April 9 Board Meeting

001Good afternoon everyone. I would like to call to order the regular meeting of the board of trustees of the Cypress School District. Uh it is um April 9th, 2026 at 4:30m. Could I have Miss Parker call the role? >> Trusty Hayashida >> here. >> Trusty Nem >> present. >> Trusty Periq >> here. >> Trusty Sandi >> here. >> Trusty Tanaka >> present. >> Item number two on our agenda is to approve the agenda. Is there a motion to approve the agenda? >> I'm saying that three times in short order. Is there a second? Second. >> All in favor say I. >> I. >> All oppose say nay. >> The agenda has been approved. Um we have a um public comment section right here tonight because we are going to be making uh taking action. Uh

002so in accordance with item number three, public comments in accordance with government code section 54954.3, anyone who wishes to address the board on any item of interest to the public that is within the jurisdiction of the board may be recognized at this time. Matters not on the agenda may not be acted on by the board of trustees, but may be received and referred to staff or be placed on a subsequent board agenda for consideration. Items on the agenda may be addressed at the time agendaized. In accordance with board bylaw 9323, individual speakers shall be allowed three minutes to address the board on each agenda or non-aggenda item. The total time limit for public comment on each item is 20 minutes. Are there any um are there any um uh comment cards for the close for

003the for the for right now? >> For the right now. >> No, there are not. >> I think I'm just a little flumx because it's a little early in the agenda. Okay. Well, I think that the next item on the agenda sort of will clarify we why we had um some public comments. Our next item on the agenda is to improve approve the employment contract for interim superintendent. Is there a motion to approve the employment agreement for interim superintendent for Tim M? >> Uh yes, >> you need to read the agenda item. Don't we have to make the motion first and then read it out? Okay. Because I was Okay. I'm I'm I'm not getting anything on my my screen. It's frozen. >> It's not loading. >> No, it's in there. >> It for you.

004Don't close that. It's this. >> I'm just trying to This is Word, right? It's not. >> That's Word. Okay. Um the Chrome. Is that okay? >> Yeah. again. I have to restart. I think I can always connect to another network. I come back and connect here like at home. >> Gamut doesn't want to load. I'm in. >> Mine just started. It comes up like this. >> It didn't even show me. Don't click on the wall. Yes, he doesn't even show up on my It doesn't even show up until you start it. >> Maybe he's praying. >> We'll see. I had the opening screen. >> I'm up I'm on a outside looking in and it worked. >> A different network. Uh you're not connected to the internet. It was a hiccup. >> So now you should

005be okay. Go to your your browser. It should be >> How do I get rid of this little Um, if you click into the browser window. >> There we go. >> I would ask that you all trust me with regard to the agenda. I um have um put in some considerable thought in terms of how to present this and I believe that I have it set up the way it should be. That is we will make the motion because that was the recommended action that staff provided to us. And then after we get the second, I will read the specific details of what I have to read out to the public. So, we're going back to item number four, which is approve employee employment contract for interim superintendent. So, I'm asking for a motion to

006approve the employment agreement for interim superintendent for Timothy Mlullen, EDDD, commencing April 9th, 2026, and ending upon the effective date of employment of a permanent superintendent. >> So, moved. >> I second. It's been moved by Trusty Periq and seconded by Trustee Tanaka to um uh um approve the employment agreement. Government code section 53262 and 54953C3 require the board to ratify executive employment contracts in open session and summarize the compensation and fringe benefits to be paid prior to taking final action. Under the proposed contract of employment for Dr. Tim McLullen as the interim superintendent, Dr. Mlullen would be compensated at a daily rate of $1,11845 based on a 225day uh yearly work schedule consistent with the existing management salary schedule for the position of superintendent at step one. Dr. Mlullen's salary would be effective beginning April

0079th, 2026 and terminate upon the effective date a new permanent superintendent is employed by the board. Dr. Mlullen would not be entitled to overtime compensation or district retirement contributions, but would be eligible to for leave and health benefits to the extent mandated by the current certificated collective bargaining agreement. So now I'm going to ask, is there any discussion on this? Seeing none, uh, Miss Parker, will you please do a roll call vote on appointing Dr. Mclullen? >> Trusty Hashida. >> Yes. Trusty Nem. >> Yes. >> Trusty Periq. >> I. >> Trusty Sundi. >> Yes. >> Trusty Tanaka. >> Yes. >> Okay. The motion to approve uh the employment contract for the entrance superintendent, Dr. Tim McCalden, has been approved. And so on behalf of the board, I would like to welcome you and look forward

008to our opportunity to collaborate with you and moving forward on our search for a new superintendent and uh recognize that we're all going to be continuing to focus our attention on what is best for the students in our district. So, welcome. And I was going to ask you to come and sit at the desk, but you're already there. So, um, thank you and and welcome for being here. Thank you very much. I look forward to this opportunity to finish the school year strong and to start a new school year strong and to find your next champion, superintendent. So, thank you for this opportunity. I look forward to working with all of you. And that means that uh Dr. Mlullen can now uh serve in the actum in the active role of interim superintendent tonight for

009the balance of the board meeting. So again uh as we have questions, we will uh ask you those questions and um you can respond at that point as to how you're going to deal with it. Okay. All right. Moving on to number five is our board study session on the on the budget slashfund40. And we do have a an approximately 90 minutes that we are allocating for this particular activity. And I know that our assistant superintendent, Mr. Larry Fchaw, has spent a considerable amount of time in preparing for this. And so I am going to move forward and ask for him to take the floor um and begin our study session. >> Okay. Well, thank you very much, President Sandi, members of the board. Um with our new setup, hopefully it's okay if I sit

010here. for the next 90 minutes. Um with me we have um Greg Magnuson who is the county appointed fiscal expert who um has been working with the district since our first interim qualified status um back in December. So the county appointed um him to work with us uh through some of the budget challenges to provide kind of an outsider perspective with a lot of expert years um behind him and and I'll I'll tell a little bit more about that. um but he's been here to help validate question some of the things that we're assuming in our budget projections kind of you know provide some another set of eyes uh to the process. So we definitely have appreciated working with um with Greg through this process and we'll continue to do that um for the next

011several weeks um and months hopefully as long as OCD continues to let us uh avail ourselves of his services. Um, but he is a retired superintendent and assistant superintendent of business services in Buena Park and has done a number of interim assistant superintendent roles. Um, as well as served as a fiscal expert in Los Angeles and Orange counties for multiple districts and a fiscal adviser as well. >> That is true. Thank you. I'm happy to be here, Madam President, members of the board and staff. Thank you so much for the opportunity uh to represent the Orange County Department of Ed and to uh work on fiscal health and sustainability of the district. My pleasure. >> So, we have um bit of a lengthy presentation um but certainly have a chance to interact as this is

012a workshop format. So, um throw any questions our way as we go through it. Um and we'll be kind of doing both of us both of us will be doing some of the slides and and and collaborating through this process. But we have a couple of objectives to achieve uh this afternoon as we want to really take some time to review the data and the multi-year projections um that we've established. Um, I think there's been a lot of questions about historical information and we've shared some of that with the budget advisory committee and and passed that through to the board, but we'll have a little more time to do that here um together. Um, we want to discuss some options and strategies for long-term fiscal health of the district um as well as receive some

013direction from the board on budget planning for the 2627 uh fiscal year. So, our first kind of section will be looking at the historical budget trends. Uh then we'll dive into um two ways of looking at the multi-year projection. One will be kind of a baseline scenario and one will be looking at some things that we may need to consider as we plan for the future. Um there's been some conversations at the board meetings about fund 40 and the district's property asset management program and how those resources u may or may not be available to assist in the general fund. So we'll we'll spend some time talking about that. we'll discuss some options um and look for direction from the board um as we continue the budget development process for the next fiscal year. So

014with that we'll is a it's a history major. We'll we'll start with that section um looking at our historical budget trends. Uh this is a chart that we've shared with uh the budget advisory committee and it's looking at um the district's unrestricted um uh expenditures and revenues. So that's the part of the budget where the funds come in that we have can spend on any legal purpose within the general fund. And so the purple bars represent the revenues in each of those years. Uh the gold bars represent the expenditures in each of those years. And then the green bar represents the ending fund balance or the reserves in the general fund at the end of each of those years. Um the red line represents the percentage of reserves that that dollar amount represents. Um, so

015you can see we started um in the 201516 school year um and my eyes get tested by this as well at about $9.6 million was our ending fund balance uh with revenues exceeding expenses in that particular year um and an ending fund balance that represented 25% of expenditures. >> Could I ask could I ask a question right up front? I remember being on the board at that particular time and I remember that at that particular time we um we expressed uh a desire obviously uh whether or not that was something that um you know could be carried forward which obviously it hasn't but it was the intent of the board to try to keep at 25% in terms of reserve and as we see in this trend it hasn't so I don't know whether or

016not there is a institutional record that the board required or requested that we try to keep it at that but obviously we I haven't, but I was just going to say uh could you at least address the fact that there was uh an interest in having that 25% reserve and what is 25% look like in terms of what it allows us in flexibility and why would we want to keep a reserve that high or not? >> Sure. So I can't speak to historical luckily we have we have somebody here who can who can address that. Maybe I can talk first about the desiraability of having a large reserve. Um, you know, 3% is the minimum, but 3% reserves doesn't cover one month's payroll for the district. Um, so, you know, most experts would say at

017least a 17% reserve gives um the flexibility to um cover uh what's needed to be covered in case of any cash shortfalls that may exist in in various aortionments. Um the current board policy um just outlines the minimum 3% reserve for economic uncertainty. Um the board has the ability if it would like to increase change its board policy to have an increased level of reserves above the 3% and that's something we can discuss if that's something in the future when the situation allows for the district to set aside those reserves. Um the other part that's you know we're not in the business of building reserves though we're in the business of educating children. Um and so that's that's the the tension that exists as a school district. um is that we are intended to spend

018today's dollars on today's students with with a healthy level of reserves, but we're not in the business of socking away money. Uh we're in the business of spending it on educating the kids. They only get one chance to be second graders in our district and we want to make sure that they have a full experience of that. So, um there's a tension there. Um and it's an important tension that exists and one that we just continue to manage. I I'll let Dr. Mlullen opine on the other >> Oh, thank you, Larry. Um you are correct. Historically, this board did um conservatively like to maintain like a 25% reserve. Um but times have changed, too. And I'll I'm going to bounce back with Larry too. The state has made it hard for school districts to be

019conservative like that in nature in their requirement that you cannot maintain reserves more than 10% um at this time. And so that's a challenge especially for a small school district like us. um as Larry shared with you, you know, 3% minimum. That's one one month's worth of um salaries for our employees. And we don't like to be that close. It hurts cash flow. Um it it's a challenge to school districts and and and so historically having that um philosophy or that um um approval to maintain high reserves helped us to all sleep at night, to know that our educational program wasn't at risk of things. But uh the state and and its laws have made it hard for the board to maintain a 25% reserve because we're not allowed to. >> Okay. Um Okay. So,

020um, you know, I think what this chart again just shows is, um, you know, we went through a period of of increased unrestricted, uh, funding due to some increases in state funding through the LCFF, um, local control funding formula, um, which sees, you know, times that purple bar um, increasing. Um but we see in the last six years um the gold bar exceeding the purple bar meaning we were using the reserves in each of those years to cover unrestricted or restricted expenses that exceeded the available resources. So um that $9.6 million um became $1.9 million um at the end of the last fiscal year. So you know a change of about $7.2 million over that um 10-year window. Um and it just took you know a couple of years of of deficit spending really to

021to to produce that. And um you know it came at a time after the pandemic where um student needs um increased um what what the the needs on the educational, social, emotional, behavioral, all of those things saw increases in needs and supports that that were required and then the district met those needs with additional expenditures. >> I do have one question if you don't mind. When we're looking when we're comparing, for example, 2015 all the way on the left to the 20 245, >> we see an increase in unrestricted revenue, >> but is that kind of just keeping pace with inflation and things like that? Because we keep talking about losing money based on enrollment, but this looks like our overall revenue is increasing, but is that just based on kind of >> Yeah, we're

022we're kind of keeping pace with the cost of living adjustments that we see, but I think the next slide will be even more illustrative of >> what declining enrollment and the lowcola environment can do to a district. So, I'm unless there's any more questions on this, um, Mr. Magnus was going to talk about that next slide and I think really illustrate that for us. So, I'm gonna try I don't seem to be There we go. All right. So, there's a lot going on this slide, but but Greg's going to walk us through it. >> Uh yeah, Greg lead into uh to this issue and uh you almost have to be a little bit of a school finance wonk to uh really nerd out here, but uh bear with me if you will. So there's a

023couple of slides on here and I use this in just about every district I work with to help demonstrate the underlying function of the LCFF and what it can do. If you recall uh into kind of the first year of COVID, everybody was taking a pretty hard hit. If you were in schools at that time, the state was trying to figure out how to make ends meet. And one of the things they did was they changed the funding formula. And the funding formula used to be uh the attendance in the seat or the attendance from the prior year. You got your choice, whatever generated the most money. They introduced a third formula which is now known as the three-year averaging formula which was a boon. Uh it brought a lot of dollars into schools at

024a time when they really needed them. Uh but now we're kind of on the back side of that averaging and frankly Cyber School District is not dissimilar from other school districts I've been in. So let me just talk to the bar chart up on the upper right hand side of the page. What this uh chart shows is your funded ADA in the purple bars, your enrollment just as a reference point, and your actual ADA in the green bars. So, as you see over the course from 2122 school year through to the current school year, what you see is those numbers represented with the funding differential and the attendance differential. So for instance, in 2021-22, the district was paid on the LCFF rate for 458 students that were not in the district as a function of

025implementing that three-year average. Well, that's a boon. That's uh adds a lot of dollars to the pot. And so over time, averages, as they do, tend to level out. And so what you're feeling, part of what you're feeling right now underlying is this move as you get to a lower average. And you can see it's about a hundred students give or take each year that aren't here that are disappearing from your funding formula that the previous year you actually got funded for. And so where you were at 458 students of extra LCFF revenue which you know at that time you were probably at about 11 $11,000 per student. You can do the math on that. That's a big chunk of money. You lose a 100, you're going to lose a million one uh in revenue

026just out of the cola or whatever additional money might be coming from the state. We'll talk about that in just a second. So, you've had that profile every year and it's been hitting you. You haven't really noticed it because the dynamics are underlying the calculation. You just see it at top revenue line is not growing as fast as cola because you're losing kids that you don't have and we're getting paid for. So, that's part of the uh part of the what I call the part one squeeze on school districts if you're a declining enrollment school district. Part two squeeze has to do with ultimately the cola because this is public perception is we hear that the state gives a certain amount of cola every year. Everybody thinks okay we're going to get a raise or

027you know things are going to be fine on average because prices go up and expenditures go up but so does revenue. Now the downside of that is the second part of the funding squeeze is well declining enrollment districts don't see that full amount of funding come through. And so an analysis of where uh Cypress school district is on cumulative LCFF funding state cola total over the years from 21 22 uh to current 2526 is about 25% 24.85% but what is actually transferred through to Cypress school district in terms of real cash increase on revenues is uh under 9% 8.65. So you can sense how you get to feel the squeeze across your main funding component which is the LCFF. And so uh it's not that money is just evaporating. It's that the funding formula is

028averaging out and you're not seeing the colas that you're hearing about in the newspaper and the state budget come through to you. Everybody follow that dynamic? And again, it's an underlying kind of mathematical problem that most people they hear the headline number of cola, right? right? Or they hear the headline number of students that are funded and they think, "Okay, we've got money." But each year it's gradually kind of whittleled away due to the averaging function and due to the uh realized cola, not the headline cola that comes through. >> Is the averaging funding continuing? >> Yes. Yeah, it's still a formula. >> Okay. I thought that I did I thought that at some point that there was a discussion about that it would actually there would become a point where there was a baseline

029funding that would, you know, stop it. Well, as you can see from the the chart, eventually you get you will get to a point where the average is probably the funding once you're declining enrollment levels out. And that's, you know, true probably across the state for most declining school districts. But we all hope that eventually it'll go up at which point you won't need the average. You'll take the option of the higher year funding. >> Can I ask a question just about the funding that was given out for example in 2122? There wouldn't come a point where we need to reimburse for being overfunded. >> Oh, no, no. Okay, no. >> Thank you. >> That's that's all water under the bridge. You received that funding. It's been certified and uh yeah, you're not in any

030jeopardy. >> So, I think you know, one of the other things is just if you look at the base funding under the LCFF that we received in 2526, it's roughly the same as the base funding that we received in 2223. So base our our funding from LCF is base funding the amount we get for every student supplemental because of our unduplicated pupil count um which needs to provide additional services to support those students and then there's some add-ons and the biggest add-on that we've got this year was the TK grant well the TK grant comes with extra work that we have to do we have to hire additional staff and staff at lower ratios so when you just look at base grants which is what we use to you know do almost everything we do

031as a district we're getting funded at about the same level as we three years ago and nothing costs the same thing it did three years ago. So that's that's just the challenge that we're facing as a school district. >> In the U lower portion on the right hand side, the graph just looking at the adjusted base grant, the supplemental grants and the add-ons, you can actually see from that LCFF adjusted base grant component 2324 $36 million. The next year, even though there was a positive 1.07 07 cola given in the state budget. Your cola is actually net negative 3.82 and your revenues were a million4 less. So that's a squeeze that hurts any school district that's got an operating structure that you know because we support kids nobody wants to take away from it and

032it just doesn't go away automatically. So there's got to be some uh affirmative action to try and resize as this kind of phenomenon occurs. And when we look at the current year, cola was 2.3. You real did realize positive bump in that, but not nearly as much as 2.3, only 20%. Okay, just did a little master class on LCF for everybody here. So, um the next chart, um I think you know, as we've talked in in various meetings, either the board or budget advisory committee is where where did the money go? Um and and I think you know the answer is it went to provide services and supports for students um throughout the last several years. Um and and we spend 83% of every dollar we spend goes towards staff. Um and so this chart

033um demonstrates um the increase in full-time equivalent employees um which is the red bar um going across. So we've seen roughly a cumulative 29% increase in full-time equivalent employees since while at the same time we've seen a roughly 21% decrease in the number of students. So the chart in the red is the thing that we spend the money on and the chart in the blue is the thing that generates the funding and they're going in opposite directions. Um and that's going to lead to the challenge that we're seeing is that we cannot continue to um increase or maintain the level of staffing that we have and um amidst the climate of um flat to declining revenues that we're likely to see over the next several years. So um I don't think we're alone in this

034chart. I I most districts are seeing this because the needs were so um dire at times during the you know the early 2020s um that were still coming through. So um most districts when when they get increases in funding they spend it on staff because that's what we do. We employ people to provide services to students. Um but it's just something we have to be aware of that this is not sustainable that we can't continue to increase um the thing that costs money and decrease the thing that generates funding. >> I have a question about this. Does does this red line also include temporary employees? For example, if we had the funding and we took full-time employees and put them in TOSA positions, would that be part of the reason for the increase in staffing,

035that temporary teacher would also be represented here as increased staffing because the TOSAs went to their position. >> Yeah. >> Okay. >> It's an interesting chart. If I could make one more comment, if you were to take the chart and draw a line down years, the first five years, second five years, what you'd find is in that second five years, that's as you enter the COVID period when the numbers start to grow on both sides, actually decrease more on the lower and grow on the upper. And this is a function every district seems to be facing. And we all were in place at the time to receive COVID funds, which were largely one-time dollars, which we engaged staff, and we learned about new types of staff that we needed that before we either couldn't afford

036or didn't recognize. And those staff have tend to hang around and the states recognize that. And if you notice the profile of funding from the state postcoid, they have given us additional one-time funds to carry some of those staff through, but they're carried on the restricted side. So, uh they tend not to impact the unrestricted side, which is where you keep your your reserves unless they encroach for some reason. And generally there's not a lot of encroachment, but they are onetime funds. They do run out. And at some point, and we're now kind of to that place where as we look at next year's budget, there's a proposal for one more big one-time funding pot. And that's probably the end of the line for the state of California on trying to help districts extend and

037uh you know, mitigate the impact of all of that one-time funding that really raised staff uh in school districts across the state for a long time. The next logical question is well who are these in the words of Jerry Seinfeld who are these people? Um uh so we wanted to uh provide a little bit more detail in terms of where those FTE increases were by position over the last um decade or so. So these are ordered by the largest percentage change increase. Um so the largest being PAR educator instructional aid. This reflects additional behavioral supports, instructional aid supports that we're providing to our students, not just for special ed, but obviously we increased our TK instructional aids because we have more TK students. So, that's going to increase our instructional aid category there. But it's

038about 125% a little bit more percent increase in FTE positions for PAR educators or instructional aids. Um, the next one was our TOSA positions that increased from seven to just about 14. um our psychologists um nearly doubled our custodian positions when we added the um night custodian position at the second night custodian position at every school. Um that increased the number of night custodians overall by 50%. Our speech language pathologist that's the SLP that increased by 41%. Our school site clerical um increased by 30% that is um the health assistants um they're in that category. So when we added the health assistance sometime between 2014 15 and now uh that's part of that increase in staffing. Uh we've had more student activity supervisors more district office clerical you know a little bit more in m

039um and so that's kind of where all that happened. I think what's what's also interesting is we look at certificated non-management and these are our classroom teacher positions and they've stayed relatively the same since 20145 and a lot of that has to do with the implementation of the 24 to1 class sizes at the lower grade levels um where we weren't in that position in 2014-15 um by going to that over this time period it has kept stable roughly the number of general ed classroom teachers that we Just have one question on this and it just um struck me because when you clarified that we have um um increase the custodians by increasing to two at each school. That's not reflective of um of two two nighttime custodians. That doesn't reflect that we made a big

040push, didn't we, for security cameras on all campuses. a higher higher number of security campuses. Wasn't one of the reasons we had the two custodians was sort of better better management of sites uh after dark. >> I think it has to do with just the the amount of cleaning that needed to happen um as a result of the pandemic and and having those pandemic funds. Um I I'm again I wasn't here, but I'm assuming that's part of the the calculus in that. Well, and I would add um the ELOP program too has caused more services to be needed and so the C two having two custodians did help with security, but also there were more services. Um there was more cleaning that needed to be done because the program was bigger and is bigger. >>

041But are we we're not doing we're we're not managing the ELOP program on site, are we? >> Yes. Um we we still have to make >> childare. We still um like for example at at King with the Boys and Girls Club, they operate in our facilities and we clean those facilities. >> Okay. But aren't most of our um other than Boys and Girls Club, aren't the um um daycarees are providing the el e after school services the elop? >> I think that it's not exclusive to just the the licensed classrooms that exist. Some of those have spilled over into their other and and boys and girl club. Boys and girls club is at more sites than just king. I should also clarify. >> So >> is there um for for this table I think it'd

042be interesting to to look at the the percentage change from 145 and then 2526 to see if there was an uptick right at COVID or sort of how that how that change occurred. I don't know if we have that that data >> not at the fingertips, but it's something we can we can pull. >> I have I have two questions. Um my first question is when we're looking at um the custodial positions and you're saying that that increased during COVID. I'm assuming some of that had to do with COVID cleaning protocols and things like that. Is that correct? That's part of the reason why. So if those protocols are not in place anymore, I guess that's a a conversation of do we need all of that all of those custodians if they're not doing the

043same work that they were intended to do. And my second question, I guess, is the LVN position. That's been um a position that we've had a lot of conversation about um prior to I'm not sure when this LVN position I'm sure we have the information when when it was created but who did those duties in 1415 when there was not an LVN? >> Do we know? >> So on the custodian position I think the the thought process you had is why the the recommendation came forward to make the reduction by three in the night custodian positions um as part of the the actions the board took. >> Uh Tandy Um we we only had one um full-time district nurse and so it was to augment and supplement the services for the health services. >> I

044see. Okay. Thank you. So the full-time district nurse is under what classified >> they're certificated non-management. >> Certificated. Okay. Thank you. >> Okay. I would just add, I mean, this complements the last slide, the alligator slide. You're seeing the top part of this alligator. Um, and you're seeing too a little bit of the postcoavid hangover that we're still in. Um, I'll add the PAR educators, instructional aids. Um, they were very instrumental in helping us survive during COVID and managing what we needed to do for extra protocols. And at that time um we were calling anyone who could be here all hands on deck. We had a part-time um majority of para educators where they would work um three hours a day, four hours a day or I would I would say 3.95 hours a day.

045they were not benefit um they did not um get PERS eligible and and so we needed people so bad that we we made the threehour the 44h hour person a full-time person which qualified them for benefits which receives an additional um and and they became PERS eligible and so just that cost alone um you know m being maintained given what we're seeing with revenues go down is a challenge And again, like like you've heard my colleagues across, this isn't just a Cypress thing. This is a lot um of what California school districts are experiencing because PAR educators were very much needed. Um and right now we're they're utilized in our special education program. >> Well, that was kind of going to be a question, too. A lot of these instructional aids are written into IEPs.

046Correct. >> You're correct. Do we do we know what percentage of of this employed population is were legally bound to versus >> That's a good question. I'm going to say it's a high it's it's not a high it's probably 50 50% of them are tied into one positions. That's a that's just a quick non feel. My experts across are going to have a better >> we we can get you those numbers. We're actually because we're doing rollups right now, we're we're reverifying all the the one-on- ones, the ones that are written with embedded classroom support. >> Um, and then because of our special day class of how we ratio that that was based off of the FICMAT report. Um, so those aren't written into an IEP, but you do have to staff those in order

047to make sure that >> and if we if we as a district write the one-on- ones into an IEP, when those students go to other districts or move to Anaheim Union for Lexington, for example, we are not responsible for any um money, I guess, that's tied to that IEP. Is that correct? >> Correct. The IEP follows the child. the new district would be responsible for implementing the services identified in the IEP. >> Right. Regardless of whether or not we wrote in >> Correct. Okay. >> Correct. Thank you. >> But just to follow up, just as a student who has a one-on-one metriculates doesn't necessarily mean that that staff person goes away. >> Correct. Um so that's precisely what we're doing right now. Um we're all working together to look at the students that are what

048we say rolling up into the next grade level. But we also have students who are coming in and so um we have at this point of time have had vacancies um that we have not yet been able to fill where we have substitutes. So we have not had to have any layoffs because we do not have enough staff as required for what's written into the IEP that have already been hired. So going back to the custodians, so it we've heard um security co money and then also ELOP and I think one of the trustees had commented about since CO is yeah I mean we're beyond that and so what was hired to address the extra cleaning for that has gone away in a sense but then we've got the ELOP issue um or or more

049ELOP and so one is it does one does it negate like what can't coming what comes in for ELOP can essentially take over for what was done for what was used for the custodian um for COVID and also are ELOP funds a part of this and does the ELO funds pay for the custodian since it's ELOP >> sure >> utilized >> maybe I'll take part I'll take the second half and let Teresa take the first half if if she looked eager to um help me out here. Um we do use some of our ELOP funding to supplement our custodial expenses recognizing that there that impact um from the ELOP program has put on the facility. So we we are able to supplement a portion of custodial salary is certainly not the the level um that

050is necessary. Um then I'll turn it over to Teresa to talk a little bit more about the the minutes calculations and how that all works. I was going to say we we do do calculations. So, it's based off of how many classrooms there are. Um they get so many minutes, how many bathrooms, those types of things. And so, while ELOP um did make the drop less, right, from COVID, we also still do some COVID protocols because we don't want to get back into a situation that, you know, where we're not being hightouch areas. Just making sure of those types of things. And so again, per what Larry said, um that's why we suggested only three in terms of a reduction so that we could still kind of balance out the reduction of schools or students,

051which means reductions of classrooms that need to be cleaned, but still the increase in el kind of just cleaning protocols that I think were really brought to light because of COVID that we kind of had to change, which takes a little bit more time than what was done previously. Is there a way to go ahead and pass some of those expenditures over back to the vendors that are managing this? Because if we're opening back up this whole schools, which would usually be closed down, um, but then it's now open for ELOP and we're paying for them their service. Shouldn't they be able to cover the cost for you to use that additional piece? To the extent that elop services are provided in the um the daycare facilities, then that the daycare providers are the ones

052responsible for cleaning and maintaining those facilities, it's only for the ones that um you know come into our facilities um to utilize them for ELOP, which we're paying for um that we um use those custodial funds to supplement it. um they're not, you know, the only and generally those folks that are coming into our facilities are paying a lower we're paying them a lower amount than we're paying the folks that are doing it in the the licensed spaces. So, >> okay. Yeah. Because I know we there's certain times where the the students in the school cannot use like say the MPR, they cannot use the library because those are booked. Whoever wrote the contract for the the ELOP providers, >> the daycare providers. >> Yeah. The daycare providers, give them the priority for the ELOP

053students where they can't even it even hurts our PTAs. They can't have book fairs because they don't have a place to store their books, right? So, that's where it makes it hard for people that even trying to raise money for the schools as well. >> But I also want to just add to that, and please correct me if I'm wrong. I think that some of that ELOP funding is specifically for those problems, right? Maintaining the the bathrooms. I mean, we right like the kids are going to have to use the restroom. So, some of that money is specifically for that and we're legally bound to providing those services. Correct. >> Yeah. So, we're able to use some of our ELO funds to support the custodial efforts. doesn't cover, you know, all of the additional custodial

054needs that we have as a district in total, but it has been used to supplement our custodial, >> but it's not necessarily us being creative. It's that those funds are there for that purpose to maintain the facility. Correct. >> Yeah. I think most districts have have found ways to use ELO funds to um supplement the costs um that are that they're increases that they're seeing, whether it be electricity um or whether it be custodial. That's actually a really good point because one one of the um increases that we saw was utilities, right? So, have we have we analyzed whether the increase in our utilities comes from usage related to ELOP? >> And again, we do supplement our we reduce our electricity costs by um our ELOP funds. So we do apply a portion of um

055ELO funds to reduce our electricity costs and and I don't part of it is usage but a good part of it is just rate increases that we're seeing and and has passed on rate increases pretty substantially as we know as residential customers um every year. So that's part of this as well. >> I have a follow-up question too. Um what has been our relationship with Boys and Girls Club this last year as they've been undergoing their renovations? Are we are they using our sites for afterchool programming? >> And I'm gonna look to Miss Lennox again to help me on that one. >> Uh yes. So um they currently are already they're combined the programs that they have at Arnold um with the ones that we used to be at the Moody of Boys and Girls

056Club um just recently. They were at Landell before um but they did not increase any use of classrooms or any of that that was not already in place for our um uh ELOP program. And so uh but yes, they do right now have been using our facilities while that work is taking place. I guess what I was asking or what I was trying to get at and trying to sort of um pull the thread is that we've had an extra load of students because of their facility being closed over this last year for renovations that would not have been there if their Moody Street POS facility was open. So we have had a an increased um I would suppose we've had an increases maintenance and or um usage of our facilities one way or the

057other >> and how is that negotiated in terms of relationship. So I think that's one of the conversations that I know um cabinet has been having is because it's kind of a unique situation that you know obviously being good neighbors they're already part of program just trying to be able to support the students um but kind of having that conversation I would say the added was minimal um because the Landell program or that program was not a very big program they were when they were at Landell they were just in the library they didn't have any other space so it's very minimal Um and even in looking at electricity usage or those types of things um there hasn't been a huge increase um at all in terms of usage um from like again I don't

058know how many they have at that facility but max was like 40 um students in one one spot and so we haven't really seen a lot um the bathrooms those have to get cleaned whether it's ELOP using them or you know our students so that doesn't increase um so the main thing that increases it would be um electricity. The library gets cleaned whether Elop's in there or not. And that's with uh most um sites. There's some rooms that would have already been cleaned anyways because they're being used during the day. Um there's a few that are not. And and we do have a relationship um or agreement with the Boys and Girls Club. Like we don't do the full type of cleaning that we do in our classrooms in those ELOP rooms. Like it is

059the trash out, it is the basics. they are responsible for wiping down their desks and those types of things. So, we did try to kind of have a mutual agreement to try and make it as fair as possible um to make sure that both sides were, you know, benefiting from being able to have obviously an afterchool program on our sites is huge for our parents. And so, I don't know if that answered the question >> and and I can say we had 19 students that were from that um from the Moody facility at Lendell. So, it was 19 students enrolled, >> only 19 students. What happened to the other students that would have been populating the uh program at uh at the Moody Street location? >> I I I I couldn't speak to how they're

060um mitigating that. It's just that's how many were enrolled and that's how many they were. >> So, in other words, it's a total of 19 students. So, in essence, it's a rather minimal number of students that we're talking about. Okay. I just thought it was their total population that came from there which was generally if you ever went in there it was probably 50 or so kids in a day and um >> and but much of it's their teen program is which and which they wanted to also focus in on. So but of the elementary side um they also served outside of our district the Los Alamos and some of that. So some of those may have been their their enrollment and may have been um housed on those campuses. I don't know that but

061it was 19 students that were our students. >> Okay. Then then then then that's that's resolved my question on that. >> It's 19. I was thinking if 19 in one school then that's a different story because then we got I know a big chunk that's over at vessels and the other schools as well. >> Just king and vessels. >> Trusty Sandi. >> Mhm. >> If I may. >> Yes. >> Um only in the interest of time I I know we'll run out of time because there's a lot of slides. I wanted to offer two uh important points about this slide, the alligator slide and then maybe get to the next slide. Um in relation I think this is um the poster for the board and for staff um in looking at what we need to

062look at as it relates to the budget. 83% of our our budget is spent on people and what you're looking at is people right here. And what is the biggest difference between 2015 and and now? Well, we're seeing certain um classifications um with almost double. We're seeing other ones that are high. And this helps staff to know what we really should be looking at at the program. Is it need more staff or does it not need more staff in the years to come and how can we get it to what we want for this district and for our kids? Um, the one thing I'll add about the PAR educators, um, and and oh actually it's a moot point. I'm going to leave it there and and give it back to Larry. >> I have one

063question though and I know everybody's pretty much talked to this slide is great. It's a perfect visual and it helps to address this. One thing I know but we have yet to address is if you look at the two big white elephants right here, it's as well as in structural aids, right? So what was the big delta in from 2015 to current from thetosis? >> Um so the increase one of them is um a teacher on special assignment that's at king. They added a um title one teacher and the others we've added intervention teachers um that were onetime monies. They knew they were going back into the classroom. um we grew the STEM program. Um so they were added on and then um recently through the um learning recovery block grant we have two TOSAs

064that serve under the social emotional needs of our students. So we have um supports that are happening there. >> Okay. And there's also the TOSAs >> and then we have the the three then that's changed. So originally there were six instructional learning coaches and that number has decreased to three currently. Thank you. >> Okay. >> All right. We are going to turn the slide now to look at um you know the other thing that we do to provide services to students is we we have outside um vendors that we pay. We pay our electric bills. That's all categorized under the services and other operating expenditures. So it's everything from our utility bills to um consultants curriculum that we may purchase that's you know um online curriculum um or attorneys fees um those sorts of things.

065Um and so what this shows is since 2015-16 um uh the unrestricted side we went from about $2.5 million to annual expenditures on services to about $3.5 million. So an increase of just under a million uh which is about 37% over 10 years you're talking 3.7% per year. Um certainly an increase um but kind of almost you know just just above inflation if you will. Um, on the restricted side, you see that going from $1.2 million to uh $5.5 million. Um, or a $4.3 million increase or a 364% increase. Um, and so where did that kind of come from? Um, overall, property and liability insurance is one big that's on the unrestricted side. Um, just like your homeowners insurance and your car insurance, that's that's gone up. Um, our utility costs have gone up and

066that's very similar to what we're seeing at home. uh electricity rates are up, um natural gas rates are up, water rates are up. Even if we use the same amount of everything, it increases in price from year to year. And then professional um consulting services, that category within the um services c uh general category went up by 4.7 million. Obviously, that's the the biggest lion share of that amount. Um and so I'll turn to the next slide. >> Can we just just stop there for a second? You basically said the property and liability insurance was unrestricted, utilities would be unrestricted, and the professional consulting services. >> It's a mix. So, how did So, where is the $4 million that is the restricted uh restricted monies coming from the extra $4 million? because you're basically saying

067these are the main drivers, but these main drivers here um with the majority of it under professional consulting services, the $4.7 million um is almost at the level of the increase in the restricted >> Yeah. >> Oh, is the next slide? >> Okay, >> thank you. You there's a great there's a great intro. Um >> so so ELOP which is a restricted resource um and and as we've talked about is is um used uses outside vendors to provide those services that that didn't exist in 20516. Um and so that's uh in 24 20 242 was a $2.4 million net increase because it went from 0 to $2.4 million. Um and the other large one was on the special education um side the restricted resource there. Um and that's you know um outside service providers, non-public

068schools as well as um increases in the cost that we paid to the SULPA. So that was you know $3.3 million of that increase. And then you can see some of the other smaller categories and you you start adding up lots of smaller categories and you get to that $4 million. But um the two biggest drivers of that increase are ELOP and special ed. ELOP is within its own funding pot. It has m you know we have been able to um keep that program within its own it hasn't encroached on the general fund unrestricted but special education by design um encroaches on the district's general fund because we make a contribution to you know the students who are provided those services from the unrestricted side. So those are the two big pots of money there.

069>> Thank you. >> Okay. >> And I'm I'm I'm sorry to do this. I know we have a bunch of slides to get through for for special ed. Could you um maybe give a few examples of of what this includes versus like because this isn't all of our spending for special ed, right? >> No. So, if if we have students who need a placement somewhere else, um but our schools, they need a more restrictive or enhanced environment to provide educational services to them. Um then we send them to another private school um perhaps or to another agency's schools. And so that would be an operating expense there. Um or we employ um additional folks through the SULPA to help our students. So we may have more students who need occupational therapy or physical therapy. Um

070more students who need some u mental health counseling. Um those things go into increasing our costs to the SULPA which is booked as a service and other operating expenditure type of expense under professional consulting services. When we're looking at this special education spending here, increase decrease, all these things. Does that also does it include everything? So like the the behavioral supports, all everything that we've seen in the previous slides in terms of the parent educators, those are all included in this number or that's something separate. >> This is just the professional and consulting services. So when we pay people who aren't our employees. >> Okay. Thank you. >> Okay. I think they still have questions on this particular thing because I mean it I just doesn't feel like we've uh made up the uh $4.3

071million uh dollars that um are in the restricted area by looking at this particular slide looking just at the um at these particular numbers. Um maybe it is I just can't see it. >> Yeah, we can I can give you the full detail on this at >> Yeah, we can do that at another point. Yeah. Okay. So, now we're going to adjust our vision and and look to the future a little bit more now. Um and and look at two versions of of the multi-year projection. So, that's what we talk about at every interim presentation or budget presentation. It's not just the current year that we're focused on. We're looking out the current year plus two. Um and so we've got a multi-year projection we're calling the proforma multi-year projection or on the natural if

072we just take things and move them forward. So um every time we've talked about the multi-year we're talking about our budget year 2526 plus 2 meaning 26 27 and 2728 um but now we are at the point where we need to start turning the page um if you will and so that's where we start looking at 2829 because 2526 is is no longer in our budget window um as we're developing the 2627 budget and we need to focus on making sure that we're solvent through at least the 2829 9 um fiscal year. And so that was my attempt at animation there. I hope everybody that um so with revenues um you know again we're going to we're going to roll forward a year. We're going to 25 26 in in the background and we're going

073to see what we expect our revenues to look like and and based on the continued expectation of declining enrollment um based on our you know ADA trends we're not you know we're just assuming those percentage of students who show up every day remains constant to what we've been seeing um based on the projected colas that are part of the governor's budget proposal. Um we're assuming pretty flat revenue for the next uh through 2829. So you can see overall unrest overall revenue going from 55.6 to 55.5 um basically flat and our LCFF revenue again hovering right at 40.14.2 million. Um that's the expectation we have right now. So there's no um expectations of of increased ongoing funding. Um, as as Greg mentioned, there's um potential increases in one-time funds in 2627 of about 1.5 million is

074the number we think that it would be right now. Um, that number will change in May when the governor um provides his May revise. But that's kind of the number that based on on the allocation formula we would generate. But the other thing that we're not carrying forward, as you can see in 2526, we had the one we have the expectation of 1.7 million in transfers in. That's a combination of $1.5 million $ 1.55 million from fund 40 and $160,000 from fund 14, the deferred maintenance fund. We don't project those going forward at this point in time and we'll talk more about that as we go through the slides. >> And we actually have already approved 1.5 million. >> 1.55 u million was in the second interim budget for the current fiscal year. Okay, >>

075that's so that we could be solvent this fiscal year. Um okay. So then we look at expenditures. Um again we're we're closing the books on on 2526. We're focused again on 2829. Um what we do see is a substantial reduction in expenditures um for next year going down by about $3 million as a result of the the board's preliminary or the actions that the board took in February to uh issue the preliminary reductions in forces. Um and then it kind of stays flat to uh increases. uh we are making some assumptions of reductions in um gened uh classroom teacher positions of four per year in 2728 and 2829 just to follow the pattern of declining enrollment. Um there's an assumption that there would be about four fewer gened teachers in each of those years. So

076we're taking credit for those reductions um in this multi-year projection for 2728 and 2829. Those are built in. But you can see even by res reducing our um projected FTEES by four each year um we still see um expenses increase between a cost between the cost of step and column and the cost of increased um benefits health and welfare benefits um projected to continue to increase in the future years. So, I just wanted to ask you about that because that was going to be my question having to do with um a recognition that yes, we would probably have some reductions of teachers, but I was wondering how you calculated um those those numbers and you've now indicated that you did take in fact uh step and column changes uh in this calculus. >> Yes. Yes.

077So we assume step and column to be about 2 and a.5% per year for um certificated and 2% per year per uh classified and then we're assuming about a 7% increase per year in health and welfare benefits. >> And does that um uh do the benefits also reflect uh increases in stirs and PERS? Stirs is projected to remain flat um and PERS is pretty flat as well and I think we do get a year of a small decrease but um because of the stock market performance over the last several years um PERS has been able to reduce its projections for rate increases. A couple years ago we were thinking it was going to cross the 30% threshold and and it has not had to do that. >> Okay. >> So some some bits of good

078news here and there. So then on the the natural um as the multi-year projection flows um again we've we've already talked about 2728 where we are two $2 273,000 below the minimum reserve for economic uncertainty. We we end the year short of of where we needed to be which is why we again filed the qualified status at second interim. Um, and then when we roll in 2829, we see that that number increases. So the deficit increases from 273,000 and 2728 to $1.8 million in 2829. So again, you just take the beginning fund balance, revenues, expenditures, contributions to get to ending the ending fund balance. And we see an expected ending fund balance that um is is below our our required 3% reserve there. So that's kind of the first number we need to have in

079our minds as we start developing the budget is we know that in 2829 we have at least a 1.8 million dollar problem that we need to solve for. >> Um but I think what's important um about that is >> can we go back just for a second when you say that that's a $1.8 million um deficit right there that we or problem we have to deal with that is not adding the 273 from the previous year making cumulative. So is are is is the assumption that we do have an accumul accumulative or is it that you would have addressed you would have had to address the 2728 deficit at that particular point and then it's a new problem when we get to 2829. >> It is cumulative in the sense that we we as you

080can see um we end the ending fund balance and I'm just going to can't look it up on the screen. The ending fund balance in 2728 is that $1.482 482 million which is below our minimum reserve for economic certainty of 1.7. >> So then we roll that 1.4 as our beginning fund balance in 2829. So we're we're starting 2829 short $273,000 and then the deficit situation that exists in 2829 increases that deficit to the $1.8 million. So it's a cumulative deficit situation that exists at the end of the 2829 uh fiscal year. Okay. Yes, I I see what you're saying. Basically, the 1.76 actually includes the 273 because it you're assuming that um because that fund balance at the end um is already in the deficit, you rolling it over, it is now incorporated into

081the new >> just increases the deficit that year. >> All right. So the the challenges that we see is with the my um is um you know it assumes all of the reductions that the board approved in resolutions number nine and 10 back in February whichever meeting it was that we finally got it. Um though all of those become final layoff notices. It doesn't restore any positions um at this point. So that's that's baked into this multi-year projection that we have right now. And I think we we've talked and and we know there's um some uncertainties about things that need to get done and who's going to do those things next school year. Um and I think in the educational services realm especially um there's a lot of core mission um tasks that will need

082to get done and we'll need to figure out how that needs to get done and it will take um it will take some human beings to do that that aren't currently um you know that are that currently have received um uh layoff notices or preliminary layoff notices. So there's some some things that we need to think about as we build the multi-year projection in terms of how are we going to do these functions. Um and and how are we going to build back some level of support. Um there is no assumption of compensation increases beyond step and column in this multi-year projection. Um and I think that we our our partners um would have an expectation of some level of increase um over a fiveyear window um that we're talking about now or a four-year

083window that we're talking about right now. if you include the current year plus three. Um, and I think you know as as a district uh we can't afford to not continue to have some level of increase in order to continue to um retain and attract um employees um to the district. Um so that's a that's a concern and a problem with the multi-year projection as we just shared it. That's something that's missing. Um there's no assumption of any economic downturn. We're assuming um the colas that exist will continue to be fully funded by the state. Um and I think we could describe the the global situation that we're seeing as as um maybe having a little bit of turmoil and and a lot of uncertainty um as to what can happen from from day to

084day. Um and so there's probably a need to build in some additional reserves or thoughts about how do we deal with a potential economic downturn that could exist within the next one to three years. Um, you know, another challenge is the special education contribution continues to grow in each year of the multi-year projection. Um, and as we continue to, um, implement programs using restricted dollars, we're we're burning down those fund balances, which provides less in the way of flexibility to us going forward. So, um, that's the challenge that we see right now with the multi-year projection, um, is we could say we can find $1.8 8 million. Um, but next year we're going to tell you that's not enough because the problem is larger than that because of the things that we just outlined and

085probably more things that we don't even know about today. >> So, with that, I'm going to turn it over to Greg if I might just make a comment. That's one of the reasons uh I've been asked to to support the district is obviously your qualified certification uh brought us in which is represented here by the 2728 deficit which is of course a projection and is not a significant significantly large number relative to the district's resources. However, 2829 defines that there is a structural imbalance in the budget and so that is going to become public when you adopt your budget in June and if nothing else is done uh you will not have enough to make your reserves of a significant amount about half actually and so we don't want you to get there. So the

086county uh obviously is looking for fiscal stability plan on how you plan to resolve that and adopt that in June with your budget. And as a result, you'll have a positive certification. Then you'll be monitored to make sure that those um fiscal stability plans actually go into work. And so part of that, and we'll get to this I guess in the next slide, but there's a short-term approach to that to fill that hole. Then there's a long-term approach in which you attempt to solve or mitigate your uh structural imbalance in the general fund budget. >> So I think with with the work that we've we've been doing with Greg and with the county support as well, um it's looking at okay, we have that kind of base scenario or or just rolling things forward, but

087what do we really need to be prepared for? what do we need to really think about as we develop um the the 2062 27 budget and plan for 28 29 um and then I think Greg you were going to talk a little bit more about kind of that stress test type of approach right >> yeah so if we can go to the next chart so as a part of this exercise it's not just about solving the immediate issue of what will be in your multi-year when you adopt your budget in June but what does it look like around the corner with respect to the structural imbalance that this effectively proves out is here and exists. And so, uh, we run another profile and let's just call this a bit of a stress test. And so,

088uh, we demonstrate what's going to look like in the next year, uh, or if there are some significant impacts in the current year or succeeding years during the existing three-year uh, period. uh because we don't want you to get first interim, second interim and then go something big happened. So we try and model that a little bit and that basically sets the target for kind of shooting for how to solve that structural imbalance over time. So the second uh uh multi-year uh that we put together uh and you see here as we go through the slides and maybe can sure flip through the slides a little bit. So again, we've modeled the revenues. Uh they're uh not dissimilar from uh and actually are the same from the previous charts. The expenses are however different because

089we've included some additional ads and part of those ads are uh and uh FCHAW addressed potential gaps and trying to know who's going to do what in the district as you now reorganize with the uh the riff that you're projecting. And there will probably have to be some added support organizationally in if not 26 27 probably 2728. Uh it was also mentioned that there is no compensation improvement to the salary schedule in the base multi-year projection. We would certainly anticipate over the next three years that you would enhance the salary schedule if for no other reason to be competitive with staff that may leave and you may have to replace. And so in that model we assumed um some additional expenses related to those issues as well as some inflationary inspection uh uh inflationary uh

090interest which are not in uh the current multi-year or what is the perform multi-year. And so when we run that stress test and we look at model that we think of the reasonable things that are very likely to occur the number if you look at the far bottom right hand corner in 2829 instead of being $1.7 million is 5 nearly $5.3 million. That's the challenge. The good news is it's a challenge for the next three years. You'll only realize those numbers as these what we call reasonable uh aspects of the stress test would occur like when you give a raise like when you hire some additional people whether it's net services or wherever your gaps might be it will start to run through and impact the multi-year in the current year and could upset if

091you were to do this in next year in any form would upset you at first interim or second interim and no surp surprises is kind of the the deal, right? So, we need to be prepared for those circumstances to the extent that you all have a discussion and go, "Yeah, that's probably real or don't I don't believe that's real." You need to kind of figure out your own plan here. So, short-term is addressing what we know and believe will happen in the projection, which is the $ 1.7 million number. But realistically thinking about downstream and how you manage and operate uh your school district and the needs of your staff, that number is probably significantly larger. And so we need to plan for that and we need to be able to work that through the

092next three years. And you all internally uh will have to determine how you address that with outside funding uh cuts, whatever the mix needs to be uh because it will upset the apple cart. And uh that's just really at the bottom line dealing with uh your structural imbalance in in the current budget. Okay, thank you. Um realize that was a a heavy section there um in terms of just talking about the kind of the scale or the the range of of the number there. And I think that's just it's a helpful way to put into perspective um the challenge. And I think Trusty Tanaka, you at one of the meetings even said, "If we fix this today, how do we make sure we fix it tomorrow and the next time?" And I think this is

093really demonstrating kind of the the totality. Um but again, every year we turn the page onto the next year and have new challenges to face. And so, um, it it becomes a mowing the lawn type situation where every year we're going to have to go through this process and take care of the budget situation for the next year and the and the outy years. Um, it it just takes constant work um in a district that's declining. um in a district where the reserves are where the reserves are. It's just it's it's a it's an every year um process to just reanalyze and and reallocate and and make sure we're living within our operating funds um for that given year. >> I hate to use the sports analogy, but I I I do this all the

094time. And uh the analogy that seems to resonate with most is the saying is a baseball manager is always managing the game three to six innings ahead of the game. And as you're in a declining enrollment district and your funds start to run out and you can't kind of patchwork do a patchwork solution for things because the numbers get too big, you have to be managing the next year after you adopt the current year's budget and start thinking about what's going to happen in the next year or what could upset your multi-year into the future years as you report out in first and second inter. So it's a little different mentality for management staff schools. You know, uh California is a growth industry. We've all counted on growth. We're built on a growth model and

095when you stop growing, uh, you've got to kind of change your pers perspective on how you manage financially and be thinking about those next three or six innings or the year or two out and how you're going to deal with things you know are going to come up. Well, and I'm going to add um as we get ready for next year and as you find your next superintendent and as you work with staff, um I'm going to I'm going to ask the board to keep slide seven and nine with you as you develop goals. I think when you look at both of those slides, you see the areas that we probably want to look at in our program and and really um have staff um work to um assess these programs to to make sure

096one they're meeting our needs, but also um meeting our our budget um as as money. We know that special ed, there's never enough um from the state or the federal government to fund special ed, but are we how are we best working within our means to maximize the resources that are given and and providing a great um program for our students? Is our program too good or is our program where where can it be improved? And I'll use the word least restrictive environment with special ed. Are we creating least restrictive environments that are that are working for our kids? Um um or are we providing too much staffing um in that area? Um I just think it's an opportunity that slide seven and slide nine particularly um as you start to look at next year

097and how we want to manage this multi-year um forecast. uh it is a forecast and there with the best assumptions we have at this time but it also helps as a compass for this staff as it works with you to manage our resources to the best of of their ability. What can we manage? And it can be a multi-layered approach. I'm just talking about special ed as one. Um, but what other areas as far as consultants or um other um 40 4,000s 5,000s um can we look at and and not need anymore or look at differently um differently? So, >> thank you. >> So, where are we? We are at the 40. >> No. And I just wanted to remind everyone that if we were going to keep on our basic timeline, I think we

098have to recognize that uh we have about a half an hour >> and we're not actually maybe we're a little over halfway through. So um if we can sort of um listen and um let you present so that we have a better sense of where we're going. >> Sure. >> Well, I think we've kind of talked around this slide a little bit. just we've we've kind of understand now the 28 29 deficit situation um and the range that that represents. We can certainly solve for the 1.8, but we need to keep the the $5.3 million um number or or somewhere near there in our heads. Um we need to make sure to certify a positive 26 27 budget that we're taking care of the 28 29 situation. Um, and I think what we're going to

099look to is just developing consensus around short-term, long-term actions that that we're going to take um to to address that over over the next several years. Um we're going to take a little bit of a a detour um fund 40 and asset management um detour that's been um as these kind of um as the budget issue has has has been discussed the the and then the contribution from fund 40 for the current year has been uh discussed there's been an interest in learning a little bit more about what is fund 40 um and where do those revenues come from um and so we have a little bit of a summary here um on the next two slides ides about the properties that produce the revenue um that goes into fund 40. So we have um

100the Azure Apartments in Roondo Beach. You can see it's a 16 unit apartment complex that the district bought back in 2015 for uh $6.5 million and it was part of the exchange for the Mackie school site. um is an annual net revenue to the district of about $132,000 um in that's when you take the rent minus the costs of of maintenance of the building. Um so that's the the annual um proceeds that come to the district from that particular property. Um and then you can see one of the requests was to get updated uh assessed val updated values on on the properties. And so, um, we asked the brokers that we worked with, um, to purchase the properties, um, to give us kind of an updated estimate of what they think the value of the

101property is now based on the rental income that we receive. And so, that property has gone, um, up in value from 6.5 to an estimated $8.25 million. Again, that's an estimate of value. Um, we we just are providing an estimate there. Uh, the other one is the Coast Apartments in Costa Mesa. um that 65 unit apartment complex um also purchased in 2015. That one was for $20 million and that was for the former Dick with with the proceeds from the former Dickerson school site. Um that one because it's a larger property produces more in the way of annual net revenue of about $720,000. Um and that one had a a broker opinion of value of 26.5 million. So, a $6.5 million um increase over the 11 years that the district almost 11 years the district

102has owned the property. And then this building um is what about 38,000 square feet. Um and the district purchased that one in 2019 for $7.7 million. Um that was an exchange for the former district office property. Um it's obviously our district office. There's four other tenants. SULPA is one of them and then three um private tenants that are in the building. Um the annual net revenue from the the building is zero. Um there's about a $67,000 net annual contribution that comes from the other part from the apartment properties to cover some of the operating costs of this building. Um and we're still awaiting the broker opinion of value of this particular property. Um, we're looking at a couple different scenarios as we develop that broker opinion of value. Um, one is if the district were

103to continue to um, be a tenant within this building but no longer own it. And another being if the district were to no longer be a tenant and no longer own the building, just to provide different scenarios of understanding. Um, the other thing that we've also asked the brokers and and our property managers to look at is um if we were to turn back some of the space that's currently being used by the district um and provide that on the rental market, what could that produce? And I think as we look at um reductions in staffing um proposed for the district office and and what that settles out to be in the new fiscal year, we can get a better sense of how we um can reallocate space and determine if there's any space that

104can be put on the market um after the dust settles, if you will. But that's something we are we are looking at. Um you know, the market for office space is um it's a little soft, as we've talked about. Um there's there's a lot of spaces around us that are for lease that have not been leased. Um that presents a challenge. Um but at the same time, we have, you know, some nice spaces in this building that um you know, may may attract some attention on the rental market. Um if that were the direction we pursue. >> Quick question. It says um that that 67,000 is a contribution. How much are we as a district then supplementing? So instead of the apartments providing6 $67,000 into fund 40, $67,000 from one of the apartments goes to

105pay the costs of this building roughly. >> So okay, then maybe my question is opposite. What all the rent and everything that that everybody else pays to us that's covering the total minus 60 - 67,000. >> Yeah. We So that includes the utilities for the building. So, we don't pay out of district funds the utilities for this building. That's all included. Um, we don't pay for the cleaning of the public space. We we pay for the cleaning of our spaces, but the public spaces, um, the landscaping that happens, um, some of the repairs, that's all covered through um the rent or the $67,000 roughly contribution from the apartments to this building. >> And I don't know if this is a question you could answer um or maybe you have some historical information. How much did

106it cost us when we were at the old district office site? So, right now we're paying $67,000 a year. expenses that we would. >> Thank you. >> Okay. Then on the next slide, we just have the the two um closed school sites that are being um used by um other school uh non-public school entities under license to use agreements. So um the Cthon property um and they're both on the same street just down the street from each other. But the Cthon property is being used by Grace Christian School under a license to use agreement with an annual net revenue of $414,000. And then the Damron property being used by Dell School, Dell Soul School, which is a non-public school for students with special needs. Um that has a projected annual net revenue of about $261,000.

107Um what's not included here is there is a cost of some maintenance um that's not in captured in this. This is just the rental income. Um but we do still mow the lawns and if there's any maintenance needs, those are our responsibility. Um I know the at the same time the the um Cthon especially Grace Christian has done various projects to upgrade the site at their own cost including new playgrounds that they've put in over time. So they are they are putting in their own investments. Um but you know we do mow the lawns at both of those sites. Um and we do um you know if there's major you know repairs that need to be made or repairs that need to be made we are responsible for those. And these properties, you maybe can

108correct me if I'm wrong, but they're consciously kept on short-term leases. They used to be long-term leases, but they're now on short-term leases. And that's due to unex what we don't know could have um the the city expanding with more housing developments, we would be responsible. And if our current schools couldn't um meet that meet that need, we have these two properties available to the board um for consideration to grow grow schools if our enrollment should ever grow. So we yeah we will be bringing these uh license to use agreements back um I think it's next month or the first one in June. They come back every year for uh the CPI increase um for the cost of inflation. So that's just a little bit of the background about the the five properties >> a

109question about that. So I I think it was maybe two meetings ago that we had talked about um doing some sort of either formal or informal assessment of the the rental um like the rent that we receive from the apartments, from the daycarees, from the schools to see um if more than a CPI increase was necessary. I'm not sure if that information is available yet. >> I would say I would I would cautious I would be cautious about um I'm going to look at these two properties particularly long-term tenants um wellestablished within the community. Um but more importantly, um finding a tenant for an entire school is sometimes hard, difficult, and there's a lot of procedural proc there's processes you have to do to follow the law. RFPs give everybody an opportunity. They're established. They're

110here and um it's something that the board can consider. I'm I'm talking again just about these two in relationship to maybe preschool and um our our independent child care at each site. That's something that um um maybe could be explored. CPI has helped to maintain, but how are they in relationship to other child care um preschool within our community? they probably are under um what they are leasing on private properties elsewhere. So, but Larry might have more to add. >> Yeah, I think um in terms of this building, I think everybody is paying a rent that's fairly in line with what the market rate would be for um office space. Um and I know with the rentals on the apartments, that's something the the property management company is is, you know, as as leases come

111up, those are brought up to what the market value is. um as at the times that are appropriate um for the apartments. >> Okay. So maybe we could look into some but >> our target here was about 220 per square foot which we had thought um at the time was about the average but Larry brought up a perfect point that uh it's a tough market the commercial um rental business and so what we're getting right now is probably really good. Um, and but the opportunity for this building is could we utilize more space for bringing in a little bit more income. >> Let me just ask a question here that sort of as a followup to what you were asking. You know, these are the actual properties that comes into directly the uh fund 40,

112right? >> Mhm. >> Right now, but the funds for the um daycarees and so forth, those actually go into the those go to the foundation. Correct. Yes. So those are different pots of money and therefore would not be considered here in terms of general fund um manipulation unless and when we might direct um staff to take to the foundation the proposal of shifting those funds in out budget years as funds that perhaps offset our deficit. Would that be would that be a correct um >> Well, I think >> statement >> maybe I'll I'll rephrase it a little bit. The the foundation funds already flow into the district's general fund. Um so the >> but it's it's generally categorical, right? I mean generally is it is it undesated? Yes. Unrestricted is already >> No, no, no.

113I know. But what I'm saying is is that we've heard you know we've heard in the past that a lot of it most a lot of it many times has gone to technology. So for instance giving the Chromebooks or whatever and it is actually identifi it's it's identified as to what it's to be spent on and then the real question is if that doesn't align necessarily with the direction we would well I mean obviously you all as the staff would be telling the u you know talking to the board as a whole uh what you think the money could and should be used for but you're basically saying right now it is actually funneled directly into the general fund generally without any kind of um uh identify ified uh use for it. >> It it

114comes in different categories, but it it flows into the unrestricted general fund. It it covers the site allocation. So, every district every site in the district gets a budget to spend on um supplies or services or extra hours for employees and that's funded by the foundation, but that is an unrestricted source. Um it covers some additional um staff or technology um above what we would necessarily have from our general fund. So that that is funded through the foundation as well. And then it funds um portions of salaries of district employees um whose who do work on behalf of or benefit to the foundation. So um folks like myself um and fiscal services. There are folks whose work you know ends up being as a result of the foundation. um even to the extent we have

115um landscapers or uh maintenance employees where a small portion of their salary is funded as a result of contributions from the foundation. But again, those are all unrestricted salaries. So to the extent you're offsetting my salary, it's just providing more money into the general fund. >> There there are local monies. Um we get our monies through federal government, state government and and local community our local school district can raise its own monies. So these are local monies. they supplement and and so monies that might be used that are state funds for our site budgets as Larry just said that's paid for by the foundation which is unique to um Cypress School District. There may be other districts that do it the way we do it with their local monies if they have local monies but

116that allows us to use other state monies more on teacher salaries or or um um classified salaries or other program. >> Okay. So just to to formalize the ask. So if there's sort of some sort of fair market value assessment that can be done on the revenue making wherever the money ends up, whatever fund it ends up in, I I would be interested in that information. Um and it doesn't mean we're going to act on it and say, "Hey, we're going to, you know, let's make a reckless decision and and get rid of a long-term." It's not for that. It's just for the purpose of of having that information as like a potential source of additional when we're turning every rock over trying to find >> sounds like >> loose change. You know, >> have

117staff explore how current revenue might be enhanced or where where can it be enhanced through all of the different means that we are we're generating >> even even just is it fair market or not? I think just a yes or no >> just so that you can see where we are in relationship to. >> Yeah. >> Okay. I think you're going to have a hard time because rent control. >> Well, I think to um trustee Magna's point is just looking at what we're making maybe for our rents for child care um ABC carousel um looking what we're est what we've established as their monthly lease amount in relationship to what someone else in the neighborhood is doing that's not connected to the school district and see what the the variance is there. And then what

118is this property um Damron or Cthon making in relationship to maybe other schools that are renting out schools uh renting out their school? Give you some kind of um comparison to see if we're in in the ballpark or should we be looking at that and and generating revenue. I mean with the with what we're hearing tonight, we should be exploring all options for how we can generate more revenue or reduce our expenditures. So that with regards to bringing in revenue, can we instead of having a third party provider managed run the preschool not preschools but the daycarees? Is that something that cyber school district can do and charge for? That's a big question. Um I don't think immediately it was something that we should explore and and see. um if that's something I think there's

119advantages and disadvantages to it being privately run. Um these are partnerships that we've had probably for almost 20 years. Um they may be stale or maybe we need to bring some vibrancy out to to them. Um could we do it better? Um I would say probably right now no. not until we get our program in order and then we can start to explore maybe how the district we do have preschool programs um that we offer that are state funded um and we also have privately funded um uh privately run programs and so maybe as I I don't know if there's a quick answer to this could we do it better of course I want to say we can do anything better but uh it would take some time to see how that might transition if

120we were going to do that. >> Great. Well, I' I'd like to explore it at some point. Um if if there's a revenue opportunity as well as um it being foundational from you know daycare and then just the what we talked about the moving up and and just what's the word I'm looking for? um vertical alignment um with what the kids are learning and if we could do it inhouse and provide quality care um and quality activities and programs um >> I would say the same thing would be hold true that we should explore whether or not there would be you do some sort of costbenefit analysis of doing in-house um ELOP programming um for the same reason uh recognition that there is opportunity here for us to at least look at that. Um I'm

121not sure whether or not um again we don't know what the feasibility is and whether or not there would be a costbenefit analysis for us to do it. So it would just be something to explore. >> No, I think as we're talking, we're figuring out how goals are going to be established for next year. What are the priorities we want to look at as um board and staff? I'm hearing um looking at I I thought seven and nine are posters for us to think about as we build our goals, but preschool and the opportunities to do it ourselves or to continue to work with our private partners in a tandem. Um I think there we're crystallizing some goals to think about as we go forward. And I know that this is not um this this

122kind of goes back to some the you know earlier slide that probably one of your seven and nine but I was going to ask at that particular point had we explored um you know I I don't know whether or not this uh this would go against our um our csea or not but you know to contract out s certain services uh such as uh maintenance um I don't know whether that's a that's a poss possibility or not. >> Yeah, that would >> that would definitely compete with our contract. >> Okay. No, I mean that's fine. But I mean I I I thought at least it was worth asking because I know that I know that that was one of the kinds of things that the city several years ago looked at and said, you know,

123we're doing in-house. We do the we do the maintenance >> uh inhouse. Um would we be better served to go outside? They did go outside. Uh so obviously they found some cost savings and perhaps they are not bound by the same kinds of uh contractual relationships as we have. So I just thought I'd at least throw it out there. We're very fortunate. We have a good relationship with our CSEA partners, Teresa and Well, and it's it's um a balancing act because um we want to respect CSEA's ability to do tasks that we can do, but at the same time, they're conscious um too that sometimes we don't have um the expertise on our staff to do things. And so we're very careful how we contract. Um, and we do want to always respect that article

124um that says don't give out work that we can do. >> Am I right? >> And no offense to anybody. Thought I had to ask. >> Okay. >> All right. We got five minutes. Okay. >> Um, >> can we five minutes? The speed reading portion. So, with fund 40, um I just wanted to provide uh we wanted to provide a kind of a snapshot of where we think this year will end with with the $ 1.55 million contribution. So, um I won't walk you through every line item. Um but this is the math um in terms of how we expect to end um roughly uh with fund 40 at the end of the year at about $11 million in fund balance um after you take into account expenditures, revenues um as well as the contribution

125to fund one in the current year. Um and then similar to what we do on the budget, we we roll this into Sorry, first we're going to talk about the facilities master plan. got ahead of myself. I was trying to get this done um in in um July and then again uh in in September or October time period, the the district um presented first and then the board approved the facil's master plan um which outlined um a kind of a list of prioritized projects um for u maintenance, repairs, upkeep um to the various sites and these were the costs. So, it was about $14 million worth of needs that were identified and and subsequently approved by the board for us to focus on. Um, and and that's, you know, something that we we've kept in

126mind as we've talked about the ability to access fund 40 on on an ongoing basis. Um, so what we wanted to do is do that multi-year projection for what fund 40 looks like when you start with our 11 million expected ending balance as our beginning balance for 2627. um if we roll in an expected $1.6 million in uh rental revenue, um some some level of interest earnings that we get for having the money on account at the the county treasury. Uh we have two more debt service payments to make on the coops. And then if we build in all of the uh expenditures planned from the facilities master plan, uh you can see what happens to that fund balance over time. So, we go from $11 million at the end of this year down to

127$9.7 million at the end of next year to 7.5 to6. I won't read every number, but we get to about $4.1 million. Um, if we do all the things in the facilities master plan that we outlined in July. So, that's just to kind of ground us in the priorities that have been identified and what that does to the fund balance over time. Okay. So, what are our options? Um, and and there are lots. Um, you know, we >> I'm sorry. Can I just interrupt you? We do not have a minimum fund 40 balance that we need to keep, though. Is that correct? >> That's correct. >> Thank you. >> Um, I I would just say that the the the need is that we're always going to have facilities um that need upkeep, repair um to

128keep them in good working order to attract and um to attract students and attract and retain staff. Um so, to the extent we that is diminished or or is gone in terms of that that pot or that reserve of money. Um it ties our hands in terms of what we can do from a facility standpoint. It also ties our hands from what we can do from a cash borrowing standpoint knowing that our reserves in the general fund are low. Um fund 40 provides cash borrowing that we can do to get through the year. Um and so having that balance there has also helped us as well. So, we had talked about in the other slide, you know, we have that minimum 3% and I I can't I wrote it down, but the number you said

129I think was 17% is kind of the recommended whatever. Um, is there something that we kind of shoot for when it comes to fund 40? Is it advantageous for us to have I mean, I understand what you're saying, but on the other hand, you were also saying, you know, spending today's dollars on today's kids. Is there a reason why we need 11 million or or so much of a big pot? I think we could come to you with a recommendation for what we would say would maybe be a minimum balance to maintain in a fund 40. Um and you know maybe an a recommended maximum that we might take in a given year um for non-f facilities p portion. I mean those would be kind of like a policy that we could develop as a

130board and and staff to set the parameters for fund 40 going forward. >> Okay. Thank you. >> Okay. So uh obviously the when the when you look at the the needs that we have in terms of addressing the deficit, we have the rental revenue that's an ongoing revenue source into fund 40. We have the the fund balance that's there. So utilizing uh portions of fund 40 to provide an ongoing support to the general fund um as we're doing this year um is is an important option to consider. um as is looking at if we were to make reductions into to the annual facilities um obligations um from fund 40. We'll talk about that again, you know, as we as we look at developing the 2627 facilities master plan. Um it it's probably going to be

131part of that consideration to reduce the amount that is expended in each of those years in order to provide more flexibility to the general fund side. Uh we've talked about space utilization here to try to increase rental revenue. Um we'd like to suggest that to the extent we get one-time funds in 2627 that those be reserved for general fund support. That we not look at any sort of program expansion using that additional one-time dollars. that we use those dollars um as discretionary dollars, which means to meet whatever needs we have um to support the general fund and not create additional programs with those dollars. Um I think we're going to have to continue to look at as as we've talked about further reductions in staffing, services, supplies each year um to kind of gradually rightsize

132the expenditures to the ongoing revenues. Um and then you know beyond the the potential opportunities to increase revenues from properties um you know looking at ways we can increase operating revenues through um independent study or attendance recovery to increase our ADA um and then looking at the interest obviously that comes with a cost. So looking at the costbenefit analysis of how much staff do we need to do those types of programs versus what cost do we recruit. Similarly, are there ways to grow enrollment through marketing or programs um that we expand? What's the cost? What's the potential benefit? These are all things that I think we'll be looking at as we develop the budget and and and as as Dr. Mlullen said, the goals for the upcoming year. Um one thing that we have done

133is we've um Teresa has has done a good job of looking at what the commitments were in the facilities master plan for 26 um for this summer. Um, and I've been able to put some black lines across the numbers and put some new red lines there or red numbers there. Um, we think we can take that $2.5 million plan for 20 the 26th summer and reduce that to about $900,000 focusing on um the most needed repairs. Um, we have some asphalt that is in the most dire need. We have some playground a playground structure or two I think that are in the most dire need and really focus on that to um allow us a little more flexibility again on fund 40 and I think as we talk about the future years uh we'll bring

134that same lens to you these these facilities don't go away the the situ still deteriorate um the asphalt still deteriorates it doesn't get cheaper to fix it the longer you wait um but in in the light of the need to maintain fiscal um solveny Um we'll continue to look at pushing out and deferring some of these projects as we can. Um but just that one move um increases the ending fund balance of fund 40 um to um 4.9 million 5.9 million um at the end of the year um if we kept kept I'm sorry at the end of the five years if we kept the other facilities commitments in place. So, um, we can see how making that relatively modest adjustment in one year, um, can produce, um, some additional savings going forward. And then

135I think this one has lots of question marks on it, uh, because as we work, um, to identify kind of parameters for the use of fund 40, um, we'll continue to build in a contribution to the fund. Um, but again, keeping in mind, we have to balance the facilities needs, uh, with the needs of the general fund. I just wanted to um I just added up the projected rental revenue across the um the um five years, but if we were talking about this year still to uh it's about $7.5 million. So um if you actually subtract a substantial portion of that by contri contributing to the general fund without reducing the work in fund 40 of the the projected projects um we definitely are going to have a much smaller uh ending fund balance at

136the end of that 20 30 31. >> Yeah. Um and I I just think that it's worth us looking at the fact that that um projected rental revenue is bringing in a considerably more than what the balance is going to be after this five years. >> So I know we're we're going to we're hoping to have some uh we've had a good discussion throughout. So that's where we have done the discussion. But um really here just you know we're going to look through um with with uh Mr. Magnuson and the county's continued support um looking at both short-term and long-term ways of addressing the district's deficit. Um continuing to look at the utilization of fund 40. Um you looking at the utilization of the the one-time um dollars that we'll hopefully um receive in the

1372627 school year to continue to uh support ongoing operations. Um you know looking at our facilities commitments as we talked about as we come back with the master plan. um recognizing that we're going to need to reserve funds um for future staff compensation as well as potential increases in the number of staff to do core um functions that are needed at the district. Um and really I think come back with an identifiable um sustainable amount of funds from fund 40 that we can um use into the general fund on an ongoing basis. Um, and that I think the last thing was just the timeline in terms of our budget development schedule. Um, where we'll be continuing to work uh this month on our assumptions of staffing um and expenses. Uh we'll have the governor's May

138revise next month, I believe May 14th, he has to uh provide that. Um and so we'll have a better sense on uh where he and the legislature are uh in terms of the 2627 budget plan. and then we'll be before you in in June on the 11th for the public hearing and on the 18th for the board to consider approval of the 2627 budget. So that's kind of just a preview of where where things are to come. >> Well, you did a pretty good job keeping within the contained time period. >> Thank you so much. I think that uh are there any general questions or comments? Um I think that I I think you did a fantastic job in terms of giving us a really great overview. Um, >> yeah, that was my what I

139wanted to say was I can thank you for all the time and effort and I can tell you know that you guys have put in so much time and and you know this inside and out. So, thank you be for being able to answer our questions and um I appreciate all the work that was put into this. >> Yes, >> if I didn't say it enough, I want to thank uh Greg and and the support from the county through this whole process. It's been it's been incredible to have um his his advice and counsel throughout this process. Thank you. Appreciate that. >> Well, we're I guess we're uh would I'd like to say too that uh we're very thankful that we have that kind of support at the countywide level to help us through this

140time. And I know that it's uh it's been challenging for us as a board to get our arms around uh the details of how did we get here, what do we do now? And uh the fact that you are working with us is much appreciated. Thank you. >> I appreciate being here. Thank you both. You're very fortunate. as you are in Orange County. Not all county offices are created equal and Orange County is certainly right up at the top of customer service and uh support for school districts. So, >> thank you. >> Okay, we're going to move to item number six, which is public comments close session. Uh this is related to public comments on the close session. I'm not going to read this if we don't have any public comments. >> No, we don't.

141Okay. Then uh is there anyone in the audience that wants to meet uh to talk about the close session items? Okay. Then we're going to go ahead and recess to our close session um which was supposed to be at 6:15 and now is at 6:25. The close session items include 7.1 public employee appointment superintendent and 7.2 conference with labor negotiators ACT. The board will now recess to close session. Good m good good evening and welcome to everybody who's here this evening. I know we have some young students who are anxiously waiting for their presentation, but we do have a little bit of business to take care of before we actually go into our special uh special event for the evening. We're coming back to um the um from our recess of our from our recess

142of close session and I need to item number seven to um uh let's see, it's actually reconvening to open session. and uh reporting out. It's 8 uh item eight on the agenda, reconvene to open session 7 o'clock PM. We're not quite there. 704, but pretty close. 8.1 is the report out. The board of trustees received information on both 7.1 and 7.2. No take no action was taken on either. I believe that 8.2, the pledge of allegiance, the AE Arnold Elementary School will be actually um leading us in the pledge. So, Miss Angelus, >> I'm your leadership president, Nora Moffett, and I'm your vice president, Marble Quan. Please stand. Put your right hand over your heart. Ready, begin. >> I pledge aliance to the flag of the United States of America and to the republic for

143which it stands, one nation under God, indivisible, with liberty and justice for all. Okay, now we're on to our special special school presentation number nine, special activities uh 9.1 school presentation from AE Arnold Elementary School. And uh again, Miss Angel, >> it's my turn. All right. Well, good evening uh Vanessa Angelus, principal at Arnold. Um, I want to thank our district administration, our uh, board of trustees and our superintendent Mlullen um, for letting us be here tonight um, and share the wonderful things that are going on at Arnold. And so we have actually something really special that we've uh, created this year. We've meeting the sixth grade team. Um, but um, I'm going to invite uh, Miss Devin Redmond up to the podium to share our presentation. >> Yay. All right. Good evening everyone. Thank

144you so much for being here. Um it is my pleasure to introduce to you our newly formed debate team here at our school. Um what prompted this group to come about was our ongoing commitment to evaluate just our curriculum and see where our students are at. And something that was a strength of theirs was they are very good communicators. So with 21st century learning and all that good stuff, we wanted to form something new um because they're really good talkers. And so we decided to make a debate team with our class. So this particular group, like I said, excel excels in communication and engages enthusiastically and whole group discussions. Um, with the help of Miss Angelus, our sixth grade teachers, and our students, we developed a debate team that aligned with our technology unit and

145our benchmark ELA work to build on those strengths. Groups were formed during a full class session, and our principal, Miss Angelus, kindly facilitated the event, providing students with feedback and serving as the judge for the winning team. After the initial session, we invited interested students from our entire sixth grade to participate in a debate club. Although not all students are present tonight, our next club meeting will feature a philosophy debate led by an alumni from California State University of Long Beach. Um, now to our slides. I invite Lucy Borboa up here and she's going to help read off a little bit. Formal discussion. Unlike an argument, a debate follows a structured sequence with strict time limits. Opposing sides. Affirmative team argues for the topic. Negative team argues against it. Critical thinking requires analyzing and finding

146logical evidence claims. All right. So, what we decided to do for this first debate was to talk about phones and whether or not they should be here at Arnold. Um, this was something fun because a lot of students have phones and a lot of students do not have phones. Um, so it was really interesting to see what sides they wanted to take. Some were very pro. I got to have my phone. I got to have Tik Tok in class. And some were no, I really want to stay focused on my studies. All right. So, we had the arguments for pro for phones saying yes, we want them here at Arnold. And then we had the argument which is against or the negative team. And then we had a structured format, an opening, and then we

147have a rebuttal and a closing statement. We just had it in three parts and you guys will see that tonight. And then Lucy is going to talk about building a strong case evidence. Black fact back claims with facts and statistics. Avoid I feel statements. Reasoning. Explain why your evidence proves your point. Connect the dots. Impact. Show how your argument affects real people, students, teachers, and parents. Eye contact. Look at your audience. Notes. Body language. Stand tall and use Use hands for emphas emphasis. Vocal notes. Speak clearly and vary speed for impact. Listen. Listen carefully to their specific claims. Note note down weak evidence or logical gaps. Counter. explain why your point is more um significant. So, those were some of the things that we taught the students. We taught them how to be um a

148formal debater. We wanted them to have eye contact, stand up straight. Um this is something that they could do even outside of the classroom. It's good reminders for them and they do a phenomenal job. Good job, Lucy. All right, so we have that final preparation checklist for all the students. We had about a day or so to look up um just information about evidence claiming yes phone should be at school, no phone should not be at school and then we gathered our debate evidence and then we followed through. So tonight we are going to show you kind of a scripted version of our debate of what happened in class. Um so if they're reading off a script that's okay because that's what we told them to do so that they were prepared. But we did

149do a formal debate and Miss Angelus facilitated it. So before we begin, Nora is going to give you just kind of an opening statement about what we're going to do. Our purpose today is not just to argue, but to engage in a structured discussion. We want to foster critical thinking and persuasive communication about a topic that affects us all in the role of mobile technology in modern schools. But what is a debate anyways? A debate is different from a regular argument. It follows a structured sequence with strict time limits. We will analyze the evidence for both sides to see if phones are a positive or negative idea for schools. Now, let's get to our debate. Marbel will be our facilitator for this debate and she will be de delegating both sides. Let's start with the

150pro side. Many people use their phones to watch videos, play games, and call their friends on their phone. But that's not just what phones are only for. Many children now use their phones as an advanced tool to benefit their education by using websites and apps. Phones can also be used as an emergency tool to call 911 or call their parents. Allowing phones during school can increase digital learning and can allow kids more freedom. While 90% of kids want to use their phones in school, not allowing them to sneak their phones will have them gain responsibility and honesty towards the peers and teachers. Great. Now, let's hear from our negative side. On the negative side, we argue that phones are destruct disruptive distractions. Studies show that social media notifications and games significantly lower a student's focus

151during a lesson. Even if a phone is face down on a desk, the temptation to check it creates bra a brain drain which hurts academic performance. Schools should be a place for deep focus and face-to-face social social interactions, not a place for cyber bullying or academic dishonesty. Now, it's time for our rebuttal round. To save time, we will skip the timer for students to collaborate. Just know that we would have two minutes to discuss. This is where we listen to logical gaps in the opponent's case. Let's start with the positive side. Cyber bullying can be avoided not only by blocking them online but by teachers and supervisors. They can watch students who are using their phone. The staff can give the students personal space in case the in case the students are using their phone

152for something important and the student doesn't want anyone to know. Plus, many students are not going to be on on their phone every second of the day. Along with that, many students are more comfortable with using their own technology at school for educational purposes. Teachers could choose when students could use their phones. There are multip there are multiple ways to make phones at school simpler and safer for students. However, teaching digital citizenship is difficult when teachers have to spend half the class period policing phone use. We need to prioritize the physical learning environment over a personal device where teachers have to spend more time on on addressing phone rules than actually teaching an important lesson. Now it is time for our closing statement. May we have our last speaker from the positive side come up.

153Like we said in the beginning, funds can also be used as learning tools, which means students and parents can spend less on other school supplies such as calculators, notebooks, and timers. Along with that, we have instant act access to research anything. Phones and computers are both portable, but students may choose their own technology instead of the schools in case anything happens. Allowing students to have phones at school can build responsibility and may create more trust within teachers and classmates. Now for our negative size closing statement. In conclusion, the best way to protect our learning and our mental health is to keep schools a phone free zone. Phones can distract students from learning, cause addiction and unhealthy temptation. And many students can be academically dishonest and be victims to cyber bullying. Let's focus on the people

154in front of us and not the screens in our hands. Thank you for your thoughtful thoughts. Teams, now is the most important part of the debate to see who won. Who won this debate? Well, we will let you decide. Thank you for listening to our debate. >> Are we finished? >> Yeah. Okay, >> that was it. But I I want to say I'm very very proud of them because I was the one who facilitated the very first one to this moment in time. um and the growth that the kids have made when we were saying, "Hey, you need stronger claims or hey, this is a really great point, but you didn't really um extend your thoughts. This and this is what they came up with." So, I'm just so proud and thank you to Miss

155Redmond and our sixth grade team for allowing um our our students to be here tonight to show their talent. >> Well, I will be the first one to say that I will tell you who the winner is. >> It's your turn to vote now. >> Okay. And I'm going to say that all of you were the winners. And I think the pride that your principal and your teachers are showing in you is very well justified. And the idea that this is something that you are engaging in right now is really quite exciting for me because about eight or nine years ago, a club that I belong to, the Kowanas Club, actually sponsored or helped work with the afterchool uh debate team at Lexington High School. And because of the efforts that we uh engaged in

156with the students and their work with at the debate club there uh eventually uh debate became a course at Lexington. So I believe that most of you all are actually graduating this year right and many of you may be thinking about that you know your next step is going to be that Lexington school room. you might be checking out to see whether or not that um that debate uh that debate class is still available to you because I can hear I'm here to tell you that um being able to think through and to be able to uh talk from a fact-based or to have a really strong argument that is based and grounded in uh real uh data or evidence is really important as you go forward because as we know we're in such a

157big technological society right now that sometimes it's a little difficult for us to understand what is true and what's not because there's so much there's so much noise out there in the in the um in the technological field in the social media and so forth. So I I strongly encourage you all to keep on this path and uh recognize that uh it is only going to add to your ability to uh think better and do better and um look at those next opportunities. Who knows, you may be the next speaker of the house in the United States. >> I'll ask my fellow trustees if they have some comments or questions. >> Perfect. Well, thank you so much, Miss Redmond and the Arnold debate team did a great job. Thank you so much, Miss Redmond. Thank

158you for helping to teach a very important life lesson to our students. These types of activities help create foster critical thinking. It helps public speaking and helping prepare our kids for the next step which is a middle school which Anaheim Union already does soap boxes and TED talks. You got you're right there on the right progression. So, thank you so much. I really appreciate it. >> Yeah. Thank you so much for sharing with us. This is a debate that I have often as a teacher. I I I don't want phones in my classroom. I don't want them going off. But as a mom, I send my kids off to school with their watches because I want them to be able to contact me in case of an emergency. So, I don't know that there's a

159a winning side, but there's definitely you had great arguments on both sides. So, thank you so much for sharing with us. I appreciate it. Um, I'm I'm just so absolutely impressed. That was brilliant. I mean, the critical thinking, the thoughtfulness with which you crafted your arguments. Um, the work that, you know, you guys put in to encourage this. I I think you might um be looking at maybe a mock trial as a next step to to the debate club. um near and dear to my heart. I mean I I think you know public speaking is such an important skill and to be able to actually articulate your thoughts in a reasoned way and to do it at this age um my heart is just completely my lawyer heart is filled with with joy at at

160the fact that the kids are doing this. So congratulations to the kids and parents, you know, you might you might have a few lawyers on your on your hands. So might want to watch out for that. But thank you. Thank you so much for bringing this into the schools. It's fantastic. >> So and just lastly, it's great to see so many familiar faces because we were just at the Pace graduation. So I feel like, oh my gosh, I know you guys a little bit anyway. But um I concur with Miss Redmond. Blown away. You guys were excellent. And uh it's funny because I was thinking so now you guys on your campus like the lower grades can do the ro shambo and then at the upper grades you guys can have these little debates. So

161it's good when you have a disagreement. Thank you very much and I hope that you'll invite us to a future debate. >> That'd be great. >> Thank you. >> Well, the next item on our agenda is we're going to recess for five minutes. So you guys >> certificates How can I forgot? >> And I might offer um Trusty Sandi that we have a background now that we can take the pictures in front of. >> Oh, fantastic. You're absolutely right. Um yes, I'm going to turn it over to you. I'm assuming that you're going to be the one who's in charge of handing out the certificates with along with Miss Angelus. >> Tag her in. So, >> well, you're >> and we would have asked you to take pictures, but that that that role has been

162taken now. >> So, what we're going to do is >> we're going to call your name and as we call your name, if you would please go to where you see the Cypress School District sign and our president, Dr. Sandi, will stand there and we'll take a group shot of everybody over there. You ready? You're going to grab your certificate first and then you're going to head up there. All right. You ready? >> Say the name. Yeah. All right. Kesia Song, Michaela Richardson, Pew stand, Nora Muffet, Dillinger, Mariscal, Marbel Quan, Christine Kang. Congratulations, >> Isabella Valdez Gregson, Jad Olaf, Tawi, and Lucy Borboa. And while the last students are coming up, I'm going to invite my fellow board members. We're all going to get the picture. Wait over. Round of applause. >> Yeah. Well, now

163we're moving on to recess. And that will be five minutes. And then we're going to reconvene back here at about 7:35, but that gives everybody the opportunity to, you know, pack it in and go home if you feel like you need to go home at this point. parents, students, teachers that are here to support our students, whoever wants to leave. But you're invited to stay because we have scintillating conversation up Well, for anybody who needed a necessary break, that should have given us a little opportunity. Um, we are now moving on to our number 10, public comments. In accordance with government code section 5494.3, anyone who wishes to address the board on any item of interest to the public that is within the jurisdiction of the board may be recognized at this time. Matters not

164on the agenda may not be acted on by the board of trustees, but may be received and referred to staff or be placed on a subsequent board agenda for consideration. Items on the agenda may be addressed at the time agendaized. In accordance with board bylaw 9323, individual speakers shall be allowed three minutes to address the board on each agenda or non-aggenda item. The total time limit for public comment on each item is not is 20 minutes. I believe that I have received one public comment. Are there any additional public comments? Just the one. >> Just the one. Okay. I have um Molini um Maple or Magpole. >> Okay. You'll come forward and um introduce yourself and indicate what uh item you're speaking to. >> Good evening. Thank you for um allowing me to speak. Um

165I am speaking to agenda item 14.8. 8. Uh to be honest, I was I debated whether to come here or not. Um largely because I'm uh I I do participate extensively in the city council meetings. Um and I know a few of you here and have formed um uh uh strong bonds, I think. Um, so I'm uh gravely disappointed honestly. Uh, the kids that were here, I think us as adults should take lessons from them on how to forgive and how to deal with conflict in a way that does not entail public shaming and morality type of police type of behavior. um censuring did not work at the city council. It only um ingrained uh uh animosity further and resentment. It is not a role model behavior of forgiveness. Um, and I'm speak I'm sure

166people I don't know how many people do, but if you follow the city council meetings, there was a censure of um a sitting city council member as well and that only increased conflict in the community. I also know um I I stay away from social media purposely. Uh but these types of um uh resolutions is uh does breed social media harassment as well. And it does and it has um brings about harassment to the person that's being called upon to censure because it is a public uh in my mind humiliation of the person and it is not necessary. That's all I have to say. Thank you. >> Thank you for your comments. Moving on in our agenda, uh item number 11 are uh our individual reports. And uh I would ask that if we have,

167which it seems like we do, a representative from ACT come forward to speak on uh uh reports of the uh Association of Cypress Teachers. >> Hello. Good evening, esteemed board members, interim superintendent Mlullen, cabinet members, and guests, which small now. I'm Candy Early, the president of Association of Cypress teachers. Just this past past Tuesday, Tracy Kunan and I got to visit with Arnold. Not that we don't do it every other day. Um, we got to hear about the exciting things that each grade level was up to. It's nice for me being a kinder teacher. I'm in kinder world in my own playground and brunch. I have brunch, not lunch. So, it was nice to see some of these upper grade teachers that I work with but hardly ever get to see. Um, most of our

168grade levels have recently taken field trips. TK had an on-site field trip. They had the Aquarian of the Pacific bring their aquarium on wheels. Um, they had an assembly first, then the kids got to take turns touching these touch tanks inside the big truck. Um, the TK kids were really brave touching the shark, but to be honest, the shark was probably more brave having three classes of four-year-olds touching it. Um, kindergarten had a blast at the Kinder Kaminada at Cypress College. The program aims to provide an introduction to the college experience that helps children and their families realize that higher education and career prep are a possibility. First grade went to Centennial Farm and the students loved learning about all the animals. Second grade enjoyed all the science at the Discovery Cube and third grade

169went to the Kellogg House to give the students a taste of life just before the turn of the 20th century. Fourth grade went to Irvine Park and the Gold Rush Railroad to learn about this important part of California's history. Fifth grade went to Starbase. And sixth grade is gearing up for camp soon. Field trips are an important part of our school year. They create core memories for the students and even though they're exhausting for the teachers, they're a great experience to share together. Um, something exciting that happens every spring at Arnold is when all the caterpillars come off the trees and they make the way to our buildings to make crystises. And so this spring, many classes were helping save all the caterpillars from getting squished and would put them in nets in their classrooms

170so the kids could see them transform. And there were over a hundred caterpillars in my classroom alone. I think all the kids heard I had the nets and that was it. This kids loved learning about this real life phenomena and watching the butterflies get released. Um, our school nature club went on a hike at the Bulsuch Chica wetlands where we saw more caterpillars as well as tons of birds, fish, beetles, and even a couple of snakes. It was great to be out in nature away from devices connecting with families. Last week, our PBIS team put on a build it event. The students were able to build with Legos, mag uh magnetiles, railroad tracks, ka blocks, cups, magnetic blocks, etc. And everyone had an awesome time. We had a great turnout. Um the whole school is

171preparing for open house on April 16th and we're looking forward to showing off all the hard work that the students have accomplished this year and we look forward to showing those of you that are able to join us. Thank you. Does CSEA have a report tonight? Thank you. Is there somebody from Cypress PTA um council tonight? Okay, seeing none, uh let's move forward to 11.4, which is the board of trustees. And I'm going to do something different. I'm going to start in the middle. I'm going to go well start in the middle and move out this direction. I'm going to start with trusty Hayashida and uh then go back to Trusty Periq and then back to Tanaka and then Nem. because we all did the same things. Okay, >> maybe you can go first next

172time. >> Okay. Well, so I'm glad I'm going first so I don't have to remember who I'm following. But um it's been very busy. It's that time of year and I'm just I'm thankful because uh we get out and we get to be on campus with you guys and see what the kids are doing. So, we um got to go to I I was at King for a site visit and um it was really it was great to see everybody and just learn um about uh what's going on at King and then also to have my fellow trustees u join me in uh visiting preschool which um I've heard is was the first time for several. Sorry if I stole thunder there. Um, and then also Morris and Luther had music and I just love

173what our music teachers do with our kids and it's just it's a great way to start the day. So, I'm looking forward to I think Morris is tomorrow and and so on and so forth. Um, let's see. Luther site visit. Um, it looks like Principal Chung is settling in after changing schools. It was great there. um also had the opportunity to talk to TK to the TK instructor and the transition this year and how they're hoping for um better preparation um in for the littles next year and then Morris Symphony that was my first time going to the Pacific Symphony and just really glad at the school just really glad to see uh that program and what they're teaching and I mean I jazz and classical are my favorites so I was in in heaven

174that Um, and then last just the uh Arnold and King Pace graduations. Just it's that time of year, so it's really neat to see all the kids and what they're learning and um that was it. Oh, it's good. >> Okay, just pre >> All right. Um I need to pull up my calendar to make sure I don't miss anything. Um, so I also had a couple of school visits, um, which is, you know, always always fun, but I I think, um, the the tone and the tenor of the visits, um, lately have been fantastic really. I think um, we've had the opportunity to really engage and and, you know, not sort of feel like we're being rushed through the classrooms. um um not a knock against you know how things were done but I I

175just wanted to point out that it's been it's been really nice to have a pause and an opportunity to connect and really ask the questions that we wanted to ask and you know visit sites at the schools that we hadn't seen before. Um, so I was um at a couple of those uh those visits with um all of us actually were there even though um Trusty Tamaka rushes us through the pledge of allegiance at the at the beginning of of the the visits. Um they were informative and and really fun. Um got to attend a couple of pace graduations which was awesome. Um and um I haven't been to at the um Jungle Book performance yet, but there's one tomorrow that I hope to I hope to catch. And um the musical performances that are

176coming up, the choir events. I'm excited. This this month is is kind of fun. Um also, um desperately hoping for Monday to come as soon as possible. Landel has been on spring break for three weeks. Um and we survived. We made it. Um but yeah, really really excited to to go back and um for everybody um that celebrated. Hope you guys had a good Easter and um happy Passover and um I will popcorn over to Troy. >> Thank you. So hopefully everyone enjoyed their spring break for our traditional calendar in the schools. It was great time as well as you know Landell is going to be back on Monday. So hopefully they enjoyed their three-week break because I know my kids been pretty jealous hearing his friends got three weeks off. But um one of

177the things as well is you had special board meeting on the 17th and appointment of the interim superintendent. Welcome back Dr. McGillan. Um vessels we had a musical concert on 3:31 attended that with trusty Nem. um on King School on 41, April Fool's, right? Um it was first time in my three years on the board that we had all five trustees attend a school visit together. It it was um it was such a great thing to be able to have all five of us at one time. You know, thank you uh principal Tashki as well as the staff for a very informative and welcoming visit. I would also like to one thing that we did as trustee Hayashida mentioned is we were able to stop by the preschool. Um one thing I would like to

178ask Dr. Mcllin is if it be possible to get an update from Pam Gazelle regarding the preschool program during the visit. It was really great to have conversations with Pam on where they are um with the process. I know she mentioned there's 12 students expected to continue on into next year. I know there's a waiting list of about 15 kids. It was very helpful to find out as well as you know asking what are the historical trends of this you know how many of these people on a waiting list actually convert over to into the program and it was like 90%. So that's like 13 and a half kids right there. So right there you're looking at 25 plus kids. if we're looking at only 30 kids for the uh to the program to be

179self-funded and sufficient, we're not really off, right? So, I think it'd be very helpful if we could please just get a quick update in a Friday report from Pam just um I think that would be very very helpful and I think the rest of the board would agree with that as well. Um on 43 also attended the mu uh musical concert over at Morris with trustee Hayashida. Uh Luther were able to have a site visit on 47 with principal Chung which was another informative site visit which was great because we had all five board members again. So which was very very pleasant. um Morris class act family night concert. Attended that with trustee Hayashida on 47. This is the first time the first time I saw this incredible event was over at King School. It

180was such an amazing event. I remember coming back and asking superintendent loves the time, what can we do to get this to the other schools? And to see that the PTA working with the parents and and Principal Chung when she was there trying to get this thing going to see it at Morris is amazing. This is something that all of our schools, all the students should be able to see and be able to participate in. Um the great news is work um I got an email trustee Hayashida and myself um I will forward that over to you Dr. Mcllin as well and forwarded that over to council PTA because hopefully council PTA can on behalf of all the schools maybe fill out one application process to bring this in and help try to fund this

181through PTA because this is such an amazing event that they go through for the kids. um more uh school visit attended that on 48 with trusty Needam. Again, thank you so much uh Miss Oly. It was such a great welcoming um visit as well as attended the pace graduation on 48. 48 was a really busy day with this and thank you so much to the Cypress Police Department. Officer Marquez is so amazing. this 10-week program educating our students and enhancing the awareness around internet safety, social media, drugs, everything that our kids are going to be seeing even in was fifth to sixth grade that now going to middle school. Really educating the kids is something really special and then I really appreciate them getting our kids involved. Um, Vessels Jungle Book Performance attended that last

182night as well with Trusty Needam. I was tagging along with her the whole day. Um, this is such a great event. You know, every year, first year when I was on the board, I was able to see Lion King, then Finding Nemo, then Frozen, and now Jungle. Every year it continues to get better. And the reason why this is such an amazing staff, right, Mr. Costa, Miss Fernandez, Miss Burke, uh, Miss Shahada, Miss Shin, Miss Kog, and Miss Becca, as well as the 53 elementary school kids. They had This was such an amazing event that, you know, I really highly recommend everyone else, please get a chance to go. It just gets better every year. Um, and this pretty much concludes my report. Thank you. >> You got it almost all right except I wasn't

183at the King school visit. >> I was there in spirit. >> And you actually sat beside me at Jungle Book. >> Don't worry, we'll keep you in line. >> We'll keep you honest. Um, all right. Well, I hope everybody enjoyed a great spring break. I am currently on mine. Um, so thank you so much to Debbie uh who allows me to kind of give my availability and that's why we're able to do all of our school visits this week. Um, because I'm off so I can finally get into classrooms which is awesome. Um, and and I love the idea of us having a special meeting so that we can all be there and and see all the awesome things that are happening. So um, I was able to attend the vessel's music performance. So big

184shout out to all of the vessel students. That was the one in March um that I attended with with Trusty Tanaka and all of the music teachers just do such a fantastic job and I know my kids enjoy it so much and it's just a huge event. Um our family who came to watch the kids just blown away by how many parents were there and um just just how many people attended. So that was awesome. We were able to go to Luther um on Tuesday and we saw them practicing um for their upcoming performance. I believe that was at Luther. We saw that. Yep. Um and it was really great. One of the things that I noticed at Luther was just the progression of writing. Um watching the thinking maps and all the different genres

185of writing from, you know, TK all the way up was really awesome to see. And then we attended the Morris site visit on Wednesday. Um, and a big thank you to the Morris teachers, first and second grade, who when I was walking through classrooms, I'm like, "Can I have that? Can I have that?" And they were more than willing to share all of the the resources. So, it was really awesome. Um, and then we did attend two Jungle Book performances last night and, you know, they said they keep getting better and better, but it has nothing to do with the fact that your kid and my kid are in it this year, right? Um, so we're it was but aside from our kids, they they did such an amazing job. Um, Mr. Costa was talking

186about was it 85 hours 85 to 90 hours that those kids and teachers um put in to make that performance. So that was just an amazing experience. Um, and then as a parent, I've been able to spend the rest of my spring break volunteering in my kids' classrooms and and helping out being at the Vessels PTA meeting, which is awesome. Um, and then as a teacher, I have my openhouse done, so that's checked off for me. We've done some steam and and PBIS planning. Um, and thank you to everybody for inviting us to all your events. Please keep doing it because we we love to be at them. Yes, I would like to say that that is true. We like to have those invitations. However, um if you don't see us at some of your

187events this month, it's because if you've looked at their calendar notices, sometimes we are uh pushed a calendar notification for something and it says there are four other things already scheduled for this time. And so some of us are already booked for some of those particular dates and times, but know in our hearts and your hearts that we are there with you in spirit. Um and we know that um you know if we could we would um wonderful wonderful time of the year for us to be able to see the success stories across the whole year. Let's start off with um where what I did during the course of this particular month. March 20th um I don't know if you uh are have met council member Bonnie Pete. Uh Bonnie was uh a former trustee

188with us on the school board and I served with her while she was here on the board and she's now as a city council member. we had an opportunity to sit down for coffee and one of the first things I said to her was, you know, oh, when you were going through the transition of needing to go through um searching for a uh new um you know, city manager, uh I was thinking, oh, you know, you know, I'm glad that you're doing something like that and we don't have to do that. So, part of what I was doing with that conversation was to say, look, you know, you've been through this already looking for a city manager. help us look at and give me some perspective on what it might take for us to go

189out and do a superintendent search because actually that's where we are at this particular point. And so we had a good conversation about the issues and things that are going on with city council and also I shared with her some of the dynamics of the fact that we have a budget gap to close and what we're trying to accomplish uh without actually hurting our students. And so it was just a really good time to catch up with her on a personal level, but also a little bit of what we were each professionally trying to do in our elected roles. Then on March 22nd or 26, um there was a sort of um an organizational meeting around uh trying to move forward on our superintendent search. So we had the acting superintendent Tracy Morren Lawrence. We

190had assistant superintendent Larry Fchaw, our um incoming interim superintendent coming together with myself and we were kind of looking at how do we structure some kind of timeline for the possibility of doing the search. So we we went through that process and that was kind of an extensive period of discussion and putting together that preliminary calendar which we will be looking at tonight as we um as we go through our deliberation of how we're going to go about doing our search for the new superintendent. on the 1st of April, which we all sort of note that it was April Fool's Day. Um uh I I didn't have any any any fool I wasn't fooled about anything that I saw that particular day but um uh in addition with um fellow trustees um three additional trustees

191we did along with executive director of educational services Tandy Taylor had the opportunity to walk through the king site and um as has already been me mentioned by uh trustee Hayashida we did have the opportunity to go and visit the state preschool which was a really a very um beneficial icial for us because that's been part of our conversation around what are we going to do uh with regard to the state preschool the uh advisory from uh assistant superintendent um fershaw suggesting that we really need to have that program to be self- sustaining uh if we are going to maintain it because it would be a draw on our general fund if it wasn't going to be able to bring in enough students. So again, as Trusty Hayashida was indicating it, our our trusty Tanaka

192was indicating hopefully that picture is um becoming clearer as to whether or not the that program will be self uh self-unding for the next year. And we're all hoping that that might be the case. The other thing that I thought was particularly interesting was um we had our um um Vicki Olman from um King School um actually came in and and uh talked to us and we had uh opportunity to uh place orders for uh a school lunch that particular day. And uh I was really quite quite uh pleased with the quality of the meal, the food. Uh we had the opportunity to have a barbecued chicken or a cowzone for those who were uh vegetarian or vegan. And we had plenty of uh vegetables and fruit to choose from. So the >> Oh yes.

193Well, I couldn't share that, but you know, yes, I've heard that others really really like the cornbread. And so if you've had the opportunity to to eat the um the the cornbread, I guess that is probably something that is noteworthy. Um so yes, that was great. Uh I would just say I would um kudos to our district staff on being able to develop those menus that present such attractive as well as delicious options for our children. So that was just really a highlight there. On April 7th, we had the opportunity to visit with um uh Principal Chung at Luther School. And again, that was a great uh opportunity for us to see the um the Bridges program in action um and to be able to ask questions about that particular program and uh just to

194just generally see the progress that everybody is making in the individual classrooms. On April 8th, several people have already indicated that that was a very very busy day. We um had an opportunity to attend two different PACE graduations, one at Arnold and one at King. Um I think it was the first time that I've ever seen a early day PACE graduation, but they've scheduled two of them in one day and we did see multiples of us in that particular uh those particular activities. And uh to remind Trusty Tanaka, I was at the vessel's Jungle Book performance at the 5:30 p.m. and he had actually texted me and said, "Where are you and how do you and and tried to guide me into the building?" So, you know, to I I feel offended here that I

195was forgotten, but again, I do want to make sure that um you all recognize that the uh the skills that those children are developing as potential thespians, some of those kids were phenomenal. Um they they they really might have a future in the theater. And it sort of brings uh full circle the recognition that these extra programs are um foundational to certain students who perhaps don't find academics necessarily to be their strongest suit. That these might be alternative places where students can thrive and um and shine. And so um it was it was phenomenal to be able to watch that performance. Just a shout out to again uh the um the um several uh directors uh Miss Burke, Fernandez, Shahada, Becca, and Mr. Costa. And um again, the comment was 90 plus hours for prepping

196those students. Think about those volunteer hours that those teachers are uh are are giving. And then also uh the multitude of families who are allowing their students to actually uh take on that uh that level of extracurricular uh activity and their support of their children as well as maybe the whole school in that process and it escal you know it it it compounds itself in terms of many more than the 53 students that are uh participating in it. It's all the parents, it's all of the uh community volunteers and anybody else who is participating in those particular activities. Again, um uh kudos to um Dr. Hullman for his um being able to provide the support structure behind the scenes for allowing that kind of activity to be something that that school can shine uh not

197only in this year, but as Trusty Tanaka indicated in prior years. So that ends my visits during the course of this month and so we will move on to whether or not uh our interim superintendent Dr. Mcccleman would like to make any comments. >> When do I not? Let me first just say wow. Um I'm exhausted hearing what all five of you have been up to this last month. And I'll say trusty nem like your spring break has ended. Um, mine will be ending too. Um, >> your permanent spring break. >> And let me say thank you to this board of trustees um for the honor to come and be a part of this great district. Again, um I'm really excited. Uh, I happen to be in a particular school parking lot um earlier today

198and I ran into a particularly awesome teacher and we were talking about the end of the school year and how exciting it is and this is where student achievement really starts to flex and I said we have 40 days left and I was corrected by this awesome teacher. We have 38 school days left in our traditional calendar and this is going to be a awesome student achievementpacked um 38 days and and next week it starts with open house and I'm looking forward um to being at um one of our schools. I think I'm a I'm going to be at King's School and looking at the achievement that's posted on the walls with all the teachers that are going to get the walls posted with all the student achievement that we're going to see. Um, I'm

199looking forward too to our students shining in testing season um and showing off everything that they've been learning in the classrooms and then of course promotion but uh reestablishing um connecting again with our ACT partners and our CSEA partners. I'm looking forward to that. Um tomorrow is a school visit at Vessel's um site. I think two of you will be there with me and that's going to trickle into the um uh the Jungle Book uh performance that I'm excited to see from what um you're sharing in your experiences. And then uh later tomorrow I'll be at Moore School for another Pace DRA graduation um which are always awesome. But uh I'll end it there with um thank you for this opportunity >> and we just say welcome back to um our sphere here and uh

200we know that uh your uh your collaboration with us will be invaluable and uh for moving us forward. So again welcome and thank you. Moving on to item number 12 is approved minutes. And we have had um if my count is correct, we've had four special meetings um or or four meetings uh since our last um time that we actually approve minutes, if you will. So, uh, item 12.1 is to approve the, um, the minutes from the meeting of, uh, March 4th, uh, 2026 where, um, uh, Trusty Hayashida, Sandi, Tanaka, and, uh, met at Arnold for a site visit. Uh if many of you aren't familiar with what we have begun to do is we've typically had a um uh a two-member limit to going to site visits uh so that we don't have Brown

201Act violations, but we have found in the last several months that many of our board members are interested in uh going when there is already a full house of people can go. So we've now created special meetings and so we do take um we do open the meeting before we actually begin the site visit and we close the meeting out after the site visit. So this was a site visit at um at Arnold and uh so I would ask for a motion to approve the special meeting at the school. >> Moved >> second. >> Um all in favor say I. >> I. >> Motion carried. Uh item 12.2 was a special meeting of March. >> Trusty Periq. Um >> Trusty Tariq. Yeah, I second. Sorry. >> That's okay. Thank you for calling me on that.

202Uh item 12.2 is a special meeting of March 10th. All board members uh were present and um where we approved the uh um uh an Salav's request for an early retirement effective March 10th. Is there a motion to approve the special meeting minutes of March 10th? >> Move to approve. >> Second. >> Has been moved by Trusty Tanaka and seconded by Trustee Hayashida. All in favor say I. I. >> All oppose. Motion carried. Item 12.3 is a regular meeting of March 12th. Um, is there a motion to approve that meeting? >> So moved. >> Second. >> That was a special meeting on March 12th. >> March 12th. >> What was the regular >> regular meeting? It was a regular meeting. It was our regular meeting. Um, let me see if I can get this scrolled

203down. So, uh March, um March 12th was a regular meeting. Um and it was moved by trustee Tanaka and seconded by Trusty Hayashida. Correct. >> Moved. Second. >> Moved. >> Trusty Periq was the second. >> Okay. But trustee Hayashida was the made the motion. Okay. >> All in favor say I. >> I. I. All opposed. Okay. Motion carried. Our next um our next meeting and the last of our meetings was uh the meeting of um March 17th. Again, that was a special meeting and that was um where we um approved the appointment of interim superintendent Tim McClullen. Um >> so is there a motion for that particular meeting? >> So moved. >> Is there a second? Second >> moved by Trusty Needam and tr and and uh seconded by trustee Hayashida to approve this special

204meeting of March 17th. All in favor say I. >> I. >> All opposed. >> Motion carried. It's a little bit hard to keep track of what those meetings were about uh when we're reading them here from the dis. Uh item number 13 is our consent calendar and let me just get to that particular item. Uh, consent items require one motion only. Items may be removed from consent to be acted on individually at any board member's request. Is there a motion to approve the consent calendar items 13.1 through 13.8? >> I move to approve the seven consent items. >> Is there a second? >> Second. >> It's been moved by Trusty Tanaka and seconded by Trusty Periq to um uh approve the consent calendar or consent items. Um, is there um I know that we normally

205don't do discussion on these, but sometimes we do. Is there any discussion that anyone would like on any of these items? >> I just have one on the the gifts report. >> Okay. >> Um, thank you so much for the PTAs and foundations to continue to fund the sixth grade science camp. It's such an amazing experience for our students. I know my son when he went through it thought it was the best thing. in my fourth grader right now. Can't wait till he gets his chance to go. So hopefully we can continue that as well. >> Okay. Well, I did want to discuss that item as well because I did notice the same thing that the uh there was one donation from the Landell Leopards Foundation as you said uh to fund the sixth grade

206camp. And then uh I want to reference back the April 1 meeting that we had uh the site visit at King. Principal Teshki provided some insight because um they were just off of their sixth grade camp experience and or getting ready for it. I'm not quite sure which it was, but basically she said that um there she she shared some insight how it is difficult for some of the parents to be able to fund that particular um opportunity for their children. And I just wanted to say that I think all of us have had positive experiences and know that other um schools have had positive experiences with their six their sixth grade classes on this particular um uh camp experience. And uh one of the things I would like to say is is that I

207I know that we want to see that equity is of is um is there for all schools and all students to be able to have the opportunity to um um experience this invaluable program. However, it does highlight for me the uh economic differences between our different campuses. And from that standpoint, I would would like us to be mindful both uh the board members and staff as to how we make sure that there is equity. And you might be able to respond to me that we have a program or we don't have a program or something of that sort. But um uh I think principal Tesky was indicating that there was a possibility of about $2,500 shortfall for um their particular program this year. And so I think that it's important for us to recognize that

208if this is an experience that we feel is invaluable for our um school district and our students in the school district that we figure out a way in which we are going to fund that. Uh yes, we know that this has generally been a driven uh program from parent funding, but when we don't have that opportunity for all students at all schools, I think that we need to be looking at how do we how do we how do we do how do we do this? And so I just want us to be mindful of that and that's my only comment on this. >> Oh, I would add um you're absolutely correct. We do strive for equity and it is a challenge for um some of our parents that socioeconomically are challenged. Um one thing I'll

209share about um outdoor science camp, Cypress School District I think has the uh um the prestigious honor of being one of the first school districts in Orange County to establish an outdoor science camp program. Um but over the years, especially the recent years, it has become um challenging with cost going up. Um transportation and and and predicting the weather. Um if it's snowing really bad, it it can um cause some cancellations and cause just nightmares with coordinating. Um we're fortunate that our parents still take so much pride in this program and the $2,500 that you're talking about at King. Um it we're we've been fortunate over the years that that that money has been raised by the schools, but there may be a time where that doesn't happen. And I'll refer to a couple years

210ago a challenge that we had with weather at at Bessel School. Um they couldn't go to the outdoor science camp um as planned and so they had to create an alternative science camp. And I believe um uh Tandy, you can help me and remembering this a little bit better, but um they went to Catalina Island and and it may not have been the snow mountain experience, but they were able to still make it a learning experience in an outdoor way. >> We also had King. So both of them were interrupted and and King did a program um I think it's called Seabase. um and so their students had an opportunity to be there and then vessels as well in which um the teachers and u Mr. Holman had helped identify some things they'd be interested

211in. So we researched together and um found some viable options and they did go to Catalina. I do want to say King does receive title one monies and I did speak with principal Tesky. Um she would have to prioritize how she would like those funds but she does have um some feasibility within what is at allocated to King to determine what the priorities are um for services and support at on the campus. >> Okay. I just it was just uh it was it was it was troubling to me to to think that there might be um students who parents might not be able to help with that. And obviously, as you're saying, individual schools attempt to do fundraisers and and and so forth. But we also know that uh there is inequity in terms of

212the economic status of uh the populations at different schools uh as to the ability to be able to draw their populations to actually uh secure the necessary funding for uh activities like this. I mean, it's well and good for us to say each individual school has the opportunity to raise funds, but if your um uh demographic base doesn't have the uh the wherewithal to be able to uh be the ones coming back and spending the money to be able to uh you know, in some sort of fundraising activity, uh then it's it's a catch 22 in that sense. So, I just want us to be mindful of that and to figure out ways perhaps to mitigate in those instances. Um then if there is no more discussion on this particular item, all in favor say

213I. >> I. >> Sorry I have go ahead. I'm sorry one question. Um we during the um presentation earlier I think I had asked um for sort of examples of the additional professional consulting spending for special education. Are some of the items on here? Like could they be examples of that? Like I'm seeing behavioral, emotional, academic, like $14,000 for sped instructional other contract services. So are these contract services examples of line items that fall under that additional spending? >> So you're on the uh contract report? >> Yeah. >> Um so >> uh I'm on the what what consent item? the PO report. Sorry. >> The PO report. Okay. >> So 14.5 >> 145. >> No, 135. >> 135. Sorry. I'm >> Was there a particular >> vendor that you had a question on? I'm sorry.

214>> Well, so there's um like just as a category there's special education, NH not sure what that stands for. Instructional other contract service. >> Yes. So those would be um the within the 5,000 object code which is services and other operating expenditures and um geared towards our students with disabilities. Those would be examples of those types of expenditures. >> So that's kind of what Okay, I just wanted to make that connection. Thank you for answer. >> Okay. Now, is there any further discussion? Oh, no. I'm sorry that I didn't pause long enough to determine whether you wanted to say something. Okay. Seeing none, then all in favor of the consent items 13.1 through 13.8 say I. >> I. >> All opposed. >> Okay. Motion carried. Then the next item on our agenda is uh begins

215our action items. Items uh number 14.1 is adopt resolution number 2526-14 day of the teacher and resolution number 2526-15 classified school employee week. And uh just reading the little bit of a blurb that's on there, California Education Code section 3722.10 designates the second Wednesday of May as day of the teacher and section 45460 designates the third full week of May as classified school employee week. Is there a motion to adopt resolution and 25626-15? >> So moved. >> Second. >> Okay. It's been moved by trustee Hayashida and seconded by trustee Tanaka to move the adoption of these two resolutions. Is there um is there any discussion? >> Hearing none. All in favor say I. >> I. >> All opposed. Okay. Those res resolution 14 and 15 256 14 and 15 have been approved. >> 14.2 2

216is adopt resolution 2526-16 authorization of electronic approval of vendor claims and orders. Um what I understand from basically this is that it is basically to provide a signature um uh authorization for an additional person to write a unit to sign checks. >> Correct. With the change in staffing that it's we need to add Dr. Mlullen back as a signer. >> Okay. Is there a motion to adopt resolution uh 2526-16 authorization of vendor claims and orders? >> Second. >> It's been moved by trusty Periq and seconded by trustee Hayashida. Is there any discussion? >> I have one question. Uh Dr. McCullen. So on this thing, I see that there's u two signatures required. It says the warrant for there for I guess when you're transferring funds. Was there that same thing for uh signing up like

217new contracts and stuff like that or is it just anybody on this list can sign up a contract? >> The contract would be brought to you to approve. >> Okay. >> Yeah. >> Okay. Perfect. Thank you. >> Okay. Okay. It's been moved. I'm losing my voice. It's been >> unless you wanted to authorize us in advance. Okay, it's been moved and um seconded uh to approve item 2526 U-16. Um okay, so you've thrown me off my stride there. This was discussion on this particular item. So all in favor say I. >> I. >> All oppose. Same sign. Okay, that motion has been carried that we have added an additional s uh signature signage on on that on um for for the district. Ah then just a second my cursor went too fast. Item 14.3 is

218to hold a public hearing on increased statutory school facility fees imposed on new residential and commercial industrial development projects and adopt resolution number 2526-17. Is there a motion to uh adopt this particular resolution? Are >> you got to open >> I'm sorry. >> Uh Trusty Sandi, we have to do a public hearing. >> I know. I know. I um I misspoke there. I went back and said, "Okay, fine. Let's open a public hearing. Uh the public hearing has been opened. Are there any comments or questions from the public on this item? Seeing none, I will close the public hearing and bring it back to the board. And now I can ask for uh whether or not there is uh a motion to approve um the item 2526-17. And let me just read it out to

219you. Adopt resolution 2526-17 increasing the statutory school fees to $2.69. 69 cents per square foot for accessible space of residential development and 435 cents per square foot of chargeable covered and enclosed spaces for all categories of commercial industrial development. Is there a motion for approval? >> So moved. >> I second. >> It's been moved by Trusty Periq and seconded by Trusty Tanaka. Um is there a staff overview uh to this particular item or anything? I mean you did you gave a tremendously detailed um background on this but just for the audience would you just uh give us a little bit of a statement basically where does this come from? This is not generated by us. This is a statebased um um yeah >> consideration. >> Yeah. So since 1987 uh school districts are allowed to

220charge uh fees on new residential and commercial development to mitigate the impact uh that new development has in the way of the need for additional school facilities or improvements to school facilities. Every two years the state does a cost of living adjustment or CPI on those fees. Um so the current um rate is being uh increased um from 517 per square foot to 538 per square foot and that's for a unified district. Uh we share the fees with Anaheim Union High School District on a 50-50 basis. Um so then we increase our fees to $269 per square foot for residential and 43.5 cents for commercial industrial. uh we had a study prepared by a outside consulting firm that specializes in this type of work um to uh develop the nexus um to show why we're

221justified in collecting this fee and this is again only charged on new development as it happens. This doesn't impact anybody on their property taxes or anything like that. >> Okay. So the uh so uh I'm I'm going to now ask if the board has any questions on this item. Basically that was very fully described in the u staff report. do thank you very very much for that detail. Um it does explain it very well. Um >> I have a question. >> So with regards to the contractor outside contractor that you just mentioned was part of their feasibility study also whether or not though that increased cost covers like the impact to >> Yeah. The studies um demonstrates that we are um there's a cap right. So the 538 is the cap that we are would

222be as allowed to charge as a K12 district. We split that with Anaheim Union. So 269 is what we're allowed to charge. Um the impact is greater than that. Um but we can't charge above the $2.69 per square foot because that's the cap established by state law. >> Okay. Thank you. It just 269 is just like is it up? But thank you. No problem. >> Okay. Any further discussion on this item? All in favor say I. >> I. >> All opposed. Okay. We have adopted resolution 2526-17. This is my computer is very sensitive to my touch right now tonight. Okay. Item 14.4. Approve agreement with Wilden Energy Solutions for energy audit for potential solar project. Is there a motion to approve this agreement with Wilden Energy Solutions? So moved. >> Is there a second? >>

223Second. >> It's a move by Trusty Tanaka and seconded by Trusty Needm. Uh is there any discussion on this item? I'll just remind everyone that there was a substantial uh report in our Friday reports about two weeks ago. And if you had an opportunity to read that in conjunction with the material that was brought forward tonight, um are you are there any questions? Now, I just want to say thank you so much, Larry, on this. The report was very, very detailed. I'm glad to see this programs are still available to take advantage of the tax credits. So, I really appreciate that. And if you look at the total uh savings over the project life being 15 million or 17 million based upon how many sites, I think that it's a significant savings. So, thank you.

224>> I'm just excited for it. So >> yeah, I mean I I know that I I asked a few years ago, well, why aren't we taking advantage of this? And the answer at the time was, well, the timing is not right. And uh right now, based on some of the things that we've been saying and you've been saying with regard to the budget and so forth, the timing does seem to be right for us to be doing this. So um I'm pleased that this has come forward at this time. If there's no further discussion, all in favor say I. I. All >> oppose. I Okay, motion carried. Item uh 14.5 approve interview questions for Cypress Education Foundation board of directors and I believe that um uh in conduct in in in addition to what is

225uh presented to us there have been two additions uh two additional papers on the dis but could I have a motion to approve the interview questions to be used during the May uh 6 2026 candidate interviews for appointment to the Cypress Education Foundation board of directors. >> So moved. Second >> been moved and seconded have been moved by Trusty Hayashida and seconded by Trusty Tanaka. And so our discussion has to do with the questions that are outlined here. And um if um if uh I I would ask that trustee uh Tanaka actually uh bring forward um your um your comments on the questions that you brought forward. >> Perfect. So thank you Larry. I the five questions you put down. I like those questions. I think we should still keep those on the list. I

226put two sample questions because I think we should list one I'd like to see as more of a strategic vision of the person that we're trying to interview for this uh foundation. So I what I did is I gave everybody a couple sample questions. Not saying we need to use both. I think we we can just put one because I don't want to belabor and overload everybody all the interviewees with all the questions. But the first one is what is your vision for the future of our school district particularly in supporting academic achievement and student well-being. That's a very very important thing that I think you know we everything that we do is about student achievement and uh student well-being. So if either that question or the second one is what do you believe are

227the most significant challenges currently facing K through six education in our district. So, you know, I personally like the first one, but opened up to the rest of my fellow board members to see, you know, if that's something that they feel that would be something they would like to add to that list as well. >> I do have a question about that. If you're asking, for example, what is your vision? Is there something that we could add to that? Like, what is your vision and how do you plan to achieve it? Or if we're looking at the second question, what do you believe are the most significant challenges and how do you plan to address them? And I think we have to keep in mind that this is these are questions to be asking of

228the directors potential directors for the educational foundation which has its own sep own separate mission from the school district albeit they are uh they are connected. So, um I I I would I would trust that um if we decide to move these forward, basically say we would agree to the ones that are presented and look to integrate the concept if not necessarily the exact words of any questions that we might have that we might want to consider for addition. So, um to the to the to the roster of questions. Does that sound like um in other words don't necessarily say words smmith it here right but to give it to staff to give the opportunity to either integrate it with the current questions or to create standalone questions >> is adding is adding >> um

229like an explanation is that appropriate in this point like what I just said is that something that we feel like needs to be in there okay >> do we do we want to allow input from any other or how would you help address it, I guess. >> What? >> How would you help? How would you help? Not just how would you do it? >> Um, sorry, I don't. >> So, so if I hear the board correctly right now, the five questions that were presented in this agenda item are good. We're looking at adding one that >> one or more of so far we have the two that were presented but in that flavor of either one or two making that one question. So there would be six right now. >> Well keep in mind that

230there are two additional ones that I've brought. >> Okay. >> So but right now we're up to adding a sixth question for sure. Right. with with um one being the preferred one in that in that uh flavor and then this the seventh one might be one that you're introducing. >> Right. And I had two and I provided them. One I looked at and said, you know, thought that I would like to be able to sort of get at the thinking process of the individuals who might be interviewed. And so it' be like to assess their critical analyses. Um, and so my question, since district administrators provide the recommendations, how will you ensure you're performing due diligence rather than just approving what is presented? And I think that that's important for us to recognize that the

231director needs to be thinking about what their role really will be on the board if they are selected. And my second second one was more you know c can you actively contribute to uh what the what is happening uh with the foundation beyond attending meetings. What is one specific way you plan to use your strengths to move the board from a passive advisory role to a strategic partner role? And that might be rolled into part of what we're talking about in terms of the reshaping or perhaps reorganizing the f foundation. So, it could be a subset of the one that has to do with um let's see where is it? Two. >> Number two would be a subset of number two. >> No. Yeah, my number two would be a subset of that number two.

232Yes. >> Or it could be singular singular question. Uh you know, >> is everyone happy with the the potential of those addition additional questions? >> I I I think so. Um I'm I'm just trying to think. So So the process that we're putting forth right now is we're selecting these questions and then these questions will be the final questions and then is there opportunity for addition or are we saying that this is going to be it and there's no opportunity for addition or changes. >> Eventually we have to come to a conclusion so that we can do it. So I would say right now it looks like we're going to be seven because two is going to be a subset of two. So your two are incorporated. Um and then we're going to look at

233trustee Tanaka's um two questions and and blend them to be a separate question. So I'm saying I would say yes seven questions and then we we go from there. I think that the question Trusty Periq is addressing is the fact that when we actually built the uh questions for the um uh superintend the uh the interim superintendent questions is that there was an invitation from uh to the board to present questions and those were consolidated into a single set of questions. this became a staff generated set of questions without asking the board for what kinds of questions would you like to ask and so since there wasn't a process to do it um I know that trustee Tanak and I took proactive uh opportunity to bring questions tonight but that's not to assume that that's

234the way we should be doing it all the time um do we want to give a little when do you have to let the um individuals who are the uh applicants have the series of questions. >> Well, do you? >> Yes, we do. >> We do. >> Yeah. >> I don't I don't think we have to have the questions in advance, but we would want the board to if if there's discussion that the board wants to have about those questions that would need to happen in in a public session. The the >> Well, those questions will be public because they are part of our agenda. >> Correct. If they're >> therefore they will be public questions. I would offer between now and the time that we do the interviews, if the any one of the

235board members has another suggested question that it get it to me really quickly so that we can then incorporate it um into what we have here and if we we we need more um information or understanding about the question um we'll we'll dialogue with you. >> I I think that's fair. Okay. >> Yeah. >> Did you have a comment? Trusty Hashidita when when May 6 is when we're going to have you, >> right? The May 6 is when we're interviewing. So, um you're saying as soon as possible, which means like yesterday >> always. >> Okay. So if everyone is happy with this um are you happy with just from the dis us or do you want to to to amend the motion to incorporate the um draft of these questions? How do you want to

236do it? Do you want to just sort of go back and um ask the maker of the motion to incorporate uh these additional questions for consideration? I would say the agenda is presented is to prove the questions and then give authority to um expand those questions um to Larry so that we can um have have all the questions that we think we want on ready for the interviews on on May in May. Well, I guess what I'm saying here is um would it be understood because the motion is to approve the interview questions. It doesn't say just the questions that were in the agenda >> with well approve the interview questions for the Cypress Education Foundation Board of Directors as as presented incorporating um the two two more questions as discussed today. um giving authority

237to Larry to expand on these questions if if if needed. >> Well, they're actually four questions if you will, >> right? Well, then just authority, >> you know, just basically the the questions from Tanaka and and Sandi incorporated into >> and give authority to Larry to expand, >> right? That that that would be fine. But what I guess I'm saying is for the record, do we need to go back and have the maker of the motion? >> Yes. Okay, let's just do that. So, who made the motion? Miss Parker, who made the motion? >> I show nobody has made a mo or >> sure we have. >> Made a motion. And Carrie, would you just take a friendly friendly change to your motion to suggest that the additional questions uh presented by um Trusty Tanaka

238and President Sandi uh be uh put into um consideration in a jud uh you know to let uh super assistant superintendent Furaw take these questions and incorporate them integrate and incorporate them with the additional with the questions that were presented >> procedurally. I think we have a motion on the floor, >> but I'm asking her if she would be able to she's the one maker of the motion. She could go back and agree to re and then we would have to ask who seconded it to actually reconfirm that they would second the adaptation of the of the motion. >> Second it. >> Yeah. >> Okay. So, I move to Well, I move to amend, right? >> No, you don't need to amend it. You just need to go ahead and you can go back and

239take your motion and reframe it. >> Refine it. So, I'm refining my motion to be able to incorporate additional questions from Trustee Sandi and Trustee Tanaka um into the um candidate interviewer questions and then allowing um Mr. refer jaw to wordsmith and and expand and then recreate or provide us with an update an updated list of questions. >> Perfect. And I second that reaffirmed motion. >> Okay. Okay. Any further discussion? >> Good job. >> There's no further discussion. All in favor say I. >> I. >> All opposed. >> Okay. Then we will um have um Mr. Fchaw look at those questions that have been added and see if you can incorporate them, integrate them andor uh create separate questions from them. Okay, let me move on down. Okay, the next item on our agenda is

24014.6 approved superintendent selection process. Um if we can and I believe that um assistance uh the interim superintendent has let's see we're 14.6 Six. I'm interim superintendent has a presentation for us and then after that we will have a consideration of which firms that we want to go ahead and interview. President Sandi, members of the board, I'm here to present this item and give an update on where we are with the select um select an executive search firm to be interviewed by uh select a search firm to be interviewed for the superintendent search. Um, first I want to start off by saying thank you to Trusty Sandi um and tocy Lawrence who's not here tonight and to Larry Burchaw. We did have an opportunity to structure this and so some of what you're seeing tonight

241was something that there'll just talk really loud. Um some of this what we're talking about tonight was um was structured beforehand. What we will hope to accomplish tonight um one is to review the timeline. Two to talk about the questions that will be asked of the search firms and then three um talk about um the RFP that has been already put out and the responses that we have and confirm who we want to interview. Um I want to look. So the proposed timeline on March 27th is when uh the request for proposal was released. We um provided this RFP to five uh reputable search firms um that um do searches for superintendent for school districts. We're here tonight, April 9th, um where you're receiving the presentation on the tenative timeline that was presented to them.

242It's just a tenative timeline. Um something that will be refined by the search firm itself um once this board selects who they would like to have do the search. Um and and so what we're you'll see on this timeline, we talked about April 23rd as being that date where the board would um interview the prospective search firms. um we had an opportunity to talk um earlier and we know that there's a conflict for April 23rd and so we're going to change that April 23rd date to April 27th and that is the date that all five of you will be here um at 6:30 and um we'll talk about who the responses were and who we're going to invite to be in those interviews on the next slide but I want to finish this timeline and

243talk about what we hope um the search firm will do um in May. We want um whoever the board shall um should pick to begin consulting with all stakeholders um all stakeholders being principles, our union leadership, our employees, our teachers, our all of our classified staff, parents, community members, and of course the board itself. We want uh to get input from all of them. And that would be something this search firm would um articulate to you as to how they would go about doing that. May 21st, we would um hope to have a special board meeting. Uh that would be an open session um where the consultants, the search firms would present um the outcomes to what they learned from their meetings and and their collection of data from the stakeholders. And at that time

244the board would um approve how what that recruitment um profile would look like and promotional p uh what that material content would look like and then it would go out to the world um to find your next superintendent. The job um opening would be posted formally um on May 22nd according to this timeline and it would close by June 18th. That gives about three weeks um maybe a little bit more than three weeks uh for an interested applicant um to come to Cypress School District to present themselves to you. Um that would I'm going to jump to the next page. um the middle the end of third week of June uh after the applicant application um period has been closed, they would do a preliminary review of all the applicants um to to see if

245they check all boxes um so that they can be presented to you um which uh what candidates are qualified. Um on June 29th, a special board meeting u would be a closed session where the board reviews the applicant files. The board reviews uh potential interview questions that would be asked for what we would um think are two rounds. Um a first round for a majority of the candidates that you would like to interview and then a second round um to sort of funnel that down. um that would be done on July 29th. On July uh uh June 29th, on July 6th, a special board meeting would be done um where we would actually do the first round interviews. The board meets with the selected um applicants that have been chosen. Uh the very next day,

246and again this is a tenative timeline, but the very next day we have um projected that that could be round two um where the board would do a second round and then uh potentially report out if a finalist is selected, report out who is selected. Uh this is all backwards mapping um so that a superintendent could be selected and begin the school year strong. Um and to do that we would need to to according to the calendar that we have are that the board has already um approved for next year's general meetings. Um we would um we would strive to be able to present um and select a superintendent by July 9th where you could formally approve that at a regular board meeting and approve a contract for your new superintendent and that will be

247followed by a press release and the the new superintendent would start in early August before the school year begins. That is the timeline. Are there any thoughts or questions that uh you would like to talk about? It's just tentative. This was um presented in the RFP uh to the potential search firms um as a tenative timeline. They will um present to you um what they think is um going to work. Maybe it will follow this, maybe it'll be refined. But uh any thoughts? Well, I think that um the fundamental thing is and the board did agree that um if it was feasible for us to be able to do it in within this timeline, we would like to try to adhere to a similar timeline so that we could have a superintendent in place uh

248for the beginning of the school year. We know that things can happen, it might not happen, but this is what our target is and this is what you've put out as the RF in the RFP. So the firms that we have uh received materials back from have seen this timeline, they can propose to us and probably will an adjustment to the timeline. And um as long as we are all pretty much on the same page that we have the same window, I think that uh whether or not some of these dates move back and forth is not as critical as trying to get to the end of the road. In other words, getting to the point of the actual appointment, right? >> Um, is that pretty much what everybody else believes and and and >>

249assumes is our objective? >> Yeah. So, thank you so much for this reverse timeline because that sets the goal where we need to be, which is to get the superintendent on um before the school year starts and then figure out how much time and where we need to plan this out. So, thank you. This is a great picture to be able to see that. I just got one question though. is assuming that, you know, we're going to be interviewing these search firms, what happens if we decide that we can pick up some of this stuff oursel and not go with it, we still have the option to say, you know what, thank you, but no thank you. Right. >> Absolutely correct. I think that one of the things that we had actually um talked about

250earlier is the possibility as to whether or not um we had the ability to do any kind of the search in-house versus we said outouse but you know um outside uh outside firms but um I I think that we were sort of uh disabused of that particular possibility of us doing it in-house because of lack of uh expertise number one and number two right now we're in a uh we we we have many many decisions to make and staff's time is uh tied up with other kinds of considerations at this particular time. So it kind of looks like our um task is going to be uh going with outside f search companies and so I think that's that's that's another assumption I think that we're making at this particular point. Is that correct? Are is

251this the same are we all on the same page with that? >> Yeah, >> there's that to just extend what you're saying, there are pros and cons to hiring a search firm. Um, and there are pros and cons to doing it in house. Um, I would ultimately say I believe it would I would recommend that we look at a search firm doing this for several reasons. um our reach could be limited as to applicants that we might find. Um our capacity um with being a small district and the limited number of people that we have um it could put a strain on our human resources particularly or or the superintendent's office with what we're doing at the end of the school year. I mean, the pros obvious that we wouldn't be paying a consultant fee

252and uh um but ultimately um I would I would ask this board to look at the three um search firms that did respond to our RFP. Give them an opportunity to present to you. um you're going to ask them good questions and and and they're going to um get a taste of what it is this board expects um from a search firm. They may or may not meet your needs like trustee Tanaka is um concerned about a little bit. Um and if they don't, we'll we'll discuss that and figure out what to do um in house here. Uh but you do have the option of doing it just inhouse. Um, but we also have an RFP out for you to at least give them a chance to tell you why they should be that that

253search firm. >> I think one couple of points I wanted to make. So, having reviewed the RFP responses, I think one of the most important um sort of independent um offerings and when I say independent, I mean sort of unbiased offerings that the search firms have is the ability to um conduct focus groups and community forums. And I feel like soliciting that sort of feedback is probably one of the most important things that we're going to do in this search because at the end of the day really I mean yes it's the board leading the search but it's not about only about what the board thinks right we need the forums to for the public and our stakeholders to be able to provide us with that information um in terms of what we need to

254be looking for what we need to be seeking. at least I I'm I'm going to rely heavily on our stakeholders to help us, you know, guide us through this search. So, that's one point. And then the other is um and I feel like I should know the answer to this, but I I I want to just confirm. So, when we receive an RFP response, would we have the ability to sort of counter? Can we say that, hey, you know what, >> negotiate? >> Yeah. like can we set it up so that if there's a referral for example that you know the fees are lower because there's less vetting like I know some board members said that there were you know folks that were interested um in in the role so if they still have to

255go through that process through the search firm but then the they're not doing the searching they're just doing the the rest of it you know could the fees be adjusted um just a couple of considerations. >> Well, I'll give you a quick response. I think the day that you would interview all the the three um we would um convene afterwards and we would discuss pros and cons of each of them and that would be the time where we would figure out what we might want to um refine in a prison. If we were to come close and think uh if we were to narrow down our our selection to one, but there were cons specific concerns we want to talk about and what they presented and refine that um I think that's where we would

256collectively figure out what we want to talk about and then present it to them. I I just wanted to note too that I think it's important that we acknowledge that although this is our goal and our the timeline that we hope to accomplish things, we're not going to rush through things just to meet this timeline, we're going to take the time that we need to find somebody that we think will be the best fit. So, I think that's important to note. And I do think that um the comment that trustee Periq made with regard to um the uh sort of neutral body of an outside firm uh doing the stakeholder surveys and town halls actually benefits us because there has every possibility of having more honest answers to questions rather than uh uh perceptions of

257vested interest. if in-house we actually were doing the same thing. Uh it's also um it's actually more efficient because that's going to be a timely process too to do the data crunching of anything that comes through and to consolidate the details of the input from the town halls and whatever whatever that takes and there's there's time associated with that. So, um, my thoughts are again that, um, while there could be benefits if we happen to have a full house of staff to do an in-house search, it might be something that would help us, you know, save some money. But I think that on the other hand, as they say, you know, penny pennywise, pound foolish. Um, at this particular point, if we're actually looking for the best fit and the best person for the job,

258we take the time, we take the energy, and we look for the best fit in terms of the search company to get us the right person. And I agree with Trusty Needm that yes, we do have a uh ambitious um timeline, but I also think that it is important for us all to recognize that, you know, just to meet a timeline deadline is not the objective. It's to get the right person in the job. And I think this board in just my talking with you already um has that mindset and has that understanding and understands how important um this task is and and so as as we go to the next step on this timeline and that would be actually interviewing. I'm going to jump to the next slide just so that you can see

259these were the three search firms that we did get responses from. Their their package their response package is um been posted online and been made available to you. Um, this is the board's opportunity, not just tonight, but um in in the weeks to come to to look at it and see what you like or dislike about whatever might be in those packets. Um, but then on April 27th would be the day that we would interview. And these would be the questions. They're just um simple and questions in your packet in packet number two that you were provided. There should be a tab that um I'm not seeing mine that has these questions that I'm presenting. Thank you. Um mine's I screwed mine up, but >> you can just read from the screen. >> I'm going

260to read from the screens. These are um questions that have been used before by districts when they interview search firms. We would um want to refine our questions to what the board thinks are important. Um I would ask the board um look at these questions. If they want to approve what they see tonight, kind of in fashion what we what we just did with CEF. Um if you like these questions, this could be our baseline. But if there are future questions that uh you would like to add, you would present them to my office. We'll incorporate um them to this list and then that day when we interview um you'll they'll all be asked the same questions. Um rather than just read them to you tonight, uh I'll give you a chance right now to

261look at them. Do you want our feedback right now? >> I'm ready when you are. I'm just looking at um number six where it says public input in this search process is important and I know it says um how would you bring in the public and involve our community but also just double checking you know bringing in teachers and administrators and yeah I mean not just not just the public or community members But also being sure to note I mean particularly the teachers classified certificated administration really everybody. >> So be specific as far as identifying particular stakeholders. So it's clear that the board expects this search firm to ask uh to to hit these target targets. >> I think so. I mean, I've been through a search as a teacher and I know that the

262search firm that came to us had >> had interviews with teacher, you know, teacher groups and things like that um to get our feedback. So, I think that's important to have not just the public and the community, but really every stakeholder. >> Yeah. So, make it clear in the question, how are you going to do it? Don't let don't let them just guess at who our stakeholders are. We'll be clear on who the stakeholders are in the question. >> Okay. I mean, and maybe even at some point asking some kids, >> okay, >> they've got great things to say. You know, the thing that I um as I look at these questions, one of the things that is of concern to me is, and it always seems to be this way, is that um there

263isn't much context um involved in these kinds of questions. It's just generally a fairly simple vanilla statement or vanilla question. And the whole thing is is that I think we want other than vanilla answers. And so I I I almost feel like we need to have more insightful questions to be asked to sort of force uh the firms to be more specific. So for instance, you can say, "Oh, we'll do XY, you know, we'll do, you know, this is what we do." Uh you know, they may say, you know, we do an online survey. We do all these town halls. And that gets at what they're going to do, but it doesn't talk about the structure of how they structure the survey, how they do the outreach, what kinds of questions they're going to be

264asking, whether or not we're participants in developing those questions, and all of that kind of thing. So, these are pretty vanilla kinds of questions. Maybe these are questions that come uh when we're interviewing the individual firm, but it seems to me that as we're interviewing the companies, we kind of want a little bit of that um in their responses so that we have a better ability to sort the vanilla answers, if you will, if they're going to give us vanilla answers. Am I making myself clear or is that is that uh am I am I worried about something that is not going to exist? Well, this is an initial opportunity for the search firms to present themselves to you. And we don't want them to the questions, I believe, you don't want the questions to

265be too complex. You want to feel out and learn what this company or search firm has done. Where have they been successful? You want them to sort of um answer these simple questions and you want to get a an idea from their answers. Um are they the one or not? I think uh all three have are in looking at their RFP packages. All three have been successful and all three may be very similar in how they present to you or you may find that one has um something that is different than the other two that uh resonates with you. But you give them just generic questions and let them um answer and and from that you make your best decision. Well, I think that that does sound good, but I I was just also thinking

266that uh if they've done their job, they've done they've answered most of these questions in this packet, >> right? >> And so I would like to uh see if we can't be a little bit more uh be able to dig a little deeper, if you will, in our questions. >> I Oh, >> go ahead. Now the way I say this too is but we have homework on our side as well because the these are the generic questions but in order for and just be fair to any service provider that we're looking to bring in we need to know what is important to us. What does the board want? What Jamie might want might be different than Carrie or myself or Magna wants. Right. So then yourself >> in terms of what the search firm is

267going to provide for us. >> So you know what is do we want in a superintendent? Do we need a strategic superintendent that's not be be able to set the direction but or do we need somebody that's hands-on and more tactical or do we need you know but these are the things that we need to see. Do we need him focused on student achievement? What what are these the focuses that in our district that we feel is the next generation of the superintendent? Well, but I think that what you're getting your ahead of yourself because we're just interviewing the firms and then when we have an opportunity to talk to them about shaping >> shaping that profile that gives us the opportunity at that time to talk about our specific >> the most important thing

268for tonight though to to take some of the >> we don't have to solve all the world's problems right now. The most important um thing for the board to um come to a decision on is the three that did submit their RFP package. We we we put it out to five firms and we got three responses and that's that's good. The most important thing is are we in agreement tonight that we want to interview these three? And if so, we've met the we've met this agenda's purpose. Um, and with the questions, the questions are are are giving this board insights to what we want to ask the search firms. But what I'll invite the board to do is continue to look at these questions in the days and the week to come and and let

269me through you um generate what we want as these 10 questions uh or or whatever the number of questions are. um that gives you all an opportunity to look at the RFPs and refine or dig deeper like you're saying, Trusty Sandi. Um to to not just have a vanilla question, you want a bigger question, but we're going to ask it to all three. Um maybe some of the questions that you see right now presented to you are going to be good and I'll get that from all of you. And maybe there are other ones that you want to incorporate that are that are tougher. um and and that we have time to do. But if we're in agreement um that we want to have these three interviewed on April 27th at 6:30, then we've met

270the we've met what we need to do tonight. You're getting an insight and you're starting to see the heaviness of what what this responsibility is. This is going to be your superintendent and uh we're we'll get there with help from the search firm if we find the right one. >> Okay. because I thought that um part of what um >> I was hoping >> was indicated indicated here was is that we would um actually and um that we would actually be >> well >> finalizing the questions and I don't think that we can finalize them tonight. >> That would have been a dream but >> but I but I think that I think your point is well taken that our job is done tonight if we can decide that we're going to interview these three.

271I mean, my proposal originally was when we thought we had four, five, five companies that the RFP went out to that we would winnow it to three. >> Our work would have been more tonight. >> And so, they actually self-winnowed for us. And so, we're down to three. And I don't think any of us want less than three to interview, or at least I wouldn't want less than three because I want us to be able to have option. I don't want it to be an eitheror. I want to basically say, hey, you know, of these three, are there is there one that comes out shines uh or is somewhat above the others? And if we can just say, you know, keep it simple tonight that we make a motion to um interview these three and

272we interview them on uh April 27th at 6:30 p.m. Our job's done. >> Your job is done. And then between now and >> the good news is you have three very reputable search firms that want to come and present to you which speaks to Cypress School District. >> And then the further point that you're making is is that you've given us a baseline to start with regard to questions. Yes. That if we actually funnel questions to you and perhaps we have the opportunity for all of us to see everybody's questions because that would be one of your roles to disseminate those questions back out to everybody. Yes. uh we would be able to then each of us be able to say this one really is something that really I want to want us to ask

273or somebody else thinks there's another one or we have multiple ones and as you say integrate them in with the questions you already have here. So does that sound like a good plan for everybody? Okay. So are we ready to do you have more that you wanted to present? >> I don't. >> Okay. Then that's then then your job's done tonight. >> It's never done but thank you. >> Okay. Well, it's done for this particular item. Let's put it that way. So, is there a motion to um invite the three companies that submitted the response to the RFP to be interviewed in consideration of conducting a search for the next superintendent on April 27th at 6:30 p.m.? >> So moved. >> Is there a second? There's been a motion made by Trusty Needm to the

274effect of interviewing these three firms on April 27th, April 27th at 6:30 p.m. and seconded by Trusty Periq. Is there any further discussion at this point? >> If not, all all in favor say I. >> I. >> All opposed? Then it looks like we're going to be interviewing those three companies and uh we will go with um super uh uh interim superintendent um Mlullen's suggestion that we uh provide additional questions to him uh in the near in the in the next the intervening days >> by tomorrow. by tomorrow. Yeah. >> Uh so that um he has the opportunity to share those that information with everybody and also to perhaps winnow that down to a reasonable number from all of the submitted questions. >> And you do bring up a good point. Um if we all

275tried to meet a certain date, that would give u me time to get put them all together and then get consensus um on do we like them or not. So, what do you say? Next Wednesday. >> So, that's that's six days. >> I thought we weren't doing next week. >> No, no, you're just telling me you're you you're going to just email me additional questions >> questions that that you like and then I'll start to compile them all together and I'll get them all to you and we'll get a consensus so that we're way ahead of April 27th. Um, and then we will reach out to these search firms and confirm that they're available for April 27th, too. >> Okay. Regardless, we'll we'll we'll reach out to them before you got the questions even. Right.

276Okay. Now, I know that I gave you a list of questions. I will go ahead and highlight those so that that I'll go through and refine uh my questions uh and uh attempt to match them with your questions. And um then that way um you don't have like 99 questions from everybody. >> Thank you. >> We just have 101. Okay. Any other comments on this particular um item? >> So just to confirm if we're going to be submitting questions to get them to you by Wednesday, April 15th. >> Correct. >> Get your taxes in before then. >> Right. Right. Right. Right. Right. Okay. Then the next item on our agenda is uh 14.7. Adopt resolution 2526-18 board compensation for miss meetings. Um is there a motion to adopt resolution 2526-18? >> Is there a second?

277>> Second. It's been moved by Trusty Tanaka and seconded by Trusty Nem to um adopt resolution number 2526-18 board compensation for Miss Meetings approving payment of the total monthly stipen to trusty Periq for the month of March 26th. Is there any discussion? All in favor say I. >> Go ahead. >> All in favor say I. >> You said I I have something to >> Yes. Go ahead. >> Has a question. I was just wondering how often I and this may be in a in the guidelines or how often can a trustee make this request? Is there a limitation to the number? No. Okay. Thank you. >> So I have something as well. So, in thinking from a government's governance perspective, I'd like to follow up on a concern that was raised by a fellow board

278member during our special meeting on March 17th regarding Trustee Break's ability to consistently meet the responsibilities of board service, particularly in relation to meeting attendance. So, thank you, Miss Parker. I appreciate providing the board the details of the thing. And that's was my qu going to be my question as well as you know what is this the norm for this right because you know when you look at the details that were provided three meet three events she uh missed that didn't she signed up for she didn't um show up two board meetings were missed just this month but previously we already approved one payment for things so that's really three board meetings and and then eight meetings were le um she showed up late or early for that's a lot since the appointment. So that's

279why I didn't but is that normal? >> I can't I can't answer if that's normal or not normal but the board um has a process for um for allowing uh or understanding whatever the reason is that they've missed whatever the commitment date is for the meeting. So, there's a process to um to forgive, but is there a norm for it? I would say it depends. It's situational, district to district, um board to board. Um but you heard. >> Okay. Thank you. >> I just want to say um the special meeting that I missed was a school site visit and um I apologize. I RSVPd for that on my daughter's birthday. I didn't realize um that that's what I was doing. Um I didn't understand what the process was to undo that RSVP. I thought it

280would be sufficient to simply go into Outlook and decline, but apparently that's not the case when it's a special meeting. You're supposed to go in and request to be taken off of the special meeting, I guess, to make it a nonsp special meeting. Um so I that was the one of the meetings that I missed. Um, in terms of other concerns that have been brought up, I I would like to um just have the board consider that it should be encouraged for parents um with children at the district to be on the board. And I've consistently advocated for the board to make public comments more accessible to parents. I have consistently advocated for the board to not schedule events on nights when my kids have um another event. I am I'm am sorry if I

281am going to miss a board meeting because I'm going to attend my kids sweetheart stance. I don't think that a working mother who is committing herself to public service should have to pick between attending her child's event or a special board meeting called at really the pleasure of another board member who may have a lot more time to devote to this. I don't think anyone should be questioning my integrity or my dedication to the children of this district because I RSVPd incorrectly to a special meeting. And I would just say that there's one thing that I would like to make a comment is is that the um attempt to um sign up for meetings uh sometimes is fairly awkward. So um if we could develop some sort of alternative con you know communication process I

282know that um one of the things that we have actually asked um is if a board member and this was before we actually did the special meetings where uh for site visits when there were um um two people uh the point was of that particular morning to contact Miss Parker to make sure that um there was an understanding that um uh that there was a possibility that somebody didn't come or could come or not uh to actually ask for um uh an okay to attend a meeting. And I would say that um at least we need to have better communication with regard to the kinds of constraints that you're talking about with regard to communicating in this particular instance thinking that you could go back in and check the decline when in fact you know

283it it seem sometimes I don't have the opportunity to respond anymore after I've declined. I don't have the ability to come back in or if I have said you know I sometimes I have don't have any choice there is no opportunity for me to make a change my mind uh the way it works sometimes so uh I just do think that we need to have clearer opportunities for uh understanding of um how we communicate uh our ability to attend particularly if there are uh times when we um find that we made a decision at one point and need to change our mind or we need to cancel our opportunity to come to an event or activity. Um so just just um uh recognize that there is that kind of struggle and balance in terms of

284busy lives and a recognition. But um again the point is um we are today looking at this and saying on balance uh do we find that trusty Periq has come to all of our regularly scheduled board meetings or most of the regularly scheduled board meetings without um you know without fail. And if that's the case, some of these are, as you say, uh special um special meetings that are uh now being defined um as special meetings, but are are site visits. And uh I would say that in terms of the order of priority of events that a special meeting that is a site visit could be considered to be a maybe lesser uh lesser priority in terms of ranking of importance. Um, not to say that a site visit is not important, but to recognize

285that um, things do happen andor decisions that we've made may have to be changed. Could be an emergency situation, but again, we have within our um, our um, discretion to acknowledge that um, a board member um, you know, had extenduating circumstances. as part of our ability to make the decision here tonight is were there extenduating circumstances or were there circumstances that u made it unavoidable? I do have a question. Is when something like this is put on the agenda, is it an all ornone situation? So, for example, we're saying that trustees receive this monthly $240. We're voting on she gets all of it or none of it. And and is that the case every single time if one of us falls ill or something and cannot be at a meeting and then it you know

286it it comes on the next agenda. Is it always an all ornone situation? >> I'm happy to explore that and get you an answer. Um it's a good question and I don't know that answer. Um I'm going to I believe it probably is an all or it's a percentage. Oh, I've got my trusty colleague here. If there were >> if there's two meetings, it's a percentage I'm hearing. And so uh there is the board uh sounds like is afforded an ability to prorrate it to whatever the events were for that month. So if there was two meetings for that month, it sounds like um if you missed one meeting, you could prrate to 50% of that stipen. It's it's an ED code um section that that that says that you divide that um monthly salary

287by the number of meetings and then if if any are missed that's the amount um that gets deducted unless the board excuses the absence as you would do through a resolution. >> Got it. Thank you. Well, then could we uh going forward and I know it doesn't settle what we're doing tonight, but could we going going forward make sure that we since we've had a um in the past when we have meetings, we normally have our regular meetings and our site visits were never considered a special meeting. Um, so there's every possibility from now forward that we actually have um more than one meeting a month, but I don't know that we would want to call special meetings that are site visits part of that particular uh discussion. But I would like to see us

288have that breakout in terms of if we've had the four meetings for us for you to parse that for us so that we have that choice as you suggest here that you know it's proportionate. But for tonight, I think it's what it is. And we have this motion on the floor um for um this particular item. >> I agree. >> Any further discussion? If not, all in favor of um adopting resolution 252619. No, I mean 26. What is it? 20. Is it 20? Are we 20? What is this one? 2618. 25618. Board compensation for mis meetings. Um, all in favor of that particular um resolution >> say I. >> I'll oppose. >> I say no. >> Is there any extensions? Extensions. I wish that I we had the information ahead of time to be able

289to have that conversation first. Um, and I would have to say no. >> I I don't I don't feel right saying saying yes. >> And so what do we do in that instance? >> That's just how the vote is. It does not pass. Yeah. >> Does not pass. Okay. The motion fails. The next item on our agenda is um 14.8 adopt resolution number 2526-9 to centure board member Magna Periq. Um, if it's just a sick, Is there a motion to uh adopt resolution 2526-9 to centure U board member Magna Periq? So moved. >> Is there a second? >> I second. has been moved by trustee Hayashida and uh seconded by trustee uh Tanaka to uh adopt resolution 2526-9. before we discuss, you know, I want to go back to uh the comments that I made

290at the last meeting and recognize that I want to clarify for the record and for the public that this is a matter being heard in open session and that while personnel matters generally are handled in close session underneath the California Brown Act, um elected officials do not fall under the personnel exception and therefore our deliberations and the subsequent decision that we make tonight must be conducted in full transparency. Um, using our reference of BB 1313 civility and BB905 governance standards, we determined at last meeting that Trusty Periq's behavior fell below the professional standards expected of an public official and requested that staff bring to us a resolution of censure. Since that time, we've had multiple communications from multiple people asking us to um reconsider this situation. However, what I would like to say is in

291light of the required full transparency once the board asked the staff for a resolution of censure to be brought back to us, we did not have the luxury of a closed session deal to drop it or change the nature of it. we had to have that motion come before us or that resolution come before us tonight. So what we decide tonight is not necessarily black and white. Um we do not have the legal authority to do anything with regard to um trustees per Periq's um position such as removing her uh from the board. We do have a duty, however, which I believe that this resolution does attempt to redress, and that is we have um the duty to uphold the integrity of the Cypress School District and to asssure students, staff, volunteers, and community are

292represented with dignity and uh respect. And um I think that as we begin to look at um the options uh if my fellow build board members would look at um I provided to you on the dis tonight a possibility of uh various options that we could take tonight. Uh we have the option to potentially pass the resolution of censure as it is written or to vote it down. We can amend the resolution and not call it a censure, but calling it an admonishment, which actually reduces the public um severity perception, but it does address or redress the idea that we are not satisfied with the behavior and that that behavior did fall below our standards of governance. The third possibility is to amend the resolution to collectively in addition to the current resolution that was

293presented to us to um have the board reaffirm reaffirm the total board's commitment to the idea that we should uphold the board bylaw 1313 and board bylaw 905. In other words, reaffirm our commitment to following the civility policy and to reaffirm our commitment to the um governance standards. So, in other words, it basically says, you know, we're all in this together. It recognizes that from time to time we're all human. It's a recognition that in some sense u there is an opportunity for um us to show some grace in this process but also to reconfirm and recommmit ourselves to um uh doing better and reminding us to do better and be better. The other possibility is that we could simply discard the resolution and present a substitute motion to reaffirm the board's commitment to BB13

294and BB905. Now the resolution that I have in front of you um if you will um removes the word censure and puts in red the word admonish. It does have a couple of further whereas clauses and I believe that um Miss Parker has that in front of her and I would like to read those because I think it brings some context to some changes or some understanding andor uh recognition of some things that have had happened uh across time. Whereas the board acknowledges that board member Magna Periqi has provided a written statement apologizing for the perception of her actions regarding the August 2025 event and has publicly acknowledged her behaviors at the February 2026 event. And whereas the board recognizes these steps as the these efforts as a step toward personal accountability, a resolution of

295admonishment or censure is a formal public act intended to uphold the institutional standards of the district and does not constitute a personal political attack. Basically what we're basically saying is we recognize that there has been some acknowledgement of behaviors and from that standpoint um we can either downgrade it to an admonishment or as I said earlier that we can all reconfirm or affirm our commitment to uh us all doing better by recommitting to our two specific bylaws. So, with that context, I just wanted to make sure that you understood what I brought to you and to recognize that I've put a lot of thought and energy into this um uh the the consideration of these options. And one of the reasons why I had these options and the reason why I brought this forward in

296this fashion is that we are recipients of letters from many people in the public, many people in the district, many people who are parents at uh the school that was impacted by uh the uh behaviors and actions and uh many of those have been in favor of us dropping this entirely. Many have been uh but we also have the letters from the individuals who uh were the on the receiving end of whatever the behaviors andor actions were. And so there is a balancing act in terms of well how do you deal with that? We asked for a censure to be brought to us tonight. We couldn't midstream, you know, throw it out the window and say, "Sorry, we, you know, we we had to ask we we had to wait for that censure uh resolution

297to come before us." And so from that standpoint, uh, as I received those letters from various individuals, as the board president, I had to respond to each and every one of those letters. And I responded in a very similar way. Please have patience. Please have trust. Please understand that what we're looking for is due process for everyone. And everyone means every person who is hearing what we're saying, every person who was a recipient of what they considered negative behavior and also the individual who was involved in this situation. due process for everyone. And I'm just asking for us to look for giving grace and at least acknowledgement that while the behaviors and actions may or may not be illegal, what is the degree of the offense? Should it be an admonishment? Should it be a

298censure? Should it be neither? And for us all to try to work together and come together and to reconfirm and recommmit ourselves to um the um behaviors that we expect of board members. So, I'm going to put that out there for everyone and uh let you go ahead and uh start discussion. And I'm sorry that my comments were so long, but I I took a long time and deliberated on what we needed to do. And the possibility of having staff change this before it came to us was not an option because we had asked staff to bring us a censure. So a censure is what we have before us tonight and so what we do with that censure statement is up to us. Okay. Can I ask a clarifying question? I'm just sort of looking

299at um some of the requirements of an admonishment and it says that it doesn't necessarily require a vote that it can be delivered by the board president. Is that something that we've looked into? I think I think that the premise that I that that that started us down this path was a recognition that we needed a matter of public record that um documented that um we were um we were not happy with the behaviors >> when I'm just trying to >> and I don't think that the question is is how does this read out in the final final minutes? I think you're right. It's possible that we don't have to do anything other than that >> because what I'm kind of gathering from this is that an admonishment isn't necessarily in public record or part

300of public record. And I feel that just the fact that we're having a discussion about it. I mean, it obviously is public record. So, I don't even know if an admonishment is something that we can consider because it >> I think we have a choice of considering whatever we want to consider. >> Okay. >> Right now on the table though is um >> the motion first >> a motion. There was a first and there was a second and now you're in discussion >> and so you would vote on that and you could collectively let it die and do what you're describing. um board president writes a letter of admonishment that's not public record like this. This is a formal action by the board. Um it's it's it's just stating they the board if it were

301to vote and approve on it that that they don't approve of the conduct that is described in the resolution. Um but beyond that it's just symbolic really more than anything. It's a public um record, but it doesn't change anything as far as a um a trustees ability to vote do their functions on this board. So, if if you were to take a vote right now and it um did not have a majority, it dies. Um and that's what that's what I'll contribute to what you've started. And just because we might let it die doesn't mean that other action after that couldn't be taken. In other words, it could be that you may request what you were suggesting or something else that other people might want to consider >> or that uh the point has been

302made um publicly and it just wasn't approved. And that might be seen as the grace um that uh that that we were providing the board is providing. >> I think you know President Si you should explain as well the grace and forgiveness that we had from the last meeting as well by moving this topic from today to last meeting. So it wasn't recorded. >> Right. Well you're and you're absolutely right. One of the things that we did was there was a request for from from Trusty Periq that instead of having a live streamed um conversation, we went ahead and put this on the agenda of one of our special meetings which is not live streamed and that was that was to again supposedly at that particular point to give consideration to trustee Periq. and her

303desire not to have this more publicly described or decided. >> I I do have a statement I'd like to make. I want to address that particular point, though. I think that was in in response to my um to me being harassed online. Um and someone making a statement about this in front of my child. Um so it wasn't necessarily like I'm trying to hide behind anything. I've taken personal accountability for this multiple times now. Um, I I appreciate um the board's action in permitting that topic being discussed in a special meeting. Um, I I think my intention was to avoid any further harassment of my children. I just want to throw that out there. I do have um a statement I'd like to read, but I want everyone else to be able to have a

304chance to speak before I do so. >> I mean, I would like to just make a couple of comments that for myself. Um, you know, I don't, this is not a debate of whether or not the incident happened, whether or not these things happened. Um, there's been some responsibility taken. You know, we've, we've received emails on on character and and all that kind of stuff. The mistake was mistakes were made and and we know that and that's not something that's being debated. Um, I do however think it's important that we make it clear that we're not supporting um online harassment necessarily or you know having these conversations in front of children. I think that that's that's something important to note that um you know as much as we've we've seen it or you know things

305get sent to us or whatever it is um that that that publicly I want to state it's not any sort of harassment, bullying, anything like that. I cannot stand behind. Um I know that being an elected official, we are putting ourselves somewhat in this circumstance. Um and and yes, I agree that people do have to um answer for their behaviors, but I think that um I just want to publicly state that that any sort of online or inerson bullying or harassment, I'm not I cannot stand behind that. Is there any further discussion? >> So I I would just like to say that I I concur with uh Trusty Needam that um harassment online or in person is is not okay. Um and I also would like to thank Dr. Mlullen for the information about the

306censure right now. I had emailed a request um and was told I would get some information and I didn't get it. Not from you, but um just letting that be known too. So your information tonight is very helpful. Um I also um want to I think make the statement that um I went back to the Friday reports in August and September and there was no discussion about um the August incident. And I feel that had it have been addressed then that particular incident that um it it may have impacted the second incident. Um that said, um I I believe that going forward, um I believe that this board is we're we have set the bar higher and so um appreciate the acknowledgement of what happened and um I I believe that we can all move

307forward and again I think it's already been stated that uh the censure is a censure and it's not an unappointment. Um and I I would just like to put this behind us so that we can move forward because we do have a lot of other things that are on the agenda and I think we've been working well together as a board and uh look forward to moving forward um in a positive light and I think we can do that. So >> no and I and I concur with trustee Aayashida as well as trustee need as well. Um but I believe it's important we anchor this in our roles and responsibilities. This item has been properly noticed and proposed resolution clearly ties the conduct to our adopted governance standards under board bylaw 905 trustee conduct and

308policy 1313 on civility. Based on the facts presented, I believe this clearly meets the threshold for misconduct under those standards. I also want to acknowledge the strong community support and letters submitted. That truly matters, but it doesn't change our obligation to apply those standards consistently. I understand this feels significant and it should. Censor is a serious step at this time. It's a measured response that focuses on our standards while avoiding unnecessary detail. And that's why it was so vague. As trustees, we have a fidiciary responsibility to uphold public trust and represent the district appropriately. We also need to be mindful of the precedent we're setting. Whatever we decide here today becomes the standard we apply in future situations. The question isn't whether this feels harsh. It's whether it's appropriate given our standards. I also think

309it's important we bring this matter to closure through the appropriate governance process so that the board can move forward with a clear and unified focus on serving our students and community. Taken together, I believe this warrants a formal response that reflects both accountability and integrity of the board. you want to >> Yeah. Can I just want to um thank you for the opportunity to to make the statement. So, I want to again extend my sincere apology for my behavior at the recent event. I have in the past provided medical context for this, but I want to just at this point take full responsibility for my actions and the disappointment that they caused. I do hold myself to a higher standard and I will continue to try and hold myself to that standard because I value

310this opportunity that I've been provided to serve our community. I care very deeply about this board. Um I know the resolution attached also references another incident from last year and it would have been a Brown Act violation for us to address it because it was never brought as an agenda item. Um I certainly acknowledge my role in that. I could have handled that differently. Um I've learned from my experience and everybody involved has grown from that situation. It was a a passionate discussion about diversity and inclusion at our school which is something I hold very very dear to my heart and I will continue to do so. Um like I said everyone involved in that incident has has grown from it. So over the the past um several days and weeks I have reflected deeply

311upon this. Um I've heard from from many members um in our community, parents and local leaders who've shared their their perspectives. Um, I just want to point out and say I'm very very grateful to the parents, the teachers, the staff, um, who reached out to me with support and encouragement and specifically um, the parents and the the teachers and the staff that reassured me that they will protect my kids like their own and and those reassurances mean the absolute world to me. um your the statements and the emails um about me representing them and them being proud of me um them telling me that I'm I'm still their voice. I'm still their choice and their willingness to engage thoughtfully um and to extend grace to me is not something I take lightly. Um and to

312my colleagues, you know, um I understand why this agenda item is is on here tonight. I I understand that. Um, I respectfully ask that you take into account my acknowledgement of responsibility and the input you have received from the community, including the emails and the comments today. Um, the one thing that I think we are all united on is that there are very significant challenges that our district faces right now. Um, I think our focus should remain on the work before us, serving the students and the families that we were appointed and elected to serve, especially the children. And um, you know, I'm I'm I'm hopeful that any decision will be guided by fairness, good judgment, interest of the community, and not by political pressure or momentum that might be felt in the spirit of

313moving forward. I um resp respectfully request that the board discard the resolution on the table and present a substitute motion to reaffirm the board's commitment to uh BB 1313 and BB um 905. Again, thank you for the opportunity to speak. I assure you that I remain committed to earning back your trust through my conduct and um continued service. Okay. Any further comments? Then the motion on the floor is to approve the resolution that came forward from staff. Uh not any one of the options that were previously discussed, but just the um censure resolution that was on that that was presented from staff. It has been moved and it's been seconded. If there's no further discussion, uh, I'm going to ask for a roll call vote on this one. Trusty Kashida I >> I'm sorry. >>

314I Oh, sorry. I >> trusty Nem. Uh, so prior to placing my vote, I just want to address specifically an email that was sent um referring to political pressure in the way that I specifically vote. Um, and I take my responsibilities as this board as a board member and a and a trustee very seriously. Um, I approach or I try to approach every decision with careful consideration of the facts, policies, um, what I believe is in the best interest of the district. So, my vote tonight, nor any of my votes has ever been driven by politics, external pressures. Um, it's my own judgment, my own evaluation of the situation. And while I understand that opinions may differ, I remain committed to making decisions based on on merit, based on fairness, um based on the information

315that is presented, and that's the the standard that I try to apply to every matter that comes before me, um including this one. So, with that being said, I vote yes. >> Trusty Periq, >> I vote no. Trusty Zandi. >> Yes. >> And Trusty Tanaka. >> Yes. >> Then the resolution has been approved for uh a 4 to one vote. What I would like to direct staff to uh look into and prepare for us at some future date is a roadmap for when we are receiving future complaints. If we do, we do not have a specific policy that talks about how we are supposed to address it. does not speak to the nature of uh uh due process and how that gets taken care of. It does not speak to measurability. It does not speak

316to um what we might consider to be um um you know a first cautionary um you know reminder to a board member uh versus a subsequent uh offense or third offense or how do we go through that process just to come up with a roadmap because I can tell you as the board president this has been in my lap the whole time and it's been a very challenging process to be able to try to uh be fair to everybody in turn and uh try to come up with uh strategies out of nowhere. We do have board uh bylaw uh 1313 and 9,05, but we do not have um any kind of um like for instance um the um the the the board stands differently than staff in terms of complaints that come before it. there

317is a process that perhaps is different because the process that comes forward for complaints for staff may not be speaking to the same kinds of things that come before us in terms of complaints. So I would like for there to be some type of process uh identified. I know that there are various boards across the state that have actually attached a addendum to 95. Uh I've known others that have actually uh identified a um a separate board policy. I believe that um we should be able to cobble together something that we can review and come to an agreement that there is a process that everybody is familiar with and knows what is expected of them as individual board members going forward in a process of dealing with complaints. Uh we'll explore research and draft um

318perhaps an admin regulation um which would create the structure for and the guidance for the board any board of the future um uh to complement uh board policy 1313. >> Okay. Thank you. >> Or or or the appropriate board policy if there is a better one. But uh um you've been heard about creating a guideline for any potential future um item like this that they'll the board will know what a protocol will have agreed on a protocol um that would be used so it's clear. >> Okay. Thank you. Um are there any other um inputs with regard to um a process that anybody else wants to speak to? No, I did I there is I know we have in this and thank you so much President Sonni for putting this together but um and going

319on to what you said about you know a reconfirmation of the uh 9 u BB905 as well as 1313 that would be very very important and I know we're going to discuss the next one which is on the next topic which is going over the new board policies and bylaws and I so maybe I should just wait till then. But I think, you know, by when these get updated, we're already approving them. So, we should understand that as we're approving this, we need to hold ourselves to the policies and bylaws that we're approving. >> Right. Correct. >> So, thank you. >> Okay. Then the next item on our agenda is 14.9. Adopt updated board policies, administrative regulations, and board bylaws. Uh is there a motion to adopt the updated board policies, administrative regulations, and board

320bylaws? >> So moved. Second. >> It's been moved by Trustee Needam and seconded by Trusty Periq to adopt the uh updated uh board policies and administrative regulations and board bylaws. Um is there any discussion? I do have a couple of questions that I would like to note and and for for the record um you know as we have these uh board policies and bylaws and administrative regulations come before us there's frequently a tremendously long list and I did a number count. There are 28 before us tonight and uh we had an opportunity for a first reading at a prior um a prior meeting the pri the last meeting. But when I'm looking at and I decided to because of some of the uh deep diving that we have been doing in uh a couple of

321our policies trying to understand what our obligations are. I felt like that many times um my consideration of certain policies has been more cursory rather than in-depth in terms of review because I'm making the assumption that with CSBA updating them that they were mostly um uh you know uh legal types of uh updates or inclusions that have been required by ED code and so forth. And so um I went at a little deeper dive and was noticing board policy 4119.21 21 and 4219.21 and 4319.21. They all have to do with professional standards. And as I looked at each one of them in turn, because I didn't have them side by side because on a small screen, I cannot see them, they appear to be identical. So why do we have three professional policy standard or

322or three professional um uh you know board policies in turn that are identical? What what why why do we have that? >> I'm going to give you the conceptual. I'm not exactly correct but the 4119 would speak to the community. The 421 no >> certificated classified but one's for community management. But when you see a 4119, you're speaking to a particular classification group. So certificated, I'm I may not have the right group. 42 two being the word would speak to a classified employees and 43 would speak to management. Thank you. >> Okay. So that probably >> and they're duplicatory and um a lot of what the ed code I mean you're talking about thousands of ed code and and this would be an example of why couldn't they just do it once because they're really

323very similar in nature to what they're saying but that's the reason um there's that's specific. >> Okay. And so then the uh the next three would be the same kind of thing. Um the um one that uh another one that came out because I had an opportunity to talk to uh Assistant Superintendent Furchaw about um uh I I believe it had to do with board bylaw 9250 remuneration reimbursement and other benefits. It says former board members and a and and this is the new language and a former board member spouse registered domestic partner and eligible dependent children may participate in the health and welfare benefits program provided for district employees only as permitted by law. Now the addition is family members now are included here but there is a timeline requirement by the of the

324u the board member having served a certain amount of time before they're qualified to be able to do that. Yes, it's similar to um employees who retire um and and are granted the the retirement benefits um after doing 10 years of service and retire at 55 or better um that they and their spouses and or dependents would continue to receive the same um healthcare benefit. So that just uh extends that same term to uh board members who meet the requirements under this bylaw. So with this new language, we have another obligation that adds on the um board member spouse and registered domestic partner and dependent children. That's the new language. >> I think that is just clarifying what was would have happened in practice anyways that we those would have generally been extended because they

325um as a board member um your spouse's domestic partners or dependent um are covered under the district's health insurance. And so if you are receiving retired board member benefits um that would have extended >> that would been the same benefits that you were afforded when you were a board member. Yes. Okay. I understand that. Okay. So that's the clarification on that one. And then the one that comes next is um BB 9322 which is which is the agenda meeting materials. And why this one is germaine is because we had a specific issue that came up this particular um cycle uh that um I thought that was particularly important for us to clarify and whether or not this is um uh something if this is a an agenda item that we either want to pull and

326consider more clearly. I would like us to have understanding of why the language has changed in this one. Our previous language in this particular um board policy uh indicated that board members had the opportunity to submit in writing uh a request for an item for the next agenda. Um and that it was be taken into consideration by the board president in conjunction with uh the superintendent as they built the agenda. First of all, um I think that that has never been articulated clearly to the board, but if the language is is changed due to other circumstances that are legally required for us to change the language, then we can't do anything about it. But if I I do want us to understand this, this did come up this particular month. We had a board member

327who did ask for an item on the agenda and the comment that was brought to me was uh that I've told that board member that board member that I will confer with the president. So the conferring with me was I recited our board bylaw which was current at that time which was a board member has to provide that in written uh request 14 days in advance for it to be considered for the current board agenda. On the other hand, if it is seven days or less, it could be considered at the real at the discretion or it can be put on potentially for a future agenda. So, what's happened in terms of the language is the timelines have been completely removed and I think that that brings up um >> may have been removed, but

328you may have bylaws that speak to rules that you've created. I'm just pointing >> that. That's my point. That's my point is I do not know what precipitated this change and if it was uh precipitated because I mean we don't do we review these bylaws staff review these bylaws before you bring them to us. we do not as extensively. Um we do rely on CSBA and I mean the volume that you get um when we do our reviews um this we do look at this I can speak to past practice. We do look at this um they're presented to you to look at too um for discussion at the appropriate time. this is to adopt, but there's a time where you're doing a reading and that would be the time where the board would would

329dive in and look at things like you're bringing up right now BB9322. >> Um, your time to talk about all of this would have been >> No, I'm sorry. I'm sorry. I'm I'm sorry. You know, we have the right to approve or not approve. >> No, no, but I'm just saying that. >> Right. I understand. I understand that. My point of bringing this one up particularly is because it was particularly timely with an issue that came up, >> right? >> And I cited our current bylaw. And then when I looked at this one, I said, "Well, you know, just because it's here and it's updated, let's see what's been updated." And what's been updated is this. And this came as a surprise to me because obviously I did not go in and look at your,

330as you say, >> right? >> You don't necessarily look at them in detail. No, >> I did not look at it in detail before last board meeting. I looked at it and said, "Oh, there's changes. I'm assuming that it has something to do with ED code or something else." So, I'm asking for clarification on this. And if this is one, even if we approve this as it is tonight, I would like clarification whether we can pull this at at a particular point in time moving forward to reconsider whether or not we can put in defined timelines because I do think it's very important for board members to be able to understand can I ask for something the day before? Do I have to, you know, can I do this? and is there a timeline associated

331with it? And there's no timeline in the new one. So, I I think that for staff in terms of as you're bringing things forward to the agenda and I also would like some clarification because I think one of the things that um is particularly interesting to me as I look at this and I've chuckled at this over time because in my experience being the board president, the board president does not currently collaborate with the superintendent in agenda building. the board president has an opportunity to sit down in the week before the board meeting to review what's on the agenda and to see if there are any questions but the board president does not collaborate. So if we truly want the board president to collaborate in the agenda building then we need to change our practice.

332If in fact the ability for us to review it before a board meeting, I would say then we change need to change the wording from collaboration to review. But I would think that there is language in this one this particular policy as it's coming forward both old language that still remains as well as the new language that is problematic. And I would like to see as possibly if it's at the will of this board to pull this particular one tonight to say we would like to review this one in more detail. Is is there a a procedure associated with the policy? Sometimes there's a policy and then the policy will say XYZ and then there's a procedure associated with it. Maybe the procedure is what lays out the timeline. The board can pull any item

333it wants to. Um, right now you've made a motion to first and second this and approve and adopt this batch of board policies. Um, what I'm hearing you say is that you >> I can make an amendment to this particular >> No, no. I'm just I'm just bringing up where we're at. Let me go ahead and uh I would like to make an amendment to pull this particular uh board bylaw >> and they can do that >> and we can vote on the board bylaw and then we can go back and approve the uh approve the balance of the um uh of the um >> and bring back to you BB93 uh 922 >> for another reading in a future date where we can then have that dialogue um at a meeting and refine it

334to what this board wants. >> Okay. So, I have I I've I'm I'm making amendment to uh this uh motion that we have to approve these um um board policies and administrative regulations and board bylaws. Um is there a second? >> Second. >> Okay. Um is there any further discussion on that? Do you feel like this is something that's appropriate for us to to have further thought? house right now. >> Yeah, I think just Oh, >> yeah. >> I I think um Debbie was just >> made the motion. >> She did. >> Yes. >> Okay. >> But I have a question. >> No, no, but I made an amendment to the motion. And so the motion >> she needs to make the amendment as well. Is that >> No, she doesn't need to make the

335amendment. I can make the amendment. We we we approve the amendment and then we we then we go to the main motion and vote on the main motion. >> I would um respectfully remind that we have a motion and a and a second. We probably need to complete that. >> No, if you look at Robert's rules and our you have the right to make an amendment. >> Okay. >> And I'm amending the original motion. I mean I'm orig that that basically >> so we have a new amend we have a new first for amending approval of this and removing 9322. >> That's correct. >> Okay. So now do we have a second? >> Yes. Trusty Tanaka seconded. >> so if there was no further discussion I was asking for a vote on the amendment. >>

336You're correct. >> All in favor of the amendment say I. >> I. >> All oppose. Okay. Now we go to the main motion and that is to approve the balance of the board policies admin administrative regulations and board bylaws >> it that way. Yes. >> There is there any other discussion on those? >> Only kind of question I have is I know that we we do rely heavily on CSBA um to make sure that that this is all on the legal up and up. If we're pulling something out and potentially making changes to it, how do we confirm that that's still on the up and up? >> You know, there's got to be a reason, right, why CSBA made these changes. So if if we're making changes to what the CSBA attorneys are saying is

337legal, are we doing are we then doing something illegal or not as >> No, I I don't think so. I mean, I think that the point the point that we're looking at is part of bringing this back to us would look and vet that we are not uh abrogating the legal aspects of >> who vets that our attorneys. We no we would have the due dil we would do the due diligence to make sure we weren't in conflict with any of the laws that uh we're required to follow. Um the board I believe has um the ability to add its flavor to any board policy as long as it's not conflicting with ED code or any other of the laws that um we have in California or the or the US. >> And so there

338were two points. One had to do with the timeline and the other one had to do with um the collaboration of the president with the superintendent. If we're not in fact uh doing a collaboration, then we need to reward that. Or if we want it to be a collaboration, I think we need to clarify in greater detail what that's supposed to look like. Okay. So, we are ready to >> approve the batch minus 4432 >> minus. Yes. Any further conversation? Okay. Okay. All in favor of uh approving the um agenda item um 14.9 say I. >> I. >> Uh as amended that is uh >> I. >> All opposed. Thank you. It's the motion's approved and though therefore 9322 will go back to staff for review. Okay. Item number 15 information discussion. Um this is

339generally preuncterary but I will ask uh did we you know for any further comments on this particular item. We did not have any further any complaints this time did we? Okay. So this this uh sort of covers a a traditional or historical record that we normally don't have complaints here. And in light of that we will move on to item 16 which is adjournment. And unless otherwise noted, the meeting is adjourned at 10:10 p.m.