Board of Education Meeting - May 28, 2026

001Good evening everyone and welcome to tonight's regular meeting of the board of education. This meeting is called to order at 50:01 p.m. >> Roll call please. >> Student member. >> Miss Armstrong >> present. >> Miss Stewart >> present. >> Miss Cron >> present. >> Mr. Critzfield >> present. >> Mrs. Garza >> present. Tonight we do not have any requests to address close session agenda items. At this time the board will adjourn to close session. Open session will resume at approximately 6:30 p.m. Good evening and welcome to tonight's regular meeting of the board of education. Thank you for coming and attending. We now um reconvene to open session at 6:38 p.m. and resume the regular order of business. Let me go by do a replacement page for item 13.4 is on the back table. Student board

002member Jubique will lead us in the pledge of allegiance this evening. At this time, we will move into recognitions. Dr. Simon. >> Thank you, President Garza. At this time, I will ask the board to come down from the dis as we honor those being recognized this evening and Mrs. Carter will assist us with recognitions. Thank you. This evening, the board of education is pleased to recognize student athletes who have earned the distinction of League Champions, Mayfair Color Guard Championship, our top scholars, and our student board member. As we have many recognitions tonight, we ask that as groups of students are recognized, you exit to the outside tent for additional photo opportunities so that we can bring in the next group of students to be acknowledged. Staff and students, as I call your name, please join

003us up front and remain for a picture. First, we are going to start with recognizing spring sports. We'd like to welcome up to the front Belflower High School varsity boys tennis coaches Jose Ordinario and Andrew Mal Malunzo. The Bellflower High School boys tennis team has captured the Mid City Leagues championship, finishing the season with a remarkable perfect 18-0 record, going completely undefeated. That kind of consistency doesn't happen by accident. It takes hard work, discipline, teamwork, and a commitment to excellence day in and day out. Can the following athletes please come up to the front to receive their recognition? Samuel Mendoza, Edward Menchu, Jonathan Gonzalez, Gavin Tubbaclone, Isaac Aval, Victor Serrano, Justin Garcia, Fernando Menddees, Jamie Delgado, Isaac Ramirez, Michelangelo Callo Vodka, Alex Fry, Joshua Contras, Martin Garcia, Axel Bonia, Michael Hoko, Azie RC. Let's take

004a minute and give them all a round of applause and congratulations. congratulations athletes. Coaches, if you could remain up at the front. In addition to the team championship, we would also like to take a moment to recognize two outstanding individuals who rose to the top of their competition and claimed their own piece of history this season. Please join me in congratulating the Mid Cities League boys tennis doubles champions from Belfflower High School. Gavin Tabakone and Victor Serrano. Please come back up to the front. These two athletes competed with heart, precision, and an incredible partnership on the court. Their chemistry, trust in one another, and relentless determination earned them the Mid City League's doubles championship title. A tremendous individual achievement on top of an already championship season. Gavin and Victor, your hard work and dedication have

005paid off, and we're incredibly proud of both of you. Please give a round of applause for our students. Let's also thank our coaches for your dedication to our students. Thank you so much. Next, we'll be recognizing Mayfair High School varsity boys baseball. Could we please have Coach Frank Rell come to the front? The Mayfair Monsoons had an outstanding season, finishing 20 and eight and capturing the Mid Cities League championship in back-to-back seasons. Athletes, when your name is called individually, please come up to the front and remain for a picture. This year's team featured second team all league Matthew Annayia. Please come forward. First team all league Max GZ. Zion Verdusco and Jacob Brown. Mid City's All League MVP Adam Sullivan or Aiden Sullivan. We'd also like to bring up the athletes that have received Mid

006City Leagues Championships as well. Okay, if we could please have up the following students. Matthew Annayiah, Jacob Brown, Ri Ryan Choros, Dennis Ferrer, Max Gomez, Lucas Gonzalez, David Perez, Eric Salceto, Austin Gomez, Aiden Sullivan, Zion Verdusco, and Ty Troyer. These are your Mid City League champions. Thank you, coach, for your dedication to your team and for all the hard work. And let's give the students athletes another round of applause. Next, we'd like to recognize a remarkable individual athlete from Mayfair Swim, Josh Price. Come on forward. Josh Price is backto back CIF champion and both the 50 meter freestyle and 100 meter butterfly. Josh went on to compete at the state championship finals at Clovis West High School in Fresno, placing 10th in the 100 meter butterfly and 13th in the 50 meter freestyle. A tremendous

007accomplishment on the state stage. Josh is uh coached by his father, Matt Price. Uh Matt Price, if you're not up there yet, please come on forward. Come on forward. Thank you, sir, for coaching your son and for the great accomplishment you've achieved. One more round of applause. Congratulations, Finally, we are proud to recognize the Mayfair Winter Color Guard. Please welcome to the front color guard director Malikica Bookout, adviserss Lauren Dominguez and Alfonso Gastelum, and band director Gerardo Ramirez. The Mayfair Winter Color Guard earned a first place finish in the Winter Guard Association of Southern California's High School A Division, one of the largest and most competitive Winter Guard organizations in Southern California. This achievement reflects their dedication, teamwork, and commitment to representing Mayfair and our district with pride. Can we please have the following students

008come forward to be recognized? Analyia Alvarez Montes, Emily Charles, Alisa Garcia, Parker Hershey, Esmeralda, Islas, Madison, Jardano, Kimberly Palio, Hayden Spay, and Haley Trin. Congratulations on your great accomplishments. Thank you directors for your dedication and congratulations students. At this time we would like to recognize our top scholars from Belfflower and Mayfair. We are proud to present one of the two validictorians representing Belfflower High School, Victor Kova Rubius. Victor has earned a cumulative grade point average of 4.56. He has been in the Belfl Unified School District for 11 years, attending Washington Elementary School before promoting to Belfflower Middle and High School. Victor has been actively involved on Bell Flowers campus participating in numerous academic, athletic, and extracurricular activities including cross country, swim, track, art club, thespians red cross club, academic program of excellence, California scholarship federation,

009national honors society, ceramics club, key club, and moo alphatheta. Victor shared that his favorite class at Belfflower Middle and High School was AP pre-calculus because of the positive classroom climate where learning was both fun and enjoyable. This experience reflects the importance of building meaningful connections and creating an environment where students can thrive. Victor's involvement and dedication both inside and outside the classroom reflect this commitment to excellence and embody what it means to be a Bellflower Buccaneer. Victor will attend the University of California, San Diego, where he plans to major in bioengineering. Looking ahead, he is considering a future career in medicine with an interest in becoming a radiologist, pathologist, or an anesthesiologist. I knew I would trip up on that. Congratulations, Victor. Great work. Our second feladictorian for the class of 2026 at Belfflair High

010School is David Loza. David has earned an impressive cumulative grade point average of 4.56. He began his educational journey in Belfar Unified School District at Washington Elementary before promoting to Belfar Middle and High School. David has challenged himself academically throughout high school, completing an impressive 11 advanced placement courses. In addition to his academic rigor, he has been actively involved on campus through organizations including Mualfatheta, Academic Program of Excellence, California Scholarship Federation, and Key Club. David shared that his favorite class at Belfflower High Middle and High School was AP uh pre-calculus because of Dr. Kim's teaching and the satisfaction that came from solving challenging problems. He enjoyed the process of working through difficult concepts concepts and experiencing the reward of finding the solution. David's dedication to academics and involvement on campus demonstrate his strong work ethic

011and commitment to excellence. His journey reflects the perseverance and determination that define Bellflower Buccaneers. David will attend the University of California Irvine where he plans to major in biological sciences. Looking ahead, he hopes to pursue a career as a doctor and is currently interested in becoming either a hematologist or a general surgeon. Wow, congratulations. Great job, David. One more round of applause. Congratulations on your academic endeavors. Next, we would like to recognize Mayfair Scholars. On behalf of the board, we are proud to extend recognition to Ero Aquino for her exceptional achievement as Mayfair High School's validictorian for class of 2026. Okay, so let's move on to the saludiatoran. Belfflower High School saludiatoran for the class of 2026 is Mattie Esparza. Let's give her a round of applause. Matt Taye has earned an impressive cumulative grade

012point average of 4.44. She has been part of the Belfflair Unified School District family for the past 12 years, beginning her educational journey at Ramona Elementary School before promoting to Belfar Middle and High School. Mate has demonstrated outstanding leadership and involvement throughout her time at Belfar Middle and High School. She has served as color guard captain, band council member, apex secretary, mu alphatheta president, link crew cabinet member, and has also been actively involved in national honor society, California scholarship federation, and the red cross club. Through her many leadership roles and activities, Mate has consistently shown dedication, service, and a commitment to making a positive impact on Bellflower's campus community. Her involvement reflects both her passion for helping others and her drive to lead by example. Mate Taye will attend Mount St. Mary's University where she

013plans to major in nursing. Looking ahead, she hopes to pursue a career as a registered pediatric nurse, dedicating her future to caring for and supporting children and families. Congratulations, Congratulations. We are also proud to recognize saludiatoran Austin Lynch representing Mayfair High School. And we are going to move on to our student board member recognition. So at this time we would like to recognize our 2025 2026 student board member. On behalf of the board of education is it is with pride that we recognize uh Chibu Iwan Yahu for his exceptional service as the student board member representative for the Belfflair Unified School District at Mayfair High School. He is known for his leadership, dedication to academics, and campus involvement in various clubs and programs. Chibu's passion for learning is evident in his depth and breadth of

014learning across multiple subjects. He has a cumulative and impressive 4.3 GPA while also earning the title of AP Scholar with distinction for passing eight AP exams. He attended ILC and is a member of our first BUD dual immersion class. captain of our Mayfair High School esports champion. Oh, wait. There's more. Captain of our Mayfair High School esports champion team, CTE and Calaps pathway completer and Spanish language department award winner for 2025. Give him applause for all that. He is an exceptional scholar who has taken advantage of all BUD has to offer and is excited and prepared to embark on the next chapter of his education. Chibu is set to study computer science at Calpali Pomona in the fall. Eager to continue his pursuit of knowledge and academic success. On behalf of the entire BUSD community,

015we offer our heartfelt congratulations and thank you for your countless contributions. Congratulations to all our honores this evening. This concludes recognitions for tonight. At this time, um, the board will take a quick break of about 10 minutes. We'll be back at 7:12. We will reconvene the meeting at 7:11. At this time, I will ask um uh if there are any amendments to the agenda. >> Thank you, President Garza. Mrs. Hergo will provide the amendments to the board. >> Thank you, Dr. Simon. Uh this evening, we do have amendments to the agenda. Item 13.4, contracts and amendments. There are four amendments to contracts on that item. The first one is Daybreak Medical. Um the year indicated on the original contract was 2526. The renewal is actual for 2627. So that change was made. Second, Interquest Detection

016K9's LA. The correct date should read June 30th, 2027. The third amendment is to DWK's contract which uh is in an amount not to exceed $50,000 and the extension on the contract will go to 2027. The fourth amendment is for Continental Interpreting Services Incorporated. The amount was increased from 17,000 to 20,000. And the final correction is to the minutes of the last meeting. Uh the minutes should read that items 11.13, 11.14, and 11.17 were withheld, ultimately approved. Uh but the minutes will reflect that those items were pulled. Thank you, uh, General Counsel Sura. I'd like to invite, uh, BTA President John Young to come forward. Good evening, uh, President Garza, board, Dr. Simon, and cabinet and community. As we close the 2025 2026 school year, I hope you'll bear with me while I do a

017kind of a broad report of the association work over the year. I want to recognize the work BTA has done this year, not only through bargaining, but through advocacy, collaboration, member support, professional engagement, and community involvement. This year, BTA remained visible, active, and engaged. We expanded member participation through committees, rep council, site engagement, and increased communication with members. It's also meaningful tonight to see members once again showing up, ready to speak, and participating in the process. Bargaining remains in progress, and significant time and energy continue to be dedicated to fair compensation, member rights, improved working conditions, and competitive health benefits. While progress has been slower than our members wish, BTA continues to push for movement and transparency with hope. Our bargaining team remains focused on keeping member priorities at the center of negotiations. At the

018same time, BTA has continued to collaborate with the district in important ways. We participated in the guiding coalition work around the development of a graduate profile and broader conversations about a vision for Bellflower graduates. We also hosted the district's AI design committee at the BA BTA office and participated in discussions about a district AI framework with an emphasis on a unified vision and clear expectations in this emerging technology. that maybe at this point we have to say emerged. I'm not sure that it's emerging anymore. It's here with us. That same spirit of collaboration extended to conversations about new high school graduation requirements, college and career pathways, the DAG committee, safety committee, the SPED standing committee, facility master plan focus groups, and the workplace violence prevention plan to name a few. We also appreciate continued work

019towards clearer communication and training around staff interactions with students and workplace safety expectations. And it did not go missed that it was included in this summer's professional development plans as well. So, thank you. Much of BTA's work also happens quietly. This year, we supported members with leave issues, assignment concerns, evaluations, payroll, problem solving, and day-to-day contract enforcement. That behind-the-scenes work is not always visible, but it is central to what an association does. We also work to strengthen community pres presence and member member morale. BTA participated in BD's cancer walk, Belfar Boulevard's Halloween festivities, and the inaugural PTSA community fair. We also brought dip de's ice cream to campuses. I hope everybody liked it. for all staff district-wide certificated classified classified and administrators. Sometimes solidarity looks like advocacy at the bargaining table and sometimes it looks

020like handing somebody ice cream after a long day. Supporting educators at every stage of their careers remained a high priority. BTA partnered with Bitsa to support new teachers early in the year with special thanks to Kathy Fong for lending her time and expertise. We also hosted an inaugural retirement workshop led by Vice President Amy Mustafa and a panel in partnership with Calsters and CTA helping members think ahead, ask good questions, and imagine the next chapter with a little more control over the alarm clock. Looking ahead, we are excited about the number of volunteers who have stepped forward to lead communities and committees, excuse me, and expand member involvement next year. New initiatives include a BTA grant program to support innovative teaching ideas, classroom resources, and student centered projects, a BTA professional development initiative, and expanded

021support for new teachers. These efforts reflect our belief that strong associations respond to challenges, but also in invest in the members and in the profession. We also want to recognize the many members who stepped forward this year by attending meetings, serving on countless committees, supporting bargaining, communicating with colleagues, or simply speaking up when something needed attention. Strong associations are not built by a few individuals. They are by nature a collective. I would also like to thank Michelle Queller, CSEA president, for her guidance this year in my first year along with Dr. Simon, Dr. Knox, Dr. Smith, Dr. Oya, Dr. Reyes, Bonnie Carter, and Patrick Turner for being willing to listen, share ideas, and work collaboratively collaboratively in support of our students and staff. As we look ahead to next year, there is still important work

022to do. Our members continue to expect timely communication, meaningful collaboration, competitive compensation, safe working conditions, and clear leadership. BTA remains committed to advocating firmly, working professionally, and ensuring that educator voices are heard. Members will continue to express concerns tonight on issues ranging from instruction to income. And while those conversations are sometime difficult, they come from a place of genuine care. For the BUSD family that makes up our staff and for the families and students we serve every day. Thank you to our site reps, executive board members, bargaining team, committee members, C CTA staff, B USD leadership, and all BTA members for the countless hours invested this year on behalf of students, colleagues, and public schools. Thank you. >> Thank you, Mr. Young. Um, we will now have CSCA chapter Vice President John Chain come forward,

023please. President Garza, board members, Superintendent Dr. Simon, cabinet staff, and guests. On behalf of CSEA, I would like to take a moment to s sincerely thank everyone who helped make our classified employee appreciation lunchon such a meaningful and successful event. We are incredibly grateful for our executive cabinet superintendent Dr. Simon, Deputy Superintendent Dr. Ryan Smith, Assistant Superintendent Dr. Say your name. Sorry, I knew I was going to butcher it. and our CBO Renee Arcus for your continued support and generosity towards our classified staff. We also want to thank our directors, managers, coordinators who all donated gift cards, baskets, and raffle items including um Anthony Ramirez, Bonnie Tam, Dr. DJ Reyes, Dr. Yena Alvarez, Gil Castana, Matt Adair, and Twe Fan. A special thank you as well to our program administrator, Tia Ueen, our special ed

024program administrator, Trestlin Waller, our health service department, Brenda and Leti, and our workability team for their support and contributions. Also, we truly appreciate the generosity of our principles, including Stacy Williams from ATC Bay and Craig Williams, Dr. Jamie Joust from Somerset, Dr. Angel Angelica Montalongo from Jefferson, Dr. Train Newin from Woodruff, Katy Al Seavo, Torres from Corg Williams, Eddie Cruz from Baxter, Monnique Pew from Ernie Pile, and Sue Curtis from Lindström. Thank you also to our community partners and vendors, American Fidelity, School First, and Costco for supporting our classified employees. A heartfelt thank you to my lunchon committee Macy and Rosemary for their hard work, dedication, and commitment in helping this event such a su help plan this event to make it such a success. Their time, care, and teamwork are truly appreciated. And lastly,

025but certainly not least, thank you to board president Garza, Myra Garza, not only for your support, but also sharing your amazing bow making talent. um that added such a special touch to your raffle basket. Thank you as well to vice president Brash Bradshield and also he also attended our event and board member Amy Stewart for your support and generosity of your donation. I want to respectfully mention that we reached out to all principles, assistant principles, BCBAs, directors, managers, coordinators districtwide. We are deeply appreciative to everyone who sponsored and donated, responded and donated. Their kindness and support truly helped make our celebration a success. Our class classified employees work tirelessly every day behind the scene and on the front lines to support our students, staff, and schools. Because of your generosity, we were able to celebrate

026them in a way that makes them feel valued, appreciated, and seen. Thank you all again for making our classified employee lunchon such a success. We would like to extend our sincere thanks to the few school sites that took the time to recognize and celebrate their classified staff during classified employee appreciation week. Your thoughtfulness, kindness, and effort to make your classified employees feel valued and appreciate appreciated did not go unnoticed. CSEA is also proud to award scholarships to our members children at at our luncheon. Jacob Martinez, he's a senior from Mayfair High School. Shane Costello, he was a senior at Downey High School. And Kyle Costello continue his education at West Coast University. We do a 50-50 raffle every year and part of that money helps us go to our scholarships. Um, congratulations to all our

027scholarship recipients and best wishes to their continued success in your educational journey. Um, we are happy to share that negotiations are moving in a positive direction. We reached a tenative agreement on bus driver language and CSEA rights and language. We also presented our counter proposal regarding salary increase. In addition, we will be meeting with insurance broker to review and discuss our insurance plans and costs. Thank you all for your continued support, patient solidarity, solidarity as we continue working towards a fair agreement for our members. >> Thank you, Vice President Chain. Um, we will now move to Superintendent's report. Dr. Simon. Thank you, Board President Garza, members of the board, cabinet staff, families, community members. Um, first and foremost, happy belated Memorial Day. On on Monday, we honor the service members who made the ultimate sacrifice.

028I am personally reminded of my grandfather and my oldest brother who are no longer with us. We honor their memory and the memory of all who gave so much. Congratulations to our to our teachers and classified staff during their appreciation week. On May 20th, CSEA held its appreciation lunchon at the Kowanas Club where cabinet members and vice president Brad Critzfield joined in celebrating our dedicated classified school staff members. Congratulations to all bailflower students who received awards at the bellflower senior awards night last week. A special shout out as well to our Somerset and Mayfair students who were recognized as well. We are so proud of each of you. On Monday, Monday on Friday, May 22nd, President Garza, Assistant Superintendent of Educational Services, Mrs. Bonnie Carter, and I had the amazing opportunity to celebrate our early

029college students and watch them receive their associate of arts degrees at the Cerritos College graduation. What an incredible milestone. Congratulations to our early college students. This past Tuesday, I had the opportunity to attend another Bellflower Chamber of Commerce meeting. It is always a pleasure to connect with local business owners and community members who share a deep love for this community. And yesterday was truly one of the highlights of my time as the Belf Unified School District Superintendent. A fourth grader named Bereie helped create a sports day for ILC and Foster elementary students in grades four through six. The event was a tremendous success made possible by her brilliant idea and the incredible support of both principles, PTA, cabinet, teachers, parents, district staff, and the community. This is a powerful reminder that leadership has no age

030limit and that when we come together, great things can happen. Thank you, President Garza. >> Thank you, Dr. Simon. Does the board have any ad hoc committee updates this evening? >> Thank you, President Garza. Um first on Cal apps we celebrated um last Tuesday um the awards and the completion of pathways at our Cal Apps final celebration. I know I signed over 143 certificates. I think it was like 150 somewhere in there. So we had a lot of great things happening in Cal Apps and a lot of people completing pathways. So that was really nice. This summer we're partnering with Harbor Freight to build the tiny homes at the schools. each student will get a $500 um stipend and they'll be able to get some tools and some things for free. So, that was a

031really good grant and partnership that we've been working on. And we have two students going to Skills USA the finals in the drones and they won golds in here in California. So, they'll be going on to compete um I believe it's in Atlanta. Do you have anything to add on Cal Apps, Vice President Critfield? >> Nope. You nailed it. And then um the last one I'm gonna ask Elma if you will please Dr. Ruoa um climate and culture we've been meeting unfortunately I coach wrestling and so I couldn't be there but again we're working on an equity plan. I just really wanted to speak on it because that committee is so amazing. We have great administrators. I mean their data the way they think. Oh I just love being in it. And so I was

032just hoping maybe you could give a brief summary. >> Absolutely. So yes we had our last meeting of the school year yesterday. um we were able to work together as a group to review the first draft of the equity plan and make updated changes to that. With that, there is a phased plan for professional development to go along and support the four goals that were identified. Um we're still tweaking it. You will get an update with the information. We're still tweaking it based on the team's feedback yesterday and then we're going to be sharing out um as soon as we have a first draft of that of that report. Um but we are really excited about the team's work. They really worked really really hard, very methodical and intentional about the work that they put

033together both in the professional development side and the equity audit piece of it all as well. >> Thank you so much. >> So, a couple uh subcommittees we had uh like I said uh board member Stewart always does a good job with Cal Apps. I think she covered that really well. Uh we also had our school site future funding where uh we went over a lot of the uh facility needs and and uh projections for enrollment. Um and that work continues. And we also had our subcommittee with uh President Garza and I uh and Superintendent Simon to look at our next student board member and we interviewed three uh very impressive uh students. And uh I can stay here, right? It's all right. And uh so I just want to give a huge shout out

034to Belfflower High School student Allison Discala for being our next student board member. Give her a round of applause. Very impressive lady. Yeah, I very impressive and I want to welcome her to the board uh you know when she comes on board and I think you all be very impressed. Thank you. >> Any other updates? Okay, perfect. Um, tonight we do have requests to address agenda items. Um, we want the public to know that the board and superintendent will listen carefully to each public comment. However, we will not provide responses during the meeting. The superintendent or a designated representative will contact the parent, guardian, and or community member if the comment may call for follow-up. While meetings of the governing board are not public meetings, they are open to the public. Individual speakers will be

035allowed three minutes to address the board and the board will limit the total time for public input to 21 minutes per board by law 9322.2 unless otherwise waved by the board. Can I please have Nicole Gates come to the podium? Good evening, board president Garza, board members superintendent Simon, and cabinet members. My name is Nicole Gates. I am here to discuss a possible elimination of the standalone 9th grade health class and the integration of the health curriculum into biology. I respectfully ask the district not to move forward with these plans because eliminating health class and embedding portions of it in biology is not in the best interest of BUSD high school students. First, health class teaches students essential real life skills that extend far beyond academics. These include promoting lifelong healthy habits, improving physical wellness,

036supporting mental and emotional health, reducing risky behaviors, and developing social and emotional skills. These are all lessons crucial um and uh sorry, as students face increasing societal pressures and difficult choices in their daily lives. For example, my son witnessed a student at Mayfair High School pass out on campus after consuming an edible. Health class gives students factual education of about the dangers of substances such as edibles and drugs. Another ongoing issue is vaping on school campus. My son and daughter frequently encounter bathrooms where students have been vaping. Health class provides students with important information about the serious health risk associated with vaping and nicotine addiction. In addition, the current health curriculum includes comprehension comprehensive instruction on drug education, social and emotional learning, resisting peer pressure and CPR training. These are topic these topics are not

037optional extras. These are life skills that help students make informed, healthy decisions that benefit both themselves and society. Incorporating health into biology would also neg negatively impact the quality of biology instruction. Before 2018, biology focused entirely on biology content. However, when the district implemented the next generation science standards, the standalone earth science class was eliminated and earth science concepts were distributed among biology, chemistry, and physics courses. As a result, teachers were required to fit additional content into already demanding science curricula. This redistribution diluted the depth of instruction in biology, chemistry, and physics while also limiting students access to a complete earth science education since not every student takes chemistry or physics. May I finish? Go ahead. Adding health content to biology would further reduce the amount of true biology instruction students receive. Biology is a

038foundational course for students pursuing careers in medicine, healthcare, and the sciences. If biology must now cover earth, science, health, and biology standards, are students truly receiving a comprehensive biology education, or are we turning biology into a generalized science course that lacks the depth students need for future success? Please do not eliminate the standalone health class. Our students deserve both a strong biology education and a dedicated health course that teaches practical lifelong skills necessary to navigate today's world safely and responsibly. Thank you for your time. Next we have Melissa McCutchen. members, superintendent and cabinet. As a concerned teacher, I understand that BUSD, like many districts across California, is facing real financial challenges. At the same time, the district's focus of every student known, every voice valued, every school ready should also be reflected in contract negotiations

039with educators and staff. Earlier in bargaining, the district stated compensations discussions would wait until after the governor's May revision. Now that the May revise has been released, staff received a district-wide budget message immediately before bargaining resume, which understandably impacts staff morale and perceptions during ongoing negotiations. Every voice valued must include teachers, counselors, specialists, support staff, classified, everyone who works directly with students every day. Educators continue to face rising costs for housing, health care, groceries, child care. While the district data shows BUSD ended 2425 with the 57% reserve, far above the state required 3% and higher than surrounding the five surrounding districts whose reserve range from 21 to 47%. At the same time, the governor may revise projects a 2.3 cola for 2526 and additional funding increase for 2627, including a super cola, while the district

040current proposal remains at 1.5% per year. As educators, we value fiscal responsibility and long-term planning. However, retaining highquality teachers is essential to asssuring every school ready and truly putting students first. My hope is that negotiations continue with transparency, collaboration, and meaningful investment in the people who serve students every day. Thank you for your time. Thank you. Um, Alexander Cortez. All righty. Good evening, Madame President, schoolboard members, cabinet community members, parents, and teachers. I'm here today as a parent with concerns about student safety and the support systems in place for students with significant behavioral challenges who are included in general education settings. Sorry if I don't look up at you, but if I do, I'll probably start crying. I support inclusion and believe every child deserves opportunities to learn, grow, and be part of the school

041community. However, inclusion cannot come at the expense of other students physical and emotional safety. This year, my kindergarten son was injured multiple times by a student known to be aggressive. This happened during playground time when they included these students. On more than one occasion, my son was grabbed or pulled by the neck because another student wanted access to the equipment. Despite additional super supervision, these incidents continued throughout the year, including today. At the middle school level, my daughter was spat on by a student during PE. While I appreciate the efforts made by staff to help her feel comfortable returning to class, the emotional impact did not simply disappear. She was upset, anxious, and had to continue seeing the student regularly, making it difficult to move past the experience. My concern is not about individual student.

042My concern is whether enough resources, staffing, training, and supports are available to ensure a safe environment for everyone. When students have documented behavior that include choking, grabbing, spitting, or physical harming of others, the district must ensure that there are effective interventions and safeguards in place. Parents should not have to worry whether the child will be hurt while attending school. The board has asked in the past families how why they choose to leave the district. For me, student safety would be a significant factor. My children safety is above everything else. If I cannot trust my children, my children's physical and emotional safety at school, I would have to seriously consider other educational options. I ask the board to prioritize safety while continuing to support all students. Every child deserves a learning environment where they can thrive

043without fear of being harmed. Thank you for your time and consideration. Dr. Simon, can we please have somebody follow up? Thank you. Um, now if we can have uh Norma Rosas come to the podium, please. Good evening. Um, my name is Norma Rosas and I'm here as a parent as well. And child safety, the same thing. Sorry. Can we please restart the three minutes? >> Yes. >> Thank you. >> It's He's in a loper >> and I'm concerned for his safety. Sorry. He already ran through the parking lot of the school. He had incidents. He had advises as well. I requested a 101 and I was denied a 101. They refused to have ABA attend the school to help him. So they're not allowing the oneonone. They're not allowing the ABA. I'm getting denied all

044over the school district. This is pretty frustrating as a parent. Like she said, my concern is child's safety. It's not getting done. He's getting injured in school. Cheeks fighting, running through the parking lot. What if that parent that day didn't run after my son? What if he would have got hit by a car? I also requested for him to be transferred schools and that was denied two times. He was just transfer with no I wasn't even notified. The only reason I know that he knew that he was transfer is because I didn't receive any letters. I had to log in to the portal and that's how I found out that my son was going to attend a different school. They denied for him to attend the previous school because of lack of space. Why was

045it the lack of space that he was already attending that school? Why did they just switch him without being notified? I don't feel my son is safe at this school. They only have two aids. My son to get a di a diaper change, he needs to have two weights with him because he'll eat his stool. So, one has to hold his hands and the other one has to help him change the diaper. If two aids are in the class with the teacher when my son is getting changed, who's watching the rest of the kids? The teacher itself is not enough support. My thing is my baby's concern, my baby's safety. That's all I have. Thank you. President Garca, can I ask for clarification? Can we find out what school and can we get feedback on

046the Friday memo? Because she never mentioned the school. I just would like to know what schools that she was at. >> Previously, he was a turned in foster. We had no problems there. He got switched to Ernie Pio and now they're even letting teachers go. Thank you for your courage, Mrs. Rosas and um Miss Cortez. Um Dr. Simon, can you please just uh follow up with both parents? Thank you. Um so now we will move on to discussion items. We have two discussion items this evening. Let's begin with facilities master plan presentation. Dr. Simon Thank you, President Garza. At this time, I will hand it over to our CBO, Mrs. Renee Arcus. Good. Good evening, everybody. Um, we are glad to have Mr. Jackson back with us again. Um, we saw him a few months

047ago as he updated us on the facilities master plan and the progress that we are making. Uh tonight in the board we have included the final facilities master plan and Mr. Jackson is here to walk us through uh the details of the plan and the information provided. So I will turn it over to him. Thank you. >> Thank you so much. Uh good evening president, board members, superintendent, staff. Um I'm Josh Jackson, director of planning at PBK Architects. Uh I was last here before you in February to share an update on our work on the facilities master plan uh with Renee and her team. Uh and it's my pleasure to be here today to uh share the the final deliverable of the work. This evening I'm going to do a a brief review of the

048process that we use to uh create this plan. Um I'm going to spend most of the time just sort of stepping through the plan chapter by chapter explaining some of the key findings and recommendations included in it. and then we'll wrap up with some recommendations for next steps and obviously we can have a a question and answer and discussion about uh any topics that that you would like to get into. So just as a quick recap of our process um overall the the work of creating this master plan is anchored in data um data collected in the field regarding facility needs data on enrollment projections and demographics as we look ahead uh and uh data on educational adequacy essentially the needs of the programs here in Bellflower uh and whether those are being uh adequately

049addressed by facilities. Um we've collected all this information into a database and had an engagement campaign with members of the public uh as well as students, educators, and families. Uh so we have an understanding of priorities and values, what projects need to to come first. Um with this plan, uh the there's a few next steps open to the district in a big picture sense. Uh pursuit of a general obligation bond and state matching grants as well as potential reconfigurations and strategic initiatives. uh the the data in the plan and the recommendations in the plan are intended to be a foundation of of all of these potential next steps. Um we've been working on this about six months. Uh time flies when you're having fun. I feel like I was just here the other day. Um,

050but really this uh six months has allowed us to uh uh get enrollment projections, do those on-site uh technical evaluations that I I spoke about, uh have some really meaningful engagement with different stakeholders in the district, uh and then ultimately develop uh recommended projects with costs and priorities. Um so what does this all look like? Um your facility master plan has six main sections plus several appendices. Um I'm going to walk through two through six that this is essentially the executive summary. Um so the beginning of the document is an executive summary that uh in about 10 pages provides a brief overview of the entire document. So for I imagine many members of the public uh that's going to be the most accessible form of the plan. Diving into each of the sections. Um the

051second section of the the master plan is on enrollment and capacity. And um I'm glad this is sort of coming first to talk about because I think these are potentially the most significant findings uh from the master planning work. Um at a high level uh in back in the 201617 school year uh you guys had more than 12,000 students enrolled in the district. Uh this academic year you had about 9,250 and the projections show looking ahead to 203132 school year that we should expect about 7,500 students. So it's a pretty significant drop. There has been no corresponding reduction in your facility portfolio. Um so this means that you guys are still um maintaining operating the facilities essentially for 12,000 students, but we're really only expecting 7,500 in the future. So there's a lot of inefficiencies

052in that kind of underutilization. Um and that's going to really put a financial strain on the district over time. So I would say this is one of the most important findings. Um, and I should also say another element of this is that the primary driver of the declining enrollment is birth rates. Um, there are students that are leaving the the district to go to neighboring areas, but fundamentally that's not the cause of of the decline. It's it's a demographic shift that we're seeing across the region and across California. Um, the next section of the report um is looking at your educational programs. um you guys are not going to say unique but but sort of different in the combined middle school high school programs and so that's something we wanted to incorporate. Uh we also

053tracked your dual language immersion programs and uh the the various needs of preschool and TK and K programs that are offered. Um also we took a close look at your LCAP goals and um as one of the requirements for Prop 2 funding which I'll talk about a little later uh we need to make sure that your facility's master plan is aligned with your LCAP. And I can say with confidence in the conclusion of this work uh that the facilities master plan has written is is fully in support of your LCAP goals. Um next section that I want to talk about and I apologize this has the wrong title on it. It should say engagement and there's a whole section that is describing the input that we've heard from different stakeholder groups in the community. Uh

054we got a chance to speak with a lot of students which was really wonderful. Um and there was no secret from the students what their number one priority was and it was restrooms. Uh there were a lot of complaints about restrooms, all sites, all levels. Um the message was heard loud and clear. Um there was a range of other requested improvements from students groups. So I I don't want to they were talking about modernization of classrooms, labs, cafeterias. Um there was also a lot of statements about doing things to help create more identity on campuses with colors corresponding to the school, places to gather and assemble, uh place to host events. So that was another thing that came up. Um with regard we also launched a community survey that had um not quite 2,000 responses

055uh but I think it was,800 thereabouts. Um and the top priority that emerged from from that survey was safety and security as a big priority. Um we also got a lot more details on some of the desired improvements in terms of programmatic support and what has interest. Um we also had the opportunity to uh meet and have a conversation with each of the principles in the district. And while the information from each school was very specific, uh there were some highle trends, we heard a lot about infrastructure and systems that were in the opinions of principles approaching the end of the useful life. And so a lot of uh clear desire for for modernization. Um and then finally, we also had the chance to meet with members of the district's leadership and a series of

056focus groups. Um again depending on who we were speaking with a different set of priorities uh but a theme that emerged across these was the importance of equity and making sure that students on one side of the district had access to the same resources as those on on another side. So um these are some of the things that came up. Um also from leadership we we got a strong desire for improvements on uh security cameras and and some of the technology infrastructure to support those kinds of safety improvements. So, um, very engaged group of of stakeholders. Uh, and I think we were able to incorporate a lot of the the input we received into the plan. Um, in terms of page numbers, the the largest section in the facilities master plan are the facility condition

057assessments of each site. Um, and I'm going to take a minute to talk about the the methodology by which the the assessments were conducted. Um, we sent three teams out to each site. uh one one team was looking at roofing and building envelope. Another team was looking at mechanical, electrical, plumbing and low voltage technology systems. And the third group was looking at interior finishes as well as uh site and and outdoor conditions. Um and all of this data is is assembled into a set of deficiencies and that's where the the modernization recommendations are coming from from what was uh observed. Um but then uh we also are bringing data in from the enrollment projections for each site uh the availability of state matching grants and then the filtered community input from each site and all

058this comes together to uh help inform a series of recommended projects for every site. Um those include basic modernizations which is the largest by dollar value set of recommended projects in the district of bringing some of our aging facilities up to the highest standard. Uh but in order to support some educational program needs specifically like TK restrooms, there are some more substantial renovations that we're calling reconfigurations that are recommended in the plan. Uh there's excuse me a number of outdoor site improvements uh that are recommended for each site. Uh obviously depending on on what was observed and what the needs are. Um and then there's also a series of portable demolition and potential new construction projects that are recommended. um those are projects which are to be considered in the future but not necessarily a

059high priority and I'll talk a little bit about recommendations for some strategic planning that can help inform whether new construction is needed. Um the sixth section of the master plan is focused on implementation. Um, a big part of this is taking those recommended projects from each site, rolling it up into a district-wide total, and and we get a big number, $667 million in potential projects over the next 10 years. Um, and I should say very clearly that it is you won't be able to nor should you try and do $667 million worth of projects. The the projects are prioritized and we have some recommendations for implementation. Um so that's sort of the menu of potential projects and it's going to be the work ahead of identifying you know what of those to to do in

060what order. Um additionally in the implementation section uh that that number is broken down by site and category. Um there is also a very important part which is a a checklist of the nine required items for a Prop 2 compliant master plan. Um equipped with this plan this will enable the district to pursue uh matching grants from the state. um you guys do have significant uh eligibility in state matching grants um in the tens of millions of dollars if I recall correctly. Um so it is very important for you guys to have a compliant plan which you will have now. So that that's very helpful. Um and then finally the implementation section does include some strategies to pursue um with regards to to what projects to prioritize from that 667 million total. Um and the

061first recommendation uh that we have is to to do some strategic planning. Um the underutilization of facilities that I spoke about earlier um is a tough nut to crack. It's not going to be an easy problem to solve. And we are recommending that this board take a a look at strategic planning to to look at how to strategically align the district's capacity with the number of students that we're anticipating to serve. Uh and based on the conclusion of that strategic planning process, um investing in some sites versus not investing in others may make sense. Um spreading investment evenly across sites, but reducing portables is another strategy. Um we have included projects that will respond to a number of different strategic directions that the district could take. Um but th those sort of decisions about um

062what's the right number of seats and how do we reach that is is really the top recommendation. Um our second recommendation is that you should pursue what we're calling the the priority one modernizations that that are listed in the plan at campuses that have high enrollment and large numbers of permanent classrooms. um over the long term that that's where you can make your soundest investment is is trying to get out of those those portable facilities which are really the the lowest quality learning environments in the district. Um and so investing and focusing on permanent campuses with with large numbers of permanent classrooms is that second strategy. Um coming along with that it's sort of two and three are different sides of the same coin. Um we strongly recommend that you pursue a strategy of removing

063portables. Um, as I mentioned earlier, those are really the the lowest quality learning environments. They are more expensive to maintain over time. And quite frankly, in terms of numbers, you guys don't need those to host the projected enrollment. So, the recommendation is to not just replace them automatically. Really try and get rid of them and and reduce them. Um, next up is a is a strategy is to uh make some strategic investments at Bellflower Middle High School. Um there uh was a lot of positive comments about the the new steam building at at Mayfair and some concerns about equity and facilities at Bellflower. And so uh we are recommending some uh some improvements there. And then finally, the the fifth strategy is one that um once the district is able to make some strategic decisions

064about uh a long-term facility investment uh to then reinvest uh in some of the the lower priority projects over time in those campuses which are most suitable for for long-term use. So, um there's a lot in the implementation section and and hopefully some guidance for uh how this board can can implement the the projects and recommendations in this plan. And then finally, uh we have a series of appendices that are included. Um there were a number of reports and studies that were used to inform this master plan. All of those are in the appendex. Uh that includes the enrollment projections, your funding eligibility assessment. uh we've developed a full you know clear facility inventory all of the survey responses and then uh all of the sort of detailed line item information from those facility condition

065assessments is included in the appendix. Uh we'll also be sharing that uh in Excel with uh Renee and the facilities team so that uh if there's a need to work with that data over time that that anybody who who uh it's appropriate for can work with the raw information. So we're trying to be as transparent as possible with the data that was used to to drive the the recommendations and conclusions. Um in terms of next steps uh this board uh will need to adopt this facilities master plan uh in order to be eligible for for Prop 2. Uh I spoken about the strategic planning effort that we are recommending. Um then there's obviously the the we've described the projects in the knee. Then there's the the objective to then get the financing and funding to

066to implement these projects. And once those funds are secured or identified, you can proceed with implementing the projects and the plan according to your capital plan. Um so that concludes the overview of the facilities master plan and I'd be happy to answer any questions or or dive into any details that the the board would would like to get into. Thank you for that information. Um, it's very detailed. Any questions, comments, board members? >> I just have one, Madam President. Um, so the the previous uh facilities master plan we had that the a big problem that I think we all shared with it was the input from the people that really know the campuses. you uh uh h how involved were the people on the campus like our maintenance uh people uh the people that lead

067uh that on the campus were they directly involved? >> Absolutely. Uh I would say we involved uh maintenance and operations folks in three different ways. Um, first off, before conducting those site evaluations, we conducted what we call tabletop interviews where we sit down with maintenance and operations as well as facilities staff to understand what to look for, if there's any warranties to be concerned about or anything underground or hidden that we wouldn't know about. So, there's sort of a pre-populating the the data pipeline in the beginning. Um, second, we had uh escorts from custodians and other staff while we were on each site. Um we do have a standard rubric of data collection that we use but when we receive input from folks on site we do have means of of collecting it incorporating it.

068So um there's also that fact of being you know hosted around campuses. Um, and then with members of the the maintenance and operations leadership, uh, Patrick and Renee, uh, we also had sort of higher level leadership conversations to understand if there are systems that don't exist now that we would like to include in the future and made sure that we incorporate those projects into the plan as well. >> Great. Thank you very much. >> I had just one question. I know obviously Prop 2 and the matching funds is like really important and we're in year three of our LCAP. If we change that LCAP, do we need to do something special or does it like I know we wouldn't be applying for matching funds probably for a little while. So, if we get into a

069new LCAP to to be able to hit all of those Prop 2 requirements, do we need to do something special? you. That's a really great question and and it actually came up uh in a discussion about a week ago and I brought it up with um a lawyer and it's quite frankly an area of ambiguity in the OPSC requirements right now. We believe that you're covering your bases right now by having a plan which responds to your LCAP at the time. Uh I can't say there won't be a need in the future to do some modest updates. Um, but it's our understanding right now that that won't be necessary, but that's a best guess rather than something which is really anchored in a in a firm answer. So, it's a really good question. >> Can

070we make sure we stay on top of that so that if we do have to Thank you. >> I do have another if I may. Um, all right. So, this is kind of FMP but also LCAP, so I wanted to ask why you're still here so I can get some clarification. Um, so what I hear you saying is that our facilities aren't in the best shape. >> Do I got that ballpark? >> Sure. Yes. >> Okay, good. Uh, so in the in the LCAP, the fit inspection probably looks at different things, right? So could you help reconcile for me because, uh, on on the agenda tonight, we also have the LCAP and they do the the fit inspection and those numbers look like they've gotten better since last year. And uh I know that our

071facilities aren't great. So could we maybe reconcile that before we get into the the LCAP? Like do they look at different things? Cuz I know our facilities need a lot of TLC. So what's the uh what am I missing there? >> I don't know. >> Probably. >> Sorry. >> Fine. >> Um when you look at the measurement for fit inspection in our LCAP, it actually has gotten worse. So, we had more exemplary previously and now we have more good. It's a little confusing because it looks like there's a lot of greatness there. Um, but our goal was to try to have more exemplary and we didn't go in that direction. So, we actually um had sites that went from exemplary to good. We still have all sites and exemplary and good. We don't have a

072poor or fair. Uh, maybe to your point, but um we declined in our fit inspections. >> Okay. So, and their their standard is probably a lot different as far as what's considered good. >> Oh, I'm sure it's quite different and you can speak to that. >> Yeah, there's two differences. So, yes, the the rating scale is different, but there's also a sort of a ven diagram of what's assessed. Um, the facilities master plan is really looking exclusively at capital projects. So, if it's a maintenance concern, um, until something breaks and it becomes deferred maintenance and the project is a replacement rather than a maintenance, it wouldn't show up in the master plan. The the fit reports, to my understanding, include some facility capital components, but are largely focused on on maintenance and care, which we're

073not looking at in the facility master plan. So, we could go look at a brand new classroom that's very dirty and we would still give it an excellent, but that wouldn't be the same for a fit inspection. >> Got it. Thank you. I appreciate it. >> Any other questions, comments? >> Okay. Thank you so much for this great >> Thank you very much. >> Have a nice evening. >> Um, now we will We will now move on to um our next item is review of the proposed LCAP 2026 2020 2027 local control and accountability plan. I'll turn it over to you Dr. Simon. >> Thank you again uh President Garza and at this time I'll turn it over to Mrs. Bunny Carter. >> Thank you. Tonight I'll be sharing the progress of the review and

074updates to the local control and accountability plan. Thank you. Since the last presentation in February, we have conducted an extensive survey and advisory input process. The LCAP survey was administered to community parents, students, teachers, and administrators, yielding close to 5,200 responses, uh 493 teachers and staff, 3,600 students, and over a thousand parents and community members. The results of the survey was shared with our advisory groups as part of the input collection process. Um, I'm also happy to say that our data management department has also met their goal of distributing an interactive dashboard of the survey results to each principal so that they can use information specific to their school site to identify areas of needed attention and areas of celebration as they head into the new school year. In May, we shared a draft of

075the updated LCAP with our advisory teams and solicited final input. Tonight, I'm sharing the input received from our advisory groups and a current draft of the LCAP for your information and comment prior to the public hearing and board approval scheduled in June. This slide represents that the LCAP development and review is a three-year process. We're currently in a year two of the three-year LCAP where we are reviewing and analyzing effectiveness of the goals and actions. Minor changes may occur. However, no major changes are typically made to the LCAP until the next year when we will be reviewing the final year of the LCAP while simultaneously building the new three-year LCAP. Our current LCAP has four goals referenced on this slide. You'll notice the goal focus and the action related to the goals and at the

076bottom of the uh table the state priorities that align to that goal. Throughout the year, we engage our advisory partners in an in-depth review of data measurement, measuring the impact of actions and solicit feedback regarding their perspective of what is working and what suggestions they have for improvement. Each advisory group also has the opportunity to review the summary of feedback from all advisory groups, students, administration, English learner, parents, and district and parent groups in order to prioritize actions so they feel um that they feel are the most important in each goal. The results of the prioritization for each goal is shown on this slide. For goal one, advisory feedback significantly trended towards maintaining the every student known philosophy through counseling and mental health services, which are highly rated by partners. Suggestions for improvement focused heavily

077on operational consistency such as custodial training, security route development, and attendance incentives and hiring social workers. The priorities most in common with partners shows a strong consensus to continue funding mental health resources and focusing on technology infrastructure. on the right hand side of the slide. Revisions that have been made to the LCAP based on the feedback and prioritizations um are continuing to support instructional support for early literacy and numeracy. Analyzing custodial support and developing systems of support, hiring social workers to support attendance recovery and mental health needs. learning uh LREBG stands for learning recovery block grant funding which has been allocated to continue to support for social emotional learning and positive behavior intervention supports training and climate and culture improvement. So you'll see this slide a couple of times and it's the same format every

078time. I'll provide you the priorities. Um I'll let you know what those proposed revisions are and what the commonalities of the groups were. Okay. So, goal two includes actions that support improvement with academic and enrichment activities for students and professional development support for teachers. The priorities for advisory groups vary depending on the focus of the group. Students prioritize extending um 21st century skill building whereas the district and parent groups prioritize professional development and supplemental academic support. The commonalities among the three groups is that of continuing to pro provide staff with professional learning opportunities. Additional feedback received during the input process revealed that partners prioritize maintaining the current momentum in state test proficiency through intervention professional learning communities and the science of reading as well as the expansion of dual enrollment and vocational opportunities, AVID and

079English learner support. Suggestions for improvement include career focus opportunities, literacy training for secondary teachers, expanding nextgen math, and providing tutoring support, and reviewing programs for effectiveness, and supporting GLAD training. Revisions noted include reviewing baseline systems to improve intervention support, expanding math and English learner interventions, continue to provide opportunities for summer learning and afterchool CTE, and additional math professional development, expanding preschool instructional materials to support transitional kindergarten literacy, math and behavioral coherence, and refining the instructional practices in and integrating technology utilization um with curriculum. Specialist support goal three three shows a consensus of groups to continue to focus on parent communication. The changes to the LCAP include streamlining parent square and social media distribution including focusing on reals distribution and optimizing Google searches to increase traffic to B USD sites. Professional development and support will also

080be provided to the school sites with maintaining the websites. So at this time what we're going to do is we're going to switch off of that PowerPoint and switch on to the LCAP so that it can be seen on the screens and I am going to be walking you through the LCAP of where the changes are. I'll tell you those page numbers and if I go too fast, please tell me. All right. Based on feedback received over the course of the year and the compliance requirements of updating the ELCAP provisions have been made. Um so we're going to take a look at page one through three and the updates to that information are basically demographic and changes in priorities. um on page three. So on page three, updates to the demographic information and changes in

081the priorities. Oh, I'm sorry. Uh we're adding goal one, action nine, mental health services as a priority. Goal two, action five, intervention supports and expanded learning opportunities. And goal three, action three, improving the website and streamlining parent square. I don't think I can. I can't. Oh, nice. All right. So on page three in the annual performance section, that first paragraph there, 2025, it um shares the dashboard outcomes um wherein it talks about the academic achievement gains, the engagement and college readiness gains and a need to focus on English learner um progress and discipline and attendance. And looking at page four, really looking towards down to the bottom that uh second to last paragraph, it's talking about the learning recovery block grant funding area. In that area, we're talking about um what that funding will pay

082for next year. And some of the changes in here include goal one, action 11, where um we'll continue to partner with equal opportunity schools to expand access to AP exams, identifying underrepresented students that may have been overlooked for participating in AP coursework. Goal two, action three in that paragraph is allocating funding to continue to support expansion of science of reading and math framework training. And goal two, action eight, in supporting the review and possible use of supplemental instructional materials for transitional kindergarten. And goal two, action nine, continued funding for afterchool CTE courses. And that paragraph goes on to the next page on page six. This is the technical assistance and so there are not too many changes that were on this page um because uh we did make improvement. So the changes that you're going

083to see are in that top where you're talking about the 2025 dashboard and um the student group performance in that area improves. So annually school districts are either um uh identified for assistance and we are in technical assistance but the student groups that we were in technical assistance for are no longer the groups that we are now. So for example um our English learner and our African-American students were u the student groups that we were in assistance for previously for achievement and suspension rates. However, currently they've made improvement and so we are now um in differentiated assess assistance for our foster youth and our students with disabilities achievement, college career readiness suspension, chronic absenteeism rates. And so that's a focus for us in this area. We also um talk about that all of our school

084sites previously were in assistance, meaning that they had student groups that were in low performing areas um but they are no longer in assistance anymore. So all of our schools have exited that assistance. some of the efforts that were added in this area to help with um improving our uh student with disabilities and students um improvement is including science of reading training, expanding nextgen math and providing um capturing kids hearts training, dual um enrollment opportunities and increased data support focusing on special ed absenteeism. We do not have any schools that are in comprehensive support and improvement and so that's why this slide has not applicables in it. This page shows the student group the um advisory groups that we consult with and there were minor changes made in this area uh mostly the months that

085we did work with these groups. On page nine, however, this is where we share some of the updates that were made based off of our advisory group's um information. So, in paragraph two, we're including additions for identifying a quality control for site site cleanliness and repair. Goal three and action two includes a note to increase participation in parent workshops. So, some of what you're going to hear me say is going to be sort of a repeat of the PowerPoint because we talked about this is what the advisory group's priorities are. So, you should hear me saying that those priorities as I'm working through this LCAP for you. In paragraph three, there's a note to add to social workers to support attendance and provision of resources and mental health needs. And paragraph four, there's the addition

086of utilizing special curriculum specialists to develop guidance for AI and technology integration and review systems to support reading and intervention support. And paragraph six is noting um the educational uh partner feedback on the equity multiplier sites. And so our goal four in our LCAP is uh based on equity multiplier funding and those are given to sites that have um instability. So students that are not necessarily stable. Uh it used to be for our Lost Flores, our Somerset and our uh Belfflower alternative education schools. However, we no longer qualify um if we're los flores our and uh Belfflower Alternative Education School will not be receiving funding next year. So, when you're looking at page 10 through 13, the top area doesn't change very much because that's the goal description that we created when we built the

087LCAP. But when you go down to the metrics, um the way you look at it is you've got the number off to the side. The metric is what obviously we are looking at. Um we have our baseline, then year one and year two is what has been filled in to this chart in comparison to uh the previous the previous LCAP. So everything in column five of every table that you'll see through 10 through13 has a new information in it. Also in the current difference from baseline that is basically determining the difference between the year 2 outcome and the baseline. So it's not telling you the difference between year two and one but the year two and baseline. So as we look through those metrics of the there are 42 metrics measured and what we look

088at is you'll see that there's actually 29 but in looking at each um measure that we are measuring there's 42. So of the 42 metrics measured 79% of the metrics showed improvement in year two in comparison to last year. and 33% of the metrics have already met or exceeded year three goal. So basically that's looking at your year two in comparison to your next column which is year three. That's where we want to get to by next year. So page 14, all of this is updated from last year because it's a goal analysis. So um this area has four prompt areas and it's basically um reflecting our level of implementation and effectiveness of actions, any material differences and expenditures and any changes made to goals or actions. So overall actions were implemented as planned. There

089were some increases in spending in special ed staffing and transportation and for release time for professional collaboration. Most actions were determined to be effective as there was improvement in the metrics evaluating the actions. Actions four and five were determined not to be effective as the fit inspection identified a decline in repair. However, all of our schools inspected by LEO passed inspection and and all schools are still in good and exemplary. As we mentioned earlier, action 8 and nine were also identified as not effective as the suspension rates increased to support improvement in this area and to increase attendance rates. Um, social workers will be hired to support sites and professional learning will focus on deescalation strategies as which was mentioned earlier tonight as well. Okay. So in pages 15 and 17, this is the changes

090that were talked about in the PowerPoint and also the changes that were talked about earlier in the LCAP need to happen within the actions. So basically um I'll let you know like action five is safe um and custodial operations and services and in that area all of that information still remains but there was an addition of implementing quality control systems because that was something that was um noted to be um improved in action eight um in the learning recovery block grant area which is at the very end of that. It has the acronym LRBG. That paragraph was updated to ensure that we continue to fund social emotional learning and positive behavior intervention and supports programs. And in paragraph nine, there was an addition of the social workers. So you can see that in there as

091well. And then action 11, this final action also in the learn learning recovery block grant, the very end of that action that was um updated to show a continued use of equal opportunity schools. So as I mentioned before, there's not a lot of updates because it's a three-year LCAP. So we do continue to try to make some updates annually based on feedback. So now we're in that same pattern. So we're on goal two now on this page 17. And it's the same pattern with the metrics. So you're looking at year two outcomes and the current difference. Of the 60 metrics measured, 73% of the measure uh metrics showed improvement in year two in comparison to last year and 25% of the metrics have already met or exceeded the year three goal. The goal analysis section

092as I mentioned earlier is all new and this section notes that overall actions were implemented as expected. There was an increase in expenditures in the area of instructional materials as ELA materials were renewed for a 4-year term and social science was paid for in full this year. Additional expanded learning opportunity services were implemented and sites uh funded uh more staff to attend AVID summer institutes. Additional funds were also expended for categorical programs such as afterchool calaps and prop 28 infrastructures. Um but all areas um actions were effective. So then going through goal two and what the additions are. Um we'll start with action three, excuse me. Um and the learning recovery block grant section at the very end. Um that was noted to include additional support with credit recovery um funding. In action six, midway

093through there was an addition of ensuring that we are focusing on integrating technology into um instruction and the support needed for that. Action eight. This is in the learning recovery block grant section and it is talking about um expansion of preschool instructional materials. So, we're looking at our preschool instructional materials and expanding them across the preschools as well as possibly um having them as supplemental materials for our TK as well for that coherence piece. Action nine at the very end again learning recovery block grant funding. There was an update in that section to continue um to support funding for afterchool Calabs programs. So now we're moving on to goal three and again same structure. So you're looking at the year 2 outcomes and the current difference from the baseline. There are 23 metrics measured there.

09474% of the metrics showed improvement in year two in comparison to last year and 52% of the metrics have already met or exceeded goal three. So starting on this page uh page 30 and then going through 31 this is all new as well. And this is that reflection. The reflection speaks to um overall the actions were implemented as expected. Additional expenditures were incurred for translation services and all actions were effective. However, as there was a decrease in our English learner families, noting that parent involvement is promoted, there will be a concerted effort to ensure and reach out to our English learner families. Okay. So looking at this page in page three, I mean action three, there is an addition in this section um where we heard clearly from our parents that um we wanted to

095increase um parent understanding of counseling and behavior resources available to them. Um there's also an addition in there to streamline parent score communication and support principles with maintaining school websites. And then in goal four there was a removal of expansion for community schools um but also an addition of um supporting continuing to support the student empowerment activities that we started this year with Victor Rios. Page 33. This is goal four. This is the goal that I spoke to. That's the learning recovery block grant funding. And so in this description in the top, we have removed um Bay Center from that. And then 34 through 35 are our metrics. And of the 30 metrics measured, 70% of the metrics showed improvement in year two in comparison to last year. than 53% of the metrics have already

096met or exceeded year three goal. And the analysis section, this section um basically notes that there were no material differences in spending that occurred and all actions were effective. There were no updates to actions one or two. this section. These are um the metrics used to determine effectiveness of actions that are implemented to all students but are principally directed to our un u unduplicated students. Um all the metrics improved except for goal one, action 8 and nine which we talked about earlier, the suspension rates um where in the description of services we did include social workers in that uh goal and action here. So basically in this section in column two, we update all of the metrics based off of um where they are at now. And then if there's any changes that need to

097be made in the third column, we do that. And then the final page that paragraph in um additional concentration grant funding, we update the percentages for our school sites. So that is the percentage of unduplicated students at each one of our school sites. And then we also update the ratio of certificated and classified staff to students in that um ratio. So the final slide uh basically gives the timeline for um where we head from here. So after tonight um the LCAP will be um posted for p the public to provide written comment and um a public hearing will be held on June 11th for additional input. On June 18th, the LCAP will be brought forward for approval and the final LCAP will be submitted to LEO for their approval process. All LCAPS must be approved

098prior to July 1. This timeline allows us to meet that deadline. And LEO may make additional recommendations for updates, but at which time we would consider the recommendations and a public hearing and final approval will happen in October. So that's the timeline for where we're heading in the future. And those are the updates to the LCAP. >> Thank you for this very robust um documentation of our LCAP. Um any questions, comments, colleagues? >> I just want to thank you for that thorough pres review. Um, are we I mean I I I I heard when you say um some have been you know you know partially met met and then you I guess we've achieved some of our goals already and you you added more or revised it. So that's all good but for the ones

099that we haven't um you know we're still working on do you do you do you feel that are are we projected to meet those goals? We hope to to you you ask this of me every year I think Miss Armstrong it's a very good question and uh I love that um of course we are looking to make sure that we hit those marks in um certain areas we have some projections that we believe will hit that mark um it will um all come down to our CASP scores which we are receiving right now um so that is our goal and our hope Okay. So, um, so let me just ask this then since I'm always asked that one. So, you so you you know how we um we add on to it or like, "Hey,

100we've made this one." If we see that we're struggling in an area, will you look at that and and and revise it? You know, because I I I'm all about success. I'm not trying to minimize what we do, but you know, I just it's just a beautiful thing when we can see that we're really looking at details and seeing that we're making progress. >> Yeah, that's a great question and absolutely when we are looking at our metrics and we're not meeting the mark, that's an area of focus. So, a couple of areas that I was talking about it definitely are students with disabilities. we are looking at that area um to make sure that um we're supporting them as well. And so that's for example why we're including all of our teachers in our trainings.

101It's not just training for general education teachers, we include our special education teachers in that as well. So we make those course corrects as we see they are needed. Thank you for the question. >> Thank you so much. I have a few, of course. Um, if I can I'm going to kind of toggle back and forth between the two. Um, if we could go to slide five on this slide, uh, page five on that slide. I just I'm a little confused. Goal four. It has the actions and it has one and two, but there's priorities 2, four, five, six, seven, eight. Did I miss something? Um, page It's Mine says page five. It's the one that has Yes. >> Thank you. Yeah. You see the >> Okay. The confusing part about this is the priorities

102aren't necessarily our priorities. They're the state priorities. And so they connect to the goals. So when we're saying um for example, goal four is the equity multiplier. We have two actions that we've identified, but they're going to hit the state priorities. And so the state priorities are things like basic services, um making sure you have the classes that a broad course of study, um those sorts of things. So they're not our personal priorities. They're the states. >> Okay. >> It's a compliance thing. >> Okay. Sorry. Um if you could go to the next one. Um goal one, I just had some questions on the aids. I know I had asked for some information earlier and I just want to make sure my numbers are correct again. We have 72 K through2 teachers in the district.

103Correct. >> I Yeah, I believe I put 71 and that's >> 71 >> an estimate >> 71. >> And amongst those Well, let me go this direction >> on page 15 of the LCAP. I know two is a priority of the instructional support. That paragraph was that paragraph changed from last year where it says provide additional instructional support such as aids for tutoring and early grades. >> Oh, thank you. Yeah, >> it was changed, right? >> No, there is no change on this current LCAP in that area. So, action 2 hasn't been updated with any information in there. >> Okay. I don't know why. Maybe I'm just my memory is jogging, but I thought that we were going to try to provide aids to every K through2 teacher to um work on literacy for like

104four hours. Correct. That was our goal when we started. You're absolutely right. In the baseline area and then when we presented last year, we were um having a difficult time filling those. And so even with our advisory groups, we were talking about what are um some ideas and suggestions. And from that we came to the understanding that maybe we need to have an aid at least in each grade level. And so that's where we headed. Um and so that's what those numbers that I provided on your question were about is that we were trying to hit our five priority schools but also try to get at least you know three to six aids at those schools if we could. >> So then this language in this paragraph changed last year. >> Yeah. Um yes I

105believe it did. Not. There's no change right now. >> I get that, but I should have picked that up last year. That changed last year, correct? >> It just says provide supplemental, but before it said like very specific >> TK through 3. >> Yes, >> it may have. I don't have that one in front of me, but I know that we did state that we were looking to do it TK through three when we had the baseline. So, you're correct there. >> So, I know with 71 teachers, I think that we have 14 aids and nine vacancies. I guess my first question and one okay before this is it possible to get the changes highlighted so we can see each year what has been changed because this is a document that just has a lot

106of words people might get tired of looking at it you know I just if we could get the highlights and make it a little bit easier to follow that would be amazing. >> Sure. >> Okay. But looking at that, um, the instructional aid part of it, the way that we put it out on our when we're flying the position, I think it's a little confusing because it says instructional aid series and AVID tutors. So, even I didn't understand it until someone explained it to me last night. Is there a way that we could just fly it as instructional aid sped, instructional aid, general ed, or something like that? because if we're having problems filling these vacancies, but we originally said we were going to have an aid in every single classroom and now they're splitting

107them. I just feel like it should be flown every single day the whole year and if nobody applies then nobody applies. But why would we not do it all year long and why do it in that like instructional series aviator where I don't think a lot of people even understand what they're applying for? >> I appreciate the comment. Absolutely. And um I know that Dr. almost as working towards some of those things and I'll defer to Dr. Smith to add anything in. I do know some of the the uh problems we had anyways in the general ed side is that we did hire and then we had people leave and so that's why we still have those vacancies. Um but point taken on the way that the instructional aid flying or posting can be um

108I would defer to Dr. Smith if that's a possibility that we can do in the future. >> Okay. Thank you. Because honestly I never would have picked that up. I just thought it would be like an attitude or something differently until someone explained it to me last night. Um, I have a few more, but do you guys want to start going? Go ahead. Go ahead, Brad. >> I'll give you a little break. >> Um, uh, just a couple. Uh, for the the next time we see this presentation, it'll have uh it'll have dollar signs. Yeah. >> Yes. >> And that comes on June 11th, >> correct? >> Okay. Do we do we see significant shifting in funding between groups depending on how we're doing with these goals? >> I'm not sure if that's a me

109question. >> It's kind of like both. You can tag team it. It's fine. >> Do we see a lot of changes when it comes to the amount we're investing in each goal? >> And each goal or each school? I'm sorry, I didn't hear you. >> Each goal. >> Oh, and each goal. Is there a significant amount? >> I heard school too. So no, we don't anticipate major changes. Changes that we're seeing are related to increases in salary, step and column, things that we have to put into those things, but we haven't had significant changes being it's our third year of the LCAP. So we're hope we're not anticipating major changes within each goal. >> Okay. Um, sorry. So, the the the goals that jump out to me, the uh so goal two uh seven and

110eight seem to be going in the wrong direction with our English learners. So, I'm that to me seems the most alarming because it's not just one year of decline, it's two years. We're going the opposite direction of our three-year goal. So, what is our plan to correct that? And then what uh what funding change are we doing for that goal? Okay. So, goal two, metric seven and eight where and those are a decline. You're absolutely right. Um what we are looking at and we have to remember that this is um last year's data it says 2025 but it's the 2425 uh testing cycle. And so what we did do is we made a concerted effort to um support our school sites with increasing summit K12. Uh that is a platform that we're using uh during

111our EL instruction. and we found some success there. Our teachers are sharing that that's a positive program that's helping them. We also um provided GLAD training and are looking to continue that. We did that with our fourth through 8th grade. Um so that's training uh for our teachers in how to make content um instruction more accessible for an English learner maybe through pictorials or um language focus. Um we also are looking at ways in which we can support in the secondary in uh having our core English teachers um possibly also connect with that ELD class that we have so they've got some continuity there. So we're looking at that as well. Um we've had quite a bit of of training and support and um we're expecting to see some increases in there. We know currently

112we're a little um excited because we are seeing quite a few of our students earning fours on our um on our data that's coming in through um ELPAC. Um it's it's not public information right now, but we've had conversations and our teachers are currently reclassifying students. So that's a positive as well. >> Right. So those those changes are those different than what we uh did the first year because really the only the the concerning with this is that it's three years in a row. Are we are we confident that the changes that we're making number one are they different than changes we've made and are we confident that those changes will get us to our goal? >> They are different and that we weren't using Summit K12 years ago. We started with a small group.

113I we may have started with one school and we've been expanding it because we've seen that positive. Um glad training happens last year. So we were putting efforts in last year a lot more than we have in the previous years. So we're looking to expand and continue that. >> So would we expect to see some resources shifted over to that goal? Because we have a lot of goals that are already met. Uh so coming up the goals that are the furthest behind are going the wrong direction. Would we see some resources shifting into those? >> Absolutely. And we'll remember that this is this is district and sites. So sites are going to be looking at their specific goals and actions and how they were doing and allocating their funding towards that. >> Okay, cool. Thank

114you, Bonnie. >> Absolutely. >> Do you guys mind if I ask one question since we're already on the E? Thank you. Um so great questions from my colleague. I also want to know there is currently a switch between our EL directors. >> Correct? >> There is. >> How is that going to support our ELS? Well, currently we had um an EL coordinator and so right now um we aren't going to have our EL coordinator next year, but we do have a director of state and federal programs, which we did not have previously when we had our coordinator and our director of state and federal programs have th those qualifications as well. Um she's been a principal of a dual immersion school, so she has that background and she also has the English learner background. So,

115she will take those um pieces on. What will her duties be? >> Her duties are including state and federal. So that would be like school plans, things like that, compliance. Um she will oversee dual immersion and uh English learners and expanded learning. >> And with that, will she be able to track these students? How is that going to be happening? >> Absolutely. We use elevation here. Um, so we'll be able to utilize elevation to see that change. Uh, we're also looking at our data and spoke to our principles this year. Um, actually she and I made EL visits to the school sites to help support principles this year and looking at their data in a little different way. Um, because what uh most people don't realize is that the LP indicator on the California dashboard

116is not the four levels of the ELPAC and we tend to live in those four levels. it's actually six. And so that's the conversations that we were having with our principles this year about really looking at you're trying to move them from those levels. Um so an increase in data support for um school sites is going to be important next year and then the continuation of those EL visits will be important. Okay. And how will you be treating the dual immersion program differently? Because it's not apples to apples when you're looking at the progression of the development of the Spanish versus, you know, a neo classroom. Um, there needs to be an understanding that these kids have to have some time and how do we deal with that with the demands of, you know, that

117are being made on us as a district? And you're talking specifically dual immersion and our English learners within that dual immersion program, right? >> Um that has been a conversation this year uh with Dr. Alvarez and uh Mr. Platis is looking at that as well. Um he has uh really pulled his team together, took them to some training as well. They went out to New Mexico to really learn um uh dual immersion programming. And that's something that they're looking at is how are we treating ELD in our school? What does that mean for ILC? And how do we help support students? Because you're absolutely right. It takes uh students five to seven years to learn a language and so they're learning too. >> Okay. And so you mentioned that they were going to be they

118went to some training. >> Um when will this training be continued or was that just a one-time training? that one won't because it was very extensive and and a great training for them to go to. Um but continued training will be provided for them. So what will happen next year is Dr. Alvarez and uh Mr. Platis will work together to identify what the needs are of ILC to see how we can support them with that. >> You also mentioned that we you we implemented GLAAD with the I believe third through fifth fourth grade. Um when are we going to get that down into the lower grades? >> It's on our roadmap right now. What we're hearing though is that uh they provided training through fourth through 8th grade teachers um they needed time to really

119implement that. So there was really positive feedback. But when you're talking about looking at your and you've gone through it, so when you're talking about going through your core content and really building in those strategies, um what we heard from them is that they needed more time to really look at their content and build those out. So we're going to be looking at that next year, how we might continue to support our four through eight with making that happen before we tailor down to the primary. Um we have to keep in mind as well is that our primary is uh just came through their science of reading training this year. So, we want to support them with that implementation as well. >> Okay. Um, I'm going to stop because I can continue. Anyone? >> Um,

120okay. I just have three. It won't be too long. Uh, the first one on the aids, I know there's 42 total aids across the district. How many of those are agency aids? >> Um, the data that I gave you is general education aids. So, there are no agency aids. >> Okay. And then my next question is with the district advisory group. Who gets invited to that group? the well there's two in there. So uh DAG is going to be your um teachers, your administrators, and then your parent advisory is going to be parents throughout the district as well. So each site um sends us representatives. >> Oh, okay. So that was my question. So each site, do they pick a representative to send? >> We leave it to the site to send us a representative.

121So every year we'll send them the list and ask whether this representative is continuing or whether they have a new representative for for us. Have we ever thought about the concept of looking at test scores and looking at data and the teachers that are doing really well that have high achieving classrooms inviting them to share what they're doing so that we can all look at that? >> Yes. I and you might have gone to another question not necessarily at DAG PAC but um we've been talking about in our division um elevating the successes that are out there. So we've heard of some and seen some successes. So, that's what we're trying to do moving forward. We um that's our goal. >> Okay, that would be nice because there's some amazing teachers that I mean, if

122you can just why reinvent the wheel? Just go ask them what they're doing. If it's classroom management, if it's content, whatever it is, and share it with the district because obviously we want our test scores to continue to get better. Absolutely. Thank you. >> No one else question. Okay. Um I will go and ask uh one more question myself. Well a couple more. Um did you you wanted to go? Okay. Um for um you said that um page actually it is on gold. Four, where am I reading? Sorry. Page 31 under a description of effectiveness or ineffectiveness of the specific actions to date in making progress toward the goal. Action one and three showed an increase in parents agreeing that the school allows um input and social media metrics. However, the implementation of communication tools

123and resources were not effective. Do we know why? What What's going on there? If parents are able to have more access to giving input, why is it not effective? There was a decrease in the percent of English learner parents, >> right? And so, okay, you're on that last section, I believe. Um so our our LCAP survey was the area where we saw that um there was an inc a decrease in um English learner parents um believing that input was being received from them and also a decrease in parent workshops. And so what we did when we found that information is we then did talk with our administrators as well because we wanted to know is this a communication um is it that we're not explaining what a parent workshop is because we did look at

124um our parent tracker which is um also where our principles put in what workshops they're doing and that went up. So there's a disconnect between the two of those. Um so we first started with our principles to talk about okay well what are we seeing here and then from there um we'll be talking with our our DAC um team next year to identify um is it that we're maybe not doing it at the time that you need it to be done or is it that um you weren't sure that this was a workshop that you could um attend to. um we found a disconnect because for example we had more factor participation um this year as well. So this is one we're sort of digging into started with our principles we'll head into DACA next

125year and really figuring it out. >> Okay. >> So do you anticipate maybe it could be the language? >> I think that it's the language and how we're saying that this is a workshop for them. So when they're responding to the survey, um they're not necessarily understanding that the things that are being provided fall within that category. >> Okay. Um, once that happens, I know it's like kind of off into August and September, but could we please have an update on that and see how those talks are happening because this is really important if we want, you know, our kids to start increasing their productivity within that e time. Um, also one of the other things I wanted to touch up on English language learners. Um it is very important and I want to make

126sure that we do not lose sight of the fact that if we RFEP our students earlier on kinder first grade that it's going to be so much easier for them in the future because as they get older and they get into those grades that test is so much harder. So, I'm not sure how we're attacking that um with teachers and showing them. I think that we did I did ask you a similar question last year about are we are we showing our teachers the actual questions? Are we giving them the access to this? Are they sitting down and talking about how do we implement this in the classroom? Those were quite a few of the things that we did this year as far as um so yes to your your question. Um the question of

127are we showing them the questions? We definitely have that on our CNI site, but Summit K12 helps with that because that's completely aligned to the ELPAC. So they're able to utilize that program to see which domains they're um their students are struggling in and they see exactly what they're um needing so they can support them. As far as reclassifying earlier, you're absolutely on point and um in conversations I've had with teachers, I believe they're they're very aware that it's important to get that done. What we were trying to do this year was to provide some uh training in the reclassification process um and support and data chats as well. So that was some of the work that um Dr. Martinez was doing this year will continue next year as well. And and I know that

128we always focus in on the sixth to seventh grade transition, but your point is a very good point in making sure that all of the fours that we have, we try to ensure that they can possibly reclassify whether they're in kindergarten or 12th grade. Okay. Um and then the next question, it might be a little bit tougher if you don't have an answer to it. Um, take your time as long as we can get something um with the presentation that we just had um about decline enrollment and um kind of future decisions that the board will have to make. Um if anything changes on our campuses, will we go back to that LCAP at that time? and revamp it, look at it. I know that there's a certain timeline that we can do that. Um,

129but if changes happen, you know, uh, not necessarily towards the beginning of the school year, um, how do we pivot if that was to happen? So I we're looking at each other. >> Yes. Because it I >> it's in both veins, right? >> Because it's in a facilities and an LCAP. So I mean the it's similar to the fit inspection. The LCAP is going to be your document that's going to look at achievement and discipline, attendance, those sorts of things, which is the the structure of running the school. There may not be a lot of changes that need to be made to the LCAP itself. Um, when we're talking about the facilities master plan, that's a a different space that we're living in. And I will caveat that with if there's changes to structures or

130the way that we do things. That's why we have a three-year rolling LCAP. So, it's, you know, we were going to set up our three-year next year based on the information we have at the time. That's all we can do. But should we make a change to the way we're going to do business, then that will be reflected in the next year when we come back to you at the same time to talk about updates or differences that we had to make. >> So it's not like we can pivot in the middle of that. >> You'll see it in the annual. So you know the page where I said these four prompts are here and these are the changes. That's where that happens. So we set a three-year plan and any changes that happen because

131we've we changed metrics a couple years ago I think it was. Um, so we can make changes to the ELCAB. We just don't make big structural changes typically. And anything that happens goes in that annual update section, those four prompts. >> Okay. Thank you. >> So, one more question. Uh, and I'm going to put on my communications hat and nerd out for a second. Uh, but we're going to be talking about goal three. Um uh so with and I get I think this is like the first time in the LCAP we've really incorporated communication goals in this way using social media in different forms. So I get that setting the setting those goals initially uh might have been a novel thing for us. Um, but one one thing I want to point out and I

132I really want us to focus on these goals and make revisions especially going into the the new LCAP is when we look at uh let's just say uh number seven in goal three uh when we make goals like this where it's you know the three-year goal is 600 social media posts we almost hit it in the first year. Six out of the eight goals we already hit and most of them in the first year. And when we do it like this, it's uh a total amount of posts. So you don't really see a consistency in the amount of communication per year because you'll get 500 in the first year. Second year is 1,500. So we posted 500 more and then 2,000. And then if you look at like our uh if you look at like

133website analytics, it's like 800, then 1.1 million, but our goal is only 900,000. So we see this huge fluctuation. So, we might do a whole bunch less in year two and three, but we still hit the goal already. And we don't really get to see that effort uh have some consistency throughout. So, I would just really encourage those goals have more of a an like because these aren't annual goals, right? They're threeyear. So finding finding the metrics that will allow us to be consistent to where we don't just hit the goal in year 1 and then coast year two and three. So those goals I think we really need to look at maybe different targets uh that are more for consistency. And then one more question with the post goal. Um so it says we

134did a thousand posts in last year. When it says post it's talking about all social media, right? So if you post one and you post it goes on three different platforms. We're counting that as three, right? >> Um I believe so. I do collect these from our PIO as far as what those posts are, but I believe that is it. They're looking at all of our social media and what our posts are >> because I'd be like with like three per day. So it's it's probably crossing on multiple. >> Um yeah, I would just really encourage when we go over that goal, uh I'll probably nerd out a bit. So, if we could reook at the way we're targeting those and uh hats off because uh we really have grown over the past three years

135and and as Merl RPA has done a terrific job. Um >> and I just want to make sure we set ambitious but realistic goals for the next three years. >> Yeah, you're absolutely right. That was our first time and so now we have a baseline of where we've been at and we're figuring that out. So, I appreciate you. >> No, thank you. And then President Garza, may I ask two questions for our board members? So, Vice President Crushfield, based on what you just said, because I I do understand that um what ways in which should we look at like social media like website? What would you offer? >> Oh, you really want me to nerd out and do open session? >> I was going to say you have a year to come up with this.

136>> Yeah. Uh I I'd be happy to to sit down and help with that. Um because I I think that and looking at our overall branding can be a part of that communication goal uh as well. uh happy to to help out as much as I can. >> Thank you. >> And before you No, I'm gonna interrupt. And if there's a committee that looks at this, add me to it. >> You like that? Okay. I think >> just because I do form one. >> Yeah. That's also my line of work. So, >> like a social media committee. >> Social media. Whatever you'd like to call it. I won't, but uh definitely you'll have two board members that are willing. >> Thank you, Clerk Centron. And then President Garza, you asked something of Mrs. Carter um

137for August. Is that by way of a board meeting? Is that a board update? How would you like to see that information? >> If it would be possible in open session so that way the community can hear that update for us and just kind of what we're doing at that point so everybody knows and know what our direction will be. Thank you. Thank you for the questions. Um, anyone else have questions, comments? Okay, we are now going to be moving into major action waiver of conflict of interest in legal representation of BUSD and CalPS by Sura Law APC. Does the board have any questions or comments? Um, Madame President, if I could really quick, um, just want to provide the board a quick update. Uh, so the second waiver includes, um, additional disclosure for potential

138conflict, uh, scenarios, which is, um, generally not required, but a best practice. Uh it also includes some additional provisions that update the uh conflict waiver to be in compliance with best practices including provisions that were previously verbally provided to the board of Calaps and Belfflower Unified but are now codified in writing within the waiver. So, it really is just it's the type of document that should be updated from time to time to reflect changes in the rules of professional conduct for uh attorneys and also for disclosures to both entities, Calabs and Belfflower Unified School District. So, it really is an update that just basically codifies some changes uh that reflect best practices. >> Thank you so much, Mr. Sura. Um board members, any questions, comments? I just want to say thank you for the update

139because I thought we already did this so now it makes sense. We just added provisions updating things like that because I knew we had done this before in the past. Thank you. >> Yes, I think we were all a little confused about that. Thank you. Um so do I have a motion to approve this item? >> So moved. >> Second. Roll call, please. >> Student board member Chabik. >> I. >> Miss Armstrong. >> I. >> Miss Stewart. >> I. Mr. Cron >> I >> Mr. Critzfield >> I >> Mrs. Scarza >> I we now move into consent agenda. I'm going to um start with pulling item 13.3. Does anyone else want to pull any other item? Okay. So, um, do I have a motion to approve the consent agenda with the exception of item 13.3?

140>> So, moved. >> Second. >> Roll call. >> Student board member Chabik. >> I. >> Miss Armstrong. >> I, >> Miss Stewart. >> I, >> Miss Cron. >> I, >> Mr. Critchfield. >> I, >> Mrs. Garza. >> I, the first item withheld is 13.3. I would like to uh present a motion to continue this item until our June 11th regular board meeting to allow board members to go over the presentation and also the large document and bring any questions forward at that time. Can we also please provide if possible a um a document where board members can drop in questions so that way we can have the um oh gosh the company PBK um who provided the presentation come back and answer those questions in public Please. >> Thank you. >> I had a few

141questions, please. >> Yes. >> Um, I wanted to ask our lawyer really quickly with this. Does the timeline I know that I feel like that we were asked to approve this tonight. Do you think that this affects the timeline? And if so, how does it affect the timeline? Um so the impact that it would have is that it pushes it back to the next meeting which there is an August 7th deadline. Um for example for the bond language to be a resolution to be approved by the board. So it does condense that that time a bit. Um you will get a draft of the bond language on the 11th as well. Um so basically both items would be considered for that. this is an important item to be completed prior to the bond. The 11th

142condenses the timeline doesn't make it impossible. Uh so if the board feels like they need additional time to to look at this and consider what's being proposed, uh that's certainly within the board's prerogative. Um but ultimately it's it's just, you know, everything needs to be done by August 7th is is the the last day to get that done. and I'm not sure what the meeting schedule's like in July if the board goes dark or not. Uh so those are the considerations for the board. >> Um just for clarification, we do not have a meeting scheduled for July at all. And then I guess my next question, I don't know who it's for. Maybe it's for Renee, maybe for Dr. Simon, but from what I understand, this facility's master plan is basically we're approving the findings

143of them, but we will still have continuous conversations about project lists, about where we want to go with this master plan, what I know there's 667 and we all heard that we can't do all of that. The board will still be able to have discussions on how we would like to look at this plan if we decide to put a bond on the ballot. Correct. >> Yes. This plan is a guideline. So, it's a great item to have in place to know what things to choose from, but the bond doesn't limit you to what's in this facilities master plan. So, this is this is an area for you guys to get a large comprehensive pictures of what our district needs facilities wise, but it doesn't limit the things that you you could do something different,

144but it's a great tool to start with. >> So, approving this is just approving this actual document. It doesn't really does is there any effect on the bond by approving this tonight or tableabling it? >> Uh it it does not affect the the bond measure itself. >> Okay. Honestly, I would approve it tonight. That's just my opinion. >> Uh if I may, uh one of the great things about this board is that we really do uh look through everything and we're very invested and we're very uh engaged. I don't know if you've noticed uh but uh you know I I I feel perfectly fine with the facilities master plan and and thank you Joshua for the great presentation all the work you've done. Really appreciate it. Uh the facilities master plan uh looks fine to

145me and we had opportunity tonight to ask questions. Uh I I think uh we're fine with it but I do think in general the practice of having a discussion and approving something the same night is just something we need to avoid going uh forward. uh it is a large document um and you know uh us as a board being the awesome amazing board we are we we do want to have time with the documents so um you know I'm fine with facilities master plan but uh I I understand uh the concerns of uh my colleagues >> um I I too want to thank you for briefing us on this over 500page document um I it actually it it's really I didn't get a chance to read it all just to to be honest but this

146is inviting me to go ahead and read it because I I do need to read it but I don't want to I don't want to stop the process of going forward because this is something that you know I didn't you know I I I really see us moving forward. So I want to I myself want to go ahead and approve improve I mean approve it. Um I'm going to read the details. I'm going to drop more questions. To me I'm looking at this as like a living document depending on you know how we choose to move forward. But everything that you've done I'd appreciate. I appreciate it. And I'm I can't wait to sit down and finish reading all of this. Okay. So thank you again. I had a question. Um, if this master plan

147is approved tonight, does that limit the board members from asking PBK any additional questions? Are they are they able and like to answer questions that we might have moving forward? Will they be more than happy to come back even if like is that something that can happen or is that something that like we have to formally request or how how do we move forward with that? >> Yeah, PBK is happy to continue answering questions. It's part of the process and and they realize that there's documents that he's going to provide that he indicated tonight with these really details for people that like to get really into the details about and all those things can can be provided. So nothing stops with our, you know, with the relationship with PBK. They'll be happy to support us.

148>> Thank you. You're welcome. If I can just add one more thing, we do have a meeting coming up on June 11th. Um the uh approving the facilities master plan at that meeting is that doesn't slow anything down, doesn't interrupt anything? It's is there any con to just approving it then? Um so from the perspective of what will carry in with the bond um it's just the board will consider the bond draft language and the uh the uh facilities master plan at that meeting. Again there is time to to do it. So it's not like it would you know derail the process. Um and it's certainly up to the board's prerogative as you would like to uh to proceed. I would also mention that the facilities master plan can also be amended at a later

149date too if the board so chose. Uh so whether you approve it uh tonight or June 11th, you can always change it uh later on down the line uh if certain things come up that need to be addressed in uh in that document as well. So follow up to that is so if you're saying that we can amend the plan the master plan but if it's tied to the bond then how does that affect the bond if we amend it later >> so >> or does it >> it's not tied to the bond >> okay but it's does it affect the type of and I might be asking too many questions so feel free to wink if I am Um, does that affect the wording of this potential bond? >> Marcelo project list. Is that

150what you're saying? >> Yes. >> So, uh, the project list is not necessarily tied for the bond is not necessarily tied to facilities master plan. Um, that project list is is up to the board. You can have a completely different project list under the bond if you so chose. And generally under bond measures, you want to keep project list pretty general so as not to tie the district to any particular projects and to have the flexibility to address issues as they come up because the bond is is a longer um kind of exercise where you don't get the money all up front. It comes over several tranches. So um you need to be able to have some flexibility to address things that might come up after the fact. So yeah, it it's not like you're

151stuck with, you know, a project list that's tied to the facility's master plan, unless you so choose to word it, which I would advise against. >> Okay. Um, so last night I was on I I wanted to pull this item because I didn't feel comfortable knowing it was a 500 page document that I could not go through. like I could not in the amount of time that we get there was no way. Um but with the presentation answering the questions having understanding the ability to make this a li that this is a living document that can be changed amended questioned at any point in time. Correct. Right. then I would feel comfortable approving it tonight knowing that this is stuff that we can still address moving forward and there's not going to be anything that

152stops us. I also am not opposed to holding it for another until another meeting because it doesn't derail us from doing what our main objective would be. So, um, I just wanted to put that out there ahead of time before we go to any vote. Thank you, board member. Um, board clerk Cron, I appreciate your, um, comment. I pulled this item and I've withheld it because there were several members who expressed how large the document was and how they wanted some more time. But now that um comments have been made, um I believe we only have one member and I want to honor their comment um and request for some time. Well, if I could, um, I think generally the practice should be we we wait and not vote on the same night. And I

153do think if members of this board have said they haven't read it and we're vote, we should we should read the things we vote on and if we need more time, we need more time. I >> I would say table it till next. It doesn't it doesn't negatively affect the bond. The that the the timeline is fine. Um, I it seems like a non-issue to be to be honest. I I understand everybody, but I think if we want more time like that's okay. >> And to your point, Brad, I agree with that and I hope that doesn't continue to happen that we have major, you know, documents to review and then have to vote in on the same night. I really want to step away from that practice because it does this board in its

154totality really does read every word and if we don't have enough time to review it we can't make the most knowledgeable decisions when we're trying to best lead in practice. So if we can move away from that I echo with uh Vice President Critfield. Thank you. >> Yeah. And it's my my vote to uh to take a little bit more time. It it's nothing against the facil facilities master plan. It's actually a compliment because we actually want to read your work. Uh so I'm fine with uh tableling it. >> Just for clarification, what do you mean by having the documents at the same like these long documents because some of them are just long like budgets in terms I don't understand what you mean by that. that we shouldn't have to vote on approving large

155documents that are going to affect our district in big ways that we have to have time to review it. So you just mean we need to have more time for the large >> like to be to like there, you know, there's documents they're very large, right? But that we cycle through more than once, right? Um and those I understand are easier to vote on. They need action. But like for documents like this that don't need would like immediate action but don't need immediate action, we should have the opportunity to review it, to hear the presentation, to stew on it, ask any additional questions at any point in time because this document allows us to ask more questions. But there's a handful of documents in my mind that we don't get to ask any more questions

156if and if we do it's like against the Brown Act and things like that. So like to have to then vote on something that maybe we still haven't completely understood in practice. We shouldn't have to vote on it. >> I got you. I was one of the people that asked for more time, but I'll be honest, I don't think I understood exactly what we needed to do for this. Now that I understand the process, it's in my heart that I don't believe one person on this board is going to read all 532 pages of that. I don't see that happening. And just skimming through. And I've also heard that there are things that we need to consider as far as a future bond, like putting things together on the agendas. So having this and the

157resolution for the bond on the same agenda, um I'll ask Mr. Surga, I've heard that that is probably not the best idea and I want to try to go for that bond. So I want to make sure we're doing the best thing that we are in our capabilities of doing that. So is that accurate? >> Uh so so that was something I previously mentioned. Um you will get the the draft language for for the bond. part of the draft language of the bond will consider the facility's master plan, but would be difficult to do so if it hasn't been approved yet. Um, if if there's an understanding that the, you know, general consensus is that, you know, there's no real issues with it, just want more time to consider. Um, that could be helpful to

158to bond council. Um but ultimately, yeah, d taking the vote on the on the facility's master plan the night of uh the scenario I would paint is that something comes up within the next two weeks. A change is made to the facility's master plan. Um you would likely not be able to to approve the draft language of the bond on the 11th uh because there would need to be amendments to it. So, that's one thing I would uh caution the board is that if something changes in the FMP, uh it could cause some changes in in the bond um resolution and push that off to >> Right. And I definitely don't want that to happen. So, I don't think we should table this just exactly how Mr. Sur said, if something comes up in the

159next two weeks and we can't make the changes, we're not going to get the resolution done. So, I would vote to not table this. So, if I can, uh, so I I went through the facilities must spin pretty pretty thoroughly. Not every page. I'm sorry, Joshua. It wasn't that good of a read. Uh, but I feel very comfortable with it. So, I'll leave it to my colleagues. I, you know, we're on the same team. We all want the same thing. Um, so if uh somebody feels on the board that they need more time, uh, before they feel comfortable, then I'll leave it up to to the members that feel feel that way. But I'm fine with uh whatever we decide here as a board, whatever you're comfortable with. >> Okay. Like like I just I

160said before this, you know, you you provided a very good summary and um there's I don't think there's anything that like maybe even if I do read it, I can say I need you to change this, >> you know. So So I'm not going to change anything within this document. What's important is our plan and uh our priorities that we do pull out and put into the bond. That's what's important. That's what's important. So, um President, if you'd like to call the vote, I'm I mean, I'm ready. So, if I if I can, I'd like to offer a substitute motion to the board to approve the item tonight and bring it back as anformational item uh at the next board meeting to if there is clarifying questions, we could do it then. Um, but approve

161it so we can uh all stay together on this. >> Um, so because there was a a primary motion uh that was was put on the table um the substitute motion actually runs contrary to what the primary motion was. It would either have to be withdrawn or a second asked for and uh if it weren't received then you'd be able to make your motion thereafter. >> So was there I don't know if there's a second to it. So is that that motion on the table without a second? >> So if the motion was put um a call would be needed for a second. If there is no second then it would uh it would die or it can be withdrawn by the uh person that or the individual that made the motion. I just want

162to remind everybody um the draft the um June 11th meeting we are looking at the draft >> right >> of >> right so that >> draft language for approval for the 18th >> it's a draft it's not the final so it's going to have to come back on the 18th correct and then we would approve it so if we do wait Until then, it's still under a draft, right? And we would allow some more time for a board member, couple of members or whomever um to be able to see it. Correct. >> I think that would be the goal, and I can have M. Reg speak to that. The goal would be to finalize a draft on the 11th. The board may not on the 11th, which may have to be pushed to, >> you

163know, the 18th. So, >> so the relation the uh the idea that you know the draft would be um approved on the 11th is one concept because they could bring a a draft before the the board and the board could vote to approve it um and basically ratify it on the 18th. But um the other flip side of that is if there are any amendments to the draft, they do have a week to make those amendments before the board takes the the final vote on it on the 18th if I'm not mistaken. Um or member Armstrong. >> Yeah. Yes, President. Would it be okay with you um if we connected you with Joshua to kind of work with you on the on this document? >> Work on this? >> Yeah. On on the large document?

164>> Uh work with me? >> Yeah. Would that be okay? >> Um just so he can answer all your questions, guide you through the document itself and anyone else who would like to guide you. >> I don't have any questions. I I I don't I don't have any questions about it. Um like I say, I I I love the summary. Um I will continue to read it, but there's nothing in the document that I'm going to change. So, I want to go forward with this master's facility plan. What I'm looking forward to in the future is our language for the bond. I need to get this out the way first. So that's why I said, can you just go ahead and call the vote so we can do this? >> So you would be fine

165with us. Just >> I've been ready. >> Thank you. I needed that clarification. I want to make sure that everybody has that opportunity. >> Okay. Thank you. >> Um I withdraw the motion. I make a motion that we approve the uh master's facilities plan presented by PBK. >> Second. >> Roll call, please. >> Student board member Chab >> I. >> Miss Armstrong >> I. >> Miss Stewart >> I. >> Miss Cron >> I. >> Mr. Critchfield. >> Hi. >> Mrs. Garza. I Okay, so let's move on to board communications. It is now time for the board of education members communications and reports. Let's begin with student member JBK. >> So, seeing as this will be my last time on the die, I'm going to miss it. my last board communications. I just want to say

166thank you to the district for all the time I've been here. There are many times I do wonder where like what my life would have been if I hadn't been in the district and taken the path I've gone. I want to thank dual immersion for giving me the opportunity to be part of the first inaugural class. um Cal Apps for allowing me to explore my passions in culinary and then esports for honestly giving me a second home. Um, we had our senior farewell assembly and after that I didn't it didn't really hit me that this this uh this would be like my last few days in the district at Mayfair until I'd seen one of my uh teammates come up to me and I hugged him and then I started crying cuz I remembered I

167couldn't I wouldn't be able to like see them as often as I do if I ever saw them again. Although I will. It just hit me that I had to leave um my children behind. That's why I call them my children because most of them are underassmen, but I had to leave them behind. So, I just want to say thank you to the district for giving me the opportunities to grow and putting in the work to actually grow and be better as a district. And thank you for this opportunity to be a student board member. It has been a privilege and an honor to serve this community. Thank you. Uh, student board member Chubik, board member Armstrong. >> Thank you, President Garza. I just want, uh, thank thank you to everyone who's still here with

168us. It's not as late as it was last time. Um, so, but but thank you. Um, I want to reiterate my appreciation and thanks to the classified staff. Um, I'm telling you, as a teacher myself, if I did not have the staff support, I wouldn't be able to run the program that I run. And um, in my own classroom. So, just know you are very very much appreciated and needed in the classroom and around the campus. Um, so thank you for that. Um, I um I did go to my my locka meeting, the LA County School Trustees Association. We had our election. Uh, it was Monday, I think. Yeah, it was last Monday. This last Anyway, anyway, they gave us buttons for Prop 98 and um I gave I gave little pins to all my

169board members. And this is just our way to um let everyone know or to even remind oursel to um be active in trying to stop all the tactics of trying to take and and and remove funding. So we're trying to protect 90 uh Prop 98. Um teachers, I know our teachers union are very, you know, are active. Um and even us, we need to if there's someone who, you know, join in and signing a letter and calling our representatives and telling them to, you know, hey, don't take any more funding from us. We need the funding. We need it. So, I'm wearing my Prop 98 button for that. Um I also want to thank our student board member um you know for being very involved in many aspects of the school culture. I mean very

170you know it just I I don't remember being in being that active when I was in school. I mean you guys most of these kids are in so many different things. It's like do you guys have a life? But that is your life, you know, it is your life. And I I think that's really important because it's going to transfer, you know, into your adulthood to be able to be multi multiaceted, to be able to be engaged in many things and make and make an impact in in more than one area. So, so, so thank you for that for being a role model to your children that you have to leave behind. So, so um anyway, thank you again for your for your service and um that's it. Another another school year for all of

171us, too. All right. Um so, thank you. That's it. >> Thank you, board member Armstrong, board member Stewart. I actually, this is the first time in three and a half years I didn't write out a board report because I don't have a lot to say today. And Brad's going to owe me $5 because I'm going to do it under one minute. Thank you to our student board member when we interviewed you, President Garza and I. You were so amazing and I'm so glad that you joined our team and thank you for all the things that you've given us, you know, in your time. And the only thing I did, I went to Cal Apps, but um I already reported on that. I went to the bellflower 75th anniversary and that was super No, I'm sorry.

172I went to the Belflower Senior Awards and that was really awesome. Everyone was amazing and thank you. That was it. Thank you. >> Thank you, board member Armstrong. Um Stewart, board clerk Cron. >> Um well, I want to start with apologizing for my last board report. I completely did I did not mean to. However, I want to take full responsibility for massing up the AsianAmerican, Native Hawaiian, and Pacific Islander Heritage Month because we're still in celebration, not end of the month yet. Also known as AANHPI because at work, we still call it AAPI. So, I'm learning and I wanted to just make sure that I address that because I never want to disrespect anyone, especially their culture. Secondly, um I want to wish all the classes that are going to graduate next week. Um wow,

173next week. Um I always have a really great time at these graduations, so I really really look forward to it. And I'm going to miss you, Chik. You have been such a joy. Every time I You greet us with a smile. You have us laughing. It's just always been an incredible experience with you. So, I wish you all the best. Um, I'd like to take a point of privilege to address something that um has come to my attention and I am taken care of. Uh, I don't know how in-depth I'm supposed to go with this statement. Um, give background to why I'm making the statement. Okay. Um so there is um certain people in our district that are going around and saying that uh I have taken the identity of someone else that Marina Centron

174is deceased and that I live out of the country that I do not live in our school district. So now I have to make the next ridiculous statement. Hi my name is Marina Cron. I live in Belfflower. I am a resident of um area trustee 3 and um if anybody has any questions, feel free to ask them directly in my email that is under the school district's email. Good. All right. Have a great night. One last thing, and this just please community members, understand where um information comes from. And I hope when you go to the ballot, you vote for people on this board that have integrity because some people that are running for positions on this board do not have integrity. They really just want a seat to not direct our board in a

175proper way. Um because then they force board members to make ridiculous statements. So just please vote properly. Thanks. >> Well, what I'm going to say is not nearly as exciting, but congratulations for existing. Happy to have you. Um, want to say uh thank you to our classified. Uh, I was able to attend the lunch. Thank you, Michelle. Uh, I love uh all of our classifiers. It was a great event. Um, thank you for all the work that you do. And John, uh, all of our BTA members that showed up tonight. Thank you. I'm really looking forward to this year and ending the year uh on positive notes and um, working together uh because we have a lot of work to do. And uh on that note, uh I I I think what I what I

176what I see on this board and what I I want the takeaway to be is we are extremely dedicated to uh moving this district forward and we we know what we have to do and we know that uh there are certain things that have to get done over the the next year and all of us uh want to make sure that we're doing everything perfect to make sure everything's a success. Uh because we see uh the needs um especially in uh when we saw the presentation for the facilities master plan. Uh we we want to make sure we do it right and I uh applaud all my board members for being so thoughtful in how we move forward and I thank you to President Garza for being so considerate of everybody on this das to

177make sure that we have the uh that we are getting what we need on this board. So, thank you very much. And uh what? Oh, is that the snappy thing? Is that And thank you to staff for the presentation tonight. Thank you, Bonnie. Uh thank you everybody for your hard work. Appreciate it. >> Thank you, uh Vice President Critchfield, for that comment. Um I there are way too many meetings that I attended in the last three weeks. I have not stopped literally every single day. Um so just a couple of highlights. I was able to attend um Mayfair High School's um awards ceremony. Very nice, amazing. Um heartfelt as well because we are now saying goodbye to that one class. Um but also excited for them to for them to begin their new you know

178journey through their new academic life or just life in itself. also attended uh Belfflower High School's um award ceremony. Felt the same way. Um very happy that they are now um able to join, you know, the adults and making their own decisions and um having a little bit of uh freedoms that I'm pretty sure that they're wanting to have at this point. Um and I'm looking forward to the graduations. It's always like I say it comes full circle as a teacher. We get to see you know the young ones at kinder and then I am able in this position to kind of follow them and see where they end up after you know 12 13 years. Um, but this one is especially memorable and uh emotional for me because I as a teacher at the

179ILC and teacher to many of those students who next year will be graduating. Um, I taught them. I will be able next year to give them their diploma and to feel how empowered they are and see them go down the ramp so ready to meet those challenges in the world is it's I there are no words but I also feel the same way about your class because you guys were the pioneers you and your parents went through so much. I know what you guys went through. Even though I was not your teacher, I saw what your parents and your families and that community went through. It was not easy. and to the teachers who are still there and the teachers that went through that change and the way that it was presented to them and

180placed upon them. I am so proud of th those teachers. It wasn't easy. I'm looking at John because we know what it took to get those kids through. And it's such a rewarding feeling to see them all walk and have these exceptional qualities in them. Um, so that's more of a personal um, you know, point that I wanted to make. Uh but thank you so much for just adding so much information to our decisions. Um we appreciate you and we wish you everything the world has to offer you. Good luck. Um so now if there's um sorry need to turn my page. At this time the board will recess back to close session. There will be no further action taken in open session. >> Madame President, we still have theformational items. >> Informationational items. I

181always skip those. So, let's go back toformational items. Are there anyformational items this evening? I believe there is one. It's a first reading for a revised board policy regarding healthcare and emergencies. If there's any questions that the board has, happy to answer. Thank you. And hearing none, then now at this time uh the board will resus back to close session. There will be no further action taken in open session. Thank you. Um we will now uh reconvene at 11:27. Board uh clerk Cron would you please read out? The topics discussed in close session were anticipated litigation, public employee dismissal, discipline release, uh oh no, I please scratch that. Student matters, pending litigation, public employee appointment at elementary principal and um labor negotiations and no actions was taken at this time. >> Thank you for uh

182clerk Cron. At this time, we adjourn the meeting at 11:28 p.m. until June 11th at the regular board meeting. Good night.