001Hey, good evening. Welcome to the June 8th, 20. Okay. Good evening. Welcome to the June 8th, 2026 meeting of the uh Laguna Beach Unified School District Board of Education. We are recon we are calling this meeting to order at 603. [clears throat] Uh when during the comment section of each item, including non-aggenda items, if you are a student and wish to speak to an item on the agenda, please write student. Didn't we get different colored cards? No, just non-aggenda and agenda. So, please write student at the top of your cards um so that you can speak first um on that item. Um Logan, will you please uh lead us in the pledge of allegiance? >> Yes. >> Okay. I pledge allegiance to the flag of the United States of America and to the republic for
002which it stands, one nation under God, indivisible, with liberty and justice for all. Let me see if I can do this part uh smoothly. We had several items in close session uh that were discussed and actions that were taken. Uh we will get an update on item B on item C. Item D, conference with legal counsel existing litigation, paragraph one of subdivision D. We have no report out. Um item E, conference with legal counsel, threat to public services or facilities, government code section 54957, subdivision A. The board has requested item 3E relates to threats to public services or facilities. No reportable action occurred. However, we would like to provide some context. Safety concerns were raised following the conduct and arguable misconduct conduct that occurred at the rally that preceded the May 14th, 2026 board meeting
003at Thirsten. The board has requested legal counsel or designate to look into this rally. What occurred? whether safety protocols were followed and whether what occurred based on video and witness accounts violated any board policies or applicable law and finally by retaining an outside investigator as soon as possible in order to expedite the ex the investigation item F existing litigation with Jane Doe let's see with Da Jane BP Beverly Paris versus Laguna Beach Unified School District case number 30-2022 22-1 01297898- CU-PO- NJC. The board took action in closed session regarding this item. On a motion by board member James Kelly, seconded by board clerk D. Perry. The board approved the previously negotiated settlement agreement and authorized payment of $4.5 million to the plaintiff. The motion passed unanimously with affirmative votes from board members Sher Morgan, D.
004Perry, Howard Hills, Dr. James Kelly, and Dr. Joan Malchesky. >> Yes. >> Out of the budget. So currently the process will be we'll bring forward to the next meeting um a resolution to transfer the funds from fund 17 to pay the settlement and then we have hired a forensic investigator as approved in a previous meeting that specializes in searching for insurance and he is currently working on that and we will bring forward any results from that investigation but for the moment the 4.5 comes out of fund 17. Thank you. Um, and the final item, G, approval to pay insurance claims. Uh, the board took action to approve claim number 669242 in an amount not to exceed $2,000 and claim number 673593 in the amount of $735. And that's it for close session. Okay. Uh, moving
005on to item 5 A, public comment on items not on the agenda and within the subject matter of the board. Clerk Perry, are there any speaker cards for those wishing to comment on non-aggenda items? >> Yes, there are. We'd like to start with student Emil Avalon. >> So, I just stand here. Um, so today I'd like to be talking about um I heard at the last board meeting you guys are thinking about starting a charge for the LEAD summer program. I've been to the lead program two times and each time I had the experience of my life. One time I actually planned my summer trip around it just so I could take the lead program. I love it so much and kids need a place to congregate and learn stuff that is free. Some people
006can't pay for it and we need to have this because it is vital for our community. I actually had friends for a change. But I really love the lead program and I really don't want you to start charging for it. It's an amazing program. Please [applause] >> thank you. So we will address that in the uh budget section but there has been no discussion of charging anyone. So thank you for your comment. >> We love lead too. Um next Jim Perry then Jane Liry. Kind of hard to follow that young man. What a great guy. Okay. But I'll do my best. Okay. Good evening. My wife has spent more than 50 years serving the children of Lagona Beach. She has given her time, her energy, her expertise, and her heart to this community. She continues
007to serve because she believes in our schools and in our future. Every decision she has made has been guided by a simple question. what is best for our children. Whether we have agreed with her decisions or disagreed with them, no one can honestly question her devotion to this community. Her life's work has been dedicated to Lagona Beach, its families, and its children. That's why what happened recently has been so painful to both of us. As she approached a recent school school board meeting, she was confronted by a crowd of protesters chanting, "Shame on you." She found herself surrounded and unable to find a clear path forward. In the confusion and fear at that moment, she stumbled. The heavy board bag she w was carrying fell on her foot, leaving her with a painful bone contusion.
008The physical injury was difficult, but it was not the deepest wound. The deepest wound came from realizing that after a lifetime spent serving this community, she was treated not as a neighbor, not as a former teacher for 35 years. she not as a fellow citizen but as someone to be humiliated and condemned. This incident has shaken her profoundly not because she expects everyone to agree with her. In public service, disagreement is inevitable and often healthy. Reasonable people can hold different views. Debate is part of democracy. But there is a difference between disagreement and dehumanization. There is a difference between passionate advocacy and intimidation. There's a difference between holding someone accountable and making them fear for their safety as they try to enter a public meeting. When we when we cross those lines, we damage more
009than the person standing in front of us, we damage the spirit of the community itself. The lesson we teach our children is not only found in class. It's found in how adults treat one another during moments of conflict. If we want our children to be respectful, comp Thank you, Jim. >> I'm sorry. I need to cut you off. The three minutes timer was on and >> I can't hear you anyway, but >> Okay, >> that's true. I don't We've usually turned the C we've I think in the last couple meetings we have turned the microphone off because we had um a lot of excessive going over. So, >> okay, >> be consistent. So if we keep it till 30 seconds, we can do that. If we do 30 seconds after three. So okay. So let's
010keep the microphone on for 3 minutes and 30 seconds today um with a courtesy at 3:00 know or 3 minutes knowing that the 30 seconds is a courtesy to speakers but not required. So I believe that we stopped him at 3 minutes and 14 seconds. >> Has everyone heard what I've said so far or Okay, good. Okay. My hope is that we can return to a place where people of good faith can disagree passionately while still treating one another with dignity and respect. That is the kind of community my wife has devoted her life to serving and it is the kind of community our children deserve to inherit. >> Thank you, Jim. >> Thank you and thank you for giving me more time. So 3 minutes with the um is the still is a speaker
011amount of time and we'll we'll give courtesy of 30 seconds if needed. Um and then cut the mic at 3:30. Thank you, Dez. >> That's okay. I was happy to give him a minute because mine will take two. Anyway, my name is Jane Liry. You've probably seen me around town with my friend D. We do a lot of things together and I'm here tonight to speak in support of her. She's a longtime member of the Lagona Beach School Board, among other things in the community. For nearly 12 years, she served our district as a board member, and her commitment to our schools extends far beyond that. Before joining the board, she dedicated her career to serving Lagouna Beach students as a speech pathologist, specialed teacher, and classroom teacher. She worked in all four Laguna Beach
012schools and has spent more than five decades investing in the children and families of this community. Whether people agree or disagree with every decision made by the board, there is no question that her service has always been guided by a genuine love for our students and our community. She's volunteered countless hours, often behind the scenes, because she believes deeply in the value of public education. I fully support the right of parents and students to express their opinions. Healthy debate and respectful disagreement are essential parts of democracy. our students, excuse me, our schools should encourage thoughtful discussion and civic engagement. However, there's an important difference between disagreeing with someone's position and attacking their character. When disagreement turns into name calling, intimidation, personal accusations, or disrespect, we lose the very values we hope to teach our children.
013As adults, we set the example. Our children are watching how we handle differences of opinion. If we want the next generation to be thoughtful, compassionate, engaged citizens, we must demonstrate civility, respect, and kindness even when we strongly disagree. Tonight, I want to thank her for her years of dedicated service, her professionalism, and her unwaving unwavering commitment to Laguna Beach students and her friendship. She deserves respectful dialogue, not personal attacks. I hope we can move forward as a community by focusing on what unites us, our shared desire to provide the very best education for all of our children. Thank you. >> Thank you, Lesie Elliott and Steve Brown. Okay, Leslie Elliot. So, the secret squirrels are at it again. Maybe you guys can help me understand. At the end of February, Dr. Austin separated from PaloAlto.
014At the first board meeting following that, you began holding disciplined dismissal close session meetings with no report outs. Several people pointed out that this was not normal. After being questioned again at the April meeting, Dr. Kelly said to Sherry, "Do you want to clarify what we learned from the attorney today about why you were putting that on the agenda because you thought he wanted it there all the time?" Sherry responded, "Yeah, so I had asked a question about the discipline dismissal release, and I understood that it needed um that it was a placeholder on the agenda for every meeting. I thought we had that as a regular item on there just as a placeholder where there was whether there was discussion or not. So I misunderstood that kind of a word salad but not. However,
015the agenda item continued to appear. So how did this coup actually work? Well, de claimed that she had no knowledge of it. So that leaves Howard and Sherry working with Mr. Pearl to separate from Dr. Glass and hire Dr. Austin in two days, no less. And of course, it's now come to light that Mr. Pearl was also working for PaloAlto when all this went down. What a plan the board majority put together. And now you're going to wonder why some people have concerns about Dr. Austin, why normal thinking people question what part he played in this, what he knew, and what he didn't know. What I might add is that what Joan said about why you go through a normal hiring process is to protect the person being hired because of course there will be
016questions and concerns which you and your colleagues on social media will label as chaos and then you will blame fuel for that chaos. But it will all come back to your decisions because after all secret squirrels are going to be secret squirrels. You got >> Hi. Um, Heather Hansen, community member. A lot of things to say, but um that this is the last board meeting, I think, of the school year. So, I'm sorry Ivy's not here because I wanted to take my time um to be a proud teacher and um a grateful member of the community that our student board representatives have served so well. Um the two of you have always shown such integrity and thoughtfulness and um your ability to to think on your feet and um unfl flaggingly even late into the
017night. um has been really really impressive. So I want to thank both of you for your commitment to public service. It really really matters especially in these times. Um, and so for your for your commitment, for your thoughtfulness, and I'm [clears throat] sorry it was necessary, but at times your bravery uh up here has just been really really impressive. And I thank you, and um I just appreciate you so much. Um, hi, I'm Jay Nishan. I'm not a part of this community. I'm a part of PaloAlto. Um, but [clears throat] I felt compelled to come here um to share this truth. Dear trustees, I just don't get it. Why didn't you choose Don Austin last year when he applied for the superintendent open opening then? Why are you choosing him now? a sloppy seconds, especially
018when in the last 6 to 12 months, he's been embroiled in even more scandal than he was when he originally applied. Since your original search, it was exposed that he refused to supply evidence that would have absolved a teacher from sexual assault allegations costing us taxpayers $3.5 million in settlement. He's been named individually in several lawsuits, including sexual misconduct uh against his former assistant by his best friend, Trent Berdising, and for allowing students to be harassed by administrators. Another student suicide directly attributed in part by the student to an administrator named in one of the lawsuits, and the filing of no less than 11 other lawsuits by employees and their families in the district. This number does not include the numerous OA hearings that have been filed, one of which resulted in a hearing officer
019who famously is pro district um ordered 20 hours of special ed legal training for the entire special education department. Mr. Pearl from DWK, who is the same law firm that was representing the district, um can tell you how serious that is. Um, this was under the watchful eye of Don Austin. Um, he was really paying attention. He secretly included himself in all emails to the board and appeared to know everything that the public had written to the board regarding their concerns. And yet, he did nothing about it. You would have saved your community and mine from unnecessary chaos and waste of taxpayer dollars, much less spending the Glass family, who unlike Don Austin's family, actually chose to move here to be together as a loving family, supportive, and quickly became a part of the community
020rather than just an employee collecting a hefty paycheck. Maybe Dawn will treat your community with more respect because of past ties. Only time will tell, but someone who's arriving under such questionable circumstances already seems inospicious. I read the medium and Substack comments um about from George Weiss about your former superintendent Jason Valoria. Things that were written about Mr. Valoria um seem to mirror what happened with Donna Austin up in PaloAlto. I wish your community the best. um from Don Austin's remarks last Thursday. I'm not exactly sure that um [snorts] that's going to be the situation. Hopefully, you'll resist uh encouragement from your new employee to cut public comment and [clears throat] um inhibit free speech. And I hope that he won't be able to intimidate especially your students, your staff um and your student representatives
021in particular. If you haven't already noticed, you should watch the board meeting from February 10th, 2026 starting at 3:15. The cheering from the audience. >> Thank you. Is there any further comments? Any comment cards? >> Thank you. Um, yes, Erin Barryman. >> Thank you. I wasn't even planning on speaking today, but yet again, I feel compelled based on what came out of close session and some of the things said about D. Um, but you know, I [clears throat] at the I can't remember the date, but oh, the May 14th meeting, um, and I I know you don't want profanity, but one member called us all a-holes. And at the May 12th me meeting, the same exact member, I realized that you couldn't hear it on the board because of the district office, but uttered to
022three moms and called them a-holes, jackasses, and a psycho. So, if we're going to look into, and this same person also threatened staff. Okay. So, if we're going to talk about an investigation about parents and kids expressing their civic rights and their, you know, expressing their passion and wanting this the board majority to know how they feel about decisions were made with regards to Dr. Glass, then I hope that everyone is protected and an investigations are going into threats against staff as well because that's not okay. And it feels like, you know, it feels like what's happening at the national level where people in power or certain douchy tech bros, they are protected by the law but not bound by it. And it seems like the rest of the people in the country or here
023that are expressing themselves are bound by the laws but not protected equally um if the current board majority is protected and the certain cronies that help get them elected. So, if we're going to look into investigations, let's be just fair across the board and let's just let's make sure everyone's protected and bound by laws. Thank you. >> Thank you. >> Oh, yes. I'm so I'm so sorry. Yeah, you were one of the top This is one of your topics. [laughter] >> Hi, my name is Gary Kasich and you're probably bored of hearing this, but again, I'm going to say it. Thank you all for your service. The commitment becomes clear on nights like tonight when there's uh two agenda items that have basically 200page decks. So if anybody's wondering how committed you are to your
024service, that's a good place to start. Realize that balancing confidentiality and transparency can be hard. Keep working at it. It's not a perfect science. Um to that end uh with the report out I'm glad you're doing the uh investigation and hope that there's also a commitment to those findings will be made transparent to the community because there's really a bifurcated position on that. So it'd be good to get that cleared up. Couple other points. Uh congratulations to the legal team and anybody who uh worked on it to uh dism get the TTRO or the request for the TTRO dismissed for the u the move of the venue. Uh, I think it could potentially have been really damaging to the city. So, I know you didn't get much time to do it. Put together a deck.
025I'm no lawyer, but you put together a deck that was sufficient to get the job done. So, congratulations on that. Uh, just a couple other quick ones. The FMP, uh, great great presentation just not too long ago. Um, a lot of people are interested that if we could get it out on the website, that'd be great. It's there in presentations, but it's not there yet in facilities, and I not know a lot of people are looking for that. So, that'd be great to get that out there. And I think I told you you're gonna get tired of me hearing it. Um, please, everybody in the community, the construction has started on the pool, the fences are up, the trucks are pulling in, and the kids are still going to school. So, anything anybody can do
026to make sure people are cautious driving down Park Avenue until school gets out and then into the summer, I'm going to say it every time I come up to the mic. Thank you all for your service again. >> Thank you. Can we look for the facilities plan to be listed under facilities and can we get a report later on um the safety protocol for traffic uh during the construction especially while school's in session? Thank you. And we'll address that. Okay, we're moving on to our board reports. We'll start with the bargaining units. Uh CSEA and Laba. >> Good evening. It's my favorite time of year because we award our senior scholarships. This year we are proud to award four $500 scholarships to the children of our members. Aya McManis, a senior at Laguna Beach High
027School, daughter of Agnes Mcmanis, a special ed IIA at Elmoro. Megan Manion from LBHS, daughter of Lisa Manion, an intervention para educator at to Mallerie Keller from LBHS, daughter of April Keller, our workability transition specialist at the high school. And Rita Capano, LBHS, daughter of Susie Capano, the attendance clerk at T, and Ignazio Capano, our IT specialist at LBHS. This is always a powerful reminder of why we do this work and who we are here to serve our students. We're so happy to be able to do this for our members and their families. Also, we're pleased to share that today at 4 p.m. we reached a tenative agreement with language still to be finalized. This is a significant relief as we head into the summer and it reflects our shared commitment to doing what is
028right for staff. I want to thank Mike and his team for remaining engaged in the IBB process and for listening to the needs of classified staff. While the process was not easy, the strong working relationship we have built over the years help us stay committed to reaching this outcome. And last, we will be looking forward to our end of the year celebration this Wednesday at our second annual taco party where we will honor our two retirees. Agnes McManis, who's been a special ed IIA for 16 years at El Elmoro and to Stacy Johnson, who's been the campus supervisor and attendance specialist at Thirstston Middle School. It's been a stressful year, so it'll be nice to have something to celebrate after today. Good evening board. Um I want to start off with thanking our amazing staff
029of what they've done this year and the open houses that were um last week at to Elmoro and Thirstston and they were so proud to show off the amazing work that our students have done throughout the year and I just want to give them all such a a round you know because of just the amazing work that they've done. Um, we also had our board elections. We had our treasurer and president up for election and uh, Rosie Haynes will be our new treasurer starting at the end of this month. Um, she was voted unanimous for that position and I was once again um, voted president unanimously for the next two years. So, um, I'll be here for a little while. Um, and we also want to give a shout out to Val Quigley who's been
030our treasurer for many, many years and such a amazing part of our staff. she's still going to be part of the staff, but she's turning over the reigns of treasurer. So, we just want to thank her so much for the service she's done. Um, we had our last negotiation um meeting this week uh today up until about 4:15. We have also reached a tenative agreement uh with the uh district and we're hoping to bring the information out to our members this week and vote on ratification on Friday. That's all. >> That's terrific. Thank you so much and I appreciate everyone's hard work on that. Um, okay. Do we have an SRO report? >> I don't need a microphone. My voice is loud enough. Uh, ladies and gentlemen, for those who don't remember my name, my
031name is Danny Lopez, one of your two neighborhood friendly school resource officers. We've been busy, very, very busy. I'll start off by saying I want to say a big thank you to Mr. Whiplock's graphic design class, their shop class. They uh visited our station recently and gave it a bit of a facelift. We now have an amazing vinyl design of the American flag overlay with a main beach view on our detective bureau wall. Fun fact, some of those students who participate in that project are currently one of my first generation explorers with a new revamped program. So, so long as the building doesn't burn down, so to speak, that will be up there for the rest of time and that will include a plaque including all the students names as well. So, we're very excited
032to see that and potentially should that explore become a police officer agency, they can literally look back and say, "I made that." So, super happy to have that partnership. Thank you so much, sir. And your class and your students. Big round of applause for them if I could. Uh, moving on. We still have many things on the horizon. We're not quite there yet. We're almost there. The finish line is in sight. Your SRO team has been extremely busy coordinating with Luna Beach Fire Department, ourselves obviously, along with Okayak, the Orange County Assessment Intelligence Center to figure out how we're going to handle this new venue of the Irvine Bowl. Not you, but revisiting. So, we've been in partnership with all those organizations, shuffling people around, getting units around, including all of our undercover officers who
033will be attending the event as well to maximize security and visibility as well. And myself and Officer York will be there in in uh full uniform and our glory. So looking forward to attending to see our eighth grade promotion as well as our high schoolers graduating. It's going to be a fantastic day. And then we're going to take about five minutes break and then put all this back on and get back at it again. We have our upcoming teen leadership academy. We took a little bit of a hiatus last year and we're extremely excited to bring it back this year. We have an amazing week chalk full of events including several field trips to several locations. John Wayne Airport is one of them. The students will actually be able to go onto the tarmac in
034a vehicle where the planes actually land with clearance from the uh tower control of course to see things that none of you actually have ever gotten a chance to see short of being a pilot. So these students will get to see everything from what it takes to be a pilot to being a crash rescue firefighter to being a police helicopter pilot the whole nine yards. And that's just one of those events we have going on this this uh during that week. Uh I won't bore you with the rest of them because they're all amazing and fascinating. I could probably eat the rest of the meeting talking about it. So, I'm just going to skip over that. Then we're going to be participating in lead as well as the summer school at the high school. And
035then we're going to take another five-minute break and then go back to training all over again for ourselves to maintain the the school resource officer team is maintaining their skills to the top level as possible which includes attending the SRO summit, the school resource officer summit through Orange County Sheriff's where we partner up with the entirety of the county, all SRO in the county of Orange, including some agencies from out of state. We do things so well here in our partnerships with our districts. I say that plural because it's a team effort across the county, not just us, because we learn from each other's mistakes and successes. And I think that's vital to improve the SRO program, especially here in a small town like the Kuna. And that will end with an active shooter drill
036where we get to go full Rambo, go the whole nine yards with our paint rounds and our simmunition guns to practice taking down a threat should one ever arise at any of our campuses. And this will also be done at a a school campus, not necessarily here in Lagona, but one of the campuses who've offered up their campus for the sake of our benefit of training. That's all I have for now. I'll take another 5minute break and get back to it. Do you have any questions? I'd be happy to answer. >> I just have a question about the security and safety at the graduations on Thursday. Is there a report that we can see? Is there is there metal detectors? Is it visual? Is it, you know, people are positioned? Obviously, some details you can't
037share because that compromises the safety plan. >> Exactly. Just like a good poker player. I'm not going to show you all my cards, right? Uh but the pageant does have built-in metal detectors from the venue itself. I understand there's also going to be some private security by that as well. That'll be handled by that group. The undercover cover, excuse me, I've had five cups of coffee, so bear with me. Me and my motor mouth tonight. Normally, I don't have enough coffee tonight. I had too much. Uh we will have undercover officers. I won't tell you who, what, where, or what they'll look like obviously for security reasons, but rest assured they will be there. We will also have uh some silent observers is what I'll call them uh for both events as well. I don't
038want to share too much of that. Uh but if if the board has any more questions about that, feel free to contact me uh through my chain of command and we can share more information that way. But for the sake of security, I can't tell you everything just for the secrecy and the operational security of the event. No, I think you've answered some of the questions that I had and I appreciate that and absolutely respect the confidentiality of the security plan for everyone's benefit. So, thank you for that. >> Appreciate that. Any other questions for y'all? >> Fantastic. >> Okay. Thank you so much for being here. Thanks for your report. Okay, let's move on to the executive cabinet members. Um, Mr. Colin, >> thank you. Thank you, President [clears throat] Morgan. I wanted to
039begin to take a a moment to share our deepest condolences um to the family of host Hernandez who passed away over Memorial Day weekend. He was a night custodian at the LBHS and a valued member of our our family. Um a large group of LBUSD staff were able to attend his celebration of life last Friday. So they really came back with a um was just it was it was a hard moment but to have that time to spend and give our condolences directly to his family was um was definitely very touched and very happy that a large number of staff was able to make it. Um he was a bright light beloved by everyone he interacted with and I'll just end with just rest in peace my friend. Um this afternoon as Scott and Thesa
040have shared CSA Laboua and OBSD reach a comprehensive uh tenative agreement completing negotiations for the 2627 school year. More details and information will be shared by LEUFA and CSA with their unit members as part of the ratification process. Once the TA is ratified, we will bring it uh it'll be presented to the governing board for approval. Um the teams are appreciative of the collaborative process and the improvements made to the collective bar bargaining agreement which will benefit students, employees, and the community. and the team spent a significant amount of time during negotiations focusing on health and welfare benefits which is which was a shared interest of the board and staff. That's all for tonight. >> Thank you, Dr. Mayberry. >> Thank you. U as we come to the end of the school year, uh I
041would like to first congratulate our students for this school year. They show up, they put their best effort in every day, and I'm so appreciative and proud of their curiosity and hard work. Uh I also want to thank our tireless staff uh and their care for our students uh which is second to none. In the last week alone, I've seen students still collecting and analyzing environmental impacts around campus, presenting research and their classes, teaching and mentoring younger students. We've also have staff finalizing summer programming which starts next week, planning for fall professional development, learning new technologies. Uh we also are going to have over 30 students in internships this summer. So just a really uh big thank you to the LBSD staff. Um and then I also just lastly wanted I was unable to attend
042the board meeting last Thursday. Uh so I wanted to uh give a quick clarification uh related to the board discussion uh regarding the visit to Palo Alto unified uh in April. Um visiting other school campuses is a routine part of the instructional services model, professional learning model. Uh all of our school visits uh are initiated and coordinated by instructional services. uh the staff uh myself and the staff there including um they usually include a mix of school leaders uh district leaders typically instructional services as as well as some teachers. This year Dr. Glass encouraged us to benchmark against similar hygiene schools in the top 5% on these school visits. Um so at the elementary level we visited Delmare and Los Alamidos. Uh at the secondary level we visited South Pasadena and Palo Alto. Uh we
043had hoped to visit La Kinyatta, Pedmont, and uh Certino, but our schedules were unable to make those fit in. Uh but we hope to next year. Thank you. >> Thank you for that report. I was going to ask that question when I looked at the um warrants. So, thank you. Um okay, Mr. Rocher. >> Thank you. Good evening, board president, members of the board, and members in the audience. First and foremost, I'm very excited about the graduation for our high school in two days. Uh we will have more than 220 students graduating. Very excited to see this. Most of the students, if not all, have been in the school district for more than 13 years. to kind of see them off and figure out what their career takes. It's brings me immense pleasure. Also wanted
044to highlight the promotion for the other three schools like the two elementary schools and the middle school. The middle school will have the graduation in the same venue um Irvine Bowl. So we'll be excited to see the middle school followed by the high school. As uh officer Lopez mentioned, we are fully prepared. It took a lot of time for the high school team, for the district staff to organize this graduation to make sure the graduation is going to happen in the venue that we were prepared for. Last week was a little bit of digression from when we got the lawsuit, but we were able to defend the lawsuit and I'm very happy that we'll have the graduation in the venue that the board directed us to have. Secondly, uh moving into non- studentent areas, swimming
045pool, Mr. Kasich mentioned already the swimming pool construction has started. So folks that traverse Park Avenue and particularly the high school, I see a lot of um teachers and staff park on that particular side of Park Avenue where we will have fencing barriers and we will try to keep that place as safe as possible. But it will be the story for the next one year. We are very excited that we have started and we will be able to complete it before June of 2027 and open it for the season of 2728. The third item I wanted to discuss and I think we have had enough on the negotiation. I wanted to personally thank uh Tesa and Scott. This was my first negotiation meeting with Lagona Beach Unified School District. As with any other negotiation, things
046got tense. When things got tense, we pushed it to attorney John Pearl's um responsibility, but at the end of the day, it's always good to have a TA before we break for the summer season. Um the budget and LCAP, the two important documents are on the docket tonight for board approval. We have had the budget hearing, the LCAP hearing, and Dr. Canenburgg is going to come up and state that the county has tentatively approved our LCAP. So it'll be good to see that fruition through with the approval of the LCAP and the budget. I think Mr. Cassich also mentioned the FMP approval. The F facilities master plan is a roadmap going forward how the district is going to address long-term facility needs. We are going to bring in an agenda on a future meeting to
047see how we can address the funding for those future facilities needs that have identifi that we have identified. Last but not the least, I wanted to uh end with a strong quote for the students and the transition. I wanted to thank the student mode members that worked for us for this current uh school year. Um, we will have Logan returning as a student mode member. Very excited to have him return for the 2627 school year. We have two new board members. Samya Sadal will be the new board member replacing IV Dabs and we have a new alternate Graham Richard. So, uh, if you can come up or stand up. I wanted TO [applause] congratulate you and if you want to say a couple of words as a board member you should be able to speak
048extempor right and I know Samia you do that. >> Hi my name is Samia Sudal. I'm a current sophomore at LBHS so I'll be a junior um in the fall and I'm really want to thank you guys for this opportunity. Um, I'm incredibly excited to be a student board representative with Logan for the next school year. Um, and we'll see you guys then. Thank you very much. >> Hi, I'm Graeme Richland. I'm also a sophomore at Lagona Beach High School and yeah, I'm really excited to serve as the alternate for next year. So, thank you guys. >> Thank you. [applause] >> Nothing exciting as students, although Danny Lopez may disagree, but u that's all my report. We have board president. >> Thank you very much, Mr. Merchy. Okay. Uh let's move on to board reports.
049>> Want to start with the students? We can start with the students. >> Logan. >> Yes. Uh the thing I'm just pulling up here is unfortunately uh Ivy Dabs was not able to attend this meeting tonight. I do think she's watching from home. So, at least for a part the first part of my board report, I just wanted to give her an absolute huge thank you. She was an incredible person to work with on the board. I think we had a lot of really good times together. You know, when when you spend time with someone at 11:00 p.m. on a school night when you really probably wouldn't be doing that if you guys weren't both on the board, it tends to bring you a little bit close together. So, uh Ivy has been an incredible
050co-orker and also been [clears throat] an incredible friend throughout this process. and she because she wasn't able to be here tonight also gave me some words for me to say on her behalf. So I'll read those now. She said, "First, I want to thank all the amazing people in this community, teachers, staff, parents, students who all made me feel so welcome and allow me to truly embrace my role as student board representative. This past year has been a rapid uh year of growth for me, learning to navigate all the responsibilities of a board representative alongside the responsibilities of a a student and athlete. I'm incredibly excited that Logan will continue serving next year alongside Seama, two of the most intelligent, outspoken individuals that I know. There is still much to complete. I also want to
051thank Mrs. Weber and Dr. Glass for mentoring Logan and I, teaching us how to be board reps. I couldn't have done it without their support. I'm excited to see you all next year, not on the DAS, but in the audience. Um, and then for the next thing I just wanted to say, I was same thing as Sumi and Graham. I'm super excited for them to be working on the board next year, and I'm really excited to to do it again. And I want to uh highlight the pro the new process that we used for the election of the student board uh representative. It was entirely students that were in the committee selecting who their representative would be, which I think is a huge step forward in student voice where it's only the students having a
052cho a um voice in the selection process of who's going to represent them on the board. So, that was a change I was super excited to see walking into the interview at the district office and I'm really excited to do it again next year. >> Great. Thank you, Dr. Kelly. >> First, I want to thank everyone who's been so kind concerning my illness and uh wanting to make me chicken soup and uh uh just everything that you've done for me. I there's uh one mother and son that I have known for the last seven years who's special needs kid who I've always been interested in. Um he about how his schooling is going and he basically um the mother told me that they're so happy with what uh our district has done for her son
053and that he's now at the u the county school and uh that he's getting just great programming. So it was really nice and for her to say no, do you even tell me if you would do something if I could do something for I said no. Uh but it was just it's just really really nice as far as this is such a nice community. The second thing is a large number of the public have been in touch with me since the last schoolboard meeting. They were mainly interested in what Howard Hills was talking about regarding getting permission to share the search information for the superintendent to the public. And with his recent publication, his advertisement in the indie, it seemed to stir up people even more. Um, [clears throat] I believe the important information is
054who were the two people who made it to the final short list for this superintendent search. Our lawyer, Mr. Pearl, stated that he would find out if such information could be released. And now asking Mr. Pearl what he found. Thank you. Well, I would find I did say I would find that out, but I will report that information to the board first before I publicly disclose it. >> Thank you. >> Mhm. >> Howard. Well, first of all, I wanted to say that I was uh I want to join everybody else who's uh wanted to thank you um Mr. Pearl and you, Michael Conlin, and the um two representatives from the unions, Fesa and Scott. Um, and I really want to thank our superintendent for his leadership in the in the negotiations on the contracts. And
055um I I think that uh based on what we've seen of the tentative agreement, it represents a real accomplishment uh going forward and addressing the issues that we've been struggling with and wrestling with and and um over for the last uh the last uh several months. And so I commend everybody that was involved in and I commend the members of the board who participated. Um and we had some very difficult discussions and difficult uh debates and whatnot both in close session and in open session and um it's a significant time uh for all of us. the audit that was conducted informed the negotiations. Uh and there was a lot of you know I listen to a lot of the comments that are made. It's kind of like uh conspiracy theories about various things. But I
056think I one thing I would want to comment is that um if you really understand the California School Board Association and the California model of school governance um and what happens and the way the business of school boards gets done there's uh several major law firms in the state and uh Mr. [clears throat] Pearl's law firm is one of the most prominent. Um the law firm that we had previously, the Atinson law firm was one of the most prominent pro prominent. It's very common for lawyers from any of those big prominent law firms to be doing double duty and show up in the same districts and and to if you want to try to connect a bunch of dots that don't really connect, you can. But I think it's important for me just to note
057for the record that uh I don't think we could have accomplished what we accomplished. Mr. Pearl is an expert on interestpace bargaining and um I think it's also important that his law firm is helping the district right now with the bond as I understand it. And so and uh you know I just think it's been so unfair some of the things that have been said about somebody whose temperament um was uniquely fitted to dealing with a very difficult community here. And uh so I think a lot of very unfair things have been said. Um, I also uh um wanted to um thank Ivy and please pass on my appreciation for her. Uh and u she was really an open-minded person who did not um harbor a lot of biases and uh agendas. She really listened
058and when information came her way that was different from what she had expected, she changed her opinions and she showed real uh intellectual curiosity and intellectual honesty I guess is what I would be trying to say and uh it was a pleasure working with her. Um I will conclude by saying that I'm really looking forward working with you Logan um because this summer um uh I'm hoping to get the governance committee up and running. We're going to invite some faculty members. We're going to invite some community members and um take a real presuppositionalist approach to really learning about you know you made comments last last time about uh sort of an undue preoccupation with bylaws and um in the context of um you know uh controversial issues but really rule of law you don't have
059freedom without rule of law and um uh so we have the freedom now we have to have the rule of law and it's not an undue preoccupation for us to all become experts on the bylaws so that we can comply with them because that's how you really deliver freedom is when you are relying on the rule of law and so really look forward I hope you're going to join us on the governance committee and look forward to working with you uh as we move forward >> thank you Howard Dr. Meski >> uh so first I just want to point out to Mr. Mr. Hills that the question about Mr. Pearl was really secondary. The questions were about the use of Mr. Pearl by our board majority. It's not about him. It's a business discussion about
060board governance. That's an important distinction. Um I did a number of things since the last meeting. I attended the Blue and Gold Awards. Thanks to Joe Vidal and Randy Beckley and all the teachers for their work on this program recognizing our students. I attended the school power endowment committee meeting. I'm always grateful for school power and everything that they do on behalf of our students. Um, I was at the honors convocation on Friday night. I was delighted to introduce Carter McKenzie who awarded funds donated annually by board member Kelly for student scholarships promoting social justice. Um the scholarship award program is just fantastic with hundreds of thousands of dollars raised to um provided to our students for higher education and congratulations to all the recipients and thanks for all the hard work that went into
061that. Um I also met with our middle and high school counselors in a couple of meetings to look at data related to the um ASA ramp program which stands for the recognized American school counseling association model program. It's a designation given to school counseling programs um who are aligned with the ASA national model framework. It demonstrates to administrators, school boards, families that our schools are committed to supporting the mission of the school and the district. Um they're going to submit the application in the fall, but really the discussions just were so fantastic. It made me so happy that my son was at Thirstston Middle School and will be moving to the high school and all the great services we provide for our students. Um, in closing, I want to say thanks for the end of
062the, you know, now that it's the end of the school year to a few different people. First, to the teachers and staff for all of the hard work this year on behalf of the students. Um, it wasn't an easy year, but I appreciated that everyone put our students first and um, the students had a good year. I want to thank the students who were civically engaged through school programs, in board meetings, and beyond. Ivy and Logan, you did an amazing job. You served in a difficult and chaotic year in long meetings. And I agree with Miss Hansen about your bravery and your commitment. I'm also excited for the excellent set of board members we have for next year. All of you, um, Graham, Sea, and Logan have been deeply involved in school and board issues
063already. Um, thanks to the parents for their engagement and all of their support through board meetings, the PTA, the volunteering for school events on behalf of our students, um, the work on behalf of our teachers and at our school sites and to the community. Without getting into detailed information about the bond, it's notable that 70% of our community in the bond survey noted that schooling and education was the most important local issue for them. We live in a community where education matters and I'm grateful for that. I'm really proud to be part of a community that puts education first and that's it. >> Thank you. Uh clerk Perry. >> Sure. Um first of all I want to thank our negotiating teams. I know you worked really hard and um you came up with a settlement
064before school was out. So, that's all everybody's nervous nervousness over the summer and that's great. Uh, also Logan, I'm so glad you're going to be back and you and Ivy were fabulous. I know um student voice started coming around a little bit u in the 60s with the Vietnam War before that new and not much was done with it and then you started hearing a lot about it between 2000 2010 I remember bringing it up but schools didn't really know what to do with it they'd do some surveys they might have some students serve on committees but they didn't really listen to them or or nothing happened with the information. And I'm really grateful that because of you and Ivy and many of your friends, it's getting to a better place where our schools are
065really better because we have student voice. So, I thank you. I also attended um another one of our three-hour art meetings that includes a lot of wonderful people from students to art educators, local artists, representatives from community art organizations. And this meeting that we had went over a report that Dr. Glass actually had done. It was an independent report by um CAP, the California Arts Project, which is grounded in California arts education um standards. They did a look th as thoroughly as they could in a short amount of time and I know they sent out some surveys and their high recommendation was for a coordinator for the arts program um which made the committee really happy because that was the committee's number one recommendation. So here an outside survey came up with the same recom
066recommendation that that would really bring Lagona forward with the arts. I also attended uh graduation for adult students that graduated with certificates in careers mostly in the medical field. The area with the most graduates was medical tech and they must have had 45 and then other tech other medical fields, surgical tech, pharmacy tech, um dental tech, uh the vette program which Lagona actually provides for. All these people were just so thrilled and many of them are very young, maybe 19, 20, and many of them had their kids there because many of them already have kids, but they really want to be able to support their families and they're um setting wonderful examples. The lowest number was cyber sec security security that only had two graduates and one was an older I don't mean old but
067a little bit older woman. She wasn't like in her early 20s like most of the students and she said how grateful she was that at her age she could go back and get skills to get a good job. So, it's always really rewarding and it makes, you know, it just makes me so happy to see all these people that have worked hard and most of them already have jobs. So, thanks. >> Thank you, D. That surprises me that cyber security was so low. Um, okay. So, we've had um we haven't had a board report since May 14th, so there's been a lot going on. Um, first of all, I want to extend my apologies for missing so many of the great celebrations uh last week or the week of May 25th. Uh, I was out
068of town uh supporting my family and also celebrating uh 30 years of marriage. So, there you go. We went to Disneyland. Go figure. Or Disney World, I guess. Um, the open houses and recognition events are some of the high are some of the highlights that I enjoy the most. Uh the hon the honors convocation is always an event that um really create it really builds such a deep sense of of gratitude for our community because these are all all of these funds. And do we have an amount of what was donated this year? Was it over over $400,000? This is all money that our community bestows upon our kids. um and it goes straight to the kids or their or their college education. Um I think it's truly a reflection of the dedication that our
069community has to our students that celebrates not only their hard work but their dedication to their to the students future and their future education whether that's a CTE pathway, a community college pathway, a tech school or a 4-year university. Uh there is something for everyone and it is one of the most um heartfelt evenings I think of the whole year. Um, I again I extend my apologies for missing those in the open houses. That was probably the one thing I was torn with the most. Um, I want to extend an appreciation for all of our staff and our students for all the hard work this year. Um, it was definitely an interesting year and um, I appreciate everyone's commitment to keeping our students first and focusing on um, their needs and their academics. Uh I'd
070also like to focus um thank the student board reps for their contribution and their time. Um you know student board reps are very important because they help bridge the policy uh the gap between the students and the policy makers which is the board um and provide real-time feedback on school climate. This again as I said was something that um I know is really important to me as PTA president. We started a a group called Breakers Club that was focused exclusively on bringing the student voice forward. So, I've always been a champion of that. Um, and then supporting what whatever it is they're asking for. And at the time that year, it was actually um having the Anti-Defamation League come in and work with our students on language that they could use to help diffuse different
071situations. Um, we had our facilities meeting which we reported on on the 4th. I'm grateful to that community, that committee and the staff for their hard work in prioritizing the needs of our schools. Um, and as I mentioned then, we had a great diverse group. One of the commitments that I made to this comm community was making sure that we had broad perspective when the board was considering uh the needs of our community, our schools and our our students and our staff. Um and that has been reflective in the various committees that we started this year. Um we had our ad our last ad hoc committee transportation committee meeting which we also mentioned on the 4th but since then um a one of our students came forward that was on the committee and mentioned to
072us that we had a need out in Aliso that we had so many students enrolled in the in the leads program and I'm grateful for some of the clarification on the price because the 600 that was given was kind of a placeholder budget number uh not an actual so I appreciate some of the specifics on that. Um but the student came forward and said that we have a need there's so much interest in the leads program this summer that we need another bus because at the time uh some of the students weren't able to enroll because they had no way to get to school. So once again this these com the work of these committees is um to really bring a broader focus and a broader lens of the needs of the of the comm
073of the district and how we can best serve our community. um when we aren't offering equitable opportunities for our students, that's there's a whole lot of things wrong with that. Um and so I'm really grateful for um that was our student our student member Logan who brought that um is his uh brought that forward to our attention. Um we had um several agenda review meetings and so I wanted to thank Victoria because she um we had a review meeting on the 22nd. We had a review meeting on the 3rd. We had a review meeting I think the the meeting for the third and fourth agendas was last week on Wednesday. And so I'm grateful for all of the work that Victoria and Manoj did to provide those drafts ahead of the meetings to give time
074to help us address the time constraints and to make sure that we have um all of the end of the year items that need to be done. Uh it was truly a collaborative effort and I am grateful for that. Um I appreciate all of the work that the staff and Dr. uh Mr. Pearl and our bargaining teams have done on negotiations. I know that it was um there were some new elements this year that um I appreciate having um seasoned guidance and um a fresh perspective at the table and I think that really helped and that was um really beneficial to all. Um I also appreciate the recognition events. I could not attend the um the events the week of the 25th. So I was really grateful to be able to be at those and
075to recognize our students and all their hard work. We have terrific programs and terrific student involvement. And I think that night showed um how um how many opportunities that we can create for our students to be involved and to have agency in the um school district of which they attend. Last Friday we had our our ad hoc arts committee um and we also um introduced Dr. Austin to that committee so that he could understand the work and the importance um that it has in our overall vision of the comm of the district. um you know we are an arts colony is how we were founded and hanging on to that is important. Somebody asked me um I think it was um Dr. Glass actually asked at one of the meetings prior what kind of art
076things we had been working on. And I may have mentioned this before, but one of the things I have been doing is talking to different people about what it means to them and what is this artist community and how does how are we different and one of the things that kept coming up was that we are not Newport and we're not Dina Point. We are Laguna Beach and we have always been unique. that is why people come here and keeping it special and magical is really the task of all of us including um the board and city council. You know we are all elected to uphold the vision and traditions of our community. So I am honored to be a part of that. Um in that meeting we also reviewed the CAP report and uh
077I would like to ask that that report and that report just came forward at that moment. I think Victoria said she had it. So, I would like to have that report if possible posted or made public or sent to the board um and everyone so that all can see it because I thought it was a very good third-party um analysis of our um arts programs. And I think one of the things came out that came out of it was what we all agree on is our extraordinarily robust offerings and that we have such great offerings. What we can do to help our staff is to have this uh district level position. And one of the other things that's coming is the hundred-y year anniversary of our community and they are already looking to us to
078help um curate and put together stories and uh projects and events and helping our staff facilitate that in any way possible is um a high priority. Uh last Friday I attended one of my kids' first cere graduation ceremonies from college. Uh and ironically it came after the three-hour arts committee meeting. Um, and it was the graduation of the department of theater and dance at UCSD. I highly recommend that you I would not normally recommend looking at a at a graduation commencement speech, but this one was quite entertaining. It was done by every year they have a staff member do it. And this one was done by the production crew. And so you can imagine it was a full pirate production where the speaker um the staff member speaker was talking about how to the students
079about how the seas of life can be rough, how you surround yourself with family and friends and they help carry you through. They were the bottle-nosed dolphins. Um but how the arts because when you're involved in the arts, you are bigger than life. You have to think outside of yourself. When you're on stage, you have to make grand gestures so people can see it. And some of this ability and comfort level of living a large life um really serves its purpose when you are uh a business person making a public state making a speech or a presentation or an attorney that has to um argue a case in the in the in the um courtroom or um a student that is coming out of their graduation and and has is tasked with making a presentation.
080it just there are so many skills that come out of uh the theater and the arts uh that all kids benefit even if it's not their career path. So I was grateful for that. Um and lastly, I've had many many many conversations with community members. I think I spend almost every day on the phone right now and it's probably one of the reasons why I go out and rescue dogs every once in a while because I'm like, you know, I can take all these calls on the phone and and actually do something good as well. Um, I struggle to not address the comments that this board does not listen to what the community wants. That's not accurate. Um, as I said, I have many conversations and I've had many this week about the LCAP and
081arts and um, our last board meeting, and I've said this before, uh, accountability is not situational or conditional. It has to be equitable. This board is elected to represent the community it serves, and yes, differing opinions, and we won't always agree. I get that. But how we handle disagreement is is where we seem to have a disconnect. Accountability. It's the job of this board to ask the hard questions, to hold our district accountable to the community, our students, our staff, and to listen and take consideration into all perspectives, not just the loudest, but the quietest, the voices of those afraid to speak up, the parents that had kids in the district, the parents that have kids in the district, the taxpayers that fund almost $87 million of our operating budget. Those funds are paid through
082rent or property tax. One is not more valuable than another, and the value of a person's voice is not related to party or bank accounts. To demand that this board acts in the way one group wants is taxation without representation. And there's long been a belief that it is possible that the actions of past boards do not always represent the broad t taxpayer base. And I believe that. If that weren't true, I wouldn't be sitting here. That's what I ran on. And I've said this before. We spend thousands on our social emotional programs that addresses many things. But it also funds the support of the ADL which teaches us that we must stand up to bullying, hate, and hate speech. We must stand up to the efforts to silent the voices that are afraid to
083speak or the bullies that try to silence those that have spoken. That is hate in the making. Our students are watching. I will renew my commitment to that effort today and every day. and I can assure you I will do everything I can to not let bullying, intimidation, and fear win. That's the end of my report. Thank you. So, let's move on to the first item, the first information item. This is a presentation of the California school dashboard and local indicators report. >> Miss Dr. Mayberry. >> Yes. Thank you. Good evening. Um the California Ed Code requires that local education agencies annually measure and report progress uh on the state board approved local indicators. Um these indicators address uh the LCFF priority areas which data is not collected at the state level as you can
084see here in the visual. Uh it's also connected to our LCAP. Um the districts are required to report these results at a governing board meeting in a non-consent item um in conjunction with the adoption of the local control accountability plan uh which must occur prior to July 1, which is why we're here tonight. Um most of this information was presented during the May 14th public hearing for the LCAP. U so this will be a very brief report. Um, as you can see here, the the state board of education adopted state and local indicators to measure school and district performance in regard to each of the eight state priorities. Um, the state indicators apply to all districts and are based on the data collected consistently across grades. You can see that there in the middle column.
085Um, and then the local indicators apply to the district level and are based on data collected at the local level. uh sometimes surveys, sometimes information the information that is done collected through um our information systems, it just is not it just does not go directly to the state. The dashboard uh after we report the local indicators, the state takes those plus the state indicators and these are submitted to the California for the state department of education for this dashboard here. This is a growth model. So, it's showing how we do over two years in regard to the state and local indicators. Um, and then here's a few uh slides to share regarding uh that you may have seen some of these already, but uh in regards to basic conditions uh indicator uh we continue to
086have highly qualified staff. Students have full and easy access to instructional materials. Um we have uh regards to professional learning. We continue to see high approval uh for the professional learning opportunities from uh that we provide for staff. You can see there uh in mathematics is a little bit lower than the other ones. And that's because we're going through that two-year adoption process. So as new frameworks come out, right, we're learning, we're in the process of developing implementation plans, we're getting new instructional materials, which is usually a two-year process here at Laguna Beach Unified. And so that's one that we expect to grow. If you looked at this a couple years ago, uh you would have seen science or social studies and history a little bit lower. Uh those have continued to grow as we've
087implemented new instructional materials, strategies, and assessments. Uh family engagement uh continues to see really increased strong positive feedback year-over-year. Uh that said, um it still continues to be a high priority. Uh we've the family resource uh has expanded our availability to do education and input opportunities. Uh but that's still a newer uh program for ours and a facility and so uh we continue to have this as a high priority of growth uh over the next few years. Uh in regards to school climate uh we saw a lot of this in May 14th as well. Um one of the things that I think is important to point out as we continue to shift towards the competencies that are in our learner profile that means we're going to have we're shifting towards more competency based assessments. Right?
088That's things that you don't easily measure uh at a state test. Right? typically goes beyond foundational knowledge into more uh comprehensive authentic relevant learning. And our and you can see here uh on our annual survey over 80 more around 80% a little bit more a little bit less students are reporting that and they have regularly opportunity regular opportunities for relevant and challenging learning opportunities which is a good sign as we're adjusting our assessments. We want to continue to monitor these and make sure that it remains rigorous and challenging for our students because it's about having that right fit, right? If it's too challenging, it's frustrating. If it's too easy, uh it's boring. So, we want to keep that that zone of proximity when we're not just teaching but also when students are learning and sharing
089what they know. Uh and then lastly, um we just want this just shares uh the broad course uh study that we offer. I think we've talked about it a lot here in board meetings. We're very fortunate um thanks to to the board's support around offering a wide variety of courses um not just at the high school but at the middle school. We have lots of encore teachers. Our kids have a full comprehensive and diverse set of opportunities. Uh we've also expanded the tutorial period as an opportunity where it's not a formal class but an opportunity where students make can take and learn other things that are maybe connected to them that we aren't able to offer the class for. Um, but it provides that that learning opportunity and connecting it to what is most important
090to them. So, we're very proud of the ability to continue to offer that for our families. Uh, you'd be hardressed to find any other public or private school that offers uh the type of courses and and uh learning opportunities that our students have for a district this size. Um, that is the local indicators report. Thank you. >> Thank you. Uh, let's move to board member questions. Uh, and then we'll for public comment. Dr. Kelly. >> Thank you, member Hills. >> I'm going to save my questions that are related to this to when we're talking about LCAP. >> Okay, [snorts] Dr. Meski. >> Yeah. So, thanks. Um I I know this is def uh confined to the dashboard but I have had this kind of ongoing set of questions since I joined the board which you
091know about actually around parent teacher engagement and um it was highlighted that reading this report kind of dovetailed with an article in the New York Times this week or last week um about whether parents really understood how their kids were doing in school. Right? And part of it has to do with great inflation and part of it has to do with a lack of real opportunity to say like particularly if your kid has social emotional problems. Do you have enough opportunity to find out how your kids are doing? And as we move the the where this relates to this discussion and my question is as we move to these dashboard models and canvas systems where there's a perception perhaps that parents have more information because there's all this you know dashboard stuff available. Are we
092actually doing enough to give the parents the information they need? If your kid's getting all A's, you may think your kid's the smartest kid in the school, but perhaps relatively speaking, they're struggling, right? So, my I I don't know if it's a question we can answer tonight, but I guess my question is um are there things that we should be doing to explore engagement at every level for individual students out? Does this dash How about this? Does this dashboard do enough to tell parents how their kids are actually doing relatively and in a social emotional level? >> I would say this the the California dashboard um as is here is still pretty surface like it's it's not too in-depth there. You can when you go in there you can dig down a little bit into
093some of our student groups u so there is a little bit of depth and nuance to it. Um, but what really is valuable is when we're thinking about what a lot what you describe is the whole child, right? It's not just grades. It's not just how they're doing in class. It's how is their how is their their balance in life? How is their stress levels? How are they are they finding are they taking classes that are interesting to them? Are they doing school right? Um there's a wide variety of things and one I'd say part of that lies in our ability to have lower ratios with our counselors and lower class sizes where our teachers and our counselors get to know our students really really well. Um then it's obviously how do we connect the
094parents to that experience and that knowledge. Uh I will say one of the things we're working on instructional services is [snorts] developing not this dashboard but separate dashboards one for in that do measure better measure some of the more um comprehensive student information. So it's not just grades and attendance uh which are very easy to collect. Um it's things like what are your goals? Um what are your aspirations? Uh what do you want students and teacher what do you want your te teachers to know about you? Right? And then asking parents that as well. parents have their lens on what their kids goals are. Well, it's really and it's incredibly valuable information for staff. So, we are working on what what we call student story dashboard uh which individual students and then we're also scaling
095trying to scale it up to grade level to school level to district level. Um one of the things you'll hear a lot in education is you you measure what you value, right? And if you're to look at schools and districts in California and across the country, what do we measure the most? test scores, right? Traditional test scores that really don't tell all that students know, right? They are very limited in what they tell us. They let us ask good questions and explore more, but does not tell the whole story of the child. Uh, and so I think we want to be able in Laguna Beach to be offer a very more much more comprehensive personalized view of our students, of our school, of our district. Um, that emphasizes those skills uh and and competencies that
096we think are be valuable for our kids long after they're with us. >> Yeah. So, so we've had you and I have had long discussions about goals conferences versus feedback conferences, right? And one of the examples I would use is that I know going from fifth to sixth grade, many many kids are getting an A in math and then they're not selected automatically placed, I should say, in the advanced math class. And the parents are like, "This doesn't make any sense." you know, they they do okay on the state test and they've been getting an A. So, my point is, you know, do we need to think more about how to help parents to understand their students relative performance in spite of what we see on the, you know, on on all the information we're
097provided. And I mean, this is just a longer term discussion. How how do we make sure parents really understand where their kids are relative to other kids? Yeah, >> I agree. I think that's an important discussion, important area for for our school teams and our social services team to continue to find ways to especially during transition times uh from school to school, but also just throughout the year. What are those opportunities where we can share um a glimpse into where students are at um not just grade level, not just their grades in their class um but like the readiness for the next grade level or what other information might educators be looking at that we aren't necessarily sharing, not intentionally, but we don't always share every piece of data we have on students, right? Like
098some of it we're collecting and making incisions around instruction and and uh and learning experiences, but how might we be able to share more of that information? >> So, thanks. I just want to make sure we don't rely so much on all the great technology we have. Yeah. Thanks. >> Thank you. Um, Cler Perry, let's keep it to questions and then we'll get into discussion as well. Thank you. >> Okay. Sure. Um, and I I know we don't want to have class rank at grade six so people see where their kid is in relation to others. I wondered about 74% of the students say that their staff provide meaningful feedback to them on assignments. Can you talk a little bit about how we're going to improve that? >> Sure. Um so there's a blend of
099way that students that students receive feedback from staff, right? Um depending on the assignment it might be, you know, right or wrong, right? If it's a if it's measuring foundational knowledge, um if it's measuring like an essay or a presentation of learning, um the feedback tends to be a little bit more comprehensive. It might be a paragraph feedback, it might be a rubric where you can get a little bit wider breath of that. Um as we shift to more competency based assessments, that'll be an important growth point for us. um is how do you provide thoughtful feedback on something that's you you're not just checking boxes when someone does a like you've seen the cool presentations or um some of the presentations uh that they're doing for the state seal civic engagement like those aren't
100like we're not checking a box to like say they're getting an A or B or C we're providing more meaningful feedback around those skills um that are not as easily measured that'll be a really important way for us to to grow that data point >> thanks And then um we're talking a lot about how important student voice is. How are we incorporating student voice at with younger children at lower grade levels? >> Uh there's a variety of ways. I think it probably better answered by Mr. Turner and and and Dr. Hatchel. Uh uh but I do know they have at the upper grades they certainly do have their forms of like their their um after school programming or their student council their ASB um that provides a voice in different on like those activities. I've
101seen the green teams at the elementary level providing uh ways that they are impacting campus and looking at different information um that they can have coordinate or help make decisions around the type of experiences or even just like how they want to inform other students about how to recycle, reuse or compost. And so um there's some variety of of ways that they're trying to increase that. Uh it's obviously a little bit more complex and nuance the lower you go. Um, but I know it is a priority at all four of our schools. >> No, it is too. Thank you. >> Thank you, Cord Perry. I just have a couple and then I have saved a bunch for the LCAP as well. Um, and again, because the dashboard is really kind of just specific data, it's
102kind of that's that's how the questions probably come is because it's data driven. Um, and I think um my colleagues have asked a lot of questions that I had on my list as well. I'm curious is to and some of this is kind of prepping for um uh a later statement as I had mentioned on in June. Uh I'm grateful to the commitment that um our incoming superintendent Dr. Glass has made or Dr. Austin has made um on a visioning session um as well as trying to do a retreat with staff in an effort to um have to not reposition but to re to evaluate where we are, where we want to go, and where um um and just the overall vision of our district. And I'm I'm I'm grateful for that because I think
103it's um it's been a while since we've done that. I um just a couple things on this that I've that I have questions on. um the um if 80 you know 80% because again it's data right so if they staff reported that professional learning opportunities have a positive impact so I'm just curious we talk about every student every day and I would assume that's going to that should include staff every student every staff every day so what kind of input would sta do we have data on or in input on what staff would like to see to increase that positive impact that um that the professional learning opportunities will create. >> Yeah, I think this is a this is a high priority and this data point has gone up and down at some points. It's
104been up in the high8s um since I've been here, but it's we try to collect that in a variety of ways. Um we typically do surveys after any district-wide PD day. It's a great time. It's fresh. They've done some learning there. Um we ask for additional like what else might you want to offer? Might you want to present, right? Um the school sites also uh have those collaborative planning sessions and gather input of school leadership teams um which includes department chairs, grade level chairs. So as things come up, they're collecting information or they're asking them what might you be interested in us providing beyond what we already are. Um there's um we also have our uh several instructional coaches and teachers on special assignment that are out there hands-on with teachers asking them what they
105need, providing you know professional development during lunch, providing professional development afterwards. So they're always collecting that information um by myself uh have do similar things as well where I'm out there trying to meet go to different meetings and collect that information. >> No, I really appreciate that. But I guess I'm asking for more specifics like what are they asking for? And because like I I love this data point too. 82% of staff agree that district and school leaders support staff professional learning. So what um I guess so that was more my question is what are we what are they asking to see? >> Yeah. Well, it obviously depends a little bit on the on the the staff member, right? Um so I think um some of the things that we that they want more of
106there's definitely more around AI literacy um is a high priority area for a lot of for staff and you know how do you different instructional strategies relating to uh having engaging learning opport learning opportunities that maybe are AI resistant or uh provide more thoughtful critical thinking by students. Um that's definitely an area of priority uh as it's a very evolving topic. It's changing quickly. Uh certainly if you were to ask elementary some of the elementary staff like we've been doing a lot of math professional learning the last couple years with the adoption uh I'm sure some I know some of them uh are ready to shift some of that times towards literacy which is what we'll be digging into next. Uh so that has come up. There's teachers that are wanting more uh more things
107related to reading, writing, speaking um which will be which we might dip into a little bit this year but a lot more next year. Uh and then uh with our teachers who are elected, one of the challenging things in a small district um is you might have um trying to give an example like you might we have one, two, three, four, five visual art teachers, right? Uh or we have two vocal teachers and a pair educator uh vocal vocal. So like providing personalized professional de development for two or three teachers is sometimes challenging. And so I often work with them around helping them um giving them the agency to pick what they want. Uh like that could be bringing someone in, working with a local vendor, going to visit another school. Um but I know
108those teachers who have very specific uh classes that they teach are always wanting things that are more specific uh to their courses rather than the broader topics that we might do across the the course subject areas. there's a knowledge, right, of what of common knowledge of what people are looking for and what they aren't. So, okay. Um, I think I'm going to save the rest of my questions for the LCAP. So, thank you. Um, do we have any public comment on this item? >> Yes, we do. Steve Brown, >> there we go. Good evening. Uh I got interested in this. Obviously there's a tremendous amount of materials that were provided. So uh it's a pretty heavy lift, but uh the summary one's a great one to start with to get everyone in the same room.
109Uh I was mostly curious when I was thinking about how was it going up at Palo Alto Unified in comparison to Laguna Beach. Uh and it's pretty interesting when you look at some of these things even in a summary level. Um the interesting one of the interesting things that I I uncovered is uh up there they spend about $35,000 a student. Um so we have some room to catch up there. We're at 337. Um so that's good. It's interesting that that's comparable. They've got 10,200 students and we've got about 2,300. Um so it's interesting when you look at it that way. Uh and then staff numbers and teacher numbers. Um and then the fact that both are community funded. Uh obviously for th those of you who know the area up there uh there's a
110tremendous amount of uh of uh interest and uh and money there as well. Um I then did some comparisons. I looked at basically page six and we're doing a great job in comparison on the basic conditions. When you say percent of teacher miss assignments were at zero they're at zero but only in most of their schools. Um they've got 18 schools I guess. Um percent of students without access to instruction materials is zero and zero. So that's great. Um, one for uh Ryan. You know, we gave him kudos last time and and the team that keeps things uh on the janitorial side and everywhere else uh working hard. Uh schools not in good repair. Uh we're at zero uh out of four. They are at two out of 18. So, we're outperforming them there. So,
111that's a good thing. Um on the good news front, touching on page seven. Uh, and I'm really just pointing some of these things out so that some of you who uh may not have the time or the the inclination to go look at them uh can get some high levels. Uh, we're doing pretty well. Mathematics at a three. Absolutely. Uh, to me Malcesky's point. Um, obviously there's a lot in that. This is getting you in the room, but uh, there's way more detail behind it. Uh, good news is they're at a five. So hopefully with that kind of mix we can figure out how to bump that on up. Um, we're outperforming on PE. We're five, they're four. Um, we're outperforming on health education. We're five and they're four. And everything else is pretty much
112a five across the board. So, that's good news. Um, not everything compares. Um, but generally there there's some pretty good ones. Uh, students who report social and emotional counseling services are available. Uh, both organizations, both districts are at 88%. That's great news. Um, and then one area that I think will be hopefully a good positive is the academic engagement. When you look at students who report courses are relevant to post high school, um 79% at Laguna Beach, um they're closer to 90%. So hopefully that that gap and closing that a little bit over time would be a great way to go. And then chronically absent, we're at 10 and they're at eight. So I know we're working hard on all that stuff. Um I just want to point some of that out as we continue
113to work on this and I think figure out ways to meld it all together. Thanks. >> Appreciate that. >> Is that the only comment? Okay. Um, any further discussion by the board? Anyone? No. Okay. I think there one last thing that I wanted to um that I missed the first time was um and Ana Karen and I have talked about this quite a bit. The satisfaction with school and district communications at 83%. I know we have have offered lots of feedback from our community our committees um that have talked about um not having clear lines of communication. We talked about the transportation last time and making sure the staff uh was aware of the changes and improvements to this to the uh transportation uh and then also the feedback. I know one of the things
114that's happening this summer is a pilot program with Durham with the new software. I forgot to mention that earlier uh with the new tracking software. So, I don't know if any parents in the room are a part of that um test pilot group um but they're looking at at testing it to make sure that it you can track your kid and is it on time? you know, all the different things that you do when you're testing a pilot program. Um, and so I'm looking forward to seeing that number um on our um district and communications not only within the district but out to the community um increasing as we go as well. So I think um otherwise I had no other comments. Um and this is a discussion correct. It's not an action. We don't
115need an action item. Okay. Terrific. Then let's move on to item 9A, the approval of the 2026 2027 local control account and accountability plan. Dr. Dr. Mayberry, >> thank you. Uh there's no presentation for this. Um as part of the annual review and update for the LCAP, uh staff collect uh state required data and local data uh throughout the year, quantitative and qualitative um through surveys, perceptions all the way uh all the way throughout the year. We meet, as you know, we meet with our stakeholders and partners in the spring. Um we we meet with our the ED code required advisory groups, parents, English learner uh parents as well as students. Um this year we did a full uh community uh opportunity to for uh meeting which was uh as I understand the only one
116in Orange County that I'm aware of. Um and then the community also has opportunity for input uh or had an opportunity for input on May 14th. Um as mentioned earlier uh pursuant to EDC code the governing board must hold a public hearing um which will be done on the 14th and then a subsequent public meeting which is today uh the board must adopt the LCAP budget um along with the lo along with at the same meeting as the local indicators uh in order to uh meet the requirements uh for having a budget an LCAP approved by July 1st. Um these are statutory requirements uh with the intent to align the district's plan with actions and resources and funding and services. Um a we have not received any additional input uh or feedback since the May
11714th public hearing. Um so we did we did get the approval from Orange County Department Ed uh near the end of uh May as well. Uh and so the attach uh board uh LCAP uh plan, sorry, uh is here for your approval. Thank you. >> Thank you. Um so questions on the LCAP. Dr. Kelly Howard, >> Mr. Hills. Questions on the LCAP >> in regards to our implementation of it. >> Yeah. Well, and what's in the LCAP about the learner profile? >> Uh the learner the learner profile fits across all three goal areas. um when you're thinking about when we're a lot of it lies within goal one when we're thinking around how do we provide these very authentic um personalized learning experiences um often those are driven through student interest and career um which
118is part of goal one um we've continued to see an increased amount of students getting certifications in internships as I mentioned earlier work-based learning opportunities um we've seen an increased amount of students getting the state seal of civic engagement um there's a variety of areas that we're seeing good growth in related to that. And then on the assessment side, the competency based assessments, that is our uh we're seeing growth in that area, but that's definitely an area that we um are going to be prioritizing more uh these more alternative type assessments uh beyond the traditional ones that also falls within goal one. [snorts] me back had previously um I was particularly interested in the learner profile component related to empathy citizenship where where did we come out in this on that >> we don't have
119a specific measurement for the each of the five competencies that are listed there >> um we what it does is it provides us a instructional model for staff so that they can provide learning experiences that elevate those competencies right so whether it's uh being empathetic or being a good communicator, right? That drives the professional development that we do. It also drives the learning experiences that we support teachers on in their within their classroom, right? So that students have an opportunity to work on those skills. Um but they're not re that we're not they're not receiving a specific grade on them at all. We're not collecting data in that way. Uh we do want to have more as we talked about earlier around the dashboard the whole for the whole child. Uh that is an area
120that we want to do more portfolios where students can share uh where they feel like they are at with with teacher feedback. >> Yeah. Well, you know, the thing about it is in previous discussions of these issues. Um, I'm just wondering, I've brought up on several occasions, um, my concerns about the efficacy of the learner profile, um, and what it conveys and what it communicates to the public and to the teachers and and what then goes on under that component, that competency. And um so you know I want to renew my concern about um what it is we're communicating here because if we're going to use the term citizenship um that has one set of meanings if we're going to use the word empathy or you know you just you just listed the competencies that
121fall under this category >> those relate to like I don't know personality character um awareness mental health emotional health whatever however you want to characterize it. So the you know so I've been struggling because I think this is pretty important um that when we use the term citizenship um that in that involves um has a meaning and its meaning doesn't seem to be being used in the right context here and so I've raised this several times over the last year um and so was there any discussion of this during the LCAP process. I went to the um Elmor Mororrow School talent show instead of the LCAP meeting in the library and I think I made a good choice. But my point is I I want to be uh I want to a ask you you
122know very simply um there's only two kinds of citizenship. There's a citizenship that a nation state confers and because of the American system of constitutional federalism, there is a citizenship that states can confer because states have sovereignty under the 10th amendment. So when we use the term citizenship in America, it has a meaning and it involves a lot of things. Now one of the things that can be part of citizenship is empathy. That's a adjective you can use to describe citizens who are empathetic. Um but um I just so I want to know I've raised this issue several times. You at one point said well there's global citizenship and I said no there's no nothing under international law that allows anybody to any international entity under to confer citizenship and then you can say well
123local citizenship well there there is no local citizenship. >> Howard can you phrase your question then we'll get into discussion. My question is after I raised this several times during our reviews, early reviews of LCAP, was there any further discussion of any of this or was this just something that considered that that guy Hills is kind of crazy, so let's just go on with things. >> I understand and appreciate your your uh passion for this area. Uh I can tell you that that that concern has not been brought up in any of the surveys, the meetings, the community meetings. Uh it did not come up at all from anyone. And that goes to the question of um I know that I've I read several of the LCAP um you know papers and whatnot that were
124distributed and um I think I really didn't see any you know when you listed the the people that would be involved in the constituencies coming. I don't re I don't I think only once did I see that the board members were um included in the uh in the outreach. So, um I guess I'm asking you, you know, when a board member um raises an issue like this, um and at the end of the year when the LCAP's here and um I guess it just was a decision made that that was not meritorious, not something worth discussing. No, it's a I mean I think it's important you know you have this is your view and and and and and your view is valued and appreciated and um I think we're developing the LCAP right like we're
125looking at the wide variety of of our stakeholders and partners and local community um and we're gathering all that information as required by EDC code um and then we summarize and let things that come up is this something that is there is more interest in and look and reexploring or not or is this is this something that a lot of people are interested in? Is this something that a few are? And so, uh, in that process this year, that did not come up as something. So, it wasn't an action item in the outcount, uh, to change the learner profile. >> Yeah. Well, uh, I guess my point would be that, um, um, I would well, is is there going to be an opportunity for comment later? Okay. >> Of course, we're just this is just
126questions and then we'll have public comment and we'll come back for further discussion. Okay. >> No, >> sorry about that, Howard. I'm not trying to cut you off, but I am trying to keep this very focused on questions and then just and then comment and then discussion. Dr. Meski. >> So, I'm just curious about what it means to approve the LCAP because I've been very concerned about things that were put in the LCAP. Um, specifically, we had a transportation and an arts committee report and Mr. Roy Chowdery added those items that were recommended to the LCAP and I said why are they in the LCAP? they haven't been approved and he said this is a placeholder and then that will come up with the budget and then the budget came up and all those things
127were added to the budget and there was no discussion again about the items and I was told well when we that's because we're not approving the budget when we come back to approve the budget we're going to be able to vote on those items and then we came here tonight and those items are again not um distinguished in any of the reports and we also have a agenda item to approve a job description for a position that's never been approved. So, what does it mean to approve the LCAP if there are items in it that have never been approved in the budget, even though I've asked for a motion multiple times to do that? If we approve the LCAP, are we approving those positions or are we approving that we discuss those positions, but it's
128really just about the budget? I mean, the whole process makes no sense to me. I don't know which of you can best add into this, Mr. Rashad, but the YCAP is an action plan, right? It's an equity plan um with with actions and services and it does include amounts uh that are tied to those services to meet the district goals. Um the budget is approved in a separate item which will be later tonight uh which has those they're budgeting for potential expenditures, right? Um and then um as you whether it's a unique position or it's purchasing equipment uh ultimately that's approved by the CEO or the superintendent of the board of the of the board of the district um and uh partnership with the school board. So uh should the board and uh be interested
129in doing something like that that would be something that they would work on moving that forward um as an actual item that occurs. Um, >> right. But if I don't agree with things in the LCAP, which I might if we had a discussion in past motions on particular items, but does that mean I can't vote yes on this until after the budget discussion or am I voting on a kind of plan, but it only matters when we have the budget discussion? Mr. Right Chowdery, what is So the coordinator for the arts is included in the LCAP and we have budgeted that position in the budget and LCAP. >> Yes, but I have asked at three separate meetings. We had a report from the committees and there were a whole bunch of expenses and I said
130we need to vote on whether we want to approve the recommendation of the committees. Some of those items I feel are really important and we should have had a discussion and voted on them. And I was told we're going to do that. It's in the LCAP as a budget item. So when we do the LCAP we're going to talk about each of those. So then the LCAP came up and I said,"Well, all of these things are in here, but we've never discussed them and passed any or approved them and some of them are important and we should have that discussion." And you said, "That's going to be approved when we do the budget." And so then I said, "Well, we need a separate motion on each of these and they need to be distinguished in
131the budget." And then the budget came out tonight and the LCAP came out tonight and all of it's been uh included. There's been no separate motion and then we get a position description. So I'm asking you if I do I have to vote no on the LCAP because I can't get the discussion I want to have about whether or not we approve the recommendations of those two committees. The committees did great work. They don't get to, contrary to President Morgan's argument that it's not fair to people who served on a committee not to give them everything that they want. If we have committees, we value that committee work by discussing the recommendations and deciding what we want to do with it. So, do I have to vote no on the LCAP? Because that never happened
132in spite of asking about it multiple times. and it's been embedded in the LCAP and it's been embedded in the budget and we now have a position description. I'm just not sure how to vote. >> So, let me address it this way. These are proposed LCAP and proposed budget. So, the board has absolute right to say no or take out any items and get us back to saying okay, we are not approving this specific items on the LCAP. So, do I have to make a motion tonight on the LCAP or do I vote for the LCAP and then deal with it with the budget? It's just I don't know why we would put anything in either of these documents that haven't been approved if they're part of a report. >> Right? So, I mean the
133ideal opportunity would have been when the prop LCAP was proposed um >> which is when I asked, >> right? So we can say hey reconsider whether we are putting those items on the budget and if it has not been done then we can do it today also because >> Okay. So I will make a motion on these items when we >> All right. Um any further questions? >> Okay. Member Perry, clerk Perry, >> um I'm wondering how we balance our we have these great support programs for our special ed students, our English learners, um other students that are having having difficulties with literacy or math. How do we balance that access with access to career programs in the arts? because I hear that it's it's difficult because you're it's like you're doing two academic classes
134and not leaving room for something else that might really in interest the student. I think um in a smaller district like ours um and we offer more than most school our high school offers more than most schools three times our size. Um there are hard choices that have to be made. Um we're not able to offer everything everybody wants, right? You you have to make choices. I think anybody who's had a parent in here, you know, you probably would want your kid to sign. There's probably 10 or 12 courses that sound great for your student to take. Um but they typically need to choose six or seven, right? And so I think those are difficult choices for families and for staff um on how to offer those. I think our best option for those are
135integrating those into current classes, right? So we do have some art u CTE courses, right? Our visual arts, media arts, among a few others where they're getting that career education built into their coursework. That's the ideal place for it. It doesn't always live that way, I think. But it would I mean, it's good to have those in our algebra 2 courses, in our English 11 courses, right? Um the more we can integrated in there, the more um relevant and connected the career, uh learning opportunity would be. >> Thank you. I know in speaking with students, um they said it was difficult. Um and you're right, difficult choices. Uh, how are we handling our students that are graduating this year and don't have a plan? Don't have a plan to work or a plan to go
136to a two-year or a four-year school. >> Uh, well, I would say that's part of what we do with our counselors. So, I mean, they're developing four and six-year plans with their students uh throughout their high school experience. So, I'm not aware of any students not having a plan u with their counselor at the high school. um that doesn't that doesn't mean that like they all love what they're going to do next or have a full idea, right? I mean, that's the challenge of of um you know, developing young human beings, right? Like they things change over time. Um but I know that's a high priority um to have students when they leave us have a good idea of their what are they interested in, what do they feel good, what are their strengths, um
137where might they go to pursue those, right? and sometimes they may need to work and they don't have that option to pursue their passions right away, right? And so, but I knew though that is a big part of the the comprehensive health or counseling program if that students do have a plan um that hopefully they are in a good place when they leave us. Uh and I know our staff would be more than willing to continue to support them when if they were to like come back in three months and say, "Hey, like I'm lost. I'm not sure if I can make it in community college." I know all of our counselors would help them in a second. >> I know they would too. And I I don't know about this year, but I do
138know in previous years there weren't many, but maybe four or five. And other districts um take those kids on a bus to explore like the career center in in our joint district to look at some of those adult programs and some kids then sign up. So I wondered if that was a possibility for us. Yeah, we have, you know, CCA, uh, which we partner with for adult education has a wonderful, as you know, a wonderful, um, jump right into skill-based and most of those programs, you can get a job within a year. Right. Right. Uh, I those are excellent programs. Uh, I know. >> So, I was wondering if we could the students who don't have an idea, if we could take them or bust them to show them those programs >> after they graduate.
139We couldn't >> before. >> What's that? Before you could potentially set up a a visit to do that. Yeah, I know our staff would be um happy to to to help students if that's something that they're interested in to see in action >> and they might they might might not be interested until they actually see it. >> So it might help with that. Thank you. >> Now, um so I see absenteeism is 9.7 affecting 216 students as of April. Um, do we have data on how many of those students their absenteeism is actually affecting their grades? Because I know sometimes um parents take students out in elementary school because they have a great opportunity to go to a conference in DC and show their kids around and the students get a lot out of that.
140um it does it doesn't necessarily take away and they're you know they don't fall apart. Uh some students miss a lot and it it does really affect them. Do we know how many how many kids it really affects? >> Uh I don't have I I'm sure we could potentially look that up. I don't have that with me tonight. Um but I know one of the things that is important with the chronic absenteeism is it's 10%, right? So if you're thinking through what does that look like in a 180day school year, right? That's 18 days. So almost a month of schools missed. Uh that will if it doesn't impact their grades, if somehow a student is able to maintain grades, like that's incredible. Uh but not common. Uh it certainly will impact their learning, right? Missing
141four weeks of school will have an impact on what they learn. Uh even if they're able to maintain what they perceive as good as good grades. Um, but that is that's why it's such an important marker when you get to missing. You know, you go on a vacation in the middle of the year, that's five days, right? That's there's still another you're sick for two or three days, you're at eight days, it's still another 10 days before you get to 18. So, um, the vast majority of kids like it's impacting them and their learning or obviously potentially their grades as well. >> That's a lot, 10%. Um, now I also noticed that there's been a decrease in progress toward English language proficiency. Is that just because I mean we our numbers aren't big and if
142we get a lot of students in that are absolutely nonfluent in English at all, we can't expect them to become fluent in a year. I mean, or or what are the factors affecting that? >> Yeah. Um I think you you you discussed one of the main important ones, right? When you're when you're looking at the the state test, which is the ELPAC, the acronym ELPAC, um you depending on the year, you might have 30 students take it, right? We in general, give or take whether they've exited the program or not, we generally have 50 to 55 students who are designated as as uh students who are still learning English as well as and then additionally, you might have some that maybe have been redesated but are still we're still monitoring beyond those. uh then when
143you the students that take that test is even less right and so um whether you're talking about the the ELA or math test or the alpac depending but it is if you have you know 10 students that are newer to the newer to the country or newer to English learning English like it'll significantly impact those numbers um and so but for the most part we've seen a pretty high redesination rate uh the last five years um so uh for this for any decrease that is the first thing we look at is who are these students? Because we know when you get to those phone numbers like you know them really well by name and and and their how well they're doing. >> Uh one one more for So it's wonderful. Many of our students feel
144very comfortable at school. I think like 80%. Um what are we doing for the 20% that don't? >> Yeah, that's a good question. um any students that um don't like most of our surveys um might be we might capture that information during survey but um at the high school level and and and at the middle school level in certain spaces they're asking that question directly with students. So their counselor is providing them immediate support when they get when those questions come up. if they feel disconnected or they feel like it's not a valuable learning experience, the first and foremost thing is they have a counselor there to support them um or a social worker um that knows them well uh that can help them and be their advocate um as well as provide them maybe
145additional services that they might need. Um if it continues over an extended period of time, we have teams that come in and support them. And then you start to bring in more teachers, administrators, um, specialists, um, that are providing direct support to students if they see a pattern over time or if it's that just when we, you know, did the survey, right? That might have been something that how they're feeling that month when they were giving their feelings about it. But the counselors uh, capture a lot of that data themselves. >> Thank you very much, Dr. Mayberry. >> Thank you. Okay, I've got a few questions. um trying to find one of them because it was back to the um the civics and you had mentioned Howard had mentioned that he uh had been asking
146about it and talking about it for quite some time and the statement was that it wasn't uh it didn't really come up again and I think and I just saw now I can't find it again um even though I marked it um the data in the LCAP shows that that only 19% um are uh feel that their civic Where did that go? I just had it in my hand. Yeah. The district's emphasis on civic engagement and career exploration was evident in the accomplishments of the class of 2025. 19% of graduates earned the state seal of civic engagement um recognizes students who were actively involved in their communities and understandtood the principles of democracy. So I guess my question is um what does constructive civic engagement look like? What does that look like in practice? If
147if we're highlighting civics, we're highlighting that we're very successful, but yet only 19% even participate, what are we going to do and how are we going to approach um increasing that? I know we've had lots of calls from the community for civics classes and civic engagement. Um and it might mean different things to different people. So, what is our consistent messaging and how do we increase that? >> Yeah, I think I agree with you that it it can mean different things to different people. Um, separating this from the discussion around the empathetic citizenship with the learner profile, that data point you're referencing is our state seal of civic engagement. Uh, last year was the first was the first year we offered that. Uh, and which means if we had 19% uh that was probably about
148I don't remember off top of my head I want to say 40 or 50 students that qualified. It's a state award uh that they received. This year we'll have closer to 80 or 90 that will qualify for this graduating class. So almost doubling in on the second year. Um and some of a lot of that it's well one there's five criteria for the award um um and recognition. There's a couple of them are grade two of them are grade based the grades they get in their in their uh some courses. A third one is related to community service um which our students um we all have it's much easier for our district because we have a um volunteer community service hour requirement for graduation. So most kids meet those three and then the other two
149are related to doing a civics-based project. Uh and there are some very clear criteria. It's not just doing it. It's actually working with an authentic audience and presenting to an authentic audience. It might be going to a city council might be being part of a committee where there's some adults and you're advocating for a certain position. There's a wide variety. A lot of them are integrated into our courses. Um the when students are doing like in our authentic exploratory research course, right? Most of those students are working like they're doing research that requires them to go out and discuss with the public something a research or project or an action that they're trying to take on behalf of it. They all get that award that by that research we have some that are done within
150our uh government class. We have some that are done with our US history class uh where they're presenting to an audience as well as which sometimes is um we've brought in different uh people from the local water district or um other other arts community members to present to and give them feedback on that. That's where that a specific award comes from. It doesn't capture everything we do in civics, but those projects that they're winning the award for are are really the top-notch um measurement of civic engagement. >> Okay. So, thank you for identifying the the different programmings and everything that feeds into that civic engagement seal. Um, what how are we framing? So, I guess you know a lot of my questions are circling around mo as much goal two as it is goal one.
151Um but civic engagement are we do we have I know I don't think we have a specific class about civics and when we talk about in the AER program for example which is I think what you're referring to and there's a couple different other ways that they can earn that. What are we um are we teach what are we teaching our students as far as what civics participation looks like and and what that is. I mean, you know, it's um typically, right, we're we're we're trying to make sure that we are addressing um civic engagement um and and then what is that how is that defined? Are we identifying how that's defined? Are we defining civic engagement by persuasion and questions? Are we p, you know, I kind of spoke to it a little earlier.
152Are we talking about civic engagement is um when you participate in a meeting that that is civic engagement, but then are we talking about the behavior in that meeting? Are we talking are we do we have a class where we teach our kids that you know what's appropriate meeting behavior? We talk about what's appropriate theater behavior when kids go to the theater starting at a young age. You know this is how we behave in a theater. Do we talk about um you know the art of persuasion versus the art of of bullying a point across? What how do we address those in the district to in as far as the LCAP since we talk about the things that we do? what what is our approach and what in that effort? >> So, civics engagement is
153a standard within the history and social science. Um, it's a large it's in is integrated into all of our history and social science. I'm >> just more specific. What are we doing? >> And then so depends on the course what they're doing, right? Sometimes that might be designing uh uh a policy that they're going to present to the city council. Sometimes it might be designing a a new city structure. Uh there's a wide variety of projects um and different ways that they measure that. Um I think we talked about earlier there was they even they some students were even u taking a test on on on civics, right? And so um citizenship and so there's a variety of ways that that occurs. Um what this what we trying to do is make sure they're they
154have an audience beyond just what they're learning in the classroom. Right? So, you can do that through a political lens. You can do that through an an economic lens. You can do that through a community based lens. There's lots of different um spaces that allow for that civic engagement to occur. Um they all impact each other. There's like overlapping circles. If you saw a diagram, you see all these overlapping circles. If you want to work with the with the when our staff is doing things that are working with the the city council, some staff members that are there, right? You can't just go there and talk about like how you want to impact the city policy because it does impact the e there's an economic impact to it, right? Um there is a social impact
155to policies whether it's in the city or the community. And so it's all-encompassing of of those types of activities. Um now it doesn't just live in social studies and history like we talked about lives in research. Uh English teachers often are having students write essays that then may go beyond that class where they're trying to engage in the community uh as well. So it does and sometimes science like we've talked here about you know when you have students out in the community doing research and it's getting published to a larger audience right they're engaging civically um with trying to make an impact on the policy and the the economic structures within the community that is being impacted by their research. So it does happen in a variety of ways. >> Thank you. Um I appreciate
156that. I think um it's a continual process right and and having that in elevated is important for students. So I wanted to ask a couple more questions about um uh goal two um goal two is all about our social emotional um how much how much I always say you know thousands of dollars. What was the total again that we spend on social emotional? >> Uh I don't have that with me tonight. Sorry. So, in our binder, it says that we pay spend $2.8 million on mental health for our kids. That's a lot of money. Um, and I find that kind of interesting because, um, just, you know, just that support element alone at $2.8 million, I don't necessarily know. Um I think earlier there was a statement of possibly you know additional time with counselors
157and things like that that we've implemented quite a few changes to our social emotional but yet we're still only like 82 88% of our students feeling safe etc. So, if we're every student every day without um increasing staff and certainly not increasing the budget, what are some of the things that have been discussed that are going to address that? And what are we considering um that behavior to look like? For example, like I said, do we talk about how to behave in a in a meeting? You know, we do a ton of parental uh education as well. So you know on that question you know what um how do we evaluate if those the effectiveness of those efforts right if we have discrepancies in the community of what is civil behavior and we teach a
158model what is the model that we're teaching and if we see dis if we see behavior like in the community or on our campuses that don't reflect our goals or our what we've outlined how are we addressing that? It's a good question when you're speaking to how do we address behavior in you in the community or beyond the school, right? And so in >> our campuses and our campuses too, right? So um I think that's a large part of of our of what we uh work on with students um is making good decisions, understanding the consequences of decisions, understanding the impact of their decisions. uh that lives in a variety of ways, right? Whether that's our our social workers, our student support specialists, uh all the different staff that support social emotional wellness counselors, right?
159They're all providing that level of support for students. Um but when you're when you're in our community, one of our the strengths of this community, right, is that it is a team effort, right? So when students are with us for those seven hours a day, like it's a high priority for us to help them with that. when they leave us, we want to support the parents with that as well. Uh or whoever they might be be supporting them when they go home uh after school. Um we hope that they are going to make decision good decisions. That's our goal is that they're going to make really good decisions when they leave us or go beyond the school day. Um but we also know that adolescence um and when you are wanting to try new things
160or take risk, it's a very normal thing as part of of growing up to take risk. Uh, you know, when you think of like a middle schooler, it's outside of of being a two or three-year-old, it's where you have the mo you're hormonally like you have the most risk. Uh, you want you want to take the most risk based off of the least amount of knowledge that you have, right? So, it's a normal thing for kids to um make mistakes and behavior. But what I can tell you is it is definitely a part that all of our schools work on. They all have character education programs. You've we've talked a lot about restorative practices, right? that impacts when you have to restore a relationship, it impacts you the goal is to impact your decisions the
161next time, >> right? So if we have behavior um and if we have an expectation for behavior um and we have this commitment to creating these safe and inclusive environments, what is the district's approach when I mean because I've gotten many um comments about students not feeling safe in certain situations of recent and so how if if if behavior is not reflected on campus that reflects our goals. How are we addressing that? >> I don't um I'd have to look up the exact percentage, but I believe on the survey the number of students that said they're safe is in the high 90s on our campuses. So, >> aren't we every student every day? >> I'm not sure what that has to do with the perception of safety >> of every student needs to feel safe
162every day, right? >> Yeah, that's what we want. >> Okay. So, we have 88%. We probably need to address that. So, I'm asking how are we going to address that? >> I think I was just sharing some of those ways that we're doing that, right? So we have character education programs. We have all intervention. We earlier this year we talked about progressive discipline model. We talked about when students make mistakes. It's a opportunity to learn. >> But those aren't new programs. Correct. These are ongoing programs that we've been funding for quite a while to the tune of $2.8 million. >> Not necessarily. >> Okay. >> There are some new ones in there. >> Okay. I know it's a hard line of questioning, but I think it's important because I think it's um a focal point
163of the conversations I've had for the last week and a half of what are we doing and how does our programs align? how much are we spending um and what the what are the results and how do we change what we're doing if it's proving to not be effective and data is data but that doesn't mean everyone responded in a way that is reflective of how they feel so that's that's where the line of questioning has come from um and then I think my last um question is about about viewpoints and what kind of programming are we putting in place that allows people to have different viewpoints that doesn't elevate into um hostile attacks because we have students that have different viewpoints that have been expressed and the reporting back now is that because they
164expressed their viewpoint and this has been going on all year. This is nothing specifically recent u but I've gotten many um you know had many conversations with people over the fact that their students don't feel that they can express a different point of view on our campuses amongst our staff and and not all staff obviously um amongst other students that they're um hesitant. I mean, graduation in and of itself was only 100 people, right? And they pushed it out five times. And so clearly, there was a group that either didn't want to respond, didn't feel safe to respond, or didn't feel they needed to respond. And so, how do we how are we approaching and changing our efforts to allow people to have differences of opinion and not have it escalate into some kind of
165a massive um cultural war, which is kind of what has happened this year. >> Yeah. I can't speak to that some of those interactions that you're referencing um beyond beyond school district but um what I what I can tell you is um when students are feeling like there's something hostile right and you hear that I hear that right I mean we need to report that to the school and to the teacher and let them and and and let them and the counselors and let them know so it can be addressed we also have anonymous we have anonymous uh tip lines for people to report that so they they feel like there's any reason they can't like we follow up on any of those that we follow up on. Um that is our goal that none
166of those experiences exist. Um we know that they do uh at times and so that's why we have multiple ways for students if they feel comfortable going forward. We want to build that relationship with them so that they can share that um and we can address it or they we give them an opportunity to submit that anonymously uh or through a a tip line u as well as any of our other support staff whether that's an SRO, a counselor, social worker um they're all there to kind of support students who might feel that way. >> Thank you. I'm going to um move on um to see if there's any other questions, but um I'll come back on a couple comments because I think at the end of the day, right, the idea is a safe
167and inclusive school. So, avoiding the problem to begin with is probably where we need to start. That's my opinion. Thank you. Is there any further questions? >> Right. So, no question. >> Okay. Public comment. >> We have um Gary Kasich and Erica Rule. Uh good evening again. Uh congratulations on putting together a very comprehensive plan. Um as I mentioned earlier, you know, 160 pages. I I looked at some other district's plans just to kind of get a feel for, you know, how it was built and how it compared. Um ours is really great, really deep, very well thought out, and I think it's had years and years of evolution to get to that depth. Maybe a little time, if I could suggest on more of an executive overview or a summary making it easier for
168it's a document for the public to to see how the taxpayers money being spent to run the district and for that if you could make it a little bit easier for the public to understand not a criticism of it it's just that there's a ton of data there and information so uh one point two and probably emphasizing where D was going clearly our student population kind of fits in a bell curve right we've got those people that really need to be pushed they're to the far right. They're in honors courses. They want to go on the other side. And on the other end of the bell curve, we have those needing a lot of extra attention. Um I hope that we think about spending on those tales as much as we spend in the middle
169because those are the every student every day is a great motto. We are blessed with funding that other districts would die to have. And if we could take some of that funding and focus on those other ed those edges of the tail, uh I would think that would that would be great. I'm not capable of saying how to do that, but just that I would like to see it done. The other thing I never heard sort of critical thinking mentioned more and more in society critical thinking and it's maybe not as maybe it's not a curriculum but an approach to teaching and I'll stand back on how to accomplish that but clearly the world is headed AI data is not necessary to it's going to be more and more available. I'll put it that way.
170I remember when my daughter was an artist, she she took her portfolio to some really prestigious art schools and they said, "We can teach you how to draw. We can't teach you how to create." So, it's that if we can teach critical thinking, if we can teach kids how to create, what a head start that that they would be. Think you built a business plan uh the the LCAP. I think Mr. Roshader built a budget that's balanced to that. That's how the process works. I hope you can get through it tonight. Thank you. Hello everyone. My name is Erica Ro. I want to start off by thanking the staff who work on the LCAP. I know these plans take a tremendous amount of time and coordination and care and I really appreciate the work that
171went into it. I was very happy to see that the learner profile included in the LCAP especially focuses on the developing empathetic citizens. As a parent, I want my children to grow up into empathetic citizens of this community. People who understand the experiences of others, recognize different needs, and act with care. And if that's the goal, then our programs should reflect it, too. That brings me to LEAD. Right now, LEAD appears to be uh to require one broad physical liability waiver for participation. I understand why a waiver may be needed for certain physical classes or activities with a clear risk of injury, but a blanket waiver for the entire program is different. For students with physical disabilities, medical needs, IEPs, or 504 plans, physical risk is not theoretical. A fall or head injury may carry
172very different consequences. If families are asked to sign one broad release before they can access the program at all, some families will reasonably decide they cannot participate. So that's not really access. It is a form creating an unnecessary barrier. So I'm asking the district to review lead activity by activity and identify which offerings could actually require a physical liability waiver, which do not, and where modified modified participation or a clear accommodation process is needed. If we want students to become empathetic citizens, then district programs should model empathy in practice. That starts with seeing different student needs before a family has to opt out, push back, or explain why standard form does not work for their child. Thank you. >> Thank you, Erica, for your comment. Can we ask um staff to work to look into
173that if that's something that can be addressed or not? Um we have legal on the on the uh dasite too. So they've heard that concern so they can address that. We have another speaker. >> Okay. Thank you. Okay. Let's move back to discussion and then um hopefully we can move forward here and move on to the budget. Any further discussion on the LCAP? I think one of the challenges is it's like a state document and you have to you you have to have all this stuff in it uh and to compare and I I just like the member of the community who said executive summaries might be more helpful for us but again I think what our staff is doing is what they have to do and the county office has to uh approve it
174which they've done. So uh I congratulate you all. I think you've done a superb job uh and filling out the boxes and uh I hope we can go forward and uh do a better job. Thank you. >> Thank you, Howard. Brief discussion. >> I don't know that it'll be brief but um it will be a discussion. um [clears throat] you know uh it is a exercise that's required and I've often looked at the local area local control uh plan uh uh that was adopted you know the code says that governance of the schools is being turned over for local control our our state model is a model of local control uh with an elected school board and um and then delegation of uh authority to the educators so that you have uh elected governance process
175and and professional education community and teachers are agents of the state. They're they're state government employees and um so in a way local area control plans are a way that the legislature has not taken back uh control of local schools but it is exactly what it says. It's accountability for your local control. You have local control, but you have accountability. And the way you one of the ways you um uh meet that obligation or accountability is in preparing this report. And this is much more in depth than what most school districts do and it therefore is a somewhat cumbersome thing to work through or work through easily in a discussion like this. I had some of the same experiences that member Melchesky described. I remember many years ago when they first did the dashboard, I
176opened up the dashboard. I thought I discovered the mother load that this was going to give me everything I needed to know to be an informed parent and do a good job as a parent. And then I kind of had some of the same experiences that um that Joan was describing of um okay, what does this really mean and what do I do with this information? And a lot of it's the same thing here. Um, you know, uh, the the thing about it is what we're doing here is we're dumbing down the local area control process and we're dumbing down the concept of citizenship. We're dumbing down the concept of empathy. Empathy deserves more than to be a little uh, cliche about citizenship. And when you talk about um digital citizenship and you talk about
177um you know everybody uses the word throws around the word citizenship and um this is an educational institution. We have a responsibility to use language in a way that has efficacy and meaning and and that's not what we're doing here. If you value empathy and you want to have a component of your learner profile that emphasizes empathy, empathy, then what you're talking about is, you know, your humanity, your humanness, your your personality, your character, um, what kind of person you are, being a good person. Uh, and empathy is only one of many, many, many adjectives that are part of what. So, we're taking the word empathy and we're we're devaluing it. We're oversimplifying it and we're we're um draining it of its of its actual uh linguistic meaning and cultural meaning. But I'm not so
178worried about empathy because I think uh uh empathy is a subjective term just like trust is a subjective term. Um and we all pretty much know what it is when we see it or when we we know when it's lacking. But citizenship is a very different thing. And so, you know, when I've raised this issue before, people said, "Well, we use citizenship here and we use citizenship there." As if that's that makes it okay. But it's not okay. Um because citizenship is not about empathy. You can be an empathetic person and be a citizen. citizenship if we're gonna and you know Joan's daughter I'm I'm sorry Joan's son um won an award for um having knowledge of the Constitution. I came up here we had a great ceremony with Congressman Min and gave awards to
179the students um and I was really impressed by what the students knew and understood about the Constitution. And so there are a lot of things in civics's area that we're doing that are really good. Um, but you know, when we're at a when we're in a situation where we have this thing called the local area control plan and we have a learner profile and we go around to the schools and we put it up on the wall and we tell the kids this is what it means to be a learner at Lagona Beach School District and you're saying all we expect of you on citizenship is either what you manage to do in the courses, the government courses and and other courses. um you know but when we talk about citizenship we talk about one
180aspect of it which is to be a good human being and have empathy for other human beings but um you know uh I think what we should have and what I would recommend would be a learner profile where if we're going to use the term citizenship we use it in a meaningful way. Citizenship if you want to talk about what it means it first is about duty. It's about allegiance. It's about responsibility. It's about accountability in a much broader sense than just being a nice person and having empathy. And um so uh I've been objecting to this learner profile for a year and a half. And um uh so let me ask you one other question. Um uh you know there are a lot of people in this town who want to uh there are
181people in the American Legion, there are people in the uh League of Women Voters there people in a lot of different categories uh email me regularly about we can what can we do to have a more a deeper uh civics program and actually I there are a lot of good things that are happening in civics and in civic engagement but there are people in this town who really feel strongly about wanting to have a civics education component. Um, and you know, it's interesting because civics is really different than citizenship. So, in a way, when we're talking about civics, we're missing the point of there being a problem about how you're using the word citizen because citizenship involves some very fun. for example, uh if they ever reintrodu reintroduce the the selective service, which could happen,
182um it's really important for students to have enough of a sense of their rights as citizens to know that they can either agree to serve or if they even if they're um even if they're um you know, if they're called up in a draft or something, they have the ability to not to object and to not serve and they need to understand the consequences. And it's also when we talk about um kids getting in trouble, violence and and and things that happen uh uh with uh teenagers and whatnot, they need to understand what the consequences are uh for their future rights as as citizens. And so, um, I, um, think that I've made my point at, uh, perhaps excessively, but I guess I'm doing that because, uh, making the point over and over and over
183again for the last year has nobody's responded to it. So, um, maybe that just means there's something wrong with me. Uh, the last thing I wanted to ask you is, um, in this, uh, local area control plan that we've got, is there any use of the word immigrant in here anywhere? I don't know every word in there, but I don't believe there is, unless it's connected to some state funding. >> Yeah. Okay. At one point, you had a statement in the there said that there were 55 immigrants in, you know, in this in the student. >> There's a there I'm trying I know the conversation you're talking about. I don't remember exactly the moment off the top of my head, but but there are there's state and federal requirements that the funding specifically uses that
184terminology. It's not something that we identify. It's not something that's in our system. It's not there's no connection to any student that has that. >> I'm very familiar with uh what uh what the California School Board Association and the U uh Superintendent of Public Instruction and the Attorney General have all promagated in terms of regulatory um uh materials about um what can and cannot be asked of students with respect to their national origins. But what we were doing is we were actually counting people who we called immigrants. And um that's a problem because if you're an im if you're an immigrant then you're here um under uh the Immigration Nationality Act. You're basically being naturalized. The term immigrant refers to people who are being naturalized. If you're here and you're not documented, so to speak,
185you are a non-immigrant. And um so we need to be very careful about which words we use. And if you're not sure whether or not we're using that language in here, um I'm going to uh sort of have a hard time voting for this. So um uh those are my comments. >> Thank you, Howard. Dr. M. Just want to clarify, we don't count or identify any students as immigrants. Okay? That is language that comes from the federal or state level. I want to be very clear to the public to everybody. That's illegal to do. We don't do that. Um what I want to reference is on the contrary, that's actually absolutely wrong. If you're referring to an immigrant, that's somebody who's legally here. And the fact that they're an immigrant is a matter of public
186record. what you're talking about is the rules that prohibit talking about non-immigrants who are here not lawfully or documented. And so there's just a fundamental confusion. I've raised this a couple of times and uh I encouraged you to talk to the legal council about it, but um again, it just shakes my confidence that um these things become so befuddled. >> Thank you. Howard is um Dr. Meski. >> Yeah. So, um, you've raised the citizenship thing before and and I think I I thought I shouldn't respond at all, but I can't help myself. Um, I just think words take on new meanings. Um, Howard, and students understand the difference between their rights as citizens and what it means to be a global citizen, for example. And I know you don't like it, but words change. For
187example, cloud used to mean something in the sky and now it sometimes means where all your data served. That's what happens. Gaslight that used to be a little contraption that shown light and now you can gaslight someone. So the word citizenship has taken on different vernacular meanings and we're not going to take it out of the LCAP because in the vernacular people say digital citizenship. That is how we teach students how to be good citizens in the sense that they are engaging in appropriate and civically minded ways in the digital world. So I hear your point. According to the dictionary, it's not exactly right, but it's also the way the word has changed. And Lagouna Beach can't fix that. All right. My comments about the um LCAP come down to the motions I want to
188make about the items that were added to it and we never voted on. And I think some of these are important. Um I don't remember the exact amounts and Mr. Roy Chowdery is going back there, but I don't think that matters. for the transportation committee. We had a motion to we had a bus monitor that was added and I would like to make a motion to approve the bus monitor um but report back after a year to see whether it's had any kind of impact on reports of behavior on buses. And I think >> Thank you. We have a motion on the floor to approve the bus monitors uh and report back after a year which I think is in the transportation plan to do that. >> Yeah. >> Right. >> Yeah. >> To report
189back. >> Yeah. >> Okay. So, all in favor of approving the bus monitor. >> Yeah. I don't remember the amount. Was it like 100,000 or something? >> It wasn't pulled out all separately in this version of the budget that I saw, but I might have missed it. But the amount that was at the last meeting that we >> want to table your motion till man gets back. >> No, I I I mean I remember seeing the amount and I would >> 200. It was like 150 or 130 or something. >> Yes. So I'm fine with that. >> Okay. So we have a motion on the floor to approve the bus monitor and it's been seconded. All in favor? >> I um >> hang on. Howard? >> I that motion passes 5-0. >> Okay. We wanted
190to uh there was also a recommendation for a pilot program to get students to CTE classes and because that's a private pilot program I moved to approve that for one year and then we can evaluate whether or not students used it and that was a useful use of our money. So >> motion on the floor to approve the pilot program for CTE >> for one year >> and it's been seconded for one year. All in favor >> I motion passes. I think one thing to keep in mind too that's a um individual it's more of our individualized service I think. So it'll be interesting to see some of the data that >> Exactly. I would like to see the data of whether whether or not students use that so we can consider the transportation issues
191next year because I think they're important and I thought that committee's done great work. >> Seconded. Sorry. >> Uh Dr. Kelly. >> Yeah. >> Um there was a small I'm doing this all from memory so I apologize. Um but there was a motion to approve additional stipens for arts manners and music to bring them up to music and other arts programs to bring them up to um you know market prices. >> The current value on that is $30. What we currently pay is $30 an hour. Market value is $50 an hour and what's been proposed is $40 an hour. >> Yes. Yeah. I we talked about whether or not we were able to evaluate the use of other kinds of coaches, but I think there's some CA CIF restrictions. So, I would like to move
192that we provide the additional stipens for our arts mentors and that the district consider whether or not there are additional stipens that we can pay because we haven't evaluated that, but I think it's worth considering. >> The coach just came up and it was a CIF something. We were looking for more information on that, I believe, but I think we're getting our emotions confused. So let's let's come back to that cuz this motion or this discussion >> this is the motion on the arts mentors and just separately I think we should evaluate the >> because we don't have the information. >> So you're not making a motion on the arts. >> I am making a motion to approve the additional stipens for the arts manners up to $40 committee recommended. >> Okay. I guess I'm
193a little confused because we did have this conversation at the last meeting and we talked about the amounts and the price and everything else and that it would be included in the LCAP for discussion um to be and to be included in the budget. Um, [clears throat] but I don't think we're >> on the assistant coaches. That was something that we said should be addressed at the bargaining table and so that's not part of your motion. >> Uh, I did not include it as part. >> Okay. So, just the art mentor program. >> Yes. I'm just doing what the committee's recommended. >> Okay. >> The And if I can clarify, I think you're referencing is it professional experts, right? Is is that what you're referencing? Um. >> Yes. >> Yeah. And so that one um
194we that one to clarify was $30 an hour and this is to go to $40 an hour. Correct. >> Yes. >> And your motion is to to approve that. >> Yeah. Okay. To to approve what the committee recommended. >> Okay. So that's So we have a motion on the floor to increase the um arts mentors stipens from $30 an hour to $40 an hour. >> Not not arts mentors but professional experts. Professional professional experts. Can I just say that the committee wanted it looked at what the going rate was, which was $50. Um, our budget really restricted it to more $40. It >> How much money does the extra $10 cost? I mean, >> I would like to get them up to $50 an hour if we can. >> There's a motion, but >> just
195wondering what the >> This is discussion on your motion, by the way. >> Yeah, I know. I I mean I'm curious how many are there and what is what is the cost? It doesn't seem like it's that huge a cost. >> I can look it up. Um we we discussed that previously, but there um the plan is to go to $40 next year and then then look at the budget and see if we can go to $50 the following year. >> Um based off of of what the when we're doing the budget planning process. Well, since we don't have the information, I make my motion is to do just that, which was in the uh recommendation of the committee, which I think is a great idea. It's on. >> There it goes. Okay. Um, so
196we have a motion on the floor to increase the professional pay of our arts. What's Can you repeat your motion? >> Again, the market and bring up the price to market if possible. next year. >> Seconded by Jim. All in favor? >> I motion passes. >> Okay. And on the art vapa, um I support the arts. I thought the committee did great work, but we made a recommendation without carefully evaluating the job descriptions of the tosses and the other people that are working in the arts. I've had push back from teachers in the arts and from people who feel that this uh recommendation was made precipitously. Well, I know that there's a lot that uh we want to do in the community around the arts. We didn't really sit with the people currently doing that
197work to look at jobs job descriptions and see what's possible. So, I would like to I'm I move that we table that item until the work is done that needs to be done to see what exactly what exactly, excuse me, the people working in the arts currently can take on and do and what we really need in a new position. We're adding a new position without doing the work that needs to be done. >> Okay. Before we ask for favor, we can I'd like to move to discussion on this. Um, and again, this is not um the committee or anyone withholding any information. The committee received a report on Friday morning during our meeting that Victoria forwarded. Uh, it does have a completion date of May 21st. Um, and we received it on uh, Friday,
198June 5th. This is a this was ordered by Dr. Glass and we are grateful for that. And this was done prior um, this was done after this item was introduced by the committee uh, in the last meeting. uh where the when the committee presented back in May. Uh it is the Laguna Beach Arts Unified and I'll just read the executive summary. The arts education program review the executive summary um that the district contracted with South Southern County's uh California Arts Project, a regional site of the California Arts Project to conduct an external review of the district's TK through 12 visual arts um program, the VAPA program. The review examines the breadth, structure, and coherence of arts education across grade levels and disciplines, including dance, media arts, music, theater, and visual arts. Using a mixed method
199approach, the review analyzes district provided quantitative data, including course offerings, staffing, instructional minutes, and program structures alongside qualitative data gathered through focus groups and interviews where applicable. Findings include both discipline specific analysis and cross-system synthesis to identify trends related to access, equity, program coherence, and alignment with comprehensive TK through2 arts education practices. The analysis is grounded in the California arts education framework for public schools transitional kindergarten through grade 12 and is defining characteristics of highquality arts programs. The reports The report presents key findings, system strengths, opportunities for growth, and recommendations intended to support continuous improvement of the district's VAPA program. It is not intended as an evaluative document, but as but rather as a resource to a resource to support the arts committee ongoing data collection and to inform future recommendations. So, first of all,
200let me extend my apologies for the board not having this prior um but again, we just received it on Friday um in the committee. The key fi overarching themes key findings from the LBUSD arts program review reflect two over overarching themes. A strong dis district district-wide commitment to comprehensive and authentic arts learning experiences supported by dedicated educators, community partnerships, and robust secondary pathways. And I will add to that that the committee felt the same. They were very surprised at a lot of the programs that we had. They were unaware of a lot of the programs that they had. and they were grateful for the hard work that our staff and our district has done to uphold the arts. The second recommendation, the second theme is the need for greater systemwide coherence and sustainability to ensure
201equitable access and long-term program continuity across all art disciplines. Priority recommendations. Priority recommendations include number one, strengthening and clearly communicating articulated TK through 12 arts pathways across all disciplines to support sequential standard-based learning and broaden student participation. And number two, investing in sustainable district-wide leadership, staffing, and coordination structures, including consideration of a centralized VAPA leadership role to support program sustainability, improve communications and visibility, and strengthen equitable access to arts learning opportunities for all students. We have an item later that is a job posting, a job description. Um, but I think having been on the committee, I understand one of the concerns is that, you know, not if if you weren't on the committee, maybe something was being said that was or wasn't necessary. I know that doc uh that Mr. Wickop was um in attendance
202at one of our meetings when we specifically invited staff in. And I think one of the conversations that we had on Friday that was very in-depth actually we spent quite a bit of time on it was making sure that the job description indicates to staff that this is not intended to replace any staff. This is not this is not intended to um overrule or o have oversight over any staff. This is a truly coordinator position like glow um who actually her that budget for that department is a little higher than what I think the projection is for this position was looked at about 200,000. Um the idea is that this person helps our staff coordinate their needs, coordinates the needs for VAPA. It's it's um it would be a position that is a coordinator position
203under uh Dr. Mayberry. It is I believe I don't want to I don't want to speak out but this was something that the even the staff in the room that day indicated that it was really important to have that extra support and that it was also really important that we make sure that staff understands that this is not in in any way intended to replace anyone. It is intended to take work off of their plate from the coordinating standpoint. the many emails they talked about having to send, bringing in experts where necessary um and helping the staff with that effort. Additionally, because the community is getting ready to kick off their 100redyear celebration, there is an elevated amount of work anticipated in in response to that that starts with what is the district's story. And
204that's actually something that um I believe um a few people came forward and said, I have that written. you know, I've got I've done uh writings on this and we can probably with a with the help of a coordinator put this together pretty quickly and participate um in our own voice as a district in this 100redyear plan. So, I wanted to add that for context. I would like to ask Victoria to make sure that this report goes out to all the board and is available um as well as maybe to our art staff. That would be good as well. Um or put it on the website so they can access it. >> Report was sent to the board in in Friday's update. >> Perfect. Okay, great. So, so everyone did receive that report. Okay. Terrific.
205>> I I missed the link. I apologize. >> Okay. So, >> yeah. So, you know, the night that this report came out, you also had um Glow talk about the FLOW program. I don't think they're really comparable because Glow is developing a program, this flow program that is integrated into various curricula across the school as opposed to the arts which has a set of very distinctive programs and has a number of TOSAs and you know it works to integrate all of that. This is a $200,000 position that was recommended without any of the real work done in terms of looking at the people who are already in very distinctive programs to talk about how some of that integrative work could be done. >> Memberes, I have to disagree. I'm not done talking. We had a
206very extensive committee work. It's not really comparable to the flow program and I apologize that I didn't see that report, but I would like to see us spend more time looking at the work that people are already doing. We invest a lot of money in the arts. I'm not saying that this, you know, yeah, I'm just going to stop there. I'm going to let D add to this, but I'm going to add that I I love the work that Glow is doing and I think she had a great presentation and multiple times that was referenced as a future direction for a position such as this because there's lots of different ways and one of the things that was identified by the students is that many times they have to give up their arts pursuits because
207they are chasing the GPA because they are chasing class rank because they are chasing uh the need to get into school and they don't have the time in their schedule to take an arts class. And so, one of the things that came out of that was a distinct effort to help coordinate with for this coordinator person is to help coordinate a program such as what Glow does because I'm guessing that the environmental program and that coordinator position works with our English teachers, our science teachers, and our civics and all of these different pieces, our video videographer to make films and things like that. This is the same idea for the arts to help coordinate all of our wonderful staff and all the work that they've done. The the link that you received on Friday is
208an extensive um research on our programs and what is being done. It was ordered by Dr. Glass before um back in May. And so I think that to discount the work of the committee, to discount the work of the staff that did come in and the students that came in because we not only had permanent, we had students on the committee, but we had more students come in. It was a very extensive and robust program. So current I'm going to let Dang add her comment and then we can make a motion. Yes, there's a motion on the floor. It's been seconded and there's a discussion. >> But I also I like to comment, but you're responding to something I didn't say. I think Glow's work is amazing. I think the flow program is amazing. It's
209different because she's not because there are already arts programs that exist. >> There were science programs and history programs and >> documentative. I'm asking questions about whether this is a position that we really need. And so my motion >> got a move to question. Um D, do you have any input on this? We have a motion on the floor to remove this piece from the LCAP. >> Sure. I I do have input on >> Hey, D do you have comments? Please go ahead. >> Wow. Yes. >> Having a conversation with the board. We're not engaging with the audience. >> Okay. Um this committee, I really respect the people from our community and the artists on this committee as well as the students. And we met in three-hour blocks. Many many times we had teachers come
210in, all the arts teachers to tell us about their schedules and what they needed. Um the teachers that were on the committee are very much for this. The creation of this role demonstrates Lagona Beach Unified School District's commitment to educational excellence, community partnership, and whole child development. By investing in visionary leadership for the arts, the district affirms that creativity is not supplemental to student success, but central to it. As we have spent time talking about what is happening in the future in an increasingly technological AIdriven world, the arts helps with this. It fosters empathy, creativ creativity, collaboration, communication, adaptability, and critical thinking skills that remain foundational to innovation, civic engagement, and emotional well-being. The arts program can help tremendously with our social emotional part. And if we're spending $2 point almost $8 million on social
211emotional growth to spend $200,000 to have somebody who both all the people serving on the committee and an independent source [snorts] said we need. If you look at what she's recommending, she the or the committee, the outside source recommends, it's praising what we have, but we've got gaps. We've got gaps that this person can fix. For example, for our elementary, um, we have gaps in dance and theater where she could not see a progression of theater skills. that should be available to every student. Um, we also are missing out on a lot lot of opportunities to write for grants which this person would do which would help a lot with this budget. Um, I I'm very much for this because of all the people who really looked into this and we did look at at
212what our art teachers do and our tosses do and it was determined that this was needed whether it was from the students who talked about it, the um the different art committees around town, the artists, they feel that the communication needs needs work. One of the other things that came out about it that was really sad to me is the art students talked about how they are considered lower class at the high school that we just look at sports and those are given priority and often parents do that too. and our the students that were on our committee in the arts said they are looked down upon for being in the arts which was really sad to me. >> But I'm not questioning the arts. >> You're you're questioning questioning one. >> Was I done?
213>> Yes. I'd like to be able to recognize the people on the floor so we can get back control here, please. >> I was not done. >> Okay. >> Sounded like it. >> Okay. Dr. Malesky and Clerk Perry, I'd like to recognize people on the floor to speak. I apologize for my speaking out earlier. Um, obviously it's a very passionate um effort and a lot of hours have gone into these this committee. A lot of hours and a lot of volunteer time from our community. So, we have a motion on the floor to um not approve. Can you read the motion, please, Victoria? >> I have motion to table the approval of the VAPA coordinator job description. >> Thank you. I need a vote on this motion so we can continue. Um, member Perry, the
214vote, the motion, the vote is to table the discussion on an arts coordinator. >> Actually, a point of order. Are the cards related to the job description? >> What you have? >> No, we're still trying to approve the content within the >> but there is there is an item coming up specifically on the job description. >> Yes. This is not >> but if we're not going to have one. >> Got it. And then that would sort of moot the job >> job description if nobody wants the coordinator. >> Okay. Are were there any comments though? >> But there are comments about the VAPA coordinator from the audience >> which is late is the next item or is it related to the LCAP >> description or the project? >> No, it's um 11B. >> 11B. Well,
215we're on nine. So, we're not on the description. We're not on the job description yet. We're on the >> Thank you, Mr. Pearl. >> Okay. >> No. No. I no I actually I just I just want to finish my thought. If the if the cards or the members of the public who want to speak are speaking about the coordinator of the job description and now we have a motion >> to table it then then I think before the board considers the motion to table you ought to consider public input. >> Okay, >> that would be my recommendation. So that's bringing up item 11 as >> not bringing up the item, but it is taking those public comment cards earlier than you otherwise. >> So then do we and then we don't repeat them at we
216can still ask for public comment when we do the d the dialogue on the position, but we don't. Okay. So we have a table >> unless those individuals want to wait until item 11B is called, but it it seems out of a question of fairness to hear that now based on the development of the conversation and the pending motion. >> Thank you. Mrs. Morgan, I just have one point. I had a chart, but I don't have it with me, where we're basically are putting more money into the arts than we put into math or to science. And I just want to point that out that we our our math needs help. And now we're putting more money into the arts instead of really putting it into these other areas. >> Thank you for your point
217and that's a great point. And I think one of the other benefits of the arts programs is social and emotional and we spend $2.8 $8 million on on the um social emotional support. And so I would imagine that um a position like this would tap into some of that as well. I mean, that's not my place to determine the budget or how it works, but because the arts have been known and are identified as a social emotional support um support um that the arts support the social emotional well-being of our students. Um, I would leave that to Manoj to figure out where um $200,000 could fit into a $2.8 million budget. So, we have a motion on the floor. Do we have Let's go ahead to public comment. >> Uh, we have Ketta Brown and
218we have Erica Rule down in backward world. So glad your ad hoc committee thinks a VAPA coordinator is necessary, but did you bother to ask actual staff how they feel or whether they think a $200,000 coordinator is necessary? It appears you once again dismiss the opinions and expertise of professionals in your midst to feed a narrative of your own design. So I understand the uh indirect impact that a lot of staff members make and I feel like this type of position is very far from the students. So really connecting it to the, you know, uh, wellness and emotional impact and all of that is a little bit of a stretch because this position is to help staff with their job and what they're doing, right? So I think it would be a really good idea
219if we could table this because I do think more evaluation should be done. Usually this kind of position would be coming through not through necessarily an ad hoc committee but like an organizational review to see what kind of gaps there are in the organization. So then people can kind of understand uh you know restructuring, adding positions, removing positions, that kind of a thing. Thank you. >> Thank you. Are there any further comments? Hang on. Are there D? Are there any further comment cards? Are there any further comment cards? Okay. So, let's go to final discussion on this item. We have a motion on the floor to table the arts coordinator position. I'd like to speak to um the concern that it wasn't vetted by to staff or by needs. And as I said earlier, we
220received a um a third-party analysis by the um South Southern California, the Southern Count's California Arts Project, which is the regional site of the California Arts Project, which is our VAPA um arts education program review. So, it has been thoroughly reviewed. That was ordered by Dr. Glass. Um and we have had many staff come in. This is a position that not only supports staff but it does help coordinate the students um art projects um opportunities and um taking some of that type of work from the staff to enhance the students experience and face um interface of the community. So we have and do we have any further discussion on this motion to table the position out of the LCAP Howard? I I would just note that uh that we just did a new football field,
221got a beautiful baseball field. We're doing a $25 million swimming pool. We we are really working our way towards having our school in particular our high school be an amazing sports complex. Um and uh I just think that we need balance. I as I said in my recent one-page um uh public information statement in the Indie which some people apparently didn't appreciate. Um although I've got 10 letters that you wrote without uh as a board member into in local papers without indicating that it was your personal views, not the views of the board. But at least in mine, I said that they were my personal views, not the view of the board. But the the point one of the points I made in there is that what we do when we help a student succeed
222in academics in math, science, as you were pointing out, um we should be putting more money into math and science. We took all of our COVID money and put it into social and emotional learning. Other school districts took CO money and put it into math and science, which we didn't do. And then you talk about this person not being hands-on with the students. Well, you know, um we've got social and emotional people who don't ever see a student and um and so uh you know, there's just all these inconsistencies in these various opportunistic criticisms of something that's really real. You give students in the theater arts and in the fine arts, you give them the experience. They had a a a program event up here last year where they had uh all the from all
223the grade levels. They had art exhibits here and it was astonishing the level of artistic um uh nuance and quality. One one young lady had a poem and it was about why being imperfect is not bad. And she said if if we eliminated all of our perfections, we would all be the same and that would be the most imperfect of all. That was an eighth grade student who wrote that. And I went over to her mom and her dad and to her and I said, "That was one of the most beautiful things I've ever seen anybody written." Right? When you It's the best thing you can do for the social and emotional learning of a student is enable them to succeed in math, science, sports, arts. And the idea that Laguna Beach with its tradition
224of the arts and its local culture of arts um uh can't invest in a coordinator that's based on the deliberative process that was outlined here um is um just uh I think without merit. >> Thank you Howard. So we have a motion on the floor to table the arts coordinator position out of the LCAP. >> Is there still further discussion? >> Okay. In speaking with Dr. >> Oops. In speaking with Dr. Glass about this, this is what he really wanted was an arts coordinator, but he wanted it to come from a committee, which it did. And then he hired another and then he hired an outside person. When we when we talk about how important it is to develop empathetic citizens, the number one way they say to do that is through drama because that's
225when you learn to really walk in somebody else's skin. And one of the recommendations was um to have a more coordinated especially TK through grade five drama program. >> Thank you. Can we move on to the motion on the floor and vote on it? >> The irony of getting rid of Dr. Glass and then using him to get the position you want. >> Thank you. Okay, we have Okay. Okay. All right. All right. We have a motion on the floor to table the arts coordinator position. Um, it was made by Joan. It was seconded by Jim. I'd need a roll call vote, please. Jim. >> Howard to table it. >> Joan, >> yes. >> D, >> I vote no. Motion fails. Moving on to the LCAP. We need a motion on the floor to approve
226the LCAP as it's written. >> I I have a motion to make it with regard to the LCAP. >> Okay. >> Like to ask Dr. Mavery one question. Do you think it would be fair to say that when you say empathy citizen that you're talking about um empathy and you're talking about human values? Um and you don't really need to use the word citizenship to to convey what you're really talking about there. >> Can you convey the meaning of that without using the word citizen? >> Sure. What this has to do with the LCAP? Um, but I'm happy to the learner profile. >> It's the learner profile that's in our office. >> If I could I if I could finish I can't hear you if I'm if I'm speaking. So >> I've had problems hearing
227her too. >> So >> the learner profile was developed by the community 5 years ago. It was a process that was started. It wasn't Dr. Mayberry's learner profile. >> I understand that. >> So the community went through a process. It was part of our LCAP. student input, parent input, staff input, community input, all that, right? So, it was something developed by this community. So, they're the ones who said, "This is what we believe our students should strive for." >> Okay. Thank you. That's where it comes from. Thank you. Because in your role, um uh managing that community dialogue might have been helpful if you'd raised this issue. But let me um let me just Yeah. What I would >> like to make a motion to approve the outcome. >> I'm going to make a motion
228in one second, but I want to say one thing first. Uh, member Malchesy really made the argument um better than I could make it when she said that the meaning of words is changing. And so we have uh digital citizenship. Um we have the the cloud the the digital cloud. Um but you see the thing about that is is that [snorts] using the word cloud in the digital concept context doesn't change the meaning of the word cloud. But using the word citizenship as digital changes the word citizenship. And you know what what's going on here is we are bastardizing our language and our language of our civic uh you know it's like when people start re you referring to the constitution that whatever this is the 250th anniversary next we're going to be commercializing the
229declaration of independence you can take the word citizenship for example when you talk about sports good sportsmanship that's a good use of language if you start saying sports citizenship, you're you're changing the the meaning of the word citizenship. So, what I want to do is make a motion that on our learner profile to more accurately express and reflect what the community seems to want. They want to have something that expresses something about empathy. And so, right now, what they've got is something that's a very mixed signal that um that um I think is very confusing. So what I would I would make a motion that instead of empathy citizenship that in that component of the learner profile that we say empathy and human values or commitment to empathy and human values. Um uh >> I'm
230this is all part of the LCAP discussion but I am trying to move this conversation along. I've tried many times. So, I I I recognize I recognize I may not get a second motion, but my motion is that we substitute for empathy citizenship that we s um substitute empathy and human values. >> Okay. May I ask or may I before we I ask if there's a second, I would like to request that we table the specific language that we're seeking on this item. And because we have a commitment to a visioning workshop board retreat in August with Dr. Austin that we address it at that time because because the LCAP is something that we need to um submit but it's it's it's our guideline and I believe if I >> management plan it's a living
231doc >> it's a is and I would like to um look to Dr. Mayberry and possibly Jonathan. Is that not correct that we could approve this LCAP today? We could have a discussion about it in August where we are working with a new superintendent and giving him expressing our concerns with specific language about what is a citizen and at that time as we vision our district forward that is the board's because the board has not had this opportunity. I know in the year and a half I've been here, we have not had a visioning session or a direct or or the request to have input on those other than what's happened here at the dis. We've had a couple governance committees, but not >> Yes. Yes. >> Will you give me a chance to say
232yes? >> Would you like to table your motion? Regardless of whether that procedural matter is how that might be uh um resolved, having had an opportunity to once again express my concerns and interest in this issue, um I would recede to your suggestion that we'd address it in the visioning session. >> Thank you, Howard. Is that can we do that? That's allowed. Correct. >> Yeah. The the naming of the basically with the learner profile is not an action in the LCAP. Um but if the board direction is that you want to redo the LCAP, we could redo that process with the community. >> Thank you. So today we're looking to do the LCAP though. >> So to >> and just can I one more clarifying point? I did a word search the control fine and
233there's no immigrant is not in the LCAP at all. >> Thank you. Thank you, Jim, for your motion to approve the LCAP. Do I have a second? >> Second. >> Thank you. So I don't know, Victoria, I'll let you decide who approved who did that or not. Um, and I think is there any final discussion? No. Okay. Terrific. I know I have lots of things that I'd like to bring forward in August as well. So, all in favor of approving the LCAP, >> I So, motion passes 5-0. Thank you. That was a marathon conversation, but it was a good one. So, moving on. >> Okay. Next item is to item 10A, the approval of resolution 26-05, the education protection account. Mr. Rashad. >> Sure. So, this is a state requirement uh based on a 2012
234uh act that was passed. um it's called proposition 30 and later as proposition 56. We are taxing we changed the tax structure personal income tax structure for high income earners and that money or funding is dedicated for uh school districts and it's specifically called education protection account. The districts gets about $440,000 from that funding education protection account from the state and we are required to disclose what is the usage of that funding um every year uh as a part of that proposition 30. So this is just a requirement by the state just like uh our budget forms and we need to bring it for board approval every year. >> Okay. And the documents that we received in our binder are how highlighting how that is spent. >> Yeah. Everything is spent on teacher salaries instruction.
235>> Perfect. >> Second. >> All in favor? >> I Thank you. Moving on. Item 11B. Item 11 B. >> Sorry. Can I get a roll call on that? Does >> Oh, sure. Sorry. Yeah. Yeah. Yeah. Okay. Jim, >> yes. >> Howard? >> Yes. >> I vote yes. Joan, >> D. Okay. Thank you. Thank you, Victoria. Okay. Item 10B, approval of resolution 26-06, temporary adjustment to the routine restricted maint. >> Thank you. So, as I had discussed during the proposed budget and the LCAP, the district has been looking at bottoming out on our ending fund balance at the end of 2627. Given that uh it's a risk for the district and we want to control some expenditure, this was a necessary step that the district has to take to ensure that we maintain our minimum fund
236balance. uh our board policy says the required uh restricted maintenance account be maintained at 4% and in order to balance the budget for 2627 we proposed that the district reduce the RMA contribution from 4% to 3%. Effectively, this is a reduction of about $900,000 and it'll be restored once we get additional funds uh in maybe in 2627 or if not in the following year. >> Thank [snorts] you. And I do have a point of order and my it is my mistake and if we need to go back and redo motion um item 10A, we can with guidance. Um we did not ask for public comment. Was there any public comment on item 10A? >> No, I would have waved at you. >> Okay, thank you. So, we're good to proceed. Thank you so much. Okay.
237Item 10B. I need a motion to approve the resolution number uh 26-06. Uh temporary adjustment to the RMMA contribution level. >> Um I I move that we do a temporary adjustment to the um contribution level pending additional funding during the year and that it go back to 4% next year. So that we're very clear. >> Okay. Are there any questions or discussion from Are there any questions by the board on this item prior to going to public comment? Hearing none. Is there any public comment on this item? >> Yes. Gary Kasich and Steve Brown. >> Oh, and yours, too. Okay. >> Okay, great. Thank you. Um, I need a motion to approve. >> We talked too much. >> We motioned we approved. All in favor? Roll call vote, please. Um, clerk Perry. Yes, >> Dr.
238Mountesky. >> Yeah, >> Mr. Hills. >> Reluctantly, yes. >> Uh, Dr. Kelly, >> yes. >> Thank you. I vote yes. Thank you. Motion passes. Item 10 C, approval of the 2627 all funds budget. The This is a detailed summary of the approval of the 2627 all funds final budget. Uh, we had a budget study session in May 14th. >> 14th, no, >> May 12th. Sorry. >> May 12th. Um, Mr. Rodery. >> Sure. So, our uh 2627 budget as we presented on the proposed budget follows the LCAP. Um, it's aligned with the LCAP that Dr. Mayberry has taken. Couple of things that are still outstanding from a budget perspective. We still do not have the state budget. The state budget is expected sometime end of June. So once the state budget is uh revealed, we will
239come back um if it is a substantial change, we will come back within 45 days of the state budget and we will see if we get additional funding, how we allocate the additional funding. At this point of time, the budget is entirely spoken for. There are some items as I have mentioned before. We still have a funding gap of about $2 million for our swimming pool that has not been addressed. And then there are a couple of items that we need to uh look into based on the approval of the tentative negotiation agreement. So those item are still to be discussed, but we will approach it as we hear more. As of now, the budget is fully balanced. It's a $94 million uh general fund balance revenue for 2627. >> 94 million. Okay. Um are
240there any questions? >> Um so can you clarify please for the public? There's a lot of questions about how health care costs are reflected in here and that these health care costs don't reflect the current the new negotiation. Is that right? >> That's correct. >> Okay. So when health care costs are decreasing in the budget, it's because we have not yet incorporated the new labor negotiations. >> That's correct. So once the board approves the TA, we will go uh we will actually before the board approves the TA, what we do is we do a AB1200 that we send to the county. The county verifies that the district can afford the salary increases or the healthcare increases for current year and for the next two years because these are ongoing. Once the county approves that, subsequent
241to that, the board will approve the TAS. And once the board does that, we reflect um HR goes and updates the salary schedule. We will bring in a revision of our budget incorporating the salary changes and the health benefit changes that the board approves. >> Okay. And is there anything in here about lead? There is all this information in the public about charging for lead, stopping lead, changing lead for next year. Obviously, we're already the the program for this year is in the new budget year, so we that can't be affected. But is there anything in this budget about next year and why does this keep coming up? >> Yeah, I mean, I got an email this morning about the lead program and I kind of asked Dr. Mayberry to address this. I think um
242there may have been some discussions uh but uh no official position the board has no official position as to whether to charge for lead or going forward a reduction or increase in lead. We have budgeted the same amount that we have expended for this year in 2627 um the same amount for lead program. >> Yes, I believe President Morgan has said maybe we should charge for LEAD. It has never been agendaized. We've never had a discussion. There is no plan to do any of that. Maybe it will be agendaized in the future, but I just think we need to be clear about that for the public. Um, I think that's all. Great. Do you have any questions, Howard, on the budget? would note when we had our budget se session, you know, we kind of
243indicated that uh we were keeping all of our reserves where we need to keep them and obviously that's not the case. Um and uh there's a strange statement in there about um uh where you know how um how responsive or unresponsive we are to um attendance. And I I I I didn't think our budget really is affected by attendance. Um and so I I that that remark that was in our budget study session, but I just would note that unless I'm missing something, um we're our budget isn't really responsive or sensitive to attendance rising and falling. Um have I got that wrong? >> No, that's uh correct. There are some funding that we receive based on ADA. >> Okay. >> So, there are some one-time funds that the state once in a while will allocate
244based on the >> Well, then that that that explains it. Thank you very much. >> That's a very small component. >> Yeah. Thank you. And uh thank you for everything you're doing because you are doing a really incredibly good job under difficult circumstances. >> Thank you, Howard. Um, Clerk Perry, any questions on the budget? >> Um, yes. So, our budget is really tight at this point, but we can it it's is it possible to add things to it if money becomes available and it goes along with our LCAP goals? And and what I'm thinking about specifically, and I asked about this before, is the wonderful group that came and talked about planting shade trees on our campuses, which involves environmental literacy, sustainability, student voice, all those things. And if um if we have no money
245to follow through with that, is it possible to do private fundraising? Absolutely. I mean um particularly for environmental projects there are many grants that are available. School districts apply for grants and often get them. Calire is particularly a has a large uh grant application and we have in other districts secured shade structure through urban um grants urban deserts uh or remedi remediation of urban deserts grants. So there are sometimes county grants and sometimes state grants that we can pursue but even otherwise you mentioned like if there are sufficient funds that comes in on our general fund budget once we allocate the remaining funds for the swimming pool we will be able to allocate um in 2627 budget is a living document so uh likely we will come back sometime uh mid August to update what
246the state revenues looks like what it impacts and we will update the board. >> Thank you very much. >> Thank you. Um I have just a couple of um Man, thank you. You've done exceptional work and I appreciate all of the time explaining and answering my questions. One of which was the leads program. So I'm not really sure how it got out there that I was insisting that we were going to charge people because I think the conversation that we were having was how much is it and are do we have a sliding scale? if we need if we have budget issues with some of our programming. Are we looking at things in different ways of how we can resolve and make everything still possible? So, um to take that and say that I was
247trying to cut it or charge people I think is is kind of interesting. But, um I wanted to know so this not only does this budget that's here because it's a living breathing document, it does not reflect the um the um tenative agreement revealed today. It does not identify a source for the extra two mill for the additional $2 million that we need for the pool. Correct. But what it does do is it protects the fund 40 for the Aliso property that we absolutely must preserve. However, it was tapped to be drained to help fund the pool. Is that correct? >> That was on the initial plan to use that funding for Aliso property for the construction of the swimming pool. Yes. >> Okay. So we had so in those discussions it was made aware
248I I know I had brought that to the attention at of the attorney at the at the time a while back that we could that this was one of the plans and so I'm glad that we were able to protect that and keep us um where we need to be um and compliant. Um the other thing that it doesn't um have in here is out of fund 17 is an upcoming request to transfer $4.5 million out of fund 17 for an AB218 case. Correct. >> That's correct. >> Okay. Thank you very much. I need a motion or is there any um questions? Thank you. >> Yes, there comment. Yeah, thank you. >> Um Erica Rule, Ka Brown, and Gary Kasich. Hello. So, um I was the one who brought the email up to um Minaj
249about the uh lead program and I was really grateful for everyone's responses. Uh Sher and Chad both responded that everything is good. I do think the level of uncertainty and stress that is happening around the budget kind of throughout the year especially I know with like negotiations happening as well for teachers and staff it really puts a lot of stress on them and that in turn hopefully they do an excellent job they're not doing it to you know it's not getting to the students but this is where teachers start breaking and then they start leaving or retiring early and that's something that I don't want to have I want my teachers to be paid very well. I want their healthcare benefits to be covered almost fully. We're a very wealthy district. I think that's something
250that we should look into. Um, and it's something that's very important to me that our teachers and staff are taking care of. Another part, I have a question about the budget, is the fact that extended early learning care like TK and preschool, I know a lot of other school districts that are funded or that aren't basic aid get state funding. Is there an opportunity for basic aid districts to be able to kind of come together and try to get some of that funding because obviously this is like an unexpected well it's been a few years now but it's an additional expense on top of the traditional K through2. Thank you. >> Can we direct staff to look into that and get back to us with some information? >> Thank you. >> The funding for the
251programs are those are all state funded based on in on family income. Okay. >> So, you have to have a certain percentage and you get additional funding for family income, which we don't qualify for. >> Okay. In a nutshell, there's our answer. We don't qualify, but maybe if there's more research that we could do on that, that would be good. And come back to the board if necessary. Thank you. Apologies. Please continue. >> Now, what was I going to say? Um, I'm still so takenback by the $200,000 you just threw at somebody that we don't need. Um, you've got a $2.7 million slush fund assigned to board goals and priorities. Um, what exactly are those goals and priorities? With the level of distrust the community has for this board majority, it might behoove you to
252actually let folks see what you've decided you do care about. I can only imagine. >> I look forward to the visioning session in August. That'll be great. >> I'll keep this quick. Um, if the CBA had been approved, would you have included it in the budget tonight? And I'll wait till I'm done to if you can speak to that or not. And also, you know, track the budget now for several years. And Mr. Roshad and I have chatted about this. We've applied for several grants and state funding and we don't project those until we get them. Very conservative financial practice. I completely understand that. uh two requests. One, can we keep kind of a public list of what those are? At the last meeting on the 14th, I believe we said there were $17 million
253of outstanding requests that had already been filed. Knowing that there's $17 million sometime in the next x years, 2 3 4 5 flowing in, at least there could be some consideration as to what those funds could be used for. Um, historically, every year we've had a balanced budget and we commit 4 to7 million to reserves. So, I'm all in favor of conservative budgeting so nothing gets cut. I get it. But don't be so conservative that certain programs aren't met. And I guess the other piece of that was um, yeah, if we could just keep a running list of what those requests were so we can get a sense for that. Thanks for the time. Thank you. Is there any further? >> Okay. All right. So, we're back. So, uh we need a motion on the
254floor to approve the budget and then discussion. So, is there any further discussion by the board on the budget? No. Um I'd like to um state I do like the idea of a of a list of what has been considered. I know we have different things um that if we have this then we can do that and things that would be an interesting document to be able to view and to have as an open discussion or available for even the community to see. I don't know how that would work and I'll leave that up to um to the to you and our legal if that's something we can even offer. Um but that's I like that idea. So thank you for the recommendation. Um okay, I need is there's no more comment cards. So, I
255need a motion to approve the budget, the um the 2026 2027 all funds final budget. >> Second. Thank you. Um all in favor uh roll call vote D. >> Yes. >> Joe Howard. I vote yes. That's 4-01. And please note that Dr. Kelly left at 9:18. Okay. Item 11. This agenda does not have an item 11. My other agenda. Here it is. Yeah, I don't have it on that one. Let me Hang on. What is it? I don't have it. My Oh, here it is. Okay. Item 11, approval of the director of information systems technology and the coordinator of learning and innovative do job descriptions. Still, at least my agenda has a remaining items under >> number 10. >> CD. >> Oh, that's right. We pulled that out. Okay, hang on. 10. How come I
256can't find this? 10 A B. Oh, here we go. 10 A B. >> Victoria, are we on um A is in David? >> D C temporary. Okay, here we go. Sorry about that. Okay. Item 10D, approval of agreement for legal services with Atinson add lawyer Rudd and Romo, otherwise known as Atkinson. >> Why Why are these here instead of on the consent agenda? Didn't they used to be on the consent? >> They were on the consent agenda and we can't approve them as a block, but we um pulled them as individual items because I understood that some board members may have questions about them. Um and so we pulled them, but we can still approve them as a block. So >> that we approve them as a block. We have legal group. I mean we
257have lawyers who are working on a variety of things. >> Excellent. We have a motion on the floor to approve these as a block. Do I have a second? >> Okay. Um now we can open it up for discussion. Are there um but we need to go back. Are there any questions about any of these contracts? I'm guessing um member Hills you have some questions. >> Yeah. I um was surprised to see that we still have Atkinson in here. And um I don't know, we brought this up several times over the course of the last six months or so. [clears throat] And um so we um love the people at Atkinson and we uh worked with them really closely for the first year. Um but we've gotten to the point where um you know uh
258the question is how are we using them and why are we using them and what are the issues that come up with respect to using them. I thought that we gave fairly clear instructions that what we wanted to do was wind up with them and have them turn all the files over to um uh uh uh general counsel, board counsel. Um and uh I don't know what matters they're continuing to work on, but um I could never get anybody to explain that to me. Uh, so maybe there's something sensitive or complicated that I don't know. But if if there's unless somebody can explain to me that there's some insupably complex problem that they're dealing with, um, I would make a motion to have them uh have to terminate them as counsel and to have them
259turn all their files over to um the um to Mr. Pearl's firm uh and uh end our relationship with them. >> Well, >> I'm sorry. I'm going to answer that and then I'll recognize you. So, we did get a report on April 10th in the weekly update um in an answer to your question that stated that um um Atkinson is currently at that time was currently working on the doc now records request and the title 9 investigation. Can we get an update or a status on that if we need to continue their services for either of those items? >> The Title N investigation is is in the process of being wrapped up. It's it's in the tail end. >> What What investigation is this? >> Title N the Title N investigation. And then what's the
260dock now? Records request. Is that Pas? >> Uh no, that was a we had we were served with with a subpoena, but we have not uh it hasn't gone any further. So I think that's that's behind us. >> Okay. So we should be done with Atkinson then. So the >> I mean just just the the title N is the last piece but >> Right. So that's >> within the next few months. >> Okay. Because I saw that there was a large warrant in in our list as well for Atinson that was I think maybe it was F3 that was like 40,000 and I think DWK, but they've been working on bonds and all this other stuff is about 54. So >> So um my my point would be this. Um, it's a wonderful law firm
261and they're wonderful people and they did some really great work for us and I'm not in any way disparaging uh them at all. I do think that uh there are compelling reasons to do this. Um uh and it they include the fact we're having issues that have come up and that will come up where they were advising the former the former board and um issues that they advised the former board on uh come up and um it puts uh as member Mal Chesky said we've got to be careful how we use law firms and um not put them in a bad position or ourselves in a bad position. um by continuing to rely on them when there could be conflict of interest issues or the appearance of conflict of interest issues. And um you know,
262one thing I noticed when this item was first put in the agenda a couple meetings ago, they also had Rattan and Tucker in here. And I don't think we've used Ratan and Tucker for a long time. Ratan and Tucker is another really reputable great law firm. And but I don't think we should be carrying these law firms. And I think the same thing's true of um of uh the what is it B andB or whatever it is or BBR or whatever it is the >> BBK >> is that in here also >> they're also in our stable. I I you know and and John um Mr. Pearl I would be glad if you're if you just think that there's something I don't understand but I just don't see why we have to have a stable
263of lawyers um if we're not using them. And on one thing, it's good to have a contract with them and have them retained if we need them, but right now we've got um we've got um quite a few lawyers in our stable that we're using. And um and so unless there's a reason, I just don't understand why we don't terminate these. >> Well, I think to the um also to your point, Howard, um the contract for Atinson has the attorney listed as Mark Breey on the signature line. So obviously we can't approve that contract to begin with. So um we probably can't approve them all in bulk. >> Yeah. So I thought Mark Breey was the partner in the firm who was signing the contract originally. But I also to your point Howard, I think
264my understanding is that we have contracts with attorneys that are in the bank that don't cost us anything, but there are particular attorneys who are very good on certain items that come up that maybe Mike may rely on through human resources or, you know, like we have attorneys who do just special education stuff. So, I I'm not sure what the um risk is of having the contracts if these are attorneys that people in our district office use. I don't really get the issue >> now that now that uh Mark Breezy's name has been mentioned uh which I wouldn't have done, but I'll just say this. I think that it makes it even more important that we get all the files and we terminate the relationship. I think the only item is still this title n
265and we did um make that request. I think it was in December of 2025. No, >> anybody [clears throat] can do that. >> December 2025 I think is when we um we transitioned out of Atinson over to DWK um for all of the reasons stated. So I think um are there any further questions about these? I think we need to maybe pull these apart. Um >> Mr. Conlin, will we be finished. This contract goes till June 30th. Do you think that will be wrapped up by June 30th? >> June 30th of 2027. It's going to be wrapped up the next few months, but it >> Oh, not next few months, not weeks. >> I I don't anticipate it being being completely done by the end of this month. >> Isn't this a matter? >> Hang
266on. Howard Howard Howard, you're not recognized, Mr. Pearl. So the way it works is if if you need a few months to wrap up a matter and a particular firm has expertise on that matter and has been working on it all along, I do think it would be shortsighted to cancel or not renew that contract. Just after the matter is done, stop using that firm or decide you only want to use this firm or another firm. But you don't have to continue using them after the Title N matter wraps up. But it would I think it would be a mistake um not to renew it for the one-year period to at least keep your options open. >> Thank you, Howard. >> Uh my concern would be that in addition to uh the pendency of this
267one miscellaneous matter is that um uh it would be good to have the all of our files turned over to our new council. And I so I'm you know if there's something about this matter that um you know what we should do is we should if we want to accommodate the point Mr. Pearls made which I think is a good one. Uh maybe we should just um notify them that we're winding up with them and that we want them to complete that issue and then we want all the files turned over. >> Yes, please. Member Macheski. So, my understanding is that Mr. Pearl is the attorney for the board and the district has attorneys who are specialists in very various district issues that come up. And it sounds to me like you're suggesting that we
268end contracts with attorneys who specialize in issues that come up for our district and make Mr. Pearl the only attorney in the district. You're saying So that's the last thing that I want. But >> but isn't [laughter] that am I hearing just to be clear how this works >> situation >> all all of your attorneys every one of your attorneys are attorneys for the governing board. You the board is the client. It's not the HR department. It's not instructional services >> district. >> It's not the business office. >> I understand. >> It's the board. So, um, you know, it it depends what work you want to give to which firm. Um, and obviously we're doing different kinds of work for the district, not just serving as board counsel. Um, so it's it's really you have
269choices, but all of those there's some districts that don't give assisted soups the choice as to which firms they want to work with. either the board provides that direction or the superintendent provides that direction. There are other fir there are other districts where they do allow assistant soups directors um if they have a good relationship or they're getting the service that they that they like and expect they make that choice. >> Right. No, I understand that. I mean my understanding is that the assistant superintendent in conversation with the superintendent would you know and the board always in close session was told which attorneys were being used for whatever. So that is the process we followed. What I was hearing Mr. Hills say was something different which is that we need to end contracts get the
270information and turn everything over to you which sounds like a different role than what you're doing. That's correct. I comment >> hang on if I just to clarify. I don't think that that I think that the only topic was um Atkinson and we had had a conversation um I thought we had a conversation in open session where we where we um where we released Atkinson from our service um other than the few things that they were working on and transitioned over to DWK. And that was um recom that was actually questions that I know I asked at CSBA in different situations of what is appropriate when you transition leadership um and that was one of the recommendations. And so obviously um DWK is working on our bond our negotiations board council um they represented us
271in the um the TTRO last week. So there's a lot of different things. It's not just the advice of the board. I but I do know that um you know past leadership relied um on legal guidance as well. I know I've sought that as well to make sure that what we're doing is right, etc., etc. So um I know there's a motion on the floor. I'm going to let you ask your question, but then I think we need to amend the motion because I don't think we can approve these in block or we can at least exclude. >> So >> no, we don't. >> Well, but not on this contract. We need to have this contract change. Let's let's just sort this out a little bit because um the fact is you didn't understand what
272the situation is and you didn't uh understand what um I had proposed. This is the situation. We have several legal firms in our stable right now and they're all focused in different areas. In the case of um uh Mr. Pearls firm their uh uh Superintendent Glass wanted to have them handle bond issues. Uh in addition to that, the board had them performing certain what you would refer to as general counsel andor governance issues. Um we could get the records from Atkinson and give them to any lawyer in our stable. Right now the most logical repository of those records would be Mr. Pearl's firm. Um but we could give it to any firm. Uh and the point is uh under the bylaw uh 9124 um the um superintendent and the president have co-equal powers. They have
273a power sharing arrangement and each of them can unilaterally go to lawyers to get legal opinions and each of them can designate someone to act on their behalf in that regard. But all of this is superolous because what we have here is we have a very nonunique need for Atkinson. They're doing a case that is even though I agree with Mr. Pearl that if they've worked on it, if it's specialized in some regard, um it there would be a certain logic to uh allow them to do it. I personally think as one board member that the uh downside of that outweighs the upside because while we have there's nothing particularly unique about that case, we do have unique issues of potential conflict of interest with that firm. And we also have um issues that relate
274to um wanting to preserve the records. And so all I'm saying and my advice to the board is the sooner we terminate that firm and the sooner we get those records, uh, the better it is for the students, the parents, the teachers, and the school community. Um, because that's prudent when you have conflict of interest and uh, in addition to everything else, I don't want to put the law firm in that position. >> Okay. So we have a Are you done, Howard? So, we have a motion on the floor to approve these in a block. I'd like to amend the motion to approve items 10 E FG together and address item 10D separately. >> Second. >> All in favor? >> I that motion passes 40. Now the um going back to item 10D um I
275would like to um make a motion to pull this contract for uh and table it. the direction that was given um a year ago or last December I guess when we u moved away from Atkinson was well actually no let me repeat that the action or the direction that we were given over a year ago in Dece in January of 2025 and I think this was um under uh clerk Perry's uh presidency was that we were assigned a new attorney from Atkinson and that was Tony DeMarco And so with that, we have not worked with Brie in over a year and a half. And so I would like to table this contract and have it brought back for correction and to include just the Title N completion as the scope of their contract. I need
276a second. >> That's a good outcome. >> It's a second time. We've delayed it, but >> Okay. I need a second on my motion to table it. >> Second. >> All in favor? >> I Thank you. Motion passes. Okay, moving on. So I again apologies I missed that page in my minutes. So we've gone through 10D, E, F, and G. We're on item 11, action item, human services, uh, human resources, approval of the director of information systems and technology and the coordinator of learning and innovation job descriptions. Mr. >> Thank you, President Morgan. Um, so with the retirement of our CTO in February, staff has been analyzed in the configuration of staffing in the technology department to support the district's information technology infrastructure needs and the educational technology instructional needs. So staff is recommending the
277creation of two positions. The director of informationational systems and technology and the coordinator of learning and innovation. The director of information systems and technology will be a classified management position with the salary in alignment with the early learning and communication director's pay range. And the coordinator of learning and innovation will be a laba position on the coordinator salary scale. We anticipate this configuration will provide a cost savings of approximately $150,000. All right. Are there any uh questions of the board? Clerk Perry, questions. >> Um, no. No. I remember there was going to be a cost savings. >> Okay. M Dr. Mesky, any questions? Howard? >> Cost savings. >> So, we have internal staff that have the capacity for for these roles. And there's a scenario where the uh um there would not need to be
278a back filling of a position. >> So in other words, Morrison left and he was the he was the number one guy. >> And he had trained people under him who are um very very capable people. >> Okay. Um well that's like seems like a success story. Um the uh you know I was a little bit concerned. I mean, I think this we it's worth stopping for 30 seconds to just notice that you know this is a big issue in our country and the world right now and um you know uh the the the work that Morrison did where he did that paper AI trust you or something you know and I my comment is uh you know it's like what what does that mean who we who do we trust is that saying AI
279we trust the students not to cheat and use AI the way they shouldn't. I guess that's what my interpretation of that was. But the point is I trust the students. It's AI that I don't trust. And I think um you know there's a lot of information coming out right now that if you want to understand why 70% of the uh students in America right now are reading um and doing math at a level lower than they were doing uh five or 10 years ago. Um, the answer is right here. We let our kids down with the phones and now we're about to let our kids down with AI. And uh, I love AI. I use it every day. Um, so I'm not being simplistic. I just want to say that um, I just want to
280stop here and recognize the importance of the role that these people play and the um, and I'm really happy to hear that um, that we and I it's a tribute to you, Mr. Conland and to you, Mr. Mabri, that you have developed people in house that can step up and take this over. Um, and so, as I say, um, assuming that your assessment, uh, is is right, um, I think this is, as I say, a success story. >> So, I have a couple questions. Um, is this you you identified that we would be cost savings because it's an internal um, appointment. So, does that mean we're not flying this position? >> No, we would actually we would just fly it internally only. >> Okay. Yeah. And that's and we can do that um Mr. Pearl.
281No problem. Okay. And one last question because I know that um Dr. Austin has been I know one he was in the arts committee meeting on Friday on last week Friday um with regards to the uh coordinator position for the arts. Um has this disc has this been discussed with him whatsoever? And as far as his staffing of what will ultimately be under his charge, >> the dire the the two positions here. Yeah. One of them one of the director of information systems technology currently falls under the superintendent and then the coordinator of learning innovation would would go under instructional services. Uh yeah, I I updated him uh regarding these positions. >> Okay. Yep. >> Great. Thank you very much. Okay. Any other questions? >> Any public comment on this? Sorry, clerk Perry. Is there
282any comment on item um 10 A? >> No, but there are public comments. >> Yes. Let's go ahead to public comment on item 10. 11 A. So, we need to ask for public comment. >> Steve Steve Brown, please. It was answered. Okay. >> Okay. Are there any other questions? Okay. All in favor of the approval of the dire um I need a motion to approve the director of information systems and technology and the coordinator of learning in innovation job descriptions. >> Okay. Any further discussion? Okay. Um all in favor >> Howard. >> I motion passes 40. Okay. Next item is item 11B. Approval of the coordinator of visual performing arts job description. Uh, Mr. Colin. >> Thank you, President Morgan. So, again, per the recommendation of the arts committee, staff is bringing forward the coordinator
283of visual and performing arts. Job description, the basic function of the role is as follows. Under the direction of the assistant superintendent of instruction, provides system [snorts] level leadership and collaborative support for LBUSD's PK12 visual and performing arts ecosystem. This role is a dedicated coord coordination and implementation position responsible for planning, implementing, supervising, coordinating, and evaluating arts education instruction throughout the district. The coordinator serves as the primary district liaison to community arts organizations, manages partnership development and agreements, leads art communications and outreach, and ensures that students across all grade levels have access to art opportunities with a budget impact of approximately $250,000 for salary and benefits. >> Thank you. Is there any further questions from the board on this topic? We already have had public comment. Okay, seeing none, I have one clarification and that
284was in a discussion on Friday about the word supervising that it was the supervising was looking at the programs and then working together. It's not supervising staff. Okay. I just want to make sure that's real clear. Okay. So, I need a motion to approve the coordinator of visual Oh, is there we had public comment. We do not need to revisit public comment. Okay. So, can I have a motion to approve the coordinator of visual and performing arts job description? >> So, moved. >> I'd second that. All in favor? >> I. Motion passes 40. Okay. Item 12 is the consent calendar. Um, are there any board member questions on the consent calendar, items B through U that require pulling the item? No. Okay. Is there any um items that any members would pref like to pull
285from the consent calendar? Okay, seeing none, I need a motion to approve the consent calendar items B through. Second >> having technology problems. All in favor of item of approving the consent calendar items B through U. >> Okay. I Joan. >> Yes. >> Okay. Thank you. All um so that approves. Uh that passed 40. Okay, our last item is adjournment. Our next regular meeting is July 23rd, 2026. And then also, please watch the calendar for a potential late meeting at the end of July or at the end of June related to um any unfinished business that needs to be approved before the year and uh possible go bond discussion. I need a motion to adjurnn. >> So moved. >> All in favor? >> I >> second. Hi. >> All right. Meeting adjourned at 10 o'clock.
286>> Way to go. >> If you people would quit talking so much, we get out here early.