to the budget and you know devote the meeting to that. I HEAR A CONSENSUS. I THINK WE HAVE A FOUR VOTE FOR, WE ARE NOT VOTING, THIS IS AN INFORMATION ITEM. IT SEEMS LIKE

225WE HAVE A CONSENSUS THAT WE WANT TO STICK TO THURSDAYS. I DON'T HAVE ANY ISSUES WITH THAT. SO WOULD THURSDAY, JUNE 25TH WORK INSTEAD OF THE 23rd? OKAY. SO SUPERINTENDENT, IT SEEMS LIKE, DO I HAVE FOUR NODS? YES. OKAY. moving it from Tuesday to Thursday that same week. So it would be the June 25th. I just wanna, I don't, I just kinda wanna go over some things with you guys so everybody kinda sees what I observed, okay? In reviewing this 2026 board meeting schedule, January, if we stick to the 15th and the 22nd, you're here back to back two Thursdays, okay? For June we would obviously change it to Thursday the 25th will come that day. No problem If we stick to Thursday Looking at December if we stick to Thursday December 10th and the

22617th. We're here back-to-back to Thursdays Okay, and then Thursday December 17th. It's the eve Before our students break for winter break. Okay, so just just keep that in mind Moving backwards a little bit. Sorry, I just saw a very small note that I almost skipped. For November, if we keep Thursday, November 19th, that's our elementary schools conference week. I don't have any issues with that. I just want you guys to know what I had written down in terms of notes. I appreciate, you know, I know that a lot of work went into the superintendent. I know in years past, I was a very, very strict proponent of trying to stay away from religious holidays and three-day weekends and stuff like that. And this schedule really does. follow that not that we have to but you

227know, I try to be Cognizant of that. So thank you this works. So the only changes that I see you guys is Removing the word special board meeting for January 15th and then that we all have that internal Agreement that we're gonna try and focus on budget and then that 23rd to the 25th Any other changes trustee Villagrana? I would still like to request August be the second and fourth But if there's no support then that's fine. I'm sorry say that again August August dates the second and fourth Thursday of the month instead of the first and third But again, there's no support. There's no support. Oh, say, okay. So what dates would it be? So the 14th and the 28th. Okay. And I believe 13. Yeah. Two reasons why I drafted these dates. One

228is because of the fair and the other one was because of the California Latino School Boards Association Conference, which is going to be the last week in August. I want to clarify that's the 13th and the 27th on Thursdays. August. We're talking August 2026. Right. So 13 and 27, not the 1428. That's what if you want to have the second in the fourth week however the reason I chose these other Thursdays I just want to make sure that you're clear so that later you're like why did we choose them? Why didn't we think of that? It's because the conflicts was the fair but if that doesn't matter fine we can have it during the fair night and then the last Thursday of the month that is during the California Latino School Boards Association which many

229of you like to attend. And CLSBA will run August 27th through the 30th. All right, do we have four people who would like to change the August dates? I'm fine with moving it to the second Thursday of August, but I would have a conflict on the last one, on that fourth Thursday. So what is the change to the later August date? It would be the 14th and the 28th. And the 28th, and CLSBA starts? Is the 27th through the 30th. The change is 13 the 27th I'm sorry. Yes. I don't know why did I say I said the 28th? Oh Okay, so it's the 14th and the 27th. Thank you 13th and 27 13 13 27 27. Okay, if you do 13th and 27th You're going to have the first board meeting during the fair

230and the second the second board meeting will be during the CLSBA conference Just want to make sure we're clear I would like to keep them the way they are on August personally. Okay. Go ahead. I think the more problematic is the last one. If the CLSBA conference is there and enough of us go, we won't have a quorum. Right. So we could change the first one and leave the second one the same way. It would be back-to-back. We'd be back-to-back for three months. All right. Can we get four hands if you guys want to keep it? I just want it for the record. Okay, I appreciate it. Thank you very much or any other changes Questions comments. All right superintendent. So I just want to be clear I only have two changes take off the

231reference to a special board meeting on January 15th and then move the June meeting To a Thursday, June 25th. All right, can I get four hands? Are you guys okay if we put this on consent? You guys can still pull it if you have questions. Okay. Thank you. All right, moving on Let me flip my page over here. All right. Public comment for items not on the agenda this evening. Seeing none, thank you. Information request for future agenda items. All right. Information closing comments. Trustee Brubaker. I just quickly want to sort of reiterate what I said before I Think the presentation tonight was well-timed given what we're seeing happening in our neighboring district. We have the forewarning of Projection projected enrollment that I don't know that they had and so we can Try to think

232of creative ways to mitigate that as much as we possibly can So I'm so grateful we had this for many reasons, but that is top of mind for me. So Thank you to our presenter who has left, but that's just, I just wanted to say that. Thank you. Anyone else? All right. Seeing none. Date and time of our next scheduled regular board meeting is Thursday, November 20th. Closed session at five and open session at six. With that said, we stand adjourned at 9.31 PM.