Board Meeting 6-12-25

001I'm going to ask that we approve the board agenda for today's board meeting 2025. Before I do that, do I need to do the, when we come back out? Okay, good. So I don't have to, we are going to have a member participating remotely, but we don't have to do that acknowledgement until we come back from closed session, okay? Can I get somebody to motion to approve the board agenda today? So move. Second. It's been motioned by Trustee Richardson-Fowler and seconded by Trustee Villagrana to approve the board agenda for today's meeting on June 12, 2025. All those in favor, please say aye. Aye. Any opposition or abstentions? Seeing none, the board agenda for June 12, 2025 has been approved by all board members present. So that's the five board members here. Monica, do you have

002a list? You see who voted? All right. All right, let's go ahead and go into closed session. We will reconvene here. Oh, I'm sorry. We're not done yet, you guys. We've approved the board agenda, and we have a public comment for closed session. Jen Druick. Hi, good evening. My name is Jen Druick. I teach freshman seminar at Woodland High School, and I'm the immediate past president of the Woodland Education Association. While we've been told that we must wait until after the May revise, which was published over a month ago, to receive a proposal on compensation, on May 30th, WEA received a proposal from the district that would negatively impact working conditions for both certificated unit members and site administrators. The district has proposed to delete language from Article 18 on evaluations pertaining to the five-year

003evaluation cycle. and alternative evaluations for those with 10 or more years of certificated employment. WEA has been informed that this proposal came at the direction of the Board of Trustees, which is why I'm here with you tonight. There are some shared priorities we all hold, and at the very top of that list is the delivery of high-quality classroom instructional experiences for all students. At the school site level, we rely upon our site administrators to perform many duties to keep our schools running, among them the provision of instructional leadership. Informal classroom observation and supportive feedback happen on a regular basis. This is different from formal observation as part of evaluation. All employees who have not yet attained permanent status must be formally observed by a site administrator at least twice per school year every year until

004they attain permanent status when that schedule moves to every other year. In addition to the formal observation, there are a series of meetings between administrator and unit member along with multiple documents for both parties to complete. In the past, I have raised concerns here about the high rate of employee turnover and the resulting large annual numbers of new hires. Site administrators impacted by high numbers of new hires experience high workloads associated with the formal evaluation process. Elimination of the five-year cycle and alternative evaluation options will further exacerbate this problem. Current contract language states that the five-year evaluation cycle and alternative evaluation options are only available through mutual ongoing agreement between unit member and site administrator. The agreement can be revoked at any time by either party. There is no need to eliminate this language from

005the contract between WEA and WJUSD. One of the reasons 10 years of seniority with this employer is seen as an achievement is because people gain access to alternative evaluations. I personally am looking forward to this moment this October. I've been looking forward to creating my proposal for an alternative evaluation around professional development. I enjoy participating in PD and delivering PD. It used to be my job. So I hope you'll allow me to do that. Please. withdraw your proposal to change article 18. thank you thank you very much any others all right seeing no more public comment for item c we will re we will go into closed session agenda and we should return for open session at 6 p.m thank you oh test test mic one two three test test testing mic one two three

006testing mic one two three three two one Test hello. Hello. Hello microphone check test test one two three microphone microphone The board will need five more minutes. So we will open session at 6 o 5 Thank you very much. Hi community colleagues I'm going to go ahead and call This meeting back to reconvene an open session at 6 o 5 p.m. And if you could please stand for the Pledge of Allegiance. Trustees, and before we start the meeting, I want to announce that we have Trustee Rodriguez join us through Zoom. So you will need to vote in permission for him to join us via Zoom. And our president will do that shortly. I also want to share that Trustee Zavala. may need to be leave before the end of the meeting due to a flight

007until she will be monitoring her flight status. And so you may see her step out due to a commitment that she needs to go to and cannot be helped. And also I want to point out our PIO, Jerry Jimenez is not here with us today. He's home with his family with a family emergency. He will not be taking pictures. I don't think we'll have a need for pictures. But if you notice our PIO here is he's not able to be here with us tonight. So that'll have Trustee Savada walk us through and formalizing Trustee Rodriguez's opportunity to join us through Zoom. Thank you very much. All right. We would like to inform the public that Trustee Rodriguez has requested to participate remotely. Trustee Rodriguez, would you please disclose your reason for this request? Yes, because

008I've had to go back to the Central Valley to help my father with his stroke, which qualifies under. Thank you very much, sir. Is there a motion to allow Trustee Rodriguez to participate remotely? So moved. Second. It's been motioned by Trustee Brubaker and seconded by Trustee Garcia. Trustee Richardson-Fowler. All right. Do you guys agree? Trustee Richardson-Fowler. Seconded. Yeah. All right. All those in favor, please say aye. Aye. Aye. Any opposition or abstentions this evening? Seeing none, this motion passes to allow for Trustee Rodriguez to participate remotely by all board members present here. Thank you. I'll just say two more things. When Trustee Zavala steps out of the meeting, because our vice president is via Zoom, our clerk... Trustee Brubaker will be facilitating and running the meeting. Also, when a trustee joins a board meeting via

009Zoom, the public also has a right to join via Zoom and also make public comments via Zoom. So there's a lot happening tonight. So we ask ahead of time of your patience as Monica Darius is here having to navigate the public comments in person and navigate the public comments online. Thank you very much superintendent, so I'm gonna go ahead and ask that we do the vote to allow trustee Rodriguez again Because we are participant. We do have a participate remotely all votes have to be conducted on a roll call basis So I'm gonna go ahead and announce the the motion again. It's been motioned by trustee Brubaker to allow remote participation of trustee Rodriguez and it's been seconded by trustee Richardson Fowler roll call vote is as follows Trustee Villagrana? Yes. Trustee Rodriguez-Molica? Yes. Trustee

010Richardson-Fowler? Yes. Trustee Garcia? Yes. Trustee Brubaker? Yes. Trustee Bautista-Zavala? Aye. Motion passes. Moving on, we are now moving to Item E2, 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 Putwin people. Today, there are three federally recognized Putwin tribes, Ketchedehee Bandawintin Indians of the Colusa Indian Community, Ketodehee Wintun Nation, and the Yochidehee Wintun Nation. The Putwin people have remained committed to the stewardship of this land for many centuries, 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 Villagrana, for leading us. Next item is E3 Equity Statement, and that will be led by Trustee

011Rodriguez-Molica. Thank you. 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 institutions. Thank you very much, Trustee. This evening, leading the Board of Trustee Agreements will be Trustee Rodriguez virtually. Thank you. Fellow Trustees, the following are our Board Agreements. We have agreed to check in. We agree to remember our larger purpose. We agree about having boundaries. We have agreed that we should remember that individual decisions are not personal. We have agreed to be open and aspire to finding common ground. We have agreed to having empathy. We

012have agreed to being respectful. And we have agreed to assume best intentions amongst us and our actions. Thank you. Thank you very much, Trustee Rodriguez. Moving on to announce any action taken in closed session this evening. The Board of Trustees took action in closed session by unanimous vote to approve Resolution 82-25 to place a probationary certificated employee on unpaid status due to lack of valid California credential for their assignment. The vote for it was as follows. Trustee Bautista Zavala, yes. Trustee Villagrana, yes. Trustee Rodriguez, yes. Trustee Garcia, yes. Trustee Richardson-Fowler, yes. Trustee Brubaker, yes. Trustee Rodriguez-Molkica, yes. The Board of Trustees also took action in closed session by unanimous vote to approve Resolution 83-25 to place a provisionary certificated employee on unpaid status due to lack of a valid California credential allowing for their assignment.

013The vote was as follows. Trustee Bautista Zavala, yes. Trustee Villagrana, yes. Trustee Rodriguez, yes. Trustee Garcia, yes. Trustee Richardson-Fowler, yes. Trustee Brubaker, yes. And Trustee Rodriguez-Mujica, yes. The Board of Trustees also took action in closed session by unanimous vote of all trustees present to approve item D3, Settlement Agreement for Student 24-25-01. And I will read the vote as we do have virtual participation. The vote was as follows. Trustee Villagrana, yes. Trustee Bautista-Zavala, yes. Trustee Rodriguez, yes. Trustee Garcia, yes. Trustee Brubaker, yes. And Trustee Richardson-Fowler, yes. And Trustee Rodriguez-Mojica, yes. The Board of Trustees took action in closed session by unanimous vote of all trustees present to approve D4 Settlement Agreement for Student 24-25-01. The vote was as follows. Trustee Villagrana, yes. Trustee Bautista-Zavala, yes. Trustee Rodriguez, yes. Trustee Garcia, yes. Trustee Brubaker, yes. Trustee Richardson-Fowler,

014yes. And Trustee Rodriguez-Molkica, yes. Thank you very much, and we are moving on. To public comment on sections G on consent agenda and before we do I do want to acknowledge our Our retired board members that are in the audience this evening. So thank you very much for being here Public comment for sections G consent agenda and H community engagement none consent agenda Trustee via grana. Yes To well pull it first and I'm gonna pull appeal from there. Sure. Go ahead You want to vote on the rest and then I'll pull it? Okay, so we're going to pull... Just the POs. All right, we're going to pull G1A. All right, can I get a motion to approve the consent agenda without item G1A? We'll make the motion. Second. It's been motioned by Trustee Rodriguez and

015seconded by Trustee Garcia. Roll call vote, Trustee Villagrana. Yes. trustee rodriguez mojica yes trustee richardson fowler yes trustee garcia yes trustee brubaker yes trustee bautista zavala i the floor is yours trustee villagrana i'm going to request that we pull pl6 which is the purchase of new marquee for woodland high school I would like staff to research the use of technology now. Our families are being communicated with all sorts of methods. And to me, the marquee is just not really a functional way to communicate with the families. I mean, especially at the high school, most of the students get there themselves. So it's really not a method to communicate with. You know, our communications happens with the students as well internally through different methods. So I wanted to do some research really like what the impact

016would be because it's inexpensive and it's an ongoing expense It's not just a one-time expense. There's other expenses associated So yeah, so I would like to pull it for staff to do more research on it to to make sure it's worthwhile Especially right now that you saw our budget. It's in the deficit spending and we're gonna be making cuts in the future as well And again, it's to me. It's an unneeded. It's a nice expense, but it's unneeded expense So there's no objection. I would like for staff to do more research on the actual need any other questions Trustee Brubaker. I have a clarifying question. This is using site funds. Is that correct? That is correct Any more questions? I'm not opposed to keeping it on the the PO list as it is But I

017am curious how other board members stand. Okay. I do have a clarification But this was voted by the site council as a priority on their list. This is a site Decision request and using site funds clarification. Go ahead sir. The question was that the site council voted on this now feels a site decision So which is a site decision or the site council? I would need to follow up on that, but if it's using the school plan, then it has to align to the goal in the school plan in order for it to come forward. Yeah, I don't remember when we approved it, but maybe it was. Okay, so can you restate that one more time? Daniel, come up. Thank you. Thank you. I just want to make sure that I understand correctly. I spoke

018with the school principal about this. They had some money that wasn't expended for a different purpose. And when we looked at goal two, there was quite a few things listed under goal two, including materials and supplies and other expenses to support parent engagement and things of that nature. And the school has had parents ask to get it replaced. So they really wanted to make sure they use their funds on this year's students rather than having them be swept and not be able to use them in the future. Thank you very much going around for a CV I don't know. All right. I already stated. Okay. Is there a motion to remove? item PO number six from the purchase order Well, I pulled it already so it's already not part of it. Okay. So do you

019have a motion sir? Well, no, I mean y'all can vote on the rest of it and then vote on that separately because I pulled it out. I'm sorry. I'm sorry. Yes, you are correct. Let me rephrase myself. Do you have a motion to table this for another board meeting so that the staff can conduct the research study that you would like or do you have a motion? So you want to vote on the PO before we approve the other items? We could if that's the pleasure of the board. Well, usually when we put things out we vote on everything that's not approved and then we vote on that one item. That's the way we've done it, but we don't have to continue doing it that way. Okay. Let's go ahead and approve. So I move

020to approve the purchase orders minus PO6. All right. So it's been motioned by Trustee Villagrana. Is there a second? Second. It's been motioned by Trustee Villagrana, seconded by Trustee Richardson-Fowler to approve the purchase orders listed on 19-25 with the exception of number six, which we will do separately. Roll call vote. Trustee Villagrana. Yes. Trustee Rodriguez-Molica. Yes. Trustee Richardson-Fowler. Yes. Trustee Garcia. Yes. Trustee Brubaker. Yes. Trustee Rodriguez. Yes. And myself, vote I am in abstention. All right. So now we're back to item G1A, PO number six. Move to approve. Second. It's been motioned by Trustee Richardson-Fowler and seconded by Trustee Bautista-Zavala to approve PO number six. Roll call vote. Trustee Villagrana. No. Trustee Rodriguez-Mojica. Abstain. Trustee Richardson-Fowler. Yes. Trustee Garcia. Yes. Trustee Brubaker? Yes. Trustee Rodriguez? Abstain. Trustee Bautista-Zavala? Yes. You have that. All right, so

021that passes with four board votes. Thank you very much. We're moving on to the next item. There was a request to speak on consent item H1 and H2. Public comments, we'll go back to that. Jen Druick? Hi. Good evening again trustees cabinet and community. My name is Jen Druick. I teach freshman seminar at Woodland High School. I am the immediate immediate past president of the Woodland Education Association and I rise at this point in the agenda to express gratitude to this board for continuing to adopt resolutions such as the ones tonight honoring LGBTQ plus Pride Month and celebrating Juneteenth. These resolutions and others set the tone in our district and have real impact on campus culture and student affirmation, validation, and acceptance. The culture this board creates through these resolutions is one reason why many

022people, such as myself, choose to stay employed by this district, even though we have the lowest compensation package and highest reserves and highest ending fund balances in the region. On my daily commute, I drive through three neighboring districts where my salary and benefit package would be higher than what I earn in Woodland. Many teachers find they can no longer afford to work here, even though they desperately want to stay. These realizations and resignations are painful for staff and students alike. Let's build upon this positive, affirming campus culture this board is creating by doing everything we can to retain teachers and staff. Thank you. Next one, Monica. All right. So we can go ahead and move on. Community engagement. We have several public comments. All right. H1. Our first is Beja Springer and then Jake Whitaker.

023Hello? Yes. Okay. Good evening trustees superintendent and community first trustees Thank you for affirming that all children and youth should be able to attend school in a safe and inclusive environment free from discrimination Thank you for recognizing including and affirming the rights dignity and belonging of LGBTQ students in the district My name is Bayha Springer. I am Dingle PTA's president National PTA, the Parent Teacher Association, is the oldest and largest child advocacy association in America with millions of members. For years, National PTA has advocated for inclusive curricula in K-12 education, including but not limited to African American, Latina Latina, Native American, Asian, LGBTQ, and historically targeted and marginalized groups. On April 22, 2025, the United States Supreme Court heard oral arguments for Mahmoud v. Taylor, where the plaintiffs argue that schools must allow parents the

024ability to opt out their children from reading LGBTQ books or opt out of having those books read to their children. Justice Jackson wondered if the case was the appropriate place to evaluate the issue when, and I quote, she said, we don't even know how these books are actually being used in the classroom. We know how those books are being used in the classroom. Thank you to the local family who shared their private story with me to share with you. Years ago, the family identified that their preschool-aged child was transgender. The child had attended a Christian preschool. The family had no LGBTQ friends at the time, and no LGBTQ books or media were in the home. The child was not indoctrinated. The child was simply transgender. When the child entered kindergarten here in the district, the

025child confidently shared with the school that they were transgender. Most of their classmates did not care, but one child was upset about it, calling the transgender kindergartner a liar. The school staff acted quickly to both comfort and reinforce positive behavior with all students in the classroom. Within just a few days, the principal read one LGBTQ book titled I Am Chaz to the class. Years later, the family would like all of us to know. No child at the school was converted to be transgender. That book was the only LGBTQ book read to the transgender student in their entire time at elementary school. Reading the book did not stop another student from bullying the transgender student year to year. Children are going to talk about being transgender and LGBTQ regardless of books. The transgender student is fine

026and thriving. They would like everyone to know that being transgender is not a choice. Sorry, you choked me up. As Congresswoman Sarah McBride once said, this country is still entering into a conversation about trans people, and we have to continue to have that conversation as a country with mutual respect and dignity. Thank you so much. We have Jake Whitaker and then Whit Manley. Good evening. Board members and superintendent. My name is Jake Whitaker and I come to you proudly as a former board president and trustee for area 2 for the Woodland Joint Unified School District. About six years ago now, I drafted and introduced the original version of WJUSD's LGBTQ Pride Month resolution during my first year of service on this board. When that resolution first passed in 2019, there was not a single public

027comment made that evening to speak out against it. I introduced that resolution because the absence of it felt strange to me. It was 2019 after all, and hadn't we come to accept the legitimacy of the LGBTQ community? Hadn't we all come to accept the fact that there are students in our schools who identify as LGBTQ? And fast forward to today, and the simple existence of the LGBTQ community has once again become, unfortunately, a cultural wedge issue. that is being pushed by political actors to divide our community and our country. I want to share a story with you all about a friend of mine tonight. Many years ago, before she transitioned, we went to high school together, and she went by another name. And she was never quite, and we were close friends, but she was

028never quite at peace with her own identity and sense of self back then. But now her name is Alessandra. And I had fallen out of contact with her for a few years after we had all graduated. But, you know, the news of her transition at first came as a bit of a surprise. But while I will never personally fully comprehend or understand the emotions that go into someone's deeply personal decision to transition, when I realized that she had, I felt a sense of pride in my friend. And I reached out to share that with her after so many years of not seeing one another. I'm so proud of my friend Alessandra for choosing to be true to herself. And that is what LGBTQ Pride Month is about. It's the freedom to be true to yourself.

029There's a saying among people in my age group, haters gonna hate. And while a great many people have opened their hearts and their minds to embrace the LGBTQ community, who were formerly closed to it years ago. There will always be people in this world who seek to demonize that which they cannot comprehend. But that is why we recognize and celebrate LGBTQ Pride Month, because together as allies we are stronger than the forces that seek to divide us. Thank you. Next we have Whit Manley and then Becker Bernard. Push the button. Push the button. My name is Whit Manley. I'm a resident of Woodland. Both of my children attended joint unified schools from Dingell through Pioneer. We had a great experience with this district, so I want to thank you for that. I'd like to thank

030you for placing the resolution designating June Pride Month on your agenda. I agree with district staff that the resolution should be adopted and we need to show acceptance and inclusion of all of our students, straight, queer, trans, or otherwise. I also want you to know that in the current climate, I recognize that this sort of resolution does take some courage on behalf of the board. It shouldn't take courage, but it does. And I'd like to thank you for exhibiting that courage. And I look forward to the day in the very near future when such courage is no longer required. But it is today. And I thank you for considering it. I also support the resolution designating Juneteenth. Thank you for your time. Next, we have Becca Bernard and then Karen Bang. Good evening. Apologize for

031the attire. It's summer. I was loading box trucks this morning and did not make it home, but I'm here to say thank you for reaffirming the values of our district. Last year, our community came together and spoke out against hate, and it's one of... The proudest moments of my career is that we stood up against that together. And it was long and hard and it was impossible at times, but we did it. And I just wanted to read my end of year letter that I wrote to my students just a little bit because I like to get sentimental at the end of the year and my teenagers are unruly and ready for summer. And so I made them sit down and listen to me and I said that. let's take a moment to remember something

032really important. You never truly know what someone else might be going through. That's why it matters so much to treat people with kindness and grace, even when it's hard, even when it's tempting to judge someone. Taking the high road, the kind road, isn't always easy, but it's always worth it. And it makes the world better. That's one of the most powerful choices we get to make every day. And while I hope I've taught them a thing or two this year, maybe about cells or ecosystems, if they remember nothing else, I hope they remember the words of Maya Angelou. I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel. I hope in the last 180 days I've made them feel loved,

033seen, and accepted for who they are. I hope that every time they walked through my door when I said good morning and they ignored me like the teenagers they are, they felt seen. I hope that every time I made a cringeworthy dad joke or science pun and pretended that they didn't want to laugh, they felt loved. I hope that every time they asked for totally off-the-wall questions and I gave completely off-the-wall answers, even though it wasn't related to the lesson, that they felt heard. And I hope that every time they stepped into my classroom surrounded by way too many plants, jars of dead things, and little pieces of who I am, they felt safe being themselves because I accepted each and every one of them as if they were my own child. I'm also the

034pride club advisor at Douglas, partially because as... Teachers, we just get voluntold sometimes. And I love my Pride Club kids, and all we really do is arts and crafts together. And in the yearbook, some of the quotes that these kids said was, I joined Pride Club because it's an accepting place for people who feel like they aren't accepted by others. My favorite part about Pride Club is the people in there and the arts and crafts that we do. And I joined Pride Club because it's a safe and welcoming space. There's no harm in loving others. That's all I have to say. Next we have Karen Bain and then Anoush Dajorian. Good evening, members of the board. Superintendent Ortega-Lampkin, staff, students, and community members. My name is Karen Bain. I've played a lot of roles in

035this district. The most important one is parent, but I also was a board member for four years. I was a counselor at Pioneer for two years, and now I'm a community member who supports you. As a counselor, I have served in a number of different schools and districts around the Sacramento area. And I wanted to share some of my thoughts about why we have a Pride Month resolution. About 30 years ago, one of my students was murdered because he was gay in Sacramento. He was 19. He had just graduated. He was working at Starbucks and going to community college. He was one of the nicest, sweetest young men I have ever met. The details are probably not important, but he was beaten to death by essentially his peers. Many years before that, I went with

036college friends to the San Francisco Pride Parade. Some of our friends were marching, and we went to go support them. And I'll never forget the teachers' union from San Francisco Unified as they marched by us with paper bags over their heads and holes cut out for eyes because they didn't feel safe letting anyone know their sexual orientation. Many years later, I found out that another one of my friends was actually marching in that parade, and we didn't even know he was gay. This is why we have Pride Month. We live in a country where some of us bristle at differences for reasons which I cannot understand. But it's important that we stand up as a district and say that every child belongs in this school. Every person who walks on our school grounds should feel

037welcome, no matter who they are. And so I commend you for this Pride Month resolution. Thank you so much. Next, we have Anoush and then Liam. Good evening, community of Woodland. It's a pleasure to join you this evening. My name is Anoush Georgian, and I am the chair of the Davis Phoenix Coalition, which does not actually just serve Davis, but we serve Woodland, we serve Winters, we're endeavoring to serve more of Yolo County. Connected to the history that the previous speaker mentioned, the Davis Phoenix Coalition was founded in the wake of an anti-gay hate crime. So the son of the founder, Mikey Partita, was brutally beaten almost to death by someone who took issue with the fact that he was gay. Luckily, Mikey survived. in this case. And Gloria, his mom being Gloria, decided in

038the wake of this that rather than just try to protect her own son, she would establish an organization to fight all hate crimes against any marginalized person in order to prevent any other families from going through this kind of trauma. One of our programs is the Davis Queer Teen Group, which we are trying to bring to other cities in Yellow County because we understand that a lot of LGBTQ plus children in this county simply do not feel safe. It has been so, you know, I came out when I was 19 and I'm Generation X. So I've been in this community for a long time and I have watched the pendulum of our rights go back and forth. And I remember the joy that I felt when same-sex marriage was finally legalized. And my older child,

039who at the time was three and is now 17, didn't know. that before same-sex marriage was legalized that it had been illegal for women to marry women and for men to marry women. It had never occurred to him that that might be illegal. Unfortunately, we are living in a time when LGBTQ plus kids, especially trans children, are under attack from extreme right-wing forces coming all the way from our federal government down to the local level. And our children are feeling it. I work with these kids. I know that on one hand, they're trying to just get through their day as normal, but this is a kind of stress that they are carrying with them every day, and they have to think about where they are and if they're safe. So these pride resolutions still matter.

040It is a big deal for kids to see adults stand up for them and their rights. Thank you very much. Liam Lundeberg. Do I have three minutes? Okay, cool. I'm Liam, and I'm going to attempt to read something to you guys that my beautiful, brilliant kid has written and is going to be published. And even the name of... It is going to be like the real name of the whole... I don't remember the name of the kid, I'm sorry. So it's called To the Human Race. To the human race, humans, my current caretakers, I have some notes. I have given you the world and all that it holds. Opportunities for expansion of minds, of land. But instead... You have me float here carrying you through space and time Yet you have endless wishes filling the

041void around me Did I truly create something to care for me? Or have I just made another problem to list off? My ground heaves with my sobs The floor shaking yet you stay the same I cry and I watch you pollute my tears They flood, break through levees, trying to wash away your scum, your filth, your very existence, and the burden that it holds. But you ignore, and you keep going. You build more. Buildings that threaten to break free from my gravity. Streets that suffocate my ground and all that flows from it. Factories upon factories, thinking the next will be better, but they are all awful, horrid. Your ideas are murderous to my very being. I believe I have created a mistake. Everybody here, that is my 13-year-old, beautiful, beautiful 13-year-old, who has been supported

042by this district and is now being supported. in the Davis District. And the combination of the two is amazing and excellent. And they read things that people don't want them to read. But how wonderful is it that they can read things that people don't want them to read and come up with beautiful poetry, published poetry. So I love you, Quill. Okay, that was for the first resolution. We were going to present the resolution I don't believe the recipients showed up What do you want to make any comment and then move on to the next one? Sure so Just so you guys know the recipient for the pride resolution will be woodland United Methodist Church They do the ice cream social at the Pride Parade. I was gonna do this in my board report, but I

043will reach out to them and see if we can get them here for that Tuesday meeting so we can present it to them and see where they prefer. Please join me on, let's see, Saturday, June 21st, the Pride Parade kicks off on Main Street at Elm in downtown Woodland at 10 a.m. And if I can just have a quick moment to say thank you, Becca Bernard, for what you do with the Pride Club. My outgoing eighth grader was the president of the Pride Club this last year. And they formed such a tight-knit group of kiddos that they have even expanded to library on Fridays after Pride and created their own Dungeon and Dragon group and have invited kids from other school sites to come and join with. their new little family as well. So what

044you're doing is creating community for our kids. Thank you. And then real quick, because I'm pretty sure the public comments were for both of them, Juneteenth resolution with President Bautista Zavala was going to present goes to the BSU students of Woodland Joint Unified. In reaching out to Alex, our president of the Woodland BSU, most of the students had alternative activities planned for this evening, so could not make it. And the one who could make it didn't want to come by themselves. So love their solidarity. We did miss one more public comment Debbie Decker I had a no better. I checked the wrong box I appreciate Mr. Manley's acknowledgement that this resolution does take courage, and I thank the trustees for their courage in agendizing this. Good evening, trustees, superintendent, cabinet, staff, and community. I'm Debbie

045Decker, former president of the Woodland Joint Unified School District Board of Trustees, along with a laundry list of other bona fides that I won't bore you with. As Mr. Whitaker mentioned six years ago, along with my board colleagues, Trustee Batista Zavala, Trustee Villagrana, Mr. Whitaker and Ms. Bain, we developed and passed the resolution in support of our LGBTQ plus siblings and Pride Month. It was an accomplishment as a trustee of which I'm most proud. It was the right thing to do then. It's the right thing to do now. Everyone deserves an environment in which to learn and work that is safe, supportive, and inclusive. Absolutely no one deserves to be mistreated and excluded because they present outside of what's expected. I asked a friend who is part of the LGBTQ plus community what pride meant

046to them, and this is what they wrote to me this afternoon. We did have a lovely conversation, so thank you for that. Pride is important to me because pride celebrates the strength engendered from just having to live life knowing you are different from what was expected. We are all beautiful and recognizing that beauty in ourselves opens the door to recognizing the beauty in others regardless of that manifestation. We have a sacred responsibility to respond with love and care to those who are very different from ourselves. This resolution is an important step towards fulfilling this responsibility to help people feel like they belong, are included, and that they have agency. And I thank you for your support of this marginalized community. All right, so we're going to proceed to the next item, which is item H2,

047presentation resolution 85-25, recognition and celebration of Juneteenth. So we have a public comment. Back up, Bernard. I would be remiss if I didn't speak on this resolution as well, considering the number of conversations Trustee Candice Richardson-Feller and I have had about this topic. I want to recognize that in our community, we have a very interesting demographic, which is that we are a community where a minority is a majority. We have 70% Hispanic students in our 10,000 students. And our minority, which really facilitates how we teach to that population. And I find as a teacher that sometimes it's hard when we are working and focusing so much on a group because they're 70% of our community that we can forget about the 2%, which our African-American students make up less than 2% of our population, 144

048students currently. And so I want to thank the community for in our district for establishing the African American Parent Advisory Council establishing our first African American student graduation celebration and I also want to recognize that we still have higher rates of Suspension and chronic absenteeism in that particular group than all other demographics So I think there is still work yet to be done We are rolling up our sleeves and working on it, but we have implicit bias and We have systemic oppression and discrimination that still exists in our community. And I want to share that second to last week of school, I was talking with a student who we were doing an intervention activity and the students that I was teaching had already passed their test. And so one of these students... took it as

049some free time to do as he pleased, which involved a water gun that came out of a backpack in the library. Not great. And that student and I happened to already have a relationship. He happened to be African American, and we had a conversation because he recognized immediately that he was caught, recognized that what he was doing was bad, and he knew, and we had a conversation outside of the library, he knew. yeah, my parents have had the talk with me. I should be better because I'm going to be discriminated against. And it hurts to know that kids of certain backgrounds exist in a world where that's still the case. But I want to just recognize some of those issues that still happen and the work that's yet to be done. And I praise that

050we are celebrating and acknowledging. but I'd also like to see what we're doing to support those minorities that are truly 2% of our population. Thank you. Anoush Jajorian. Push the button. Oh, there we go. Thank you. So we are living at a time when those of us who did not see reflections of ourselves as we were growing up in the school system, we have lived through a time when... inclusivity became a value and we started to finally see those reflections of ourselves. And, you know, I know Davis has a very small black community. Woodland has a small black community. But of course, it's incredibly crucially important that we acknowledge all parts of our community, no matter how small. But the thing is, too, that The history of Juneteenth is the history of America. It is

051not only Black history. And in fact, there is no Black American history that is not also crucial to understanding all of American history. It is so integral. in our nation, as are the histories of Asian Americans, as are the histories of La Comunidad Latina, as are the histories of Native people who, of course, were here before the United States was even founded. These are all inseparable from... our history as the United States. And it is history that every child who goes through our school system should know. Because we need to understand everyone who lives here. We need to understand why, for example, people who are Latina in California say, we didn't cross the border, the border crossed us. because there is a tie between indigenous people and la comunidad latina in our state. And so

052my final thought is something that a friend of mine, Tarso Luis Ramos, who was the executive director of an organization called... Oh my goodness, I'm blanking on it. Perimenopause. It's an organization that tracks right-wing organizations. And he said, the strength of a nation's democracy can be measured by how well defended the rights are of its most marginalized. So thank you for defending democracy today. I appreciate it. That concludes public comment on this item. And also the recipient of this resolution was not able to the students were not able to attend tonight Public comment go ahead. Okay. First we have Jen drewick and then Alex Trotter Sorry, just one second. I just wanted to share in the interest of moving our long meeting along I am gonna share some things related to the resolutions at the

053board report report Board reports time, but I also wanted to share that I will be at the pride March here in woodland And I hope to see my colleagues there if their schedules allow. Thank you Hello again trustees cabinet and community. My name is Jen drew ik I teach freshman seminar at Woodland High and I'm the immediate past president of the woodland Education Association I rise during this period of public comment on items on the agenda to address item k1 the LCAP hearing In the slide deck that will be presented during the LCAP hearing today, on slide number five, there is an essential question posed for all of our consideration. This question reads. Given present performance across the state priorities and indicators on the dashboard, how is the district using its budgetary resources to respond

054to TK-12 student and community needs and address any performance gaps, including by meeting its obligation to increase or improve services for foster youth, English learners, and low-income students? The answer to this prompt is simple, but apparently not easy. Invest the public funds with which you have been entrusted in service of our students by fully staffing and fairly compensating teachers and staff in this district. Stop the ongoing pattern of growing reserves and large projected ending fund balances. Respond to our proposals around salary and benefits with a fair offer. We simply cannot hope to address performance gaps among students if teachers and staff cannot afford to work here. Thank you for hearing this message. Alex Trotter. Hi board, my name is Alex Trotter. I'm a proud WJUSD alum and now teacher at Woodland High School. I also

055wanted to address the LCAP presentation and that essential question. Like teachers, we always have those essential questions of our... our lessons and I think that we do have an answer to it. I think we can agree that we want the best for our students, especially our vulnerable students. So how can we get these funds as close to the students as possible? Who are the people that are interacting with them every single day? Our students are interacting with their teachers, the nurses, the librarians, the coaches, all of these adults that are on of our campus. They have a huge impact on our students every single day. So with that being said I have been following our negotiations that are fantastic. Wea has been Undergoing with the district and I'm disappointed to see the lock in progress

056in our negotiations to keep a well qualified full staff We have to be compensating them in a way that they can survive In the real world themselves. So as I look forward to the new continuing negotiations, I really hope that we are looking at it with how we can get our money close to our students and that is really compensating our teachers and staff around them an investment in our staff is an investment in our students and our community we can't wait to be properly compensated by the district thank you all right thank you very much we're going to move on that concludes our public comment for item i thank you very much community reports superintendent I'm going to try to be very brief. I just want to share a few shots of some of

057our end-of-the-year activities. Next slide, please. Here is, we have lots of elementary promotions. I want to thank all our teachers, staff, parents, and our sixth graders. We're welcoming them with open arms into the seventh-year grade level next year, our middle schools. And so thank you, everyone, for your hard work. Looks like we also had our third annual Native American graduation ceremony on May 30th that the use to the trustee that were able to show up we had actually four high school students who were promoted and it was really nice to And then we did recognize also our sixth graders Transitioning into middle school as well But it was really nice to see at the actual graduation students wearing that particular student actually had his blanket with him and the whole with beads on his cap

058and so it was really nice to have them also see that at the actual graduation showing pride of their background. Next. Here's some shots of our middle school promotions. They were well attended. The weather was excellent. A lot of nervous middle schoolers getting ready for high school. Our adult education program is one of my favorite graduations. I love hearing some of the stories of some of our adults that come back to commit to being lifelong learners and meeting some of their goals. I thank you again to all our adult education staff and congratulations to our adult education parents and students. Our high school is always one of my favorite. I mean, they're all special, but the high school graduation. One thing that I can say is on that day, there's a whole stadium full of

059so many emotions from parents' excitement. worried, scared, sad because some of their students will be moving on out of their homes and to different states. A lot of students with reflections, excited, nervous, lots of emotions on that day and a lot of pride. And so it was really nice to see that with our students. But there's one thing I just want to share with everyone. During graduations, I ask students, I kind of mingle. asking students what they're planning to do next year. In the last couple years, you will recall that I was concerned that some students did not have, didn't know what they wanted to do, and so I had my staff create some cards with the link. This year, and this is not, you know, I don't have to talk to Trustee Mohica about

060the research on this, but I only had to give five cards. Out all the students I spoke to and I believe I spoke speak to at least half because I'm on one side or the other side and I only had a give five students where they're going to community, a lot of students going to community college, going to colleges. Some of them already had a clear plan of what they were wanting to do for work, to trade schools. And there was just only a handful this year. And so I want to congratulate everyone who had a part in that, down to our custodial staff, our food service department, transportation, business department, everyone who had a contribution. to the success of our students. And obviously our classroom teachers, our principals, but everyone is a part of

061those graduates who leave our schools prepared for life. So thank you everyone for your hard work. Next slide. For the first well, no, we've had this adult living skill graduation on June 5th as well this is the first time we actually had it here in the building in this and the District office and the first time they actually wore caps and gowns and that was a beautiful heartfelt ceremony and I want to thank our special department and staff and the families for Coming and making it very special very formal and celebrating our adult living schools graduates next light And then lots of celebrations. This is just one of staff getting together. I'm sure all the teachers here had their end of year staff socials or we had our admin social yesterday. And here's one from

062our maintenance department. Just a picture of them after having a beautiful lunch provided by one of the custodians who's got a catering business. But it was really nice to mingle with our maintenance department. They're getting ready. very busy getting ready for summer school and measure y and opening a school so they're going to be working a lot this summer and then just a reminder that we do have summer meals a summer meals program so there's still meals provided around the city from our transportation department for students that need access to breakfast and lunch next slide And then I did send the board an update that I received today. I emailed it to you. I need to, I haven't had time to assess it because I was getting ready for the board meeting, but I just

063wanted to inform the community that there is more information being shared about the presidential federal budgets for education. These have not yet been approved. They're going to need to go to the Senate, but there are some things on the list that. Potentially could impact our district. So once I'm hearing more I have an opportunity to assess this new release of information I'll come back to the board and and give you some updates to the potential I can say Quit really quickly that title 1 and special ed seem to be continuing to be funded But there is concerns about title 3 immigrant funds, some adult education and other funds. And then there's other parts of money that are going to be reduced and given to districts or states to give the districts in block grants. So

064we need to work on what that means for us and come back to inform the board to see how we're going to navigate those changes, potential changes. And that concludes my report. I want to just tell everyone, I hope that you have some... are relaxing after the year. I know last week was the last week of school, and we're still trying to recover from all the activities. But I hope that you have time and that you're planning your vacations. Thank you. Thank you very much, Superintendent. Moving on, report from California School Employers Association. School Employees Association. Good evening, Superintendent Ortega-Lampkin, President Batista-Zavala, Board of Trustees, Cabinet, and Community. My name is Rebecca Rossiter, and I proudly serve as the library tech at Douglas Middle School, as well as the president of Chapter 118 of the

065Classified School Employee Association. Our negotiation team will have our next meeting on June 17th via Zoom. Many of our members are off for the summer, hopefully resting and enjoying doing what they love to do. Some of our members are still working and are a little frustrated. There seems to be some discrepancy in who is allowed to work overtime hours from home. We have many contract workers that are allowed to work from home on a regular basis. We have a position that was vacated earlier this year, recruitment currently on hold, currently filled with a contract employee working off-site, who also happens to be the person who vacated the position. This person left our district for more pay and upward mobility. We're also allowing a board member to do their board work remotely. We have some employees

066working overtime at home on the weekends and others who are told they may not because this is district policy, though we've been unable to find this policy. My questions are these is working overtime on-site only a district appalled only a district policy If this is a district policy Does district policy not apply to contract workers if it is not district policy? Why is it being stated that it is? Our negotiation team has proposed an MOU for remote work under specific circumstances This district response is that it is a non-starter But we allow contractors to work remotely. The district seems to be increasing the number of remote workers they are willing to allow. You just approved an additional $185,000 to a PO for Therapy Travelers LLC, a staffing company. This does not feel fair to our

067members. They are frustrated. They take pride and work hard at their jobs. They train the people you contract to work in our positions. If this district continues to allow itself to be listed as the lowest paying district in the area, the logical thing to do is make it somewhere people want to work in spite of the pay. Thank you. And this concludes my report. Thank you very much. Next report from the Woodland Education Association. Good evening, Superintendent Ortega-Lampkin, President Bautista Zavala, trustees, and members of our community. My name is Becca Bernard, and I'm a science teacher at Douglas Middle School and the proud president of the Woodland Education Association. Well, it's the first week of summer, and what a disappointment to be standing here again delivering the same message. You let our teachers head into

068summer without a contract, without knowing what their salary will be next year. without clarity on the benefits they and their families depend on. Some of them packed up their classrooms, not just for summer, but for good. We've been asking for action since March 12th, when we gave you our salary and benefits proposal, just to bring us closer to parity with surrounding districts that we keep losing staff to. And yet when we met on May 29th and 30th, meetings your team suggested based on the governor's May budget revise, there was still no fiscal proposal in return. No response, no movement, nothing. Let's be clear. The district's bargaining team answers to you. This board sets the tone. This board sets the priorities. So the lack of urgency, the lack of follow-through, that lands here. And the message

069to our members is clear. They are not the priority. Nor are the students of our community because you are doing nothing to keep their teachers here. I've been standing in front of you all year, waving my arms, sounding the alarm that this ship is taking on water. Teachers are leaving, vacancies are remaining unfilled, and the ones still here are treading water trying to keep things afloat because they believe our students deserve the best. From where you sit at the captain's bridge, you do have the ability to act, to patch the holes, to study the course, but too often it feels like you're turning your gaze elsewhere. Evaluations? Five out of seven of you have never taught in a public school classroom. And when decisions are made without consulting the very people those decisions affect the

070most, teachers and students, the disconnect shows. When it comes to understanding the day-to-day realities of a modern classroom, the true experts are the teachers standing in front of the students every single day. Yet time and again, it feels like our voices are dismissed. You say you value teachers. You thank us in May during Teacher Appreciation Week. But when June comes and we're still at the bargaining table with nothing, it doesn't feel like gratitude. It feels like disregard. We've told you all year long our teachers are struggling. They can't afford rent in our own community. They can't afford gas to commute here. They can't afford the health care that costs more than half their paycheck to cover a family. Some are going without medical care altogether. You've got teachers going to the food bank, your employees,

071while nurturing the next generation. We can't afford to keep waiting. So while summer may be a time for rest, I hope it's also a time for reflection. Reflection on how this process was handled. Reflection on how the teachers in this district feel. Because we are hearing the same things over and over. I don't feel heard. I don't feel respected. I don't feel valued. And when educators feel that way, they leave. They go to nearby districts where pay is higher, where health care is stronger, and where the culture of collaboration feels more authentic. And the impact on students? They face year-long vacancies. They cycle through emergency credentialed substitutes. They lose stability and meaningful relationships. And those of us who stay, because we love our community and have given 10, 20, 30 years of our lives to

072our students, are tired of using buckets to keep the ship afloat. I get the calls and texts morning and night from teachers asking, when will things change? When will this district start showing up for me? And I don't know how to answer them anymore. We've waited all year and we're still waiting. So for your sake, for ours, and for the sake of every student we serve, I hope your team shows up to our negotiations tomorrow with a proposal that reflects respect, urgency, and care. Because our students deserve the best and our students can't keep waiting. They can't keep waiting for stability They can't keep waiting for the education they deserve. Thank you. This concludes my report Thank you very much moving on to board reports Who would like to go first this evening? All right,

073I'll go first So I have prepared a statement to read Thank you for your patience board in response to the recent immigration raids across, California As president of the Woodland Joint Unified School District Board of Trustees, I want to express my deep concern over the recent immigration enforcement actions taking place across our state. These events are sending shockwaves of fear and trauma through our communities, particularly for students and families who are immigrants, refugees, or a part of mixed-status households. We are a district grounded on equity, compassion, and justice. Earlier this year, our board unanimously adopted Resolution 40-25, Support for Immigrant Families, reaffirming our unwavering commitment to protect and uplift every student, regardless of their citizenship or immigration status. We stand firmly on the belief that all students have constitutional rights to a free public education

074without fear of discrimination. Our schools are protected spaces where learning, belonging, and safety must never be compromised. District staff will not collect or share information about immigration status except as required by law. No student shall face harassment, intimidation, or exclusion based on immigration status. Our community deserves to know that Woodland Joint Unified School District is and will remain a place where students are supported, families are respected, and fear has no place in the educational experience. In these troubling times, we call upon all leaders and neighbors to stand with our students and families. Let us replace fear with compassion, division with unity, and uncertainty with the promise of opportunity and safety for all. That concludes my report for this evening. Who would like to go next? Trustee Brubaker Thank You president Petitsa Zavala for those words

075I had planned because of our packed meeting tonight to have a pretty brief statement just sharing the absolute joy I had last week going to as many graduations as I could possibly squeeze in seeing the Excitement in the eyes of those students graduating will keep me floating through for the next year at least Which is why when I read yesterday about the plans for LA Joint Unified trying to make it so that their students and families felt safe attending those graduations. That hit really close to home to me because I just got to experience that amazing feeling. Know that there are a lot of people who are afraid because you should not be afraid going to work or going to your legal court appointment to follow our laws and There are people who are not

076coming home while doing those things One of the articles I read yesterday Quoted the superintendent of LA joint unified and he said it better than I could so I'm gonna borrow his words if you will indulge me His name is Alberto I probably mispronounced that. We stand strongly on the right side of the law. Every student in our community, every student across the country has a constitutional right to free public education of high quality without threat. Every one of our students, independent of their immigration status, has a right to free meals in our schools. Every one of our children, no questions asked, has a right to counseling, social and emotional support, and mental health. He goes on to share, as I looked out, On the horizon from my office this morning. I saw gray clouds

077over Los Angeles These gray clouds could mean a lot of things to a lot of people I interpret them as clouds of injustice clouds of fear of intimidation clouds that seek to scare the best of us into dark corners That last statement really hits home with me and I want to Affirm that I'm not scared and I will not go into dark corners and I will not be scared or entered into dark corners For our immigrant students or for in honor of our resolutions tonight for our LGBTQ students or our students of any race I am here for the for the good or bad And I will do whatever I can to make sure our students feel safe and supported in our schools. Thank you. Thank you, Trustee Brubaker. Any other reports? Trustee Richardson-Fowler. In

078my day job as a teacher, I am a very active member of CTA, and I'm on the State Council. This weekend, I had the pleasure of going to my last State Council, where Dolores Huerta was there. And if I can just read one quick quote from that event. I just felt it was relevant. The idea of showing up to our classroom and seeing an empty desk and knowing that some of our students are terrified separated from families community and on their way to some detention center. It's not just heartbreaking it's enraging. As teachers we know our duty is to fight back. And that was from our CTA president David Goldberg. This is some crazy times that we're in right now. I was in LA and I was watching the news and I thought, wow, we're

079supposed to be in a war zone. I was in LA during 92 for the LA riots and it was not LA riots kind of stuff going on in LA. We are an education facility, an educational agency. I just implore people to keep mindful and keep... learning and paying attention to what's going on, reading multiple sources and getting to the bottom of what's really going on and not just listening to one narrative or especially this, don't just read media outlets that confirm your own biases. That's it. Thank you, Trustee Richardson-Fowler. Any other board members this evening? Trustee Villagrana. Before I make my comment a question for the superintendent, what do we call the the contracts when you know? They're they're not in effect, but they're still there, you know, we haven't approved them yet for the

080next year There's a word for them. I forget what that what it's called like the union contracts. They have a name That we refer to them when you know, they expire but they're not expired because they're still in effect What's the term? I have my HR staff here I'm gonna get it for you. That's okay. So I was not gonna give a report but after the statement so I mean the statement that there's no contract that's not accurate because even if we don't approve a new contract the current contract is still in effect and it can be used for whatever purpose right so that contract is still there. As far as not knowing the salary I mean any teacher coming back knows exactly their salary and actually they know it's going to go up on

081the step as well. And then just to give perspective, a teacher that becomes permanent status three years, they're making $347 per day. A teacher that's been here 10 years is making $450 per day. And the only teacher that won't know what they're getting when they come back is a teacher working here 25 years or more, and they're making $111,650. So, again, just adding more context to the statements that were made about... Not knowing yes, they're gonna know they're not gonna know the raise that's part of the negotiations But they will know what their pay will be when they come back Which is we'll go up another step unless they're already making a hundred and eleven thousand dollars a year. So that's it. Thank you Thank you very much trustee. We're gonna go ahead and move

082on to the next item unless there's any more board member reports Alright seeing none Thank you very much Information item board committee updates anybody? All right seeing none the coalition for woodland youth did meet yesterday morning at 8 a.m So later on in the agenda We will be taking up the appointment Discuss the appointment for the collaborative for the collaborative to fill the vacancy But other than that As it relates to the collaborative, SB 226 did pass the Senate floor. It's now headed to Assembly Higher Education Committee, and that will be heard on July 8th. So I will be speaking in support of that bill in public comment during that hearing. All right, let's go ahead and move on. Public hearing. Public comments, go ahead. First we have a Bayhouse Springer and then Ashley Sorry,

083I can't read the last name Golan Good evening trustees superintendent and community first trustees. Thank you for your volunteer time Sacrificing to support students staff families and community. It's a lot of time. Thank you My public comment is on parent engagement items in the LCAP. Know about them without them. Make every conference count. Know about them without them. Make every conference count. These are two statements we would like to hear you say loudly, firmly, and repeatedly to set direction on parent engagement. My name is Beha Springer. I am a parent of a student at Dingle Elementary, and I am running Dingle PTA's advocacy campaign this year. Our members, totaling 44 this year, had voted for Dingle PTA to advocate to you, our representatives, to authorize Dingle parents to share in control of district parent engagement

084programming and implementation. We have encouraged all schools in the district to advocate for the same. We have sent our research, data, experiments, and stories over the past few years to you on this topic. In concrete terms, we are asking that when $10, $100, $1,000, or any amount is spent on one parent for their parent engagement, then that one parent should be consulted in sharing control and how that money is spent for their benefit. One LCAP measure affirms that parents do not listen to sufficiently. The LCAP says that only about 29 to 39 percent of elementary school parents agree or strongly agree that the school allows input and welcomes parents' contributions. Parent engagement decisions should not be made by people who have never met our parents, who know nothing about our parents' beliefs, prior knowledge, struggles,

085or support needed. Know about them without them. We've also communicated that misunderstanding grade level and leaving a parent-teacher conference without a resource in hand is a barrier to parent engagement. Parents need to be asked about their beliefs, understandings, and struggles, connecting their child's academic performance to their child's life goals. Just like teachers, parents need to understand student data and be able to act on it. Make every conference count. Though we have some suggestions on systemic improvements like adopting standards for parent engagement. Ms. Beja, can I stop you for just a second? Can you stop the clock? Thank you very much. So the right thing for me to do was to open the public comment, the public hearing, and I want yours to be transcribed in this, okay? So I open the public hearing for local

086control accountability plan, LCAP. Ms. Beja, please continue. Thank you. Okay. Okay, though we have some suggestions on systemic improvements like adopting standards for parent engagement, providing academic records that cover kinder to career, academic reports, I'm sorry, that cover kinder to career, finding third-party education and career counselors for elementary schools, and appointing a visible parent engagement leader in the district, today we're just asking you to set direction. Please at every opportunity state loudly, firmly, and repeatedly. know about them without them, and make every conference count. Thank you. Thank you very much, and I apologize for the interruption. All right, continuing with the public hearing on LCAP. Any other public comments? Yes, one more. Ashley Goling. All right, that concludes the public comment portion. Do I close the public hearing? Yes, ma'am. All right, I am closing

087the public hearing for the LCAP accountability plan at 7.28 p.m. And I'm gonna ask Christina director executive director Christina Lambe to come up To give an overview review the draft local control accountability plan Before why you're getting ready Christina. I just want to also clarify and I'll be sending a letter to miss Bayhut just to clarify because the request has come forward Multiple times during public comment. I know there's been email sent to the board We we the board does not have authorization to give funds to private entities like PTA and I will Share this information with miss Bayhut and see on a cease make sure the board also gives its information There's a code that does not allow for that So even if we wanted to you we are not able to you can

088only authorize local funds to district employees Who report to the superintendent and then to the board for authorization? So just to clarify because I've just been hearing this several times and so I'm gonna send an email this to So the board everyone's informed Good evening board superintendent community tonight we're presenting the draft 2526 local control and accountability plan for your review and feedback so these are our four goals we've had these goals since the LCAP from 2021 we are now in the Fourth year finishing our fourth year with these same goals This is our agenda for tonight. I'll just move through this The the purpose my goodness. Sorry the purpose of the LCAP development process so strategic planning connecting our budgetary decisions to teaching and learning performance data engagement of educational partners, which is bringing

089in those valuable perspectives and insights from our community members and then accountability. So the LCAP really is designed to ensure from the state's perspective that districts meet all of the statutory requirements of the local control funding formula and the accompanying accountability system. So this is the overarching frame provided by the State Department of Education that guides the development, the strategic planning, and the engagement around the LCAP. So what we look at is what have we achieved to support student learning? And we'll just take it goal by goal. So goal one is our college and career ready goal. These are our six actions that are within goal one. Now I'll point out goal one was revised a little bit last year to become an equity multiplier goal. And that's because Cache Creek receives equity multiplier funding.

090So we added action five to this goal. And that again was a new requirement put in by the state. So six actions designed to support in a well-rounded way the college and career readiness of our students. And what I want to just share are some of some of the highlights of the metrics that we have in goal one now there are 28 total metrics in goal one. So this is just a few of them but and there are others where we are making progress as well but I wanted to share these because these really feel like they they show kind of the broad spectrum that we're addressing in in goal one so For example, meeting the three-year outcome for the percentage of students completing both CTE pathways and A through G requirements. So last year

091in the spring of 24, we wrote the current LCAP, established what the baseline was for each metric, and then established a three-year outcome. That's for... the spring of 2027 but in some cases we are we have already met that that three-year outcome goal and this is one of those those metrics so i wanted to highlight that also meeting the three-year outcome for the number of college credit classes that students are taking so as you know and have heard over especially this year there's there's a lot happening in dual enrollment and so we are rapidly increasing the number of students and the number of opportunities that they have to take college credit courses. Moving on to goal two we have ten actions in goal two this is our a big goal that supports the social emotional

092and academic needs of students it also includes things like transportation and base program so textbooks and curriculum professional development supporting new teachers these are all how we are addressing goal two Some of the highlights and there's actually two slides for the metrics here because there are so many metrics in goal to Meeting the three-year outcome for teacher retention We made progress in a number of other metrics including coaching and support for new teachers The English learner progress indicator and on our district common math and reading assessments as well the chronic absenteeism rate. The detail on this is all within the LCAP document. Also in goal two, so from the California Healthy Kids Survey, we've made progress on the student perception of safety and of school connectedness and also of bullying or a climate of bullying

093in the school. Moving on to goal 3 which is our English learner achievement goal what I'll point out here is that we added Action 2 for long-term English learners. This was a new requirement When the LCAP was written last year the state has recognized long-term English learners as a student group and And so in order to address that group specifically and to meet that requirement we added we added the action that really focused on this group of english learners as a as a specific student group Going into the some of the highlights in goal three we have met the three-year outcome for the reclassification rate You can see that if you've been to the reclassification and multilingual ceremony There's so many students that are meeting those goals And then meeting the three-year outcome for parent

094learning opportunities the cafe office and the English learner specialists have been organizing parent opportunities and that has been a growing area. And then again also the English learner progress indicator. And actually long term English learners I think were in the blue on the dashboard for the LP. So another good piece of data for that group. In goal four, this is our youth engagement and development and youth development goal. We have four actions here. And some of the highlights. So again, from the California Healthy Kids Survey, the student perception of meaningful participation. So we have made progress on that. Also, leadership opportunities offered at every school site, the number of those, and then as well, community partnerships. And then finally, on the number of youth development trainings offered, both for staff and for youth. That has

095really taken off this year. Okay, so to wrap up, I want you to know, as I said earlier, the LCAP is the second year of the three-year plan that was written last year. And so to maintain continuity and focus on our goals, we're not proposing changes to the current LCAP except for a couple of... couple of pieces so the board approved some reductions and Spending adjustments back in November and December of 24. So there are reductions in expenses in the LCAP Those are the I would say the biggest change There's also a few revisions for clarity of wording in some actions but nothing very significant and then we're adding goal four actions one and two to the increased or improved services section which you can find at the towards the end. towards the end of

096the LCAP. If you recall, in November and December, there were reductions to contracts, there were reductions to some positions, and reductions to department and site budgets, and so those are reflected in the expenditures, in the expenditure plan within the LCAP itself. So next steps are the draft LCAP is currently with Y Coe and so we look forward to second round We've gotten one round of feedback from them we'll get a second round of feedback from my Coe and then hearing your feedback and an input tonight will bring a revision to To the board in June on June 24th for approval And I'll turn it over to you for questions and comments. Thank you very much. Any questions or comments from the board? Who would like to go first this evening? Trustee Villagrana. For the A

097through G completion goal or objective, I don't know what, outcome, I guess is the term. Can you tell us what the current target is? The A through G metric? Yeah, under goal one. Sure. So the current target is to meet the statewide A through G rate and ensure proportionality. So the one modification I would like to propose to my colleagues is that we change it to 5% above the state average instead of meeting the state average. So that's my proposal. Thoughts, comments? I have no opposition, sir. Anyone else? Sounds good to me. All right. Does that conclude your questions and comments? For now. Trustee Rodriguez-Mujica. Trustee Richardson-Fowler. Trustee Garcia. It's a comment, yes. I would like to say I like the service about the cafe workshops, about their increase, a lot of participating, a lot

098more workshops that are. Focus on career and a lot of things the the parents I like and I want to shout out to the cafe and thank you Thank you Thank You trustee Brubaker none Thank you for taking the time to meet with me early on. I appreciate it Don't know that I have met like that in advance So I do appreciate the time and in having that one-on-one discussion and in hearing more about this topic in advance Taking it back to you trustee Villagrana. Thank you. Let's see also. Thank you for For taking the time to meet with me On page seven we discussed the the types of systemic barriers that students faced and just if you can share with my colleagues if there's gonna be a change in conversations to focus more on

099our systemic and you said it was broad when it was stated there and and again I didn't add any details but or have you had conversations about specific systemic barriers that need to be addressed within our district So, thank you. I think we'll really look towards the systemic equity review, their findings and recommendations and the comprehensive data work that our consultant did to... Flesh out more and talk more about the barriers that that exist in in the school district But that was definitely a major piece of what the equity review was about Thank you and then regarding Go for We had a conversation as well about the youth advisory committee itself, which was created by the establishment ago for and actually not given feedback and you know, can you elaborate more on what happened and

100what steps are going to be taken to hopefully encourage them to get some feedback on go for yeah, so in having further conversation after we met then in talking with our youth engagement TOSA and with our superintendent to get more detail about what the youth advisory council, we're talking about the superintendent's youth advisory council, and what those meetings looked like. We realized that really their world is about Gulf War in those meetings, and they're working on and planning and discussing. and preparing for the work of Goal 4. So in that section, I had stated specifically about Goal 1, but I have made some updates to that to reflect the work that they really have been doing all year within that goal. And I understand the work they've been doing but these are the groups that

101gave feedback specifically on the out cap and so just to clarify The advisory has given feedback on go for or there's been doing go for work Well, they have been doing goal for work. Yes, my request was that we actually have a conversation again ask right? We can't tell them to if they would like to understand more of the outcap goal for what's involved because What we approve kind of affects what they can and can't do right the amount we? Allocate budget how we structure it kind of either gives them more freedom or limits them as to so I figured they would want to have input on again the goal that kind of establishes them in a sense. Yes. So that was the reason why. Yes definitely. And we'll just make sure that we engage

102in a similar process with the superintendent's youth advisory council that we do with the LCAP collaborative and the DLAC in the coming year. And I can share that they would be very interested in giving input. I figured they would. But so when I saw that it wasn't on there I was like oh. kind of like what happened so let's see so um if you can share With my colleagues because I asked about for goal one about why? college preparation Was not a priority, you know, like because they have actual number of priorities We had a good conversation on that You're referring to the LCFF priorities. Yeah, so So for from the LCFF perspective, there are eight state priorities for school districts there are priorities nine and 10 for county offices, but for school district, there

103are eight state priorities and there isn't actually a priority called college or career readiness. There is pupil achievement and pupil engagement and family engagement. And then there are a couple of others like other course, other pupil outcomes. And so that is where data such as the A through G or college credit classes that is where that data lives within the LCAP. Thank you. Then page 20 regarding the work permits you said we're going to look into whether those numbers were increased based on summer needs. Just curious if you were able to find that. Yeah so we did re-run Trying to find a page. We did rerun the work permit data, but for this version that we're looking at tonight, and there were a few increases from the May 16th version, but we still do have

104a decrease from the previous year. And I don't think we can say at this, or at least I can't say at this point what the reason behind that is. Yeah, so that was a concern we went from 580 538 to 306 or now whatever the new number is And I'm wondering what could we have done because again When young people start working right earlier, they build skills and experience that then helps them Get scholarships get into college and then get jobs Without any experience is harder to get a job, right? So I'm wondering whether we're just about Helping them find the resources that exist or in the community for maybe you know help them build their resume or mock interviews You know not that we have to necessarily do them because there's a lot of

105resources already that exist in our community So yeah, I just again I was curious if in a conversation that we had identified why? Because again, it's it's a significant decrease. Yeah, we haven't identified why. I think also this was the first year of having this metric. So it's the first year that we've really looked at this data in this way. And so definitely more conversations to be had. Thank you. And then on page 21, the other decrease that concerned me as well was the decrease in the number and percent of high school graduates who enroll in a two or four year post-secondary institution. Our goal is for it to go up, but it actually went down. And so that was concerning. And I think it's percentage, right? Not numbers either. So I don't know if

106you were to have a conversation on that with people. We have not determined what the reasons for the decrease are yet for that metric. I mean, and it could be that, you know, we're doing such a great job with our... Other programs that young people are deciding to to take alternative options, which is great You know as long as we are creating multiple options for them to choose from but if we're not evaluating Then we don't know what what the cause is and if that's the cause that's awesome You know that they're choosing to to do that. But if not, then that's that's concerning to me the rest of my questions I had sent to you and I appreciate the the responses again, those were the main ones that stood out that I just wanted

107to Have a conversation about and again the the a through G right we went down instead of going up So that was a little concerned. Well, not a little was concerning as well Because that's literally the the gatekeeper for four-year right UCN CSU if you're missing one that just a huge obstacle. Yeah towards that direct route, you know, obviously there's other ways to get there but Like just different opportunities that exist. So Thank you again for all the time that you all spent I know it takes a lot of conversations a lot of deliberation a lot of Analysis as well, especially with the budget adjustments that have to be made right and still stay focused on On this and again this this document obviously it's a vital document To me I would say like as

108far as votes is like hiring the superintendent proving the budget and then approving the LCAP You know, there's other ones that come, you know every now and then but like on a regular basis you know, these definitely are the most important votes that we as a board take so again, I appreciate the Diligence that staff placed on this Document because again, I know it's very involved. Thank you so much. Thank you Thank you, Trustee Villagrana. I'm going to go ahead and allow for Trustee Rodriguez, who's participating remotely, to take a turn. Go, sir. And thank you for your patience. No problem. I just kind of wanted to reiterate my support for Trustee Villagrana's statement that he would like to see the A through G move up to 5% above the state average. I think that

109metric is something that this board worked hard to get just to the state average four years ago when we were having these discussions. Not everybody on the board agreed, but I'm glad to see that we're in striking distance. meeting the state average and now I think it only makes sense to be able to build on that and increase that by 5%. And then also I'd like to agree with Trustee Villagrana that it is concerning that less students are enrolling in two or four year institutions. these are still create very viable and opportunities for students, especially those students that would benefit by social mobility. The four-year degree is still the leading indicator in being able to move up in social mobility. And so that is greatly concerning to me and I would want to know why

110those numbers are down. And those are my comments. Thank you very much trustee Rodriguez Yes superintendent Before we continue I just want to clarify because I know that we have two new trustees and is the first time going through this process Tonight is the night for feedback on any final revisions the county office looks at the document not necessary for content the content is driven by the district driven by input from staff driven by the Needs assessment that was done And the direction the board has given us But they look at it for Compliance they look at it for the look at the budget and any technical Review is a technical review of the LCAP. And so that's what the county does So they'll be giving Christina feedback on on that they may have some

111questions about some of the goals clarity of language And so it's a lengthy process. Christina's been working on it for months and coming in on the weekends because it's a very complicated document. There's not many pieces to it, and it's not very easy to navigate the template. But, you know, she's very good at it. But I just wanted to clarify that tonight is the night for any changes. questions so that she can finish the document and it comes back on the 20 24th 24th for approval and so that we can meet that code required is required to have it Approved before by June 30th. So I just want to clarify so you understand the process And so that you take advantage of this opportunity if there's anything that you are wanting to consider as trustee

112via Donna Has already made one request Thank You superintendent any other questions comments or revisions? Trustee Richardson Fowler. I have a question and Maybe you can clarify a little bit for me. I wasn't too alarmed with the rate of work permits going down so substantially. I think that we are doing a wonderful job of creating leadership opportunities for our students. So say that we have 20 kids who did not get work permits because they are on advisory committees of some sort or another, or they're taking on internships or other leadership opportunities. We've got these numbers that we've got metrics. for what are we going to then do with them what does that number tell you how will you synthesize the information I'm not asking for the minutia I'm just asking for a really concise overview

113so for work permits specifically General I just that stood out to me and with trustee Villagrana mentioning it that's something that resonated when I thought of my own anecdotal experience with my kids like I'm not letting them work so that they can have more academic time and build more leadership. I don't know if the data captures. That nuance right? Okay. Yes. Thank you. Um, yeah, I guess I would say that for some metrics There's a really direct correlation to the work that we are doing specifically to support that metric So for example the college credit courses We are actively working Director Creo is actively working with staff at the school sites to and with Woodland Community College to increase the opportunities for students to take college credit courses in terms of for example work permit

114since we're talking about that um i don't know there isn't a direct correlation between work right at this moment that we're doing to increase the number of work permits that students are are are applying for because it is a community the community is involved in that the community of employers in the district and in the in the city and in our neighboring towns so I don't know that there's a direct correlation like for that one specifically Okay, so that just gives me something to wrap my head around. There are some metrics and rubrics in here that we have direct work that correlates to, and it's some information that we're capturing because it may be relevant and it may add into other things. And also for that one. I'll just add that that was a metric

115that we added this year for the first time and so it may be that as as we get into it and and dig into it more that there we will discover more information or maybe some steps that we need to take in order to work towards increasing that in the first year there are a number of metrics that we have in this plan that we have never had before Right, I'm noticing that. Solid information. I am not disputing anything. I just think it's great. I just wanted to know a little bit more behind it. I appreciate that you guys are collecting all of this data. I can see it's tie-in in other areas when you're looking at... I won't go on. We've got a long enough agenda anyway. Thank you. Thank you, Trustee Richardson-Fowler. Anyone

116else? Trustee Rodriguez-Molkica. Thank you. Thank you for all your work on this document and all of the 176 pages of text that is in here. I understand why it took you Saturdays and weekends to do this. So thank you very, very much. My question is around English language development. So on page 131, it's action 3.5. You note the observations, right, in stakeholder feedback that... designated and integrated ELD is being implemented inconsistently. And I am curious what we are doing differently to be able to address that. I know we provide trainings and support, but it seems like we need to do something more than just that to be able to ensure that it's being implemented consistently in both our designated and integrated ELD. Well, I know that and I may call up director or else go

117to answer help me answer this But I know that there are systems in place to monitor and support teachers and yield specialists with the implementation of ELD and there are trainings that that take place but all Maria can Expand on that for me. Thank you Good evening. Yes, so designated ELD actually is pretty systemic in our organization. We've been working on that for a very, very long time. Designated ELD happens every day. Any cancellation comes through our office. We don't allow cancellation unless they went on a field trip. Everything else can stop except ELD. So when there's an assembly and everything gets reshuffled, doesn't ELD happens every day. And so when there's a cancellation, we get, there's a form and it alerts us and we see a pattern or we see that we had an

118assembly on. I can remember one day we had an assembly and we brought a cow to campus, milk industry. I don't remember exactly dairy council. And I called that principal and I said, as great as that is, that's a great experience that is for our students. Designated needs to happen. It just happens at another time of the day. So it's just about reminders to our administrators, our teachers. We hold them accountable to report cards. We monitor every report card that there's a student grade. And so we just put systems in place to support administrators with that. It's a priority. very clear to our principals over and over the last several years. Doesn't get canceled and the best teachers teach REL students. And so she's made that really, really clear. And it's just work in progress

119and a lot of professional development, a lot of monitoring. Our principals get really busy and sometimes it's hard to get into the classrooms. Integrated ELD is a little tougher and we all know that in order to close the achievement gap we need the five hours of the rest of the day to be high quality. We are at a place where folks know what it is, they know the standards. It's how do we... support all of our staffs 100 percent of some schools do a much better job of supporting their language learners all day long. Scaffolds language sense frames the visuals are glad our promise all of those are literacy strategies we do with our secondaries. At this point it's about implementation and monitoring and support and coaching the staff who has a real issue we

120need to address that separately the staff who has a skill issue we have the resources to support anybody with a skill issue. We have coaches your lessons can come model we provide PLC time that's another opportunity where we've infused the monitoring piece we have on every single PLC data form English learners and SPED students have to be identified by a different color and we monitor their data so then and then at the bottom there's like what are you going to do about your English learners who are not achieving and then your SPED students and what strategies so it's a that's work in progress we're on year two of PLCs correct me if I'm wrong and so that's work now it's just about that monitoring and consistent implementation change is hard. folks and we are a

121bigger organization and we're just trying to support administrators in our teams to be in classrooms and support that it's high quality it's about high rigor with high support and some of the support isn't always as high as we want it to be but that's that's where we're at and that's the honest and it shows in the data I mean the data It is what it is, but I think we're in a really good place. We'll continue to provide PD as we move on, even within some of the restrictions of the budget, provide some opportunities for our staff. Thank you I really really appreciate how you're monitoring designated ELD I didn't realize we were doing all of those things to ensure that our students were getting it every single day So I think that's really good

122and I'm curious if there's anything we can borrow from that to ensure Integrated ELD is happening right because I think they might know what it is. I mean I in engaging with the school plans I don't get the sense that everybody knows what integrated ELD is administrators included right um so I'm focusing more on that and thinking about like what how can we be creative to ensure that it is happening right across every single school site I think our PLCs are going to allow for that it's kind of naturally embedded in there without saying oh you're all doing it now we're requiring you to do it it's just part of the direction we're moving in I have been in this position for 18 years now I think I don't know I lost track a long

123time ago. We're just at the earlier stages for integrated versus designated. It's literally taking us it takes a bit to move folks. You know we train people. We did EO rise. Then we get new staff and then we have to try to catch up all of our new teachers and then we get new DI teachers and they're behind on Promesa and we're all moving forward yet we still have a portion of our staff who's behind and so trying to. catch everyone up and have our administrators really lead the charge of monitoring. We need to get into classrooms and we need to check what's happening in classrooms and that scaffolding and supports are in place every day for every student. And when they're not, how do we do that? And so I know some schools have

124done some really good things like they visit each other's classroom and they have a checklist, like Pioneer does that. They go and they observe a student, not the teacher, but by doing that you're observing what. the teachers providing for the students and you can see if they're scaffolding or not. So some of those strategies, we're gonna move forward and our team, that is our goal in the EL services department because we know that that's the next step is about rigor support and coaching and implementation. Yeah. If I can add, Maria, I've been here a long time too. And when I first got here, there was no ELD. Well, it was. There was no ELD happening. We actually were in trouble by the State Department of Education. There was no curriculum. There was no expectation. There

125wasn't anything. Those who wanted to do ELD, whatever they thought ELD was, it's taken quite a bit to get to the point where I think we're a lead on the implementation of ELD. Everyone knows we had a pushback. We had schools that refused. To do ELD we had different leadership that said it's okay if you don't do ELD and so we've gone through that journey and we've pretty solid with the current ELD the designated ELD we're still that journey developing we want to get to that point but you know that's a little different challenge because there's a lot more to oversee to implement and they're still training but I can say one of the things highlights that we know we are moving in the right direction but it does take a while for the understanding

126for the staff development for the implementation the monitoring but I think we're probably one of the few districts where there, you know, our dual immersion programs, where the dual immersion teachers are getting trained on Spanish literacy pedagogy. Our EL teachers are being trained in designated ELD, for example. And we've been doing some work with that. So work in progress. One of the other things, too, is our secondary teachers and everyone got trained on the English learner roadmap. Not many districts have done that. And so... They are aware of the English Learner Roadmap. They still work on that, and we have tools where I have required the schools to also use the Roadmap, the toolkit to monitor where they're at so they can understand what it may look like and where they are at because they're

127all at different places. And so we've done that with, so anyway, it just takes a while. We know that's an area that we still need to keep paying much attention to. Thank you. Any other questions and I'll wait for a trustee via grana to get back to his desk before we move on But any anyone else before that? No, okay Do I close the hearing any more no more question? Oh The hearings already. Okay. It's just continue on on the LCAP. Okay, if there's any questions if you want to continue I don't know if if any other trustee Any other questions? I think I think we're good Yeah, so motion to approve No, this is just a hearing. Okay. I'm moving on to the next item. Is that right? On the 22nd, 24th, the LCAP

128will be brought after this county has done its thing and we're bringing it for approval. Okay. Sorry, guys. All right. So now I'm opening the hearing for, okay, opening the hearing for the 25-26 budget adaptation. No comment. No one will come up. So you can close it. Close the hearing. Okay. Close the hearing. Okay, good evening. This evening we're going to share with the board the spending plan for 25-26 and I have a tremendous amount of slides in this presentation after talking to Christina and actually reviewing what she had up here and so I'm going to do my best to be a little brief and swifter and just kind of hit some of the high points on some of these slides because I know we have other information in the presentation tonight. This here is

129an overview of the components of this presentation and what I wanted to share with the board is that we always begin to talk about the budget. with the support of what's happening in the governor's May revision. Why? Because the May revision is what drives, what supports a lot of the assumptions and the projections that we have inside of our adopted budget. For example, we learn about the COLA in the May revision. We learn about some of the programs that the governor uh... mentioned at his proposal in january whether or not they survived or if he's replaced them with new programs and so there's a tremendous amount of detailed information in the may revision that we use in our assumptions and so that's why we spend time waiting for it we spend time analyzing it and

130we spend time how it's going to impact uh... the spending plan for the next fiscal year and so In this next section, I have a handful of slides where I'm getting into some of the themes around the May revision, some of the risks to the state budget, and things like that. And so I won't go over those this evening, but I wanted to provide them to the board just so you had the information. And I'm here to answer any questions about them, but I think it's helpful to get you to see that much of that information inside of the May revision is what we're using to build. the district's budget and so that's where I want to spend most of the time this evening. And so our proposed spending plan it's no different than how

131I present to you the first interim, the second interim, and and the unaudited actuals. We always start with what are our projected revenues for next year and so in the form of a pie graph you can see that the majority of our projected revenue comes in the form of the local control funding formula. And so that's where many of those dollars that you heard Christina talk about in the LCAP, that's where those supplemental and concentration dollars are. And then we also have our base grant embedded in the local control funding formula. And then we have various federal funds, state funds, and local funds. And that amount is projected to be $153 million for next year. This next slide is a pie graph of our projected expenditures for next year. And so as you can see,

132this is a pie graph of all those different types of expenditures. The bottom three-fourths of the pie is related to compensation in the district, and we've taken it a step further and we've broken out those various parts of certificated and classified expenditures within the salaries. And then we have that separate piece of the pie for... all the employee benefits. But you can also see that we are projected to spend money in services and other operating expenditures, books and supplies, and then we're also spending part of our budget for other outgo. We also have in our spending plan for next year projected contributions. And these are programs that essentially we're saying that the state provides us funds or the feds could provide us funds or both. But unfortunately, in our program, we spend more than what

133we take in in those two programs. And so. It's something that has an impact on your general fund, but we want to report it here just to share with the board that we're projecting contributions of about $28 million. 75% of it is for special education. 9% of it is for special education transportation. And then the top one is the green one, and it is essentially a state requirement that we set aside 3% of our total general fund expenditures for restricted routine maintenance. And so doing a little math, you can see that that amount is $4.5 million, and those monies are set aside for Jim to carry out the efforts across the district to improve routine maintenance across the district. And so the next handful of slides are just more along the assumptions that we've used

134to build the expenditure and the revenue sides of the budget. And so enrollment in ADA drives the local and controlled funding formula revenue that we received. And so we're projecting 9,300 in enrollment. 7,800 in average daily attendance and then we're also projecting some ADA for the universal TK program. These are assumptions that we use to staff our classrooms as well as our classified staffing across the district and so those are there for your review. And then we also have our revenue assumptions that we use. This is how we build our federal revenues. We always assume the amounts that we received in 24-25, and as we receive more accurate information or more current information, we will adjust those federal revenues. We're anticipating about $3.5 million in the grade span adjustment money that we receive in the

135local control funding formula. And these are the rates for restricted lottery and unrestricted lottery for a total of approximately $2.1 million. We also, in addition to paying salaries, we have to pay fringe benefits for our staff across the district. And so these are the various percentages and rates that we use for our certificated employees and our classified employees, as well as the amounts that we contribute to the health contributions for both certificated employees and classified employees. In addition to the expenditures that we have... In our general fund we also have to budget for what we're paying for on our utilities And it's important to share with the board that we're anticipating increases of around 11% for our utilities and then on the insurance side we're in a JPA known as schools insurance authority or SIA

136and we wanted to inform the board on the Increases in the rates for coverage for property liability cyber and workers comp the one that really kind of took Norma and I back, but we realized how important it is seeing that our property and liability insurance is going to be increasing at about 55%. That is a significant amount, but there's a lot happening in school districts and insurance is very expensive, especially for property and liability. So now let's talk about a little bit of financial statement stuff. This is the general fund, the combined general fund. I use the term combined because the general fund is comprised of the two parts, unrestricted and restricted. And so what we're showing you here is essentially what we showed you in those pie graphs. We're anticipating revenues of $153 million.

137We're anticipating expenditures or projecting expenditures for... 155 million and so when your expenditures exceed your revenues you have a deficit and our deficit is approximately 2.5 million dollars according to this financial statement here and so um Some some of us learn better by pictures and that's what we have the pie graphs But we also have folks that learn better by a financial statement. And so that's what we're sharing with you here But where does that deficit get paid from? Well that deficit gets paid from what's known as the the fund balance and so the fund balance we're estimating to start at about 59 million dollars and so if you minus the structural deficit from the previous slide the ending fund balance is projected to be $56.8 million. And so that beginning fund balance could change

138once Norma closes the books and we're able to draw a line in the sand at June 30th, that beginning fund balance will change. And that's what that asterisk is standing for. And so what are some of the components of that $56 million right there in the ending fund balance? Again, a pie graph illustrates that better. And so we have all the different parts of the pie to show you what we're projecting the parts of the pie or the ending fund balance to be, all the different pieces that you should be familiar with. We have restricted sides of the fund balance. We have the piece that we're required to set aside that the state. mandates 3% for reserve for economic uncertainty. We have some for our one-time funding. We have some restricted grants. We have some

139carryover and supplemental and concentration. And then we have the unassigned, inappropriate amount in the ending fund balance for a total of $57 million. Now, we wanted to go a step further and just dive into the unrestricted side of the general fund only. In the past, we've only showed you the combined. general fund, but we wanted to just carve out a piece and show you the unrestricted side because a restricted program is supposed to live within its means. And so if it receives so much in revenue, those expenditures have to match that revenue. And so that's why we're able to push aside that side of the general fund. But the unrestricted side is a little different, and hopefully we want to walk you through how it's different. So as you can see, the primary source of

140the income on the unrestricted side is in the local control funding formula, and then we have some state programs and some local money that is deemed to be unrestricted, and that adds up to $127 million. Well, we have some expenditures on the unrestricted side of the general fund. And as you can see, those add up to $102 million. And so in this case, our total revenues are $127 million. Our total expenditures are $102 million. And so on the unrestricted side of the general fund, we have a surplus of $25 million. However, we have to go one more step. Remember the part of the pie that I showed you that was the contribution? These are the programs that expend more than what they're receiving in state or federal dollars. And so in our case, we have

141to take money from the unrestricted side to contribute to those restricted programs. In this case, our contributions are... 27.8 million dollars. And so when you take those funds away and provide those to those programs, we end up back at the structural deficit of 2.4 million dollars that I informed you about when we first talked about the combined general fund. So hopefully that's more of an illustration to get you to see how important it is to really focus on making sure that your unrestricted budget is solvent and that it's able to help support programs that need a little help but at the same time Be available for a lot of the obligations that you have across the district and so this ending fund balance or this ending Contra this ending deficit of 2.4 million dollars comes

142out of that beginning fund balance of 47 for projected ending fund balance of 44.8 million dollars and then wrapping up we always in the presentation Talking about our multi-year projections or and specifically around those ending fund balances This slide here has a lot of information on it. But I think the three key key points to take away from it is we're anticipating a Positive ending fund balance in next year's budget as well as the two years out We're anticipating or projecting meeting our reserves in the first year as well as those two years out. And then most important, that very last slide, we're projecting to have a positive certification in next year's budget as well as the two out years. And essentially what that means is we're projecting that the district will be able to

143meet its financial obligations in the current year as well as those two out years. And then things to think about that we always want to keep in front of the board. Many of them we've talked about here tonight, but again, special education because of it's a very important program, media students, and the impact that it has on our budget. declining enrollment statewide issue, but we're working with the challenges of a decline in enrollment here in our district. And then we're really watching to see what happens when the governor, if the governor signs the budget that he receives from the legislature, because depending on what happens in that, it could have some negative impacts on what we're seeing here tonight. And then also events in Washington. Those could, you know. Have some major impacts on school

144districts here in California and we as you heard the superintendent say in her report she talked about how we're monitoring how those things could impact us and Seeking guidance from the California to California Department of Education as well to help us navigate that minefield So with that, hopefully it wasn't too fast but Similar situation as the l cap. This is for your review and for your comments and we're hoping to bring forward this Bring back the same presentation On the 24th of this month and have it approved to me to meet our requirements in that code any questions Just if you grana Thank you. First of all again. Thank you Thank you Norma and team for all the great information and time you spent and thank you for meeting with the committee earlier today and

145answering all the questions that we had at the time. So in the past four years has the ending fund balance increased or decreased? Has it been smaller? You caught me cold but I think it's grown. It's grown and gotten bigger? I think it's over the... It's grown. Okay. Coming out of the pandemic, you know, if I did that kind of math, is that three years? Is that two years? We were like in the 60s. Probably gone up. Probably gone up. And now we're like at 50, what is it, 50 something, no, 40 something, right, is the amount you gave us? Yeah. So to me, I guess recently it's gone down then. It's starting to go down. Correct. And we used to have like 60 something. Correct. And now we're at 40 something. Correct. And then

146has the unassigned, unincorporated also? Decreased like over time. That's a that's a piece of the pie and I would I think it's safe to say that that's probably It's probably increased as well In on page 30. Yeah in page 30. It's for 2526 is because it used to be in the high 20s Correct and when lower and now it's 19 for 25 26 correct 16 for 27 26 27 and then 14 for 27 28 So so it's good decreasing it is decreasing and and what I'll say to you is It's as a result of the fact that we have a structural deficit. That's what absorbs the structural deficit. You read my mind? Yep. That's my next question. Yep. So the structural deficit that's projected per page 30 is $2.4 million for 25-26, and then $2.8

147million for 26-27, again, per page 30. And then any increases that we do in compensation and or benefits will add to the structural deficit, correct? Correct. So because of that. Absent any cuts or reductions or adjustments. Yes. Correct. Thank you. Correct. IT'S ALMOST LIKE YOU AND I WERE TALKING. OH, I JUST, I DIDN'T MEAN TO INTERRUPT. I APOLOGIZE. NO, NO, NO, YOU DID. I APOLOGIZE. IT WAS LIKE, IT WAS PERFECT TRANSITION TO WHAT I'M GOING TO SAY NEXT. SO, AGAIN, WE HAD CONVERSATIONS THAT WE'RE GOING TO BE, WE MAKE CUTS, AND WE'RE GOING TO NEED TO MAKE MORE CUTS. AND AGAIN, AND WE SAID IT'S IMPORTANT TO COMPENSATE OUR STAFF, AND WE'RE GOING TO DO OUR BEST TO DO THAT. BUT WE HAVE TO DO MORE ADJUSTMENT. I MEAN, THE BUDGET IS THE BUDGET. I

148MEAN, ONE THING YOU SAID IS, YOU KNOW, THE ONLY PLACE WE CAN'T INFLUENCE IS INCREASING, RIGHT, WHAT With that said one of the things that we can do now which you know doesn't have a person and again we would direct the superintendent to adjust the budget based on this recommendation going to make. But before I make the recommendation if you can helps you if you can write this down because there's some numbers you know and if you like more visual. So for Pioneer High School in 2019 20 there was fifteen hundred forty one students. And for Woodland High School, there was 1,310 students. Again, this was 2019-2020. For 20-24, Pioneer went from 1541 to 1635, and Woodland went from 1310, again, to 1171. So Pioneer went up by 6%, and Woodland High School went down

149by 10%. And because of these changes, again, what I'm proposing is that we do not... Hire the Woodland High School replacement vice principal. There's not a person there now, right? So we won't be impacting a person Again, the ratios are gonna be close now to what Pioneer High School began Pioneer High School the difference between Pioneer High School and High School now is 464 students And again, that's a huge discrepancy that that exists right now So that's the recommendation I'm making to my colleagues that again when the budget comes back for approval That would direct the superintendent to make that adjustment on the budget and incorporate that again. We're gonna be making cuts That's not a question and this is a cut that we can incorporate again without affecting a person directly at this point

150So thoughts comments for my colleagues anyone I think Trustee Villagrana for looking at the numbers and bringing that up. I support this proposal. I think it is a good idea. And as you said, we're going to be having to make cuts anyway. And I think it's something that does make sense, especially since that position will be vacant. Trustee Rodriguez, it looks like you want to say something maybe. Yeah, my question is, would what happens with the boundaries? change the facts around making that kind of determination that we would get rid of vice principal position because of the lowering population? You're asking me to answer? Absolutely. Definitely. But as you know, the direction that the board gave was to grandfather in people. Right. So it's only new enrollment. This is going to take a long, like

151long time, maybe five years for the numbers to get readjusted. And at that time, the board can revisit and make readjustments again. You know, just the budget. Hopefully there's more money coming in right from the state at that point where we can make that decision. But it's going to take a while before those decisions we make has the actual impact of balancing out the schools. So those boundary decisions will not be really implemented, it would seem, for many years to come. The way we have it right now, yes. If we change our mind and say, okay, we're going to implement, we're going to move people now, we're going to, like, you know, split the schools in half and move a bunch of students over, then yeah. But if we're not doing that, which we said

152we weren't. then yeah, it's gonna it's an attrition right as as new people enroll then those are the ones who are gonna be bound by the new policy that the board puts in place. Okay, got it. Any other comments on this item? Or this section? I'll say I also support this. I watched you all make really hard decisions last fall and if we can do that as painlessly as possible by not actually having to cut a human being I think that's a good approach. Do we need to do a show of hands? Well, we need one more person in the government so that we can have the superintendent bring the budget back but minus that position Should we do it? Okay, we're good trustee Garcia, what was there? Oh, well, there's four for sure. But

153um, oh Did you just just for? Will do whatever the board would like to do and we and yes, we are going to be having to face budget cuts in the next probably three years to be able to meet the board's goals to compensate our teachers and adjust our budget so that we are healthy with our budget and meeting our obligations. So, I mean, it's really hard. I just want to say it's really hard, but I support the decision that you make. I don't like to surprise our administrators, but it's not going to ever be easy, either now or later. And there's going to have to be more to come. So I am all ready. I want the board and the public to know that when positions open up at the district office or any

154opportunity, I'm considering. Closing or holding off on positions and I think that's just the lens that I need to look at it as I've just been looking at it at top level right now. And so I just haven't had, have not been doing it to the site level now. But if the board is ready, you know, this is an opportunity. So whatever the board's action is, I just want to make those comments. Another thing just to consider is that even though the schools are different sizes, they still have the same number of games, same number of events, same number of responsibilities. However, there's also less people to evaluate. and there's also less discipline because of the numbers. So I'm just sharing the facts. Any other questions for the budget? Those are all comes in. Trustee

155Rodriguez? Yes. So if you were to bring that back. I don't know, at this point for consideration, right? Could you also bring that back with some sort of report on the impacts of that kind of decision at the high school, just so we're aware of all the impacts it might make or it could make? Can I make a comment on that? Trustee Rodriguez? Yeah, of course. I guess my concern is that as we move forward and we make cuts, that we're going to be asking staff to come back with it. every position we cut in the impact of every position. And I don't know if that's feasible. So I wouldn't want to create a special circumstance for this one where we're not going to do that for the rest because we're going to be, again,

156evaluating a lot of positions. And if that's what we want to do for our position after that, then yes. But if we're not, then I'm not in support of like that detail of analysis on this position. But again, that's just my perspective. Yeah, I mean, I think there should be some report on the impacts, right, when we cut so that we're aware. So we have context, as much context as we can to a cut. I mean, I don't know, you know, with what depth would require how that would impact the workload. Obviously it would to some degree, but I think some general, accurate general description of impact of a cut, I think is important for the context of our decision-making. Sorry, trust your, you. So the only thing that I would argue then is if

157we do that analysis. then if the board decides not to, we'd have to do the analysis on the current impact at the Pioneer High School staff who's understaffed, right? Because there's only three vice principals there at Pioneer High School, and the ratio is a lot higher, so they're being impacted already. And then we'd have to do the analysis and to hire an additional vice principal at Pioneer High School to balance out that impact that they already have right now. That's it. So if we do that, then I'm going to ask for the analysis to then add another vice principal at Pioneer High School for it to be equitable. in the distribution of workload as you said i i i don't have a problem with you know getting reports that inform us and enrich our understanding

158of impacts one one way or the other i'm good i just want to be able to to have them um because they're as you know they're very difficult decisions And, you know, the full context of any particular cut, I think, is important to have as we move forward, because they will be painful. I will support Trustee Rodriguez's addition. I mean, it can come back saying we need another VP at Pioneer. We don't have the money for it. So like that would be information we would have. We couldn't act on it, even if we wanted to. And I think that having more information is is a good thing. So I support that. I just want to share with the board that the petition is open right now and interviews are going to happen. So I would

159need direction now. I don't have, if you want this to be considered, I don't have much time to take action. I would need to hear it tonight. What way you'd like to go so that I can either continue moving forward with my staff or not, or put it on hold. Anytime we put something on hold, that's also an impact because then there's less the pull for candidates. So just want to add that for your consideration. Yes. Sorry. I am used to ruminating. Trustee Rodriguez-Mohica. Thank you. I typically am in favor of those reports. I do think it can be really helpful. But I'm also thinking it was a full-time position, and we know that admin work way more than 40 hours a week, right? Like 50, 60-plus hours a week. So I am... absolutely confident

160it's going to come back saying it's going to leave like a lot of needs right that are going to need to be met simply because this vice principal was doing a lot of work right wearing a lot of hats but I think that would be true for any position that we eliminate right we and there's needs across the board as well right with like nurses with with paras with special education teachers so So I guess what I'm saying is I appreciate reports. I think they are very helpful. But I think with something like this, I don't expect it to come back saying anything other than this person did a lot of jobs and it's going to be and that work is going to have to be spread out across people. And there's going to be

161some things that are not going to be able to be done anymore because they just can't be spread any further. But again, that's the same with any position that is cut. So I think with this, I'm not so confident that a report and the time that would be dedicated to prepare that report would be helpful to us. I'm not sure if I articulated that clearly because I'm typically very in favor of this information. I just think in this case, I don't know that it would be very helpful. I appreciate, and my staff appreciates that consideration because if it's not going to be helpful. then I would prefer my staff not to spend time putting a report together that you don't think is going to be, just to have the report, just to have the report,

162and having to redirect my staff on stopping on projects. So I just wanted to share that I appreciate that consideration. Trustee Villagrana? Just a question for Trustee Rodriguez. I think he wanted to say something. So Trustee Rodriguez, if we move forward without the report, then do you not support the cut? Well. Well, two things. So, Elilia, do you support this cut? Okay. I wasn't ready for this, and I didn't prepare my staff for this, but I also know the realities, and I understand why the board is taking an opportunity that a position is open. I'm doing the same thing when it comes to positions at the district office, considering the position, considering the department, and that's something that we're going to have to do. And so I understand why this came up. I didn't think

163of this. If I would have thought about it, I would have prepped my staff, asked about the impact, you know, discussions that we're having right now. So do I support it? That's a really hard question because, you know, I don't like having any cuts. But do I support thinking ahead and supporting, do I support not having to face somebody? Give them a pink slip about an actual person. I rather not have to do that to have if the board is already going to be looking at these positions tonight and so and I rather if the board is going to revisit this next year in December and Could we go back and revisit to already have a position a person somebody hired that potentially could have moved and? Made their family plans to come to our

164district. I rather have the cut now Because I don't want to do that to a family if I can avoid it. Well, I mean, you know, it seems like we're making a decision that we're not prepared to make to me. Also, can we do this even though it wasn't agendized? We didn't agendize a cut to position, right? And we're just talking, we're just getting a report on a budget. on our budget. So can we move forward with this? So right now you're getting a public hearing input on the budget. You're giving us feedback on any changes you want on the budget. So you can give me direction to come back to approve the budget without this position in it. And this budget needs to be approved on the 24th. When's our next meeting? The 24th.

165Trustee Garcia, what's your position? I support it. So you are you okay without the report now in light of the fact that there this position is open and they're looking to hire imminently I do not want to have that hanging over our heads. So I I support it without the report So, yes, I support it trustee recent follower. I'm okay with no report. Thank you. So we have five Right counting, right? Yes Yes, okay. So I have five trustees who like us to bring back the budget minus that position and no report. Yes. That's all I have. Thank you. Any other questions about the budget proposal? I'd just like to say that we should be very cautious about making spur-of-the-minute decision-making. You know, if we had to meet again to... really understand impacts, things of

166that nature. I think that could be worthwhile, even though it's very hard and it's very difficult. But I just want to caution us on taking really quick turns to consider things that we hadn't been prepared to consider. I think that can lead to some unwise decisions in the future. Thank you. Mr. Wiley. Yes, I just wanted to show what the board will see differently, assuming that nothing else between now and the 24th happens. And hopefully Norma doesn't throw anything at me, but essentially what will happen is the expenditure line that the vice principal's line is coded to, that expenditure will go down, as well as the respective benefits, and the proposed deficit will get smaller. The fund balance will go up. So I just wanted you to just wanted you to see that it's not

167gonna be a whole lot of change but Norma's gonna have a little bit of work to do some reports to revise and that's what we're here for But that's gonna be the impact any other trustee Vigrana. No. Okay any other final questions? Okay Moving on I would like to propose a five-minute break. So come back at 848 if I did my math, right it is 849 if I can people have people back at their desks, please All right. I am going to open the meeting back up again Moving on to L teaching and learning. Do we have any public comments? No Okay, so item one is review information review approves elementary school site plans I'm going to go in the order that they are listed in the online agenda So just for my colleagues awareness,

168that would be Beamer Maxwell Tafoya Gibson Spring Lake and then Whitehead So if we can start with Beamer, are there any questions? Yes, we can repeat the order again Beamer. Yes, well Beamer Maxwell Tafoya Gibson Spring Lake Whitehead Any opening questions or should I start at the end with trustee via grana? I need to open it still so if you want to go to okay anybody else Okay, trustee Rodriguez Mika Thank you. Hi. Hi. Good evening, everyone. Good evening, Superintendent and Board. I noticed in your plan you shared information about data chats in there. And I was wondering if you could share a little bit more. It seems like they're centered around English learner progress. Yes? Yes. Currently, part of our EL progress monitoring is to have data chats. So we look at every student.

169who is an English learner, but at Beamer we've really taken it upon ourselves to have data chats with every student who is at risk. It started, I've been at Beamer six years, so data chats have been part of our English language progress monitoring system, and as our dashboard shows, our ELs did regress last year. So this year that was our target. We were really focused, determined, we actually had a 1.5 EL position. which I funded .5 Title I to have two full-time staff members at Beamer. So between the three of us, we really dove deep into the data. I included myself in data chats, so I, along with our EL specialist teams, would pop into teachers and support students with their data, understanding the data, as we know when students take an assessment. Sometimes they

170take an assessment because it's calendared or it's something we have to do. This year we took two steps back and we said we need to explain to students what this number means. What does this identification mean? What does it mean when you are in fifth grade and still identified as an English language learner level three? You know when you're on the cusp of reclassification those data chats make the world of difference and make a huge impact. And this year, part of our EL specialist team, or both of my EL specialists, took it upon themselves to really work with our grade level teams. So we kind of divvied up based on who had the higher numbers. And of course, our highest EL numbers are in the primary grades. So our EL specialists divided and conquered and

171really focused on the assessments this year when we gave our ELPAC. Typically, we've had retirees come in, and this year we said we were not going to do that. Our own EL specialists took it upon themselves to assess every child in the primary grades because they were already working with students, and we figured out. Let's try it. We did show that we regressed. However, if our students get to know us, you build that relationship, you build a rapport, you're popping in the classes, and you're their ELD teacher, guess what happens when you assess them? Right? You're going to see progress. You're going to see growth. And this year in our reclassification rates, you will see that. We actually reclassified 22% of our EL language students. So we're really excited to look at our data when

172it returns. and currently we have approximately 127 EL learners, which 35 were reclassified in our big celebration at Woodland this year, which is really a proud moment for us. So yes, data chats involve not just our ELs. We figured if we're monitoring our ELs, we're having data chats with every student. So typically they are done whole class, but the one-on-one portion. And I can speak for myself when I've supported fourth and fifth grade this year. I talked to students about setting a short-term goal. What's something you want to accomplish this week? What's a long-term goal? What do you want to accomplish this month? And students are keeping journals and documenting those who are age-appropriate. The littles, you kind of talk to them in a more age-appropriate language. But yeah, daily chats are powerful. I hope

173I answered that question. You did, yeah. And it sounds like you do these, you said whole class and one-on-one? Correct. Okay, and do you review any of their assessment information, like in math and ELA, or is it just specifically to the ELPAC? We review all data. So, for example, we look at our I-Ready assessments, our interim assessments in I-Ready throughout the year, because students are now learning what their target growth. levels are and how many points away they are from reaching that next level, which is the same thing we've done with our ELs. When you are identified as an EL level two and you've been at Beamer for four years, it's really important to identify, do you know what that means? Especially looking at our at risk of becoming LTELs. We look at students who

174are in fifth grade because they're not technically LTELs until sixth or higher. This year we had six sixth graders who will move on to sixth grade. This year we also had dually identified students who reclassified, which if you know, that's a huge accomplishment. It's students who have IEPs and are identified as ELs, and we reclassified over 16 this year. So yes, we look at all of the data. IREDI, Smarter Balanced, and ALPAC. I really appreciate all of the work that you're doing and the time that's being dedicated into these data chats especially having these conversations with students across all grade levels like you said at grade appropriate language with the littles I know for the ELPAC the other assessments are a little clearer but I'm sure you've experienced this too sometimes students take the ELPAC

175and they don't even know what it is. Like I've had students say, oh, I think it's a hearing test. I'm going for my hearing test again. Because they don't, they just don't register, you know, what it's for. So I think the work that you all are doing in breaking that down, talking with them about the progress, the importance of it and what it means is really powerful. So thank you for all of that. Yeah. And we make sure to explain the four domains, the four areas that they are assessed in. which is reading, writing, listening, and speaking. And this year we brought back the flossom. So we are also assessing for language, proficiency, and Espanol. Thank you for that question. So I'm noticing that there is a steady progress on the California Spanish assessment Can

176you speak to you've got a unique population? So this is my comment first. You've got any unique population you and the other dual enrollment dual immersion schools and the district you are dealing with English language learners that don't have a lot of English support at home but you're also dealing with Spanish language learners who mostly don't have any Spanish language support at home. So you've got these two populations who are acquiring new language with minimal supports at home. Can you speak to the homeschool connection as it articulates the performance levels for Spanish assessment and how we're getting making sure that we continue to maintain our bilingual biliterate status. I will do my best to answer that fully loaded question as far as CSA. As we know, district-wide, I believe we all scored in level two

177across the district. because it's an assessment that came back post-pandemic that we really started looking at the data. As far as supports for our language learners, every day we have targeted ELD time, and every day every learner gets Spanish language development. So it's part of our master schedule. It is built in for every student, whether they are English only, RFEP. or ELs. They are getting targeted instruction in that language acquisition of the language they are learning to obtain. As far as a parent connection component, we do offer with Project Promesa, we have a parent component. We have the, last year we did LibroTerapia, which is how to do a book study with our families, with our partners in Southern California and over Corona. And we also had our last year Latino family literacy, but this

178year we called it family literacy. And bringing in parents to really look deeper at our I-Ready assessments. And we did a literacy night for parents where Maestro Morales, my EL specialist and Title I coordinator and myself sat and reviewed I-Ready and how to access I-Ready data in English, language arts, mathematics, and Spanish. I hope I answered part of your question in the supports on language acquisition for English only and Spanish speaking. You're welcome. I just would like to highlight about the arts in Beamer, especially Folklorico, who is the biggest program and has been for a long time. And also I would like to, I just got a feedback about the libroterapia. I know this workshop is doing in Beamer, you say Beamer, and I hear from different parents, and I am glad that our district

179are doing. So I don't have any more questions, so thank you. Thank you. Thank you, director. De nada, gracias a usted. I don't have any questions. I just want to commend you on the number of students who are duly identified. That's awesome. And I'm so excited to hear that that's a probably a challenging demographic to have Progress and that's great. Thank you so much trustee via grana Thank you for responses to my questions just clarification on the the youth advisory because in the Narrative it said that it meets a minimum four times per year, but then later said monthly and then your response was that they depend on the calendar and emergencies That the meetings moved to be moved doesn't mean doesn't happen correct Yeah, so maybe change the four times a year because you

180meet more than four times a year and it's not giving credit to what you're actually doing. It's taking away from like, oh, minimum four? To me, I'd be like, no, which I know it's not, right? So if you want to edit that, I think that'd be a good idea. Thank you. I will. And then my last one is on the, and it's mostly confirming around the knitting and sewing classes. From the answer, I still didn't understand that the young people were actually asking for it. And I just want to. You know, sometimes as adults, we think we know what young people want. And again, if they ask for a grade, if they didn't, they're not going to show up. Right. So I don't want us to invest in something because the adults want to do

181it or because parents want to do it. And the young people don't want to do it. Again, if you survey them and they said, you know, like 40 students. Yeah, I want to learn how to knit. And so I'm more power to you. But again, I just want to tell me more whether that was the case or how did it come to be? This year with youth advisory, I started with a clean slate. And our youth advisory, I always ask for teacher recommendation, but I kind of look at our demographics to make sure I include my ELs, EOs, special ed, newcomers this year, and reclassified students. And some of the students are fourth graders. So last year in third grade, they were learning how to knit with Maesta Saunders. And so when I proposed student-led

182clubs, again, they're all new. So they were like, like what kind of clubs? And I said, well, I do Legos with Littles at lunch. And I said, we can do anything. I said, we have a Harry Potter club. And they said, can we do? So we listed a whole bunch. And then I had them vote on the top. So knitting didn't get as many votes as I thought it would because I was like gung-ho to have Maestra Saunders teach knitting because I want to learn how to knit too. But it didn't get as many. But I'm thinking for next year to propose it as having some of our parents or mamas come in or abuelitas to teach it and just see who beats. you are reinforcing my concern, actually. It's not the young people that

183want it, it's the adults that want it. And it should be led by young people, not adults. Even though you want to learn it, right? Go to a workshop and learn it, but it should not be something that, again, is done so that young people can become interested. Again, if they ask for it, great. But if not, I definitely would not be in support of, again, creating something that young people did not. And to answer your question, two out of 12 of my youth advisory recommended knitting, but it didn't bait. again yeah and so the fact that it made it to your plan that's a little concerning to me so but again that's i'm stating my my concern with that um with that said i'm i'm you know again uh the rest of the colleagues

184you know stated um their appreciation for the work you've done and with your team i'm ready to motion for approval if there's no more questions i wanted to see if trustee rodriguez has any questions first He's motioning now. Yeah. Second. Okay. Move for approval. Move. Okay. Was there a second? Roll call vote? Okay. Yeah. Roll call vote. So I will start with Trustee Rodriguez. Yes. Trustee Villagrana. Yes. Trustee Rodriguez-Mahiga. Yes. Trustee Richard Spowler. Yes. Trustee Garcia. Yes. I am a yes. Thank you very much Congratulations, I know so huge relief Enjoy the rest of your summer and then we will do Maxwell next McLaren couldn't be here this evening. So I'm here to answer any questions you may have okay I will start with trustee Rodriguez since he was left off the till the end

185last time No, no, I don't have any questions. Okay. I have no questions. I just wanted to thank him for answering my my one question trustee Garcia trustee Richardson Fowler Trustee Rodriguez-Mexico. I just want to thank the work that went into updating this and in breaking up my concerns before were about the budget and the allocations and I thought that that was remedied. So no questions or concerns, but just to thank you. Thank you. And we were able to do that so easily because of the spreadsheet we had already developed. So we just wanted to make sure you could see it clearly. Thanks. Trustee Villagrana. Thank you. On page 57. Let me know when you're there. Yeah, I'm there. The number and percent of students by representative subgraphic? No, demographic. Yes. Provided input for the

186SPSA through focus groups. Other sites actually in parentheses put the site, the Youth Advisory Council. This one did not. That's what to me they're incongruent. Okay. And the fact that the outcome is the Youth Advisory Council. But it's not the metric right because it says students as in all students at the school the number of percent of students were providing which is I think that's that should be the objective you know the more students not just the advisory council but regardless. Do you agree that it's not I see what you're saying? Yes, the others do have it which is great And and if that's the focus group great and some allude to it, but it's not as clear and again if that's what it is That's what it is. That's not what it is here.

187So if we could you know, whichever one it is That's my understanding at Maxwell that they use the Youth Advisory Council as the focus group So they just have to add youth advisory on the left side then, right? If that would make it make more sense to you well do that not just makes more sense because again on the left side is talking about students period Yes, and on the right side is the youth Advisory Council. Well, yes. However, I think some sites do Actual focus groups that are in addition to youth Advisory Council And so the metric isn't necessarily reflecting youth Advisory Council, but any focus groups that are done at the school site But then the outcome says continue to participate in Youth Advisory Council activities over the school year with appropriate demographic

188participation. Yes, that was what he wanted to have as his outcome. I understand. I'm hearing you say you would like an outcome that shows the number and percent of students by demographic instead. Well, isn't the outcome supposed to be related to the metric? It should be, yes. Just making sure I'm not. Going off on no, you know, let's see and then on page Six no 59. Yes. It just the language can include but not limited to to me. That's kind of not Certain language rise like we can and or maybe it won't To me these plans are like what they're going to do right not what they can do Okay, and to me then you know, there's there's less accountability when I say I can do that I might do that I could do that

189versus this is what I'm going to do and then we are okay Did you do that or did you not do that? Change that language or or you know or modify the list to represent those if that's the will of the board and the superintendent And then the last It's on the go for The response was that let's see there's a lot of no cost activities and There was nothing after school for this for this school, right it was all during school time I believe they have after-school activities as well that are paid for out of the expanded learning Yeah, but that was not mentioned here right this one not that I recall. Yeah, but it's been a while since I helped adjust So again, I mean, I already stated my concerns. Okay, that's it.

190Thank you. Any other questions? I move to approve. Second. I will start on my end this time. So I vote yes. Trustee Garcia? Yes. Trustee Richardson-Fowler? Yes. Trustee Rodriguez-Mahica? Yes. Trustee Villagrana? No. Trustee Richardson? No. Rodriguez. Sorry, guys. You're good. Trustee Rodriguez? I'm staying. Okay. Thank you. Thank you. We now move on to Tafoya. Trustee Rodriguez, any questions? Not at the moment. I might have one in a minute. Okay. Trustee Villagrana? I put this in the email and I'll say it publicly you know because praise is warranted wonderful job I told the superintendent, you know, your plan definitely serves as a model plan for others to look at, especially on the conclusions drawn. I mean, just overall strong plan. And again, I just want to thank you. I know that, you know, initially when you

191were offered this opportunity, you were like, not sure, but then you told us later, like, you were so happy that it was presented to you and that you said, you know, yes to the opportunity. And I've seen and heard some of the wonderful things are happening at that school. You know of course there's always challenges right. But I know that you you enjoy being there and it shows in your you know just your mannerisms your demeanor and you know what I've heard in the community as well. So again thank you and great job. Thank you. Trustee Rodriguez-Mahicow. I just echo what Trustee Villagranas said. I thought you presented a really impressive SPSA, so thank you for all your work on this. And I have no questions. Trustee Richardson-Fowler? Garcia? Thank you for answering my questions

192via email. Thank you. Trustee Rodriguez, any more questions? Yeah, I did have one question. And that was in regards to a concern about students identifying bullying as an issue at the FOIA. And I wanted you to... Did we lose him? In regards to... Trustee Rodriguez, you froze, and I think we lost the gist of what you were trying to say. Okay. So on the California Healthy Kids Survey... part of your report you talked about it where 52 percent of students reported being called bad names or teased and 45 or being hit or pushed and even even though 72 percent of students felt safe which is a great number these are still other significant numbers and I was wondering if you could talk a little bit about you know what your focus is going to be

193to try and address those percentages so I guess We want to kind of deal with this from a number of different directions one would be you know preventive and then LART, you know sort of from the We we would like more supervision. I think that would help a lot of students feel safer I did put in the budget and in the SIPC that we'd like to hire extra hours for noon duty supervisors And I do feel that that would make a huge difference. Some of our kids are afraid to use the bathroom So we have a system in place now Escort I learned this from the high school, but but our kids don't use it, too because they're in trouble, they want escort because they want to feel safe going to a place where there's

194no adult supervision. And for the most of the day, our campus is not being supervised by adults. We only have people there during the noon hour when they're having lunch and recess. So that's one way we're going to deal with this. But go ahead. You feel that the sheer size that defines the large, that that also contributes the inability to kind of monitor. It's challenging. Yeah, I mean, the geographic size, it's a huge campus. It takes a long time to go from one end to the other, but also the number of students. We have almost 800. So because our campus is unsupervised. for large parts of the day. I mean, we do pretty well considering that, and Becky and I go out there and do that job as much as we can, but it's challenging

195for sure. So we're adding, yeah, we're doing some other things for bullying. Our counselors have done a really good job of presenting. anti-bullying lessons in the classroom, but we want to increase it a bit. When I met with the Youth Advisory Council and asked, I made up a survey for them to find out what they really knew about bullying. or what was the appropriate way to respond to bullying and found that they didn't really know that much. So I think we need to do a better job of educating them on that, what the consequences are, how it affects people, how it affects the bullies, that they're affected. just as badly as the victims in some cases. So yeah, I think we need to do a better job of that. So we're spending some money in

196the SIPSA on second steps curriculum on anti-bullying. It's not part of the standard second step that's paid for by the district. It's extra. So we've added that on. We're continuing to fund the Hawk Hangout. That's a really... I think effective, preventive also. Kids have a safe space to go to during recess. A lot of this stuff happens during recess, during unstructured time. And it feels very safe in there. We have a good supervisor in there running it. I know that one of the needs that was previously mentioned to FOIA was the need for additional bathrooms. Is the location in the bathroom that you currently have, is that also... pose a physical kind of obstacle in terms of being able to observe students, you know, where bullying might occur or these kind of uncomfortable, you know,

197connections between students occur. We find that actually we, it's a great question. I never really thought of it that way before, but I'm just thinking that one of our student One set of restrooms is very close to the classrooms. And that one gets monitored a little better because we have teachers right around that area all the time. The other one on the other end, not so much. So, yeah, location can be definitely challenging too. One last question. You mentioned we're around at 800. Would you say that is the maximum amount? that of students at Tafoya should have? What do you think is, well, yeah. Tell me about what it means to you. The number? Yeah. So like if you got 850, would that really just push you over there? I'm thinking at about 800. Yeah,

198I don't think we have the classroom space for another 50 kids, to be honest. I mean, we have four classrooms for every grade level. So Tafoya is absolutely blessed, too. It's kind of bulging at the seams. It is bulging. Agreed. Yeah. And there's not a lot of, I mean, I mean, I think we do a good job of this, but, you know, it's a major production, just pick up and drop off. And if we increase our numbers even further, it'll, yeah, we'll figure it out if we have to, but it would be hard. Absolutely. Thank you for your work. I appreciate your guidance on your report and your willingness to help us out in our hour of need. I know you're doing a great job. I look forward to spending some time with you in

199the near future. Thank you. Same. Thank you. Thank you very much. Any other questions? Move for approval. Second. Okay. Trustee Rodriguez? Yes. Trustee Villagrana? Yes. Trustee Rodriguez-Mahica? Yes. Trustee Richardson-Fowler? Yes. Trustee Garcia? Yes. I am also a yes. So that one passes moving on to Gibson. Thank you. Good evening Hello, I Will start off. I just wanted to say how much I loved the idea from your site council of doing sort of a layered approach to Visual arts and doing different focuses of different mediums per grade I think that's a really unique approach and I'm curious to see how that works out for you And thank you for addressing my my my question trustee Garcia. Do you have any questions? Yes Hello. Hi. So I would like to say I Really I see them proven

200on attendance And also, I like the way you include more language to communicate with the parents. And I have a question. My only concern is about the English learners. Drop up a little some pertinent percentage. Yes, we've worked really hard this year to try and get that an improvement on that working on not only improving our designated ELD but also our integrated ELD one of the the things that some of our teachers have asked is You know, what can we do and Maria Orozco has said, you know, the designated is one small part of the day, but integrated, you really need to make sure that you are hitting those things hard and making sure that you are supporting those kids, all those other parts of the day in learning their language. So we have been

201working on sharing strategies for that within our staff, taking advantage of our professional experience, and also taking our students who take ELPAC and making sure they understand how to take a test. So we have been working with all students, not just our English learners, but all students on test taking strategies and hoping to make it more comfortable for them, not stressful, and give them the support they need for making the decisions they make on the tests. Thank you. Thank you for answering my question. So I'm going to wait for the second round. Thank you. Trustee Richardson-Fowler. I don't have much but I really did like seeing the use of sub release for the students for support for your student engagement as well as your level to your goal to on the LCAP. I don't want

202to belabor it but thank you. Thank you. Trustee Rodriguez-Maker. Okay. Trustee Villagrana. Thank you for your very thorough responses to my questions. On page 35 the student access to college and career information and access to information on schooling beyond the elementary level. I see a lot on the second part but I didn't see anything on the college and career as an outcome. Was that intentional or. No it was not intentional. I'm not sure what you mean by the second part. Well because in your response you mentioned that they were let's see I don't have in front of me Because my question was you know, how how do these outcomes relate to the stated metric? And there's a lot of stuff on them going to visit middle schools and high schools And so beyond the elementary

203level, but I didn't see anything around college and career information in the outcomes. I know in one of those I discussed the... Field trips and opportunities to go and visit Woodland Community College other community colleges around in UC Davis and that's the focus that the essays there are schools like Council would like to see us move towards also bringing college Personnel to our campus to meet with students and especially in the upper grades fourth through sixth No for the activities definitely and you respond I'm talking about the outcome. Oh Okay, you identify so the metrics are gonna page 35 is college career and then elementary, but the outcomes are only focused on the beyond elementary. I see what you're saying. Do you want to change it so it's just focused on that? Or do you

204want to add outcomes related to college and career? It looks like I should add. I mean, either one. It was missing the college and career element to it. Okay, thank you. Let's see. And then for the activities on page 36. That was a great list of the things. Again, you mentioned the William Community College, Los Rios, UC Davis. Unfortunately, it got cut off, so I couldn't see the other stuff. I'm assuming it was just as great as some of those things that you mentioned. So, you know, thank you for that. And those are my two. Ready for next round. Trustee Rodriguez? No questions. I have no further questions. Trustee Garcia? I just want to say thank you. I also hear about the pals, the high schoolers who go back to Gibson, and I hear a

205lot of good people, the high schoolers say a lot of good things about that program, and I appreciate it. I want to say thank you. And yeah, I'm ready to make a motion to approve. I think we have some more questions. Trustee Richardson-Fowler? Trustee Rodriguez-Mahia? Trustee Villagrana? Thank you. On page 37, you mentioned in the future, but then you see in response you said specific to 25-26. So again, being more clear, if you just put the years, right, because the future is kind of, who knows what that is. It could be months or years. And I know that you said it was 25-26. Again, just, again, for you to consider, not obviously it won't affect my... My vote, okay page 51 so same as the Maxwell feedback to get in the metric right says number

206and percent of students by Respect representative demographic providing input for the site plan through focus groups and on the right side It just talks about the youth advisory Council so is the youth advisory council the focus group or is it multiple focus groups? Focus groups actually should have been out of there. It should have just focused on the Youth Advisory Council. I think I mentioned some other verbiage. Thank you. Thank you for the examples on increased opportunities as well. This is great great examples. And then you know you stated the challenges that you all had. So I appreciate the context for that. It was a difficult year. To say the least yeah and then for go for You mentioned again the amount that's left over after The VAPA funding and the percentages are pretty close

207to what you had so but just want to make sure that that was clear that that came out Yes, and they're still What was left over ninety six thousand? Mm-hmm. And so again to me Three thousand five hundred out of ninety six thousand is still a small percent and I would just if you could help me understand what the thought process was where You know not to put more into that into all four, especially with the struggles right or I'm not having yeah Well, most of the things that we do with youth advisory do not cost a lot of money. The biggest thing that youth advisory last year wanted to do is create a conflict manager program so that the older students could support the younger students at school and reinforce our PBIS plan. That

208is the thing for this coming year that I see as costing us money. And then also you asked about the sub release or extra time and that would be for people to support students on those excursions or with training for the conflict managing and From your perspective go for is for all your students right not just the advisory correct perfect They would be our leaders in it. Yeah, you reminded me the the Gibson house trip I understand it was a, I forgot how you worded it, like enrichment, but Goal 1 is about college career and the graduate profile, right? So if you could help me understand how the, it's a great trip, you know, again, nothing against the trip, but how is it related to Goal 1? Yeah, well, the school site council felt that

209it was considered intellectually rich and culturally responsive. We kind of went back and forth about that. So definitely, you know, could be put in goal two as well. Okay. Yeah, to me, it's a better fit in goal two. Again, nothing against the visit, just to me where I learned it. So that's all for me. Thank you. Trustee Rodriguez, anything? No. Any other questions? Okay. I will call the question. Trustee Rodriguez? We have to do the motion. Oh, sorry. Can I get a second? Yeah. Okay. Seconded by Trustee Garcia. Trustee. Well, you see we're ready to make a motion. You actually didn't make the motion. Yeah, I'm making a motion. So you made the motion now? Yes. Motion to approve. I will second. Trustee Rodriguez. Yes. I'm going to abstain. I'm sorry. I apologize. Okay. Trustee

210Villagrana. So I was going back and forth again because of. Go for but because of your your candid responses and your thoroughness. I'm gonna vote. Yes. Thank you trustee Rodriguez maker I Abstain and simply because I did not have the time to read it thoroughly. I understand trustee Richardson Fowler Trustee Garcia. Yes. I am also. Yes. Thank you so much. Thank you, and we will move on to Spring Lake Good evening trustees I will start off and I apologize. I did not get a chance to email this to you ahead of time So if you don't know the answer that is totally okay But you talked in your plan about the increasing number of English learners, which has been unusual for your school historically Do you have any idea at this point of how many

211you might be adding next year? Off the top of my head, no. And I do want to clarify, our EL population has been pretty consistent. So it's hovered around 9%. What has shifted is the makeup and the composite of our English learner subgroup. We have transitioned significantly away from being Spanish-speaking heavy to now a much more diverse language group, a lot more Nepali speakers, Punjabi speakers, Hindi speakers, in addition to our Spanish speakers. Thank you for that clarification I appreciate that. Trustee Garcia any questions. Trustee Richardson-Fowler. Trustee Rodriguez-Mahica. Trustee Villagrana. Thank you for the responses and just same thing on the number of and percent of students by representative demographic providing input to the site plan through focus groups and you have the site council parenthesis. Youth advisory. Thank you. But you focus groups plural.

212So is it. Plural groups or is it the youth advisory council that's so we do typically have two groups that do provide input We have our youth advisory committee and we also have a student leadership Unfortunately this year the teacher who leads our student leadership was out on a medical leave for two trimesters of the year And so in this case we did not have an outcome or any feedback from that particular group because it didn't launch But our intention next year is to receive direct feedback from those two bodies in addition to all of the feedback we get through student surveys. So then it'll be more than just those two bodies, right? It'll be those two bodies that are called up particularly in that metric. And I think somewhere else in one of the

213other metrics we talked about the input from students coming from surveys, which in looking at that, we could potentially consolidate those two. No, either one's fine. Again, just to me, like the congruency, right, of what the metric is versus what the outcome is. Got it. That's it. Let's see. Okay, your response. No, that's okay. And that one, actually, that's it. The rest, I'm good. Thank you. Trustee Rodriguez, any questions? No. Any other questions? Okay. I move to approve. Can I get a second? Second. I will vote yes. Trustee Garcia? Yes. Trustee Richardson-Fowler? Yes. Trustee Rodriguez-Mahica? Abstain. Trustee Villagrana? Yes, trustee Rodriguez. Yes Thank you. That moves us on to our last school site. That is Whitehead any questions trustee Rodriguez Not at this minute. I may in a minute. Okay. Let me say this is

214anybody ready to ask questions Okay, trustee Rodriguez mojica Not really a question, but just a thank you for sending me responses to my questions. I appreciate that. You're welcome. And no questions for me Trustee Richardson-Fowler. I just wanted to comment. I love seeing that the discipline and suspension rate is in the blue. I love that for Whitehead. Thank you. Trustee Garcia. No questions. Trustee Rodriguez. One question that I have, you have a pretty high percentage of Latino students there. Are there any support programs that are focusing specifically on anything related to either culture or their social economic background that focuses on Latino students that you're doing, any kind of support programs? We don't have an official support program. We do make sure that we're celebrating during Hispanic Heritage Month, and we have parents come in

215and read books in the classroom during that month, but we don't have an outside program that's coming in to support. Sorry, I wasn't able to hear you. I think I froze as soon as I finished my question. Could you repeat the answer, please? We don't have an official program that comes in to support with that demographic. Are you thinking about... trying to create a program that works with that specific demographic. It's definitely something I can look into and work with our leadership and school site council around. Can you, just from your experience, talk about the difficulties in working with a social, having a school that's 88% socially disadvantaged students, socially economically disadvantaged students? So our goal is to support all students academically, but we know there's also a need to support students social-emotionally and sometimes

216even to support students with basic needs, making sure there's breakfast, they're available to have breakfast and sweaters sometimes when it's cold, and working with families through our wellness team and through our counselors to see if there's things that we can do as a school to support diverse needs for kiddos. And in terms of working with families, what kind of efforts are being made or what do you see are the obstacles in being able to connect? So efforts are we have a fantastic cafe specialist who works with us on reaching out to families we also We hear a lot from our teachers our teachers are the first ones to notice this kid might need support with this Or this family is going through this challenge And so we work with you know, sometimes it's a counseling

217referral So our we have a counselor social worker who will help work with families on a variety of needs And, you know, it's a small community, so sometimes we just kind of hear through different other families about needs that they know their neighbors are experiencing. And so we just do our best with what we have to make sure that all our kids are able to be successful at school. Thank you. Trustee Villagrana, do you have any questions? Yes, my laptop almost stopped working. The electricity is not working on this side. I'm not sure we're working over there. the phone on the ground. Keep me alive for a little bit. So you replied back on the analysis and if you just share more the thought process as to why the limited analysis on all the goals.

218So this was a collaborative effort between our leadership team at school and our school site council and myself and our ELAC team, our ELAC parent group. And so I hear your concerns around the limited analysis, and we'll, moving forward, continue to dive a little deeper and expand on those. But just to clarify, that's the effort at every school, right? Every school does collaboration with site council and ELAC and the other groups. And then... You mentioned you sorry we're trying to deal with it takes minutes. You want to plug in you can plug me in that it's not across you. I want you to trip technology. So you mentioned the after school program since supplementing the goal for which is great. Although I'm not familiar with the level of leadership development that they do or engagement

219intentionality that they do one and second to me in the site plans are about what's happening during school not after school is a little the two the two kind of concerns. I know if you can alleviate my my concerns around those two things. So are you speaking specifically about our ELOP program? Well, I asked why there was so little amount of Go4. And then you mentioned that there's a significant amount of ELOP being invested, 13,400. So yes. So those funds go to funding additional after-school programs for students. Some are in the after-school program formally and some are not. So, for example, we ran a soccer club this year, and that was a request of our students. And so those funds went to pay for the supplies and jerseys and also to pay teachers to help.

220support some of the coaching efforts and then we had a variety of after-school activities and tutors that were both for students in that anyone could could join if you're in the after-school program we can still join if you're interested in what's going on or for students who aren't in the program they could stay also and then during the school day we have a variety of activities especially during our During our recess time, we found that kids wanted more to do during recess, and some students also wanted more sedentary activities, not to run around. So we invested quite a bit in, like, Legos. Kids can sit with their friends and play Legos, or we had fork kits, STEM kits. So different things that students could do during the school day to kind of build collaboration with

221each other and also play into their own interests. Thank you and on page 47 Same as the other plans says the number and percent of students by you know and so on and so on the focus groups But then on the outcome is focused on the youth advisory. Mm-hmm. So is it Both focus groups or is it the youth advisory and either one's fine. I think they just they're not It's to it's our youth advisory and our student leadership group And our student leadership is there are kind of more natural leaders. They self-select into that group. And then youth advisory, those are just represent our kids in general. And some are definitely our leadership and some are just kind of kids who have great opinions about what we're doing and how to continue to prove

222Whitehead. So it's two focus groups? Two focus groups. Again, if you want to add that clarity, just again, some plans have it specific and some don't. Again, not such a big deal. Okay. That's all I have. Thank you. Any other questions? Trustee Rodriguez, do I see you possibly having a question? Okay, go ahead. In some of your conclusions based on data you wrote... academic, you know, some conclusions where academic progress, including math and English and language arts, is low, rigor, intentional scaffolding, and high expectations are needed for progress. Can you explain to me that concept you have about high expectations are needed for progress? What do you mean by that exactly? So our main kind of thought is that we need to make sure that the instruction in the classroom is rigorous and that we're

223holding to the standards. But that means that we also need to do a lot of support for students around scaffolding and differentiation to make sure that they can get there. Are you saying that as... So when we say high expectations are needed for progress, are we saying that there are low expectations systematically there? No, I'm not saying that there's low expectations systematically. We need to keep an eye on making sure that we know that our students can achieve at high levels and we do what we can to support to get them there. You're saying the students don't have high expectations of themselves? No, that's not what I'm saying. It's a collaborative. We all need to make sure that kids believe in themselves, that they have a growth mindset, and that teachers have a growth mindset

224also for their students. And the school staff and community also believes that all students can achieve at high levels. Okay. And what and how? What do you feel would be your tools for building high expectations in the way that you just described? So one thing we're working on in this upcoming school year is implementing instructional rounds. It's not something that we've done at Whitehead in recent years. And so that's going to help teachers really kind of... collaborate and get a little bit on the same page in terms of what we expect of students. So in each class, we're seeing kind of the same levels of rigor and the same kind of mantras and beliefs that all students can do it. So getting in each other's classrooms and being a little more collaborative around what we

225hope for our kids. Okay, thank you. Any other questions? Alright, I will call the question. Can I get a second motion to approve? Second I Vote yes trustee Garcia. Yes trustee Richardson Fowler. Yes Trustee Rodriguez, Mahica abstain trustee via grana. No trustee Garcia. No trustee Rodriguez No All right moving on to Oh Can you can you go through that again? So we catch up correctly? I think it was three yes one abstain and two no, so it's a no. Yeah So it's no do I need to do anything about that? Yes Not you the superintendent. Okay, so we didn't get up those three yeses. Yes, and And may I just clarify that I'm abstaining because I wasn't able to review the revised version in detail Just wanted to add that. Well, I also would like

226to add that I think in order for it to get past that there needs to be more depth to the analysis similar to what Trustee Villagrana had talked about earlier in terms of how these really substantial factors like that. The high poverty rate there can be overcome. I think there used to be a little deeper analysis So when the board Does not approve a plan we need to give the school site council a response So that's principal can take it back to their school that counts as part of the ed code So I'm gonna need to ask exactly What it is that the principal needs to communicate back to the school site council why the board did not approve their school plan Can can I make a comment trustee Garcia and then trustee Vigrana can

227the principal Make that change and come back next meeting. That's another option so The reason I would know is not because of the content against because of the lack of it not the like the limited analysis Like trustee Rodriguez said so again if if the analysis is increased and more robust and it comes back You know in August like the other then I'd be happy to consider at that time. So it's not that it has to go to the side council to change things. I mean, there's a few minor things that I said, but mainly is the analysis. It needs to be more thorough, more deeper for my vote. Again, Trustee Mojica might read it and then vote yes next time. And Trustee, no, vote Zavala. My vote yes. Right now we just only have

228three votes. based on that. So that would be for my yes vote I need that more thorough analysis. So that's just you would communicate that to the council. That would need to be communicated to the school council because they need to be part of the analysis. Are we moving on or is there more? We'll continue on. I will bring it back for the 24th to see if I get the fourth vote. So moving on to L2 information action instructional continuity plan. Do we have any questions? I do not trustee Garcia Question for me trustee Richardson Fowler trustee Rodriguez Mahica trustee of via grana trustee Rodriguez Okay, I motion to approve can I get a second I can trustee Rodriguez Yes, trustee via grana I didn't get a chance to read a substention. Trustee Rodriguez-Mahica. Abstain.

229Trustee Richardson-Fowler. Yes. Trustee Garcia. Yes. I am also a yes. Moving on to L3, action to approve adoption of reading difficulties risk screener for students in grades kindergarten through second. Is there a presentation for this? Yeah. Thank you. We are going to do a short. presentation on the pilot that occurred this spring to identify a reading difficulties risk screener with our K-2 teachers. And I'll turn it over to Francine Whiteley, our Administrator of Professional Development. She did look at me when she said short. Okay. Good evening, everybody. I'm going to be succinct with this in the interest of time. So... We were very thorough if I miss some of those details, please know we were thorough come back and ask the questions We will cover that our pilot committee is recommending Multitudes by UCSF as

230our adopted reading difficulties risk screener. And the process we followed was to pull together about 24 teachers and administrators to test the three available assessments to us that were all available in Spanish. They piloted these with a small group of students, about nine-ish total. not testing each of them on the same tests, but testing three on each test because they are sandbox versions and we did not want to fall into the trap of comparing data. We wanted to compare the process of the assessments. So the tools that they used were rubrics and the checklist for assessment review. And they did the rubrics on their own. They came together for the consensus meeting and they Created a slide which you'll see linked at the end by grade band recommending recommending multitudes for the most part one

231group recommended M class and but the others all recommended multitudes They in that consensus meeting they compared the pros and cons of each. They also compared the student feedback and Overall, it was the easiest one to administer and the students found it very engaging These are the links to all of the documentation evidence that we collected during that time. Do you have any questions? Motion to approve. Question. Nope, just kidding. Sorry, I was sleeping on the job again. Trustee Rodriguez-Majica. I appreciated the links to the documents that you were able to share and the reviews, right? I am curious, did you have our dual immersion teachers also provide feedback on the Spanish version? Yes. Their rubric should contain feedback on both versions and we had teachers kindergarten through second grade teachers from Representing all the

232sites so we didn't have a k1 and 2 from every site But we had two teachers from every site across the district. So yes, they should have feedback on the Spanish versions. That's very important I miss that. Thank you. One of our one of our just for your information anytime we do any sort of pilot of anything It has to have a bilingual component or otherwise we don't even look at it. And then we automatically include our bilingual teachers in the part of the pilot. I have a follow-up question attached to that. Are there options besides English and Spanish for this screener? Because I know we do have some other languages that are not a minuscule amount of our population. This screener does not. In fact... Don't believe I don't believe any of the three

233that reviewed did and the fourth one didn't even have Spanish. It was English only. Okay. Thank you Any other questions? Did we lose trustee Rodriguez? Okay, he's just hidden. Okay. Do you have any questions? Okay, I have one comment I was a kindergartner who my teacher identified as a kindergartner, probably had a learning disability. But at that time in my district, there was no support for getting testing for me. And so it wasn't until I was in third grade that I was diagnosed with dyslexia. And as a result, I quickly learned to finally read in third grade. So I am thrilled that we are going to be assessing students this early. I know for a fact what a drastic change that can make in your education. So I am super excited for this. With that,

234I would like to call the vote. Can I get a second? I will second your motion to approve this document. I will start. Who made the motion? I did. Oh, okay. I missed it. Trustee Rodriguez. Yes. Trustee Villagrana. Abstain. Trustee Rodriguez-Mahica. Yes. Trustee Richardson-Fowler. Yes. Trustee Garcia. Yes. I am also a yes. Thank you all. Thank you. Okay, moving on to L4, approved textbook adaptations for advanced placement AP American government and AP chemistry and AP physics. Okay, moving on to our, we had some mini pilots for three advanced placement courses this year. And so Francine Whiteley is going to present along with Anna Grace, our science TOSA. We're hitting 10 o'clock You don't have to vote to extend until 11, correct? Yeah, but we need to make an announcement at 10, right do we So

235it's a reminder check a time check is 10 o'clock We have till 11 and then we can get through the agenda if you can just go through the key things and Keep your presentation brief. That would be great Okay So we follow the same process for all of these pilots we These are small pilots. So there are one or two teachers teaching each of these courses. So it makes a really small pool. So For the ones where there are two teachers, one from each school site, each high school, we pull them together and they work on these together and they go really in-depth, and one of our curriculum instruction TOSAs joins them. For those where there is only one teacher at one school site teaching it, we asked for the department chairs and the principals

236from all of the secondary, the high schools, to send somebody to review all of the available textbooks and give us feedback. So that was our basic process. So we will skip those slides as we go through this. This is the cheat sheet, what we're recommending for each text. So we will skim through as quickly as we can. American Government Stories of a Nation by BFW is recommended for the AP government course. The two teachers screened them. They reviewed it with the TOSA and they determined it was the best one because of these things. So we'll jump straight to their feedback summary. It is the most widely used text for this course and it really aligns students with the AP test and they felt like there was a lot of support. And this one in particular

237had a lot of language support for our multilingual students, which they really appreciated. The things that they found difficult were things that we believe will be overcome by training and familiarity with the platform. The one benefit of, if we're teaching AP courses, we have to have up-to-date textbooks, and the teachers on these outdated textbooks don't have access to digital materials. That's one benefit is they're getting a lot of robust resources to support their students in learning. So the students really liked the visuals, they liked the formatting, and they loved a lot of things about this AP government that helped them get quizzing and extra help. And it had a really nice Spanish-English dictionary in the back. Okay, you're gonna find the feedback for all of these is that the reading is long and dense. They

238are AP texts. So the teachers have a lot of work to do to break those down and chunk them and help and support the teachers and the students in getting to that college level reading. Digital supports were robust. And our plan for all of these AP courses is a text set of books and a set for the library that students can check out as needed, as well as the digital licenses for everybody. These are the links to all of the rubrics and Supporting documentation again. We are very thorough with these these were a little unique in that the Tosa's were in there working with them and collecting that feed it feedback and holding those conversations with them and Reviewing a lot right along with them Okay in the interest of time we will move on

239to AP chemistry Good evening The book that's being recommended for AP Chemistry is Chemistry and Molecular Approach. The publisher is Pearson, and Francine already explained the process that we go through. The teacher feedback summary about this book was that the teachers appreciated that there were examples and sample problems. There are no built-in supports for diverse learners, which is nice to have in a textbook, but not common in AP textbooks. The teachers provide support. Students also agreed that they appreciated the sample problems and the book helped them prepare for the AP test. However, some felt that the assignments were longer than what they were used to. There are many digital supports. There's a study area with lots of tools and resources for students things like flashcards and quizzes and things like that and as Francine mentioned

240the same process for training and implementation would happen. This is the link to supporting documents and student feedback. AP Physics 1 textbook recommendation is College Physics, a Strategic Approach. The publisher is also Pearson. Again, the same process, two teachers reviewed. The teachers felt that they appreciated the sample problems and thought that the book was easy to read. But again, there's a lack of support for diverse learners, which is common with AP Techs. Students like the labs and the problem-solving strategies. Student feedback, what we feel, will be addressed with more training on the platform and the digital supports. Same digital supports, it's the same publisher, so they have the same format. And again, the training and implementation would be the same as AP Gov and AP Chemistry. And you have the link to the supporting documents

241and the student feedback. And let me add one thing. Kyle Pease, who is our piloting teacher for chemistry, is here as well, if you do have specific questions for him. And thank you, Kyle. Any questions? Are we ready to vote? I would like to motion that we approve these recommendations. Second. I will start with myself. I vote yes. Trustee Garcia? Yes. Trustee Richardson-Fowler? Yes. Trustee Rodriguez-Mohica? Yes. Trustee Villagrana? Abstain. Trustee Rodriguez? Yes. Thank you so much. Thank you all. Thank you. Thank you for your hard work on this. Are we going too fast for you guys? No. Okay. All right, moving on to M1, information, average daily attendance, and enrollment report for 24-25 school year. This is a written report. Any questions? Nope. Nope. All right. I will motion that we approve. Can I get

242a second? It's information only. Oh, it's information. Never mind. Just kidding. Okay, government support I information action this one is action discuss appointment to the collaborative for woodland youth Does anybody have interest in joining that committee? I will express interest anyone else I support your interest Okay second it okay. Thank you guys Moving on. I need to take a... Oh, yeah. Sorry, we need to do a roll call vote. Just kidding. Trustee Rodriguez. So when there's no challengers, there's usually not a vote. Oh, okay. Do I have to make an official appointment? You can if you want to, but I mean... Just make sure. Okay. So we are doing a roll call? Sure. Trustee Rodriguez. Yes. Trustee Villagrana. Yes. Trustee Rodriguez-Machia. Yes. Trustee Richardson-Fowler. Yes. Trustee Garcia. Yes. I will also vote yes. Thank you.

243That was just for you to practice. Moving on to N2, information, discuss board self-evaluation. I would like to suggest that we continue to table this since we are, yet again, not a full board. Can I get a support this? Okay, sounds good. And then O, public comment for items not on the agenda. Do we have public comment? We have one public comment from Brian Coward. Hello, can you guys hear me? Yes. Yes. Okay. Hello. My name is Brian Coward. I'm a Woodland resident. I have a couple kids in the district and I'm calling with a concern about the EVOP and the afterschool care with YMCA through Spring Lake. And I believe that it was one other school affected by this, Nemora. I just said, really like to express the, You know, a lot of kids

244are being put on a wait list in our community. It's not apparently going to be available to everybody as it has been the last couple of years. And, you know, in the letter, in the post on the district's website, it suggests that funding shortages from the state and fed are part of the problem. And looking at the state's ELOP website, it says that the funding is based upon daily attendance, average daily attendance. And, you know, just going off the information we have, seems like I don't think that that's changed much, at least for Spring Lake. I'm not sure how. the funding and the grant funding has been reduced. But I would like to kind of express the appreciation for the early notice about this. I think last year, you know, we had notice about a

245week before school was starting. And so my hope is that we can work with the trustees and the district to come up with a solution so that we can continue to support our families in aftercare, afterschool care. I think, you know, what would be helpful and, you know, the public information is provided about why, you know, we're being put on wait lists, you know, and explaining the funding sources. on the website, you know, so that we have a clearer understanding of what the problem is and being able to work on a solution, whether that be, you know, talking to state elected officials, raising funds locally, identifying any funds that are available in the district. I did find it interesting. And the updates from the principals that some of the ELOP funding was being used for

246kind of extracurricular programs, you know, those ELOP funds. And I'd like it if there were some appreciation for staffing first so that we can have the program available across the board. Okay, I couldn't see the screen. So I appreciate that. I just want to bring it up now. I'm hoping we can talk about it further maybe at the next program. Thank you. Thanks. Thank you. Yeah. All right. That is the end of public comment. Item P, information requests for future agenda items. Anybody? Okay. Moving on to P. No, that was it. That was P. Closing comments. Alright date and time of next scheduled board meeting is Tuesday, June 24th Closed session at 5 open session at 6 p.m. And I move to adjourn Do I need to get second if not never mind I adjourn

247Sorry for my hiccups guys