February 12 Board Meeting

001Good evening and welcome. I'm going to be opening the regular meeting of the board of trustees on uh February the 12th, 2026 at 5:15 p.m. Uh number item 1.1 roll call. Miss Parker, would you please call the role? >> Trustee Tanaka >> present. >> Trustee Hayashida here. Trusty Nem here. Trustee Periq >> here. >> President Sandi >> here. Item number two is approve the agenda. Do I have a motion for approval of the agenda? President Sandi, I'd like to make a motion to amend the agenda so that items 111, 112, and 113 are heard immediately following item 8, public comments. >> Uh rather than amend, would you like to make that as an alternate motion? Otherwise, >> yes, alternate motion. >> Okay. So, in other words, you move that we move those three items up

002in the agenda >> Right after public comments. Is there a second to that motion? Second. >> Is there any questions or or concern about moving that up for him? Anyone? Then all in favor of approving the agenda with the um uh suggested change say I. >> I. >> All opposed. >> Okay. Then we will be moving the uh uh we will be approve the agenda with items 11.1 2 and three moved up behind item number seven. Um public comments. Public comments. Close session. In accordance with government code section 4.3. Anyone wishes to address the board on any closed session agenda item may be recognized at this time. >> I'm sorry, President Sandi. Did um did we miss a vote on the approving the agenda? >> Did we? >> I think Troy made a motion, but

003I don't know that we got a second. And >> we did get a second. We did a second. Okay. And then did we get a vote? >> Yes. >> Okay. Sorry, we were just trying to keep up. >> No. Okay. >> Didn't hear the second. I'm trying to make this go smoothly tonight. Okay. So, in the middle of um public comments for close session, I don't see anyone in the audience. So, I will um I will go ahead and not complete the reading of that particular item and we'll move directly to close session. Item 4 uh 4.0. 4.1 is conference with labor um negotiation conference with labor negotiators um ACT. Uh number two is public employee performance evaluation superintendent. Let's recess now to close session. Good evening and welcome. Uh we are reconvening our meeting

004of the board of trustees on tw 212 um at uh 7:05 p.m. The uh next item on our agenda is to um which is item number five is to report out close session. Our report on close session item 4.1 we had a labor uh conference with labor negotiators employee organization association of cypress teachers. The board received information there was no reportable action taken. Item 4.2 is public employee performance evaluation superintendent. The board received a mid-year update on progress toward the 202526 district goals and strategies as part of the the superintendent's annual performance evaluation. Now, what I would like to do is to note for the benefit of everyone who is here, I know that the next item on our agenda is actually um 5.2 two where we're going to have the pledge of allegiance and

005um the we um have um Mr. Holman from Vessel School who will probably be introducing the Girl Scout troop. So, is Mr. Holman? Oh, I don't recognize you when you're short. You sure? Come on. >> All right. Thank you so much. Um, I do have troop 4048 and 3063 to do the pledge of allegiance. Please stand and join us singing the pledge of allegiance. Place your right hand over your heart. Face the flag. Ready, begin. I pledge aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. We will now say the Girl Scout promise. On my honor, I will try to serve God in my country, to help people at all times, and to live by

006the Girl Scout law. Okay, let's go sit down. want to thank the Girl Scouts for uh that wonderful pledge and uh reciting your um yes, please do stay. Good. The next item on our agenda is special activities and uh 6.1 is school presentation from Frank's Vessels Elementary School and I will again turn it over to Mr. Holman. >> Wasn't that awesome? Let's give the Girl Scouts a really big round of applause. That was so cool. All right, as Miss Shahada comes up, um I just want to say good evening everyone. My name is Mark Hullman. I am the proud principal of Vessels Elementary School. And before I begin, I want to um send a sincere thank you to Superintendent Salavs and the board for the opportunity to present tonight. Although kindness week has already passed,

007we are proud to reflect on what our students did during the week of January 26th through January 29th. It's a powerful reminder that kindness is not just an event. It is a way of life and a choice that we make every day. Now, Miss Shahada will give a quick overview and then students from room 28 will share what kindness means to them and how we celebrate it across campus. >> Okay. Thank you, Mr. Hullman. Hi, everybody. Room 28 is excited to share what kindness week looked like at Vessels. So on Monday, we kicked off with a kindness chain where students uh added extra kind words and actions to create a chain that was displayed all around campus. It was really cute. And on Tuesday, we did a positive sticky note wall. So they wrote something

008positive and then put it on a sticky note for again the whole school to see. And then on Wednesday, we celebrated caught in the act. And this is where students could be recognized by staff members when they were caught doing something amazing. And then on Thursday, we played kindness bingo. So, they got to fill out a camp bingo card filled with a bunch of kind things that they did and then they could win a prize at the end. And I just wanted to add that kindness is not a school thing. It's a way of living. It helps us solve problems, build friendships, and become the kind of community that we are proud to have. Now, you'll hear from 10 of my amazing students from room 28. Thank you. >> We're going to come up here

009one by one. >> Hi, I'm Matteo. I think kindness is important because it helps people feel helps people feel safe and included. When someone is kind to me, it makes my whole day better. Kindness is like a spark that can spread. Hi, I'm Leilani. Kindness is important because you never know what someone is going through. A smile, a friendly hello, or letting someone join your game can change how they feel. Kindness is a choice we can make every day. >> Hi, I'm Logan. Kindness is a why of life because it shows what we stand for. Not about it's not it's not being it's not about being perfect. It's about caring. When we are kind, we make this school a place where everyone can learn. >> Hi. Hi, I'm Habish. On Monday, we did the kindness

010chain and it was cool because we wrote kind actions and kind words. It reminded me that kindness can be big or small. Even helping someone pick up something counts. Hi, I'm Liv. On Tuesday, we had positive sticky notes for the kindness wall. I wrote something like, "You matter and you can do hard things." Seeing all the notes made me realize that encouragement is a kind of kindness, too. Hi, I'm Hudson. Kind helps friendships because it builds trust. If you mess up, you can say sorry and try again. Kind helps us fix problems instead of making them worse. Hi, I'm Kaden. On Wednesday, we did caught in the act and it made me want to do kindness even more. But the best part wasn't getting a surprise. It was knowing we were making our school better.

011Kindness feels good inside. I'm at Leilani again and and on Thursday we did kindness bingo and it helped me notice how many ways there are to be kind. You can include someone, give a compliment, help a teacher, or be kind to someone you don't usually talk to. Kindness is for everyone. Hi, I'm Dominic. Kindness matters in our community because it brings people together. It helps us respect differences as take care of each other. If we want the world to be better, we have to practice being kind now. Hi, I'm Mishka. Room 28 made a kindness video to share what we learned and spread kindness beyond our classroom. We hope it inspires you to keep choosing kind words, kind actions, and kind hearts. Here's our video. Why is kindness important? Because if you're kind to others,

012kindness comes uh back to you. >> Kindness is important because you make friends and you make people happy. >> Kindness is important because you get to help others and treat people how you want to be treated. What is this that I'm looking at? >> The kindness wall. >> And why did we make a kindness wall? >> That people could be more kind. >> And why is it important to be kind? >> To make the world a better place. Be kind. Yes. Be kind. >> Be kind. Remember to be kind. >> Remember to be kind. to be high. I'm going to take it one step further. I'm going to stand up and applaud you. >> Can everybody join me? We're not finished. We have one more. We have one more student who wants to talk to

013us. >> Hi, I'm Riley and I want to close with this. We need kindness in our school and community because kindness is how we take care of each other. It helps people feel seen. It helps people feel like they belong. At Vessels, we're not just learning reading or math. We are learning how to be good humans. If we can keep choosing kindness, even when it's hard, our school becomes a better place where everyone can grow. Thank you. And let's spread Let's keep spreading kindness every day. I want to thank the Vessels family for pulling all this together. This is just phenomenal. I'm so proud of all of you, boys and girls. And I know your parents are proud of you, too. You're you're developing the kind of character that all of us wants to see

014in citizens of our community, our state, and our world. It sounds like you have off to a good start in terms of moving towards that adult place where we know that many adults aren't necessarily kind, but you are going to be shining examples as you move forward. And I wish you best luck as you go forward. I'm going to smile every day thinking about what you all just said to us tonight. Those kindness chains that you put together at your school were just brilliant. Um they show that we can get tied together in so many different ways. and the fact that you were here tonight that want to share with us. I'm just so thrilled that you had that uh desire to come here tonight and be with us. So, thank you. I'm going to

015ask if my fellow would you want to stick there for us just a second? I think that I'm not the only one who maybe wants to say a kind word of to to some of you. So, I'm going to turn to my left and see if somebody wants to like to speak. >> Yeah. Thank you so much for sharing with us tonight. I think there's so much that adults in this in this room and who are watching can take away from all of you and learning from how to spread kindness and hearing what you said. Um, as you all know, I'm a proud Vessels parent as well. So, I heard um all the fun exciting things that happened over the week um at my house. We talked about it every day and so thank you

016so much for sharing with us and I hope you guys can continue to be kind leaders at Vessels and out in our community and show all other kids and grown-ups what that looks like. So, thank you. Um, this is another one of those times, and I know I've said this before, that, you know, I it makes me question if I should be wearing makeup or eyeliner to to the meetings just because I'm I'm, you know, almost in tears at how beautiful and amazing the message was that you guys um came to us with today. And I I feel like um the past couple weeks have been kind of tough and for everyone um but I think that it was a good reminder coming from you guys especially that this is you know this is why

017we do what we do and um yeah it was just just spectacular. So great job. You guys were amazing up there. So confident and um yeah good good job all around. Thank you. I also just want to say thank you and you guys are so articulate. You have fabulous future leaders. Really appreciate it. And Principal Homeman, you do a great job. Appreciate you and all your staff. Um and then I guess lastly, just look like so much fun next year. Invite us to visit. Thank you. >> Thank you, Dr. Holy, Miss Shahada. it. This is such a great thing. I heard my son talk about all the great things he did for kindness work uh week. It didn't even come close to what you guys presented today. He I really appreciate what a great job

018you did. The life lessons that you're teaching these kids about what it means to be for the community spreading the message about kindness in the community, being a part of that, how kindness is everywhere where it comes back to you. There's, as Trusty Needm said, there's a lot of things, you know, adults can learn from that and I really appreciate everything that you guys did. Thank you. >> And just the final thank you, Mrs. Shahada and uh Principal Homeman and all of their Girl Scouts that are sort of hiding back there behind everybody uh for your presentations and leading the pledge of allegiance tonight. I know that the next order of business is for a few certificates. So, if all of you will stay here and also if our Girl Scouts will come forward as

019well, I believe that Mr. Holman uh and uh Superintendent Salavs and myself would love to be able to shake your hand and share a certificate with you. He's got his camera. >> All right. First, we have Bianca D. Bianca, come on up, Bianca. And then we have Clarissa D. Clarissa, come on up. >> Finley P. Finley, come on up. Finley. >> And we have a sibling thing going on here. We have Florence P. Florence, London M. London, come on up. And I believe that's all for the Girl Scouts. And we're going to move into our room. 28 performers. We have Mishka B. Mishka, come on up. Dominic F. Let me give you a little a little tip. You guys got to smile as well. Just smile. Just a little fake it till you make it.

020We have Alina F. >> She is not here. So we have Riley G. Riley Leilani G. Havish G live in Hudson P. >> Okay. Oh, sorry. I'm making it difficult up here. Kaden T. Logan V >> and Matteo W. is going to come back. Where is she going to stay down there? >> Is she Is she so tall? They're going to >> maybe Carrie I always look so short in all the pictures. >> Do you want me to duck a little bit? >> Yeah, that'd be great. Thank you. >> And you know the way to do it ladies. >> Okay, Lydia. >> Guys in the front, take your take your certificates and fold it back. Yeah, there you go. Now you can hold it. Put your put your put your cificate down so we can

021see your face. >> We want to be able to see your face. >> But you can open your certificate. >> Put it down. >> We're still working on that. >> Yeah. On the end. >> Now you'll all look the same. Oh, no. >> There we go. >> Hey Did Larry get in? >> I think so. >> All right. Okay. Good job everybody. Good job. Great job. Great job. Yes. >> I know this is a school night and so we're going to take a five minute recess for friends and family to uh collect all the littles to prepare to go home to what maybe dinner to take a nap to take do homework whatever you need to do. But congratulations. And uh it is we're recessing now about 7:27. We'll come back at 7:35. kind tonight

022and uh and so I'm going to ask all of you to put on your best faces too and try to be kind. We're going to be working together on this. Um our um next uh item on our agenda is item number three. We do have our um what is it? Uh 4 point no >> 6.3 6.3 staff report uh staff report a local control and account accountability plan progress update. Um could I ask Miss Tandy Taylor to come forward? Good evening, board of trustees, superintendent Silav's, cabinet, and guests. Tonight is uh my opportunity to come before you to present on the local control accountability plan update. Um sorry, he's catching up. I started too soon. What is the local control and accountability plan? Um, it's commonly referred to as the LCAP. The plan describes the

023goals and the actions and the expenditures as required to ensure uh positive supports and outcomes for what we often say is the unduplicated counted student which means socioeconomically disadvantaged English learners and foster youth. It must address their academic and social emotional as well as behavioral needs that have measurable targets based on student data and input from our educational partners. Um, for your convenience, I have listed a timeline. This is an at a glance local control accountability three-year timeline that shows you the plan cycle. For your convenience, I've listed the dates so that you can see where we are as a district in the timeline. We are currently right in the middle of this three-year cycle. If you look at, you'll see February of 2026 there in the middle. The LCAP is intended to be a

024comprehensive planning tool to support student outcomes and is an important component of local control funding formula or also known as LCFF education. We like a lot of acronyms. Um under this um LEAs, local educational agencies including school districts are required to prepare an LCAP to describe how we intend to meet our annual goals for the pupils with specific activities to address state and local priorities. This is according to EDC code. In 2023, EDC code was updated to add a new requirement. It requires districts to present a report on the annual update of the LCAP and the LCFF budget overview for parents um on or before February 28th at a regularly scheduled board meeting. Thus is why I am here. The next slide shows you a more intimate detail of what we do each year. Um

025this will show us as we do travel through the time for the year of what we are doing. So what you will see here is what we start in the beginning in October and what we're presenting, how we collect our data, how we analyze it to when we come before you again in June to present the LCAP. If I go back a slide, you will see that I will come back to you in June with an updated LCAP with information about how we progressed completely on our metrics. If you notice also in June 2027 is when you actually we write rewrite the LCAP. So right now we are in the middle. You are actually going to see a lot of duplication because we continue to do what our LCAP has been written for and has

026stated because that is what is making the difference for our students. We have three goals in our LCAP. These goals are aligned to the board goals, but they are unique because they do address the areas of need for our three student populations, foster youth, socioeconomically disadvantaged, and English learners. This year, we had the LCAP survey that we sent out. Um, we continue to monitor how we have um our different participants um contribute to this. We have our educational partners. This includes our families as well as board members, community members that submitted through our online survey. We have our certificated staff. We have our classified staff and we have students. The students represent primarily grades three through six, although we did make the survey available for families to allow them to give that survey to their

027young children should they like to do that. We continue to work with all our association and our families to best try to strive for a good um results in getting our LCAP survey. Um we I I want to note out of the um 187 educational partners, I can't quite tease it out, but I can tell you that we have um 238 families uniquely just in our f in our in our district. So, we do have a few other people who took the survey, but in our fam in our community, um, while we have a population of over 3,000 students, some of those families have more than one child in our district, so they um only took the survey once. Um, we we've had very strong participation by our certificated staff. Um I know our principles

028really try to support to give time for that and um I do work with both um our associations um and particularly in trying to encourage um them to participate because every voice is important including our classified staff. Our first goal is the highquality instructional program. You can see how our um two partners um rate our goals. The students do not receive this qu question as because they're they're not as um clearly understanding of what this means. and we we delve into different data with them. Our our goal is primarily focused around the multi-tiered system of support. And what does this mean? It means the first tier tier one is to serve all students. And you would anticipate out of tier one approximately 80% of the students would be able to meet expected the expectation of

029what the teacher is presenting. At tier two, um that's about maybe 15% or up to 15% of the population who may have some struggles and need some differentiated instruction in order to grasp the content in which they're learning. We do have some children who are few um that should be typically around 5% of your population in which you would have to go deeper and more intensive to really close those gaps and provide them with the necessary support. And this can take a long time. It's not necessarily a quick fix, but those would be how we would um support the students. across those tiers. Um, tier three students get everything. They get tier one, tier two, and tier three. For our high quality instructional program, we have continued to focus on small groupoup instruction. Um, and

030the teachers are becoming quite proficient and moving this out of our focus of English language arts into many content areas. Um staff has um principles are able to coordinate for data chats and intervention meetings as well as professional development is provided so that teachers can take immediate action in the classroom on the areas that we are focusing on. Um this year um based on committee feedback, student data um some of the professional development that has been um focused in on has been heard and benchmark phonics, math in benchmark with a focus on um small group instruction. Um new teacher training for thinking maps, writing best practices aligned to the preschool traditional I mean sorry preschool traditional kindergarten learning foundations. And we also focused on specialized training for some of our um staff that serve students

031with disabilities, particularly on writing effective goals, um crisis intervention, verbal deescalation, anticedant strategies for behavior support and behavior case studies. Um we continue to um see positive growth um in our students as indicated on our um star assessment both in language arts and math. Um the data was fairly close together. Um interestingly enough for English language arts we started at for the first assessment at 77% 77.1 and has moved to 83.1 and in math 77.7 and has moved to 83.1. um side by side with our teachers who are diligently teaching as well as our support staff in the classroom side by side. We also have our teachers on special assignment, our instructional lo learning coaches, our STEM TOSAs, intervention teachers. They have all fulfilled 331 TOSA tickets providing um support in the areas of consolation

032um consultation, coaching, demonstration lessons, instructionally instructional technology platform assistance as well as material usage and supplies. In goal two, this goal really is the focus on the home community connection. We realize this is extremely important as our parents are our first are the first educators. Um we have really found that the focus and the need um through um feedback from families is they really want those more intimate personalized um relationships to be built at the school site with um events that involve their children. Um we are really working and adapting and our schools do a tremendous job in order to offer those experiences and opportunities for parents to participate in their child's education. Um they principles um get input from PTA schools site council and other just one-on-one meetings. At the district, we continue to

033host parent advisory committees, the um district English language advisory committee as well as the district advisory committee that is required to review the ELCOP and make a recommendation of whether or not we move forward with it. Um our third goal is safe and engaging learning environments. This is important to note. The state actually defines this for as intendance as well as suspension and expulsions, which is one area that we continue to excel at. safe and engaging learning environments um is really based around um a strong behavior support system and social emotional pro our social emotional program um is something that has really impacted which does then play into that attendance as well as um behaviors. We do um administer something called the sabers. It is an assessment that is one of the um only assessments

034that actually is um approved by psychometricians to actually measure what it's supposed to measure. Um in which staff then are able to um assess the student and have um potential problematic behaviors and indicators for resiliency and well-being. These um assessments are able to pinpoint domains and skills um that individual students are struggling with. It aligns with the core competencies that you see up there, the five of them. um that we have been focusing on for the past three years. Um through this assessment, we have identified 364 students with some at risk behavior as well as 32 students um as assessed by the student uh the teachers as students with high risk um um needs. Um for our TOSAs on special assignment, they have fulfilled 111 TOSA tickets to address things such as check in, check

035out, um supporting students with center vvention, meet up, bunny up activities, teaching how to use the calm corner, and supporting our newly um approved curriculum. Second step, compositive behavioral supports and um intervention and supports is our district evidence-based tiered multi-tered support. It improves um behavioral outcomes proactively by teaching, modeling and reinforcing positive social and behavioral skills. It also impacts because you do this academics. It focuses on preventing problem behaviors through positive schoolwide culture rather than relying on punitive discipline. If you want to change behavior, you have to teach the expected behavior in which our teachers and our staff do a remarkable job. Each of them have identified their own expectations in which they hold two assemblies annually to review how this would be implemented at their school and they help the students to teach them

036of what this would look like. This does not mean students do not have consequences. It just means that they are expected and taught how to perform their expectations at their age. Over time, you can see how our educational partners and this is the uh adults overall um look at and and self assess um the goals. So for our staff it's about more a little more about a self- assessment as well as then our um educational partners of their view of how um they feel um we are moving towards our expected goals. At this time you will see that we had a little high a little bit of a dip. We do not have a pattern at this time. So we won't know um what what the outcome is yet. you have a supplemental document for

037data analysis that is going to be made a public um available to um staff as well as to the public. Um because we are consistently analyzing and looking at the data and the metrics in which we have determined we are measuring ourselves. We are overall meeting all of our targets. We do have some areas of need particularly with students of special needs in which we are trying to close that gap to make it smaller. Um Dr. Dr. Gibbs did present to you back in November um all details about the academic performance um in which she shared much of the data that is contained in this workbook. Um lastly, as required um we must share with you the updated um budget overview for parents. In the first column, it just gives you the item of um

038how much of the local control funding formula funds we received as a district. How much funds are targeted to support the students that are the most vulnerable. In the second column is what we um adopted and said we would fund towards our um our supplemental funds targeted for those students. So you will see our overall budget is u just under at the time was um under $40 million and we had about a $3.5 million that needed to be targeted for the students. At this point in time, I have um we under um the requirements of EDC code, we must report of where we are at. And so you will see how much of the funds that we have expensed um according to the I say the date that David gave me the data. I'm sorry

039I don't have it here, but you can see that um we we are on target. Much of our um funds um are things that we um already have in place such as salaries or services or products that were purchased um at the end of LA beginning of last year. I should say in Julyish in order to be able to implement this year. Um that time that provides you all with the information of where we are currently um in implementing our local control and accountability plan. Thank you Miss Taylor for your report. One of the things I would like to uh compliment you on for including on this report which I think was very helpful for clarifying some of the additional um information um about the LCAP was where we were in the cycle and uh

040you had uh slide number three and four that gave the uh timeline and um uh the expanded timeline information and I think that was very helpful for me to be able to um uh put everything in context with regard to what um you do on an annual basis for this particular program. I think that one of the things that was concerning for me was is and maybe I'm wrong um but this uh this document that we you just shared with us didn't get dropped into the um agenda until today and it would be helpful if we have that in advance so that we could look at the data and compare it a little bit more deeply to previous year's presentations. So if um as we move forward if we could have that in a timely

041manner that would be great. President Sundi, I'm sorry. Um when we were when you had asked when board members had asked to have presentations in advance of the board meeting, I I said that yes, staff would do make every effort. Um but with some of them um some some are not always possible and some of the other work that's been done in other areas um that were other projects that we're working on right now for board items and actions, they needed staff just needed a little bit more time. Definitely every opportunity that we can provide it early is our intention. >> Well, and that's all I was trying to say. I wasn't trying to say, hey, you know, this is horrible. But, you know, it is helpful for us to have information in advance so

042that we have the ability to parse it. And uh so to that extent, I will um >> I have a question. >> Go ahead and pass over to my other trustees uh questions or or comments. Yeah, >> trustee um Tanaka. >> So, superintendent laws. So, you know, and I kind of confirm with, you know, trust and president Sundi on this. Is it possible then because it's so difficult to continue to try to look through this and this slide deck is a great slide deck, right? To give the speaker the respect of actually listening to instead of trying to figure this out because we have any possibility to see this. We went through this with ELOP. We went this with LCAP last time and again today. You know, how do we continue? Can't we postpone this

043till at least we get the documentation up front? >> We have to do this update at a certain time. So I guess the challenge is Tandy has to have time to do the presentation. She she pulls all the data after the after the LCAP survey closes and she needs time to crunch it and then to be able to um do the necessary presentation and reports that she has. So in addition to all of the other responsibilities that she also has to attend to. So, it's not that I understand what you're saying. You you want to show respect to staff so that you can have this and be able to attend the presentation and be prepared and we we don't we want to be able to assist you in that, but just sometimes with a limited

044staff that we have and all of the responsibilities, sometimes it's just not going to always be possible. >> Could she start a week ahead of time and then this way we get it ahead week ahead of time? >> If nothing else was going on in the district, that might be possible. But if there's a student emergency over at the preschool or different things, she has to prioritize that over a PowerPoint. >> Thank you. >> Just a logistical question. When when did the when did the survey close? >> It closed the first week in January, I believe, after the holiday recess. >> Okay. Um I I note that Trusty Needm has a couple of questions and then I want to follow up with a couple of uh other things. >> I do. Thank you. Um I

045have a question in regards to goal three. Um I think this was something that I was looking at last year as well. Um when I look at the educational partners which I believe is parents, is that correct? >> Parents are considered educational partners. So >> their their reporting is lower than staff. So my concern is that staff are boots on the ground and 32% of staff is reporting that this the third goal is either slightly effective or not effective at all. Um so what are we doing to address those safety concerns that are being raised by staff? Um last year one of the things that we did add was the um social emotional um I'm sorry we had Cassie added to provide that and then we've added the uh student supports for which is Melanie

046Braybaugh who has been in the classrooms um has helped create behavior plans has done um a significant amount of work to be able to try to address that. Um this year there has been some extraordinary challenges that staff has um experienced um in which she has been trying to as one person address all across the district. Um in addition we have been providing I'm kind of I have to pull back my notes but the training that we've really been trying to do around um crisis prevention deescalation strategies and strategy um strategies for behavior support and looking at those behavior um cases. Um, we're working on trying to create and look as as we get more input around the the professional development that could be feasible for next year as well. >> I could I follow

047up on that question? >> Yeah, I was going to follow up as well. >> Oh, okay. Go ahead. >> Well, so my question um is how are if if there are things in place, how are we measuring the um usefulness of those programs that are being put in place? because my concern is that there's a third of staff who's saying that, you know, it's slightly effective or not effective at all. So, if we're putting something into place, how do we know that that's effective? >> Um, so for the individual students, we can see what their outcome is in using the Sabers data, we're able to see if we're we're seeing a change with that. Um, there there's different data points. Um, second step curriculum, I can say, um, you know, we we look at the

048implementation. I happened to be at a school in which a teacher who shared that has seen a tremendous impact and has changed the culture of the classroom um that had been very struggling into a positive um environment. You saw what u Mr. Holman presented. Um teachers are being very creative and implementing things to be able to support and work around. I'm not going to take away with the challenges that staff is also experiencing, but um we are seeing um and and getting feedback on some tremendous growth and positiveness that has happened because of the training and supports that they have received to be able to implement social emotional um competencies. >> So there's not necessarily data involved, it's just general feedback. Well, there's there's the sabers, which is an assessment that is valid that we

049use to be able to measure um the the change. And then for somebody that's in that tier three um would have data points to be able to see if things are moving and changing. >> And the sabers has been administered just once this year. Is that correct? >> I I believe it's just once right now. I think we're going into our second one. I'd have to look at the the calendar. >> I believe I think I asked Dr. Gibbs that question and she said it was later in the spring, you know, like the the other one. And then um Tandy, I know you were also sharing that um the TOSA student supports, she she um takes data on students in terms of the frequency and correct. Yeah. >> Yeah. So she goes in the classroom

050kinds of collects that data before crafting a plan and then works individually with the teacher because um we don't want to create a plan that's not implementable. um which sometimes that happens you know I mean you you think from the best of your intent this might work and then it doesn't but we also have to give things when you're extinguishing a behavior you'll often see behavior accelerate um and so it's trying to stay to the plan sticking to the plan being consistent with the plan while you're teaching the student so and all of that data we're also tracking we also have um uh for students with special needs we have some behavioral um BCBA a board certified behavior analyst um who um also provides that data and tracking um and additional support for students um

051who have been identified needing that level of support. >> Well, so my followup on that particular question is um because I didn't have a slide package to look at early when I was doing this. I went to last year's slide package and so then when I got your slide package this afternoon, I was comparing it to this one. And on this particular item, I was noting that last year um both the educational partners and staff were um a lot more positive about the effectiveness of the program than uh they were this year. So for instance uh with regard to the educational partners there appeared to be a um let's see 21% um felt that it was slightly effective or not effective at all whereas there was only 12% last year. So in other words there

052seems to be a significant decline in the educational partners feeling content with or happy with what is going on. Um similarly to the uh the staff um it was 24% last year and it's 32% this year. So again I know that you say that we don't have a we don't have a um uh a chronological u set of data points to suggest what may be the cause of this. But I think maybe that's what uh Trusty Dino was getting at is how do we effectively this is this is um this is more qualitative data as opposed to uh actual data that talks about the success of the students. And for our purposes, you know, we're looking at this and we're saying, okay, you know, what what's going on here? You know, how can we where's

053the deeper dive and how can we I I know that your presentation is strictly on the LCAP and that you are reporting out this kind of data because this is what's required in the process of the um of the plan is to have the survey and to have survey results. But how do we tie that together as a board to understand the effectiveness? I know that you mentioned the the sabers as part of that and I appreciate that that does but you know the linkage of that with for us who are very lay in terms of understanding of all the educational process how when do we get how how do we find how do we make those connections connect the dots if you will that's a great question um it's important to remember we just

054received the data so to go into that deeper dive is actually essential it's one of the next steps that we'll be going into to better understand that at um we we have to pull that apart. So that's the next step of working with um our our associations, working with our committees, working with our principles, working with our parent groups to help really understand. I can say um for some of the things that I I we do get in that survey um while we are referring to um behavioral needs sometimes families will read that um as well as and and they'll attribute to like well there's gopher holes, right? So they have rated it it in a sense lower for for that point and not understanding the purpose of what that goal was even though we've

055provided the link to the plan provided as much write up as we can without trying to be overwhelming. But you are precisely right that's a that's a fabulous question. It's something that's I think all of us are very concerned about is how do we address it and work together as partners to figure out why what are we going to do and it's dreamer it's a goal. So there's lots of layers within of what we're doing for that supports in order to get to that um achievement um around the behaviors around everything. So part of it is the the second step curriculum, part of is that the assessment is our um PBIS program. There's just multiple pieces to that. So is there a part of that that's not as effectively implemented? Is there something that someone

056needs training with? how do we have the right supports in our district um to be able to um to effectively um support the children and the teachers to to get the the content that they need. So there there's just so much into that, but that's the step we're at right now. >> Okay. >> Another question. >> And and then I just have one other question while I'm still on a roll here. Um I know that you indicate that we have um 920 students who uh participated and uh none of your slides address um the satisfaction of the students across each of these three goals. Do you have some >> students would not actually assess the goals but you do have in that assess in that packet um questions that are specifically um asked to the

057children that are um aligned and more developmentally appropriate for them. Um, so in the the supplemental data packet for data analyst analysis. >> Oh, well since I didn't see that. >> So there there are I'll I'll walk you through. So in the beginning of it, you just have um demographic data um for people and then there's just some some a section in there for people to take notes on. >> Okay. Thank you. I mean that that will help me. Um obviously these things materialized on my desk and I had no context on my desk. Okay. So, I'll move on and let others ask questions. Um, >> I got a couple questions and thank you so much. Like I said, this is I like the data on this, but so is our expectation the next final

058report is going to get to more granular level that's going to be able to give us that data. >> So, in the so within the LCAP um which is available to you online in in detail, you can see the specific metrics. So we will have said that we will meet um 67% um student performance meeting expectation on um math and CASP and so all of the measurements that we had identified of how we're going to track achievement attached to our goals because remember this is for the students also in those three categories English learners foster youth and socioeconomically disadvantaged. So within that we we pull out very specific data that we're required that aligns with the state priorities as well as local um and we have those metrics. So that will all be in there

059and um right now except for one area and that's the students with disabilities we still have not met the metric quite yet. We are on track of what we have identified as a district we would measure ourself to be successful. So um I I don't want to take about when people are saying I'm not seeing it as effective but we're seeing the data to show that the growth is happening. Okay, because what I would, you know, this is just me personally. I know I brought this up be previously and I know it was the first year I didn't see it and then last year I saw it and now I don't see it again. It it's very helpful to instead of a percentage, we don't know what that percentage is. Right? Is it 100 people?

060Is it five people? Right? So that's where I know last >> the the quantities on the front of your slide of how many participated that's the first one. the educational partners had 187. >> But like when you look at the goals, everything's a percentage, right? So it it's hard to tie that back to that. And then when I'm looking at like educational partners, I understand it's there, but then without a symbol or table that says, you know, this has parents, this has board members, this has the community members, right? It'd be helpful if we could break that down even more granular to find out how is it 100 out of the 187 is it 100 community members that were able to provide us that feedback. We don't know, right? I >> I can provide that

061in a Friday report with the breakdowns. >> But that's the kind of detail instead of just the raw number or a percentage what how we're even coming to that. >> But the the that's the the issue I think we've been harping on for I've been harping on and I apologize for that for at least a half a dozen meetings is percentages mean nothing. >> Yes. >> I don't understand how many families reach out. I don't know how many students reached out. I am having I'm frantically flipping back and forth between the questions to try and figure out like why are sa why is safety and engagement as part of one goal. To me, those are completely different elements. I'm seeing the student input survey percentages in here separately from the educational partners percentages. And I

062don't know if I'm just missing the staff input survey percentages, although that's like on on the I see another column for the chart, but I'm I'm not I is that not part of this the attachment? >> Um the in the attachment here? >> Yeah. So I I see like because one one of my one of my initial >> sort of confusions when I saw this was well goal one I understand you're you're talking about high quality instructional program right so those I can sort of guess what those questions were communication involvement I'm like I get how they're related but like they're not identical questions that you would ask the third one which is the most concerning in terms of what other board members have talked about which a third of the staff doesn't you know

063feel like it's safe or engaging. My question was well do they think it's not safe or do they think it's not engaging? So then I went back to the attachment to see what the staff thought and I don't and again I don't know if I'm just missing it but I don't see the input survey from the staff in here at all. So, I don't have the data on not only do I not have the data on how many people responded. All I have is percentages, but I don't have any data on what whether they were upset about not you know whether they thought that the insufficiency was on the safety part or the engaging part. >> The the question for goal three in which you're saying that that is the goal and so that is

064how they're rating the goal. That is the the overarching area of it. So, I understand what you're asking, but that's what the goal is. It doesn't ask it separately. That is just please identify how you view the goal's effectiveness. And so, if you refer back into the LCAP, it provides the information and defines what that means. >> Well, engagement and safety are separate questions. >> So, I think what you're saying is is that >> there's three questions just to rank the goal, their progress toward that. Then there's granular questions that get into some of the >> So the survey had multiple multiple questions and I think that's what you're getting at is is that some of those questions would probably speak to safety and the other part would speak to the other part >> but

065you've collapsed it. You've collapsed it >> uh for a singular for a singular um and so yes but I I also looked at this. We don't have anything for staff on this supplemental you know the supplemental data. So, um, and I think that what, uh, Trusty Tanaka was asking for is yes, this the percentage does help us, and if that's how you have to assess it for the reporting purposes, that's great. Uh, please continue to do that. But for us, when you're reporting it, we would like to see the actual number. So, in other words, if it's 80% of the 187 people who responded, I don't have to go back and do the math of figuring out how many actual people actually responded to that particular question in that particular fashion. So, I mean, I

066think that would be helpful and >> it's provide that. It's there. It's it's just trying to make it visually um legible. So, we can provide that. Um okay, >> data. We'll have to clean it up to make it a little more pretty for you, but we can provide that. That's a pretty we don't need to be pretty. >> They're all smashed on top of each other. You need to be able to read it is what we would have to Well, when you do percentage, you can go ahead and say 78% and then in parenthesis 10, which is the actual number that actually responded or whatever it might be. So, I mean, that's not a cleanup kind of thing that it it pulls from a table and populates. So, it just we will play with that.

067I I hear what you're saying. >> So, I I hear what you're saying too then was what you're basically saying is you're not creating all of this. You're pulling it from actual tables to actually create presentation. We've crunched the data, put it into the file, cleaned it up to be able to put in a presentable and I hear what you're saying and so we will work to be able to address those needs so that you would have that information. We do have the data so we can get that to you in the near future. >> Yeah. But but I feel like we've kind of asked for some of this before. Would it help if we annotated the presentation with the specific data points that we're looking for so that those could be included in not

068in I think someone said there would be a final version or like a a version down the line final report >> a final report >> there won't be a final version of this PowerPoint you'll get the LCAP um update to approve in the end of the year but certainly if you would like to mark comments on the PowerPoint and share share those with me. I can get those to Tandy and she can um provide that um additional information so you have all of that in a subsequent report. >> And and I kind of also maybe this is not the time to do it, but just want to talk about this this trend of the presentations being insufficient to the point where we then have to rely on the Friday reports. And I can't keep track

069of all the information in the Friday reports. There's a lot of information in there. So for me to for for you guys to have the expectation that then I need to go to the board meeting, I get insufficient information, I need to go to the Friday report and track that Friday report back to the information that I require. That's a lot of additional time. >> So what I'm begging for is just clear presentation of the data that we've asked for. That's that's all and that's all I'm going to say about this. Well, I would say that there's one more thing, and I wasn't going to say anything about it, but and it's something I've asked for consistently across the years that I've been sitting on the board. When it says that the agenda with staff

070report, I expect a staff report, and it's not it's not specific to this situation, but this is consistent with this. Tandy Taylor, executive director, educational services, that's the most of this particular sentence, will provide the board with an update on the district's local control and accountability plan. That's the staff report. That's not a report to me. Um that's you're going to present something on the plan. And without me going back and remembering and finding the previous report, I then have to figure out what are you going to do present present on. And um I I'm just because you're here in the moment. It's not you specifically, but many of our staff reports are so minimal that they say nothing. You could have a line item, the heading staff report, local control and accountability plan progress

071update. And that is essentially what the staff report says. It's going to be an update >> that doesn't include the staff report in the attachment. >> There is no staff report. Well, there was no stat there was no there was no supporting documents initially when we were supposed we're being asked to actually read this and we're being told that when we get the report on a Friday that we're supposed to let staff know uh by Monday or Tuesday any questions that we have about anything that is being presented to us in the agenda so that the uh superintendent can direct that to the appropriate staff member to get us a response so that we are not asking all of these sort of uh det detailed questions at the board meeting uh and trying to get

072the answers at that particular point. Um and when we have no information and as I suggested this particular report did not get dropped into the file into the file until today. I had already done my homework. There was no file here. So I had to go back to last year to see what was presented last year. I downloaded a copy of that so that I had the opportunity to look at what last year's reports uh information was so I could compare it to when we finally got the report today. And when I got the report today, for the most part, most of the slides were essentially the same slides from last year with updated slides. And that was the reason I said thank you very much for the uh timeline updates, but I want more

073at the front end because if I'm going to do my homework, then I expect to have information to be able to do that homework with. So I I that sounds that sounds um maybe that sounds uh not kind, but I would like to say that this is not directed at you and your departments per se. It's directed to all individuals who are doing reports for the purposes of the board to review. And as I told um as I as I mentioned to um um sup assistant superintendent um uh Larry Fchaw the other day, I said we really want the reports. Um, you know, you can have an executive summary said that it's going to be an update, but then I want to have context and some additional information as to and one of my questions

074tonight until I saw the two slides was where are we in the three-year cycle? I didn't know. And so it didn't help me to not know where we were in the cycle until this afternoon. Um, so please, please, please understand we're we're we're crying out for information >> timely. >> We timely information and it's not it's not intended to say, you know, to put extra stress or pressure on it. But these are the points where we are expected to make decisions. I've had people tell me that if whatever organization it is, that is a public organization that has public funding and so forth that is required to have a board by law or EDC code or whatever it is. If ED code didn't require it, the organization wouldn't have a board because they don't need

075us. Well, I'm telling you right now that I am I'm I'm at a point where I'm saying, you know what, I've had a lot of faith and trust in the district across the years. And there have been meetings, I agree, where I have not been as prepared as perhaps I should have been. And um um but by the same token, I have always appreciated when there is good information for me to look at and to be able to dig and do a deep dive in and to try to figure out where are we, how does this figure into what it is that we're supposed to be in to do as in terms of our accountability to the community. And um what the interesting thing was today, you know, most of us are doing these Google

076Google searches and I said, well, what is LCAP? you know, just right off the top of the head, I didn't want to have to go back into all of the agendas to find LCAP. I kind of I I know what LCAP is, but the point was I wanted to see and one of the interesting things was is that I went ahead and said because, you know, somebody said something last night when we had our special board meeting and said, you know, um, well, you know, we're going to hold you accountable. And I thought, well, what are we really as a board accountable for? And lo and behold, you know, AI popped up and said, you know, LCAP's one of the things we're accountable for. And um if we're accountable for it, we need to have

077that information in a timely fashion so that we can clearly understand what's going on and not be in the process of just rubber stamping something so that we can ask the critical questions and sort of you know help help in terms of any kind of processes that are within our responsibility portfolio to move everything forward. Um, obviously, you know, the budget is also one of those things that we're accountable for. And the third biggie is the superintendence. Um, you know, we hire the superintendent. So, we have three main responsibilities. And so, the LCAP is up tonight for us to consider and uh have an update on. >> It It's just an update. There's nothing for you. There's no action. >> I know. I know there's no action, but when we don't have a physical update

078to look at and get critical questions in advance or, you know, to develop critical questions in advance, we're we're coming up with questions in the moment. >> So, I'm going to stop there. >> I think it goes deeper than that. And that's why I was asking superintendent if we could really get this in front because we got a lot of people out in the audience, right? They're not here. I hate to tell you they want to know about LCAP but look it without the information look how long this topic has lasted if we would have got the information ahead of us we would have been able to read the information provide the time to the flow of this topic would have been done like that same thing with elop last time look at that topic

079went two hours because we didn't get the presentation ahead of time you know that's where if we can do this let's work together because at the end of the day we got it >> we definitely want to work together. We definitely want to provide you the information that you need. We're not being purposefully um incomp not compliant. That's not the intention. Um staff works very hard. We've gotten you a lot of the presentations in advance. Um we have we run a very lean district. We're going to be cutting more positions. Um I wish I could promise you that we're always going to have things weeks in advance. We will continue to do our best. Um, it's just the challenge of the reality, but we will continue. We've heard your input this evening and we will

080continue to work on that. >> The the I I two points I want to make. We're not asking for things weeks in advance. I just don't want to be flipping through pages the day of the meeting. That's the one thing. And then, you know, on I really like the theme of today is kindness. And I I genuinely think it is it is not kind to to kind of continually do that to the board where the information that we're asking for is is not provided. And at this point, given everything that we've discussed, maybe there's a certain um I don't want to use the word erosion, but there's like a slight mistrust in the information that's being provided. So I'm digging in even more to make sure that the information that I receive is accurate and

081I have enough time to look at it because of the the very consequential decisions we're having to make on the basis of these decisions. So that's where this is coming from is we're feeling sort of the gravity of of of things and not that we didn't before, but if a a rosy picture is being painted, then that's what we're going to react to, right? But at at this point, if we're continually not being provided information or being told that it's incorrect information, then that's very concerning. So that that's the place that that we're coming from. Well, then let me just ask, does anybody else have any questions specifically on this presentation tonight? >> I'm gonna I will annotate the presentation with my questions. >> Okay, >> I have a few questions. >> Okay, please. >>

082Um, so we've talked about the staff information not being in here. And as I flip through the the packet that was left on the desk today, there is uh student survey input. There's a section for community member input, which is open-ended questions. If there are also staff um questions that were open-ended, I'd like to see those responses um just so that we can look at um the slightly effective, not effective at all, and see if there if there hopefully there's information there that tells us why they they rated it that the way that they did. >> Our staff is educational partners. It's embedded. I would have to try to extrapolate that and read crunch the numbers to provide that for you. >> How does staff get included in educational partners when it's split out is

083educational partners and staff in all of the slides that you presented tonight? >> It had been asked before of who particularly took the survey. So, we split it out for your convenience. Um, I understand that has caused some confusion, but we have pulled that data together of all the adults that took it versus the students. So, we would just have to re um sort out the numbers so that you could see that separately. >> Well, then that throws completely out the door my understanding of what we got presented to you tonight. >> So, moving on. >> I'm sorry. Can I can I just clarify that? So, when I'm looking at, for example, because I just have it up, goal three, I'm looking at a gray bar that says educational partners and a green bar that

084says staff. Can you can you define educational partners and staff? >> Right. So in that one was the community. Um and then I recognize some of you have are parents. So you may have taken it under your parent lens, but you also had the opportunity to take it as a on an outside link because you you had that. So you could also be in a sense double dipping. Um so you could have taken it as a board member lens and identified yourself as a board member under um education partners, but you could have also taken it as a parent. So we separated that component out for your convenience at the back end when we said this is how the education partners we merged the data um we will just um pull that data apart to

085be um to do it because we just pulled all at the end all the adults together and had the kids because this is a data anal uh workbook that we're going to be using with a lot of people and so um if you start getting too granular with it then it's too many pages for them to try to respond to and and then we don't get good results in the information. So, um we we can definitely work to get that data separated out. >> But just when I'm looking at the colors, >> Mhm. >> green is staff and gray is educational partners. >> Staff being >> certificated employed by the district. >> Correct. >> Educational partners being everybody else. >> Students, families. >> No, everybody. >> Adults. Everybody's adults. Only adults. >> Every adult. So

086staff the green is anybody employed by the district. >> Gray is everybody else. >> Correct. Thank you. >> So okay. Well just based on that um explanation to me then looking at educational partners I don't think that the data will accurately reflect because we we want to know what the parents are thinking not myself as a board member. And so it really should be separated out. That's why I asked for it to be broken out at the granular level. >> So if you can break it out in that granular level, I think it would be helpful. >> Um I we would not typically um provide something that's under uh a number of 15. Um being that you are only five members. I will let you communicate with superintendents of whether you want your results because

087those become also said that the community had the opportunity to to take the survey and so I and coming would not be identifiable um with that. I'm just saying identifiable data um is protected. So we would not you your data if we posted it out there are five board members and so that is not um typically presented out in any um would you like that data you can direct that to superintendent Silvs if you'd like to see that data separately. Are you saying that uh educational partner partners is all adults that responded and that all adults are only parents and board members? >> It could be the community. So we had a handful of families um out in the community that took the survey. So if they answered one question, their answer was included in

088the data. that would be helpful for us to know what an educational partner is and have it defined clearly and to recognize when you're actually breaking out the um subsets. I mean I don't think it would hurt very it would be very easy that you've broken out staff between certificated and classified and students by themselves at educational partners the sheer numbers five board members two board members and you know how many community members literally community members and how many or more parents I mean >> we we have the parents have a separate link like I said some of you are parents so your data would be in there but not as um a board member but I mean still there to do that and it's still a parent response. >> Correct. That's what I said.

089So, we do have that data and we can separate that out for you. >> Yes, I think that would be helpful. >> How many questions total are in the LCAP? >> I don't know the questions um number off the top of my head. I apologize. I I I don't have it memorized. >> And the reason that I ask is is it the same questions every year that the parent that people are getting when they fill out the survey? >> Correct. That is what gives us our trend over time. It's how we have to measure oursel as a district to show either the growth or not growth. So, I'm wondering if that is factoring into the decline because it's the same questions every year and also if it's a lot of questions and I apologize. I

090don't remember how many questions there were, but maybe that is part of the reason that we have a decline. >> Well, we're not going to speculate on that. I think the question Yeah, >> it's something that should be considered. >> Here's the thing is, and no disrespect to the rest of the board, I don't think we're looking for the data that the board put together. It's the community. Okay? I know this is, but how are we trending this? Okay, because it'd be great to see the the historical trend. >> Uh, like I said, data is king on this, but if this is the first year we've opened it up to the community, this is the first year we've been able to open it up to the board. >> I I apologize. We we have made

091that survey link um for multiple years to our community as well as to board members. >> No, board members have not received it. >> If you look at >> We've never received it. We've never received a link. This year's was the first time we received a link. >> All the emails we did search from you LCAP. There's never been a survey. I checked with previous board members. They've never received it. That's why I had to ask superintendent Salops that you know there's a drop- down list. How could there be a drop-own list for community? How can there be a drop-own list for a board member? Because what I did is people were asking for this. I wanted to make sure the community gets as much input as possible. I took the link as a parent,

092sent it over to the community people, and I got egg on my face because they came back and said, "Thanks for sending us a dead link. The surveyy's already been taken." I had to then let Superintendent Salavs know that, hey, we got a problem here. How are we, it's a drop down thing, but we've never been able to give this to the community because it's a one-time use code. So by then and I said where's the link as well for the board? There's a checkbox for the board. That's why you had to extend it because you can't say it's due and not give anybody a link. So for going forward, I guess I mean because that was an issue this year and that's probably another reason why we didn't get the statistics and these packages

093um in a timely manner. But hopefully going forward, you'll be able to work all of that out and make sure that the links work and that the community is notified and then we'll be able to get our data in a more timely manner. Right. So, guess are we done? Any more other comments? If not, I think we need to move on because we do have quite a quite a big agenda tonight. Um, I do want to um >> I have one more thing. >> One more question. >> Yeah. I mean, I just kind of want to point it out that when we're looking because I'm just kind of going through this packet. When I'm looking at page 24 and it's with the students, um, all of the data is relatively similar minus this one question.

094Consequences for students who do not meet behavioral expectations are fair and it went from 86% down to 76%. It was a drop of 10% and I don't see that in any other question. And so this correlates to me with this goal three of the safe and engaging learning environment that the staff is reporting concerns and the students are reporting concerns. And so that kind of goes back to Trusty Hayashida's comment about looking at um some of the open-ended questions as well. What feedback can we get? and and I know we're not going to solve this problem tonight, but how can we address this if the data is showing that that concern is growing? So, this is just something that's top of mind for me um and making sure that we're kind of looking at that

095moving forward. >> Correct. That's the intent of the workbook to be able to get that information. >> And can we get that workbook electronically because the font is so small I can't see it. Thank you. Can I add one one more point and then I promise I'll let you move on. >> Um on >> particularly since you keep telling me that we need to move on. >> I know. >> Sorry I talk a lot. Um the page 18 that the other sort of student input um point that has made no improvement is that this school is clean and that looks like the lowest score like across the board. Mhm. >> So, um, again, same sort of suggestion, right? Like how can we >> that one I know it has to do with bathrooms and children

096complaining usually about the bathrooms during recess and so usually staff and principles help assist in understanding responsibility for um using the facilities appropriately. Okay. Well, then we're moving on. And before we move on to public comments, I do want to allude to what's coming after public comments. Uh prior to the board meeting um recessing, the board approved the agenda with moving 11.1 through 11.3 immediately to the top of the agenda immediately after comments, public comments. So 11.1 through 11.3 will be our first agenda items. Um, as we come uh out of public comments, and we do have a few public comment cards, um, item number seven is public comments. In accordance with government code section 5495 954.3, anyone who wishes to address the board on any item of interest to the public that is within

097the 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 referred and received by staff or 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. That means that we have three minutes per person within a 20 minute cycle for each topic. So we have several topics that people are responding to. So the total time for each item is 20 minutes. So it means for each item that people are speaking to, we can have up to 20 minutes for each item. Um, the first item on

098our agenda tonight is going to be Janette James, who is representing the uh Cypress High School Education Foundation. >> Do you want to Is there a red button there on the on the microphone? >> Now it's green. Okay, now you can talk. Thank you. >> Good evening, President Sundy, Superintendent Silva Sil Lav, excuse me, trustees and district leadership. Thank you for the opportunity to speak with you tonight. My name is Janette James and I'm honored to serve as the president for the Cypress High School Education Foundation and I'm here to share how our found foundation supports students, educators, and programs at Cypress High School. The Cypress High School Education Foundation was established last fall and exists for one simple but powerful reason, to support student success by strengthening educational opportunities beyond what public funding alone

099can provide. We believe that every student deserves access to enriching academic programs, innovative resources, and experiences that prepare them not just to graduate, but to thrive. The foundation works in partnership with the school, the district, families, alumni, alumni, local businesses, and corporations to invest directly in our students and the programs that help them succeed through fundraising grants and community partnerships. The foundation helps support scholarships, academic enrichment, innovative classroom resources through teacher grants, student activities, and programs that enhance college and career readiness. These efforts are designed to complement the district's mission and align with school priorities, always with equity, access, and student impact at the center of our work. Just as important as the financial support is the foundation's role as a bridge between the school and the broader community. It provides a meaningful way for

100parents, alumni, and community members to stay engaged, give back, and take an active role in supporting Cypress High School students and staff. We deeply value developing a relationship with the Cypress School Board and the district. and we are committed to working collaborative collaboratively, transparently, and in alignment with district policies and goals. Our success depends on partnership, trust, and shared belief that investing in education is investing in the future of our community. Many of your students will be attending Cypress High School. This is a time to start thinking about what you would like to see for your children's future school. As we look ahead, let us remember that having a strong high school leads to better college and career opportunities and a continued strong community. We strive to see that our students are prepared for their

101futures in college careers and as productive community members. I invite you to join our efforts to make Cypress High School a true community school that is supported by our parents, alumni in addition to local and corporate businesses. As we look ahead, the Cypress High School Education Foundation remains committed to collaboration, transparency, and impact. We value our relationship with AUHSD and look forward to developing one with all of you. Our belief, excuse me, on behalf of the foundation. Thank you for your leadership, your service, and your continued commitment to the students of Cypress Elementary Schools. We look forward to continuing to support the incredible work that is happening in our classrooms. Thank you for your time this evening. Thank you. Um our next individuals are going to be speaking and we have a pe what what

102we're trying to do is to keep everyone who is speaking on uh particular topics together. Uh so 11.1 uh we don't have any comments. Uh 11.2 two uh we have um two cards and I will uh have Sandy Benzil come forward and then I think we have Alicia Kaye uh who is wanting to speak as well. Uh so if Sandy would come on forward and as Sandy is beginning to get up here and ready and if you would just wait for just one moment just I I think many of you were in the audience last night for any of of you were not. We had a special board meeting last night. Uh item 11.2 and 11.3 were a very long deliberative time period that we spent uh on uh the topic. So, uh, if you

103were not here and wanted to watch what we actually had in terms of public comments andor board discussion, you can feel free to go to, um, the, um, uh, district. Um, um, >> No, I'm sorry, President Sandi. Um, we don't, uh, record special board meetings. Only the regular board meetings are streamed. >> You're kidding me. >> No, >> I wanted to see myself, too. Well, when we when we discussed um during the board self-evaluation workshop too, we discussed how special board meetings weren't streamed. >> Oh, I thought I saw last night it was showing. >> That was just so that we could get the audio recording for the minutes. >> Okay. Well, I would um I would um I I I All right. So, you can't >> But can we post the audio? >> Well,

104let's just go ahead. We I I you missed an opportunity. It was a good evening of discussion. >> I know, but I'm talking to the audience. So, yes. I'm sorry, Sandy. Go forward and process. >> We're back for round two again. My name is Sandy. I went to vessels. My mom was a teacher at King and Morris. I have two kids that go to Luther. If anyone was wondering, my mom's name is Carol Mey. She retired in 2007. She was an RSP teacher and a first grade teacher. Last night I talked about how I thought you guys did nothing to advertise about open enrollment again. No flyers, nothing on your Facebook. Guess what? 7 hours ago you posted. You Yeah, you posted. I bet it was so easy. Great job, but I'm taking full credit.

105So, you're welcome. Superintendent, shame on you. I looked up your salary. You were the one that needs a pay cut or take a furlow day for the year 2026. Who hires and who fires here? I'm new here. the board. Hi guys, help us out, please. Hold on. Oh. Oh, yeah. I am not over this old textbooks from 2008. We can't get new textbooks for history. We can't get dual immersion because we have no money. But I am here to save our teachers and the campus staff. They come first before the books because I know the state does not test on history. Tandy, yikes on that speech. Who hires and fires here? What is going on with this district staff? Get it together or get out of here. Board, please help us. You are wasting our

106time here in Traders is on tonight. Let's talk about Mercedes. She's a nurse that spoke yesterday. You give her a big award. And then what? You give her a slap in the face with this pay with this uh what's it called? Um uh >> yeah, pink slip. That's crazy. That is not kindness. Let's talk about the library. I don't know Miss Gardner, but she's a librarian at Luther, and my kids love her. She gives out paw tickets. My librarians at Vessels were Miss Panagus and Miss Choy. I still remember him to this day. It's not going to be fun when your classroom teacher is the librarian. That's what my kids said. I was a Viking and I went to vessels, but I am a bulldog now. Thank you for listening. Alicia Kaye. >> Um, so

107I spoke last night and I'm just want we we saw all these kids that talked about kindness. Where do you think they learned that from? They learned it from these teachers and the staff you are cutting. What? I listened to her talking and I'm like I never got anything in them email. I check my emails. I read everything that comes out from you guys. Why? Because I am my child's voice and I'm the voices for all the other Bridges parents cuz they all message me and they say, "Alisia, I cannot go cuz my kid is low functioning. I have five kids on the spectrum. I don't have money to get a babysitter. Can you please talk for me? Can you please tell them that don't cut our resources? Do not punish our children for your

108poor management. This board, this is not their fault. This is your fault and your guys's." superintendent. I am so disappointed. Like, you just heard her say, "You have the highest salary. Why are you not taking furlow days? Why are you guys punishing our people on the bottom ground working in the field?" I I've already talked to Mr. Tanak and I invited him to Read Across America. I'm inviting other board members and you from the district come to our schools and read to our students. Read Across America is talking about literacy. I saw something about more books for the library. Why you guys are taking the librarians? The teachers already have enough on their plate. They don't need to be in the librarian too. We need you guys to look what you are doing, how it

109is affecting our children. These children children are talking about kindness. Show them kindness. Show these teachers kindness because they are with them every day. And you guys are not you're not showing the staff kindness. And it is breaking my heart because they are looking at you to show as leaders. They're looking at you to show examples of what great people are. And I'm not seeing that. I'm hearing them talk and all I say is wow this sport is really cares about our kids. They want to know the facts. They they don't want you to see some random percentage. They want to know what is going what's money going to? Why how is it affecting our kids? Why are we cutting this? Why are we not looking at the top? Take furlow days. Look at yourself.

110Are you really punishing the teachers because you have a secret agenda because you don't like how they said something to you? >> That's not okay. I am I'm I'm sort of afraid to talk because I'm afraid that maybe you're going to punch my child for his IEP. That's not okay. I know they're afraid. I know they can't say anything because they're afraid that there's going to be something taken away from them. That is not okay. How I know this? I was a teacher for 10 years for TK. I know how this works. I stopped teaching in CO because my kid had to be on Zoom from 8 to 1:30. He was 3 years old in the special needs program. He can't do that. So I resigned and I decided to do hybrid with this teacher

111and I worked with her. You guys need to do better. I know you guys are not coming from a malicious place. I know it's not from anger or hatred, but you guys need to try to do better. Finding yourself to say, you know what, where can we cut from the top so we could keep these other people because you know what? They teach our kid kindness. They teach them to accept kids with special needs. My child has friends. He had a play date with neurotypical kids today. Why? Because these teachers, these staff taught them kindness, to accept kids who are different, to welcome them into their hearts. And if you're going to take these staff to support it at recess, at the library time, cuz my kid is in library. He wasn't in general at

112all. >> You want to wrap up your your comments? I'm sorry. >> Yes. I'm sorry. I'm just passionate about this. I need you guys to look within yourself to find what you could do within your level to make this better for our teachers and our children. I am very pro teachers and I love these people. They don't teach my kid, but they're part of our community. So, please look within yourself. And we have multiple cards for item 11.3 which is um so I'm going to ask um two or three people to to be in readiness in us for the um uh next person on line Mary Hine and Vicky Olman and then Kirsten Lariano and then Mercedes Cole. Good evening board members, superintendent Salavs, and cabinet. My name is Mary Hine and I'm the school

113secretary at Lendell. I promise I'm much more comfortable behind my desk than standing in front of this microphone, but here I am. I want to start by saying thank you. I've attended or listened to every board meeting and I truly appreciate the thoughtful questions and careful consideration you've given to these proposed cuts. I don't think anyone in this room underestimates how difficult these decisions are. As a voice for fellow classified staff, we also want to acknowledge something important. Everyone here wants what is best for our students. this or that is something classified staff, certificated staff, directors, and this board all have in common. However, we feel compelled to speak to something that hasn't been fully addressed. Many of the classified positions being discussed, health assistants, library clerks, LVNs are often misunderstood in terms of their

114day-to-day necessity. These are not extra roles. They are operational roles. They directly impact student safety, access, and the smooth running of our campuses. As secretaries, we understand the demands of running a school office. Any one of the six secretaries in our school can do the work. And we have done the work when there wasn't subs to help in the office. We give countless extra hours even when fully staffed. And we get through our days because of the support our office and health assistance. Um, but I'm not here to rehash those arguments. Many brave voices have already spoken powerfully about these roles and how cuts will impact our students. Um, what I do want to bring to light is something that seemed to pass quickly without much much discussion last night. The student information data analyst

115position. As part of the budget committee ranking process, several positions were lumped together implying equal value including LVN and the student data analyst position. Uh, this is a position held by one person. It supports every school in this district. He maintains our student information system. He ensures accurate reporting to CalPads and SACE. He generates reports, manages student data transfers, analyzes discrepancies, and interprets complex federal and state regulations. He develops queries, builds spreadsheets, inserts compliance, and resolves data issues before they become audit findings or funding issues. He's actually on my speed dial. Uh, this is not a visual visible role to the public, but it's foundational to everything we do. Without accurate reporting and data compliance, we risk funding, audits, and student services. And that pressure doesn't disappear. It shifts downward to already stretched sites or

116site staff. When we talk about cutting from the bottom, classified staff can sometimes be viewed as more easily disposable. But these positions are not interchangeable pieces. They are specialized essential functions that keep our district operational and compliant. I understand the financial realities. I understand hard decisions must be made. I simply ask that same level of scrutiny and questioning applied to other roles be applied to here as well because the impact may not be immediately visible but it will absolutely be felt. Thank you. As Kirsten comes on up, I would just like to remind those who are speaking to keep an eye on the monitor for uh your threeminut countdown. Uh since we have multiple people who are wanting to speak um tonight, please uh be courteous to everyone else who is needing to speak. I'll

117do my best. >> Okay. Um I have been struggling on how to address you all for weeks now. I have written speeches introducing myself, trying to be witty, trying to appeal to your emotions, trying to list facts upon facts like Mercedes has, which was amazing. Um, but all of this we've witnessed in every meeting these last few months. Each night I hear someone say exactly what I want to say, and often it's better than what I have written. Uh, for those of you who do not know me or might recognize my face but have no idea what I do, uh, my name is Kirsten. I do handle the payroll for the entire classified staff as well as our fine board members sitting in front of us tonight. Um, oh geez, my heart's beating so fast.

118I spend my time supporting my staff and I do call them my staff even though I am no manager because I am here to support and prioritize them so that they can spend their time focusing and supporting the entire reason we are here, the kids. In my own time, oh gosh, the clock. Okay. In my own time, I have had friend after friend uh proofread and edit and a draft after draft. And every time I'm left with this nagging feeling of to what purpose am I doing this? I have been attending every single meeting um available to me, including these three hour plus long board meetings, the union meetings that precede them, all of theformational meetings that Miss Lawrence was gracious enough to give us. Um, I even invited myself to the latest budget committee

119meeting as an audience member. I have cautiously picked for bits of knowledge and even double-checked the calculations presented by my new boss, which in hindsight is kind of a tough first conversation. Hey, I was double-checking your work. Um, but he's always been uh forthright and transparent and very kind in every interaction I've had. All of this was done in attempt to gather any information I can and to piece together the puzzle pieces of narrative we have been given uh so that I'm able to assist every single employee employee who has called me and pleaded with what am I going to do? Um I even had quite a lengthy story written out today addressing a baffling turn of narrative I heard yesterday making it sound like there was no knowledge or warning prior to Mr. for

120addressing this budget crisis. I may not have been in the rooms when the conversations took place, but I did witness my previous boss spend endless nights creating presentations, early mornings uh gathering numbers and information uh to prepare himself for countless leadership meetings, cabinet meetings, negotiations, all to be there when he came back completely and utterly defeated every time stating no one is listening. It was a long detailed story I had written this morning. Um, and after someone proof read it, they said, 'What's the purpose? Bottom line, what is it that you want? I gave it some thought and it's plain and simple. I want a solution that does not sacrifice our essential staff while the administrative roles that made the decisions that brought us to this point remain untouched by these reductions and cuts. Nothing

121else. Thank you. After Mercedes, it will be Richard Vonalin and Jennifer Maroquin. Hello, Superintendent Salads, Board of Trustees, and the rest of our Cypress School District community. Thank you for all being here. I was very emotional yesterday, but today I come with kind vibes and a big smile. Uh I just wanted to touch bases on the role of the health clerks or health assistants. They their responsibilities are not only um first aid or a medication administration. They also have clerical duties. Clerical duties include uh um f filing, helping with enrollment, immunization reports, camp medication information, making sure all the paperwork and everything is okay. Input medications into ARIES when forms come in and make sure that everything is correct and reaching out to parents when a medication or a medication order exp order expires. help

122with hearing and vision screening results, importing them into ARIES, as well as filing them, escorting students to class, helping in off helping in office, checking people in, answering phones. Um, and then when the diabetics are high, their blood sugar is high or they can't they're not allowed to walk alone, they need to be monitored, in order for them to be safe, they have to stay with them before myself or the other RNs come in. The main goal of the office staff has been to have two people in the office when the secretary goes to lunch during the peak time. during lunch. We have one um office assistant that is part-time, one full-time um secretary, and then the part-time health assistant. Um and they also make sure that at least two people in the office are

123uh together between recess, the first recess and last recess. Now, when it comes to our RNs, a lot of their duties when it comes to nursing has been pushed to clerical as an assessments. there, like I said last year, uh, 250 IEPs. They have to go to those of those meetings. They have to go to the schools and assess all of those students, 504s. They need to, um, uh, facilitate the hearing and vision tests um, when they have them. They're um, doing follow-ups for students that are absent. They're it's it's so much that they have to do that. There's no time throughout the day to see the students. That's where I come along. I told you yet yesterday um the duties that I have done daytoday on top of that I have clerical duties as

124well. How does that all fit in? It's not it's it's impossible right now. We're trying. We're crunched. Uh the health assistants are helping when it comes to inputting data when I cannot do that. I am also helping um check all the the AEDs sorry AED. It's it's a lot that we do. Taking any of us out of the picture would be detrimental and not safe to our students. It's not just first aid with them. All of those duties will have to go to the the secretaries and it's already too much. So, thank you for listening. I hope you guys have a wonderful evening and continue to be kind. Richard, >> good evening. Um, when my son first went to vessels, he spent 45 minutes in a classroom. That was the maximum amount of time he

125could spend in a classroom. um he went over to Luther and at the beginning of this year, which is second grade, he actually transitioned to being in a general ed classroom full-time. Um the amount of support that he needed was enormous and it was provided and it was provided by teachers, but it was provided by support staff as well. The support staff is phenomenal and I can't say that enough. um the progress that he's made and that I've witnessed has been phenomenal over the past few years. And people who have contributed to that are in this room right now. And as a parent, the emotion that I I feel when I see that list because it's it's published. I looked to see what was being cut is fear. It's fear for our students because I

126look at that list and I think, okay, there are custodians on there. There might be a couple of hundred less students in but in a 3,200 student district that's a fraction, but three custodians is a lot. So, who's going to pick up that work? And I see that there's no health staff left. So, who's going to pick up that work? The front office staff has a full-time job. And I know you all work. I know you are all busy. And I I have spoken with you and I appreciate the work that you do. There is so much work being done already by the staff. It is not fair to them. It's not right. And the detriment is going to come to our kids. The next kid that comes out of vessels and can only spend

12745 minutes in a classroom before aloping because he can't get it together. isn't going to have the support staff that he needs to be able to sit in a classroom all day and learn. That's the result of these cuts. The next kid that's like my son isn't going to have the same result. And I appreciate the results that you put up there today. Um except for the gopher comment because frankly no parent is looking at behavioral elements of that and thinking, "Oh, there's gopher holes and answering it that way. But really, I want to know if there are no TOSAs answering those 111 tickets, who's going to do it? I want to know if the clerks in the front offices, if this, if the clerical staff in the front offices are dealing with the I

128don't know how many kids per day that come in scraped, bloodied, snotty, feverish. How are they going to do their job? They have a job. It's not diagnosing and dealing with medical issues. I'm afraid as a parent, I'm afraid because the students that come in will not have the same experience that mine did. After Jennifer, uh, Barbara Fernandez, and then Sandy Paul. >> Good evening. Um, I'm here again as a Luther parent and also somebody who is majoring in works and studies in the field of child development and special education. So, I understand firsthand what research shows that support services are not extras. They are foundational. When my son um first walked into Luther, he was unable to speak. He used PEX card system with his teachers have made for him and his pair of

129educators would wear on their neck so that he could communicate with him. And now he is communicating, counting and growing in ways that we once prayed for. And that progress happened because he was supported by trained adults who had the time and capacity to support him. When we remove these health clerks and para educators, we are increasing class strain, reducing safety, and placing more pressure on already stretched teachers. That impact will fall hardest on students who need the most structure and support. Before we may remove these direct services from our children, we must examine cuts elsewhere. Our children should not be the first place we look for to balance a budget through IDEA and FAPE act. You guys cannot forget to tailor to these students individual needs. Students with IEPs, students with 504s. You guys

130said in your plan that one of the main goals you had was high quality instructional program. How can you guys promise that when you guys are literally budgeting to take away some of these things that are going to impact the students facing the most socioeconomic factors right now and taking away programs like the ESL programs that will affect these kids? So, I just ask you guys, please, please protect the systems that are helping these children succeed. Thank you. Good evening, Superintendent Salavs, board of trustees, staff, and parents. My name is Barbara Fernandez, and I am a Morris parent and the Luther Health Clerk. I stand before you tonight with my final plea for you to reconsider eliminating the six health clerks and one LVN support staff. I ask you to imagine the following. You get

131out of your car. You walk into your office. You find parents holding a student. You ask questions. You act. You call 911. You save a life. You investigate. What you imagined is not a dream. It is an event from today. If I had not acted, nor if I was not in the office with a shortage of staff, the outcome could have been worse. Highlighting the theme from the vessel's presentation today, health clerks and our LVN have knowledge of students health plans, interaction with staff and witnesses regarding injuries and health matters. Narrative of accounts through data processing of pass to office slips. documentation of incidents and defending our positions and school families. The health office is a revolving door. We assess the level of care our students and staff need. Love is around the health office.

132The students are like our family and we put them first. I urge the district to be kind to our students and to put their health needs first. Thank you. Good evening board members. Please excuse me for reading my remarks. At 80, my brain and my tongue do not always cooperate with each other, as you will soon discover. My name is Sandy Paul. I was Miss Bennett, Mrs. Slay, and Mrs. Paul for to the students and parents of Cypress since 1971. I have loved and volunteered with schools in Cypress for over 50 years. I was at lunch with friends last week and heard about the budget crisis in Cyprus. Ever since that day, I have been gathering open data records about personnel costs available only for the year the latest year is 2024. I am distributing

133my findings to community members with whom I stayed in contact. Mr. accountant, the superintendent who built this district and for over three decades, safeguarded the finances and always made certain for financial reserves were healthy is spinning in his grave. The proposed cuts primarily affect K6 classrooms. Two categories were barely reduced in these cuts. One is the bloated top administrative salaries that cost the district almost $2 and a half million dollars in 2024. I am distri Mr. Coutton would be spinning in his grave at this moment. The proposed cuts. Oh, got that already. The other was adaptive physical uh educators and para educators for behavior that cost the district over four million that same year. That amount alone would wipe out the budget deficit. I was be more than willing to tell the board the two

134top administrators that I think could be eliminated, benefiting the curriculum, raising morale and saving the district about half a million dollars. I think you might guess one of those two names after tonight. I would like to give I was going to give Candy Kern, who was the only board member I knew, copies of some of my research. I don't know if one of the board members would want to see it or not. I'm giving it out to the community. I worked and I had worked with Candy. I was delighted to hear the board asking hard questions tonight. It is their responsibility and duty to safeguard this district. You alone can overturn bad decisions made by the administration like the purchase and refurbishing of these luxurious surroundings. In 2024, I was told by a retired board

135member that you've been told you cannot talk to any employee unless an administrator is present. That was never true in Mr. Countton and Dr. Ellers's day. My friends and I went to college in the 60s. We're never afraid to protest. I would have friends with me here tonight because they are scared to drive after dark. Would anyone like the data that I've accumulated? Any member? >> Okay. It will be with the community. Good. >> Thank you. Thank you very much. be a nice. >> Okay, that is our last card of public comments and um we'll move on on our agenda. As I indicated earlier that immediately after the public comments, we would uh go ahead and uh move directly into our action items uh starting with 1.1 and including 1.3 and then we will revert

136back to the original order of our calendar of our agenda. Um so uh item number 11.1 is adopt resolution number 25/26-8 resolution establishing criteria for determining order of seniority for certificated employees who first rendered paid service to the district in a certificated probationary position on the same date tiebreak resolution. The um recommended action is to uh actually adopt that resolution. Do I have a motion to adopt that resolution? >> Move to approve. >> Is there a second? >> Second. >> It has been moved and seconded on uh this item 11.1. Uh first uh moved by trustee Tanaka and seconded by trustee Hayashida uh to um adopt this resolution number 25/26-8. Um is there any conversation or questions or comments about this particular item? >> I have a question. >> Yes, please. >> Uh regarding this

137resolution appears to be a follow a standard framework typically used for tiebreaker situations. Is there anything specific about this to our district? Um, this is what we used the last time that we did layoffs. And what we want to do is keep it consistent and we have to do a tiebreaker anytime we do layoffs. This time we're not going to have to use it, but the board has to look at it to approve it every time we do layoffs. So, it's consistently what we've been using. >> Thank you. And yes, I just wanted to comment that as I looked through it and read through it the very first time because I wasn't uh reading it for um uh understanding, it was slightly confusing. But as I went back and tried to look at it for

138from understanding, I recognized that it was a very structured stepbystep process. If the first step didn't work, we'd drop down to the next step. If that one wasn't sufficient, we drop down. So, I felt like it was very very um thorough and a very fair process. And so um I mean in the case that we do need to use it uh that is is there any other discussion on this item. Seeing none uh all in favor of approving this uh resolution say I. >> I. >> All oppose same sign. >> Okay. Uh this particular resolution has been adopted. Item 11.2. >> President Sundi may I offer some information? Um there was a question uh after following yesterday's discussion um in terms of the two upcoming resolutions and if positions could be added or or and

139how that would work. So we were able to confer with the attorney and um with regard to like for example there was a discussion concerning an additional department secretary that from services that might be added to that list. And so the attorney said that um if you wanted to change that number, that's something that could be you could just make a motion that would approve it with an amendment and you could indicate that change, that simple change. Um then that same um that same resolution would suffice. If you wanted to completely redesign it, then that would probably have to go back for some legal work to to do that. with regard to certificated um if you wanted to add any positions to that um that would also require the attorney to do some work there.

140There was also some discussion with regard to either um furlow days or um salary um uh suspensions or decreases. Those actually do not need to be a part of the resolution. Those can be handled administratively in a different venue. So that that's a separate that does not something that has to be a part of that resolution. We got clarity on that. >> Okay. So this is strictly strictly language with regard to expanding the list of um individuals on um 11.2 two which would be the certificated staff and or adding additional individual roles or titles on resolution for classified services. >> Yes. And any furlow that you wanted to consider for administrative staff because obviously furlow for classified and and uh certificated non-management would need to be negotiated. But any furlow you wanted to consider for

141administrative staff that could be done. That's that doesn't necessarily have to be included in the resolution. That's something that would be separate. So we wouldn't have to have the attorney rewrite the resolution. >> So we don't have to include furloss under this. You're saying >> that's correct. >> Okay. So it's only the position positions that we need to deal with that would be eliminated. Okay. We need a motion, right? >> Well, let's We haven't even read the Yeah, we haven't even read the title of it. So, let me start there. Item 11.2 is to adopt resolution number 25/29-9, preliminary resolution to reduce or discontinue particular kinds of certificated services. Is there a motion to approve this item? >> So moved. Is there a second? >> Second. It has been moved by trustee Tanaka and seconded

142by Trusty Periq to adopt this resolution number 25/26-9. Um, is there any discussion? >> I do have a question. So, >> yes, please. >> Um, I asked the question, is there a way to add >> Could you speak closer to your microphone? >> Sure. I'll move the microphone actually closer to me. I asked if there's a way, you know, I stand firm on this needs to be top down. I would like to see an an administrative executive position put on this list. Does that go under classified or certificated? Because there's two different ones. So, how does that >> It would depend which um which category you're referring to. >> Well, we don't even know yet. I'm just since this is a wide net thing I think it's better just to include it and if we

143need it we need it we don't we don't but it to me it's wrong not to include an executive >> in that the item in front of you is for certificated. So if you would if you added any if you added any positions to that they would be certificated administrative positions not classified classified. If you wanted to eliminate a classified administrative position then that would be done on the other the other resolution for classified. >> I think the clarification or the question really is which ones of our administrators administrative staff are certificated and which ones are admin >> that I can answer. Um, so we only have two classified uh administrators and that is um Mr. Furchchaw, excuse me, three, Mr. Fert uh for business services, our assistant superintendent business services. The next one would

144be um our director of maintenance operations, transportation and technology, Terresa Lennox. And the third position would be our director of child nutrition services, uh, Paris Shukla. >> I'm sorry, who? >> Paresa Shukla. Okay. So, it's Larry, Teresa, and who? >> Teresa M. >> Okay, that's a point of clarification. Um, is there any other questions or comments by uh members of the board? And again, remember this is a wide net in the event that services are needing to be reduced or eliminated. um for both of these resolutions that will be coming up. So uh the wide net uh the appreciation of what uh trusty Tanaka is indicating that it doesn't mean that we are going to be cutting any positions specifically at this particular point. It's preliminary. So the the comment I want to make is

145what the reason why the sheet was very very helpful is that this entire list even though there's I'm going to have to do quick math and that's not going to be a good thing for anyone. Um four five six I don't know there's like 15 positions on here but the employees that are going to require notice under these on this list for this resolution is two >> is one. See, I told you I should redo math. Um, but that I I want to point that out as a a matter of clarification. So, that's a really important consideration for us to know what the reality of the situation is. So, which is why I'm comfortable sort of moving forward with that. Right. Am I am I thinking about this correctly? Well, I think that what trustee

146Tanaka is basically saying is is that if we have three classified administrators, then any of the other possibility of certificated administrators could be on that list as well. Uh so it could be the one plus one if that was the decision that the board should make. >> And um so I think that that is uh do you But the the furlow days for those roles don't need to be added to this resolution. >> No. No. >> Just elimination would be added to this. >> Right. >> I think it needs to be both because we don't know and we can't make a decision if we don't know. Right. So all I'm asking is for the board to get the information, but it we need to be able to at least have that option. Well, I think

147that the point that we've got so far with every uh person who is included on the list, there is a body that is associated with that position. So, you can't just put a blank position, can you? >> Sorry. You would have to indicate the position. >> You would have to indicate the specific person would then have to be noticed. >> The specific person would have to be noticed. Does a reduction of salary for the the three positions that we discussed need to be added to this or is that something that's administratively done? >> That that would be a separate board item that could be brought back later. But the um the March 15th deadline would apply to elimination or any reduction in hours for non-management positions >> which nobody qualifies for that. I ask your

148question again. >> So there's three positions that we discussed that could be added here for elimination purposes. Yes. Reduction of our >> No, they're not. We're still talking about we're talking about ticket certificated services, right? Not classified. The classified ones were the ones that were identified. >> Those were the So those are the three classified. So your other administrative positions are certificated. And so that's the superintendent, the uh director of human resources, the executive director of educational services, the coordinator of special education, and six school principles. >> Trusty Periq, are you referring to Ma? Sorry. Are you referring to um Teresa? >> No, no. Let's let's quit getting quit getting confused. We're talking about certificated services right now, >> but those >> certificated services I think I think item on the agenda that we're talking

149about right at the moment, >> but those three we just said were certificated staff. >> No, we said those were classified. >> So then why are we talking about the >> Yeah. What positions at the district level could be added onto here or need to be added onto here in order for us to have the flexibility to bring those into the wide net? >> I will repeat your certificated administrators are your superintendent, your director of human resources, your director of educational services, your coordinator of special education, and six school principles. Those are your certificated administrators. And you could add any one of those to the list. >> Okay. So now I'm going to ask about what we can we may want to add to the list. So now we know what the roles are. Do

150we then need to add elimination and reduction of hours? >> You would only need to add elimination of positions. >> Okay. So now I'm going to throw this question out to the board. any of those positions. Do we think that those need to be added on there knowing that maybe elimination is not the route to go for those roles? Maybe that the route to go is maybe for a low days or a reduction in salary or and what I'm hearing is that that does not need to be part of this resolution. >> That is correct. >> Okay. So that's the question I'm throwing out to the board. So the only other piece to this >> get back to your microphone sir. >> I'm sorry. >> No, I mean the point the point is this is

151being recorded. So I think I want to make sure that everybody has the ability to hear everyone. >> If the problem is we're going on what if and the thing is we don't know. So to me why cutaway options when without having that and so to me we don't know right we haven't done a study can a unit be rolled up under another executive to reduce one we don't know that because no study has been done right but to eliminate that from it and then take a if we can if an executive position look at the salaries from that we can save so many studentf facing positions Right. But to say that if we don't put it on, we're just handcuffing ourselves. >> Well, then the real question here is what is the pleasure of

152the board? Right now, we have on the floor the um the motion to accept the list as it is presented. So, we can have this conversation uh for the next two hours as to we don't have enough information. Uh what does the board want to do? You know, unless we actually have a strategy as to which position that we would add to it, then the suggestion would be to uh uh leave it as it is potentially and look for the other nonresolution strategies for reduction of uh such as furlows or salary reduction or whatever it might be. um as something that is um is um um part of the discussion going forward. I actually I I Troy I I sorry I I feel like I won't explain you a lot, but what what I'm I

153think Troy is trying to say is why don't we put those additional positions on there, revise the resolution, >> put all five positions on >> and we we can talk about we can talk about >> we can talk about what positions need to go on there, right? But if we have the option, if these positions are on the list, higher paid positions should be on the list just to give us more options down the line. And you know, I've been struggling trying to do math this whole time. And it just gives us more runway to figure things out, right? That's that's what you're trying to say. Okay. >> 100%. >> Okay. All right. Just wanted to make sure I was understanding you. So then um one of the two ways of doing it and it

154would be clean to vote this resolution down and then restate a resolution that would include adding these. >> No, no, I'm sorry. Um President Sandi, this would need to be you can't you can't approve it because that's going to be that's positions that have to be added. So the attorney is going to have to do that. So we would then need that special meeting tomorrow to to have the resolution redone and >> but that's way we would have to vote it down. >> Uh true. Yes, that would be that's correct. Yes. Sorry, my apologies. >> I I have one more question on this because you know this is what's hard. I know I asked almost from the last January meeting, can we put an executive on here because when I realized this was bottom up

155built instead of top down, I wish we could have known earlier then we wouldn't have had to push out, right? But I appreciate the district being able to work with us to be able to amend what the board's direction is for this item. But I do have a question regarding um a question that I've asked last night. Um during our special meeting last night, we were I asked the question, you know, we had an amazing person retire, Dr. Gibbs. She's amazing. But you know I asked the question would this position be backfilled and the answer was no. Since then it's come to my attention that the district may be planning to move another employee into that role under a different title. you know for clarity or transparency you know can staff confirm that this is

156just a rumor or is this something being replaced in any form? >> So let me clarify that we are not filling that administrative position with another administrator and we may not fill it with anyone but I do have to share that if if the staff feels that certain things would not get done so we have um Dr. Gibbs was responsible for state testing. So that's your um CASP testing, the ELD testing, the multitudes testing, um the alternative assessment testing. So we would have to figure how to cover those roles. Maybe we would find a way to do it. um if we felt that it couldn't be sufficiently covered, then we could create a job description for a TOSA that could be potentially filled, but that would require board approval of that position. So, there's no

157hiding anything. Any position that might be recommended would have to be approved by the board. So, that's the clarification. I wish that would have been explained last night because to me it just, you know, when we're approving these lists and these numbers, this is to me, we take this seriously, right? And that's not a true accur accurate portrayal of the cost savings that we're looking to try to meet. >> Well, it's much like um the effects of layoff. I know that um Tracy has talked about that um frequently that with these positions, we have to figure out who's going to do the work. And so in some cases, some positions may not be able to be um eliminated or they may have to be reduced rather than eliminated because we're not going to be able

158to cover that work in another way. So that's what these next several months are for is for us to all figure that out. Um right now our responsibility was just to be able to identify to get to um a certain dollar figure at a minimum to be able to meet the district's financial obligations. But in terms of what that looks like and lots of people have asked tonight, who's going to do that work? Who's going to do this work? You know, the work is the work remains and for every role. So, how is it going to get done? So, that's that will be the question that we will be answering and determining over the next several months and then providing the board with that information. >> Thank you. Because to me, my perspective is a

159backfill ch changing the name, changing whatever, still hiring, that's additional cost that is not the same cost savings that was listed. >> And that would be true as well of of the classified positions that are on the list. >> So that's where I would just request any reassignments, title changes, staffing related to the RIFF, please just keep the board informed. >> Of course. >> Thank you. >> Can I can I supplement that? >> Okay. the the that request. I um would also appreciate information about if these if we do end up doing layoffs and if there are roles that are eliminated, if we're filling that gap with um some sort of an outside service, I would want that to be flagged. >> We wouldn't be hiring an outside service. um >> if we go through

160an agency or like do something like that, I'd want to know. >> I'll let Tracy speak to this, but my layman's understanding is like we cannot lay off a classified position and then outsource it. It's called contracting out and it's in the contract that we we cannot contract out and in the effects of layoff when we meet with the associations then we decide how we're going to handle that work. >> Okay. Thank thank you for that. >> Okay. And so I would just like to um have um the board up here uh follow a particular protocol. I mean we have a couple of people that haven't had an opportunity to speak and for somebody to jump in and to start going back and forth uh as opposed to being recognized by myself as the chair.

161I would appreciate if you wait and and be recognized so that I can go ahead and make sure that everybody who has comments or questions can be heard. Um, I'm I'm going to go ahead and look way to my left and see if uh uh Trusty Nem has some comments or questions that she might want to ask. >> I'm good for right now. Thank you. >> How about you? Um Trusty Hashida. >> Um I think the in line with the talks uh when we do look at um the positions, will we also be able to weigh in on the salaries and the qualifications? I'm not certain what positions you're referring to and so I I guess I need a further clarification on your question >> just moving forward like if we were to change or

162let's say we decided to hire um another coordinator um and let's say we decided to do three coordinators and no executive director or something like that but seeing how like Raina Gibbs she had a she had a PhD where if you look at the job description it says master's degree We have a salary schedule. Okay. >> So, we would not be able to change the salary schedule because we would be it would be >> um we would be treating people differently. So, we have a we we have a we have an established salary schedule for coordinator. So, unless we were I'm going to have to look to Tracy, but unless we are rolling back the entire salary schedule, I I don't know how that works. >> Correct. I mean, if we were hiring a coordinator

163and you said the um requirements are masters, so that's the minimum requirement. If they have a PhD, they have that. We don't offer a stipen for that in this district, but um there is a salary schedule and where they're placed is based on if we hired a new coordinator, we would be looking at that salary schedule and you would have to approve that that they were on that salary schedule. And if the board decided to reduce the salary schedule through another board meeting, doesn't have to be on the resolution, then that would be the new salary schedule that would be applied. So if you, let's say, for example, the board wanted to um apply um two furlow days to the management schedule or um for the 2026 27 school year, then that would be a

164separate action. or if the board wanted to um uh adjust the salary schedule for the 202627 school year and reduce it by um 2%. They could do that. But um but if you were going to bring on another coordinator, let's say we we have the the one coordinator at a certain area and there's multiple steps, we wouldn't bring in another coordinator and create a whole another set of steps for them. We would have to follow the established salary schedule for the coordinator position >> if that makes sense. >> It it does. Thank you. I think one of the things that I'm in looking at the uh salaries of certain staff it I I know we were have been told like we're like other districts but then when you look at the state a lot of

165times we're higher in some of those and that's on those school reports. And so as a board member where financials is one of our things, it would be nice to be able to say because math is not my thing, but I if if we can figure out within those steps so that we're not paying executives or you know anybody, let's say over the state, I can tell you that in general all positions in Orange County are are of the highest paid because of our cost of living. So certain areas in the state um are are more highly um compensated than others. Um so when you look at the state averages, those are like your little itty bitty school districts that include, you know, like you know, a couple few hundred students. Um so it's all

166that state average, it blends all of those communities together. >> And I get that. But then when you look at the beginning teacher salary, it's it's below the state average, >> which um so I'm just looking for a balance >> and and I know that you've asked before about squaring the salary schedule. You haven't used those terms, but the way you've described it. So you like let's say for example, let's lose use last year as an example. uh last year um 2% was applied to the salary schedule for um through negotiations with ACT. Now ACT could have said or if we could have said if that was the board's um desire, we want to raise beginning teacher salaries. So we would like to give that we'd like to give more of that percentage to those

167lower uh those on the lower cells and then give less to the people at the top. Um, and typically that's not something in the past. It could be different in the future, but that's not something in the past that has been an interest of ACT negotiating team. So again, that's a negotiation process. We just can't arbitrarily say, okay, we're going to give more to beginning teachers unless if if we're going to give we have 2% to give, it gets applied across unless they agree to do it differently. >> And that's fine. I think it would I don't know what I'm if I'm asking for a study session or another board meeting but where you've talked about furlows you've talked about um salary schedules and you've also mentioned that the board has um weighin and so

168it would for me personally I would like to learn more about the furlows how does that work how would we know how many days to suggest to see what that calcul calculates too. >> So we could provide some information. We would probably start with um the next board agenda in March. There could be an information item on furlow um administrative furlow. We could um prepare some scenarios for you to look at. You could just have a discussion kind of give some direction to staff and then we could potentially bring back an action item. Um we'd work with the attorney to make sure we're doing everything legally because this is not something that's done frequently. So, I'm certainly not an expert on it. We would want to make sure we're doing this properly, but um just

169from the gen in general terms, that's what I would kind of envision it. Um certainly, I know that the board has asked for multiple times for opportunity for discussion. So, I would think that that would be a two-step process. >> Okay. Thank you. And does that impact last question, sorry. Um does that impact either of these resolutions? >> No. >> Okay. Thank you. Okay. That's what I was going to ask next. >> I read your mind. >> Yeah. Okay. Was there uh Did you have another question? I I >> I'm I'm furiously rotating my pen. Um following up on on your question, I' i've as actually asked for this furlow data um to my recollection four times. So, can we make it like an official ask um >> that it be provided? >> I will

170just share with you that this is the first time I'm hearing that request. So, my apologies if you've made it four other times, but we will definitely have that for you. >> Okay. Thank you. Okay. So, now we have a um now now just let me just follow through in terms of procedurally if we make the decision that we want to add um all of the uh administrative staff on the um certificated uh layoff notice schedule on this resolution. then we need to vote this down and give clear direction to staff that this is what we want to do. >> Yes. And then we would work with the attorney to have the resolution um redeveloped and then we would have to do a special to have you take action on that. So um why don't

171we speak to that for a couple of seconds u board and um see if that is the pathway that you want to go uh because as I said earlier the related to what you were saying there was a possibility that we could go ahead and say hey you know accept this as it is and then let's work on the other thing like furls and so forth on the other side after this is passed. So we have two pathways to go. One to consider non layoff uh resolutions or solutions to administrative um uh cost. Um the other one is to include them fully on this particular resolution, not this resolution, but a new resolution. So let's just speak to those two th those two points right at this moment uh for just a couple of moments

172and and and see what people's thoughts are. And I'm sorry to interrupt President Sundi, but I just I saw um Larry and Tracy conferring. So I just I didn't want to overlook an oper if you guys had something else to say because this is certainly your areas of areas of expertise. >> Well, and part of the problem we have up here is we're not really so we can't see the other end really well. Um, if you wanted to eliminate the um, executive director of human resources and the executive director of educational services and the special ed coordinator, our certificated management and any principles that can go on this resolution elimination because we they we have to get the notices ready and give them to them before March 15th. The superintendent as certificated has a contract.

173You need to deal with that separately, not on an elimination on this. Now, if you wanted to do furlows and reduction of salary schedule, that's your purview at any time to bring to an agenda and do a board. It doesn't have to be before March 15th, but an elimination, a job loss has to be before March 15th. So, it would be on this resolution. Okay. >> Can I just clarify? >> There are bumpings. So, it doesn't mean per se. Were you using me as an example? >> Go ahead. >> It's similar to the classified resolution that if if an administrative position um was eliminated that that person has rights to previous positions that they would have held either as a principal or as a teacher. So, there is a a cascading effect for individual um

174folks. So just to keep that in mind through this process. >> So Tracy, do you want to use yourself as an example? >> Sure. Um, so if I was eliminated and got the notice, I would have bumping rights to a principal >> and then a principal would well it depends, right? The principal would have bumping rights to a teacher. So then it would take a certificated teacher out. Can we ask for a list? >> I mean, does that >> Well, I think >> just as far as the bumping rights go, >> but here, let's let's just a minute. Let's let's I mean, I think that I think that this is kind of a clear kind of thing, but for the purposes of this particular resolution and moving forward, again, remember that this is a preliminary

175list and everything is theoretical at this particular point. There is plenty of time after this particular meeting to move forward with clarification and additional information that is not germanine to addressing this particular resolution. Um, but I think that what was gerine is what you actually just said. We could put all of the administrative staff that are certificated on this list with the exception of the superintendent. And then it really depends upon what happens after that layoff notice goes out in terms of negotiations, other kinds of considerations etc and so forth as to whether or not any or all positions either remain or some or many get eliminated. >> Correct. So, uh this is all uh right now as uh uh trusty Tanaka started off with by saying putting additional names on here gives us flexibility

176and it doesn't necessarily indicate that a particular action on a particular role is actually going to take place. >> Yes. Because if you look at this list, and it's hard because I know this list, if we're using the next 2, three months to be able to figure out what this list is going to look like, we might as well have an all-encompassing list, >> right? Because to me, garbage in is garbage out because that analysis is not going to take into consideration what we could potentially look at from the top down. this is all the people that you know affecting our students right so that's where I think you know just by at least addressing and making sure this baseline list is accurate and not handcuffing us to make a decision without the information is

177the right thing to do in my opinion >> I have a clarifying question too is if that's okay >> no I was just I I was just think saying okay you said that and just I made a comment. Okay, fine. Go ahead. >> Thanks. Um I I believe I asked this last night and I I'm looking through my notes, but I I don't see it. Um there is no district office position that we are legally required to have. Is that correct? >> What do you mean management? You mean management position? >> Correct. >> Superintendent. >> The superintendent. We're legally Well, we can't but we've already established we can't put the superintendent on a list anyways. I mean, in theory, we need to going to need a >> whether it's me or somebody else, you're going

178to need one, >> right? >> But that's not that's not up for debate because of the the contract issue. But looking at everybody who we're speaking about certificated and classified administration, technically there's we don't have a legal requirement to have anybody under a specific heading. Is that correct? >> Not that I'm aware of, but you do have legal requirements to get certain work done that those people do, >> right? Yeah. So, if that's the case, and we are trying to I mean, I I don't think we're going to be able to make I know we're not going to be able to make a well-informed decision tonight. We need a lot of time. Can't we just in the in the spirit of casting a wide net, put everybody on the list, vote it, and then have

179time to No, that's exact. Exactly the reason I said I said we have two options to go ahead and cast that wide net make it on the list or we decide that we are going to go the alternative route and find other ways of cutting money from the administrative uh >> unit which we can >> which we could still do we still have that option later on as well but if we decide to go that route then we can't come back and say later, "No, no, no, no. We want to have these individuals on a layoff list." >> Right? So, I I I think we've kind of beaten this horse. >> I do, too. So, I think we're right. So, right now, the motion is to adopt the resolution as it is actually presented. >>

180Yes. >> And there has been a motion and a second. Is everyone ready to vote on this? >> Yes. >> Okay. >> We're calling for a vote. We're calling for the vote on this resolution. All in favor of adopting the resolution as it is presented tonight in the agenda, say I. >> All opposed say I. >> I. >> Okay. I'm I'm sorry. Um, >> President President Sundi, >> I think we say no. >> We need to redo the vote. It's a roll call. So Debbie Parker has >> It is a roll call vote. Okay, I know that I was told this before the meeting started, but you know, as time goes on, you know, this chaos and the stress of everything. Okay, fine. We'll ask Miss We'll ask Miss Parker to call the role on

181this particular one. So, the idea is all in favor say I. No, no, Miss Parker. >> She's going to call the names. >> Parker, you call. >> She will call the names and then a trustee will either say I or nay. Yes. >> Yes. >> There we go. I finally got it right. >> Trusty Tanaka. No >> trusty Hayashida. >> No trusty Sundi. >> No trusty Periq. >> No trusty Nem. >> No. >> So now that we have voted this one down, do we need another motion to uh identify that we want to have these name these these titles? No, you don't you you've given directions. So you you want all of your administr So just to make sure for the record because I know there's been a lot of discussion. So the administrative positions

182that are not under contract that are certificated um you want on the um the uh new resolution that would be presented tomorrow night. So just Oh, Scott, I'm sorry. >> No, we are not coming tomorrow. Um it would be next Thursday. So we'll get more on that but um okay so just to recap that would include um we are you including principles in that or is that just district administrators? >> I think that we agree that it would be all. >> Okay. So then you've got six principles you have um two executive directors and one coordinator position. So that six seven eight nine positions. >> Yes. Okay. Then we will uh work with the attorney on that resolution and then we will bring that back. But no vote is necessary right now. >> Okay. So

183then um and before we think that we're going to be finished almost after this, remember we >> move these to the top of the agenda. >> Yeah. >> And that we're moving close to 10:00. So let's be um cognizant of that time limitation. Um item 11.3 adopt resolution number 2526-10 preliminary resolution to reduce particular kinds of classified services for lack of work andor lack of funds. Is there a motion to accept this resolution? >> So moved. >> Second. >> There's been a motion made by trusty Nem and seconded by trusty Periq to approve this resolution. Now it's open for discussion. What is my the pleasure of the board? Would you have any conversation, questions, comments? >> So, I I do I don't know where you want to start. >> Well, I'll start with you. >>

184Great. Um, we were discussing last night the department secretaries. We currently have it listed as one department secretary and we were considering uh adding an additional department secretary on there for a total of two. and the specific department secretary because of multiple department secretaries was considered to be from ed services. Was that was that what the discussion was? >> Um I believe look back in my notes I think there's currently three if I'm >> there currently is three. There are two in ED services and one in maintenance operations transportation and technology. So, because it's listed as department secretary as one, do we have to be specific or I was of the understanding that we could just change the number to two? >> Yes, it's it's about the position. It's not about the location. >> It's

185not about the location. Okay. >> Is there a reason we should limit it to two >> instead of all three? I mean, we're casting a wide net. There you go. And are there other roles that we should consider besides the secretaries? Like if because I know some of them are called like analyst or >> Well, there those are not secretarial positions. They I mean they're they're different roles. called to something different because it's a different >> Well, I think that the reason why the uh well, I don't know, but at least in terms of logistics, the um um this wouldn't have to go back out to legal counsel if we just adding another one, another another one or another two or whatever onto this and that we would it would be a fairly clean process.

186But if we were going to be doing the same thing that we were doing with the uh certificated, we'd be adding the classified uh administrators onto >> if you were adding additional positions and I would agree that I think the attorney would need to review it and make sure that it was all right. >> So yes, we did talk about the additional department secretary. Um is there any other comment or question on this? Is it the pleasure of the board that you know we would like to include uh the other administrative uh staff that are classified onto the uh layoff notice as well? >> Yes, I would like to include all the admin administrative executives. >> Okay. And then President Sandi, the same would be true of u Mr. Fert. He's on a contract. So

187you can you can uh do the resolutions for those administrators that are on the salary schedule. um the contracts would be handled differently. >> So in other words, the assistant superintendent and the superintendent would both be uh not included at this point. >> That that would be the case. >> Handled different. >> Okay. So we're talking in terms of uh Miss Linux and Miss Shukla. >> It's probably also important just to put out there. I mean, obviously you can put whatever positions you want, but um the director of child nutrition services is not funded out of the general fund. It's a self sustaining program. So um it's kind of apples and oranges, but it's up to you. >> Very good point. Very good point. And um that since it's not out of the general fund,

188are we talking in terms of that position providing any savings in any form or fashion to our general uh financial crisis? The position is paid for through the program. >> Okay. So it's a self- sustaining program. Yes. Therefore the position is one. So it would be essentially a department secretary and the M director. >> That would be correct. >> So it's the whole child nutrition services all that organizational staff. >> Every staff member in that department is paid for through that fund. So it they they are not paid for by the general fund. >> Thank you. And that is that a grant fund or is it >> I'm let Larry talk about that. >> Multiple I think we I saw somewhere tonight somehow somehow uh all the different listings of things that that particular program

189is spun, you know, where where the money comes from. Um don't ask me where I saw it today. >> It's basically the National School Lunch Program, the National School Breakfast Program, and and then the state um makes up the difference under the universal meals program. So those are the three main pots of money that fund our child nutrition services. It's based on participation rate. We get reimbursed for every student who um takes the eligible meal every day. Um we report those numbers to the state and we get reimbursed accordingly. >> And is that different from the fund that is funding state preschool? >> That's fund 12 is the state preschool. >> No, I know they're separate funds, but the it's also grant and multi multi- a something funded. So the this the the issue we

190talked about yesterday with fund 12 is the decline in enrollment and that we've seen in preschool and that fund is funded based on enrollment. And so the concern is if if we don't have the enrollment in state preschool to generate the grant funds that those students generate that we don't have the funds to support the staff. >> So in other words, basically what you're saying is is that you know we don't want to be able to continue a program that isn't self- sustaining. Fund 12 we are concerned may not be self- sustaining if enrollment does not turn around substantially and that's why we may are moving forward with recommending the reductions in staff as a precautionary measure whereas food services um for the last several years has been operating um at a significant um I

191don't say profit but they've been operating above uh their expenses um and being able to invest more and more into the program to benefit our students. So, it has been completely self- sustaining for the last several years, >> right? And I think I remember that they just recently got a refrigerated truck and a van or something. >> And a flash chiller is coming next, whatever that is. >> So, so they are they're they're they're doing they're doing well by our students and they're also being able to support growth in the development of additional programming and so forth with uh regard to way in which foods is delivered. >> Okay. So, um, if we're going to be parallel to the other resolution, we would be adding, um, essentially, um, uh, Teresa Linux, not well, the Mont,

192but just a administrative position. One administrative position, >> would be the director of maintenance, operations, transportation, >> would be specific in this instance. Yes, it would be. >> Okay. Because it is one position. That would be all right. >> I'm sorry. Can I ask one more clarifying question before I move on? Um, and I'm sorry, this just came into my head, so it relates to the last one, probably more than it relates to this one, but um, are we actually going to have cost savings? Um, is there anything in any contract that says any administrator going into a lower position retains their administrative pay or does that drop down? So, you used yourself as an example earlier, so is that okay if I reference you? So, for example, >> I don't know the answer to

193that. I'd have to look at into it. I don't think I don't >> I I believe my understanding is if you notice by March 15th that there's going to be a change in their salary like you're eliminating a position it would create a bumping situation and then um that employee would be placed in a position and then based on that new position looking at where they would be placed on the salary schedule. So that's based on years of service and all like the same level with the same longevity. Well, my because my question is specifically into in response to things that I've seen done in other districts where teachers will step into administrative roles for a couple years and then when they step back into the classroom, they're still receiving that administrative pay. I know

194that's been eliminated in a lot of districts, but is there you know >> I think may I respond to that? Um I've because I've worked in a number of districts and so I I know I think I understand what you're referencing. Sometimes um administrators are moved, excuse me, let me put it this way. Sometimes employees who have administrative roles are moved out of their administrative role for a variety of different reasons. Um, and it's not within that March 15th. So like let's say it's >> No, that's not No, it's not within a timeline. I'm saying that I've worked in districts where a teacher will step into an administrative role and once they receive administrative pay for in that administrative role for a certain number of years, they can then go back into the classroom with

195that administrative pay >> forever. >> Correct. that's been eliminated from a lot of districts, but there were certain teachers who it still applies to because they were grandfathered in. And so, because we have employees here that have such longevity, I'm wondering if that is in any contract anywhere. Are we actually getting any cost savings or are we potentially putting administrators in lower paying positions at the same rate of pay? It's my understanding that they would just be placed. But like Tracy said, this look, >> we're going to have to look into it to give to give you that at this particular point that becomes a theoretical question. One which was a very good question to ask and would be one that we would be looking at down the road doesn't impact the decision that we

196make tonight. >> Exactly. Because at the end of the day, you know, this is just that >> Tanaka, do you mind using your microphone? >> Oh, sorry. >> Okay. So are there any other questions or comments that are germanine to this particular uh this particular motion on the floor? Well, what one additional piece of legislation that I think would be helpful is to know whether any of the roles that we're we're considering adding to the elimination list have any sort of a golden parachute um in terms of receiving a severance or >> the only severance uh there are there's severance language in your two contracted employees. So that's the assistant superintendent and the superintendent. There's a 12-month severance clause in both of those contracts and that's consistent with ED code. Okay. >> So, yeah, again,

197that would be something that would be decided later in terms of whether or not that position would be the one that would be one cut >> because of those conditions and we would that would be decided at another point. Okay. So, strictly right now is do we want to retain the motion as it exists or do we want to add these names to it? In which case, if you want to add these names to it, then you vote this particular resolution down and give direction to staff to take to the attorney to add the additional names on to be brought back to us. >> Is that understood? >> Yep. >> Okay. Then all in favor of >> No, no, no. We have to do the roll call. >> Okay. >> I don't like giving up

198my authority. >> Okay. With Miss Parker, please. >> Ready to do something. >> Okay. Please do. >> Trusty Tanaka. >> No. >> Trusty Hayashida. >> No. >> Trusty Sandi. >> No. >> Trusty Periq. >> Nope. >> Trusty Needam. >> No. >> Okay. Then what that means is is that we've given direction to staff on both 11.2 and 11.3. And would this be the appropriate time to make the announcement that we that means that we will have a special meeting to decide this because of the t of the deadline sir. >> So because of the um legal requirements that have to happen with noticing and and um employees rights to have an a hearing in front of an administrative law judge. It will be necessary for us to um finalize these resolutions. Um, no. Ideally, the

199the the attorney recommended February 18th, um, but that's not going to work. So, we can stretch it to the 19th. We already have a special meeting on the 19th. It's a workshop with our um, association leaders and our administrative team and our um, board of trustees. That is from 3:30 to 7. So, I think the proposal was that we would um, agendaize uh, another special meeting after that. at 700 p.m. And it would be uh basically now it looks like a two agenda item board meeting which should be relatively quick because the resolutions will reflect your um interest expressed here tonight. >> And can we please get another special meeting to review those items? >> There's no time, sir. Um we have tomorrow is Friday, Monday is a holiday. We have to post it within

20024 hours. the attorney has to turn around the resolutions and we have to complete this by February 19th >> and we will have the we will have the resolutions prior to uh that Thursday evening >> 24 hours in advance it um we have to post 24 hours in advance so if for some stretch of the imagination and I can't imagine that this would be a problem because we're giving it sufficient time but the attorney has to get it back to us so she knows she's going to have to get it back to us 24 hours before the meeting because we have to post it I I can't guarantee she's going to get it 48 hours before, you know, I can't backwards map that for her, >> right? But what my point is is that we

201will have the resolutions 20 hour 24 hours in advance of the meeting on Thursday evening. So if we find significant errors or an error or something that doesn't seem to have been what we thought we were going to be including, we need to let you know on Wednesday. >> Yes, it had that that agenda would need to be reviewed right away. And and honestly, we would post that. The meeting would be at 7. So technically, we'd have to post that by 7 PM on Wednesday evening. It's not getting posted at 7 PM. It's going to get posted at the end of business hours. So it would be incumbent on the board to look at that the moment it's posted to prioritize that because then if we have to make a change to it, we can

202quickly contact the attorney, let her know, oh, this one little thing was wrong or fix that or maybe she would even advise us, oh, that they can just amend that. I don't know. I can't imagine what the what the issue might be, but we would still be able to get that ideally uploaded um and and by that 24-hour requirement. >> Okay. So, basically, um you're saying that you would that you would have it posted no later than the end of the business day on >> actually probably be sooner. We'd probably do it sooner than that because >> that's provided that it is come comes back from the attorney, >> right? Because you're we would give her a range. we would explain our our dilemma because if there was something that you needed to change, we

203would have to staff would have to be able to to to work with her, do that and get it reposted. So, yeah, we'll we'll work with the attorney and get a um an estimated time of when she thinks that she can get that to us so we can notify you in advance what time that would be available for your review and then we could go from there. >> Right. That's all I'm looking for right now is just >> ask a question. And >> uh that I I I was talking. >> Oh, sorry. >> I I was just going to say that would be very helpful for us to be able to know, >> you know, maybe just a simple text message to notify us when you have dropped that into um our um into Gamut

204so that we can go ahead and go in and look at that. >> We can do that. >> Okay. And now >> that's exactly what I was going to ask. >> Okay. I I have a a request. Can we receive in advance of the updated resolution an org chart of the district office? >> The org chart is on the district website. It's under about us >> and it lists the roles and the titles. >> It lists the it lists the names and the and the titles and then all of the job descriptions are on the on the website >> and they were on your dis last night. >> Uh we have we have printed copies that we can give them to you after the meeting. >> Okay. Thank you so much. Okay. So, we have

205now um we're now going to revert back to our original order of our agenda. So, if you have gone through your agenda and recognize that this was the only three items that you were interested at all in seeing and you don't want to stay for the balance of the agenda, you're more than welcome to uh go ahead and leave and we will not be offended if you do so. Someone give me some food. >> How are we going to do this? Are we going to try? >> I don't know. >> No, we'll go through this as fast as we possibly can. >> We might have to defer. How do we defer item? >> Well, we'll see. We're going to go back to item number eight, which is on our um is is on our agenda

206where we left off. We pulled those three items up to right after public comments. So, uh the next item is uh reports. ACT comes up first. All right. Good evening. Good evening everyone. Esteemed board members, superintendent Salavs, cabinet members, and guests. Uh, I'm Gabriel Costa, the secretary of the Association Cypress Teachers. Although you may have known me since I was like 19 as an aid and a custodian and roving sub. I've been here a while, a lot of different hats, but I'm excited to be here to share a little bit about um our association and what we've been up to at Vessels Elementary. Um first, we would like to thank you all for taking the time to ask questions, clarify um and think of the repercussions of each uh of each cut proposed in the

2072627 school year. We understand that tough decisions need to be made and we really don't envy your position. Thank you for being deliberate and um thank you for being thoughtful and deliberate and above all keeping the best interest of the students at the forefront of all decisions as always. Uh thank you and now I'm going to hand it over to Whitney to do our vessels school report. >> Good I'm short. Good evening uh esteemed board members, superintendents, cabinet members and guests. I'm Whitney Fernandez. I'm the second VP of the Association of Cypress Teachers and I'd like to take a moment to highlight some of the wonderful learning experiences and community building events happening at Vessels. Kindergarten and TK celebrated the 100th day of school by dressing up like 100 year olds, creating Froot Loop necklaces

208and designing posters featuring 100 items, an event students truly loved. They will be exploring math concepts through graphing with candy hearts and participating in creative art projects, combining academic skills and hands-on learning, as well as eating an ice cream social for Valentine's Day. Kindergarten will be doing a book study of Lily's purple plastic purse. Each trimester during assessment week, students participate in related literacy activities with slides, hand on hands-on crafts helping to keep learning joyful and engaging in during the assessment periods. Looking ahead, we are excited about our oratoral contest which is coming up soon. Students actually audition today in grades 2 through six. They will deliver speeches as part of this contest. We have a record high of 40 students signed up. Um, followed by two, so they auditioned today. Like I said, they'll

209be followed by two assemblies. Students will dress in costumes and use props, making this a fun and meaningful opportunity for children to shine, especially those who may not always have a chance to stand out in more traditional settings. Our spring musical, The Jungle Book, will take place on April 8th and 9th. This production involves seven directors, six teachers, three of whom are temporary staff, including Miss Shahara, who just presented on um kindness week, and our librarian, all of whom may not even be here with be with us next year. These staff members are taking this project on top of their regular teaching responsibilities, dedicating an incredible amount of time. Rehearsals are twice a week for an hour, and costume preparation alone takes three to four additional hours. Their commitment and passion truly deserves recognition. Student

210council has been actively involved as well, organizing Black His History Month preer presentations that encourage student learning and reflection. Um during kindness week, the entire school participated in daily acts of kindness, including writing notes, creating kindness change, completing bingo cards, and more. The overall school vibe during that week was honestly beyond incredibly uplifting and positive. And I feel like you guys got to see that with their presentation tonight. We are also fortunate to have enjoyed a Lunar New Year dragon dance performance thanks to Mrs. Shu's father-in-law, which was a special cultural experience for our students. Overall, our staff continues to be positive and supportive for one another. Our PT is amazing. Our custodial staff is outstanding. Our classified staff staff is top-notch, and our PBIS program is going very well, contributing to a strong, positive

211school climate. We're also happy to report that our student teachers are doing very well and have been a positive addition to our classrooms. We finally want to acknowledge that we will truly miss Dr. Gibbs. She has always been willing to help, consistently bringing a positive attitude and a collaborative spirit to the school community. Thank you for your continued support and a truly team effort, and we are proud of all that is happening at our school. Very good. CSEA, I was going to say, are they in the house? And then I saw you coming down. Hi. Before I start, I need to apologize due to the lateness in the hour and our activities at King tomorrow. I need to leave immediately after I do this report. Good evening, board of trustees, superintendent salavs, administrators, and guests.

212Last night and tonight, we heard from a lot of people with many high emotions and passions for our students safety and well-being. This is a hard thing that you have been tasked to do, and we understand that the timeline is critical. Trusty Sundi is right. Dwelling on the past won't help us get out of this mess, but looking at it will help us avoid it in the future. And yes, we have a lot of work to do before May. A lot of work to do together. because it is going to take all of us to make this right. In the coming months, we ask that you as our board of trustees research to ask relevant questions, even if they are the difficult questions. Please do your research. Check the information given to you. Read the

213job descriptions for each position that is being considered for layoff or reduction of hours and see if what they actually do for our students and our families, the value of those positions are worth the cost savings listed. We ask that while you are doing your homework that you remember it takes a team to fulfill our district mission and that this is your opportunity to model our core values. We work with respect and integrity. We embrace innovation and diversity. We model compassion, resilience, and perseverance. Thank you for your time. Do I have anybody here from PTA council? Seeing none, we'll move on to the board of trustees and I'll start on the left with trusty nem. >> I'll just pass in the interest of time. >> Okay. Trusty Pere same. Okay, how about to to the

214right? >> Um the pressure. Um so there were just three things that I well four things that I went to and one was um the AUHSD connection before correction event with the SRO's Mr. bubbles and it was just great to see that um one we definitely need our SRO's and the um PACE program and then the vertical alignment between the junior high and high schools. Um and I'll end there. >> Okay, Trusty Chanaka. >> Perfect. Thank you. Make this really quick. Uh thank you to Miss uh Mrs. Shu's father-in-law. That was such a great thing for the dragon dance with the kids and the vessels flag ceremony. But we had a uh special board meeting for the self evaluation of our board and I think this was very important that everybody needs to understand. We

215hold ourselves accountable as well to what could we do as a board to do better and with trustee Hayashida, Trusty Nem, President Sandia, myself, it would have been nice if everybody was able to be there, but I understand, you know, this is one thing that we all work together to always hold ourselves accountable and not get complacent as a board. uh is trustee Hayashida mentioned as well. Uh she's on the uh board for Cypress High School Foundation with myself. We had a meeting with trustee uh Hosshi as well as Janette James and working towards helping get that going as well. So, and thanks so much for I really appreciate the special meeting that we had last minute to at least talk about, you know, where we are to get us ready for today for whether

216it was the resolution for the certificated or classified or as well as the parks agreement. So, that concludes my report. >> Okay. Well, I um don't have much to add as well. Um I I will go ahead and seed um the only the only real meeting that I went to is the Gasselpa and we were pretty much um uh standard um um material. Uh, and the only thing I would like to say is is that parent meetings, um, beautiful flyers that came out from that, um, I was saying, well, why aren't do we get these out to our parents here in the district? And they said, well, those flyers are, uh, on the Gulpa's, uh, website. And so basically what I was asking and what I would like to ask staff to do was if

217we do get re copies of those if they come to Danielle's office um if there would be a possibility that we could post those on our website so our parents can see those readily without having to go seek them out um that would be helpful. My understanding is that that information is actually presented at the beginning of the academic year and uh then they have the specific flyers as they come up because when we get them at the GELPA meetings uh it's too late for me to um communicate that to the audience because like for instance today the meeting was last week and the meetings that were scheduled were ones that were already that are already taking place are already taking place this week. So, you know, it didn't make sense and I don't have

218the list of the ones for next month or whatever until I go to the next Cassela meeting. So, the idea of having those posted here would be very helpful. >> They are on our calendar right now. >> Okay. Very good. So, uh then we'll move on to the superintendent report. >> Again, with a late hour, I will pass. >> Pardon? >> With a late hour, I will pass. >> Okay. Then item number nine is approve the minutes. Item number 1 9.1 is regular meeting the January 20th uh January 20th 2026 meeting. Is there a motion for approval? >> Some move. >> I move. I second. >> Okay. It's moved by Trusty Needam and second by Trusty Tanaka to approve the January 20th uh 2026 regular meeting uh minutes. All in favor say I. I. >>

219All opposed. >> Okay. Motion carried. Item number uh 9.2 2 is the um special meeting that we held on January 29th, 2026, which was the uh meeting that um um Trusty Tanaka was talking about. Um is there a motion to approve that particular >> moved? >> Okay. Been moved by second >> trustee Nem and seconded by Trusty Tanaka to um approve the minutes of the January 29th meeting. All in favor say I. >> I. All oppose. >> Abstain. >> Okay. one abstension from uh um trustee Periq. Item number 10. I'm getting I'm getting what? Dizzy from the fast speed we're going through these things. Gotten used to being slowed down. Um our agenda for the consent calendar is um uh before us. Um it's item 10.1 through 10.8. Um the consent calendar is to be

220approved with one motion unless a board member would like to pull an item. Um is there a motion for approval of um this agenda item? >> I move to approve the eight consent items. >> Is there a second? >> Second. >> Moved by Trusty Tanaka and seconded by Trusty Periq to move the consent calendar. Um, is there any comments or questions about anything on the consent calendar? >> Uh, yes. Um, the PO there's there are um want to speak up. >> Yeah, I got to find my notes. 10 11. Okay. Um sorry. Um well, let me go ahead and make my comments then. I would just like to comment on the um grant report that was submitted and um highlight Elizabeth Silva from King for um writing a grant for $5,000 for books um for

221the classroom and for small group um work and Kiyoko Mishu for at Arnold for let's code with bots which was a nearly $1,000 grant. Um, I really appreciate the fact that our teachers are out there looking for those additional resources for their classrooms and they're to be lauded for that kind of information. And the other item I just wanted to make a comment about was item 10 uh six which had to do with the purchase orders. And I just wanted to say that I appreciated the added detail to the report process that was included in this particular month. Uh that was uh that was really helpful in uh more elab with the greater elaboration, greater understanding. >> Okay. So, um we heard tonight that um the health aids are they do the v eye vision

222exams and so there's um there's a contract for agreement with services with um Ketchum Health. So the um there are under new contracts there are three contracts under the department of ed services um and those are all um tied to a specific student. So that's not services for all students. Those are services for a particular student. And the student ID uh and it's not their official ID, but our internal numbering system to identify which student that is attached to is is also listed that um information was recently updated. But so you've got a speech evaluation that's for one student. You have the as you were mentioning eye exam, visual efficiency exam, and then the other one the psycho educational assessment. So these are independent evaluations that have been requested by parents and under EDCO we

223are required to provide it. >> So it's independent. It's not something that our health >> No, they they they have said we want someone else to do the assessments. They don't want our people to do it. >> Which item is that? 10.3. >> Uh that is >> contract uh report. I'm sorry. I don't I'm on the uh one second here. >> 10.8. Sorry. >> 8. >> Oh >> 10.8 contract report. Okay. I'm sorry. I you know without referencing the item number um I'm in the dark because it doesn't uh clarify it in the uh just the written agenda >> and I apologize my notes are all discombobulated now it's so late but thank you the the main thing is knowing that the parents did not want our staff to do it because there's I've seen

224psychoanalysis in something else and so I appreciate >> under ed code parents can say thanks for your assessment but we want some basically we want a second opinion >> yeah third party okay Thank you. >> Are there any further questions or comments on the consent calendar hearing? None. All in favor of the consent calendar of items 10.1 through 10.8 say I. >> I. All opposed. Thank you. Consent calendar has been moved. Uh action items. Guess what? We can drop down to 11.4. Isn't that exciting? Item um 11.4 Four is ratify agreement with behavioral emotional and academic mentoring beam LLC for independent educational evaluation services. Uh the uh recommended action is to um approve this particular um this particular item with a specific student number attached to it uh for a cost that does not exceed

225$14,000. Is there a motion to approve uh this agreement? >> I move to approve. >> Second. It's been moved by trustee Tanaka and seconded by trustee Periq uh that we approve this um particular agreement. Are there any questions on it? >> I do have one question. Um is this the same thing where it's they wanted the outside company to be able to do that evaluation? >> That's correct. And the reason why it is um a separate board item is because it exceeds the $10,000 limit that we've placed on new contracts for the contract uh report. >> So is this for one? It's% student is it for like >> it's it's one student but multiple assessments thus is why it >> one student but multiple assessments. Okay. >> Oh, so those multiple assessments are for the

226one student. >> Correct. Multiples. >> It's not for multiple students. Okay. >> So um when a student is um has um assessments done, they can have it in multiple areas and if the parent disagrees with the the results, they can ask for an independent evaluation and they can identify the areas. So this is for one student multiple assessments based on the request. >> So for help in reading the um this um you know it it helps to note in the recommended action that is uh for au for the student with a student number. So um it shows that it is for a singular student. So um thank you for that clarity in the recommended action. Uh all in are there any other questions? All in favor say I. I. >> All opposed. Okay. Motion carried.

22711.5. Approve amended and restated agreements with the city of Cypress for use of Damron vessels and Rosen Acacia Parks. President Sundi, I'm sorry to interrupt. Can I just offer a little bit of direction here? >> Um, based on the discussion that we had yesterday at the special meeting, um, these are the same agreements. However, the board during that information item expressed an interest to um perhaps approve these agreements but for um a shorter term and I think that the term was expressed August 31st, 2026. >> Thank you for that reminder. >> And so you could um rather than using the suggested recommended motion, you could um offer an alternative motion that would capture that effective date. >> Thank you. Isn't that the one I was >> right? So, I'd like to offer an alternative motion.

228>> Um, we would like these agreements extended until the end of August until which time the current >> Let me just help a little bit because they're it lapsed. So, you would approve the agreements through August 31st, 2026 >> retroactively. >> Well, it's not retroactively. It'll go into effect once it's been signed by It has to be approved by the city council, too. So, you're saying we would approve the agreements that are presented to us as is >> and they would be with is that what word do you want me to say? >> I have my um expert over here. So, I'm going to read you a suggested um motion based on your interests. uh approve amended and restated agreements with the city of Cypress for the use of Damron Park, Vessels Park, and Rosenocasia

229Park through August 31st, 2026, effective upon mutual approval by the city Cypress City Council. >> If you just want to say what she said, >> amend and restate those agreements until the end of August. >> Putting in a >> putting in the date >> August 31st date. >> Yes. Yeah. >> So, that is the motion. Um is there a second? I second. >> Okay. Is there any further discussion on that item? I think we had an opportunity and I think that um it is um I I'm not sure that everybody in the audience was here yesterday, but in case you were, you already heard us having active discussion over this item. And so unless there is new um pressing information, we should move to the vote on the um revised um uh motion or the

230new newly newly presented motion uh as was read by Superintendent Salavs. All in favor say I. >> I. >> All opposed. >> The motion is carried. >> President Zandi? >> Yes. >> I apologize. I'm I just found notes that have questions with regards to item 10.6 and 10.7. >> Um would those be able to be answered since we've already moved? We've already >> Why don't um uh let me >> Trusty Hayasha, are these the questions that you sent today? >> No, >> they're additional ones. Okay. Could could you possibly um send me those questions as well? Okay, >> I can do that. >> Okay, I think that that would be helpful. Um the um item uh 11.6 is to adopt the resolution number 2526-11 board compensation for missed meeting approving payment of the total monthly

231stipen to trustee Periq for the month of January 2026. Is there a motion for approval? >> I move to approve. >> Is there a second? Second. >> It's been moved by trustee Tanaka and seconded by trustee Nem to adopt resolution number the number uh numbered resolution as presented. Uh all in favor say I. >> I. >> All opposed. >> I will abstain. >> Okay. Motion carried with one abstension. >> I want to apologize for missing that meeting but I had a bad reaction to a medication. The next item on our agenda is to um adopt the following updated board policies and administrative regulations effective February 12th, 2026. And there is a whole list of them that were provided for us. Uh these are all uh I I don't want to call them emergency resolutions, but

232they are ones that are required by law and therefore this is not a a first reading of these particular ones, but we've going straight to them uh to be approved for at the second reading and um I I I would ask if there is a motion to uh approve the updated board policies and administrative regulations. >> So moved. >> I second. It's been moved by trusty Nem and seconded by trustee Tanaka to uh approve the updated board policies and administrative regulations. Is there any questions or comments or discussion? Hearing none. All in favor say I. >> I. >> All opposed. >> Thank you. Motion carried. Item number um 11.8 8. Approve the um let me get down to the approve the safety act notification procedures addendum to the comprehensive school safety plans. Um is the

233recommended action. Uh is there a motion to do so? Approve this motion. >> So moved. >> I second. It's been approve a mot a motion has been made by trustee Periq and seconded by trustee Tanaga to approve the safe act notification procedures addendum uh to the comprehensive school safety plans. Uh is there any conversation discussion questions? >> I do have a question. >> Okay. Um, can staff provide some context on the safe and the SB98 and clarify is this basically just saying that the principal and or the designate from the district is just going to notify the superintendent if an action occurs. >> So there were some requirements as a result of this legislation that information was included in the agenda item, the bulletin from the California School Boards Association explaining the urgency. So by

234March 1st, certain things have to happen. We have to upload those policies to the California Department of Education. We have to show that um this has been incorporated into our school uh safety comprehensive school safety plans by March 1st. So um we are meeting those requirements and that's why these are being presented to you. So these are all state requirements >> and and trust uh trustee Tanaka, if I understood correctly, you're asking about the notification. So if someone does arrive on campus, um they do need to so if a a staff member, right, not the administrator, they would notify their administrator. The administrator would notify us. Um and so they would only be held to public areas that the public is allowed to be until an administrator can address the situation. >> Okay. Yeah, that's

235what I was just trying to figure out what this actually meant. That's what I was just saying. Is it just the >> It's more the action means more actually. um it's a little more encompassing of that, but that's one of the um requirements in um the policy that we would adhere to based off of the new law. >> Is there is it going to take a long time to explain what the other pieces are? >> Well, it's the notification to parents. Um it's it's all listed in the policy and and we're just familiarizing ourselves with it as well, but it's it's to ensure that students um and families that could be in that situation that we have a plan of action and know how to uh legally and compliantly respond. And so once we have

236an approval of the policy and the information, we can train our staff on it. >> Okay? So because when you look at it says notify parents and guardians, notify the teachers, school administrators, school. >> So if um personnel came onto the campus, we would notify um parents and staff that that is occurring which we have not had that happen in our schools, but it has happened um across California. >> Thank you. >> Okay. I have a a follow. So when you notify the the parent, does the legislation say anything about whether the parents are authorized to remove the child from um from the the school promises? >> Parents are always able to remove their children from they just they're allowed to check them out at any point of time. >> Okay. And then um does

237the leg and I I apologize for not looking this up in advance, but does the legislation say anything about um coordinating with local law enforcement at all or is this just supposed to be treated as like an internal school district matter? >> I mean, we we work I I know Teresa here. We work very closely with our local law enforcement. They've been um really um phenomenal. Um but this would be if um some like you know um immigration had arrived onto the campus. It is how we respond at that point of time they would get to the administrators and then we would follow um the the outline of our safety plan of how um that would be addressed and part of that process would be um if if they have uh a judicial warrant. So,

238you know, we would have to comply with any legal um documents that were presented to us and that's why administrators would need to review that. >> Got it. Okay. Um can I request just sort of a a short blurb about how this would have been responded to before this went into effect? >> It would have been pretty much responded to in the same way, but the difference is I believe it's the parent notification and and they're it's pretty general like as soon as practicable. I mean, you know, they they don't give a particular uh I don't recall um Tandy, you could correct me, but um you know, as soon as staff are able to notify parents uh um other staff members about the presence of um immigration officers, enforcement officers on campus. >> Okay, thank

239you. Thanks for answering. >> Okay, then um this particular item um is 11.8. It has been moved and seconded. Um if there are no further questions all in favor say I. >> I. >> All oppose same sign. Okay we have ar we have arrived we have arrived at item 12 which is information slashd discussion. Our first item on the agenda is uh number uh 12.1 which um is for us to discuss um what we want to do. We have traditionally, in other words, it's library book donation in recognition of day of the teacher and classified school employee week. We have traditionally uh recognize this as a group um and um by and also by uh donating a book to the library as uh as the board. In other words, a book to each library. And

240it's been handled in many ways over the last few years. Um, we just have simply gotten this is the name of the book that you are donating and please fork over $30 or whatever the cost of the book is. I don't think it's cost $30, but you know, it's been basically that. But then there have been other years where we have asked uh uh for the opportunity to be able to suggest books that we uh would like to donate. uh other years we have asked um uh library uh clerks to uh give us a list of books and then we would select the book um and you know variety of ways in which to do it. So the question on hand is do we want to continue to do this? And if we do, how

241would we like to approach uh actually doing the donation? Uh do we want to select let somebody else select it and just give us the bill or do we want to have a little more hands-on in terms of um the opportunity to choose? >> I I really like this and I think this is a really positive initiative. I would like us to be more involved like at least to be able to, you know, talk with these the teachers, right? Talk with the certificate staff, talk with some of the librarians, say, "Hey, what Lexile does this need to be? Which grade does it need to be? Maybe we alter it, right? It maybe it goes to TKK, kindergarten, then the next year it rotates, goes to first grade, but you know, the thing is we we

242just don't know. And I think that would be beneficial for us to at least be part of that process. That's just my opinion. I would like to be part of the process. >> No, I I agree with you. How about you, Trusty Hayashida? >> I agree too. On one of the library visits that that we were on, um they were talking about the older kids not having um enough books in a certain Lexile. And so I I think even maybe if it's I mean it could be different for the different schools if they're if they have a need in a particular Lexile, but I like being more proactive. I like that. >> Much to Trusty um Periq. >> No, I I I agree. I think it'd be great to be involved um and sort of

243maybe even help with the the decision- making. I know there's sometimes there's books that, you know, we find that aren't traditionally um available at the library. So, it might be kind of cool to be able to to make suggestions based on on that as well. And Trusty Nem did. >> Okay. Well, I would I would just, you know, since I've been here and been here around for quite a bit of time, uh, in terms of the different ways in which you've done it, I tell you the one that's given me the most satisfaction is the one where, um, whether it happens to be, um, but primarily the clerk's um, providing us with a list with a small little uh, blurb about what the book is about and how it would actually address, you know, a

244particular need that they have in the library. and then uh perhaps uh give us an option of three or four or five books and then we get to choose the one that we think that we would like to donate or um if all of them appear to be equal and we have at least five books on the list, we could each choose a book and give a different book to different libraries. um you know, but it would give an opportunity for each board member then to maybe um feel a little bit more um uh ownership ownership over the donation as opposed to simply being told, you know, this book was the one that was chosen and please uh you know, write us a check for X. And um that that seems a little depersonalized and

245um so uh I don't know does that sound like a good idea? No, there's no motion because it's an information discussion. So, it's a question of if we decide that we want to go that route, then that would be the direction that we would give staff. >> Yeah. I think everybody's pretty much unanimous that they want to continue. >> Yes. >> So, I want to make sure we're clear because I heard a lot of different things. Um, you want library specialists to provide a a list of books, roughly five, six titles of recommended books based on what student interests are, what they perceive are the needs for the library in terms of diversity of books and reading levels and so on and so forth. And then from those um those would be presented to you

246next month in an in an action item and you would discuss and select. >> Can I can I reel that in a little bit? It feels a little bit um off color I guess to be assigning a task to a library clerk when they are um when those positions are >> I would agree. >> Yeah. So maybe it's something that we as a board could take on. Um or I just I I don't >> May I offer a suggestion for your consideration? Um, we could do some quick research if you like on like new the um California Department of Ed has like a list of new Newberry award winners and you know some high quality books. >> Well, yeah, >> we could present you with a list that you could consider at next month's board

247meeting and you could make a selection from that. >> Or another suggestion, we could do it a different way. If any of you had a personal title that you wanted included in that list of consideration along with the Newberries and what other highly recommended books, we could um include those. You could email me and I could include those in the um in the list. >> I I I'd like to also share that um being proactive, my secretary had contacted um the library clerks quite a while back and had gotten um some recommended titles for them. So, I can also make those available. >> There you go. >> Perfect. Okay. So, somehow or another, we're going to get a list of books to choose from. >> You'll have quite a list. Ed services, uh, the Ed

248services team will >> So, if we throw an extra dime in, we can get an extra book for us. >> There's only five of us. We have six schools. We need to get six books. >> Oh, yeah. Absolutely. We always absolutely, absolutely. >> So, yes, we're not going to leave any schools off. >> So, has that covered that particular item? Yes. >> Okay. Then going on to 12.2, we have the Cypress Education Foundation Board of Directors Application Process. Um, I thank the uh staff for listening to our comments on this particular item and coming back with some information as well as the actual um um application that uh would be utilized as well as a timeline for implementation. If we are approving it tonight, um I would like to uh have um comments. >> There's

249actually no action >> questions. Sorry. No action. >> No, I know. >> Yeah, just verbal like >> Yeah. No, I I was going to say yes. So So I was going to say let's let's open up the comments and and conversation. >> Yes. I So I thank you again for opening this up to anybody that's interested in this. just please make sure applications are due by February 27th, 2026 at 4M. Uh this begins the formal appointment process. You know, and the second phase to this is we need to please not forget when we did not approve this the first time, we need to have that meeting, right? That where is the valuation? We need to first point the to board members that um but then we also need to have does this uh foundation still

250makes sense for where we currently are today and how we is best going to suit the students. Right. So, so this is the current we were that that was our decision that we were going to go ahead and simply continue having the foundation as it exists right now but create a process by which we actually um take application for the ones that the board uh the director's positions that the board has authority of appointing and then yes we did give direction that we would like to have a workshop on the discussion of the validity of maintaining the um Cypress Education Foundation under its current format. >> Yes. >> But that I don't think that we had addressed a specific time by which we wanted it or did >> I think I recollect July. >> I

251was thinking July too. >> Yeah. I just don't want that to get dropped. Okay. >> And then that's why I wanted to bring it up. Right. >> So in terms of our timeline here then we want to you know Yeah. This is just specifically for uh the appointment process. what I would like to include in this particular um timeline to see whether or not there would be that opportunity because sometimes when you actually are reading somebody's application um they present differently in a written format than a physical format. So, could we make sure that we would invite those individuals to be present? Um, either that or else an opportunity for us to short list based on the applications and the date of the um the date of our board meeting, March 12th, have the ability

252then to um uh have the uh shortlisted group to u do a small a brief pre just a brief introduction of themselves and why they're interested on to be on the board. We would want to include that in the application process. We'd want to revise that then because I don't I think we would candidates would need to know that was the expectation. >> Okay. So what is I mean I personally think it's very important for us to have at least some facetime with whoever we we appoint. >> Y agree. >> Just maybe a follow-up question on the short list process. Who would be creating this? Well, I mean, I don't know whether or not they're Well, we would actually be the ones who shortlist it because it basically says here on the timeline that we

253would actually review them and make the appointment. I'm just saying do an intermediate step that we would review them and then we could do our top five or whatever and then that top five would be ones that we would ask them to come in and we'd make the final decision on the board meeting night. I think that may require more time then just because you would need it might be >> to have the March 12th meeting maybe be the short list opportunity and then a subsequent meeting to do the appointment um just so that you can make that um decision at a public meeting >> right because we can't do the short listing >> private >> not in open session >> and can we also schedule that umformational sort of session that we for me

254I think that we had talked about and I I'm I it's my fault. I know you >> just email me some email me some dates and I'll work with stuff. >> I will. Thank you. >> Okay. So, essentially uh is is everyone interested or is no one interested in us having a two-step process of selecting the applicants? >> Yes, >> two-step process. >> Two-step. >> Okay. So, it sounds like we need the second step. >> Okay. So, we'll amend the um application documents to reflect that. Uh, and then we will put it out. I'm gonna defer to Larry because I see him thinking this through. >> We may just delay the pushing it out until Tuesday. >> That gives more time to look at the to re redo the application. >> Yeah. And that will

255still give us enough time we can push back the due date by a week or so because we're just going to be shortlisting at that first meeting. The anticipation is they don't need to be present until the meeting in April where they would be interviewed. Correct. >> Okay. Then the last one that uh we have on our agenda tonight is um uh 12.3 the 2026 27 budget development calendar guidelines and assumptions. Um, I've got to say that I was uh tremendously um um impressed. Um all three documents gave us more detail than we've ever been given before in the past and for that I just want to say a big thank you and um however with more information there may be more questions or comments that we have. So, I will uh I will defer

256back to my fellow uh trustees as to whether they have any comments or questions that they may want to ask. And I'll start with trustee Hayashida. >> I'm good. >> You're good. Uh anybody else have any questions or comments on this? >> No, I just want to say thank you, Larry, because the details in this is amazing. Being able to provide this ahead of time to us, get us get us a chance to review this. Thank you. Yeah, and I will say Dr. Mlen left um these documents um in in very much the format that they're in. And so I we built upon them this year, but these are not brand new. Um these are just building upon um things that have been done by Dr. Mlullen in the past. >> No, I did re

257>> I appreciate you saying that, Larry. Yeah, >> I I I did recognize some evidence of that in in the documents, but that that's the reason why I was saying that the that the uh the elaboration was really um was really was really good. I mean, it helped us quite a bit. Um so, we don't really have any discussion on this one. Is that correct? >> Correct. >> Okay. Then the next item on our agenda is adjournment. But I would like to um remind everyone that our next next meeting is a special meeting February 19th, the leadership educational partners workshop from 3:30 to 7:00. And that we also then have the special board meeting related to the resolutions that we the new revised resolutions that we that we voted down uh tonight. And then we

258have a regular meeting on March 12th. Uh the meeting is now adjourned at 10:54 3 and 12 p.m. >> And just an announcement for everyone in the boardroom. Um we have to vacate the building by 11:15 because the intrusion alarm is going to go off.