EWCSD Board of Education Meeting - Monday, June 9th, 2025

001at Evergreen Elementary School, and Genevieve Celebi, I think that's how you say it, will serve as the principal at Hillview Middle School. We're also proud to announce that our Board of Education has approved Oliver Baird from Hillview Middle School to serve as the 2526 student board member. He is here. Stand up, Oliver, so we can all see you. This is Oliver Baird. This is a soft opening for Oliver. His first official introduction is actually on Wednesday, but he was invited to come and see how we do business. We'll see you on Wednesday. So it's not too shocking in August. Okay, so now we are on to the flag salute. Yeah, Brooke, would you like to lead us? Okay. Everybody, please stand. Right hand over your heart. Ready, begin. I pledge allegiance to the flag of

002the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. You may be seated. Okay. So we have the special recognition. Is this Mr. Moore? Peter Moore from East Wader Middle School. Good evening, Board of Education, Dr. Patterson. Good to see you all. I'd like to bring up a wonderful eighth grade student, Aurelia Alvarez, and her family right now. You can all go up. And she is leaving us. She's an eighth grade student, and we're so proud of everything she did at East Weir Middle School. And we had an unfortunate incident where her name did not get called at promotion. It was an error on our part, and we felt so bad. So we wanted to recognize her and give

003her the promotion that we wish we could have offered her and the recognition that she's worked so hard to achieve. And now she's off on to high school. So thank you for being here, family. We appreciate it. And I apologize sincerely on behalf of East Weir Middle School. Thank you for being here. Ashley, would you like to introduce your family, Ashley? I don't need. I'm sorry, Arely. I thought I saw Ashley. Arely, would you like to introduce your family? You can stand right there and do it. And just, and board member, if you have comments, anybody want to say anything? We're excited to see you here. And we thought the high school high school you're going to. Which one? Realty. Hey. Anybody else? Board members? Ms. Pereira? Muchas felicidades, señora. Disculpenos de todo corazón como

004le dije ese día. No fue accidente, eso ocurre. Por mi hija, sky's the limit. So you're going to have Mr. Urtega, Armando, you'll see him. So if you need any help or anything while you're at Rio Alto, you go to him and you ask him and he'll guide you and everything. And I do want to make it very clear that it was a sincere accident and a mistake. And I am truly sorry. If I could rewind time, I would. And Mr. Moore. I thought it was outstanding that even though everything had already passed, you still went up there. You named her, you know, even though it had passed. And that's admirable because I know that you were being pulled all over the place. But it teaches all of us a lesson. And that lesson is

005that we're human. You know, we make those mistakes. And also the great thing is... And we will probably never make it again, mija. So you're leaving your thumbprint here forever. All right? You are correct. And I have to tell you, Aurelia, I was heartbroken when I heard what happened. And, you know, we can't make it right, but we're trying to give you this recognition. Hopefully you'll never forget this. And I think it's on YouTube. It's on YouTube. So you'll be able to see it. Okay? And I do also, I grow succulents. Wow. Okay. Anything else from the board members and comments? Okay. On to approval of the board meetings. Minutes, I'm sorry. I move the recommendation that the Board of Education approve the May 12, 2025 Board of Education meeting minutes. I second. Okay. Any

006corrections to the minutes? Okay. I'll call for the question. Ms. Carrera? Yes. Ms. Hernandez? Yes. Mr. Aparicio? Yes. Mr. Ortega? Mrs. Debs, and I vote yes. Okay. Passes 5-0. Okay. Board member reports and comments. Who wants to go first? Can we? Okay. All right. We're going to request that for it goes last. It goes last. Oh. Yeah. Oh. Mr. Otero, you want to go first? Oh, I have to speak. Okay. Well, I just want to welcome our two new administrators to East Whittier. I almost said Rialto. To East Whittier. Looking forward to their leadership in both schools. Definitely are great schools doing some great things. We're looking forward to both of them starting with us soon. And Oliver, looking forward to working now. I won't be at the next board meeting. But I'll definitely be

007at all the other ones because my work in Realtor, their board meetings are on Wednesday night, so I have to be there too. But I'm looking forward to working with you the upcoming year. And we're not that scary. Just a little bit, but just, you know, we're here. We're supportive. And do reach out to Brooke, who is the current member. She can kind of give you some pointers and tips and connect, whether it's phone number or email or face-to-face. I think you'll do a great job. By the end of time this year, next year, moving forward, you're going to be there seeing the new person, and it's going to be your responsibility to pass on the good wishes and all the stuff you've learned. So looking forward to having you with us and excited. And

008again, congratulations. Looking forward to great things in high school for you. And it's summertime. I know today was the first day of summer school for lots of schools. hoping that you know we got that short time for students to learn and then they can get a break to get the school year started up again because it goes by really quick and excited to to see all that summertime and being able to just start all over for the next school year so that's about it Okay. I just want to say thank you all for being here. I just want to definitely want to wish everybody a happy summer break. Just hopefully everybody has a restful and enjoyable summer. I know Missy have an enjoyable life. Yeah. It's not just a summer break no more. So it's

009going to be Saturday every single day now, right? Missy. So once again, congrats on that, on your retirement. Brooke, I just want to say thank you for your leadership. You did a fantastic job. Like I said, I know you're going to have big shoes to fill. Like I said, just congrats on everything that you did. I wish you the best of luck in high school. So just once again, thank you for everything that you did, Brooke. And then, Aralick, I just want to say congratulations and wishing you the best of luck in high school. So besides that, just like I said, just have a happy summer. I forgot to say thank you Brooke I forgot to say thank you to you and it's been great to working alongside with you and looking forward to you

010know I'm sure you and mom doing some great things in high school while your mom's not in high school you know what I mean but looking forward to that and come back and visit us and let us know how you're doing after high school and make sure don't forget us okay thank you. Ms. Carrera? No I just want to say I attended a few A few promotions and they were quite unique, both in their own, you know, in their own self. I also want to say, Brooke, what can I say? Congratulations. You will be missed. I'm a text message away. But you're not forgotten. All right. So carry on. High school is going to be filled with some challenges, you know, but jump those hurdles. And when times get really tough, look in the mirror

011and remind yourself who you are, your unique self. Don't forget that. Arely, is it okay if I speak to you guys in Spanish so your mom understands? Yeah. So, con mucho gusto. Señora, le doy mi admiración por venir hoy y acompañarnos a celebrar a su hija. Su hija ahorita va a entrar en una etapa nueva. Yo también fui una señorita como tú. Y me da gusto saber que vas a ir a una preparatoria que... Al que sea, vas a conocer a alguien. Hay una cara familiar ahí donde tú puedes ir y te pueden ayudar. Te puedo pedir perdón hasta que yo esté morada en la cara, pero eso no va a justificar lo que ocurrió. Pero ocurrió. Y en la vida, cosas ocurren. Pero somos fuertes. Somos fuertes. Acuérdate de eso. Cuando vayas a la

012preparatoria, acuérdate de tu fortaleza, porque la vas a necesitar, la vas a ocupar. Cuando te vayas a la universidad, con cara en alto, no dejes que este momento te destruya. Deja que este momento te enseñe algo. Tómalo como un enseñamiento de algo, aunque no sea lo mejor que quieres aprender. Pero tómalo. I just want to say I hope everybody has a wonderful summer. And before I forget, the little guy. Hi. I think we're going to speak to him in a bit, right? Or we haven't? That's Wednesday. Okay. But welcome to the meeting. And, yeah, I'll meet you a little more on Wednesday. All right? That's it. Thank you. Mrs. Dabbs? Thank you, Mrs. Kennedy. I also want to just thank everyone for being here. I know it's a busy time, and thank you to our

013YouTube audience that's been with us this whole school year. I want to also say, Aurelie, I shook your hand at the event at East Wheeler Middle School, and I'm sorry that your name wasn't spoken, but I'm so glad that you were able to be here this evening to be recognized for all your hard work. And I want to thank... your principal, Mr. Moore, for the beautiful way that the East Vitter Middle School promotion was held. It was absolutely beautiful. It was done in a way that was so lovely. And we were talking, Dr. Vargas and I, about how when I'm a little older than her and she's a little younger than me, but we didn't have such a beautiful opportunity as you have now at East Vitter Middle School to be promoted in such a

014lovely, lovely environment. I'm glad that you're here and I hope that you will take that forward. And I also want to thank your principal and all the team for everything they did at the East Twitter promotion. It was absolutely beautiful. I also want to say welcome. Mr. Baird, welcome, Oliver. It's so great to have you with us. I will not be here on Wednesday, but I want to let you know that I've known your grandma for a time, and I know that she's very proud of you, and she's going to be more proud of you as you become a part of our board, and I'm excited to have you be with us, and I look forward to working with you as our new school year goes forward. Yeah, yeah. I also want to say thank

015you to Brooke. She has been an amazing member of our board. She has been absolutely incredible. Her ability to speak and to lead the students that she's leading in terms of being the student school board member is really exemplary. She does everything that she has been doing here on our board with passion, but most importantly, with a passion to serve the student community that she represents. And Brooke, I also was able to shake your hand at the Eastwooder promotion, and it was such an honor to do that. And I know that going forward, you're going to do absolutely beautiful things. I look forward to hearing more and more about you in the future. And as you and your mom and I have spoken, I know that we will stay connected. And I look forward to

016watching everything you're going to do going forward. I know you're just going to be absolutely amazing. I was also able to attend a few events, and I just want to share that they were absolutely beautiful. I want to give a big shout out to the Hillview Spring Concert. Those boys and girls, those ladies and gentlemen at that concert did an amazing job of sharing their gifts and talents with the whole community. And the Steel Drum Group especially. has come such a long way, and they're absolutely beautiful. I hope that many of you will have a chance to hear them someday. But I just want to say that I was there, and it was really, really beautiful. Families were so on fire, taking photos, taking videos, and the work that they're doing there at Hillview in

017their music program is really extraordinary, not to mention that they're also taking a trip every year. And I didn't know that. And so, Bore, in case you didn't know, the Hillview team goes on a wonderful trip with the music group. And it's just amazing to see the videos and the photos of what they do when they're out there. And it's just so great to hear and so good to see, though, what Hillview is doing. And they're just doing an extraordinary job. And I also was able to go to the Junior Wizard of Oz at East Whittier Middle School. It was absolutely beautiful. The students were extraordinary. And if you haven't seen Wicked, that's okay, because I saw the Wizard of Oz Junior, and it compares to the incredible Wicked film. And it was just really

018extraordinary. We weren't able to take pictures, but just seeing it. And seeing the students and what they've been able to accomplish with the Tonys just having been done on a Sunday, our students are stepping into the potential to be just extraordinary stars in whatever area they choose to be with their musicianship, with their theatrical prowess. And it was really beautiful to see. The same with our little ones who did Finding Nemo at WAC. And it was really, really wonderful to see that. WAC is opening their doors, Whittier Area Community Church. I used to be a member. But the way that they're opening their doors to our students to be able to do performances there and to have our student leadership Group there. I think is a really really wonderful thing until we have our Emma

019wicker Auditorium to be able to do the beautiful things we want to do I really want to thank the Whittier area community church publicly for opening their doors to our district and especially Most recently to finding Nemo. I also want to wish everybody a calm and peaceful summer And I think it goes without saying that we have experienced some very challenging things this weekend, some very challenging things occurring right here in the city of Whittier. And we need to make sure that we are resting our emotions, we are resting our minds, and we are resting our bodies. There are many things in our life that we can control. Those kind of circumstances are outside of our control, and it makes them even more challenging then to be able to see and hear. So please take

020the time to rest and relax and come back excited about the 25-26 school year. And is it okay to say, Dr. Patterson, a thank you to Ms. Sorrell or no? Okay, all right. I want to make sure I want to again publicly. Oh, she doesn't like, I know, but Mr. L I want you to get attention this time. We are going to gravely miss you. You have done an extraordinary job in the year that you've been with us. I am so sad to see you go, but I'm so happy that you're going to have this opportunity to rest and recover and relax and, and do some great things in your personal life. And I know that. it's going to be a great time for you to refresh and to do the kinds of things that

021you probably haven't had a chance to do when you've had your career, which has been, I'm sure, very challenging. But as our CBO, it's just been so great to have you work with us with the extraordinary things that you've done, sharing your charts and your graphs and always being available to answer questions. So thank you so very much. And thank you again to all of you. Thank you. Okay. Again, I really I want to thank you for being here again tonight and I hope we made it special for you so that you won't ever forget and stick around after we're done doing our comments. We want to take pictures. Okay, so stick around. Don't leave yet. So with that, I also want to give a lot of thanks to Brooke. You've done an excellent job

022and at times at that point, she's only a student board member. She's really good. I won't tell you everything that I attended because I was everywhere for the last two weeks. So I won't even go in because it would take too long. But I do want to say that I did go to Wake Up Whittier and I just wanted to share that the head guy there, I can't remember his name, but he said that they're having a program for the high school students right now where they can take a course online and it's about money management and stuff because, you know, now it's so hard. Kids nowadays just don't. They really don't have a clue about saving money. It's all about spending money. So this was all about, you know, how you can manage your

023money and they give them scenarios and all this stuff. But it was really good because after they finished the course, they put $100 into a savings account for him, which I was great for high school. So I went up to him afterwards and I said, you know, can't you do this for like the lower grades? Maybe if not elementary, maybe the middle school, because I told him. And with my bank, I had banked there for a long time, and I called one time, and she, this was about 10 years ago, and she goes, oh, well, thank you for being a member for over 60 years. I'm like, over 60 years? Oh, my gosh, I didn't know that. Well, when I was in elementary school, we used to have these little envelopes that had a little

024tie with an eight, and we'd put our coins in there, and then we'd walk down to the bank, and we'd put that. in the bank. And that was, we were saving our money. It really taught us to save our money. And then we'd go over to the five and 10 and we'd buy my mom, you know, punch bowl set that she never used, but you know, it showed us how to save our money. We were able to save our money, buy something that we wanted. And I thought, you know, what a great way. And he said he would, he would pitch that to at his next meeting. But I think it's such a good idea for our kids to learn money management. You know, it's so important. So, I mean, I have a little great

025nephew that I'm trying to get him interested in because all he wants to do is spend all his money. No, save your money so that when you're 18, you'll have money for college or whatever you want to do when you're 18. But I just wanted to share that because that was, I thought that was really a great thing that they're doing there. And well, other than that, I'm not going to say anything else, except like I said, I've done a lot of stuff. But also when you go down Lambert, going toward Laurel, make sure you look at the murals because they are absolutely beautiful. They're just absolutely beautiful. You have to, and you know, the good thing about that is, is the students had a lot to do with that. They were able, they were

026in the mural club and they were able to paint part of the mural. I thought it was just fantastic. And there's three, three of them there. And one that's really cool. It has an astronaut and the lamp that is up there became his face. And I thought that was the coolest thing. So at night it shines. It's really kind of cool. But if you have a chance, go see that. So anyway, with that, I think that's. all I had. So I will now have Brooke talk. Thank you, Mr. Conk Kennedy. I want to start off by saying, Ari, I'm so sorry by what happened at promotion. I am props to you and your family for being able to make it tonight. And thank you to Mr. Moore for being able to give them this time

027to, for giving Ari this time to be seen. And I know high school will do wonderful things for you. And I'm always a text away if you ever need anything. I want to thank everyone for how they've helped me this school year. Whether you believe that it has been small, whether you believe that it has been a very big help, it has still been a great help to me, whatever it may seem in your eyes. I have had an amazing time on the board and I'm holding back tears right now. I just want to thank you all for making this year a definitely memorable year and for teaching me things that if you guys had not chosen me, I would not have learned. And so I'm very thankful to that. And I will take these

028skills onto my future and I will put them to good use. And I hold that promise to you guys. And I will do. everything in my future with you guys in mind because you guys helped me get there. I also want to congratulate Oliver. I'm saying, right? Okay. I'm just double checking, but I also want to congratulate Oliver. This is a position you will never forget and that you sometimes the whole getting to the meetings is going to be like, oh, I don't want to go. I don't want to go. But once you get here, the environment is just, oh my gosh, like you, it's something that you grow to love. So I'm very happy that you were selected. And, um, you know, I'm always here. If you need to reach out, if you have

029any questions about anything, um, I'll give you my contact information. But, you know, enjoy it because it goes by very quickly. And the events are incredible. The meetings are incredible. So, yeah, congratulations to you. And thank you to everybody who has helped me this school year to get me to where I am. Thank you, Brooke. Before we take a break, Oliver, I just want to mention, we all mentioned your grandmother, but your grandfather, Jeff, has served or did serve for the Whittier Union High School District Board of Trustees for many, many years. And your mom for South Whittier School Board, she's still on the board. I just want to mention both his grandparents have served. So anyway, with that, and Tom, thank you. With that, we're going to take a break and we're going to

030have some pictures with Arale and her family. Okay. Back in session. Okay. On to CSEA comments. Thank you. So my name is Ivan Pastrano. I am the chapter president for our classified bargaining unit here, our CSEA Chapter 87. And so we like to inform the board of what's going on with CSEA, what we're doing, what we have in the mix. But today, I think we have a couple different things. So we want to just do a couple thank yous like everybody was doing. And first, we want to start with Brooke. You know, we've had a couple student board members come through now, and I think you have done a great job. You've done phenomenal representing the students of our district. And so I want to congratulate you on a job well done. And it is

031a great experience for you. And so I hope that you take this into wherever it leads you. But, you know, like you're saying, it's, you know, if you never did something like this, you wouldn't know what you missed. Congratulations on a job well done. And we appreciated all of your comments and stuff too. So thank you. And then we are looking forward to negotiations. Every year we do wages and benefits and then our full contract every three years. And so we are hopefully going to start and finish that fairly quickly. But it's coming up soon. And so we're looking forward to that. And then I want to end on somebody who I think was really a staple of the district who is retiring now, and it's Missy Michaud. I think that, you know, you've over

032the years have, you know, been a big inspiration to a lot of people, and you've made a big change in the East Whittier City School District family. And so for that, I want to thank you for your time and your commitment. You know, we've kind of been here a lot of the same time. And so, you know, I'm right behind you with retirement. But, yeah, I'm not counting the 67 months that I have to go. But it's pretty close. So with that, thank you, board. Enjoy your summer, and we'll see you soon. Thank you. Thank you. Okay, on to EWEA. Hello everybody, I am Missy Michaud and I am representing the East Whittier Education Association today. And at the last meeting, our newly elected president shared with you that he has some high shoes to

033fill and whatnot. Well, what I decided to do today was put him right there, okay? All's equal. We both got some no hair. And we're both flat-footed and proud to be. And I just want to thank you guys very much for the last 35 years. And wait, I told you I had one. Passing the torch. We thought about bringing the little bottles of Fireball, but we did not do that. She also passed on back pain because my back went on them yesterday, so good times. So, Missy, you have been an invaluable member of EWI, an invaluable resource, not just to me, but to everybody. I've learned a lot over the last couple years. I remember going up to you under the oak tree a couple years ago and saying, hey. all the hard work that

034you've put in and the other Iwi members of the past have put in, how can I help? And I opened up a big can of worms and now I'm the president. So yeah, thank you so much. And I say that not just from me, but from everybody. You are going to be missed, but we still got you for a year because you have to advise me. So that helps. Brooke. Congratulations. Well-deserved promotion to high school. You're going to rock it in high school. You are an outstanding student, a fantastic thespian, and a terrific leader. And what I noticed about your leadership skills is it's not just here or at the speech you gave at Engage East Whittier was fantastic, but just in the classroom. You sit at a table with your four or five table

035mates and you just lead them naturally. And if it's a paragraph or something you guys have to write, you're the one that's leading the way and trying to get through it. And it comes natural to you. I've noticed leaders, some go through ambition where it's about how far can I move up and some lead with purpose. And I noticed that you lead with purpose and that means you're lifting other people up. And as a middle school student, I haven't seen that from many. And so I'm proud of you and I expect to hear great things about you in the future. And if you're running for office or anything, you've got my vote. Marianne, congratulations on your retirement. Unfortunately, I didn't get to work with you a whole lot as with the union, but well-deserved. Congratulations.

036A couple things. Summer school program has kicked off. Jen said they had a meeting today, and she's teaching math, which is pretty funny. But I've taught math, too, so it was interesting during summer school. But it seems like everything's in order, and it seems like we're going to have a great summer school program. It's been an adventurous year. We do have one little quibble. The plaque out front of East Wheater Middle School says it was constructed or 1987 build date. My dad went there. He did not have four kids in 1987. Well, he did, but he wasn't going to middle school. Richard Nixon went there, and he was in there in the 1930s. And also... I think Debbie Carnahan was there before 1987. So it just seems a little odd that it's a 1987 campus

037was built when there's this history, especially when a former president was there. Whatever your opinion is of that president is what it is, but he was a former president, and that's a rare thing in this country. So I think it's the same thing with some other plaques, so maybe check the bill dates on that and fix that because people want to see that. So I'm going to enjoy the summer, be restful. Everybody in here, have a good summer. Oliver, congratulations. Look forward to seeing you up there, and just be up there and be a sponge. Learn as much as you can. Helps you grow. Thank you, guys. Appreciate it. Thank you. Okay, superintendent comments. So I'll just start with a quick clarification. The build dates that we have on those plaques are modernization dates. So

038we are, and Dr. Aceves is going to work over the summer to put the actual, when it went up, rather than when it got modernized as well. So we wanted to be able to put that. I wanted to reiterate what Ivan said about Missy. Missy, it's been fun fighting with you and laughing with you and everything in between. Always appreciate your candor and your wit and your tenacity. But we will miss you. Still going to be scared when you guys go up there, but nevertheless. But it's been a great year. You know, many of you were able to go to Engage East Whittier to be able to hear about all of those amazing things that occur throughout our district. And it has been a great year. Brooke, you have been amazing. So we really will

039be reaching out after you get over to high school just to hear your thoughts about things that we can pass along to Oliver to continue to make that student board member program, you know, stronger and stronger each year because there have been a lot of great things. been touches that you put on it that weren't here before. And we look forward to you being able to kind of give us some guidance of what you see as some potential benefits. and improvements moving forward. I will save you. She's dreading this whole meeting just because of the accolades, but we do love you, Marianne. You have been fantastic, but you still have to go through the presentation unless you want to just punt it to Carlos and make Carlos work for it, or you can even tap

040a Seves and make a Seves go up there. But we're really excited. We do have one more meeting, so I'm going to save a couple of comments for that meeting. Thank you. And if you all don't mind, I forgot a few things in my comments. I always forget. But anyway, I did want to, you know, say thank you to Marianne. We'll miss you. But, you know, Dr. Sevis, right on. And Missy, I'm going to miss you. I'm going to miss you all year. You're just so passionate about everything you do. And I'm really, I'm going to miss you, but you know what? Enjoy retirement. I'm sure you will. I'm pretty sure you're going somewhere on vacation this summer. Aren't you? Yeah. You don't have to worry about coming back to work. Right. And I also

041wanted to mention that. Okay. So, you know, our newest. California Distinguished School is Orchardale. So I have my little pin on here. And I forgot to mention that I really wanted to thank Mrs. Dabbs for giving up her ticket to go to the banquet. And then I did that as well so that the staff who actually earned that by doing all the work were able to go. And, you know, I know even though I was board president and that. Orchard Hill is in my area three. I want to thank Dr. I mean, Mr. Urteaga for going and representing the board, which he did an excellent job of doing. And I just want I wanted to mention that because like I said, we could have gone but we Mrs. Dabbs graciously gave up her ticket and

042said, you know, let them go. So I just wanted to mention that but really want to thank Mr. Urteaga for going and representing the board. So anyway, thank you. And now we're on to citizen communication. So the bond oversight committee did give us the permission to, it's a busy time of the year and several of the people who are going to speak were unable to come. We do have some, as Mrs. Dabbs had mentioned, there are some things going on in the area. And one of the people that was going to present was Mrs. Warner. But there are some things that are going on right now. they gave Mrs. Sorrell an opportunity to bask in the sunlight and share not only one presentation, but two tonight. So every year the Citizens Oversight Committee makes a

043presentation to the board. So this one is from the RNZ Committee, and then next year you'll have the RNZ Committee as well as the Measure C Committee presenting to you. So that slide has the members. There have been no changes. This just says the committee activity. There's very little happening in RNZ right now because we're very close to the end, so not a lot of meetings as if when you're really active. This is just the measure R balance, excuse me, ballot language. And the next slide will tell you what has been spent year to date from R and Z. Sorry, this is just R by site. And this is as of the June 30, 2024 audit. So it's nearly a year ago, but their reports are a year kind of behind. The next is the

044measure Z ballot language, followed by the measure Z expenses by site for the life of it. The next slide has some pictures, primarily the asphalt and concrete work that has been done this year to get all the sites looking a little bit better. And the committee conclusion I'll read for you is on the basis of the information presented by staff and the results of the annual performance and financial audit, the Bond Citizens Oversight Committee concludes that the district has complied with authorization provided by the voters of the district in November 2016. Any questions? Okay. Thank you. We had no citizen communication. Okay, on to approval of the school. Okay, where are we at? We're where you are. Okay, approval of the 25-26 school board meeting dates. I move the recommendation that the Board of Education

045approve the revised 2025-2026 school year board meeting dates. Do I have a second? I'll second. Okay, any discussion? Okay, I'll call for the question. Ms. Hernandez. Yes. Ms. Carrera? Yes. I vote yes. Mrs. Dabbs? Yes. Mr. Chiega? Mr. Aparicio? Yes. Okay. Passes 5-0. On to item three, reading difficulties, screening a presentation. I so move. Wait, is this a... It is an action item. It's an action. Oh, go ahead. Okay. I'll second. Ms. Carrera, second. Okay, discussion? We do have a presentation. A presentation. That's the presentation. Go ahead. So good evening. We're pleased to report on our recommendation and the progress we made in implementing and planning for the implementation of the newly required reading difficulties screener. On this slide you can see the timeline for this year. SB 114 was actually passed two years ago.

046However, this year was the year the CDE made the recommendations for the screeners that school districts across California could adopt. Those screeners were released right before the winter break. So right after upon returning from winter break, our MTSS leadership team got to work to examine all of the possible tools to eventually make our recommendation to you tonight. You can see that it is, we are required to be sure that our Our board takes action in adopting the reading difficulty screener by June 30th for implementation in the first year of 25-26. So the purpose of the screener, why this screener? We know that we need to do a better job of... really identifying students early on who have reading difficulties. So this is really to ensure that we catch as much information or we gather as

047much information on our students as young as we possibly can in hopes that we can provide interventions before they get to that critical third grade year. It really is part of our bigger MTSS picture, how we provide students what they need when they need it. Really, we need to be sure that we have the right. date right data to do so the important thing is this this screener cannot be used as a tool to identify a disability or a 504 plan it really is to i to really identify any reading difficulties a student may present in kindergarten first and second grade So what are the requirements? We need to again assess every student in grades K1 and 2 every year. We can decide the time of year we want to give that assessment. Our team

048can then work through implementation, training our teachers. However, we are required at some point in every school year to screen K1 and 2. We have to, if at all possible or when possible, screen students in their primary language and that we also have to train our employees or our certificated or and classified employees both can administer the screening but obviously we have to give them exposure and train on them we also must get communicate the screening data and the results to parents within 45 days of the administration. So part of the implementation is going to be working through communication with our families about the screener and the results and the data that the screener is actually giving us. I'm going to have Mrs. Seves-Ramos come in and talk about the process for our screener. Good

049evening. So in December, the CDE did release four possible screeners for districts to consider for adoption. So on the table there, you're able to see the four different screeners, the grade levels that the screeners are available in, as well as the languages. Our MTS leadership team committee immediately ruled out the ROAR difficulty screener because that assessment does not assess students in kindergarten and is not offered in Spanish. LACO and the state did provide lots of resources for districts in order to study each of the screeners. They provided webinars, FAQs, websites, and resources. So our MTSS leadership team really took the leadership on that and explored all of the resources. And on the next slide, you'll see that our leadership team actually, after careful review, felt comfortable look at the possibility of utilizing a mirror and

050multitudes as possible screeners. However, our team did not feel comfortable moving forward with one recommendation without actually piloting. both of those reading difficulty screeners. So we did have enlist the support of our amazing intervention specialists who work collaboratively with our wonderful classroom teachers. And we did pilot both a MIRA and Multitudes at six of our elementary schools that you see listed there across grades K through two. A MIRA is an assessment that is able to be provided whole group as well as a small group. So we did provide that assessment in a whole group setting as well as small group setting. Multitudes offers an is an assessment that requires to be administered in one-on-one, so we did do that. And again, we did make sure that throughout the pilot, we were assessing students of various

051demographic groups. So we looked at students who were English learners, students with disabilities, students who are high-achieving readers, students who are more struggling readers, again, as we really did want to make sure that these assessments were aligned and were able to service all of the students within our community. Based on that pilot, we did seek out feedback from all of our administrators who again administered both of those assessments so they can really give a fair comparison. We looked at the ease of administration, the ease of student use, the type of data that was provided, instructional resources, and our committee really overwhelmingly felt confident moving forward with the recommendation of multitudes to serve as our K-2 reading difficulty screeners. So that is the recommendation we would like to move forward for your approval tonight. and the

052next steps upon your approval would be really thinking about how do we carefully and intentionally plan out when we will administer this assessment to our students throughout the year, how do we provide professional development and support to our teachers and administration, as well as understanding of the reports, and again, how to communicate and what important next steps can we provide to our students in order to continue to support their success in the area of literacy. Is that it? Okay, board, any questions or concerns? submitting this once approved for part of the year? So we are definitely required to administer throughout the school year. We are looking at staggering the administration of this assessment throughout the year, looking towards the fall for maybe grade two students and then looking towards closer to winter break for first

053grade, kindergarten after the winter break as we do need that those students need to make sure that they have received ample instruction in the area of literacy in order to really see that those results are valid. And with the focus, every K-2 student? Every K-2 student. So it's done in the classroom? It will be done in the classroom. Any other board member comments, concerns? I do. I'm just kidding. So Mrs. Al-Zawahiri-Ramos, so this is done, I see in the image, it's done with an iPad, a computer, a Chromebook. So these are computer-based assessments. Yeah, so it does require one-on-one. So there would have to be a test administrator. Students would need two devices so that we can use our Chromebooks. And it's just web-based, so they go to a website. Very easy to administer. Students

054go into that website. There's a code that the administrator then types into their computer. And then pretty much the assessment does all of the work. There is some prompting that the administrator can provide. But it is a very easy assessment to administer. And that was some of the feedback that our pilot teacher and team kind of shared, that they felt like it was very easy to administer. Okay. And it's done. It's okay to do it in a class. I mean, I noticed that the administrator or the teacher. and the child have headphones. So it can be conducted any place that there is Wi-Fi. So you could do it at the back of the classroom. You could do it in a separate setting library, a different classroom, but it would just require a one-on-one assessment. And

055where else can we look at where Multitudes is being used, number one? And number two, how long has Multitudes been utilized as a reading screener? So they did pilot for a year. It is a very recent assessment. So it has been piloted a year. It was actually developed at the University of San Francisco, the Dyslexia Center there. Lots of research. It is California-based. So they do really pride themselves on really looking at the demographics within California and really developing that screener in alignment. There are lots of different languages that reports are offered into, again, just to meet the needs of the demographic group that we serve here. within California. I believe in the board memo we provided links to the Multitudes website, but we're happy to provide more information for you. And then lastly, as

056you indicated, this does not move the child forward into any kind of 504 plan or any kind of plan. So then what is the, after all the children are assessed, then what? Where is the data shared? How is it shared? Is it shared with the parent and the report card and the health? you know, check off thing? I mean, how does it work? The great thing with the assessment is teachers are able to get the results immediately after administration. They're able to see individual student results as well as class reports on a dashboard. As Dr. Sevis had shared, we are required to share reports with families within 45 days of administration. There are parent reports that we can share. Of course, part of the professional development would be sharing and teaching teachers how to access

057that data, how to interpret that data. Part of the assessment also, there is an individual screener. They do also offer additional battery of assessments. So if a student is identified as support needed, there are additional assessments that you can administer to the student in order to more carefully diagnose what the particular challenges are for that particular student so that we can then develop an intervention plan that would best meet the more specific needs of the child. Okay, so that intervention plan would then be used by the... teacher? Absolutely. It could affect tier one instruction as well as tier two and tier three instruction. And if a parent wanted to take that further? what would they do? What would be the next steps based on the assessment? Yeah. So I think it's important, again, that we

058train our teachers on how to interpret the data, how to share that data, as Dr. Sivit has also shared, that this is just one assessment. It's part of a broader assessment system in order to, again, give us important information about the literacy skills of our students. So a parent might say... Based on this report, it shows it will show if the child has dyslexia? It will not show. It will just show that a student has reading difficulties. That's why they've been very careful to call it a reading difficulty screener. Okay, thank you so much. Absolutely. Will we be having a math assessment as well in the future? I know that this is on literacy. I understand that. But in the future? We have not received any information that there will be a math screener required.

059Thank you. Anything else? Okay, I'll call for the question. Mr. Ortega? Yes. Mr. Aparicio? Yes. Mrs. Dabbs? Yes. Ms. Hernandez? Yes. Ms. Carrera? Yes. And I vote yes. So that passes 5-0. On to item four, public hearing. So I'll call the, I have to, okay. It has opened at 7-0-3. Is there anybody who wishes to speak to this? This is based on the outcap, right? This is about the public hearing. close the hearing. Okay, we'll close the hearing at 7.04. Okay. So good evening. It's my pleasure to return again to the podium to present on our LCAP process this year. Dr. Rahman will take over for most of the meeting as she flawlessly led our process. As you know, our LCAP process really begins all the way back in January. You can see how we

060engage with all of our educational partners, including our students, our community members. parents, staff, really to get a well-rounded participation, engagement, and input into our LCAP process. So Dr. Rahman led all of that. Student meeting with the different groups, our ELACs, I mean our DLACs, our SELPA, again with our parent advisory, as well as our bigger educational partners as part of the process. So we just want to share some highlights from our amazing students. You can see some of the feedback that they provide us. Of course, they're really proud of all the academic opportunities they have. They really shared that they have adults that are trusted adults at their school. They feel their school is at their best. preparing them academically but and then also we also always have some feedback about our restrooms how

061our restaurant how we could do a better job at keeping our restrooms clean and also we noticed that my school is a safe place to learn i'm came in low again this year we want to address that also dr ramon will look at how we address each one of these areas of feedback in our proposed action and goals on the next slide you can see some of the specific specific comments that they gave us just around the things that they enjoy about school, that they really have some comments about homework perhaps, maybe they want some longer passing periods, or also how they really appreciate tutoring or would love more tutoring opportunities, and that they really feel like our district is supporting students to be their very best. So our student voices are very important as

062part of the LCAP process. On the next slide, you can see some of the highlights of our community survey. So you can see some overwhelmingly positive feedback from our families about our caring, welcoming schools, that they do feel our schools are safe places to send children. We really value that input from our parents, that they appreciate all that we do to embrace our families. cultures, language, and then also encouraging parent engagement and participation in the various opportunities at our schools and in our district. On the next slide, you can see some of those comments, some of those direct comments and voices of our parents just around after-school programming, again, parent engagement, some feedback about report cards, and just some real gratitude to our wonderful teachers and staff who they feel really are making a positive

063impact on our amazing students. Our next, I'm sorry. On our next slide shows around our staff survey highlights. You can see again positive feedback around professional development, safety, materials, and just again embracing our families and how we feel really proud about how we're preparing our students for future college and careers. And then some of the common themes, Dr. Roman was able to pull some common themes from our parents, from, I'm sorry, from all of our partner surveys. You can see some of the things that we heard. throughout all surveys about facilities, academic supports and the need to continue to provide academic supports at schools after school programs. They really appreciate what we offer but would love more enrichment, multicultural awareness across our schools, different instructional programs, especially those revolving around STEM or perhaps hands-on project-based

064learning. More awareness around bullying and school safety. And then again, working with our mental health and social emotional that our parents really value the work that we're doing, want to see that continue or possibly expand. And then also our parent engagement and education opportunities. I have a quick question on the safety and bullying awareness. So how is that working? What's being done? Because I feel like there's a lot of parents out there who have children who are experiencing bullying but maybe don't want to say anything. And so I don't know what we can do to make sure that we let those parents know that they do have a voice in this because they don't want their kids bullied. Yeah, we definitely appreciate that. We work really hard at all levels, middle school and elementary school,

065to provide our students with resources around bullying. If they see it, what happens, how to report it, who to talk to, having those trusted adult relationships as well so they have someone to go to at the school, but then also how to prevent bullying. So really engaging them in good conversations around how to not be a bully, what to do if other kids are bullying. and you see that happen. We do work really hard throughout the school year, especially at the start of the school year, to educate our students, to be sure that we're doing those awareness campaigns. But sure, I do agree. We need to be sure that our parents know what to do in the event that they do suspect their child's being bullied or in the event that they know their child

066is being bullied. Is there anything that can be done to make sure that they know anything would be confidential as well? that you know they're afraid that anything they say or do would be confidential it wouldn't have to be you know nobody else would have to know because sometimes I feel like parents you know are really afraid to say anything because they don't want retaliation or whatever but I just think that we need to do something to make sure the parents know that I feel like it's really important that they feel safe telling us that there's an issue. If something is brought to our attention, we have to respond. There may be times where we can keep things confidential, but oftentimes if things are reported about unsafe behavior, we do have to address it and

067fully investigate it and be sure that that child is kept safe. So our commitment to any parent who comes forward is we will keep your child safe, but we do need to respond. We do need to be sure that we're addressing this. with all of our students. Just let me ask, if a parent, you know, we usually say, you know, start at the school, but if a parent called the district office and said, you know, my kid's being bullied, would they be directed to the right person to talk to, or would they just be told you have to call your school? No, absolutely. So we work really hard with our student services department. We have an amazing student services team. Dr. Trina Gonzalez, obviously you know her, also has a team within student services, our

068school social worker. program specialists who are there can really help support to be sure that we're responding. Not only are we responding to what's going on at the school, but then we're also responsive to the families. Okay. And one other thing on the mental health, you know, I know that kids can go to their, you know, to the counselors or whatever, but sometimes I think, you know, at what age is it appropriate for them to go and ask for help? Because I'm thinking somebody in elementary school won't do that. Yeah, I mean, I don't know exactly the answer. I don't know if I can answer the question around Iran. what is the appropriate age. But what we can say is that we do work really closely with our social workers. We have a social worker

069at every school site. Again, we always look within the MTSS umbrella for social emotional support, mental health, as well as behavior and academics, and really providing that outreach, knowing our students, being sure that we're getting feedback from our teachers. What students are struggling? Perhaps why are they struggling? If it is a mental health issue, what kinds of supports are we offering them? Tier two, tier three supports, check in. check out, working with small groups, working with kids, having a lunch bunch. We do a lot of things to be as proactive as we possibly can to be sure that we are building those relationships with our students so that they feel comfortable coming to us if they need to talk or they have something that they're going through or there's something that they need extra support

070with, but then also so that we can be proactive and notice when we're also noticing those things as well. And I really think parents also need to know. be made more aware of the mental health. What do you want? I want to see, you know, the opportunities that you have for this mental health, you know, that their kids are available to use. Cause a lot of times, you know, maybe the kids don't want to talk to their parents and they want to talk to this mental health person. So I just think that maybe we should, again, tell the, tell the families. Absolutely. I think that a lot of parents, when it comes to bullying, they're afraid to speak up because many of our parents are on permit. And they feel that the district will take

071that permit away. So I don't know how you guys can... help with that yeah we can i mean obviously we know that you know if a student is being bullied that is they're not subject to disciplinary in any way so you know we would that would not be a reason that we would ever revoke a permit but um right yeah so who who would we send them to send them to you Thank you. Great questions. And I'll share just really quickly. I have to say that one thing that wasn't added into the highlights was how our students really did score highly on the percentage of, on the question of, do you have a caring adult at school that you can go to? And it was an overwhelming. like high 90%. So it's really comforting to

072know that we have our social workers, they have adults at their school, whether it's a teacher, classified employee, didn't matter, they felt that they had someone at their school site that they can connect to. So that was really great to see for our students. So hopefully that gives a little bit of comfort to know that our kids are being seen and heard on our campuses. So thank you again, board, for allowing me to present. Just as a summary of our goals under our LCAP under goal one, conditions of learning. I just wanted to highlight with you what were some of the things that are... that are a part of our LCAP goal one. Under that you will see a goal in action around class size reduction, supporting those classrooms, supporting the teachers who are providing

073classrooms with lower class sizes to provide best instruction for our students, particularly for English learners, low income students and foster youth. So those are the students we're targeting. And you also see there that it is supporting our instructional focus that will continue to be Our initiatives here at the district as well are MTSS, PLC Plus, really building up our professional learning communities at our site, writing instruction and our focus around writing, and classroom environments and early literacy, as we heard today from Mrs. Aceves-Ramos. We're also looking at expanding our transitional kindergarten program, so we are adding one. series and we're adding one additional class at Leffingwell, Oceanview, Murphy Ranch and Mulberry. So that is just the interest of our parents really wanting a full day TK program. We're also looking at expanding our dual language

074immersion program. As you know, we're ramping up getting ready for our wonderful fifth graders to enter middle school in 26-27. So we are going to continue to build that program and support the staff there with professional development to get there. and prepare for the DLI program. So under goal one, those are the major, the focus of goal one. Obviously as you read, there's other things on there, but that was one, those were some of the highlights. Under goal two, under student achievement, again, Goal one is really what do we do for all kids. Goal two, you can look at it, what happens when our kids aren't making progress. So under goal two, what we're going to look at is we're going to continue to support our intervention specialists at the elementary level, along with our

075middle school ELOP academic counselors are also under the umbrella of goal two. We will continue with our tier two and tier three instruction for our prom students. through intervention rotations during the school day, after school interventions, multi-tier system of supports, again, looking at what types of supports are available during the day for our students. And again, looking at our summer academy enrichment programs that we provide for our students. And I'm very careful to say it's not an, it's a summer program is about really extending learning for our students. We had so many great, our students have made great advancements in academics throughout the year. So summer. really does provide those students that opportunity to continue their learning. And then we have increased academic support for English learners. As you know, we have LTELs are now

076part of our dashboard, so we really need to make sure that we're providing those services for them. And you'll find that in under goal two and then professional development around our newcomers and English learners and then providing those supplemental programs for our English learners and materials that our teachers might need. And then finally, goal three, we will continue to focus on our social-emotional component. We will continue with our full-time social workers at the school sites and continue with social-emotional curriculum. And then we will continue with our PBIS focus as we have district social workers to lead, our district social worker will continue to lead that PBIS work. And then we're going to also make sure that our sites have the supplies and materials and the PBIS reinforcements to implement PBIS successfully at their sites. And

077then... that work can be done on its own. We have our PBIS leadership teams who will continue to plan and collaborate and will support that through our LCAP. And then as far as increased behavioral support, we'll continue to support behaviors at our site with the support of our bridge team and our school psychologists, although... they are in our LCAP, they are being funded out of our learning recovery block grant. But we want to be transparent with the community to let them know that we are supporting school psychologists out of that funding source. And then last but not least, we know BRCA is a great example of our student leadership initiative, so we want to continue with our student advisory committee, student leadership summit, just giving our students an opportunity to really be leaders here in

078our district. If I can just say on the student advisory on the last slide, the student leader, I think the district has done a great job in involving the students, and I really, really appreciate that. But I think it's great, as we can see. Yes. Great product. Yeah, I just wanted to say that. So we'll continue to support those initiatives in our district through our LCAP student engagement. And then I think on the next slide, it just continues with a focus on parent engagement. That's always something that comes up during our LCAP community meetings. So we just wanted to highlight that we will continue with our parent and community liaisons at each school site. Parent connection workshops, we might revamp that to look a little bit different. But nonetheless, we want to continue with those

079parent workshops as a district. Continue our HOT Conference and COVID Conference to support our multilingual families. And then district parent and family engagement. committee, we'll continue with that where we bring all our social workers parent liaisons together to talk about how can we do more outreach and really bring our parents back and involved in at our school sites. And then last but not least, looking at middle school sports and clubs and then ensuring that we provide opportunities for students to explore career and also college opportunities through AVID and the Pointed program. And those are the school sites that are being supported through that. One quick thing on the lesson. Okay, so the parent engagement. I do want to say I see a lot on Instagram that a lot of the schools do coffee and donuts

080with the principal, which I think is really great because it really lets the parents go in there and meet with the principals and ask questions that they have. But I really think that really helps in. you know, connecting, helping connect the parents with, especially with their school and, you know, helping their students. So I just want to, I think that's really something really great. I love that. Apparently some have been integral in that just because sometimes the language might get in the way or they feel they might get in the way. So they really build that bridge between home and school. Especially when they have the donuts. Everybody wants the donuts. Nobody wants to miss the donuts. No, nobody wants to miss the donuts. Or you have conchas. In some schools they do conchas. Either

081one is good. And then last but not least, I'll share this really briefly, and I have my partner, I call him my partner in crime, Carlos, who's sitting in the back quietly. I won't take credit for this beautiful diagram, but nonetheless, what we did is we put our budget overview for parents, so this will be part of our LCAP, just to let our families know all the funding sources. This was shared in depth during our LCAP community meetings, only because when you look at it, it looks quite intimidating, but it really does highlight how much of our... funds come out of LCFF, the Local Control Funding Formula, and then our LCAP plan is based on the supplemental and concentration grant money. So we did a lot of work around that because we did get many

082questions of where does the money come from, how do you use it, and so the PIE really allowed us to explain that. So they really did appreciate us really delving into the budget component. And this is just one way to look at it. There's two ways to look at it. This one just breaks it down in a nice, linear way. The other one gets a little complicated, but I love this one. If you're like me, it just breaks it down by supplemental and concentration grants, other state funds, local funds of projected revenue, and it just breaks it down. So this one will also be a part of our LCAP as a part of our budget overview for parents. I think that's it. Yes. Go ahead. That was a good question. We did ask our LCAP

083community members because that was a topic that came up as far as how do we get parents engaged. And I think the top three was our parent liaisons. They really do work on doing individual calls. They do outreach through social media. So a lot of the parents prefer that. Some of them prefer the parent calls. and portal sometimes works. So I think it just varies. But I think, to be honest with you, I think the parent facilitators are really the ones that really bring our parents in. They make that connection with them and are able to really connect and bring them to the meeting. The restrooms for students. Was there a common theme? Was it just generic restrooms? Yes, I think. I'll be honest, that actually doubled. It was 22%. So we were doing something

084great. So that was actually an improvement from the previous year. So we were excited about that. I think there was just confusion. I think there's sometimes a non-modernized bathroom versus a modernized bathroom can be interpreted as. There were discussions about can we do a change of rotation where maybe the bathrooms are scheduled at different times. So just to make sure that when students, for example, if it's lunchtime, maybe we have the student explore cleaning the bathrooms after lunchtime or before lunchtime so that when the students use it during lunchtime, when it's being used the most, they're clean. So there was exploration about schedules. It wasn't, there were... They didn't feel like someone was not doing their job. I think it was more of how can we make sure that they continue to be clean? Because

085then they start really clean, and then throughout the day, they kind of... And Mr. Urteaga, when I met with the ASBs at the middle schools, you learn different things. And some of the middle schools did not have partitions between urinals, so that was one of the things that were brought up about doing those types of things. Ms. Sorrell and Mr. Cobos along with Mr. Lopez have been really looking at just what Ms. Roman said about the idea of are there ways to kind of do spot checks with the restrooms because there is some discrepancy between is it like paper towels and things on the floor or is it the stocking of you know toilet paper soap and things like that so that's one of the things that we're continually working with. We've actually talked with

086the Student Advisory Council and the ASBs about doing some kind of PBIS incentives as well around the idea of you guys are responsible for what your restrooms look like. So that's why we did hand blowers in the middle school to try to alleviate the paper. And then that turns into something else. So just constantly trying to figure out how to stay one step ahead of the kids too sometimes. And thinking that there's ways that we can take some of those variables out of play are things that we look at too. Okay, thank you. Thank you. Mrs. Ramon, I have had the opportunity to be at a couple of your LCAP meetings this year, and I just want to let the board know and everyone that's here that you do an exemplary job of leading that

087meeting. You're engaging, you're fun, the parents and the representatives from all the schools enjoy you, you're articulate, and your ability to, when people have questions, you always let them know that you're going to take it down and get back to them. So I just want to thank you so much for all your hard work. this year on the LCAP. And I also just wanted to go back to mention one other thing. Everybody, when I started on the board, we did not have an AVID program at East Twitter Middle School. I can just speak for that school. And it's just so... heartwarming to be at the East Weider Middle School promotion and see the avid students with their beautiful, I don't know what you call your their, thank you, their sashes, and the pride that they

088have walking up with their avid sash. I mean, it's just, again, very extraordinary to see this at a middle school. I know we have a couple others too. So I just wanted to also say to our group that's here today that That's a really big step that we've taken, and it's really an important step that we have taken, and it brings me a lot of joy to see this flowing into our students. And again, they take such pride in wearing those sashes and the program and what they're doing. So thank you so much. Yes, absolutely. Anybody else? Any comments? I have one. Kind of going back to goal three of engagement. So I understand and I appreciate all of our kind of like, I guess, open to connections between the students and staff. And I

089recognize that and appreciate that you guys are doing that. So it kind of opens the door for the students to go to staff when there is an issue or for parents to go to staff when there's an issue. But I was wondering if there's anything in place where the staff go to the student. And I mean, not in a way of the student has already. gone to staff with an issue, I mean in a way of, how do I put it? Just not necessarily when there has already been an issue that has been noticed and talked about, but even if they're just like a random checkup on a random student, is there something like along the lines of that that's in place or is that too difficult to kind of work around? It's just because

090I understand that there are some students who do not. Who are too scared or too shy to come up to the issue and they'd be more open if a staff comes up to them. So I'm just wondering if there's any way that we have it where a randomized student, whatever it may be, the staff goes up to that student instead. I think what's going to be important is the implementation of our Tier 1 PBIS strategies. We have what we call greetings at the door. We have what we call two-by-tens where teachers who might meet with a Tier 2 team at their site, these are teachers or teams that are noticing maybe some students are struggling in class or maybe a little more quiet than others and you're wondering what's going on. There's a strategy. strategy

091called two by ten where you meet with them for two minutes for ten straight days and it's a it's an evidence-based practice where they can begin to connect with students whereas maybe the student might not come to the teacher but the teacher is aware or was made aware of the student and what the student might be going through so they can connect with that so it could be as simple as how are you doing how is your soccer game I noticed I saw your mom how's your mom doing like just two minutes of just connecting with the student so those are strategies that are that are adult driven, whereas the student doesn't have to share with the student, but the adult is initiating a connection with that student. So that's a really great question. And

092I think that's a really great strategy that we can make sure that we continue to implement as part of our PBIS initiatives throughout our schools. I think to take it a step further, you're right in alignment with what we're talking about with our goals for next year and what we're looking towards. And one of the overarching goals as a district, you're going to be talking about creating warm and welcoming environments, whether that's coming into the district office, that's going into HR, that's talking to a grounds crew, it's talking to our teachers, our office staff. Like, what are ways that we make people... regardless if they're one of our 7,600 students or one of our 1,200 staff members. How do they feel welcome? How do they feel like they belong? How do they feel seen and

093heard? So we're right there with you and just talking about what are those. And Dr. Vargas met with her team and just talking about the whole, what was it, every interaction counts? Like that whole idea of every interaction when you're going into the lunchroom or you're getting onto the bus or all of those things, you know, add up to a student's experience and to a staff member's experience. So talking about that as a whole district of all of our 1,200 staff members and how that could potentially influence our 7,600 kids. We're right there, a little bit behind you. Anybody else? Any comments? So this, I forgot this. This is part of maybe a parent engagement question. Okay. So I never get any calls, but somebody got me at a school and they told me that

094they got this report. And I don't know where this report comes from. This physical fitness test result. Okay. I don't know where it comes from because I don't have a kid in school. So I said, send me this. She didn't want to make a big fuss. I go, no, because she goes like, what does this mean? They don't have anything to gauge it against. So if, if it says a mile run. 824. I don't even know what that means because she has to go, I have no idea. So could they have, is there, I don't know who sends this out, first of all. And so tell me, what is that up against? Is that a good score? Is that a bad score? How do I know what these are? Is that the digital? Okay, sorry.

095I was, yeah, she can't see from there. I'm sorry. It's like curl ups, sit and reach, pushups. Yes. How do I know if my kid's doing okay? Yes. So that's a really good question. What are the things we could do? We have our PE teachers who are very familiar and trained on the PFT, on the physical fitness test, that can explain that. But if they're not available, we also have our assistant principals who are well-versed that can break it down. But I understand what you're saying. We're going to hand someone something, make sure that it's clear. Right. I mean, it says there you can call your school, but it would be a lot easier if it was just on there. Okay, this is... The best score, this is the worst score or whatever. So something

096to gauge it by. Like, oh, my kid's not very physically fit or whatever. I need to get them in a program or play baseball or something. But I think rather than having to call the school, it would be easier if they just had the information right here. Yes, I'll note it down as part of our communication, making sure our reports are clear and fair and friendly. Okay, thank you. Put a picture of Mike Sorrell. Yeah, there you go. I do, Ms. Roman, I do have a concern. So when a student is in counseling and they're in fifth grade or in elementary, I can only speak for elementary, and they quote unquote graduate from the counseling program, they are set. This is a Dr. Aceves question. Dr. Aceves, okay, Dr. Aceves question, okay. Okay, okay. Can

097I continue? No, no, no. Oh, okay. So they graduate, right? And they have these, they're supposed to have these monthly check-ins. These monthly check-ins, they are, the parents are not told that it is the student's responsibility. We're talking about a fifth grader. That is a student's responsibility to reach out to the teacher should they feel they need to check in with a counselor. When it is interpreted that when the child graduates from counseling and you're going to have monthly... monthly check-ins, it sounds like the counselor is going to pull the student out of class once a month to check in. I don't think a child has the, first of all, they don't want to be in counseling. Second, they don't have the mental capacity to say, I think I need help. Let me go to

098my teacher. do something about this. So I think I'm understanding it that we that maybe that there wasn't recommended that the counselor see them in a check-in regular check-in check-out basis but perhaps if a child feels like they need support that they can access the counselor. If it's something that is supposed to be something that we are you know we are it's part of our system whether it be part of a specific plan. or part of this child's, what we've developed to support that child the best within an MTSS system. Certainly it is our responsibility to be sure that they're followed through on. I don't know the specifics of this case, but if we are saying that we need to provide check-in counseling on a monthly basis, this is something that should be the responsibility.

099of the adult. If it's, I just want to make sure, maybe we can speak after about the specifics around that, or maybe where there's maybe some potential misunderstandings, but if it's something where it's on an as-needed basis, then maybe that is something where the student would say, you know what, I do need to speak with somebody today, or I wish to speak with somebody today. But if it's something we've designated as a need and a service, then it certainly is the responsibility of the adults to ensure that that happens. Perfect. But I can follow up with you more if there's details that I can follow up on. Sure, not a problem. Thank you. Any other questions? Is that it for your report? Okay. Thank you very much. Thank you. Yes, it is. On to item

100six, another public hearing, which I will call to order at 737. And is there anybody that wishes to speak to this item? Having none, I will end it at 737. On to item seven, presentation of the 2526 budget and budget calendar. Go ahead, Ms. Rael. I'm waiting for him to switch slides. So first I want to thank Carlos and his team for all the hard work they did putting the budget together. You will probably recall that we get a letter from LACO at the first interim and the second interim requesting that we send an updated fiscal stabilization plan. So we'll be going through that in just a minute. So here's the updated staggered plan. This is 2526. There's nothing on this slide that is new. It's been reviewed at the second interim. So everything listed

101here is included in the budget for 2526, whether it's a reduction or a reallocation of the position between funding sources. These are some suggestions for 2627 that are also included in the budget that we're going to look at tonight in the multi-year projections. And 27, 28, the same. These are included in the NYP at this time. And the next steps for this will be a revision of the stabilization plan, which cabinet is working on actively and will bring forward to you. So in September, once the budget process has gone through the state and we've had an opportunity to look at what the implications are for our multi-year projection. we will come back with what our recommendations are for the stabilization plan, just like we did last time where we talked about different priorities and different

102solutions. It's important to note that none of the things that you are going to see right now take into consideration negotiations for either of our units for the 25-26 school year. It takes into account the worst case scenario from the state. because they would not let me put in the best case scenario. So this could get better based upon the finalization. So you should be expecting at the September board meeting our next set of recommendations of how we're going to deal with our multimillion dollar structural deficit. So it's definitely put forward to you in a conservative manner. This year is a little bit unusual. The governor has put forth his budget. Sacramento is coming back with proposals, so they're still not on the same page, but in the next two weeks that should be finalized

103so it can come back in September. So what we're bringing tonight is the 2526 through 2728. It includes everything we know as of the May revise, which several, again, several items are sort of still moving. This needs to get to let go by the 30th, and it includes projections for the two out years. We are again bringing forth a positive certification for the budget for the next three years. We don't talk about the other two. So this slide is talking about the breakdown of the projected revenue for 25-26. LCFF is always the largest piece of the revenue. Projected expenditures, again, these are projected based on what we know from the governor, and 84% is the amount of salaries and benefits on this slide. So these are the assumptions that we use when building the budget.

104It's a full implementation of the stabilization plan, six additional TK classrooms with the associated ADA, the additional revenue, as well as the expenses. ELOP is still sort of a moving target, so we use the conservative of 5.3 because we don't know if it's going to be the higher rate, but we'll know in a couple of weeks. The ADA percentage that we're basing this is 95.79, which all of the LCFF revenue is based on that. You're going to notice in our out years it's coming up because there was a three-year average, and those lower averages during COVID are dropping off of the average now. So that's some increase to LCFF. These are the COLA assumptions being used. There's a little bit of a downtick in all three years based between the January information and now the

105May information. So this slide is walking through our projected or estimated 24-25, what we expect to have at the end of the year, as well as a projected 25-26, 26-27, and 27-28. So as I mentioned in the revenue, the changes you're seeing are the additional TK as well as the ADA, the lower ADA dropping off to increase that. Federal revenue, we don't really know for sure until October because the federal budget's on a different fiscal year than the state and the districts are. So we base that on prior year unless we have any information to adjust there. When you look at the expenditures, the only thing really included in the salaries is step and column. As Mark mentioned, there is nothing in there for negotiations because those are not completed this time. The one thing

106I want to point out to you and have you take a good look at is that net change in funds is a very important line to look at because that's the deficit spinning that's happening in each of the years. The reserve for economic uncertainty is that 3% that were required by the state to have in reserve. If you add the REU, the unassigned, and the restricted, those three bottom numbers, that is the total reserve the district has. And this is just the fiscal budget calendar just so you know what kind is happening in each of the months. When we bring the unaudited actuals back to you in September is when we'll have the updated recommendations for the fiscal stabilization plan for 26, 27, and 27, 28. Sure. So this number is the deficit year over

107year. If you add these three together, that's the total reserve. And this line represents the 3% minimum. Is that it? Any questions? Any other questions, board? Thank you. Thank you. And approving those two previous presentations is what the Wednesday meeting is about. Okay. All right. On to item nine, consolidated application for spring 2025. Eight. I'm sorry, eight? Public hearing? I thought I already had another public hearing. Yes, another public hearing. Okay. Sorry about that. Okay. I'll call this one to order at 744. Is there anybody who wishes to speak to this item? We'll close at 744. Now on to item nine, consolidated application for spring 2025. I move the recommendation that the Board of Education approve the consolidated application for spring 2025. I second. Okay, discussion? Seeing no discussion, I'll call for the question. Mr.

108Aparicio? Yes. Mr. Urtiega? Yes. Mrs. Dabbs? Yes. I vote yes. Ms. Hernandez? Yes. Ms. Carrera? Yes. Okay, passes 5-0. On to item 10. I move the recommendation that the Board of Education approve the budget revisions for the 2024-2025 estimated actuals. Do I have a second? I'll second. Okay. Any discussion? I'll call for the question. Mrs. Dabbs? Yes. Mr. Ortega? Yes. Mr. Apecio? Yes. Ms. Hernandez? Yes. Ms. Carrera? Yes. And I vote yes. Passes 5-0. On to item 11. I move the recommendation that the Board of Education adopt resolution number 24-24-25 to establish temporary inter-fund transfers of special or restricted fund monies. Any discussion? I'll second. I'm sorry. Second? End of the year. Okay. I have a first and a second. Any discussion, Board? Okay. I'll call for the question. Ms. Carrera? Yes. Ms. Hernandez? Yes.

109Mrs. Dabbs? Yes. Mr. Ortega? Yes. Mr. Aparicio? Yes. And I vote yes. Passes 5-0. On to item 12. I so move. I'll second. Okay. I have a first and a second discussion. Okay. I'll call for the question. Mr. Ortega? Yes. Mrs. Dabbs? Yes. Ms. Hernandez? Yes. Mr. Aparicio? Yes. Ms. Carrera? Yes. And I vote yes. Did I get you? Did I get you? Sorry. Okay, passes 5-0. On to item 13. I move the recommendation that the Board of Education adopt resolution number 25-24-25, annual delegation of administrative authority to process routine budget revisions for the 2025-2026 fiscal year. I'll second. Okay, I have a first and a second. Discussion? Okay, I'll call for the question. Ms. Carrera? Yes. Mr. Aparicio? Yes. Ms. Hernandez? Yes. Mr. Diego? Yes. Mrs. Dabbs? Yes. And I vote yes. That's 5-0.

110On to item 14. I so move. I second. Okay. Any discussion? I'll call for the question. Mr. Ortega? Yes. Mrs. Dabbs? Yes. Ms. Hernandez? Yes. Mr. Aparicio? Yes. Ms. Carrera? Yes, but I do have a question. Okay. Under trustee, I'm sorry, under board member Lisa Michelle Dabbs, isn't she VP? I noticed that there's titles underneath. I'm not sure. You're pre-populated. Yeah, I asked that as well before. You did? Okay, sorry. All right. So it's already, it comes that way, right? Not a problem. Okay, all right. Just wanted to double check. But yes. Vote yes. Okay, and I vote yes. So it passes 5-0. On item 15. I move the recommendation that the Board of Education adopt resolution 27-24-25 regarding teaching authorizations for the 25-26 school year. Okay, any discussion? Okay, I'll call for the question.

111Mrs. Dabbs? Yes. I vote yes. Mr. Ortega? Yes. Mr. Aparicio? Yes. Ms. Hernandez? Yes. Ms. Carrera? Yes. Passes 5-0. On to item 16. I move the recommendation that the Board of Education adopt the Declaration of Need for Fully Qualified Educators. I'll second. Okay, any discussion? Now I'll call for the question. Ms. Hernandez? Yes. Ms. Carrera? Yes. Mrs. Dabbs? Yes. Mr. Ortega? Yes. Mr. Aparicio? Yes. And I vote yes. So that passes 5-0. On to item 17. I move the recommendation that the Board of Education approve the award of bid BYR 25-23, installation of portable restrooms at Ocean View and Scott Avenue. I'll second. Any discussion? This is because the remodeling or... Updating? TK. Oh, so the new classrooms. Remember, we have temporary right now. These are the permanent portables. Like our semi-permanent portables all across

112the district. Is it subject to the DSA? I know that we need these restrooms, but I was on a couple of the campuses and I was telling Dr. Patterson, I mean like Mulberry and Orchard, they're... They're like falling apart, especially the doors. No, in the back, the portables. It just looks very unsightly. And, you know, quite frankly, I'd rather have that done before the bathrooms, but that's just me. Because it really does look really horrible. And the paint's chipping. You know, I took pictures. I didn't. Send them to you, but I know. Yeah, that's exactly why I didn't send them, right? I know. And it just, you know, the doors need to be painted. There's so much that could be done to the schools to make them look better. I'd rather do that than have

113a bathroom put in at Ocean View and Scott Avenue. They could be done, but not, I mean, I'd rather have this other stuff first. But anyway, that's just me. Okay. So anyway, does anybody else have any comments? I'll call for the question. Ms. Carrera? Yes. Ms. Hernandez? Yes. Mr. Aparicio? Yes. Mr. Tiega? Yes. Mrs. Dabbs? Yes. I vote no. So that passes 4-1. On to item 18. I move the recommendation that the Board of Education approve the award of bid BYR 25-24, Asphalt Replacement Project to Estate Design and Construction. I'll second. Any discussion? Is this the part that's right here in the back? The part where you just trip over? Okay, any other discussion? Okay, I'll call for the question. Mr. Ortega? Yes. Mr. Aparicio? Yes. Mrs. Dabbs? Yes. Ms. Carrera? Yes. Ms. Hernandez? Yes.

114And I vote yes. On to the consent agenda. Consent items. Does anybody wish to remove anything from the consent agenda? Okay, I need a motion. I move the recommendation of the superintendent of the Board of Education to approve the consent agenda items J3 through J17. I'll second. Any discussion on any of these? Okay. Let's see here. I don't think I had anything. Okay, I'll call for the question. Mr. Aparicio? Yes. Ms. Carrera? Yes. Ms. Hernandez? Yes. I vote yes. Mrs. Dabbs? Yes. Mr. Tiego? Yes. Okay, that passes 5-0. Before we adjourn, does anybody have any comments before we leave? I do. Again, I just wanted to reiterate thank you to everyone who has helped me this school year. I will be carrying on these skills. And I also wanted to thank my mom for supporting

115me ever since I wanted to. Yes, clap, clap, clap, yes. Ever since I said that this is something that I wanted to do and, you know, also looking for my future. So I wanted to thank my mom for that and for sitting through these meetings with me. But yeah, thank you, mom. I love you. Anybody else? I love you too, mom. Thank you for sharing. Thank you for sharing, Brooke, with us. My final comment, I just want to say, I think when I went to Delegate Assembly, we did do this a whole bunch. There was a whole bunch of stuff we did, and it was very intense. But I did send some of you, I don't know if I sent you all this on the AI. committee that they did come up with this. And

116I mean, it's really interesting reading because they have some really good hypothetical situations on like a teacher assigning a paper, writing an essay, and then what the student would do and how they can come back and then put it into, let's see here, discover the... The teacher then puts it in, I can't remember what it says in here, but then they find out that the student copied a lot of it. So they give them an F. So it's really interesting, but they did, as you can see, a lot of research on it. If anybody wants it, I'd be happy to send it to you. Just let me know. And if any of the board members want it. It is very informative. It's very, very informative. But they do have a policy right here. Anybody else

117have any comments? Okay, everybody have a great summer. We're going to adjourn this meeting. The next board meeting will be held on June 11th for us at 3 p.m. We'll see you there, and we will adjourn at 7.53. I move to adjourn. I'll second it. Oh, yeah, sorry. I'm always one step ahead. I'm sorry. Mr. Aparicio first. I have a second. Okay. Call for the question now that I adjourned. Yes. Mr. Aparicio. Mr. Utiega. Mrs. Dabb? Yes. I vote yes. Ms. Hernandez? Yes. And Ms. Carrera? Yes. Okay. Now adjourn at 7.50.