RBUSD Board Meeting 6/9/2026

001you I'd like to call the meeting to order at 5 p.m. can I please get a motion and second for approval of the June 9th Board of Education agenda please any questions comments all those in favor say aye opposed motion passes 4-0 board will now go into closed session after hearing any public comments Are there any public comments for tonight's closed session items? Seeing none. Is there anyone? There's no one in public. Can I get a motion and second to adjourn into closed session, please? All those in favor say aye. Opposed? None. Motion passes. We will go into closed session. We'll see everyone at 530. Sorry about that. I will remember to turn my microphone on. Thank you, Mr. Elder. Tonight's closed session included the following item. We had 3.3 public employee appointments certificated, titled

002Elementary Principal. I have a script that I would like to share with you. Tonight, in closed session, the board voted 5-0 to appoint Mr. Gary Gregory as the next principal of Lincoln Elementary School. Mr. Gregory emerged as a top candidate from a highly competitive pool of more than 30 applicants. The selection process included two rounds of interviews and a site visit with our superintendent, Dr. Wesley. Mr. Gregory joined RBUSD last year as assistant principal of Washington Elementary School. Prior to coming to Redondo Beach, he served in the Englewood Unified School District for nearly three decades as a teacher, assistant principal, and principal. During his 19 years as an elementary principal, he left three schools and developed extensive expertise supporting special education, establishing a positive school culture, and successfully implementing positive behavioral interventions and supports, or

003PBIS. In his first year with RUSC, Mr. Gregory has built strong collaborative relationship with our staff students and families and has earned a reputation as a thoughtful and student-centered and popular leader. Mr. Gregory holds a bachelor's degree in history and a master's degree in educational administration from Cal State Northridge. A longtime South Bay resident, he and his family are excited to begin this new chapter at Lincoln Elementary School. and within the RBUSC community. While his official start date as principal will be July 1st, he will begin meeting with Lincoln staff and families in the coming weeks to ensure a smooth transition. Congrats to Mr. Gregory. On the item 3.4, Conference with Labor Negotiators, Conference with District Labor Negotiators, and all the leaders in our unions, the board received information and gave direction. Next item, approval

004of minutes, minutes of May 26, 2026, regular Board of Education meeting. Can I please get a motion and second for approval of this meeting notice, please? Any questions, comments? All those in favor say aye. Aye. Opposed? Do we ask? Yes. Yes, okay. Yes, let's student advisor vote. Thank you. All those in favor say aye already? Yes, thank you. Okay, the motion passes 5-0. Do we have any record to read into approvals and no we don't next section reports the board. Oh, yes Yes. Yes tonight's motion Wait, I'm sorry the agenda. Yes. Yes. Oh, yes. Yes. Yes Who was the motion by? Miss elder and second by and it was motion. Yes, and and then for Oh, thank you Moving on to agenda item 7.1, measure as bond update by Dr. Nicole Wesley, superintendent, and Dr.

005Annette Alpern, deputy superintendent, admin services. Doctors? Yes, well, thank you for having us here. So we are going to present to you essentially a presentation we did to the board. You had a workshop on May 7th, and at that time you asked Dr. Alper and I to give this presentation at a public board meeting so that our constituents and our... community can see the work that we've done and the decisions that were made at that workshop. So Dr. Alper and I are going to share with you information, an update on the bond, including money that has been... funded and spent, projects that have been completed, projects that we are in progress of completing. And then what we did is we took a list of the projects from back before we even approved a bond, the

006boards came up with projects and priorities. So we went back and revisited that. And we asked you to give us direction on which projects would you consider. phase one, like get these done. Phase two, we also need to get done. And then three, if prices go up by the time we complete this bond project, we may or may not be able to get to these projects so that we have a clear understanding of like how to approach these projects in priority order. And so the ask would be that when we're done presenting to you and whatever conversations or questions that you have, we would then take the new, priority list and put that on the website in place of the one that you did before we even passed a bond so the public would see

007an updated list of of priorities of projects on our bond website so dr albran is going to talk to you a little bit about where we are with our budget money spent and money remaining All of this information was valid as of the end of April. So we've been continuing to spend money, continuing to work on projects. But again, this was the presentation that we did back in early May. So we started out with the projects that we had completed to date. And so you're pretty familiar with this. We got in all of our fencing and our privacy screens at all of our school sites. We did the phase one of our roofing projects, which was last summer. Phase two will be coming up this summer. We completed our LED lighting project district-wide. The general

008administrative and support services, that has to do with consultants that we work with, attorneys. It's like it's kind of a catch-all category. And our Citizens Bond Oversight Committee kind of looks at more of the details. I can provide those details for you as well. Those are available on our website. And then finally, the NWN projects, which is all of the technology projects. As of end of April, we had completed $28 million of total projects. So that was completion. And then the projects in progress, that list is obviously longer and includes this summer's work on roofs. So it's another $5.6 million on roofing. The work that we have in progress for modular classrooms at Lincoln and at Madison. And as well as the phase one of the HVAC projects. So all of that is underway, under

009contract. In addition, you have approved four of the eight elementary sites for new playground equipment thus far. We are well into the design phase of the innovation and design building at RUHS, replacing the former, or we have formerly called the bingo building. This summer we will be working on the home side of Seahawk Bowl with bleacher improvements and then over the course of the 26-27 school year looking at the concourse area home side of Seahawk Bowl. And then our last project in progress, again, is that catch-all general administration and support services of bond programming. So that has to do with construction management services, legal services, financing. And then we have on the agenda tonight a contract with architects to begin looking at replacing the portable classrooms at Jefferson. with modular classrooms and a new kindergarten

010playground. Again, we've got more NWN projects, the rest of our technology projects in progress, as well as technology costs, primarily software. So the big picture, where that brings us to, is that we've got just under $46 million in completed projects. We've got close to $130 million in committed projects. And then unassigned was the just over $102 million. And so what that looked like and what we talked about at your board workshop was that you had the $102 million remaining. And so what we discussed was this. Right, so at the May 7th, we landed. This is where we sort of landed as a draft of the remaining projects, and we talked about projects that we know we need to finish, such as the portables at Alta Vista and Toledo, replacing those after, obviously, we're working Lincoln,

011Madison, and now getting a quote for Jefferson. So we went through these projects that were on the list and then we created them in phases. Also, that would likely correspond with money that we are funding. So this would be a list that we would want to replace with the current list on the website. You know once you've had a chance to look at it again and ask any questions or give any thoughts. But as you can see here, these are projects that we had we had identified on the original plan. which includes replacing portables, replacing turf eventually, and also modernizing. So that would be like modernizing the restrooms at our middle schools, which you know is something that our students have been asking for. And so if you look at the list here, this is

012where we landed at the workshop and wanted to give you another opportunity to ask any questions or make any recommendations. I think I'd like to point out to the audience or the public watching that the board discussion resulted in HVAC implementation at all of our campuses as a high priority or in the highest category of prioritizing So just to clarify, if it's rated a one, those are not one in order of the ones. They're all equally first year. In the one category. Right? Yes. And the same would be two of two and three. We did have discussion on three, though. I know. I thought we tried to put three, but not two necessarily. We did. try to put three in order because we said three could be projects that we may not get to depending

013on what the cost looks like in the next three to five years, depending on how long we get through these other projects. So we did take some time to talk about three in order, but the ones and twos were like, get it done, was what we heard pretty clear. So I don't know if anyone has any questions on that and thoughts. And again, this is something we discussed and this is just, you know. Again being transparent about what that workshop was like We wanted to also take the opportunity to share some of the more recent updated Renditions that we have been working with our architects on while we have this on the agenda We did have a presentation recently from SVA. So we'll just share a few updates for that But is before we move

014on does anyone have any questions about the priority list? I think I shared it in a Friday update with you had a chance to look at it. Otherwise, unless anyone has an objection, we would like to post this on our board workshop as the most up-to-date priority list. Anyone object to that? Okay. Then we will get that done. Okay. So again, just taking an opportunity to share about the Redondo Innovation and Design Building. Again, it's on Diamond Street. It's where the quote-unquote bingo room is. And we've been working with Marvin and the team and our architects on some of these designs. Wanted you to see some renditions as we're working with the architects trying to get this done so that the details done so that we can submit to DSA We're hoping this building would

015be done 2930 so all depends on a lot of things like DSA, but this is what it would look like from the diamond Street This is from the on-campus if you're on campus in the quad area To the left there are the 500s. So you would be looking at it again. It's a two-story building So you would be able to the students would see it from that angle Again, another angle from the entrance of the campus. So seeing how you access the second and first floors while you're on campus We are still having conversations about the inside, which as you can imagine is fun, but also can be a little mind-boggling when you're making decisions. Again, working with Marvin, but as you know, we are creating what's called the shared seating to give the staff

016another place to have a meeting that's a little bit smaller than the huge auditorium. And so those shared stairs also serve as a seating area with a mini... stage area for meetings and events and just discussing what the lighting is going to look like, what that wall is going to look like, that felt, what are the words going to be on the wall, should some of those words be in color, the different color hues, you can see some of the renditions here. We made sure to add some collab spaces on both the first floor and the second floor because we want the students to feel like they're actually in a workspace, working together on, you know, the aerospace class or the game design class or the animation class. So while there's direct instruction, there's a

017lot of time to work together. So these are some of the latest renditions that we have been discussing. And we'll share the finals with you before we get to DSA. The update on Seahawk Bowl, creating an entrance. We talked about it gets really crowded up on that top concourse level. I see Keely shaking her head. It gets very crowded up there and essentially moving the restrooms all to one side. So we would have restrooms on. the west side as well as some restrooms on the east side where the students are just to give options near the snack bar. So the first picture was what it would look like on the entrance but also showing the layout of the restrooms. They would be single occupancy. You would be able to supervise looking in easily having a

018campus supervisor there. football games or events easy to kids can't just hang out in the restrooms it's going to make a little more difficult for that and then on the right side is the east side restrooms that would be near the snack bar it's more for like student use Oh yeah, so this is a rendition that we recently received to kind of give you an idea of what that looks like with the restrooms to the west side, the left side, and another second building would be the other restrooms on the more east side. And then it's very open up there on the concourse level for, you know, our PTA selling or students standing or people mingling and hanging out. And much more visibility for supervision. We're going to move on to some elementary schools. We've

019got some projects that are well underway both at Madison and at Lincoln. At Madison, the plan is to create The area where the CDC classrooms are now is going to be demoed, and that's going to be turned into a new kindergarten area. And so the current kindergarten area will be for transitional kindergarten, and then the new kindergarten area will have three classrooms plus an additional... restroom slash storage building and then you can see on the like the right-hand side you can see that and then the classrooms then look toward the their playground area in the middle and you saw some of the designs already of the playgrounds that are happening on the other four campuses at Madison and and at Lincoln will also be using Earth scapes playground materials and so we'll be using that

020for Madison kindergarten and you can see some examples of the renderings that we have and again these buildings are not portable buildings they're modular buildings and so they're similar to like Bernie, Burl, Madison they currently have a number of modular buildings on their campuses and so here's somewhat of a of a view of what a modular building looks like. You've signed a contract with AMS to build those modular buildings on our campuses. And then for Lincoln, what currently exists as their transitional kindergarten space is the... is the CDC buildings that were built about 16 years ago, something like that. And so that space is actually going to get expanded and the playground area is going to really double. And then on the other end of the playground area will be three new classrooms for transitional

021kindergarten. The classrooms will be much larger than the current classroom spaces in the CDC building. So you can see that the space is kind of doubling in size when you add the playground that is currently there plus the new playground and then add three more classrooms. that are directly across or directly north of the current classrooms. And then they will also have their own building with bathrooms and storage space. Again, storage is really needed for kindergarten and transitional kindergarten because you've got all kinds of equipment that has to come out on a daily. And you can see swings. Swings are non-negotiable, as I say to every time we talk. And then I just wanted to add, we didn't have this when we did our workshop last month, but I just wanted to update you with

022summer projects that are taking place throughout the district. Gutters pretty much everywhere. Roof restoration, most places, which means primarily for schools, it's new coating. So like the, you know, the roofs that look... Horrible? They're not horrible. They just look bad. They need new coating. But they're in good shape. They just need some improvement. So that's what roof restoration looks like. You can see the classroom HVAC. It's on the list for five elementary schools. That's something that you approved as a board earlier this year. On behalf of the teachers and the school site staff, thank you for that. And Dr. Stephanie and I actually met with our vendor today. So in the fall, there will be another proposal for another round of HVAC for remaining schools as well. So lots of HVAC work, lots of roof

023work, gutter work, and then those projects at the high school, at the stadium. Our last slide is Ms. Garcia. Yes, so significant progress has been made overall with IT. And if you recall, we kicked off with a pilot at Paris and Lincoln. So most of the projects have been completed there. And one of the things that we have worked on, we've deployed phones district-wide. So we've deployed over 900. plus phones. And so the important thing about these phones is security, right? So we are able to control phones centrally. These phones are also configured with a button. So if we are finalizing the configuration with one button, you're able to dial 911. And behind the scenes, we're also working on finalizing the configuration. So if somebody dials 911, if I'm Ms. Garcia, I'm at Washington in

024room 24, RBPD, when they pick up that 911 call, they are able to see exactly the room location versus just... seeing it's Washington calling with a 911 call because every second counts for security. And then I've also gotten some very positive feedback on the security cameras that we have deployed. I do see a principal in the crowd. The feedback is night and day. So we don't see the pixelation in the cameras and the new cameras that we've deployed. And the beauty of it also is when there is an incident, IT has to look for some footage. it sometimes would take hours, whereas now it takes a few minutes. So we look at the date timestamp, we're able to download the information, and then if needed, provide it to RBPD within minutes versus a day or

025multiple hours. So that's a game changer. And also at Paris and Lincoln, we've installed buzz in. So what that means is once the start hours begin at a school site, the doors are then shut. And any visitors, whether you're a parent, volunteer, vendor, or somebody who's wanting to come on site, they need a buzz in. And the end user comes in, buzzes the button, and then the staff user on the other side inside the office is able to visually see who's buzzing the door. then are they okay to come and then they buzz them in and they enter campus. And then coming up this summer, we're going to be focusing in one of the biggest sites, which is Redondo Union High, so we're so excited. huge school site, big real estate. So we're going to

026be quite busy there. We're also looking at Patricia Dreisler and the South Bay Adult School. And then the last item I did want to mention is the digital clocks. So those are being deployed at multiple school sites as well. And the digital clocks are replacing analog clocks. And one of the security things that the Atlas clocks has is an LCD screen. So in the case that there is a lockdown, a teacher is not only a teacher or staff member is not only able to hear but can visually see color coded when there is a lockdown shelter in place or we're back to normal operations so yeah that's one of the things that we're excited about and then the last one as we're coming into the summer It's going to be an exciting summer for IT.

027We're looking at access control in terms of security. We are able to onboard employees immediately and also decommission access. So if we have an employee who has departed from the district, we're able to take credentials away and they will not have access to enter. the property so we're also able with access control to push out a lockdown and if given that the door is locked or closed i should say we're able to push a command and within minutes uh lock all doors that have access control in a school site and even centrally So at this time you can ask questions. I do want you to know that as we send out updates to our community quarterly, so there will be an update going out this month with a lot of this information about what we're

028doing over the summer and then again in September. And look out for that. And everything that we send out or present is on our website. Big button that says Measure S. We want to again thank our community for giving us opportunity to enhance our schools and upgrade our schools, provide better security and better classrooms and playgrounds for our students. Couldn't have done it without our community's support. And that's our presentation unless you have any questions. Thank you. I just say real quick, thank you. I know there's a lot of projects going on right now at school sites. It takes a lot of work from the admins. It's very disruptive at the school sites for teachers and everyone else in some cases. So just thank you for everyone for your patience. I look forward to seeing

029the outcome for our students. And I also wanted to say a special thank you to Mrs. Garcia and her team because I've had a lot of questions on the technology side. So I really appreciate everyone working to give our students safe, secure campuses. And I look forward to all of this getting done. Okay, let's move on to agenda item 7.2 individual student support and interventions MTSS presentation by Dr. Allison Garland assistant superintendent educational services and Mr. Roy Lopez jr. Executive director educational services Good evening board president members of the board we're here tonight to present the work and accomplishments of our multi-tiered system of supports or MTSS committee this school year the committee was led by Mr. Roy Lopez the executive director of educational services and before we begin we're going to have our co-presenters

030introduce themselves let you know what their role is and how long they've been in RBSD. My name is Kate McLean and I teach second grade at Burrell Elementary School. I've been in RBUSD since 2014 as an educator, but my children started 20 years ago. It's been a long time. Hello, everyone. I'm Jennifer Friedlander. I'm the principal of Burrell Elementary. I started in RBUSD in 2018 as a teacher at Bernie, and now I'm at Burrell. Hello, everyone. I am Kate Christensen, and I am the proud principal at Bernie, and I am just finishing my first year at Bernie. Thank you for being here with us. So I want to open up by saying that I know a lot of our audience members here and at home are here tonight to hear about the I Ready pilot.

031This presentation is designed to provide an overview of the MTSS framework and our student study team process, which will work together to support our students' academic, behavioral, and social-emotional needs. While iReady is one of the tools that may be used to help understand a student's strengths and areas for growth, it is only one part of a broader system of supports. This presentation will also discuss the interventions, supports, and information used to identify student needs, monitor their progress, and make informed decisions to help students succeed. MTSS is an integrated system that aligns academic, behavioral, and social-emotional supports we provide so they work together rather than in silos. This work is anchored directly in our strategic plan goal, action 1.6, and the graphic on the right up there shows the pieces that make it up. Our academic

032response, PBIS for behavior, social-emotional learning, and mental health. and it's all organized around the student in the center. Next, Mr. Lopez will review the building blocks of the MTSS structure. Thank you very much, Dr. Garland. Our committee work this year focused on three MTSS building blocks. First, a shared assessment calendar, so every school is reviewing and analyzing data in a timely manner. Second, we reviewed current menu of interventions across academics, behavior, and social-emotional needs. And third, the Student Success Team process, the engine that connects a student to the right support. I will now review the SST process that was developed by one of our subcommittees from the overall MTSS committee. The SST is the engine of the MTSS system, and the proposed process provides the same five steps at every school. Step 1, the team

033reviews the students' data together and builds a plan with the family involved. Step 2, the intervention supports last for 10 to 12 weeks while we monitor progress. Step 3, the team and family meet, look at the data, and decide whether to continue, modify, or intensify support. Step 4, if the decision is to continue, we adjust the plan and keep monitoring for another 6 to 8 weeks. Step five, we meet again and updated data drives the next decision. Notice the timelines are built in, so support never stalls. The equity piece along the bottom is the heart of this process. There are now multiple ways a student reaches an SST, including an automatic trigger when a second attendance letter is sent home. which helps us reach chronically absent students earlier rather than waiting until they are far

034behind. Families are our partners from the first step, and the SST never delays or denies special education evaluation. Next, we will focus on how we measure growth in the SST process. This is our proposed assessment backbone. It starts with early screening of students with multitudes for our youngest readers in grades kindergarten through second grade, so we catch literacy needs before they grow. i-Ready provides a diagnostic in reading and math at the beginning of the year, and then interim checks across the year so we can watch for growth and adjust instruction. CAASPP is the annual summative state assessment administered in the spring. I-Ready is supportive as the diagnostic results connect directly to personalized learning paths for students, groups students by identified need, and provides ready-made printable lessons resources for teachers. So the data turns into action

035in the classroom. Let's learn more about the pilot in the next slide. I-Ready was selected as an assessment to pilot because it is on the California Department of Education's approved diagnostic assessment list and its suite of instructional resources could complement our developing MTSS framework. I-Ready provides an adaptive diagnostic in reading and math that pinpoints exactly where students are. Second, MyPath, which turns the diagnostic results into a personalized online lesson path for the student. And third, tools for instruction. Ready-made, printable lesson plans teachers can use right away to close specific skill gaps. So the same assessment that tells us where a student is also informs a teacher on how to support next. The pilot started in January, where over 40 teachers opted in. Teacher training was offered at strategic moments that included topics such as administering

036the assessment, linking results to instruction and utilizing the i-Ready personalized instruction tools, and finally a session on growth results from winter to spring. The first diagnostic was administered in late January and early February and the spring window concluded at the end of last week. Teachers were provided opportunities for feedback after administering the diagnostics and on training and after receiving training that they participated in. So I wanted to take a moment and there's a number of slides that will follow on how to read some of these results that we received at the conclusion of the spring assessment. So I want to draw your attention here. Let's see if the... Yep. So this is on the first screen here is a Madison Elementary. This is for the results for math. At Madison, we had students participate from

037third through fifth grade. That's about 167 students that were administered the assessment. You could see here this bottom bar graph down here is the first administration of the assessment in January. bar graph represents the spring. This striped green means students who are at or above grade level. The green represents early grade level. Yellow represents one grade level below. Red, two grade levels below. And then the striped red, three levels below. So just to use this as an example, In January, in the area of math for our third through fifth grade students at Madison, you could see that there were 32, I believe that number there, 32% at our grade, above grade level, which increased to 54%. 29% that were at early grade level, which we now have at 21%. And then 28 that were on

038one grade level below, which that number decreases, which we typically want to see that there was movement in the positive direction. There was also a decrease in the students who were two years below or two levels below, and then also a decrease at the furthest level you could see here. The same is true down for reading third through fifth grade, 193 students that were assessed. Now the numbers are not similar because at the time that we took snapshots of these assessments, we're towards the latter part of last week. So we can probably see a clearer picture now. Probably very similar results. So again, I draw your attention to the bottom. more faded bar graph which represents the assessment in late January and February and the top bar graph in which is the most recent assessment

039in spring. At Borough we had two pilot classes at second grade. So the second grade over at Borough we had 52 students that were assessed. Once again draw your attention to the winter assessment and the results on top now for the spring assessment and the movement there. The bottom graph is for reading. Continue on for Bernie, where we have third through fifth grade students that participated in the pilot. Top results are once again for math. Below are for reading. Draw your attention one more time to the faded bar, which was the winter administration, and the top bar is... the most recent spring. Below is for reading. Jefferson also participated in the pilot. We had fourth and fifth grade students at Jefferson. Top is math, below is reading. And I just want to point out as

040a point of reference, this presentation will be attached to the agenda after the board meeting, so anybody in the public can look at it, review it, reach out to the principal if they have questions. Thank you, Dr. Wesley. Lincoln Elementary, third through fifth grade students. Once again, top is math, below is reading. Toledo Elementary, and finally Washington. The participating classes at Washington were actually our dual immersion classes, third through fifth. iReady does provide a Spanish diagnostic, so for the upper grade at Washington. Depending on the grade level, they would be administered both the English and the Spanish diagnostic. The previous slides demonstrated growth at each school. The slide shows the increases of at or above grade level students. Excuse me, this slide shows the increases of at or above grade level students that participated in

041the pilot from winter to spring. You can see here an increase of 11.5 points in math. So that was from 69% to 79%. And an increase of 7.3 points in reading, 68% to 75%. There are two ways I already possibly supported students during this pilot. the use of MyPath and the tools for instruction. Should we move forward with an extended pilot, we can set up a comparison between participating and non-participating classes, which could assist us with how much do these resources contribute to student progress question with confidence. And now I will hand it back over to Dr. Garland. Thank you. This slide shares some initial feedback from students and teachers with the pilot. I'll give you a moment to look at and I'll point over, point out a couple of them. So under the student

042piece, one student added if you got it wrong, they would give you feedback to help you answer the next question. And it's not fun, but it helps. Some teacher feedback included that results are available immediately, allowing teachers to quickly identify student needs. And the combination of the diagnostic data, aligned instruction intervention supports, makes iReady an effective tool for supporting student growth. There were also some concerns that were shared was the length of the time for the diagnostic. I-Ready has informed us that they will be cutting the time about 20 to 25% for the diagnostic coming this school year. Another concern was screen time. We would put guardrails in place if we move forward with an extended pilot where teachers would not use the MyPath piece for more than 30 minutes per week per subject. No

043teacher, of course, will be forced to use MyPath, which means that would be zero minutes on MyPath a week if teachers chose that. Next, I will have Kate Christensen, Principal of Vernee, share some feedback regarding the pilot at her school. Thank you President Cho, board members, Dr. Wesley, members of cabinet for having me tonight and allowing me to share about Bernie's I-Ready pilot. Bernie Elementary conducted the initial pilot of I-Ready in grades three through five during the 25-26 school year to evaluate its usefulness as an additional source of diagnostic information to support student learning and strengthen our existing intervention and enrichment structures at Bernie. During the pilot, students completed the I-Ready Diagnostic Assessment in both the winter and the spring. Teachers used the program as one of the several instructional tools during WIN or What

044I Need time, which is structured at Bernie to provide targeted intervention and enrichment based on student need during the school day. The Bernie WIN model supports a combination of teacher-led small group instruction and independent work time. Within that structure, iReady My Path was used as a supplemental resource during independent work time to provide targeted skill practice aligned to student needs. iReady was used to supplement but not replace teacher instruction and other district adopted practices. A key reason Bernie selected I-Ready for the pilot was its alignment to grade level standards and the clarity of its diagnostic reports. The data was easy to access and interpret and it provided timely standard based information to support instructional decision making. In particular, it helped identify specific areas of need which supported more targeted instruction during intervention and enrichment time.

045Teachers consistently shared that the data was useful and actionable. One teacher noted, I-Ready has supported our Tier 2 and Tier 3 three level instruction students have access to personalized instruction based on their diagnostic assessment teachers are able to see student specific strengths and next steps during win classes our grade level teachers are able to pull small groups based on common areas of practice and students receive targeted instruction with the teacher and can use iready lessons for additional support the program is also helpful because it provides a grade level equivalency score While Bernie continues to use the district's assessment system in grades kindergarten through second, including MAP and other measures, i-Ready has provided timely, actionable data in grades three through five that have supported teachers in identifying student needs and planning instruction aligned to grade-level standards.

046Instruction continues to be informed by multiple measures, including classroom assessments, observations, and student work. As both a principal and a parent, I am also mindful of the concerns around student screen time. Even with those concerns, I have found iReady to be a valuable tool when used mindfully to support instruction, provide actionable data, and help meet students' individual needs. Thank you. Thank you, Ms. Christensen. Now we'll hear from Jennifer Freelander, our principal at Burrell. Good evening President Cho, Cabinet, Dr. Wesley, and the board. I'm here to talk a little bit about our intervention at Burrell and how we've piloted I-Ready also. So some of the things I'm going to say mirrors what Mrs. Christensen said about Bernie. But basically, we are also focusing on our intervention this year. It was a goal of ours to create

047a common schedule. to provide what I need time during the day for every single grade level. And that's something that we're really proud of and focused on. And so when we heard that I-Ready was going to be piloted, our two second grade teachers were fully on board and we told Mr. Lopez that we definitely wanted to be part of that pilot. So we're really proud to be a part of that. Basically, we've also given the diagnostic twice this year a follow-up our teachers have been implementing it with fidelity the the students love it they've been doing a great job and my teacher Kate McLean will speak more about the classroom but I'm going to talk a little bit more about the macro level at our school I ready we found it really gives us the

048tools and the resources for intervention that are going to help identify students right now this past year and we've talked a lot about this during ILT and during our MTSS meetings and during our PD time with other schools as well. It's been a lot of work to try to create intervention supports within the classroom that are coherent and cohesive across the district, across our grade levels, that teachers can use that we know that are going to be successful. teachers having I-Ready, the materials are already created. The diagnostics are already given. It's done for them. We're not reinventing the wheel every six weeks for an intervention block. The lessons that are given are standards-based, and teachers can use them right away. Or, as Ms. Christensen said, they don't have to use them. But our teachers want

049them. It's something that... they've been asking for. They've been asking for lessons and supports with an intervention that we know are aligned directly to what students need based on their data results. I-Ready also, let's see. It's going to be something consistently used across our site. We can talk about it. It's something, like I said, we've asked for. It's going to help us focus on our TK through 2, our early intervention. That's something else that we really want to be a focus next year as well when we talk about wind time during the day. Again, teachers are supporting students at every level within the classroom. but especially during our wind time, we want to focus on those students who need the most support. And feedback from our site, teachers are waiting for it. They're willing to

050do it. They want to do it. And the students at our school really love I-Ready. They love that time. They love working on it. And I think it's really going to help us. So thank you for letting us pilot it. We've really loved it. Oh, I will introduce my teacher now, Kate McLean, who, by the way, we're both on the MTSS committee, but Kate has already been an intervention teacher in this district for many, many years. And so she's not only just teaching at Burrell this year in second grade with another amazing teacher, Jennifer Hernando, who's not here tonight, but she also piloted it. But Kate really can speak to the intervention piece because that's in her wheelhouse. So here she is. Yay, thank you. Thank you, Dr. Wesley and the cabinet and the board

051for having us here tonight. Yeah, I just want to give a little teacher perspective on this iReady tool, why we like it, and what we did with it during this pilot season. My perspective is... Sorry. My perspective is... in contrast to the MAP diagnostic and the MAP tools that we had. So this is, in my mind, an improved tool that we can use in our classroom. So we administered the baseline diagnostic to get initial data on the kids. Right away, my partner teacher, Jennifer Hernando, and I were very pleased by how easy it was for our students to access the assessment. In MAP, there's sort of this... pathway that they had to take where we had to set up a testing session and we had to set up a session key and we had to

052direct the kids to the website and enter login details and then put in the session key and then scroll down and find the test that they're supposed to take. iReady, they open their computer, they're in their portal, they tap on the iReady icon and the assessment is there. Easy. Also, the diagnostic results were available to us immediately. As soon as the student completed it, we saw how they did. The data was also very easy to interpret and to use. Again, in contrast to MAP, MAP gave us RIT scores and Lexile levels, which is not what we commonly use when we're doing assessments with our children in the classroom or when we're planning instruction. Instead, the iReady... data was displayed as what our report card standards are and how the kids performed within each standard and

053which strands within each standard the children needed extra support with. Another great feature of this program is that after the data was all collected, the program made instructional groupings for us. So they gave us a list of these five students need to work on this standard. So it identified the kids for us and told us exactly what they needed to work on. Then they gave us tools for instruction for that group. So here are the lesson plans that you could use with these students to support them. So we would print out those lesson plans. During our win time, pull over a group of... four to six students and work with them with manipulatives that were required by the lesson plans but were everyday classroom items that we already had on hand. So very low prep,

054no need to buy any new tools, it was all right there. While we were working in our small group instruction, the other students were working on their individualized MyPath lesson plans, which were... lessons that the diagnostic had determined that they needed to work on could be at a very high enrichment level depending on where they placed on the diagnostic. So the students were working on their computers while we were working with our students. When done correctly, the students were only on their Chromebooks for 15 to 20 minutes a day, four times a week. So the way that my partner teacher and I did the lessons is that on Monday and Tuesdays we did math. So all the kids were working on math there and we were doing math support lessons at our little tables. And

055on Thursdays and Fridays the same was true but for reading. In May we did a second diagnostic in order to measure growth and we were very happy to see that the majority of our second grade students demonstrated significant growth. We were happy to have tried it out this year. We would be happy to use these tools again next year. And I'm also happy to entertain any questions that you may have about our experience using it in the classroom. I have one for you. One, thank you for taking the time and sharing your experience with us. So when you saw the tool giving you sort of a guidance as to a group of students, the result of that grouping was as similar or close to or different from what you would have done as you're, because

056I mean, you're the teacher, you spend most time with the students. How would you rate that accuracy? Great question. I did find it to be very accurate. Those were students that I was already trying to offer some support to, but I was really happy to have the resources and tools then to address the gaps that showed up in their diagnostic. Thank you. Do we want to ask questions now or finish the presentation? I'm sorry. Oh, I'm sorry. But she's not going anywhere. Okay. Sorry about that. Thank you for sharing your experience. And she will be available in just a few minutes. I do want to share at the next two slides some additional feedback. from other concerned voices. So one of the first concerns we heard was ensuring that we're incorporating all the stakeholders into

057feedback. So if an extended pilot is approved, very similar to our textbook adoptions, we would have students, staff, our students, staff, and parents would have the opportunity to share feedback through surveys. We would do focus groups again. There was additional concern regarding screen time. As I said earlier, we would have guardrails in place so there's not overuse of the MyPath platform. And also, next year there's going to be a feature in place with i-Ready where you can actually set the screen time limitations in i-Ready. Another concern was about teacher opt-in. Just like the pilot we just completed, teachers will not be forced to do MyPath at all, and they can opt-in if they would like to use the resources. We don't want to take any resources away from them that they would like to use.

058In addition, there was questions about the data usage. If we transition to I-Ready, MAP will not be used as the initial baseline data any longer. I-Ready is a standards-based assessment, which is what Kate had shared. And MAP is norm reference. So that's the difference between those. So MAP doesn't give you it by standard, how the child is doing, where I-Ready does. And as our teacher explained, puts it in already ready intervention groups. So there isn't any plans to compare these two platforms. Finally, there were concerns regarding the public and legal concerns. I-Ready is navigating a class action lawsuit regarding student data privacy. Our attorney has reviewed the I-Ready agreement and has approved the language. In addition, we provided I-Ready with a data use agreement that includes items such as cyber liability insurance and prohibiting third-party

059data sharing. So next, Roy will discuss what is next for MTSS. So where do we stand today and where are we going next? The SST protocol, the district-wide flowchart, and the common data form are completed. They were developed by the... SST subcommittee where it was piloted and revised with our site teams and the iReady diagnostic pilot, the Smole Streets one, has completed. Early feedback from the site teams is that the process is clear, that it triggers support earlier, and that it brings families in sooner for the process. What comes next is the build out, ongoing professional learning and coaching, a tier two intervention menu across reading, math, social emotional and behavior. Protected time in every school schedule. Common progress measures alongside our benchmark data. And building the SST documentation into PowerSchool so the record and

060the data is live on one system, easily accessible and connected to attendance and the assessment results. Back to Dr. Garland. Next are the recommendations to consider, not tonight, but at a future board meeting. And the first one is to consider iReady replacing MAP as our diagnostic assessment tool. The diagnostic gives teachers and families early feedback, just as Mr. Lopez said, and how students are performing with regards to state standards, and tells us if the child's at... grade level, below grade level, or above grade level. And it provides early intervention. We will also be administering the I-Ready assessment only twice a year versus the current three times a year that we do for MAP. The next consideration is to extend the pilot for the personalized learning platform, MyPath, and allow access to any teacher who would

061like to try out the resources. Finally, a proposal to extend the pilot for the teacher tools, which includes printable instructional materials to be used in small group instruction and intervention. Next, Roy will close this out with our next steps for MTSS. Our MTSS work continues. We want to implement a district-wide SST process, as I've shared already. We want to explore additional Tier 2 academic behavior and social-emotional interventions and track diagnostic data and supports being provided to students. So as we close out our presentation, I want to share that we're not asking the board for any approval at this meeting. The presentation was meant to share what our framework is, the work of the group, our consistent SST process that we're super excited about. And also, to share the results of the IA Ready pilot, we

062wanted you to be able to hear from public comment, hear from our teachers and our principals who have been using the platform. And at this time, we're happy to answer any questions that you have. I just want to jump in for clarification because I think sometimes as educators we get a little jargony. And so for the sake of those who are watching who may not know, can somebody explain the difference between tier one and tier two because we keep using tier two. So what does that mean, tier one and tier two? So tier one instruction is about 80% of the students should respond to tier one instruction. So those are the students that every day you're pulling some small groups in your classroom, you're teaching the core curriculum, that's the tier one. So then the

063students who are in need of extra intervention, which is where iReady can help with that, they go into tier two interventions where you have have a more targeted intervention. You're pulling them at different times and giving them what they need, each student individually. And I think that's important to clarify because what we're talking about here is when we look at our scores of CASP and we see, let's say, 84% of the students are meeting the standard or exceeding the standard, we're like, yeah, great. They learned what they needed to learn. But what about the 16%, right? That's what we're talking about, tier two. That student... did not master all of the standards and needs additional support. And so just so that we have a clear understanding of what you're talking about, we're talking about the

064students who are not quite meeting the standards and giving the teachers the tools to get them there. Because, I mean, obviously, we're redundant. We want to get to 100. But how do we get there? And teachers have shared in the past also that they really want materials that they can target for students and some sort of tool to find out exactly the standards where the students have some gaps so that they can fill those. Can we also explain what an SST is? I mean, that's, I know what it is, but I don't know that everybody understands what that is. And then also how this... Again, it's MSS whatever. MTSS. MTSS committee. Who was on it? How was it selected? And it's not just the people that were here. I think I'd almost like to back

065up maybe a couple steps to get to that because there were a lot of jargony. And I don't think we ever said what win time is. What I need. What I need. I'll have Mr. Lopez come up since he headed that committee. But SST is student study teams. But not every student has a student study team. That's correct. So whenever there's an identified need for a particular student, whether it's academic, social-emotional behavior, we can initiate a student success team or student study team to bring together the administrator on campus, the teacher, the parents, guardians, and we come together because there's an identified need, and we typically want to address that need with an appropriate intervention. So we typically develop a plan. that we implement to target whatever that need is and then we meet periodically

066throughout the school year to check in and if the interventions are working that's wonderful for the students if some adjustments need to be made we make those adjustments but that's really part of in layman's terms what the SST process is. The Multi-Tiered System of Support Committee we initiated was basically a reintroduction for our particular school district a year ago. Who serves on that committee? We have administrators, we have teachers from both the elementary and secondary levels, we have school psychologists sitting on the MTSS committee. We have a year ago, we actually had a CSEA member, one of our instructional assistants to serve on it. And so looking forward, we're just thankful that the board has included the MTSS in the strategic plan because it is a multi-year commitment as we build out this framework. And

067as you can see. bringing in a diagnostic that's gonna help support our students at tier two for intervention supports is gonna be really meaningful as we build out again our MTSS process. I don't know if someone wants to speak to wind time? So wind time is typically a 30-minute block, at least at our site. I know, I'm pretty sure Bernie is too. A few days a week. It could be two days a week, three days, four days. And it's an intervention time where we focus on those Tier 2 students. But there's also time within that. It's called What I Need. So we're focusing on what those kids typically need there. And that's why I-Ready is going to be great because it's... putting them into groups and standards-based telling us what they need and giving us

068lessons. Part of what I need time is also for students who might need a little more enrichment. And so that can be provided to kids as well. So it's really just a time for teachers to take 30 minutes, focus, you know, really targeted intervention within the school day rather than just, you know. you know, before school, after school, which can be great as well, but it's within the school day and it's just built into the classroom day. So it's called What I Need or When. And that does not have to be on a screen? No. No, it does not. No, it doesn't. No. Yes, please add one. Point about wind time is that it is specifically set aside time in the teacher's day to address Tier 2 or Tier 3 needs where no one is

069missing any core instruction. So it's secure and safe from core instruction time, so everyone has the same access to all core instruction, and it's just specialized during that small amount of time during the day. And our map assessments are what the district has had for how many years now? I know it's been since I've been on the board, but it was an assessment that was supposed to help us determine so that when we have our cash testing, that we have advanced information. So if somebody needs extra help, we can reach out before the cash test comes and we have terrible cash scores. It was during COVID when testing was suspended and we were required to have some tool. And then we kept it when CASP testing came back? We kept it as a formative assessment

070so that we could determine the students' level of growth before the CASP test. Before the CASP test. And we also don't have this year's CASP test scores to know how any of that correlates yet. No, but we will be looking. Okay, so one of the things you talked about was... Going from three to two which absolutely I think is an important thing because we can over assess and but so it feels like Some of those decisions are not necessarily tied to IPATH necessarily. You guys were looking for a way to get that information for teachers with less time testing kids. Is that a fair assessment? And streamlining how the district addresses SSTs or those multi-level systems of support. So there's several things this committee was looking at. This was just part of it. Correct. Including

071instructional time, making sure there's consistency among the schools in terms of the amount of instructional time students are accessing the curriculum. And how much did this IPATH pilot cost us? There was no cost. No cost whatsoever up to this point. No. Okay. Yeah. I know you guys have other questions. If I may, the beauty of the MTSS, right, is it's bringing together all of the resources. And when there's a student that's in need, whether it's academic, behavior, or social-emotional, we can provide them that support. And so that's what we are developing. And so all of these are going to be critical elements to support our students. Following up on that. Is there a cost to re-pilot the program if we go into the second year using it as the pilot? There would potentially be a

072cost, yes. Do we know what that might be? I think I read it was just part of it is at cost and part of it is still free? Correct. So we've been working with the team from I-Ready just asking them, hey, you know, could we get some things for free next year if we decide to pilot? So the middle and high school didn't have a chance to pilot, so they would be able to pilot MyPath without a cost. We would get diagnostic free for the high school. We would have to pay for elementary and middle. So there are some pieces that they're allowing us to use at no cost, including the teacher toolbox for another year. So teachers can really dive into it and use those printable resources. Remember the teacher toolbox. the printable resources

073by standard. And is it possible to have I-Ready just as an assessment and not the whole MyPath program? Yes, we can just purchase pieces of it. And you'd bring the cost, I guess, at a future board meeting, the actual cost? Yes. Yeah, we could look into it and share in an update, and then obviously you would have to approve that before anything, before you move forward. Thank you on the slide possible early impact for students during the pilot students got personalized online practice and teachers Led small group support right there. I Also heard in the presentation there were printable materials Did you have a chance to look at printable materials and was it used at all during the pilot? It was used during the pilot. I don't know if our teacher wants to speak Yeah,

074those are the instructional tools that we use to address the standard gaps that were identified. So we did print them out, and that's what I was doing with and my partner teacher were doing with our students in the small groups is using those lessons. The lessons were very concise, very easy to use, and again, only used materials that we already had in our classroom, so there was no additional cost to... purchase items or anything like that to execute the lessons great and then a follow-up to another question regarding it sounds like I already also recognized that the diagnostic was really long and they're looking to reduce that amount of time which obviously will help our teachers there were guardrails or built-in time limits that you spoke of. Is this going to be something that is

075a teacher's option or is this a district where the district... where you we have the ability or the teachers have the ability to lock down the number of minutes and after that the student can't use it beyond that and that's that's a teacher or is that going to be a principal district decision it would be it would be a district decision for consistency and also to prevent overuse which we don't want and that guardrail or locking down of those times that would allow us to monitor or essentially control if the student is logging on at home. Correct. It's home, school, that's going to be an option. Okay. Starting this year. I think we also need to add that one of the tools, one of the benefits of iReady is that a principal can look and

076see how much time a student is using it. Yes. If there is any concern. So the feature that iReady says there's going to be a new feature where they can limit the amount of time, that's not yet in place, but it's supposed to be in place. But until then, a teacher or a... principal can look and see and making sure that you know nobody is going more than the allotted time on on the um my path and then this is more of a general um question um my kids have been around a long time through this district What's the alternative in a time where we have to use technology, like it or not, for both instruction and learning? What would be the alternative of not using technology to assess our students and provide us diagnostic

077and all this data? What's the alternative? Well, we could have teacher-created assessments, which that would take time. We would get teachers together. They would need to create the assessment, vet the assessment. They would need to... provide the assessment one-on-one with students which would definitely hurt our instructional time and the teacher we'd have to pull the teachers and sub them out in order to do that so they wouldn't be able to be in the classroom it's just a really heavy lift for our teachers and i would assume that if we did that we would not have consistent data how could we analyze it if we had different processes different data points correct it would take some time to vet and then i ready versus map versus IXL there's so many various software out there why not

078pilot another software why iReady it's a great question I'll have Mr. Lupez answer that one So as I mentioned in the presentation, we reviewed the CDE recommended or the CDE approved list of diagnostics, which I-Ready is listed on there. And we were really interested, again, thinking about the MTSS framework. I-Ready is a diagnostic. based program meaning that once the students are administered the diagnostic results are available it then places them on a personalized learning path and then it also provides the tools for the teacher so it's this suite of instructional resources that we were really intrigued about as we started building out our MTSS and that's why we wanted to pilot I ready specifically and again it is on the CDE approved list of diagnostic assessments Sorry, so we've gotten a lot of feedback on

079this particular topic. So appreciate all the work that's gone into this. I know one of the concerns we've heard a lot is screen time. As the parent of two teenagers, I certainly understand that concern. But I think it's important to differentiate between time spent on legitimately educational purposes versus doom-scrolling social media brain rot. There's two very different things. YouTube can be incredibly educational or it can be utterly mindless. So I think that's important to really understand. how effective this is. So for example, looking at differentiated learning paths, it sounds like this has been very effective from the testing we've done so far, which is good because I know map accelerator, I always had very high hopes for seeing that integration with Khan Academy so students could take what their assessment does and actually, it never

080really seemed to get there. What's your experience been with the integration here? Is it much better? It's really guiding students towards the pieces they need to focus on? Like for example, I would pull a group of students over to do the small group lessons with them and I would bring up a topic like, oh, we're gonna learn about synonyms today and they'd say, synonyms? I was just doing that in my MyPath. So there's a strong connection between what the kids are focusing on in their MyPath journey and in their teacher tier two intervention. Yeah, I saw a lot of connections. I'd also like to say that during the, you were talking about whether administrators can see the amount of minutes that children were spending on the device. Teachers can too. We can check it very

081easily. We see it. It's how many minutes they spent on my path this week, which lessons they did, how many lessons did they do, and... what was their success rate, what percentage were they passing these tests. And they'll give us alerts if the students are not passing, if they're clicking through the lessons and they're not learning or passing the lessons from the tool so that we can go back and either reset their lessons or work with them to address whatever that need is. Thank you. That's good to understand. So I guess one of the questions I would have from the program as a whole, so there's concerns I've heard expressed about the time it takes from a classroom to be doing this type of work. And so for an intervention, obviously, that's something that's better

082than in a classroom. But do you see an opportunity? Are there benefits for students to be able to do more at home, go above and beyond? Or would it really be effective for that purpose? Yes, sorry with my bad. All the research and data that I-Ready presented to us was that the ideal amount of time and the most effective amount of time for kids to be working on MyPath would be between 30 to 39 minutes a week per subject area. After that, diminishing returns. And so we'd want to set the cap at 39 minutes or 40 minutes per subject, two subjects, math and ELA. Great. Also, I already shared the best practice is really to do it during small group instruction. So similar to what Kate does is you have a group of students in

083front of you, you have a small group with you, and then the other students are working on their MyPath individual. So best practice, and I already would say that too, is to do it during small group instruction. Okay. And this is kind of a tough one because it's hard to really make an apples to apples comparison between MAP and I-Ready. Obviously, we saw growth between the two assessments, which is what we expect to see. Hopefully, our students are learning. Do you have any idea, and I know the point of the extended pilot is to have more of a control group. Do you have any early thoughts about the accuracy or comparison between what we saw with I-Ready versus what we saw with MAP for traditional growth between those two time periods? Just even as a

084very rough guess. We haven't really had an opportunity to compare those pieces yet. We're pretty early in the process, but we will be. Okay. And then another question I would have is one of the big concerns I've always heard as a parent and I share myself is that parents don't really get to see the MAP results. You get very limited data, and as an educator or an admin, you have very enriched access to see so many data points on how the students did. Parents don't get to see that and students don't. Can you share a little more on what parents might be able to access directly through PowerSchool? Can we be able to see iReady results? Would they be able to understand something much more than a RIT score and a percentile? What does that

085look like from a parent and student perspective in terms of being able to see where they're at? There are some parent reports and there will be a plug-in, I believe, that we can put in PowerSchool where parents can see it. I haven't seen the parent reports myself. I don't know if you guys have yet. You have. I don't know if you want to speak a little bit to that. What the parent report would show would show for each standard in ELA and in math whether they were on grade level or below or above. So it would be that green box, it would be the red box, it would be the yellow box saying are they in grade two or are they in grade one or are they in grade K for that standard. It would

086also show where their first diagnostic was, what our expected growth level would be. then with a second diagnostic how much of that they met so you would see what the midpoint for my purposes second grade understanding of all those standards would be how close are they to that at the beginning of the year and how much progress did they make over the course of the year thank you before you go have some more questions for you As you look at the data, do they drill down to some of the areas that maybe need a little more support? Obviously, you're not just learning the same thing over and over again. As your teacher, when you look at the data, is it helpful for you to have the tool to tell you this particular student could use

087one, two, three, four, five growth areas? Yes, it shows all the growth areas that are needed and has resource tools like a list of different lessons to try with all the students hitting all those different points and escalating as they go. Meaning getting more and more in depth as they go. We were instructed at our training that we start at the top of that list. and just keep going in that order in order to address their needs. Of course, as educators, if we see that they're not getting it yet, we'll do more. We'll review. We'll assess and keep with it until they're ready to move on to the next gap that they need to fill. Great. Thank you. Could we go back to the slide where we had feedback from students and teachers? Right there.

088Right there. Yep. It says from the teacher's side, results are available immediately. Do we not have the previous tool that showed? MAP didn't give immediate results. That would be helpful to know. Okay. Okay. So, I mean, as you can see, all these questions are based on one single belief. You know, what we do, it's got to be what's best for all of our students, and that's what it's coming from. And that includes equipping teachers with the best tools possible while protecting. Screen time, minimized screen time, I should say. So I'm actually pleased that our team has gone through all that aspect with that student-focused, student-centric thing. And I think it's important, again, to be clear that what we'd be coming back to the board with is instead of MAP, we want the iReady Diagnostic, which,

089as a question was, that could be independent of... other tools. So are we sure that was going to be my question? Has anything been decided yet? The answer to that is no. But there was a slide there. There were three things to consider. So you're saying the recommendation is to replace MAP with iReady? Yes, for two diagnosis. Based on this pilot, not the expanded pilot, but based on the information we have now. Based on the pilot, but also based on the fact that it's aligned to the standards so that the teachers can easily see how the students are progressing towards the standards, which is what CASP assesses, which is what we're teaching. And would that be mandatory, that the teachers have to administer an assessment? So the assessments, it's like MAP. We are doing that

090now. So yes, we have, I mean. If we don't do that, then we're just continuing on with what we've been doing, which is with the MAP assessment. So using a different tool is what we're saying for the diagnostic, which is really an assessment to see how students are doing. The part that would not be mandatory is then what? So if a teacher needs to provide intervention, there will never be a policy that says you have to do this. three times 30 minutes you have to do these tools that's where the autonomy comes in because our teachers will know what's going to be the best tool for either the group of students or the individual student they as dr garland said they could use the the my path zero minutes 10 minutes but we would say

091not no more than 30 minutes per subject per week and then the the printable tools they could use them or they we have we we do have some intervention tools at this time but it'd be up to the teacher to decide what's the best way to reach the student or students who are struggling and need additional support and as mr lopez shared you know we have to remember that when we talk about mtss we're not just talking about academic gaps we're talking about students who have mental health issues who may be struggling temporarily maybe they have a vision impairment you know there's other ways that are attendance issues chronic absenteeism so just to put it all together what we've done is imagine in this district with 13 different schools we're all trying our best to

092meet the needs of every student And we have amazing staff and teachers who are trying very hard, but we're not all doing the same thing. And we're trying to create some alignment and provide tools for our teachers to do that. So if a student is suffering from chronic absenteeism, maybe from mental health, maybe they're falling behind and they just don't want to come to school because I'm not, I can't do anything, I'm a failure, we start with the student success team. That's the start. We need to pull in the parent. We need to pull in the teacher. Usually there's a counselor and the student, depending on the age, and say, what is going on here? What can we do, parent? There's a place for the parent. What can we do, parent, to help your student?

093What can we do at the school? What can the counselor do? What can the teacher do? And that's where we start. And it may not have anything to do with this diagnostic, but that was the work of the committee. What are we going to agree on as a district so that when we need to support our students, we're making sure we're doing everything we can at every school, and we're providing a tool for everyone to use? So that's just the first part of it. And then if it is an academic gap, we wanted to look at something that we think would be more effective. Because while we know that CAASPP is one assessment, we do want to make sure that our students who are not in the 84% proficient or the 78%, whatever that is,

094we want to make sure that we are reaching those students and helping them with their gaps. So that's where the iReady tools come in. But nothing would ever be mandatory to a teacher. Every student is unique and different. It really just depends on what they're going through. And that's the whole point of having the study team and then figuring out how are we going to support that student with these optional tools that teachers can use. What's the difference between an extended learning platform pilot and a proposed extended pilot for teaching tool resources? The teaching tool resources are those printable resources. So it's part of the platform. So there's three pieces of the platform. So there's the MyPath, which is the individualized program for the students to be on. And then the teaching tools is what

095the teachers use. That was explained where you print out materials and work in a small group. So there's three pieces of it. I want to point out that, you know, The one thing I want us to point out and note is that in Redondo, we want to do things the right way, and we don't want to rush things. And it's very much like our math adoption. We set out to adopt a math textbook last year. It took us two years to do that because we paused and we heard from our teachers. They did not like the two options at all. We paused, we regrouped, we looked at what the state adopted, and we started all over again. And we finally got to something that people are really happy with. Totally different than what we initially

096set out to do. This is the same thing. We initially did a pilot because it was free to us. We wanted to try something. The teachers had heard about it. They wanted to try something, and we tried it. But we got to a point where it's like, you know what? We kind of need more time. We're not ready to come to you and say, hey, can we adopt this program? We need to look at the CASP scores and see the gains that we're noting. are they correlating to the CASP scores? We want to do that work and see that. And so the committee, because I meet with Ed Services regularly and they're giving me updates and they finally said, we need more time. We would just like to ask the board to extend the pilot

097and allow us more time to try these tools. and then see is this something worth adopting after a year. So when we do a full pilot, that's when we show parents, we get them involved. Just like we do with every curriculum adoption, we did focus groups with students, and that would be the extended pilot, like we do with our curriculum adoptions, is getting all the stakeholders, get a committee, and fully go through it and make sure this is the right fit for our district. And if it's not... then we'd look at something else. But that's what the extended pilot is. It's really saying we just need more time to make a recommendation. And that's separate from replacing it as a diagnostic. Correct. Yes. I may be ahead on this one. Aside from the diagnostic portion

098of iReady, obviously we've talked about intervention and being able to help and support our students who need the extra help. As far as teaching tools, is there any benefit to our students who are already meeting standards at level? What would teachers be using iReady for for those students that don't need the intervention, whether it's Tier 1 or Tier 2? I believe there's printable resources, am I correct? About three grade levels up, correct? It only goes to about three grade levels up. So even in my path as well, if you meet the standards at your grade level, it will. accelerate and push you and i believe there are printable resources for those levels as well but that kind of responds to our families who have more like gate have gate students who are wondering how are

099we supporting their needs so they get interventions as well any other questions thank you everybody thank you next item 7.3 2026 2027 rbusd local control and accountability plan lcap presentation by mr roy lopez jr executive director at services All right. Good afternoon, Board President Cho, members of the board, Dr. Wesleyan, cabinet. Annually in June, the next school year's local control accountability plan, also known as the LCAP, is presented to the Board of Education. The plan also includes a 2526 LCAP annual update, among other key components that I will share shortly. And let me begin by saying that I usually, This particular presentation usually follows a school's presentation, which is always fun and exciting. I get to follow my own presentation this time around, and hopefully it's as intriguing as those schools or maybe even the

100MTSS presentation. All right, here we go. So what is the LCAP? Ooh, and I'm not sure why it's showing those up there. As a refresher, the LCAP is a document that all school districts in California are required to produce, demonstrating how the local control funding formula funds are linked to meeting the needs of all students. It is a three-year plan that houses and describes the goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities. We're currently in year two of a three-year cycle. As a refresher, the LCAP is a document that all schools, districts in California are required to produce, demonstrating how the local control funding formula funds are linked to meeting the needs of all students. It is a three-year plan that houses and describes goals, actions, services,

101and expenditures to support positive student outcomes. We're currently in year two of the three-year cycle. Listed here are the key components of the LCAP, from the budget overview for parents, to goals and actions. And I wanted to highlight one particular area, which is the increased and improved services for students. That is targeted for our foster youth, English learners, and low-income students. And apologies about that slide number two. It kind of threw me off a little bit. When drafting the LCAP, we must ensure it addresses the eight state priority areas. Each LCAP goal has one or more of these state priorities attributed to the actions listed, and they are centered around key areas, conditions for learning, engagement, and pupil outcomes. Listed here are the current LCAP goals. There were no recommended changes or adjustments that were

102made by the LCAP committee this particular school year. The goals cover student achievement, resiliency and school climate, inclusive practices and equity, and family and community engagement. As always, a key component of the LCAP process is to describe the ways in which the district engages educational partners to gather feedback and input for the development of the plan. RBUSD utilizes a variety of engagement opportunities to ensure stakeholder voices are represented. These include established committees like the LCAP Advisory Committee, the District English Learner Advisory Committee, and additionally the district conducts the annual LCAP survey which this year was distributed as one survey with the strategic plan. RBUSD and the LCAP committee also reviews data and feedback from various student surveys including the California Healthy Kids Survey and the Tri-District Student Survey. Further input is gathered through special education

103local plan area or the SELPA meetings, the special education advisory committee, bargaining unit collaboration, principal feedback, and PTA meetings. Collectively, these engagement opportunities help inform the district's priorities and actions and services outlined in the LCAP. Listed here are some themes that came forth from the most recent strategic plan LCAP educational partner survey. So you can see from students to parents to staff, academic rigor is listed up there, teacher support through professional development, campus and facilities is always a highlight for the students. And again, these are just some themes that came forth from all the feedback that was collected. As a result of these feedback opportunities, recommendations were made for the development of the 2627 LCAP. that included keeping most of the actions already included. So there was general consensus amongst the LCAP committee members that

104since we were in year two that we wanted to keep all of our actions in place, continue to monitor them. Next year is going to be a really interesting year because we close out the current LCAP, which is year three, while simultaneously building out a brand new LCAP plan. Highlighted here are just some recommendations from discussions that we had. They were really happy to see the parent education series, which I reference a little later as well, that were implemented this year, and all the support that is coming out from our school counselors. New actions included in the 26-27 LCAP include those associated to career and technical education, or simply known as CTE. As a requirement of the grants received by RBUSD, the actions are to reflect how the funding sources are to be utilized for

105CTE-related activities. So you can see here that there were three actions related to Goal 1 and two additional in Goal 3. In addition, RBUSD received LREBG grant funding and we anticipate to use those funds on implementing a district-wide benchmark assessment, a permissible action in accordance with grant requirements. During the annual presentation, we used this opportunity to highlight some successes, much like the mid-year report provided in February. For Action 1.21, I want to highlight each school's school site instructional leadership team, which we simply call ILT. They identified a site goal and developed an action plan. Action 1.22 successfully was completed as a new secondary math curriculum and was identified by the committee and board approved. Goal 2, Action 2.1, has proven to be an effective tool for us, which is the school status online platform, which

106helps us monitor our student attendance. Each of our schools also established their positive behavior interventions and support, PBIS, committees, where we are implementing... Tier 1 supports. I know one school in particular is already moving on to Tier 2 supports as well. And again, as I mentioned earlier, the parent education events, there's a series of events that were identified this particular year. There were workshops for parents on a number of topics that included both virtual and in-person opportunities. So what are the next steps here this evening? I presented the 2627 LCAP the draft LCAP for 2627 is currently located on our RBUSD website Under the educational services tab. There's a public hearing that will occur shortly to collect any feedback from the community between this meeting and the June 16th board meeting. Some adjustments may be

107made to the draft LCAP based off a pre-review with our LACO support and then a final LCAP will be presented to the Board of Education for approval after that approval is accomplished. It is then shared with LACO for their official review. And then if they need to offer any technical support over the summer, they will certainly be in contact with me. And if all goes well, it will be formally approved by LACO, typically in late August, early September. Any questions? Thank you. All right. Thank you very much. Moving on to the next agenda item, 7.4, 2026-2027 Budget and Reserve Disclosure Requirements presentation by Dr. Annette Alpern. Ready. Okay, thanks for wading through all these presentations. I know we've got a lot tonight. So just a reminder tonight, as you heard from Mr. Lopez, you'll hear

108from Mr. Lopez and you'll hear from me about the LCAP and then the budget. And so this is the opportunity to ask questions. And then we've got just a short week between tonight and next Tuesday night where you'll need to take action on both the LCAP and on the budget. Unfortunately, local school boards are put in a position of having to adopt a budget before the state has adopted their budget. And this is just the nature of California. But we base our budget as we develop it and our recommendations to you based on the governor's May revision, which comes out in the middle of May. So between the middle of May and the beginning of June, we do. our work and our calculations and make our best work given the information that we have available

109to us. And so what the first slide or the second slide here is the winner winner chicken dinner. You've heard us talk about deficit spending, deficit spending, and right now in the governor's May revise, there's a ton of one-time money that is being proposed to come to local school districts. So we do not have in our budget a current line item expenditure for all of that, and so that's why you'll see $150.9 million that we're anticipating in revenues. I believe... like 43 million of that is in restricted dollars and expenditures that far That's that pale in comparison to what we anticipate money coming in. So that's the good news and the real news will come once the legislature and the governor agree to a budget and then coming weeks when that happens we'll have to

110go back, redo our numbers and then we would be presenting to you a revised budget for you to approve. What I wanted to do for the board and the public is to kind of break down this 4.31% super COLA that is being recommended. So what that equates to in Redondo Beach is an additional $4.5 million in projected LCFF dollars. So what can we do with all of that money? Well... We have some flexibility and we have some not so flexibility. So the first thing is we need to commit 2.1 million of those dollars to previously agreed upon salary increases that the board that we made with our associations and that the board has approved. So those are committed dollars. In addition to that, it's another $847,000 for our employees. to receive their step-in column increases.

111So longevity, people earn more money, people get more educated, and that qualifies them to earn more money as well. We also have another $144,000 increase contributions to state retirement funds when people make more money. And we have the same percentage of of their salaries that have to go toward retirement funds. As Dr. Stephanie likes to quote me, more of more is more. So it's $144,000 more in contributions to state retirement funds. And then there's kind of this barred yellowish area that I've noted here. We're thinking potentially up to a million dollars for the cost of the governor's proposed 14-week paid pregnancy disability leave for all employees. So again, that's pending final state budget negotiations, but we are hearing that both houses of the legislature are in favor of this 14-week paid. pregnancy disability leave. So,

112um, and the plan is, or as proposed by the governor, the, the funds that we get out of the Cola, uh, the super Cola should be paying for that paid pregnancy leave. So you can see how quickly that $4.5 million, um, goes. Beyond that formula, the governor has targeted proposals for a number of different categories. Real dollars, real additional dollars, like $2.6 million more, we would receive in special education funding. That would be phenomenal if that gets approved and goes through. There's real money that is being... committed to learning recovery emergency block grant primarily goes comes out of ed services the big money is what they're arguing over right now which is the student support and professional development discretionary block grant that would be in the millions of dollars for RBUSD the kitchen infrastructure grant

113is is re-upped or the plan is to re-up kitchen infrastructures and so if you've Haven't been to our kitchens and they're looking great and I think they will continue to look great and then the Continuation of the universal school meals is definitely baked in to to the proposals for the coming year We've talked about ADA and understanding the ADA. What is that? ADA is average daily attendance and this is a great visual to explain that. So we anticipate our student enrollment to be 9,341 students next year. Our average daily attendance is 95%. which is pretty good. It's close to where we were before COVID. So when you multiply that, you get what is your funding base? Well, in 2022, the state implemented a new model where you no longer use the previous year's data to

114determine your rate. but it's filtered through a three-year rolling average. And what the three-year rolling average does in effect is that it lessens the blow for declining enrollment school districts. So if you're growing in enrollment, you could just use the one-year average and go, okay, we're growing. If we used a one-year average, instead of being funded for 9,024 students, the funding would be under $8,900, and it would be the equivalent of close to $2 million in loss of revenue. So this formula of a three-year rolling average has really benefited our district and our district's circumstance. And I think this... Visual helps kind of see that. So when we have a funding base and we're funded, let's say $13,000 on average per student, it's 13,000 times the 9,024 as opposed to 13,000 times 8,890. All right.

115And then here's the multi-year picture. So the picture is... It is a picture of declining enrollment. We are assuming a declining enrollment of .75%. That's as close to accurate as we have been. We adjust it when needed, but that seems to be about our pattern right now, is a .75% reduction over time. We are also receiving more money. per student per year and so depending on what the COLA is we may be receiving more money per student even though we're declining in enrollment and that has to do with like how quickly are you declining and how large is the is the COLA so that's that's a annual variation and then ultimately in our three-year multi-year projection in our budget you'll see this year 26-27 an ending fund balance of 9.5% reserve with the two out

116years being 11.72 and 14.4% reserve and 8% has been the board's established goal because that equates to one month of payroll or one month of operating expenses and so the numbers down below just to show you the the data points that we use to build out our multi-year projections And then because there is so much money in the state, in the state coffers, there's language that triggers actions that have to occur at the local level. So when there is this much money in the state coffers, the... They have to put X amount of dollars into the state's rainy day fund when the rainy day fund gets full like they're proposing it will be this year then local school districts are capped at how much reserve We need to show on our books so A district

117our size is supposed to show a reserve of no more than 10%. So I just shared with you our reserve is 9.5%. In order to get there, the board needs to commit additional dollars beyond that 9.5 million. It's kind of an accounting tool to commit those dollars to ensure that we're showing. reserve below 10%. So the categories of investment for your reserve were really based on our strategic plan and your past commitments of dollars previously. So those categories fall into instructional program, around curriculum, technology software, replacing outdated or adding new district vehicles. Cash flow management, enrollment mitigation, again, just like in the previous slide that I showed you, being able to kind of balance the rate of our declining enrollment along with what the COLA may or may not be and whether the COLA gets

118funded fully. And then lastly, total compensation. ensuring that salary and health and welfare are competitive for all employee groups. And so those are the recommended areas for the fund commitments. And then finally, the timeline, which is tonight's board presentation, next Tuesday's board adoption has to be submitted to LA County Office of Education for review and approval. And then in July and August, the final state budget. will be updated and then local revisions get incorporated. Happy to take any questions. Sorry, just one quick question. I know there's a lot going on. The state still has not finalized their budget. One thing kind of for awareness is some of the models they're looking at could be a lot of funding really focused on ADA, average daily attendance, versus unduplicated pupil counts. One of those would substantially help

119us more than others. I don't know if surrounding districts are... Lobbying for that as well because a lot of times those funds bypass us Do you have any thoughts on which way that may go since that does I? would like it to go the way of a DA and One of the houses of the legislature is supporting that as is the governor So I'm hopeful that that's where it will land if anyone wanted to support our local school district They could suggest to their elected officials to support the a DA funding formula. Yeah. Thank you do you have any questions any other comments thank you doctor you got next item 7.5 strategic plan update presentation by dr nicole wesley our superintendent Hi good evening school board I am pleased to share with you a summary

120of what we've accomplished in the last three years just as a reminder one of the things the first things we did when I became superintendent is we did a strategic plan survey of our stakeholders we use that survey to create goals and objectives and a three-year plan and so this is a summary of what we've accomplished in those three years And last time I presented was a mid-year report in January. So I'm going to go through this relatively quickly since we've all been living it. But as always, this will be posted on our website tomorrow. Here are... Remember realizing passion and purpose maximizing success and significance in Redondo. Here are five goals that we've been working from and we're going to go into them in depth. This lists all of the objectives under each of

121the goals and I'm not going to read them. You can go back and look at them. But I am going to start with the first of the five goals, academic achievement, where we've spent most of our time. Just to rattle off some of the things that we've accomplished and we're very proud of in the last member in the last three years This is not just the last year. We've extended the kindergarten day And when I say we a lot of this is definitely the work of the stakeholders We've had committees with parents, students. So we created a new math pathway to include the new Math 6 course with acceleration beginning in the seventh grade based on four data indicators. We looked at CAS, grades, UCLA, MDTP, exam, and math. We adopted a new math curriculum

122for grades 6 through 12 aligned to the state standards and approved by the state. And we adopted wit and wisdom as a continuum from elementary for grades 6 through 8 as a part of a broader K8 ELA alignment. So we've done a lot of curriculum. Data-driven instruction. We began really looking at our data in a systematic way to help us understand where each student is in their level of mastery. Are they at grade level, below, above? With instructional leadership teams, we've created benchmark cycles to inform targeted instruction and intervention at the classroom level. So that's where we use the MAP data. We implemented the state required kinder screener to support early identification of student needs. So that was the multitudes that was shared earlier. A committee created instructional minute policies set with minimum weekly required

123instructional minutes across the four content areas. And we worked with a committee, including students, to revise our board policy and create equitable grading practices for consistency and fairness across classrooms and schools. We had a goal around honors. With the work of the committee, the district established a clear definition of what honors means at the middle school level, and we adopted specific readiness indicators to help place students appropriately based on data rather than on subjective criteria. And this way it'll help them with greater success as they move on to the high school and take advanced courses. We really looked at our special education compliance. We wanted to ensure. growth within our special education team and so we were excited to implement TeachTown. It's a curriculum for our STC classroom settings from TK through 12. It's structured

124and consistent and helps the students grow at each grade level. From grade level to grade level we created a compliance and improvement monitoring team there with under the direction of our director Melissa Coughlin. to proactively review our data and address compliance gaps and not wait for the state to give us an annual report. And so this resulted in 100% IEP timely completions for two consecutive years. This is a significant milestone and really reflects the work of a lot of people, a lot of staff, case managers, counselors, teachers, of course. We heard a lot about MTSS, so I'm not going to go much into that, but we've implemented a district-wide MTSS program under the direction of our executive director, Mr. Lopez, and the Ed Services team, and a lot of people else who are involved. We

125want to thank you for working with us on bringing new courses options to our students, which is something we heard in the original survey. Based on feedback from our students and families, we've implemented more course options to reflect interests in future career pathways. This includes project lead the way courses, even as early as elementary at four of our schools. They have classes like robotics and automation, earth, water, and interconnected systems, matter, properties and reactions, and medical detectives. So these kind of lead students into the pathways at the middle and high school. We have new middle school courses, career exploration, Math 6+, Math 7, 8. Broadcast, theater, thanks to Prop 28, and native speaker Spanish. We've adopted Cambridge at the high school level. I won't read all of the different classes, but there's five new Cambridge

126classes. You had a presentation on that. And we added, thanks to Dr. Ronto, more dual enrollment courses at the high school, so students can earn both college credit and high school credit. in math, English, and computer science, and we're working to add even more. And we launched a Mandarin DI program at Toledo for kinder and first grade starting next year. So we've done a lot under academic achievement. Social-emotional learning. As a review of what we've accomplished, we did implement the second step at our elementary, so now it's a TK through eight implementation. And we partnered with LACO to implement positive behavior intervention supports year one at all of our sites. And also a committee made recommended changes to the board for our smart communication device policy, so we changed board policy 5131.8 on... when students

127are basically be deterred their ability to use their devices in K-8 and when they're acceptable at the high school level. And that starts July 1. And as it relates to the budget and with the support of Mr. Brandt, we've really done a great job at improving our attendance and our chronic absentee rate has gone down. And this is again through the SSD process, outreach, et cetera. We're seeing positive trends in our attendance data. As we know, students learn when they're present. Seahawk Summit was created. with Beach City's Health District as a partner, and it's a diversion program to support some of our students who need additional supports, mental health, discipline, behavior, et cetera. We've seen a reduction in both out-of-school suspensions and in-school suspensions district-wide. under the direction of under the support of mr. Kern

128Bach and miss Leckanby and our PTA we've started a parent education series which were recorded and posted on our website we had this my student advisory created a stand up against hate resolution which you readopt every September It was created by students for our district. And we have a number of activities, spirit weeks, and school programs to teach and encourage kindness, empathy, including, as you see here, Start With Hello, the district-wide Unity Spirit Week that our student board member, Kaylee, oversees, and eighth-grade field trips to the Museum of Tolerance, thanks to RBEF. Some of the accomplishments for our post-secondary preparedness. We have a new TK through 12 counseling plan. It's on our website. Stakeholders can look at it and see the details on lessons and supports and programs that are given at each grade level.

129The counselors now meet regularly throughout the year so they're not working in isolation at their school sites. We've made a commitment to increase the counselor allocation at the earlier years so students have the supports they need. We went from having schools with 60% or 80% so basically three days or four days a week to now four or five days a week depending on the attendance. So that was an allocation we made in our general fund a couple years ago. We're proud to be a district that has a dedicated counselor at every elementary school. Again, kudos to Dr. Toronto for really helping us with this goal. With the help of our PTA, we held our first annual South Bay College Fair and drew 100 and plus institutions and 1,000 plus students to Redondo to expose them

130to many options that they have once they graduate, but not just colleges and universities and Ivies. There is also our local community colleges, vocational programs like SoCal Rock and even Swing, a flight school. So we want to make sure that we, and we have. students who are going to flight school, but we wanted to have something for everyone and we even invited our local South Bay districts to come join us. We reinvented the RUHS career day and featured over a hundred plus guests for the first time across Los Angeles with students selecting their top three speakers and so they got to go and see the speakers of the careers they were really interested in as opposed to just being assigned to a room where speakers came. We've held several financial planning workshops. We've really tried

131to target our earlier parents to encourage early saving and exploring a 529 plan in partnership with Connecta. And we hosted college admissions workshops featuring speakers including USC admissions author Jeff Salingo. He's come a couple times to demystify how to get into college. And again, Connecta has been very helpful for families who want to explore great ways to prepare for the cost of college. As far as supporting our staff, we implemented a new, for our classified staff, a mentor job shadowing program was launched, particularly with our custodial staff to give them a chance to shadow someone. ask any questions before they start. We created the faces and stories recognition videos. They're on our website. And Mr. Winkler and Dr. Stephanie held the LEAP sessions for the last three years. It's called Leaders Exploring Administrative Positions. This

132is for our staff to develop into future leaders or just to see, do they want to jump over to the admin side? So that's been fun every year. with Mr. Winkler's support and again Dr. Toronto we started two programs that helped Sorry, we we hosted the up skills event at the South Bay Adult School and that allowed any staff members classified and certificated to interact with colleges and vocational programs if they wanted to get advanced degrees or just learn a skill and We had several of our staff members take advantage of that and we also started two programs that help our classified staff earn their bachelor's degree or their and their teaching credentials paid 100% paid or nearly paid with a grant money that we applied for in partnership with Cal State Dominguez. It's not

133coming out of our general fund. It was through a grant. So we're really helping our staff. And we do have, you know, like Mr. Beal over at Lincoln is someone who has got his credential through this program. He started off as an instructional aide. The last goal, in terms of our facilities and making sure our data stays where it needs to stay, our security infrastructure, thanks to our community, we set out to pass a bond, and we did it. And you heard tonight all the ways in which we are being, we are following the plans that we promised our community that we would do. And we've financed $80 million. And as you know, we've spent $50 million to date. And in addition to this goal, Dr. Alperin, thank you, she did the budget roadshows held

134at every school for the last few years. And so our staff members have a better understanding of our budget and can speak to it and ask questions. And so that was one of the goals. And then last but not least, thanks to our technology team, you can see that we began the work of the bond project, infrastructure upgrades, and... Miss, I won't repeat, but Miss Garcia talked about all the ways in which we are implementing that. We've been giving cybersecurity training ongoing for our staff, phishing training. It's now, phishing training is now part of the HR onboarding for new staff members so that we can help them not click on links they shouldn't be clicking on. Digital citizenship lessons are integrated into student curriculum and we created a task force that created district wide AI

135policies and a guidebook with clear expectations for staff members with the use of AI tools and that's on the IT on the website under IT department. I went through that quickly, but we have done a lot, and we, it means a lot of, I mean, teachers, parents, students, obviously a lot of you served. This is a district that really does value input and collaborative decision-making. We've accomplished a lot. We have more work to do. So, as you know, we put out a survey. to our community and the results of that survey are being analyzed at this time. And as a reminder, we will be meeting on July 10th as a workshop at nine o'clock here. And we will be looking at the survey results and working together to create the goals for the next three

136years based on the input from our stakeholders and also the data that we have. Do you have any questions for me? Thank you to all those who helped make this possible, including all of our departments, our ed services team, our HR team, our IT team, administrative services, and all the school sites and employees. Any questions? Thank you, Dr. Wesley. We'll now move on to next agenda item 7.6, student board member report by Kaylee Gould. Thank you. Seniors ended off. the school year with senior sunset, senior breakfast, and senior send-off. These events included raffles, cookies, catering from the pan, a TK Burgers food truck, and a high school musical movie night. Seniors will finish off the year and their high school career with graduation, which takes place this Friday in the Seahawk Bowl, with the ceremony

137starting at 3 and the doors opening at 145. Seniors have also spent the last two weeks visiting their past elementary and middle schools to say one final goodbye in their caps and gowns, while also getting the opportunity to say hi to old teachers and staff members. I personally got to visit Washington yesterday and Adams last Friday, and it was such an amazing opportunity and I loved seeing my old teachers. Good luck to all freshmen, sophomores, juniors, and middle schools on final exams. And finally, as you all know, I am graduating this week, and next school year, I will be moving up to Berkeley to start my college education as a freshman at UC Berkeley. Thank you. That also means this is my last board meeting, so I just wanted to extend my biggest thank yous

138to everyone on this board for absolutely everything, especially the warmth and guidance that I've received over the past two years. This experience has given me more than I could have ever imagined, and I know that the next student board member who takes over my position will totally flourish and take on the position very well. Thank you. Thank you, Keely. Next, Agenda Item 7.7, Superintendent Reports by Dr. Wesley. Yes, I just wanted to... Just quickly thank the entire Redondo Beach School community for another great year. It's been a lot of fun attending the elementary promotions the last couple of days. We've got middle school coming up. We've got the high school graduation, which we get to see Keely walk across the stage and hug her and wish her well. But again, as I shared with the

139strategic plan, I went through that quickly, but it really does represent the... the dedication and the commitment of all of our staff and really working together to do what's best for students but while supporting each other it feels like a family here and Yes, we're not perfect. We make mistakes, but we will own them and learn from them and do what we can to be better. And so I just, as the year ends, you know, with a lot of emotions, I feel proud to be able to serve in this capacity. I'm thankful to be able to do this with you and our cabinet. And I'm just thankful for all of our partners and our staff who are here for kids and do go above and beyond for them. We're also very thankful to you, Keely.

140And so I know the board has, Mr. Cho has something to present to you, but we've really enjoyed hearing your voice, and you've represented 9,400-plus students for the last two years. That's not easy, but you've done a great job. And so I'm going to turn it over to Mr. Cho to formally thank you. Thank you, Dr. Wesley. You know, I had the distinct pleasure to actually watch Keely grow. As you know, my oldest is Kylie, and they grew up together. They went to school together in Washington. They were on Girl Scouts together. So it's been an absolute pleasure. And I'm in awe of your development. And this is obviously a testament to your great parents and all those teachers and our school district. But you put in so much work just being a good person.

141And on behalf of the board, I can also tell you we really enjoyed having you here, your presence, having our student voice represented, you know, a lot of different voices. We did that very well. And I hope you also saw that when... All of us come together, we can do great things. As Dr. West mentioned, we make mistakes, but we own up, we fix it, we move forward with one goal, which was what is best for our students. And that's what hopefully you take a lesson to Berkeley and teach others how to work well together. You may have different thoughts and opinions. It's important to come together, work together for the greater good. So thank you. And to that, we have this fancy search tickets. Yeah, sure, sure, we can do that. Now we're moving

142on to hearing section. Hearing guidelines. Members of the audience may address the board on any topic regardless whether it is listed on the agenda. However... Due to Brown Act regulations, the Board cannot engage in public discussion on items not on the agenda. Topics not on the agenda which are brought to the Board's attention may be investigated by the administration and a report made to the Board, either publicly or privately, at a future meeting. Comments from visitors shall not exceed three minutes unless a time limit is waived by the majority of the Board. The Board shall limit the total time for public input on each item to 20 minutes. With Board's consent, the president may increase or decrease the time allowed for public presentation depending on the topic and the number of persons wishing to be

143heard. First, do we have advance written requests? We have four in front of me. First, we have Mr. John Garofalo. Please. Absolutely. Erin, you're up. Thank you, John. I'm just gonna go. And I love that we're looking at how we're investing in our students. One proposal, I know we've talked about, you know, the possibility of going with I-Ready and expanding this pilot launch. Another proposal I'm offering is to pause and just consider some of the other options that are out there. You know, a potential for letting the MAP contract that we have possibly lapse. And then focusing and putting that budget money towards funding early intervention. You know, this directly is supporting everything that we've been talking about today. Everything that the board has been focusing on, the standardizing the student success team's support process,

144evaluating. direct assessments and strengthening the tier two academic support. So as we all know, instructional time is more valuable than testing time. And so sometimes diagnostic software can create a lot of data, just overwhelming amounts. And so that pulls teachers away from testing at a lot of points. And so, you know, the National Bureau of Economic Research found that with early childhood education, in-person tutoring programs. have led to extraordinary results, meaning a standard deviation of improvement of 0.37 to 0.4 improvement when you have actual hands-on tutoring sessions that are happening. And so my proposal is let's focus on doing some early intervention, taking that funding and using it for that, and then a couple other things. Another is long-term budget sustainability. So overall, you know, I know this is a free trial. that's exciting. But

145when you look at year two, what is that going to cost? It can map anywhere from $13.50 per student is the cost right now, I believe. But then when you look at I-Ready, it's going to jump up to potentially... 35 to 45 maybe more for students and so you know this is a budget something that is very important to consider obviously and then also balancing classroom screen time so something I'm very concerned about and I know a lot of parents are as well you know just looking at map you know you're just looking at a few hours every year when you do look at I ready's instructional model you know as we talked about before that is going to be another 60 to 90 minutes every week. It does wait or conflict with our wait

146until 8th philosophy. So that is something that I think is very important. There's a peer-reviewed journal by the American Medical Association that says each additional hour of daily media screen time is associated with a 9 to 10 percent lower likelihood of achieving higher academic levels in elementary reading and math tests. So that is the second point that I wanted to make. And then the third is learning from peer districts and protecting gates. So what I would say is that there's some top performing districts like Palo Alto where they have looked at early learning environments from supplier dependencies without sacrificing gifted identification. The one thing I would say is that Palo Alto Unified does keep their Chromebooks in their classrooms. They delay taking it home until sixth grade, and they focus on targeted non-digital screeners. So

147I think there's a lot of other options we could consider. Thank you. Thank you. And I would say overall San Marino also does what I think we've talked about is also more a focus with I ready but more diagnostic only approach so using it only for the diagnostic testing not necessarily the weekly necessary items we've discussed so overall Thank you for all that you've done. I think our district's reputation is built on talent of our education, of our educators, and I would appreciate being able to let them educate. Thank you. John, you're up. Thank you for yielding. Good evening, board members, parents, teachers, et cetera. My name is Johnny Garofalo. I'm a college professor. My wife is a K-6 teacher, and we have a first grader at Toledo Elementary and another child entering TK next

148year at Toledo. I understand educational services are considering replacing MAP testing with iReady and expanding its use for tiered classroom support. While I appreciate the goal of providing targeted interventions, I urge the board to carefully consider whether iReady is the right tool for Redondo Beach students. First, as we have already heard, Curriculum Associates, the company behind iReady, is currently involved in litigation regarding the collection and use of student data. Regardless of how the courts ultimately rule, many parents find it troubling that a company entrusted with children's information is facing allegations related to data privacy. Even if certain practices are ultimately deemed legal under evolving laws, that does not make them ethical. We should hold our educational partners to the highest standards when it comes to protecting student data. We were told that there will be

149a language in the I-Ready contract that includes cyber liability insurance. So let's say the district has its I-Ready platform compromised and hackers steal student information or lock up project files with ransomware. Cyber liability insurance helped cover the cost of recovering data, hiring cyber security experts, notifying affected clients and families, and handling any resulting legal claims. I don't see how this protects our students and families from the consequences of data breach. I do see how it protects the district from lawsuits that might ensue, but shouldn't the priority be protecting the students and their families that are directly and immediately affected by a potential breach? Second, I have personally spoken to many teachers about this proposal and this platform, and they have all expressed concerns about the instructional value of the platform. Unlike teacher-led interventions, I-Ready does

150not allow educators to easily assign practices that are tied to specific standards being taught in classes in live time. Our teachers already have access to high quality curriculum with embedded support and intervention. This includes wit and wisdom, amongst others. Direct instruction from highly trained educators aligned to current classroom learning is more valuable to our students than is independent work through a software program. I'm also concerned about the amount of screen time this program would add to the school day. Currently... Current and ongoing research increasingly suggests that educational technology provides diminishing returns when it replaces, rather than supplements, direct instruction and human interaction. Young children learn best through discussion, collaboration, hands-on experiences, reading physical texts, and receiving immediate feedback from teachers. Additional time on devices can contribute to reduced attention spans, weaker social engagement, and less

151opportunity to develop communication and problem-solving skills with peers. A program that requires students to spend more time staring at screens should clear a very high bar for demonstrated benefit. A slide in the presentation claimed that iReady screen time would be limited to 30 minutes a week per subject, while a teacher just now told us that all the students in her pilot program were in front of their screens for 15 minutes a day, four times a week for her subject. That is double the screen time than what the presentation communicated to us. As for data about student success and growth, the data presented earlier showed data comparing the use of iReady from one time period to the use of iReady in the following. time period. The presentation did not present data that compares iReady growth numbers

152to any growth or success numbers from current classroom education practices or proven platforms like those diagnostics provided by MAP testing. Also, diagnostic information from MAP testing is available to parents and even very comprehensive diagnostic information is available if they were to request it from the teacher or school. I have that information about my first grader with me right now. The data is from May 27th and 28th of this year. Can I please finish? How much longer? One more paragraph. I'd also like to ask rhetorically, of course. Oh, sorry. Motion to extend another 15 seconds. Oh, glory. I'd also, the district has already invested heavily in outstanding teachers and strong curriculum. Rather than spending additional resources in the yet-to-be-disclosed monetary cost on a platform that increases screen time, raises legitimate privacy concerns, and duplicates supports already

153embedded in our curriculum, I encourage the board to invest in the people and instructional practice that we know make the greatest difference for our children, in which consistently placed Redondo Beach Unified within the highest tiers of public education nationwide. As the Chair stated very clearly, we have one goal, what is best for our students. Thank you, John. Next speaker, Amy Chafin. Amy, we have Chris Page. Hi, my name is Chris Page. I am the parent of a kindergartner and fifth grader at Lincoln Elementary. We regularly walk and ride our bikes to school almost daily, as do many kids at our school. So I'm here tonight to briefly talk to you about the City's School Crossing Guard Program. As you may or may not be aware, vehicle accidents are the leading cause of death and serious

154injury in L.A. County for children aged 4 to 15. and about 75% of those are passengers and 25% are pedestrians. Factor in the encouragement of more kids to walk and bike to school, the ever-increasing use of bikes and e-bikes, higher vehicle volume on streets surrounding our schools that are often used as cut-throughs from surrounding cities, much larger vehicles and SUVs. and distracted driving. And you can see the safety risk for children for walking and biking to school. Fortunately, the City Council has voted to expand from 19 to 27 crossing guards over the past 10 years because, as Police Chief Hoffman said to the Council in 2024, all the intersections where there's a crossing guard, it's because we've done our analysis and it justifies having a crossing guard there. However, as you are probably aware, the

155city plans to reduce from 27 to 18 crossing guards for the next school year, cutting 11 locations and adding two. That's a 41% single-year reduction in current locations, primarily because of staffing issues and budget priorities. Over the past two years, the city has also repeatedly expressed their frustration that the school district would not agree to co-fund the program. I know the city and school district have had ongoing communications and I wish that a better solution could have been worked out without making such drastic cuts to the program. In addition to adding some traffic calming measures at the 11 intersections being cut, the city has also signaled that the district and the PTA could staff the intersections through the AAA school patrol program, which would consist of fifth graders at the elementary schools as crosswalk patrollers,

156but still require adult crossing guards and school advisors to run, train, and staff the program. Typically, school teachers fill this role. In addition to the time and resources the district would have to recruit, organize, and monitor the patrollers and cover the intersection, if volunteers were absent. Not to mention the ability of fifth graders to safely do this job and the assumption of liability for the district. This effectively means that 11 intersections will be abandoned for the next school year. Personally, I view this as a city issue to maintain crossing guards, but also in collaboration with the school district and possibly co-funding if feasible. I'm disappointed that community meetings and the public engagement on this issue by the city did not happen after they made the decision on May 5th, including a meeting tomorrow night at

157Lincoln in the middle of one of the busiest weeks of the school year. Knowing that many of you had a good relationship with the city and the council, I would ask that you work with the city to find a better solution before next school year starts, and also to involve school parents in the process. Thank you. Thank you. Next, we have a 8.3. I'm sorry. Thank you for correcting me. Anyone else who wishes to speak on items that are on or not on the agenda? And now we move to public hearing. Can I please get a motion and second to open the public hearing? We don't need it? We don't need the motion? Okay. On 8.3, you're right. We'll open public hearing. Open the public hearing regarding the 2026-2027 RVUSC Local Control Accountability Plan, LCAP,

158and public comment is invited to LCAP draft. Moving on to 8.4, close public hearing. Close a public hearing regarding 2026-2027 RVUSC Local Control Accountability Plan, LCAP. Second. Any other comments, questions? We have a motion to close. Do we ask, Kaylee? Student advisory vote? Aye. All those in favor say aye. Aye. Opposed? Motion passes 5-0. Next item, public hearing. Opened a public hearing regarding the 2026-2027 budget and reserve disclosure requirements. 8.6. Closed a public hearing regarding the 2026-2027 budget and reserve disclosure requirements. So moved. Any other comments? Keeley? All those in favor say aye. Aye. Opposed? Motion passes. communication sections we'd like to start with we're down to be teachers association good evening I'm Jen Altonaka with Sue Carlton we're our BT's leadership this year and Tracy Kelly who is incoming in a couple weeks So

159congratulations to you on an incredible career. You went through some interesting transitions. I won't name them all, but these ones are the ones that I'm most impressed with. You did an iPod rollout for kindergarten. You went through COVID. You changed grade levels, and you stepped up to be an RBT leader in the last two years of your career. What I respect about you the most is stepping up and wanting to solve problems, not to sit in them, but to solve them with people. And RBTA is better because of it. So thank you. We celebrate your retirement and we wish it were us, but we are incredibly happy for you. It is my honor to recognize you with a Service and Leadership Award from RBTA. This certificate is awarded to Ms. Sue Carlton in appreciation for

160your steadfast advocacy, leadership, and commitment to supporting educators and protecting the voices of working professionals. Your dedication strengthened our association and positively impacted countless members and students alike. Thank you for your service and congratulations on your retirement. Thank you. Do we have anyone from CSEA? How about AFT? I'd like to invite Redondo Beach Council Parent Teacher Association. Good evening, everyone. I'm Amy Ha, president of Redondo Beach Council. And tonight is my last meeting as council president. Next time you will have the amazing Jessica Wong. And I learned a lot of things in the last two years. I've learned how lucky we are to have each of you as our leaders. Your job is not glamorous or easy. You deal with very complex issues and you always try to make the best decision for our students.

161That doesn't always make everybody happy or is the most popular, but so thoughtful. So much thought goes behind your decisions that I don't think people realize. I talk with my other council president friends from other cities and they don't go to their school board meetings. Not because they don't want to, because they're not invited. And that tells me that PTA is just not valued in their districts. So the partnership between PTA and the school district is very special and rare. And I thank you for being our partners today and all the days ahead. Thank you, Amy. Anyone from RBEF? Dr. Wesley, do you have any comments? Thank you. Moving on to general consent calendar items. 10.1 through 10.9. Does anybody have an item we'd like to pull? Nope. Can I please get a motion and

162second to approve items 10.1 through 10.9 of the general consent calendar, please? So moved. Student advisory vote? Aye. All those in favor say aye. Opposed? Motion passes 5-0. Moving on to action items. 12.1, approve the architect's agreement with PBK Architects Incorporated for Jefferson Elementary Module Building Replacement Project. So moved. Dr. Alpern? Yes. First, thank you, Fred and Alan, for being there, hanging in there tonight. The first item we're really excited to bring to you, we've done walkthroughs of the Jefferson Elementary campus. I referenced it tonight earlier. We've looked at the six classrooms, the six portable classrooms at Jefferson that will, under this... plan with working with architects pbk will demolish those six portable classrooms we would then bring they would be working on a proposal to create four modular classrooms in that place we would

163move the fifth grade classroom That our fifth grade classrooms currently those classrooms would be relocated to those modular classrooms Which would be adjacent to the playground to the large playground and then the current fifth grade classrooms would become the location of the kindergarten classrooms with that we would also be proposing PBK design a playground a new playground where the state special ed leased programs are located on the campus. We would turn that into new kindergarten playgrounds. And so the agreement here is for architect services with PBK, their same architect firm that we're using with our projects at Lincoln and Madison. We've been really happy with their services and this would be the amount for the architectural fees. Questions, comments, discussions? Okay, student advisory? All those in favor say aye. Opposed? Motion passes 5-0. Can I

164please get a motion and second to begin discussion on item number 12.2, adopt resolution R25-2645, authorizing participation in assignment of delinquent tax revenues. Dr. Alper. So moved. Okay, sorry, sorry. Getting a little late. Second. We have a motion and a second. Okay. This is a group that we participate in. We have for 30 years. And in order to participate in this, the board has to adopt this resolution. And when you do so, we get a check annually anywhere from $35,000 to $50,000 a year. Basically money for people who have not paid their taxes. Any questions? Comments? Student advisory vote? All those in favor say aye. Opposed? Okay, motion passes. Can I please get a motion and second to begin discussion on item number 12.3, approved bid award for Redonda Beach Unified School District Office Elevator

165Remodel Project to KONE. Fred jumping up. All right. Any questions? I wrote a little dissertation explaining to you what's going on. Our current vendor is failing miserably in the last year, and it's been a little while. Their price is slightly lower than Coney's, but they missed a few key items, one of them a fire alarm interface. Yes, big deal. Overall. Amtech is really they've been here over two decades and for some reason We're having break down broke down elevators. We had an elevator at high school for two weeks. It didn't operate. This is absolutely unacceptable Talking to my peers in the business Kony is a pretty solid large and they came out and inspected our schools and brought a mechanic to assess and give us an accurate proposal to remodel this elevator and then take

166on our services for the next year and then we'll decide then whether we continue them or another year having survived a ride in this elevator I would just say thank you you're welcome I don't take it do you have any questions could you just let the board know like what it would entail to redo this oh basically we're going to use the old shaft and it's a new elevator I mean, it's pretty much that's it. They'll reuse some of the conduits, maybe some of the piping runs. But long and short, it'll be a new elevator in the old opening. And the hope would be to try to do that over the summer when there's less activity? We can schedule that for whenever you like. There's less activity in the district office in the summer. We're

167a little tight on getting it scheduled now for summer ordering parts. I know. You want to push it? Yes. To next summer? Let us vote. No. So we can get you your money. So the dollar amount is to replace the elevator. Basically, yes, to replace it. We're using the old opening, and there won't be much left of the old one, fortunately. The sooner the better. It's only from 1974. So start on Monday, June 15th. Is that the plan? You heard him, Fred. That's when I graduated high school. Any other questions? Okay, student advisory vote. All those in favor, say aye. Aye. Opposed? Motion passes 5-0. Thank you. Thank you, Fred. Can I please get a motion and a second to begin discussion on 12.4, approve the 2026-2027 district contribution for health and welfare benefits for

168classified employees? Second. Dr. Stephanie. All right, thank you. We worked with CSEA and RBTA to establish district contribution rates for health and welfare benefits under our new four-tier benefits pilot, and we're hopeful that if we can publicize this pilot well and if enough people take advantage of it, both the district and employees will save money. So if the board approves this tonight, we'll start getting on that publication right away and hopefully get enough people to switch over. Thank you. Do you have any other questions? I just say my wife and I use this for our company's insurance and it does save us money. So yeah, I appreciate the extra options. Thank you. Okay, student advisory vote. All those in favor say aye. Aye. Opposed? The motion passes 5-0. Can I please get a motion and

169second to begin discussion on item number 12.5, approved in 2026-2027, district contribution for health and welfare benefits for certificated employees. So moved. Dr. Tappany? We find it important in this district to have the same district contributions for certificated, classified, and management employees. So this is the certificated RBTA MOU. We will bring the management and AFT MOU next week. Thank you. Questions for Dr. Stephanie? No. Student advisory vote? Aye. All those in favor say aye. Aye. Opposed? Motion passes 5-0. Thank you. We don't have any information items this evening. We have one item on discussion item 14.1, Redonda Beach City Subcommittee. Dr. Wesley? Yes, I... You know, as you know, we are part of a subcommittee with the city, and they reached out and would like to resume meetings. And so I put this on here,

170just wanted to ask the board if you would like to consider changing members, representatives of the subcommittee. Two of you can represent the board on the subcommittee with two city council members. Currently it has been Mr. Cho and Mr. Elder. So to give you an opportunity to let me know. who the who we'd like to be on the subcommittee and then we would work with the city on coming up with a future date to meet miss elder i'm not opposed to having some fresh blood so i'm i'm certainly okay with that if someone else would like to serve i would i would do it as if one of you were going to step down i'm happy to do it So maybe Mr. Cho, so maybe having someone who's been on it who has the context,

171you know, would be great. Continuity purposes. Yeah. Okay. And then Ms. Silverman-Eamon. Any other board members that die to serve on this event? Okay, I think that is determined. Okay, so I'll work with Ms. Campos so that we can let the city know and work with the calendars. Thank you, Dr. West. All right, thank you guys for that. Let's move on to announcements and communications, starting with Mr. Alder. So I would just say, starting off with a huge congratulations to the class of 26. It's amazing to see what our students do. We get to hear about them in so many meetings of the incredible accomplishments they make in sports and Lego League and grades. so many different things. It's just amazing watching you guys grow up and go off and spread your wings and fly.

172So just a huge shout out to all of our students for the incredible young people they are and are becoming. But also an incredible huge thank you to everyone in the room who's reached UNK status, as my kids call it. All the adults who are there guiding them the whole way, from our teachers and staff and everyone in Team RBUSD, supporting them along that journey. particularly when it's hard to see that the change is actually happening until years later, to the parents who are there guiding them and volunteering in our classrooms and supporting behind the scenes, our community partners, our PTAs. So many dedicated people have guided all of these students over the years. So it's amazing watching this journey come to fruition and seeing that next step happen. But, yeah, just thank you to

173everyone who made this possible because it definitely takes a village. Thank you. Mr. Silva-Munimith I quickly just wanted to say I and Dr. Stephanie and Dr. Garland we were at the Madison promotion this morning it was quite hot but it was beautiful and it was really nice and then we were at the adult transition programs promotion and I cannot tell you like how I mean The stories and the way each aide spoke about their one of five students was amazing. And it really made you feel, I wish we could all have been there because it makes you understand why we do this. And Mr. Winkler did a great job. So it was a good day. Thank you. Thank you as we attend promotions and graduations this week thank you to all the teachers and the

174front office staff and the health aides and nutrition and M&O for everything that you're doing to get our students from fifth to sixth and eighth and ninth and twelfth graduating seniors what an incredible year very honored, very humbled to be able to do this and serve our community. So I'm looking forward to the rest of our wonderful celebrations this week. Thank you. Ms. Flynn? Keely, I just want to say thank you for being an amazing student board member and for putting up with all of our meetings and all of our discussions and asking thoughtful questions and being a great voice. You did a great job leading your elementary school counterparts, and I wish you the best of luck representing us at Berkeley. Go Seahawks. Thank you to our teachers who have been here every single

175meeting and who have made all of these graduations and promotions possible. You are really the reason that our kids get to really go and fly. So thank you for that, and that's it. Thank you. As you recall, I thank the community for coming in to help myself and my family, and I've been thinking about how I would repay the community. It is to promote what I learned, which is to take care of yourself. I know many grown-ups are so busy taking care of others, they forget to take care of themselves. So, if you have not done so recently, please call your doctor, email, text, make an appointment, and be a fierce advocate for yourself. Ask them to check your heart. They may not give you the slip right away, but ask. If they have a

176problem, we had a guy, had no issues, no family history, all of a sudden one day had a heart attack. So please, advocate for yourself because parents, teachers, and staff, we need you. We need you for our students. We need you for this community. And if you see your friend not taking care of themselves, please ask them, encourage them to do the same. That's what community is about. That's what we do for one another. And one more item. I know that May was Mental Health Awareness Month, and part of the journey that I'm going through as part of the recovery is to help me get well all the way around. And part of that was I'm going through PTSD and anxiety and trying to get well. So I'm seeing a therapist. It's not anything to

177be shameful about. You need help, you ask for help, we'll provide. Do not stop. Do not quit. advocate for yourself, and get the help you need so you can get well, so you can help others. So with that note, I want to say thank you again for this wonderful community that has helped me and helped my family. Moving on to a calendar of events, we have last day of school, TK to 12 on June 11th. We have another board meeting next week. And let's see. And we have holiday, non-work, non-student day, June 10th and June 19th. Can I please get a motion and a second to adjourn the meeting, please? Kelly, what do you think? Should we end the meeting? Okay, all those in favor say yay. Opposed? Okay, motion passes 5-0. Meeting is adjourned

178at 8.22 p.m.