January 20 Board Meeting

001cuz like I can't the whole time my toddler, you know. I would like to call to order the regular meeting of the board of trustees January 20th, 2026 at 6 o'clock p.m. Item number one is roll call. Um, Miss Parker, would you please call roll? >> Trusty Tanaka, >> present. >> Trusty Hayashida >> here. >> Trusty Periq >> here. >> Trusty Anita, >> present. >> President Sandi, >> here. >> Item number two is to approve the agenda. Is there a motion to approve the agenda as presented? >> So moved. >> It has been moved by uh trustee Tanaka. Is there a second? >> Second by trustee Hayashida. All in favor of approval say I. >> I. >> All opposed. Motion carried. Before we move on, I'd like to uh just sort of start the meeting

002by basically noting uh and referencing our last board meeting which ran uh fairly late. And I would like to say that I would like to applaud the trustees that are here for the um discourse that took place, but also want us to keep in mind that the endpoint that we approved in 2023 under bylaw 9323 suggests that 10:30 p.m. is the time that we should try to close our meetings to be uh respectful of all parties that are in attendance. Um based on uh some uh looking at that particular bylaw, we have three options. When we near a late hour, our first possible option would be to adjourn the meeting on time and schedule the remainder for a future date. Or we could set a one-time extension that all of the trustees agree to complete

003the agenda, which would suggest maybe another 10 minutes, another 15 minutes, something of that nature. or we could use our time judiciously in the questions we asked during the meeting recognizing that many questions can be answered before we actually get to the meeting. So just want to start off our meeting with that kind of commentary and hopefully we don't have uh opportunity to run till midnight in future meetings but just in case we are running past that 10:30 hour or getting close to it. These are just some um sort of um setting the stage for us for the rest of our meetings. Our next item is item number three, public comments, close session. In accordance with government code section 5494 uh.3, anyone who wishes to address the board on any closed session agenda item may

004be recognized at this time. In accordance with bar board bylaw 9323, individual speakers shall be allowed three minutes to address the board on each agenda item. The total time for uh limit for public comment on each item is 20 minutes. Miss Parker, do we have any comment cards? >> No. >> Okay. Item number four, recess to close session. We have two close session items tonight. 4.1 is conference with legal counsel existing lit litigation. Item 4.2, conference with labor negotiators. Um and uh so I will now uh recess our meeting to move to close session. Good evening and welcome. I'm not sure that we've had this big a crowd for some time. So, I'm really glad that we have the space for everybody to have a seat in the same room. Um again welcome to this

005meeting. It is uh our January 20th regular meeting and I am reconvening the meeting and we'll start with 5.1 which is our close session report. Uh we had two items on our close session. Number 4.1 was a conference with legal counsel. Uh the board received information and provided direction to staff. Our second item um was 4.2 conference with labor negotiators. The board received information and also provided direction to staff at that time. The next item on our agenda is 5.2, pledge of allegiance. And it's my understanding that we have uh students from Juliet Morris Elementary School who will be leading the pledge. >> I think Mrs. Lennox is queuing them up just now. >> Okay. Is this on? >> Principal, I I know you were out in the hallway with your students, but we are

006at the pledge of allegiance. >> Yes. Yes. Very good. Uh, so good evening. I'm Darino Liry. I'm the principal at Morris Elementary. And at this time, I would like to introduce one of the students from Mr. Kelly's classroom, Nathan Kim, who will lead us in the pledge of allegiance. >> Please stand. Put your right hand over your heart. Ready? Begin. I pledge algiance 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. And just to cue the drums and so forth, item 6.1 is school presentation from Juliet Morris Elementary School. >> Thank you so much. Take it away. >> So tonight I am joined by a group of Morris students from Mr. Kelly's fifth and sixth grade

007combination class who are very excited to share calm coding programs which they designed using the Scratch visual programming language. As you know, our schools are focusing on social emotional learning this year and our teachers have been receiving staff development to support learning in this area. In fact, during the first week of school, all of our teachers learned about strategies and resources they could use to help their students learn to manage emotions and develop healthy relationships. Mr. Kelly has been at the front edge of this work, so I'm going to pass the mic to him so he can tell you more about what he and his students will be sharing tonight. Thank you. All right. Good evening. I'm back here again for another one, another year. Good evening. My name is Adam Kelly. I'm a fifth

008and sixth grade teacher at Morris Elementary School and I'm here this evening to present uh something that brought together the worlds of SEAL and STEM. It was an idea that was presented to us from Coach Rudy back in August at our professional development meeting. Um he said that after recess, our minds and our bodies are so full of energy that it makes learning really difficult when we come back in from recess. This is a good thing out on the the playground, but it's really difficult when you're coming back into the classroom. And so he had advocated for the use of calming strategies uh per his uh his own experience. He said he used calming strategies in his own classroom whenever they return from any recess periods. These will help our brains, he said to uh

009switch from a a play mode to a more focused mode so that we're ready for the next part of our day. And this was the one thing I was like definitely going to get a hold of when I got back into the classroom. However, when I went back into my classroom to implement this, I thought we've got 180 school days times two recesses. That's 360 calm periods. I need something a little more unique when it comes to this stuff. Otherwise, you tend to lose students and their interest over time. So, I went to our MTSS website where our wonderful sealtosa Cassie Hanley has put up some resources and I started to use those and they are limited in the sense of their number, but they were great to get me started and they sort of

010helped me to start classifying what calming strategies look like and sort of the diversity of those. And so I sort of classified them in in three separate ways. There's one the classic breathing technique which I think my students think are the most popular ones. You'll see those today. Then there's the visualization technique where you sort of like envision yourself like being in some place. That's the one I remember when I was a kid. And then the last one is uh sounds of nature where just nature has a sort of calming presence just by its existence in proximity to you. So what I found was weren't a lot of resources to carry me through the year. So instead I decided to reach out to the people that uh I believe in best when it comes to

011knowing such things and these were my students and I thought if they all design these programs using Scratch then they I would have 32 new strategies to use and the novelty of that would just sort of increase the engagement that I have when we come back from these recess periods. And so they are going to share some strategies that they designed. The criteria for selecting these three students was simply based on the idea that the other students in class felt that these were the most intriguing, engaging or somehow interesting in terms of the angles that these students take. And so my students actually chose them. The students of room 32h chose these students in that sense. And so I ask for you to participate in the the strategies as they are in front of the

012screen with you. I do them every day and I I enjoy them every single day we come back from recess. So I implore you to uh relax and enjoy some calm coding. And the first strategy we have is from Colton Shadow. He designed a program called Beach Sunset. You got it >> right in here. Hello, my name is Colton Shadow and I made a project called Beach Sunset. The instructions of this project are to watch as the bird flies by and breathe in and out as it disappears across the screen. We need some volume on those waves. I got inspiration for this project from every summer me and my family going to the the beach and I would usually just build sun castles and breathe in and watching the birds fly by. >> Thank you.

013>> And our next calming code comes from Nathan Kim. He designed a program called Coast Relaxation. Hi, my name is Nathan Kim and I'm a fifth grade student in Mr. Kelly's class at Juliet Morris Elementary. My calming code project is called Coast Relaxation. Press any uh key to begin. >> When you're ready, gently press any key to begin your quiet journey. Let the flowers guide you. Follow the dove and read the instructions above. If you'd like to reset, press the stop button, then press the space bar to refresh all variables, the dove, and more. Heat. Heat. I used the image of this landscape because I loved its stunning seasonal transformations blending vibrant nature. I used the music because I thought it was a perfect fit for my co project and of course it was calm

014and relaxing. I use the box breathing technique because it enhances focus and concentration in my project and because it reduces anxiety and stress. So the box breathing technique that he was referring to that was off of our MTSS website. You maybe some of you have heard of it. So sort of mimics that with the counting at the top of the screen. And then our final program comes from Llaya Hem. She designed a program called dog. Hi, my name is Laya Himm. I'm a sixth grader at Juliet Morris Elementary and this is my calm code called dog. Please listen to dog and follow his words while this code plays and enjoy. Who? My inspiration for this project is dogs and >> and food. Uh >> even though we practiced every day at lunch for this presentation,

015I never saw her eat food. Okay. Uh, I really like Oh, my inspiration for this calm code is thinking bubbles and dogs. I really like dogs and thinking bubbles is one of my favorite kind of calming strategies. So, I decided to combine the two to make this project that is cute, funny, and calming. And to be clear because I had asked her too like some of the students they had incorporated some of the some of the elements that you see in the programs. They took uh you know PNG files or sprites their characters on the screen. They took them from online sources or from the Scratch program itself. But Laya completely illustrated that one all on her own. Dog is like her own creation. The background images all that kind of stuff. Even the dog

016uh growling is her modified voice in the program. So, lots of programming going on and uh video and editing design and all that kind of stuff like that. So, with that, we'll uh take questions. The students ready for questions with their programs and anything you guys have. >> Wow. I don't know about you, but you don't know a backstory here. As I came in this evening, uh, my watch started, um, you know, doing this little thing and it said, you know, you have a high heart rate. >> Oh, nice. >> And it happened two or three times before I got here, this particular point. So, I decided I needed to participate in these uh, exercises as and and I don't know if you were watching me. I with Laya's dog, I was doing I don't

017know. It doesn't actually I haven't had the time to go back and check, but I I I think I'm a little calmer. Uh but I do want to thank Mr. Kelly for uh you know his uh sort of inquisitive mind and him bringing that to the classroom and recognizing that you can be the architects or the designers of your own solutions for a variety of things. We all need to be calm at a particular time or other. And Colt and I really enjoyed watching that bird go across the screen. Uh it was really something special. And um let's see, Nathan, I really enjoyed the music that you used because it really is almost it was almost like Zen music, you know, it just sort of like, oh yes, lean into that. And uh I would

018just like to say that um I thank Mr. Kelly for uh coming up with that idea for his classroom. And I think that that is something that um if you have an interest in uh these kinds of things, come up with practical ideas of how to use your creativity. That's phenomenal. Um I also applaud you for being able to get up in front of a large group of people and to be able to talk to them. Maybe you weren't really looking at the crowd, but if I were your age, I'd be pretty daunted by actually getting in front of this number of people, but you all handle it with grace and skill. So, I would just say, you know, you probably have proud parents out there as part of the audience and um they have

019something to be really proud about. You all are really are something special. So, thank you. I will now ask to see if my other fellow trustees have any comments or questions they might like to ask. >> Yeah, I do. Well, thank you again, Mr. Kelly. Really appreciate everything that you do as from all every year I get to see all the different things that you bring in to the thing. This is such a great thing. And thank you to the Moore students, uh, Colton, Nathan, Laya. This is such a great thing from the how relaxing between the different visuals, the scenery, the music, hearing the waves, the different sounds, as well as being able to see the dog giving that little cheerful smile. So, I think that's such a great thing. The educational benefits, Mr.

020Kelly, that you're providing these students is amazing. be by able to teaching them programming but through an easier way than having to go into the details such Python which is really really hard but going through the visual through scratch right it's a lot easier to be able to visualize that and to get the basics down I really appreciate everything that you've been able to do and thank you I just can't wait to see what's going to come next year >> thank you >> boy setting the bar um we we just we really we really we appreciate appreciate everything that you do. I when I saw you, I thought about the Olympics and last year. So, and of course, we're still hoping that we have that this year. But, um I'm visual, so I really enjoyed

021that. And then, um also just the whole box breathing. I tend to do that when I get anxious. So, seeing that in action was very helpful. And I love the fact that you're learning stuff today that when you are um you know when you graduate high school and you're looking for a career, you'll be able to to take what you're learning now and then also that the fact that you're doing something that's going to help other people. I mean that that's that's fantastic. So I really appreciate being here tonight and thank you so much. >> So for me, thank you. Um this inspires me in my own classroom. We do things like this every day. When my kids come back, we always take some mindful minutes, but um I'm always searching for things and so

022the idea of getting the kids involved and having them participate, I think that's awesome. So, I'll be taking that back to my own classroom. So, thank you so much for sharing with us. >> Um this was just absolutely incredible. I mean the the first thing I noticed is like the elements of like stress reduction techniques that the kids employed like sound you know visuals, the box breathing and then really humor. Um it it was just fantastic. So for you guys to be able to come up with that is just absolutely incredible. So so impressed with you guys and your presence, your poise, the presentation, everything was was phenomenal. Um, and I love the combination of SEAL and STEM and the way that you kind of brought that together. That's just such what what an amazing

023assignment. Kudos to you. Thank you. >> Thank you. >> Well, fantastic. Well, you know, um I think that we've got some certificates to hand out. So, if you all will hold baited breath, we will come down and All right, our first participant in a certificate of rec of recognition is Llaya Hem. also Nathan Kim. And finally, Colton Shadow through >> Mr. Kelly and Join students. and the board of president. Any more pictures? >> Well, before you get too comfortable, we are now going to have a fivem minute recess. So, friends and family and you students can depart for other of your evening activities. So again, thank you so much for coming and presenting to us. I know that um I'm going to take away a couple of really good ideas and I'm going to have

024somebody feel my pulse in just a moment just to check it out. Uh but thank you again and um good evening everyone who's here that is ready to leave with their family members and we look forward to having the rest of you remain to speak with us. Thank you. Where's Jamie? >> Where's Nina? Where's Jamie? >> I don't see her. >> Oh, she's up there. Where is she? >> Well, I I it was almost too good to actually cut it off, but you know what? There's a real calming to using this. Maybe we should make a movie of this. Okay, our next item on our agenda is public comments. >> No, no, we have a special presentation. >> I'm sorry. Let me just get back onto regular schedule. Item 6.3, school recognition month. I will

025now turn this over to Superintendent Salavs for this portion of the agenda. >> Thank you, President Sandi. So January is school board recognition month and in honor of that I have a proclamation that I would like to read publicly. Whereas an excellent public education system is vital to the quality of life for all California citizens and communities. And whereas school board members advocate to best serve the children in our community each and every day. And whereas school board members are committed to children and believe that all children can be successful learners and that the best education is tailored to the individual needs of the child. And whereas school board members partner with stakeholders and the community to provide learning environments where all students can thrive. And whereas school board members strive to ensure our students

026academic, social, emotional, physical, and mental health needs are met. And whereas school board members are responsible for building and maintaining the structure that provides a solid foundation for our school system. And whereas school board members are strong advocates for public education and are responsible for communicating the needs of the school district to the public and the public's expectations to the district. And whereas the mission of public schools to meet the diverse educational needs of all children and to empower them to become competent, productive contributors to a democratic society and everchanging world is more important than ever before. Now therefore, Cypress School District hereby declares its appreciation to the members of the board of trustees and proclaims the month of January 2026 as school board recognition month. Please join me. >> Thank you, Superintendent Salavs. Now,

027the next item on our agenda is public comments. In accordance with government code section 54954.3, anyone who wishes to address the board on any item of interest to the public that is within the jurisdiction of the board may be recognized at this time. Matters not on the agenda may not be acted on by the board of trustees, but may be received and referred to staffed or be placed on a subsequent board agenda for consideration. Items on the agenda may be addressed at the time agendaized. In accordance with board bylaw 9323, individual speakers shall be allowed three minutes to address the board on each agenda or non-aggenda item. The total time limit for public comment on each item is 20 minutes. We do have um four public comment um cards at this particular time and I

028will make note for you that you can follow your um time limits by looking at the counter that is on the screen as you are speaking so that um you uh can pace yourself. Uh our first speaker is Laura Walker. Good evening, members of the board and superintendent Slavs. My name is Laura Walker and I'm a teacher at Vessels Elementary. I'm here to voice concerns from staff and ACT members about the proposed cuts to school health assistants, student activity supervisors, and library clerks. First off, our health clerks are essential. We understand the district must analyze data in order to maintain our financial well-being. With that being said, I have collected data on this subject. Our health clerk at Vessels has managed a total of 1445 health office visits this year. That is an average of

02915 students per day who rely on her assistance for medical attention. Students go to her for things like head injuries, stomach aches, injuries to knees, ankles, and bloody noses. Our campus specifically has four students who must take medication at lunch each day. Our health clerk oversees a total of 33 students who have medications such as EpiPens, inhalers, and benadryil all stored in the office. To add to this list, our health clerk has assisted pair of professionals with 207 diaper changes so far this year. All of this to say, health clerks support our students and staff in an absolute essential way. Supervision staff members are equally important as they provide students with a safe space during lunch and recess. Our four student activity supervisors are currently responsible for overseeing up to 11 classes of students each

030at one time. They work extremely hard to keep our students safe. And even with their efforts, we still see student injuries and behavior conflicts that follow students back into the classroom, which leads to learning loss. With the reduction of these staff members, the numbers of student injuries and behaviors will probably only increase. Lastly, our library clerks clerks play a vital role in helping all students grow into strong leaders. They work directly with every student on campus to discover books of appropriate reading and interest level. In addition to providing every student access to beloved books, our librarians work closely with staff to ensure we start the year off with the correct curriculum and learning materials. Cutting library clerks will directly undermine our efforts in this area. We all acknowledge the district is facing financial challenges. However,

031cutting positions that protect student health, safety, and literacy is not a short-term fix. It will create long-term costs for our students and all of our schools. We are in the business of supporting children. Why is the proposed plan to cut the positions that work most closely with them? We respectfully urge the board to reconsider the cuts to health clerks, student activity supervisors, library clerks, and others in the Cypress School District. Thank you for your time. Thank you for your comments. Um, Barbara Fernandez. Good evening, board of trustees and superintendent Silvas. My name is Barbara Fernandez. I am a Morris parent and a health clerk at Luther. The proposed layoffs by the district are irresponsible. The combined salary for the six health clerks ranges between 90 to 120,000 a year. These positions have no benefits and

032we work 3.5 hours per day. Health clerks provide more than band-aids and ice. We are trained in health matters. We are the staff that give medications and use epipens and call 911 when a medical emergency occurs. We are the staff that assist with panic attacks, hunger pains, wet clothing, menration, toothaches, broken brackets, fevers, splinters, beastings, bites, upset tummies, concussions, and behaviors. We log immunizations, dental, and health history and make sure that they are up to date for enrollment. We contact CPS when needed. We answer calls and provide office support. If the district lays off the health clerks, what will happen to our students? Will there be a medical emergency missed where it will be too late resulting in a death? I ask the board to reconsider their decision and choose the safety and health of

033their students. Thank you. Our next speaker is Andrea Ogara. Good evening, trustees, district office administrators and employees, superintendent loaves, and audience members. Most of you know my name is Andrea Oggera. I have worked in the Cypress School District for over 20 years as a teacher on three different campuses with three different grade levels. And don't even think it, I'm not even close to being done. All three of my children were promoted proudly from vessels. The oldest is now 27. I stand here before you not just as an employee, but as someone who has dedicated a large part of my life to this district and to the children we serve, our kids, all our kids. Over the years, I have come to this podium for a variety of reasons. I spoke when class size reduction existed

034at one school while my own son sat in a class of 30 for four years. I spoke during California's massive budget crisis 15 years ago urging careful, thoughtful cuts. I spoke in favor of sixth grade camp. I spoke during COVID alongside many others in a successful virtual public comment campaign that helped prevent a deep and unnecessary proposed reduction in force that would have affected nearly 20 temporary and probationary teachers. I spoke in favor of a fair raise for teachers after the biggest cola in decades was given to districts. You see, I was there when the huge layoff went all the way to 10-year teachers 15 years ago, and we were promised that when times were better, it would be paid forward. I was here when that didn't happen, and teachers had to rally for even

035a semblance of fair financial compensation. And just last year, I also participated in a successful campaign against proposed and unnecessary teacher layoffs at AUHSD. Let's not follow in those footsteps. So when I speak tonight, I do so with experience, perspective, and deep care for this community in which I live. My message is simple. Please keep the cuts away from our kids. We all understand that the projected budget shortfall in three years needs to be addressed. It's not in dispute, but we are not facing an immediate crisis like the one from 2010 with mid-year drastic budget revisions from the state clawing back money. Please be surgical. Look at each proposed cut carefully and ask one guiding question. How does this affect the children we serve? Is it really necessary to preliminary lay off all library clerks?

036Is that the kind of school environment we want? one with reduced access to books, literacy, literacy support, and safe, welcoming library spaces. Is it really necessary to preliminary lay off all health clerks? Is that the kind of school we want? One with health and safety and daily student needs stretched thinner. Is it truly essential to preliminarily lay off our toes? I'm sorry. Is it truly essential to preliminarily place most of our toes back in the classrooms? Is that the kind of school we want? one without support for STEM, sufficient teacher coaching, and no reading intervention. Or are there other areas far removed from the daily learning, health, and safety of our children, where savings could be found with less risk and less harm to our children? We all agree that principles have incredibly hard jobs

037and rarely get enough credit. When they were asked to weigh in on priorities for cuts, they spoke clearly. Their number one recommendation was at district office. Bravo, principles. Those of us at the sites are asking you to please listen. Our children should not be most affected by budget solutions. They should not be our contingency plan to build a rainy day reserve fund unnecessarily when just meeting the minimum. >> Your time is up. Please, your time is up. >> Would provide certified budget and protect services rely on daily. >> Thank you for your comments. Our last uh uh public comment card is for Stephanie Girds uh for this portion of the public comments. Uh Stephanie um good evening uh Superintendent Silvas and members of the board. My name is Stephanie Gertis. I'm a parent of students

038at Arnold Elementary and I'm I am here today to speak on behalf of the families who rely on our school library clerks. While I recognize the weight of of budget decisions before you, I am here to argue that library clerks are not just support staff. They are essential to our our literacy goals. Under California Ed Code, this board has a mandatory duty to provide school library services for every pupil. By eliminating the personnel who operate these spaces, the district is effectively shuttering the resource itself. Removing library clerks removes the access which fails to meet the legal standards of service required by the state. California ed code also mandate mandates that the state adopt standards for these services. These standards require that students learn to access, evaluate, and use information skills that are critical in today's

039digital age. Our library clerks are are the professionals who help our children reach these benchmarks. They manage tens of thousands of dollars in district assets and provide the professional environment where the science of of reading takes root. School libraries are a place for students to build a love for learning, explore new worlds, and for many, a safe haven for from the realities of their lives. Removing the library clerks takes away a vital resource for our students at an age when it is most important for them to have the access to it. We recognize that this board faces incredibly difficult budget cuts and that no department is immune to scrutiny. However, there is a fundamental difference between trimming administrative overhead and cutting the the killer the core pillars of student development. Essential services, specifically those tied

040to literacy and student health are not the places to make these cuts. Literacy is the foundation of all of our learning. If we compromise the library today, we will pay for it in student achievement gaps for years to come. I'm a librarian at a high school in Santa Ana, and I can tell you my district made those cuts 15 years ago, and I am still dealing with those cuts today with my high school students who are reading at a third grade reading level. I urge you to protect our library clerks and keep our libraries professional, functional, and staffed. Thank you very much. That is the end of the um uh public comment cards that I have for the evening. And I just want to assure everybody that you know we're at the uh we're we're

041in the middle of the process. We're not at the end of the process. So keep keep that in mind. We're still in a movement towards that decision- making ultimately what is going to happen. So, I hope that you all uh choose to stay through the end of the evening so that you have an opportunity to listen to uh the uh the budget cut portion of our um our agenda. And uh we have another couple of uh comment cards of people who want to speak at that particular time and those will be honored at that point. Um so again recognize that we don't take uh your comments um in vain. We we appreciate all of the concerns you have and I can tell you that the superintendent can tell you that we've had many questions of

042our own about what we can do and what we should do and what we shouldn't do and that kind of thing. So, we're all in this together. So let's try to all work together to try to get to the end point where as many of you have said we are looking to make sure that our students are protected in this process as uh and and mitigate that uh the negative aspects of that as much as possible. So again, thank you for your comments and thank you for being here this evening and uh we will move on now with the rest the uh the next step in our agenda. But let I just want to let you know that you all are valued and that we do hear you and uh we are listening to you.

043So thank you. We are now going to move on to item number eight which is reports. As you know, we have given opportunity to um uh the different groups that um participate in our uh district family to uh provide reports. And uh we have uh first up, Association of Cypress Teachers. Do we have someone who is wanting to speak for I feel bad always hogging it. If anyone else ever wants to have a turnup here, be my guest. Good evening, esteemed board members, superintendent Silavs, cabinet members, and guests. I'm Candy Early, the ACT president. First of all, in honor of school board recognition month, I'd like to take a moment to recognize and thank our school board members for their time, dedication, and service to our district. We appreciate the guidance, leadership, and accountability you

044provide, as well as the countless hours spent reviewing information, listening to stakeholders, and working to ensure our schools remain focused on student success. Your role is not always easy, and your efforts often take place behind the scenes, but they do not go unnoticed. So, thank you. On behalf of the Association of Cypress Teachers, thank you for your service, your advocacy, and your continued support of public education. We're grateful for your leadership and partnership. This past week, Tracy Kunan and I had the chance to visit Morris Elementary. They were just getting back in the swing of things after winter break. They shared with us the fun activities that had happened before the break. The PTA had a winter wonderland with snow bubbles, crafts, and cookie decorating. The kids got to go after lunch so that all

045children could participate in these activities. TK and kindergarten had winter centers with cookies, bingo, reindeer activities, and they played drrele. There were also several dressup days such as tree day and candy cane day. The teachers are now focused on planning activities for the 100th day of school. They're also collecting 100 pairs of socks to donate to the homeless. While staff appreciated the 3-week break and are actively working to create meaningful and engaging experiences for students, there's also an underlying sense of concern due to the anticipated budget reductions. Teachers across all sites are worried about the potential loss of positions and programs in the coming year. Although these cuts will affect all educators, the greatest concern is the impact that they will have on students throughout the district. There's been considerable discussion and speculation regarding how

046the district arrived at its current financial situation. But regardless of the circumstances, many educators feel that they are bearing the brunt of these reductions. We respectfully hope that the district will will carefully examine all areas to the budget to identify possible alternatives that would minimize impacts on students. It's our sincere hope that the revised budget will be more favorable than expected and that the district will prioritize reinstating programs and positions that most directly support student learning and well-being. Thank you for your time. Item 82 8.2 is California School Employees Association chapter 325. Good evening, board of trustees, superintendent Salafs, administrators, and guests. I'd like to introduce Alex Melbrock. He is RCSEA Chapter 325 labor rep, and he will be reporting for us tonight. Good evening, board of trustees, superintendent, savvs, administrators, and community. My name

047is Alex Melick, and I'm the labor relations representative for the California School Employees Association for chapter 325, representing classified employees in the Cypress School District. Thank you for providing an opportunity for dialogue around the proposed layoffs. We recognize the fiscal challenges the district is facing and we understand that these conversations are difficult. At the same time, it is my responsibility to speak on behalf of the classified employees who are directly impacted by the proposals currently under consideration. After review after reviewing the proposed layoff and reduction list, it is clear that many of the classified positions identified are not peripheral roles. These are positions that support student health, campus safety, instructional access, family communication, data accuracy, and the daily operations that allow schools to function smoothly. In many cases, these roles are staffed by individuals who

048are the sole employees performing that work for the district or their site. I also want to raise concerns regarding the survey process that informed these these decisions. Six classified positions were grouped in ways that did not accurately reflect the work being performed, including the grouping of single incumbent positions and the use of board classifications such as district office clerical support services, district classified support services, and M support positions without breaking out individual rules. While the district later followed up to clarify the re the groupings, the survey results themselves were skewed and did not provide an accurate basis for prioritizing positions for reduction. For example, department secretary, administrative secretary, and student information analyst were all grouped together. Another group was positions that consisted of the LVN, EL, and the family resource liaison translator. Classified professionals are

049often the first point of contact for students and families. They manage urgent needs, compliance requirements, and operational demands in real time. When these positions are eliminated or reduced, the work does not disappear. It is absorbed elsewhere, often by already stretched staff, and it simply goes undone, directly impacting students and school communities. What is particularly difficult for classified employees is the feeling that they are being asked to absorb these consequences and budget decisions and circumstances beyond their control. Classified staff do not determine enrollment projections, state mandates, or budget assumptions. Yet, they are being asked to accept job losses and significant reduction in hours that affect their financial stability and their ability to remain in the district. CSEA is asking the board of of the and the district to slow this process and ensure that all all

050alternatives are thoroughly explored before before final decisions are made. We understand wanting to spread a wide net so as to be prepared for final decisions in May, but the net may not have been wide enough. This includes transparency around positions that were identified, consideration of shared solutions, and meaningful engagement with labor partners to minimize harm to essential services, employees, and students. Our classified employees are deeply committed to this district. They show up every day because they care about the students and families they serve. They deserve to know that their work is valued and that every reasonable option has been considered before their jobs or hours are eliminated or reduced. CSEA remains committed to working collaboratively with the district to find solutions that protect students, preserve essential services, and respect the people who make our schools

051run. Thank you for your time and consideration. Thank you. I see Cypress Council PTA coming up. Good evening. Thank you. Uh my name is Britney Cook Canada. I am the president of our Cypress Council PTA. And I just have a quick report for you. We do have a blood drive happening on February 5th right here at the district office. Well, not right here, but in that little vacant room. Um, that's February 5th, 10:00 a.m. to 400 p.m. If you're available, we'd love to have you come and and support. Um, each of our schools and each of our units are doing so many wonderful things. And one of the wonderful things they're doing this time of year is working on their nominating committees. So for each unit to find parents and volunteers for their PTAs is

052a very difficult process. So I encourage anybody listening at home or in the audience who may be interested in helping at your individual school, please reach out to your PTA. They need the help and there are so many available positions and this is the time of year that they start planning for their next year. So um they're all well in the swing of that and could definitely use the help for next year. And finally, on behalf of council PTA and all of our unit presidents, we are in support of our teachers and our staff and really would like to see a a resolution to what's going on. And um you know, we hope to see everybody able to work together and find a satisfactory resolution that supports everybody, but especially our students. Thank you so

053much. Now, starting from my right hand side, um I will ask uh Trustee Tanaka to kick off a reports from the board of trustees under an 8.4. >> Good evening. Welcome back. Happy New Year to everyone. Hope everyone had a great holiday season with friends, family, as I know I sure did. And thank you to all the people who came to address the board today. Uh on 12:15 I was able to attend the Arnold site visit with trustee Hayashida. Thank you so much principles and staff and teachers over Arnold. Uh on 1217 also attended the site visit over at King with trustee Hayashida again. Um thank you so much to all the teachers staff and principal Teshi. on the 19th uh of December, we I attended the amazing vessels TK holiday performance u with the

054TK kids. Such a great event, especially right before the end of going into the break with President Sundi and Trustee Hayashida. And thank you again to all Dr. Holman, all the teachers and staff that made this great event happen right before the holidays. Um, next, thank you to President Sundi for sending to the board in the district about the Kuanis Club 75th anniversary gala on February 7th at the Cypress Marriarch Courtyard. You know, the Kuanis Club does a great job help is big supporter of the Cypress School District. Um, helps out with a couple of our major events. Then the welcome back breakfast, which is amazing event for our teachers and staff. They provide their famous breakfast. Again, they do another one for one of my favorite events is every student succeeds. It can't thank,

055you know, the Kuanas Club so much for being a such a big supporter of the Cypress School District. Hopefully we can continue to support Guanas in their gala and maybe you know I don't know if the district is looking to maybe get a table at their gala or what but maybe we as as board members if not we can continue and just get a table ourselves for us board members. Uh next thing is on the 28th of January uh OCBSA which is the Orange County School Board Association will be having a virtual seminar on uh on our legislative and budget update. Um the OCBSA will have have that update which I will hopefully be able to give some uh good updates from that virtual seminar and report out in our next board meeting uh on

056the 29th. Uh, also want to let uh the district know the last three years that I've been on the board, we'll be doing our uh board self-evaluation just into making sure that uh our board continues to evolve as a highly functioning board, things that we can look and change and we're having that workshop on the 29th and we'll be able to hopefully report something out on that as well. And this concludes my report. >> Thank you, Trusty Hashida. >> Okay. Yeah, I can't believe that we're back and thank you for coming out tonight. Hopefully everybody enjoyed their day off yesterday as well. Um the the Arnold site visit was really it was really neat. I think I was more intrigued with all the artwork on the wall uh because they the students today are just

057so much more artistic than I ever was. But I so I appreciated all the artwork and um I also appreciated Miss Corbin who shared um that principal to Santis at one point went to her room and and actually show did a lesson for her and I just thought that that was a really great partnership and I appreciated that um Miss Corbin was able to share that with me and I I think on these site visits we're really happy. I mean, those of us who have kids and and have that have gone, we love seeing the teachers that we know, but um as we continue to do more and more site visits, I appreciate getting to know each of you and then that you're now feeling that you can share some of that stuff with us

058because it does I mean we walk through and we don't really get to see much more than a few minutes and so it really is helpful when we hear from you guys. So, thank you Miss Corbin and uh King. It was great. We got to see coach Greg out there and um I guess he comes once a month and he does some some stuff with the teachers and the kids and I just I appreciate all of that. And um the TK performance was great seeing all the littles. And oh on January 15th um I attended the Anaheim Unified School District board meeting and it was great um to support principal Brown and uh President Janette James as they introduced the high schools Cypress High School's education foundation to the district. And then it was neat

059to all to see and hear about the great things that are happening at all the high schools. but then also um at specifically at Cypress and Kennedy and it it's just great because it it was very encouraging and um I'm just excited for the littles once they get there. So I'm really glad for all of what you guys do but also seeing like what the next step is for them. Um very exciting. And lastly, on uh the 17th, this past Saturday, Cypress High School has started a hall of fame and I attended the inaugural lunchon where they had uh 15 inductees, incredible um ads and coaches as well as students from the past. And it was great because you everybody got up there and talked. You know, coaches introduce past students, athletes, and then um

060they even had my favorite part was um let's see, coach uh previous head coach of UCLA, Sue Enquist. Uh and she introduced inductee Julie Adams, who was a softball player back in the day. And it was great because she she got up there and and as she was introducing the athlete, she thanked, you know, Cypress High School for sending her the best of the best. And I took great pride in that, knowing that I'm here with you guys, knowing that before they got to high school, they came through our elementary school district. So kudos to all of you for sending UCLA and all the other colleges the best of the best. And that's my report. Thank you, >> Trusty Needm. All right. Um, I'm going to keep mine brief because I know you're not all

061here to listen to what I've been up to. Um, so just professionally, I um have returned to school a week before Cypress came back. So, I hope everybody enjoyed a restful break. Um, I participated in a steam planning day for my combo class. Um, and I've been talking about that I'm on the math adoption committee. So, I'm also um piloting our new curriculum starting. We started that last week. Um, I participated in a P3C, which is preschool to third grade um, math um, initiative that we're um, doing in my district. We participated in Judges in the Classroom where we had an Orange County judge visit our classroom and talk about um, what he does throughout the day. And then I also received an inspired teachers grant um, to set up a garden for my classroom.

062So that's it for me. Thank you. Thanks, Trusty Periq. >> All right. Hi, everyone. Happy New Year. Um, I don't really have much to report out on besides I was fighting for my life over winter break. Um, trying to keep my kids entertained. I was very, very, very happy. I missed you guys a lot. So, so happy the kids were were back in school. Um, it's been about a week now. Um my gratitude for everything you guys do just, you know, it it increases every single year. Um that first day after break when I drop my kids off at school and I just, you know, it's a sense of like, okay, I I know they're going to be taken care of. I know they're going to be loved. I know that they're safe. Um, and

063you know, I I just I wanted to say that um this year I think more than more than in the past, um, my daughter's in kinder, my son's in third grade, and they're, you know, they were excited about going back. And so that's something that's so special to me, like knowing that my kids are are happy to be going back to school. Like they woke up and they're like, I don't even want to eat. I just want to go. Like I want to, you know, see my teachers, see my friends. Um, so yeah, I'm really looking forward to um the the budget committee meeting next week. Um, and I will popcorn over to you. Okay. >> Thank you. Well, I think that um a couple of people have stolen a little bit of my thunder

064uh by already reporting on some of the things that I was going to report on. Um, I also attended, as Trusty Tanaka indicated, on December 19th, the vessel's TK student uh holiday performance. Uh for me that really c kicked off the holiday um the holiday uh season for me. Uh I I couldn't I couldn't believe I I had an opportunity to stand in front of the snowmen with um trusty Tanaka and and uh trustee uh Hayashida and I just felt like the season has arrived and uh shortly after of course everybody went on break and um that was that was great. Break was great. But here we are on the 20th of January and I'm now saying welcome back to school. Uh it's it seems like it was just yesterday that was the you know

065December and we went through the holiday season but I know it's a new year and we've got new challenges and new things that we have to do and uh I just want to uh report out on a few of them. Um uh Trusty Tanaka made the comment about the Kowanas Club of Cypress. Uh many of you know that I have been a member of that organization for many many years. I um have been in various leadership roles and have seen and um uh know where a lot of um bodies are buried. Um but uh I can tell you that um uh the Kuanas Club has uh partnered with every PTA of every school in Cypress, not just the school district or the Cypress School District. We've partnered with Lexington. We've part partnered with Oxford. We've

066partnered with the Cypress High School. So we have been everywhere and done many things. We've also partnered with the Cypress School District as trustee Tanaka indicated. we have provided um breakfast for the back to or welcome back um for teachers and staff and I think the interesting thing about that is you know you all come through the line and we don't have much opportunity as Kuanas members to say hello and wish you a welcome back to the school year but you know that we're serving our love and uh our love of the community through those breakfast and knowing that uh we're giving back to our community through those kinds of activities is part of what we do um we also do the every student succeeding breakfast. When that first came on board, we told uh

067the superintendent, yes, we would we would love to partner and give a donation breakfast to the Cypress School District for that. And it's been a blessing to us as a club to be able to participate in that process of recognizing the many children who have um um have unique and challenging stories to share with the the district. But we also have um uh underlying that uh many of the activities that we do are uh to support the uh the missions and the goals that those different organizations have for their schools and um different uh uh teams if it happens to be a sports team or whatever it happens to be. We've also been a sponsor of uh Boy Scout troops uh for that matter. I'm actually a mentor for a um uh an Eagle Scout

068uh student right now for a project that he's going to be working on for King School. So, um we're really very excited to be embedded in the community. And as Trusty Tanaka said, and the reason I said all those different kinds of things is we've been in the community and active in the community seven years before this particular city became a city. We were founded in 1950 here in Cypress. We are celebrating our 75th anniversary this year. And uh to kick that off, we're having this gayla. And if anybody is interested at all in participating in that and and uh coming and sharing some of the love with us of uh us being in the community, I'd be more than happy to share with you a flyer that I have and I'll put them on

069the front counter here tonight. And if you wanted to drop by and pick one up, uh we would welcome you to be a participant in our uh celebration on the 7th of February. Again, as is indicated, it will be at the um uh Courtyard by Marriott. And um we have our very own DJ, Mr. Gary, uh from Landell, going to be um our he's going to do a 50s themed music night. Anybody into the 50s? Any of you ladies still have poodle skirts? Any of you guys still have your gel for your hair? If you still have hair, >> no. Okay. Um, any which way, all I'm trying to say is is that you're welcome and you're invited to come and celebrate with us. We're going to continue to do uh many activities within the

070community. I'm also reiterating what uh Britney Cook Canada is that there is a PTA blood drive in the community on the um 5th of February and it is here in this building right across the hall. Uh that main room over there. Um so if you have ever wanted to give blood I want to ask for a show of hands, but if you've ever thought about it, it is another way for you to give back to the community, the larger community. It's also a way in which you can be assured that there is blood available if you should ever need it um in an emergency situation. And so I would ask that uh if you can, you should. And uh I would encourage you to do so. The last thing I wanted to share with you

071is uh a communication that I have received. The Orange County Social Service Agency has now released its 2025 annual conditions of children report for Orange County. And I have received this report going back many years and find it to be a very invaluable resource of uh data to see what the condition of our county is with regard to the number of the the not only the n sheer numbers of students that we have in the county, but what their conditions are with regard to health. what their conditions are with regard to um you know are they well off in terms of uh their families and all sorts of other kinds of data that would be very interesting for you to look at. I would encourage you to go to the ssa.gov.com site. You should be

072able to find that report on the front page and I would ask the superintendent to make a copy of this document available to my fellow trustees on our Google Drive and potentially put it underneath the reference info category on that drive. That completes my report tonight and I will uh see the floor to Superintendent Salabs. Thank you, President Sandi. Um, I will be brief this evening because I know that there are many important items in front of the board this evening for discussion. But I did want to say that um and to acknowledge that this is an extremely difficult time for our district and I do appreciate the ongoing and open dialogue with our stakeholders and I want to voice our commitment to transp transparency and communication throughout this process. uh we made a point

073to send out communication before the board meeting so that those who had something to say or wanted to participate and listen to the discussion had that opportunity to do so either in person or online. So uh thank you for being here this evening and that concludes my comments. Thank you superintendent Salavs. Moving on, item number nine is approved minutes 9.1 regular meeting of December 11th 2025. The recommended action is to approve minutes from the regular meeting of the board of trustees held on December 11th, 2025. Is there a motion to approve the minutes of the regular meeting of December 11th, 2025? >> It's been moved by uh trustee Tanaka. Is there a second? >> Second. >> There is a second by trustee Hayashida. Um are there any additions or corrections? Hearing none. All in favor

074say I. I. >> I. >> All opposed then the med meeting minutes are approved. Item number 10 is the consent calendar. Consent items require one motion only. Items may be removed from the consent calendar to be acted on individually at any board member's request. The recommended action is to approve consent items 10.1 through 10.7. Is there a motion to approve? >> I move to approve the seven consent items. >> Second. It's been moved by trustee uh Tanaka and seconded by trustee Hayashida to approve the consent calendar. Is there any discussion on any of the items on the consent calendar? >> Hearing none. All in favor of approval say I. >> I. >> All opposed. Then the motion to approve the consent calendar has uh has carried. We are moving on to item number 11 which

075is our action calendar. Our action items um 11.1 is to um approve the publication of the 202425 school accountability report cards. The recommended action is to um actually approve those um accountability report cards. Is there a motion to approve them? >> So moved. >> Been moved by trustee Needam and seconded by >> I second. >> Seconded by trusty Periq. Is there um any discussion on this item? I just want to ask for a um a clarification, a question of clarification. Am I correct in assuming that this is a pretty much a boilerplate process? It provides consolidated individual school data in a single document that can be broadly distributed to um the um individual um families and the community. >> Yes, that is correct, President Sandi. It is primarily populated by the state with our data.

076Uh there are a few sections that we have the opportunity to fill in information. Um but many of our schools we do things we're a small district so we do things very similarly in terms of our professional development and those kinds of things parent involvement. So it will read very similarly across all six uh schools. Um but yes it it is a requirement and therefore um that is why we bring this to you each year. >> Okay. Is there any additional discussion? I have a a process question. So, from uh the report a couple weeks ago that changed what appears on the calendar. >> What appears on the calendar? >> So, um I'm trying to find what Friday report it was in. >> What? >> There was a a >> So, is is this item

077an individual action item because it's higher than $10,000? because we're instituting the new 11.1 11.1 >> 11.1 is the school accountability report cards. So you're approving that there's no cost associated with this, >> right? I think I think I'm I just want some some clarification on on the new process for so the the message that we received essentially said um the contract report would be renewals for services with vendors and any new vendor contracts or services under $10,000. The individual contract action is contracts for services with vendors $10,000 or more. So before this change was implemented, were we seeing all renewals? >> I I don't think you're speaking to the item that's that that we are that's on the floor. >> No, I'm speaking to the process of like what we're actually approving because there's

078been a change that's being instituted today, >> not with regard to the accountability report cards. >> Okay. I can hold my question until the end of of this item. >> Is there any further uh conversation around the school accountability report cards? Hearing none. All in favor of approval say I. >> I. >> All opposed. >> The motion has been approved to um be uh to the approve the 202425 school accountability report cards. That's kind of a mouthful. Item 11.2 is adopt academic calendars and employee holidays for 26 2026 27. The recommended action is to adopt the traditional academic calendar and the yearround academic calendar and holidays for regular classified, confidential, and management employees. Is there a a motion to approve item number 11.2? >> So moved. >> Is there a second? >> Second. It's been

079moved by Trusty Tanaka and um seconded by uh Trustee Hayashida to approve our two uh academic calendars as well as the holidays for uh the variety of staff. Is there uh any discussion on this item? >> I do have a question about this. Um it's my understanding that there was a committee that was formed to um review all of this. Can you just tell us who was on that committee? >> Certainly. I'll turn things over to Tracy Moore and Lauren. She was the facilitator of that committee. >> Hi. So, we had a teacher, one teacher from each school site, agenda teacher, so six teachers. We had five administrators, including one principal. We had one administrative secretary. We had one special education representative and association leadership president vice president for ACT as well as president and

080vice president for CSEA. >> Thank you. Was this um was this committee open for parents? We don't um have it. The parents weren't on this committee, but what I'm what I would suggest is that we take the committee works back and forth. They take it back to their site. There's discussions. Um staff can vote. They tell us what what we end up, you know, by consensus coming to something. But it should um to get parent input, go to the PTA council and get the parent input that way. Thank you. >> You're welcome. >> That asks that that that that leads itself to the other question. Do we have a PTA representative on this um this committee? >> There is not a PTA representative on this committee. >> So, could that be something that we could

081consider in the future? >> Certainly. >> Okay. So, I will um make sure that we can make a note of this and um at least have a conversation around this for this this next year. >> Did you have a question? >> I do have a question. Thank you Jamie Trusty Needm for answering it because this that was my question as well is thank you for answering that Tracy on the who's on the committee as well as you know is there since we're looking to open this up to the PTA uh is there a way we can open this up to community members somebody from AUHD even a board member from us that make sure that we have because parents a lot of the parents in the U district have parents have kids in both schools.

082So it'd be great to have the communication and at least have somebody from auh to be able to go back to them to work ahead of time instead of having to say, "Oh, it's on our website." Or toss it back and forth. This way we have a board member here. We have community members that have both kids in the system to be able to say, "Yeah, this works." Right. >> I certainly think we could entertain a board member being on the committee. I do want to let the board know that um AUHSD is very different from us. We have a meet and confer with our union and they negotiate their calendar with their union. So it would be very different procedures for a member a board member from there to be with us because they

083negotiate it with their teachers. We meet and confer and have we've had a a really wonderful three years of committee back and forth being able to talk about things and getting it getting it done. But we follow Anaheim after they have approved it with their teachers in negotiations. >> Okay. Thank you. And I have one more question as well. Um so I noticed that we are proposing to start on the 6th. So um but AUHSD is planning to start on the 10th. Is there a reason why we chose to start on the six instead of being consistent? >> There is. We had a plan A and a plan B and we took it to the committee to vote and every site voted for um A which is starting on the 6th and CSEA did choose

084B which started on the 10th but we did majority and so we went with A and um do you want to expand Teresa? just so it's um helpful in terms of why we even proposed the going staying with the six which was our original from the committee kind of talking our standard of when we started um was because of the time frame between when ESY and ELOP ends and school starts >> and I'm sorry Teresa but just for the benefit of the audience could you explain those acronyms please >> oh I'm so sorry ESY is extended school year um which is for our IEP students and uh ELOP is extended learning opport opportunity program. And so we are required um because of uh law to have 30 days which which we have four weeks of

085it in summer. And so because we do have two schools or schools that are on different calendars already um we have to wait till all of the schools are out to be able to start our ESY or our ELOP. And so what that did is if we wait one more week and then we also have like the Christmas break, we were not going to be able to start ESY or ELOP until the end of June or July, which would really crunch the time before the start of the new school year for registrations, cleanings, and those types of things. So that's why we propose it as an option for the consensus of, hey, what if we just start um you know, how we've normally started um on the six. So those are kind of the rationale

086behind it. >> No, thank you. But if you look at it, it's only a couple days, right? So you're basically for one of the come some of the kids from our elementary school, you're taking away that weekend from when the high school kids or even middle school kids are starting on the 10th. So that two days you're killing a whole weekend now. And if parents want to go end up going away, they're going to go away. We're just going to lose on the money that the kids are not going to be in school. So to me it would seem like we would want to try to get it more in line for just a couple days. >> And the difficulty too is that um you know like Tracy said, we try very hard to align

087as closely as possible with Anaheim Union wanting to make it um most convenient for families. But because of our E-LOP requirement, that's not a requirement for the high school district. It's a requirement for elementary districts. So we are always going to be off because of that extra week. So that there in lies the challenge at one end or the other we're going to be off and given some of the operational concerns that's um and again it went through the committee but that was the the the it was viewed as the best course of action by the committee. >> Okay. And one last question. I know you mentioned that you went back and forth with the people on the committee. It was my understanding that it was a 50-50 split on um people that wanted to

088start on it the 6th versus the 10th. Is that not the case? >> No, we um every site voted for a to start on the 6th and CSA is the only group that came back with the other one to start on the 10th and they cited ADA. But I think that the teachers in talking at each site really wanted to start on the 6th and not on the 10th because it was unanimous all six sites. >> Okay. Thank you. >> I'm sorry. I do have one more question. I'm looking up Anaheim Union and I don't see their 2627 calendar. Are they not Is that not out yet? I'm I'm just looking to see if our spring break >> It's part of the packet. It's It's part of the board. Um, you have it. >> Thank

089you. Do the spring breaks line up? >> So, it's this >> in the board packet. >> Thank you. >> It's exhibit 4. >> The board packet. >> I don't think we got a board packet. >> I I think she's referring to the electronic online agenda. Yes. Um, but just to clarify, um, Trusty Nem's question was, "Do the spring breaks align?" And I believe the answer is yes. I'm getting nods from the from the team. Yes. I think >> Yeah. March. Yes. Yes. 22nd through the 26th for Anaheim. >> Thank you. >> You're welcome. Okay. Uh just for logistical uh reasons, I would ask my fellow trustees to um ask for uh the floor as opposed to just jumping in. Uh that way we guarantee that every member gets a first um first chance at asking

090questions. Uh and then we can circle back around if other questions do come up. Um do you have any comments or questions? Uh Trusty Hayashida or Trusty Periq on this item. >> You have any questions? >> Okay. I do have one question and again it isn't having to do with the uh directly with the calendars but the fact that we actually end up with two calendars. Obviously that does create some logistical challenges for the committee to try to uh try to figure out two entirely different calendars and since uh the idea that we had two different types of calendars precedes all of the trustees on this uh board at this particular time. Is there anybody who has some knowledge of the legacy rationale for why we have two different calendars? >> Well, I can give

091you my um knowledge and then uh I would invite Mrs. Mo and Lawrence to jump in as well because she has a longevity in the district. But um historically there was a period of time when Landell was closed and when it was reopened uh it was the there was a committee brought together to kind of plan for the reopening and there was a decision made at that time to put it on a year- round schedule and so it has remained on that year- round schedule and both Arnold and Landell share something that we internally refer to as a super boundary which that term wouldn't mean much to uh people outside of our um uh employee group in the school district. But um basically Arnold is on the traditional calendar and Landell is on the year-

092round calendar with the understanding that that year- round calendar might not work for all families. So they have the option to choose a school if they live in that area that is on a traditional schedule. If if alignment with Anaheim Union is the priority, they can choose Arnold instead of Landell. There are some families that like the Landell calendar because of extended travel and and those kinds of interests. Um so it it does meet two different needs or interests in the community. That being said, it does present some logistical challenges for staff just because of cleaning and um planning for professional development. That's why many years ago we realigned the two calendars a little bit so that at least they started at the same point in time because when I first arrived to the district

093they did not start at the same time. So professional development became more challenging if you're having someone from the outside come in to present. You had staff that wasn't back yet from their summer recess. And so from an operational logistics uh logistics standpoint that made sense. So there are some nuances, some challenges associated with it. Um, but it has been something that has been um to my understanding, I've I know that during COVID when we suspended the year- round schedule that there um there were many members in the community that were disappointed by having to do that. They recognized the need um again for operations and logistical reasons. Um but when we passed that point in time, they were um very interested in returning to their old schedule. And so Tracy, anything else to add?

094>> Yes. Um when the year round concept happened it was like uh superintendent Salv said Arnold and Landell and Landell was the year round but there was also school Dickerson and Vessels. Vessels was traditional and Dickerson was year round. They did that for a year or two and the Dickerson families decided they did not like it. The Landell families loved it. So they did away with the super boundary at Dickerson and vessels. And as you know, Dickerson's closed and they combined with vessels eventually. But um the Landell families and I was principal at Landell for four years. Absolutely love the year- round schedule from my point of view when I was principal. >> Well, I want to thank you very much for that little bit of a history lesson. Um I think that um the

095context is always important for uh my understanding of um what we're being asked to uh approve and the fact that uh we have this sort of unique situation where we have a couple of different types of calendars and uh uh to hear a little bit of that background story is very helpful. So uh I will ask is there any further discussion on this item hearing? Uh hearing none. Uh all in favor say I. >> I. >> All opposed. Okay. I the motion has been carried for uh 11 um uh two. The next item on our agenda is 11.3 to approve filing notice of completion for the 2025 districtwide summer deferred maintenance project by MP South Incorporated. The recommended action is to approve uh that project at a total cost of $835,975.39. Is there a motion

096to approve this item? >> I move to approve. >> Is there a second? >> Second. It's been moved by trusty Tanaka and seconded by trustee Hayashida to approve uh item 11.3. Is there any discussion? The only comment that I would like to make on this particular item is is that the project was completed on time with no change orders. And so I would like to say staff is to be commended for running a very tight project and to note that we have seen very few if any delays in time and/or change orders on projects that we have contracted for and while the contractors are commended for bidding projects while staff keeping tight reigns on the process cannot be overstated. So I just want to thank you very much uh with for you and your staff

097to um you know doing such great oversight for us. Any further discussion? All in favor of the of approval of item 11.3 say I. >> I. >> All opposed. Then item 11.3 has been approved. Item 11.4 approve filing notice of completion for the 202526 fall deferred maintenance project by MP South uh incorporated. The recommended action is to uh approve that project at a total cost of $178,234.32. Is there a motion to approve? >> Motion to approve. >> I second. >> It's been a motion by Trusty Hayashida and a second by Trustee Tanaka to approve item 11.4. Is there any discussion on this item? just the same comments that kudos to staff and MP South for running a very um a very um tight project with no um um overage on time and any change orders.

098Um if there's no further discussion, all in favor say I. >> I. >> All opposed. Motion carried for 11.4 Four 11.5 approve the - contract with Charter Communications Operating LLC for wide area network connectivity and uh the recommended action is to approve it at a cost of $5,610 per month for three years with two optional one-year extensions at the same pricing with annual -ate discount dispersements reimbursements currently at 60% which vary based on the percentage of students enrolled in the district who qualify for free reduced Price meals. Is there a motion to approve this item? >> So moved. >> Is there a second? >> Second. >> I will seed that to U. Trusty Nem a hair faster. Uh trustee Tanaka has moved and Trusty Nem has second item 11.5 for approval. Is there uh any

099discussion? I just want to thank the district because this is a great program to way to save money on the technology piece especially on the hardware portion. I do have one question though is the district using them for services as well the e-roate program. >> So yes so this contract is actually for services. So it's for internet services in the past which is uh last year we did do for equipment which was for the wireless. So we are able to do it for what's called service one which is um like internet and then services two which is actual equipment. So we use it for both. >> Okay, perfect. Thank you. This is it's a great way to save the district a lot of money on the technology. >> Yeah, it is um I um ask

100is there any other questions? I do have one question. Why is it tied to the um the rate tied to those who um um are qualified for um free or reduced uh lunch? The whole intent of USAC and this program was to make sure that internet and th those types of services were available to everybody and so they use that to give us our discount to make sure that those that have 90% they get a better discount and so that um it's equatable so that everybody can have internet. Sounds like a really good idea. Okay, if there are no other if there is no other discussion seeing none all in favor say I. >> I. All opposed. Motion to approve item 11.5 is carried. Item 11.6 is to authorize disposal of district-owned personal property. Board

101policy and administrative regulation 3270 outlines the policies and procedures for declaring district-owned personal property as unusable, obsolete, or no longer needed in determining if the property should be sold or otherwise disposed of. Uh what followed was a laundry list of items that um were to be disposed of. Um and uh I would ask is there a motion to approve item 11.6? >> So moved. >> Is there a second? >> Second. >> It's been moved by Trusty Tanak and seconded by Trusty Needm to approve item 11.6. Is there any discussion? >> I do have a question on this one. Where are most of these materials coming from? Are they coming from the school sites? Uh I'm going to defer this to Teresa Lennox since um the majority of the equipment on that list comes from her

102department. >> Correct. So it's from school site, district office. It's whenever the equipment gets to one of three categories. E first it either cannot be upgraded anymore. So the operating system, so um that means we don't get security patches and so therefore we can't have it on our network because it creates a security risk. um two, it truly is broken and there is nothing we can do to repair it or three if that um equipment does not um the cost to repair it costs more than a new equipment. And so um we generally um hold on to things in our storage for a bit to make sure that there's no pieces that we can steal to fix other pieces. Um and then there becomes a point where we suddenly go okay now annually let's get

103rid of what we know is broken and cannot be used. >> Thank you. And so um all the items on here are listed as going to recycling or disposal. There's nothing that we could sell for parts or anything. >> So we try um but the what we've found is because of the rapid increase of technology um that there is not much value in the kind of old and and we're talking about like the monitors that are listed those are over 15 years old. So it's really antiquated equipment. The only thing that is sort of new but it's still not would be mobile devices like your uh Chromebooks and iPads and those last a minimum of seven years. So it's it most of those parts become uh obsolete and therefore there's no value but we do

104try as part of our e-waste um to be able to get discounted on that cost of the e-waste is to get a little bit to to offset it. >> Got it. Thank you. >> No, thank you. I have one question as well and thank you trust because that was one of my questions and thank you for answering it. Is it equipment truly unusable? Right? Or can we extend the shelf life of that and push out the refresh rate to maybe save the districts some money, especially during these times? But no, but thank you for answering that and making sure that, you know, there's no way to replace it if it's 15 years old and that we're basically not even to apply any security updates because that causes more issues in the long run. So, thank

105you. >> Welcome. No, and I thank you very much for that clarification and elaboration for um all of our newer board members. I know I've asked that question in the past and because I kept thinking there all sorts of, you know, individuals that probably could use some of this equipment. On the face of it, it sounds great that you have a, you know, you have a desktop top computer, uh you have a monitor, you have a printer, and uh to say, hey, you know, somebody would really relish having those those kinds of pieces of equipment. But really, if you if if anybody ever has an opportunity to go back into the guts of um your uh operation, you'll see shelves and shelves of things that have been sort of raided, sabotaged, whatever you want to

106call it, and you know, really scavenged for the different parts to be able to be used in uh the various pieces of equipment that um are being uh attempted to be repaired. So, um I know it's always hard to see these kinds of numbers of things get so-called thrown away, but um that is part of the reality of the environment that we're living in with the techn uh technological uh advancements. If there's no other discussion, is there any other discussion? Um all in favor say I for approval. I >> All opposed. Motion to approve item 11.6 has carried. 11.7 Accept the 202425 audit report. The recommended action is to accept and file the Cypress School District audit report for the fiscal year ended June 30th, 2025 prepared by Nigro and Nigro PC. Is there a

107motion to approve item 11.7? >> So move >> the move by uh Trustee Tanaka uh to approve item 11.7. Is there a second? >> Second. Uh, trustee uh, Periq has seconded that motion. Um, is there any discussion on this item? >> I do have a question. On the end of the report, there was an auditor's observation on there um, as well as the auditor's recommendation. Um have we um put in place the recommendation or what do we where do we stand from the observation about capping because that is a huge liability on the district that if we don't address this now we're going to be coming to more of these things later with a big huge expense. >> Yes. Thank you for your question. Um Trusty Tanaka I'm going to turn things over to um

108our assistant superintendent Larry Fchaw. Thank you. Uh trusty talk of the year. Uh so you're referencing page 84 of the the report just so everybody has that if they're interested. Um as of the end of the fiscal year there were 18 uh classified employees who exceeded the the cap on the number of uh vacation hours that could be carried over. Um by the end of September that was down to 13 as people took their their summer holidays. Um and it is something that we are looking at um within the the the world of collective bargaining agreements um addressing in the coming months. to to bring down that um liability and to address that going forward. >> Thank you. >> Is there any further discussion on this item? >> All in favor of approval of item

10911.7 say I. >> I. >> All opposed. Motion to approve. Has been carried for 11.7. 11.8 adopt updated board policies, administrative regulations, and board bylaws. Um the first reading was at our last board meeting in December 11th and um typically a first reading and then the final decision comes the second meeting and this is the second meeting for that. These uh updates come uh quarterly to the uh the board and so in the uh current iteration there are 21 updated policies, administrative regulations and board bylaws that would be effective January 20th, 2026 if we so approve. Is there a motion to approve item 11.8? Eight. >> So moved. >> Is there a second? >> Second. >> It's been moved by Trusty Needam and seconded by Trusty Periq to approve 11.8 to adopt uh updated board

110policies, administrative regulations, and board bylaws. Is there any discussion on this? As I've always iterated, I think that it's very important for us to recognize that CSBA does do a great job of um keeping us um aligned and and uh fair and square with the state and federal laws associated with what we can and cannot do. But I also want to note that um board members have every opportunity to if they want to look at those particular board policies and regulations, parse them and see whether or not they appear to be items that um uh substantially meet with what we anticipate or expect uh our board to be able to follow. So in the future, if um you have uh been looking at those and are wondering why or if you could ask ask any

111questions about that, yes, you can. and um the uh opportunity would be in that first meeting when they're first presented to us. Um is there any other discussion on this item? >> Can we can we talk about the change in process here? Would this be an appropriate time to do that? >> It is it is it currently under a board policy administrative regulation or >> is it a change in the contract approval process that is effective today? And I I just wanted some explanation on exactly what has changed. I I will seed to Superintendent Salavs to identify when would the appropriate time for um uh Trusty Periq to ask that question. My apologies. We don't we don't have an item on the agenda to discuss that. Probably the best time in hindsight would have been

112when we were doing the consent calendar because that report in its new configuration was on the consent calendar this evening. Um, so given I'm trying to be um, sensitive to no public noticing on any topics of discussion, um, if you would please in the short term submit any questions that you have and then staff can um, provide those answers for all of the board members and then if there's more need for further conversation at a future board meeting, we could certainly put that on the agenda. >> Sure. I'll I'll send I'll send you a message. Thank you. Okay. So, um um Miss Parker, could you tell me where we are? >> Okay. I wasn't sure whether we had completed um our last 11.8. Um item 12 is information discussion. Item 12.1 is the Williams legislation

113uniform complaint. >> Oh, we need to vote on it, don't we? >> I was going to say I think we got the motions, but I don't. So, we aren't ready for 12.1. Okay. Uh, if there's no further discussion, all in favor of um approving 11.8 say I. >> I. >> All opposed. Motion to approve item 11.8 has carried. Item number 12, information discussion. 12.1 Williams legislation uniform complaints second quarter 202526. The district received no complaints during the second quarter of the 202526 school year. Um, is there any comments or any discussion that anyone wants to have around this item? Hearing none, we'll move on to what everybody's had baited breath about possibly. No, not not really. 12.2 Cypress Education Foundation Board of Directors. Um, as you all may remember, we had an active discussion about

114this item on December 11th. Uh, the board of trustees did not move forward with making appointments to the Cypress Education Foundation for the 2026 calendar year. The board directed district staff to consult with legal counsel on a process for appointing members of the board of directors as well as to look at potential reorganization of the Cypress Education Foundation. Um we had a little bit of a history that identified um the um Cypress Education Foundation indicating that was formed in 1989 to support operations of the Cypress School District through the lease of district facilities and the development of an income generating property. And since the December 11th board meeting, staff and legal counsel developed three options for the board to consider for future action. No action to be taken tonight with estimated legal fees identified if

115applicable. Um the first item or the first option that was uh provided to the board was uh to create a public application process for the board of directors positions appointed by the board of trustees. The staff would solicit applications through a widely advertised process and bring all applicants forward for the board to make a selection. If the board provides directions to pursue this option, the appointment to the board of directors could be planned for the March 12th board meeting. The second option was to transition the se the um Cypress Education Foundation from its current focus to one of a more traditional educational foundation. This would involve legal fees to change the bylaws as well as legal fees to handle the transfer of assets from the foundation to the district. And there were costs associated with

116each of those. The third was to dissolve the Cypress Education Foundation and form a new foundation. This would involve legal fees to dissolve the foundation and transfer assets from the foundation to the district as well as legal fees to establish a new nonprofit organization. And again, fees were associated with that in the range of $14,000, $4,000 for the option number two. Because district staff comprise a majority of the board of directors, then there was no need for the um um what cancellation of the January meeting and the foundation can continue to operate and conduct business until the board of trustees preferred option is implemented. The floor is now open for discussion, but as a um I'm going to take um uh sort of a um president right to perhaps begin the discussion and I would

117like to just put out there and have uh some conversation around this. It is my understanding that the necessity of an entity such as the Cypress Education Foundation to handle district assets, to lease facilities, receive funds from its endeavors or tasks that are no longer required by law, and that due to the majority of the Cypress Education Foundation board being district staff, a foundation for the existing function is duplicative. And uh from that standpoint, I'm going to recommend that we go with modification of of number two option, which is to transfer the assets from the foundation to the district and to begin that process now and leave the existing foundation framework along with the bylaws in place until such time as a broader mission and goals are defined by the then board of trustees. Um

118I will now open it up to the balance of my board members to um continue the discussion. >> Okay. Okay. Trusty Hayashida. >> Okay. Um I was wondering if we might be able to do a study session about this. There are several points the expenses um how the uh people are um solicited or how we take um application which I know is actually in number one. Um and then with regards to option two, I would like to expand um definitely expand what the the foundation does um in order to uh look for other grants, possibly also be an umbrella organization for the schools that aren't able to start their own foundation. Um, and then also, um, I think just, um, I I want more information before we transfer assets and all of that. I I

119need more information. >> Okay. Can I just go ahead and ask each board member in turn to um provide their insight? And I'm going to start to my left and ask Trusty Nem to um, you know, any comments or any uh, thoughts on this particular um, item. I mean, I do like the idea of having a public application process and having um outside members of the community be part of this. Um, also, I mean, if we're looking at the costs, you know, it just seems um that we're putting our money sort of in the wrong place at this time. if we have an option that's not costing us any money and maybe we can circle back to this at a later time. >> Okay, Trusty Periq, >> I agree with a lot of um what

120Trusty Div and Trusty Harisha said. Essentially um I need more information on what the foundation does, how they receive their funds. Um there's some information in here, but um I mean the income received from the property flows to the district in several ways. What ways? Like what how is a district receiving this money? Like are there parameters around the funding that that flows through? Do we sort of have to present them with our plan for how we're going to use that funding? Um, I I'm also wondering sort of where the decision making lies in terms of the foundation versus the district right now and if we were to transfer any assets, how that decision making would shift and and change. Um, I mean, I I do like the idea of a public application process for

121the board of directors. I think that's um something that that we could consider. But I I think that before we go down that route, we just need more information on how the the fund operates. I I need more information on how the fund operates. >> Okay, Trusty Chanela. >> Okay, I do have a couple questions. So option one, does that mean that everything is the same with the existing foundation, but we want to then open it up for two community members that want to apply and we that's going to cost us $4,000 to do that. >> Sorry, >> I'm sorry. The first option there's no cost associated with that one. Okay. So to um so right now you have three staff members that sit on the um board of directors and there are two openings,

122two vacancies. Um and so um the number one proposes that staff would um create uh an appointment process or as public solicitation process and bring that to the board um with um some candidates or actually uh we if the board directs us to move in this option appointments to the board of directors could be planned for March. So that would give us some time to create the process to even share that with a board and then to solicit um applicants and then to bring those names forward for your consideration. So no cost associated with number one. >> Okay. Because and then are the existing foundation um is able to still run because I think last board meeting we thought it couldn't run. So we're still able to keep in business. Correct. >> Yes. because in

123reflecting on the composition of the board of directors, the majority of the directors are staff, district staff. Um, and so and that's in alignment with the bylaws. >> Okay. >> So, we are able to continue to do, you know, the general business of the foundation um taking care of uh legal requirements and paying bills and those kinds of things. All of that can continue until the board reaches resolution on the rest of it. >> Okay. So hearing that the foundation can still continue on as needed, I really my opinion was be the foundation does a great thing for our school district. We need our foundation, right? I would like to open it up to the public and then people that apply, give them the opportunity to come in here and apply the board, let the

124board choose like an appointment process, right? At least we can continue on with the foundation as it was intended to have two community members on there and we get the chance to choose who those community members are. Whether it's 10 people that sign up or how do we know we can get two people to sign up. I know we have one person that expressed interest, but at least give that person the chance if they express the interest to be able to be chosen for the position. That's my recommendation. Go with option one. It's not going to cost any additional money. If we want to then start looking it afterwards, where do we choose? Does this need to go more towards educational thing? Then let's go do that. But then we would need a in my

125opinion a study session to give us more information. But as of right now, let's just keep my opinion is the foundation's been doing a great job. Let's the hiccup in my opinion last time was the process of you know people applying for the position or expressing interest and not given a chance to be chosen for that. So I think option one would be the best thing in my opinion. >> Okay. Well, I hear two different things. one um um and and I think that I heard that everyone thinks that the public process or a process that of public application and bringing back those selections to the board is something that everybody feels is an important part of um this um of the uh CF as it exists right now that we haven't had that we've

126had a very uh very um status quo maintained over many many many years. So I think that that is the first direction uh for staff. The second thing I'm hearing is um you know it's it's it may be it may be outdated but it is working for us at this particular point and that uh at some sort of some point in the future we may want to actually restructure what it is that we do. So if I'm correct in saying this maybe we can just have sort of a show of um eyes's or naz on this one. Um, do I hear everyone saying that item number one is where we want to go for right now? >> I say yes. >> Uh, Trusty Hayashida, >> no. I'd like a study session. There is >> Do

127you want it first? I mean, do you want the study session before you choose to just go ahead and um have a process for appointing? >> So, I I'm >> I I'm saying if we do things in steps, that's what I was asking. If we do things in steps, the first thing people would say is let's just go ahead and keep the process that we have because there's no cost associated with it. And if we actually open a process and create uh a way in which uh a broad uh uh opportunity for public uh our community members to apply for the foundation can occur. Then for at least this year we can maintain the foundation as it exists with us voting on our own choice of board members or directors. Then we can decide later

128what we do in general with the foundation. But it seems that most people are wanting more information which means that we were also asking for a study session. So one two step Let's keep the foundation as it is. Create a process and then also put somewhere on some sort of list, a workshop, a study session for what does this foundation do? Um, is it necessary in its current formation to continue to exist? Do we see opportunity for it to be something bigger and better and more useful toward the district? Um, but that's all part of the discussion that could take place later >> and we wouldn't have any cost associated with any decisions or direction that we're giving to staff at this particular time. >> I'm good with that as long as we do the

129study session sooner, not later. >> So, in other words, you want it in this act in this uh calendar year. >> Yes. >> Okay. Um, I'm hearing study more information. >> Fine with that. >> I I would like to have it this year, too. Yes. >> Trusty Nem, would you like to have it this year, too? So in other words, I think that does that give direction to staff? >> Yes, we will take a look at we sort of map out the year in terms of um things that come to the board also our student presentation. So so we don't overload excuse me overload a board agenda um let staff work and figure out what the best month for that would be so that um we're not going here past 10:30 at night. So could

130I could I suggest something and um is our um facilities um what is it called facilities >> master plan uh session and open session or it's part of the open session. So perhaps uh that particular meeting we can do double duty and have two two items since that's generally about the only thing that is rec discussed isn't it if a facilities master plan. >> Yes that that typically happens in July. So um if that seems like a good time because there's very um that J July agenda tends to be very light except for that facilities master plan which is important >> right >> but it is typically that one agenda item so that's something that we can look at. >> Okay. Does that does that does or is there any other conversation or uh is

131that a common a common um thought process with everyone that this is the direction we want staff to take? Yes. >> Yes. Trusty Periq. >> One one thing I want to point out though is that there's no legal fees associated with step one. >> Yeah. >> There still are is going to be a cost associated with it because staff's going to have to put in time >> to institute this new process. >> Yes, there would be some staff time associated with that, but there would not be any legal fees. >> Right. And I mean in terms of your two steps that you were talking about um am I correct in in my understanding that the study session will be first and then we decide if we're going to change the public application process? No, it

132was the other way around that we would go ahead and have the public application process keep the foundation as it exists right now until we can have a study session because it is an incomplete board at this particular point as it exists. At least that's my thoughts on it. Um and that that was essentially what our concern was coming from the last meeting that we wanted a process by which we uh at least explore a process by which we could actually have public um applications but we also want to have a study session that will occur sometime in this year. I think we have to keep in mind that the plan of work for this year has already been uh decided and uh therefore uh for us to request a deep dive into changing anything

133doesn't make it it does add to the workload of staff and a study session is something to better prepare us for the challenges of looking at the foundation at some point in the future, but I'm hearing that people want that information sooner rather than later, but I don't think it has to preede us creating a process currently. The straw vote is yes, the process and workshop. >> Yes, >> process workshop. Needm process workshop. And I mean I I would say workshop process ma mainly because I don't know if it necessarily makes sense to me to open up like who are we appointing if we don't know enough about the foundation to be able to make those appointments. >> Um >> but I mean if I'm out voted I'm out voted. Well, and and to your

134point, if um if you feel I mean I I I I understand that the board as a whole would benefit from more information about the history and how the foundation functions and then we can certainly provide that and I hear many trustees suggesting that maybe that happens a little bit later in July as an example. But in the short term, Trusty Periq, if you feel like you need to sit down with staff just for the appointment process element, we're certainly happy to schedule time either via phone or Zoom or in person, whatever works for you to provide some of that so you feel more comfortable with the appointment process. >> I I I think that would be that would be helpful. Just so I'm not going in blind. So, is that sufficient information for staff

135at this point? >> I believe so. So, I'm looking at my uh team members over on the other side of the dis and I'm thinking that we'll bring back a process for your consideration in February. We'll advertise it and then we'll bring names back for your consideration in March and then uh Trusty Periq, just at your convenience, please reach out to me and we can schedule some time with staff to talk about foundation. That's good. >> Okay. Is there any any further discussion on this item? >> Okay. Thank you very much for all of the uh thoughtful um comments that people have made and um we'll move on to our uh 12.3 which is um the 2026 27 proposed budget reductions. At this time I will turn the floor over to assistant superintendent Larry Fchaw

136>> and uh Mrs. Morren Lawrence is also going to join him. Oh, okay. I'm sorry. >> No worries. We um this is uh this agenda item involves really two departments, so it's appropriate for both of them to to share tonight. It's not on. >> Try this again. How's that? All right. Well, good evening again, uh, board members, uh, superintendent Sal, members of the community. Um, uh, Miss Moren, Lawrence and I have a presentation to go through and then, um, be happy to take, uh, questions, uh, from the board after this. Um, and I think we both want to start by acknowledging that these, um, these are difficult decisions. Um, this is not something that, um, you know, comes easily. Um, these are are fairly um, deep reductions that we are talking about. Um and and

137we want to be sensitive to the fact that these um these have the have the potential to have a significant impact um on the um employees and and the students of the district. Um and these are you know these are lives that pe of people that we're talking about and many of them have worked um here at the district um for a long time. So um you know we certainly understand the gravity of this um conversation and and um it weighs heavily on all of us as as we go through this process. Um also that these are preliminary um recommendations. Um we have a timeline that we're going to outline um for how this process works. Um, as as Superintendent Solavs mentioned earlier, we we wanted to provide as much information as early as possible

138for the board and community um to understand this process and to provide enough time for input and discussion as we go through that. Um, so I'll just keep going through this. Um, and also the budget is dynamic. So, um, every day there's information that changes in in a school district's budget. Um, the stock market goes up, the stock market goes down. And that changes revenue forecasts at the state level in terms of are we going to see a recession? Is there going to be an AI bubble that bursts? Um are the revenue projections going to hold? Are they going to be higher or lower? How is the state going to deal with all these things? Um these are all things that change on a daily basis. Um so um you know just we we want

139to be sensitive to the fact that um what we know today will change tomorrow and the day after that. Um so this is is a constantly evolving process. Um but through this presentation, we just want to do a quick kind of um recap of the multi-year projection um from the first interim report that we talked about uh last month. Um talk a little bit about fiscal solveny and what that means for school districts um and what you know county oversight looks like. Um we'll talk a little bit about what those reduction um preliminary recommendations are and then um turn it over to Miss Morren Lawrence to really talk about the timelines and process that goes through um on the HR side. So, at last month's uh board meeting, we we went through the first interim

140report, which is kind of that first uh progress report um time for uh the district's budget to see how things are looking in relation to the budget that was adopted by the board in June. Um and we talked about the need for the use of about $3 million in one-time funds um in the current fiscal year 2526 in order to meet the minimum reserve for economic uncertainty in in the current fiscal year. So using $3 million of one-time funds many which we hadn't anticipated using this year um to cover the budget gap um that we are projecting to see in the current fiscal year. Um and then we also do a projection for the following two fiscal years. Um and we identified the need for about $3.3 million in reductions in 2627 um in order

141to achieve the minimum reserve for economic uncertainties in the 2627 fiscal year. Um, we identified a smaller amount of additional reductions in the 2728 year and we also identified that we still had a budget gap in the 2728 fiscal year and that's why we certified with a qualified financial status um for that particular period. Um, so what's on the screen now are just some of the budget adjustments that were included in that multi-year projection. Um again, $3.3 million in ongoing reductions in 2627 and just under a million of identified reductions at this point for 2728. Uh the next slide is the revenue projections for uh the three-year window that we review for 2526 through 2728. um LCFF, local control funding formula, which is the majority of the funding the district receives for its operations, um

142is relatively um flat for uh the three-year window. Um and and an example of how the budget is constantly changing. Um a week, two weeks ago, Governor Nuome announced his budget proposal for the 2627 fiscal year. Um and one of the things that was announced was his projection of what the cola cost of living adjustment is going to be for 2627. uh we've been operating under a 3% roughly 3% um COLA projection for 2627 >> and now that's been downgraded to a 2.41% COLA. Um that translates to about $2 to $300,000 less in LCFF revenue next year um than we thought we would have at first interim. Um on the other side, there's some potential one-time funds um additional onetime funds that we could see in 2627, but again, these are all proposals and this

143is just onetime money. Um and and it's best not to budget ongoing expenditures and ongoing um obligations using one-time dollars because when those dollars go away um so do the you know we have to reduce those services. So that's um you know just as a example of how things are constantly changing in the world of school budgets. Um but relatively flat revenue projection going forward based on the declining enrollment. So um you know decline in enrollment uh colas they're just about equaling out in terms of our ongoing revenue forecast. Uh the revenue projection that we presented at at second or sorry first interim um is is down below as well. Um so you can see we're projecting expenditures in the current fiscal year of 57.5 million um going down to 56.4 and then um uh

14456.9 and 2728. Um you know we have the reductions for 2627 um but those are offset by increasing costs um so the cost of step and column the cost of increased health benefits uh the cost of you know everything uh just inflation in general is pushing uh things up. So um we we're talking about reductions and that's really just to cover the increased costs of doing business um as a school district. Um, you know, one of the things that's important to note on this slide is just in the current fiscal year, uh, the cost of salaries and benefits, what we spend on personnel is about 83% of our overall expenditures when you add up the certificated, classified, and employee benefits line item. So, uh, we're in the business of people. Um, as a school district,

145we we educate students and it takes people to do that. And so, that's why 83% of our budget is on people. Um and so um the the challenge is when we have to make reductions um that a lot of that has to be borne uh to to be um carried by the people who provide those services. And this chart just illustrates again the multi-year projection in terms of um you know how we end each fiscal year. So in the 2526 fiscal year um you can see our be beginning fund balance of 1.9 the re 1.9 million the revenues of 43 million expenditures of 34 a.5 uh contributions from the unrestricted side to the restricted side of 8.6 ending fund balance of 1.8 8. Some of that is non-spendable, so we subtract that out. Um, and

146we have their minimum reserve for economic uncertainty, which is 3% of our overall general fund expenditures of 1.75 million, which is u, and then we have about $20,000 left over. Um, and you can see we go forward to 2627. Again, we start with that uh beginning fund balance. That was our ending fund balance the year before. revenues, expenditures, contributions, and basically we end up with $40,000 more than what is our minimum economic u a reserve for economic uncertainties. And then if you move forward the next year to 2728, you can see we're about $645,000 short of having um the minimum reserve for economic uncertainties that we're required to have as a school district. So, a little I'm going to talk a little bit about fiscal solveny and why why this matters. Um, so we um

147certified our um first interim status as as qualified. And in your Friday report, you received a copy of the letter from the Orange County Department of Education from from Dr. Stefan Bean, the the county superintendent, concurring with our um qualified fiscal status um from the first interim. Um, and what the county does, um, as we certify as qualified, um, under the ED code, they have oversight responsibilities and now they have the, um, obligation to increase the level of intervention, if you will, that they have on our budget and our finances. And so, um, within the letter, they've they've put in a couple of required actions. one of which is the appointment of a fiscal expert um who will be um at the county's cost um working with our district to review our um finances and

148um provide input on our budget um as we go through this process. Uh they also want to see a multi-year fiscal stabilization plan that addresses our structural deficit. They want to make sure that our enrollment and staffing alignment um documents are um presented to them. They want to have increased uh budget monitoring and reporting and by the second interim report that we submit to the board in March, they would want to see some improvements. Um so that's all in the letter that was um provided to you in the Friday uh report. Um some of the other things that are uh part of being in a qualified status is uh we can't issue non- voter approved debt. So we talked earlier about the coops during the public finance corporation. if we wanted to issue debt that

149was not a geo bond at this point, the county uh would have to be involved and review that before we could issue any of that sort of um debt. And then we also have to allow 10 days um for the county to review and provide any written comments on any collective bargaining agreements before they can take um be ratified by the board. So those are the requirements of being um in a qualified status. um you know what what is the next step if if we can't work through and and and improve um the budget situation um is the county could potentially um issue a lack of going concern finding um indicating that they don't believe that we have the ability to meet our obligations for the current or subsequent years. Um and that again would

150just trigger another level of intervention from the county. Um, again, a fiscal adviser could be appointed um with uh some increased authorities um to review actions that the district is looking to take. Um and the and the real goal here is to avoid insolveny where the district would have to rely on uh funds from the state um in the form of an emergency loan um in order to meet its finances. So, um, this there there's a whole state structure involved in fiscal oversight from the county level to make sure um that we have the support and resources that we need um to make sure that we can maintain local control of our schools. Um, when you get to this point of the state providing a loan for an emergency appropriation, um, then the state in

151a way takes over um the school district as the governing board and and in reviewing and and taking actions there. So, um, we're looking to definitely we're not anywhere near that. Um, and we're looking to keep that as far away as possible. I just wanted to provide that kind of backdrop as to why these conversations are occurring and the importance of them. So, through the this school year process, um, at this point in the year, we've we've now had two meetings of the budget advisory committee. Um we moved one of them up earlier than the traditional calendar and our third one is planned for uh next Wednesday um to continue to discuss, review and provide recommendations um on potential budget reduction um and budget solutions. Um through that committee process um there was the development

152of uh 22 items. Um, you know, some of those are are suggestions that came from staff, some of those are suggestions that came through the committee discussion process, but um, those 22 items are on the screen now. Um, and there was a ranking of them. Um, and you know, there there was a try to try to categorize them. I I was trying to be sensitive to the fact that we have a lot of folks in positions that are singleton positions. um and uh trying to put specifically have people rank individual positions um is is you know it's a sensitive thing and so we we did group some of those together and provided feedback on what those individual groupings are. Um but I certainly understand the feedback that we've received tonight on that as well. So

153um what I'm sharing tonight is just how the committee ranked those various um opportunities or options that that were presented with one being, you know, the most um important recommendation or the the number one recommendation that the district should pursue from the committee to number 22 being the one that was least preferred by the committee. And then next to it, um we did a the same survey of of the principles of our schools to get their ranking as well. So you can see side by side what those uh look like. Um and as I said, we meet again next week to continue reviewing, discussing um and coming up with an additional recommendations for this process. So on the next three slides are um the preliminary um recommendations um that would be um you know at

154this point what we would recommend taking action on at the February 12th meeting and and and Miss Moore and Lawrence will talk a little bit more about timeline and process uh in a moment. Um but I'll just go through this is on the certificated positions. Um the recommendation is due to declining enrollment that there's five general education classroom positions that would not be needed next year. Um there are um based on again enrollment and case load um potentially three education specialist positions um who um two of which would be the uh learning center um teachers and one of which would be the mod severe um positions um that would not be um needed next year. Um there'd be one less speech pathologist position um one less psychologist position um four TOSA positions um that which

155would be the STEM TOSAs and two of the instructional learning coach positions. Um one of our SDC early education education teachers um would also position would also be uh eliminated next year. Um and then there are four intervention TOSAs. Those are funded by the learning recovery emergency block grant. Those funds are um running out and so the plan has been to um uh you know reduce those positions when the funding um is no longer available. And so that's um part of the plan as well. So that's roughly 1.67 million um in total reductions um of the 3.3 that we've identified. Uh you'll notice that there's a not applicable listed there under the uh intervention toosas because they were already being funded out of an a restricted fund. Um so there's not really a savings necessarily

156to the general fund by uh reducing those positions. On the next slide um are the classified um positions. Um the preliminary recommendation is to um reduce three um custodian positions, um the health assistant positions, the library clerk positions, uh the ELD aid and liaison translator positions, uh the LVN position, um to reduce by one the technology support specialist position, um to eliminate the student information data analyst position, the department one department secretary position and then a reduction in hours for student activity supervisors um from 3.75 to 2.75. Uh the district office custodian from 8 hours to 6 hours per day um as well as the same type of reduction for the reporics technician and the administrative specialist. And um there would also be some reductions in the preschool teacher positions, program manager, and um for

157early childhood and the family resource assistant positions. Uh we didn't identify a dollar amount for those because those are uh in fund 12, which is separate from the general fund. Um but there's been declining enrollment in preschool due to the expansion of the TK program. Um so there's just been um fewer students um in that program enrolled. So there's a need for less staff um as a result. um in total just about um just under $1.1 million in um estimated savings um from this action or this page of actions um in 2627. And then finally, um, some other, uh, reductions identified preliminarily, um, materials and supplies budget, a reduction of $100,000. Um, outside services, a reduction of half a million, and uh, reductions to the substitute rover positions, um, that would result in about $40,000

158um, in savings. So, this slide represents about $640,000 um in savings getting to our $3.3 million um total for the um recommendations at this point in time and I'll turn it over to Miss Morren Lawrence. >> Okay. Okay. So, timeline. We began talking in September about the proposed bud budget cuts to both associations, to the board, and of course through the budget committee meetings. And then on January 9th in your Friday report, you received um the list of the positions that we were preliminary recommending to be cut. It's important to know that they're positions and not people. Although we completely recognize that the people in those positions that they're people and it feels like people, but it's positions to get to a dollar amount. And January 12th through the 14th, uh I held meetings with

159my HR team here in the boardroom um with the district office people that were going to be on the list, then with certificated as well, and then on Wednesday the rest of classified. We invited everyone, even if they weren't on the list, because people wanted to understand what was going on. They wanted to be able to ask questions, help support their friends, and we thought it was really important to let them know that their position was on the list before it actually went to a board meeting like this for information. So on January 20th today, we are presenting the information to give you an opportunity to be able to ask questions from now until February 12th, of course, um to get any information from staff in Friday reports and and if you need more information

160because and then January 28th is another budget committee meeting and um there'll be more discussion. We're we're committed to working together with all of our associations to be able to share ideas, to ask questions, and to understand what's going on. On February 12th, it comes before the board, you um for consideration of the resolutions for proposed layoffs. It's important to know, and I you've heard us all say it, it's preliminary. It's preliminary. Preliminary is still scary. preliminary doesn't mean that that's the end all of what's going to be um eliminated or reduced because we have a lot of work to do between that February 12th board meeting because by March 13th per ed code all notices have to be issued and received by staff. Again, that's preliminary. If they get those um notices, it's not

161an automatic that they're going to be laid off in May, but we cannot go backwards. we have to cast that wide net um for the March 13th notices because if we don't do the March 13th notices, we can't add anything else to it. Then March through April, of course, staff continues to assess the needed layoffs, having discussions, listening to stakeholders, and then by May 14th, the board considers approval of the final resolutions for layoffs. So with all that being said on that timeline, February resolutions are preliminary layoff and that's required by ED code and the layoff notices are required to be delivered to impacted staff on or before March 13th and that's because the 15th lands on a weekend. It's usually March 15th, but it's March 13th. So these notices can be rescended if there

162are changes in the district's financial status. And but after March 13th, the district the district cannot pursue additional layoffs. That's why the February 12th resolution is so critical that we cast the net that we need to capture the dollars that we think we have to do. Um classified staff who receive final layoffs by May 14th will be placed on what's called a 39month rehire list. That's per ED code and they have bumping rights. So when the position is being eliminated, a person may be in a position and if they've held another position, they have rights to bump and keep go into that job and then that other person is the person that gets laid off. So it's not necessarily who holds the position right now that's going to have the layoff. Um, they also have

163rights to go to the positions they've worked in prior and they have an opportunity to substitute and fill other vacant positions. And I have on their example par educator behavior because we do have quite a few open pareducator behavior that really with anyone who's being laid off there, they'll have um an opportunity to still stay in Cyprus and have a job, but they remain on that 39-month rehire list. And if we bring that position back in any capacity, they come back by seniority and they get to keep all of their seniority um rights. And and for that if like so if we for example if library clerks we decided that number one if we had a project that they needed to do they'd be called they would be perdm paid for that project but if

164we decided to reinstate the library clerks for whatever reason then they would have rights to come back into their job even if they were already working in something else they'd be able to choose. We do three calls, four calls calling back from that 39-month rehire list and they've got an opportunity to say yes or no to the position to come back. So that's that. >> So at this point, if there's any questions or discussion that we can answer. >> Yes, just a minute. Let me let me let me start this. Uh I believe that this is the appropriate time. Uh we did have um comment cards from members in the audience who wanted to speak at the time that uh an item was agendaized and we do have two cards from the public that would

165like to speak first and I do believe that this is appropriate time for us to do so. Uh we have Maria Calderon Guzman who would like to speak. So if she would like to come forward and then that and that would be followed by Amanda Celiba. Yes. >> So, good evening members of the board, superintendent, and >> is is it sitting there green? Is the light green? >> It is. Yeah. >> Okay. >> I am short. It's okay. Fun size is what I say. Okay. So good evening members of the board, superintendent, district leaders. Thank you for the opportunity to speak. My name is Maria Calderon Guzman and I am a parent in the Cypress School District and a part and a parent of a child with an IEP. I'm here because I am deeply

166worried about the proposed position cuts and the real harm they may cause to my children's physical, mental, and educational well-being. Cutting positions like the speech language pathologist, teachers on special assignment may appear as budget line items on a spreadsheet. But for families like mine, these roles are the lifeline of crucial services that allow students with IEPs to succeed. Removing or reducing these roles doesn't just save dollars. It reduces the access to essential interventions and divi individualized instruction and therapy that students depend on to make meaningful progress. Many districts facing budget challenges are trimming positions, but the impact of student support must be weighed carefully. When social workers or SLPs are proposed for cuts in other districts, parents and educators have spoken out about the loss of trauma-informed care and crisis intervention that supports the whole

167child, not just academics. I appreciate that Cypress has structural constraints such as declining enrollment and limited funding, which staff say are driving the need to consider layoffs and position eliminations. However, I urge the board to look for alternatives before cutting frontline student support roles. One question I have for you is why are we not examining salary reductions for district leadership, especially for those in the top 10% of earners or high tier administrative roles before we wrote services that directly support our students every day. As you balance your responsibilities with the mission to inspire and empower every student, please remember that students flourish not only just through instruction, but through the support system that allow them to learn, engage, and thrive. Thank you for your time and consideration. Could I ask staff to make sure that

168they communicate with um Miss uh Miss Guzman uh with regard to um her individual student and how support services will work or not work with regard to an IEP that her student has. Uh I think that that is the gist of what your comments were and uh it responds to all students who have IEPs and I think that that a general statement might coming out with regard to that would be helpful. Um Amanda Celiba. >> Thank you. >> Good evening board members and superintendent Silvs. My name is Amanda Celiba and I'm a parent of a Luther student. I have four sons ranging in ages from 11 to 22, two of which attended Luther School over the past eight years since we moved to Cypress. I'm very concerned about the proposed budget reductions. My youngest is

169a sixth grader, but I'm here tonight because when I had younger kids, it was really hard to get to meetings at this time of day. So, I'm speaking for those parents who are at home right now with their young kids that are going to be affected by these cuts. Those parents are going to be greatly affected. My concern is that the cuts to the staff and the health care office will adversely affect many students. The health office staff is able to serve students in many ways which have already been mentioned tonight. The safety of our students is very important and must not be taken lightly. My kids and many others have received free transportation to and from Luther based upon the widely spread out attendance area for our school. It was appreciated, but I would

170have gladly paid a little bit for that convenience. Could that money be used to save some of these other positions? I know there's declining enrollment, but that is going to continue. We all know how expensive it is to live here, and young families are getting priced out of the housing market. This year, you want to make such sudden and drastic layoffs, but what's next? What is the long-term solution going to be? Will we have nobody left to support the teachers and the students? Are there any extra grants you can apply for? Can you sell something? Property prices are up at the moment. I think you should really take some more time to consider everything that has been said tonight and figure out a way to prioritize and afford all the students needs so that we

171can all benefit from the great things that our district can accomplish even in these challenging times. Thank you. I would like to thank everybody who uh commented during the original public comments because again your comments were related to the same topic. Uh we do have the opportunity to either speak during the uh front-end public comments or to speak when that particular item comes onto the agenda. So that's the reason we have two different time periods. It was up to the individuals who signed on the cards as to which time they wanted to speak either at the general public comments or at this particular time. And that's the reason we had the two people who talked uh the latter point and are still talking about the budget. So now I'm going to open it up for

172discussion from um the board and uh rather than just jumping in, why don't we start at one end and we'll move down. >> I'll start. >> Oh, you will? >> I'll start. >> Well, how about if I start at the other end? >> I think that I think I'm going to start at the other end. >> Um I'm going to ask Trusty Needm to go ahead and uh start the discussion. And what I would like us to do here is to be conscious of our time. Uh it is 9:30 p.m. And one of the things that brought to my attention was our last meeting uh went well past 10:30 last month. And uh we do have uh one of our board policies to be sensitive to uh audiences as well as staff and try to

173make sure that our meetings don't last beyond 10:30. So, uh, we're going to try to be, uh, conscious of that timeline in terms of our discussion. And we know that we're not going to get questions totally answered and we're not going to solve all problems andor solve the budget um, uh, issues uh, tonight. And so, uh, we'll start with Trusty Needm. And if we could in turn just go ahead and go down the list and ask one or two questions and move it on down so that um, I know that if you have a lot of questions, we want to make sure everybody gets to ask questions. So, go ahead and take it off. Uh, Trusty Nem. >> Well, if I have to prioritize my questions, I might need a minute. Um, would you like

174to give it to Trustee Tanaka? >> Um, well, some of mine piggyback off of his to be honest, but I do I guess I have a couple questions I could start with and then we can always um come back to it. So, um, let's start with the the M facility. To my understanding, there's a lot of open space there, classrooms. Is that correct? >> I'm gonna defer to Teresa on her capacity over there. >> We we currently only have uh three classrooms that are not um occupied. It should be noted that they have not been modernized. We purposely did not put any uh anything into those spaces um because they were not going to be used. Everything else is being used uh prominently by uh M right now. >> Okay. So, just three open classrooms.

175That's it. >> That is correct. >> Um let's see. I do have a question about how many secretaries are um at the district office level. >> Uh Tracy, I believe you have that. >> I do. So, we have seven. Um one is the executive assistant to the superintendent. One is the administrative secretary confidential business. One is the administrative secretary confidential human resources. One is administrative secretary educational services. Two are department secretary educational services and one is department secretary Mott. So for a total of seven >> and if um I remember correctly there's 11 positions in the district office >> for administrators we have 11 and per ratio teacher to administrators were allowed to have 16.17 but that includes principles not just district office. So take away six from the 11 and that's your district office

176admin. It's very lean. >> Okay. And every district office admin has a secretary. >> Yes. >> Um. All right. I'll limit to that and then you can come back to me because I have a lot. Okay. Trusty Periq. Um, I'm just going to jump right into this. So looking at the presentation, there's the the committee priorities, right? And then the principal's ranking. So is is my understanding accurate that the lower the number, the higher it is on the list of wanting to sort of give that up, so to speak, or is it the other way around? >> The the lower the number, the more preferred pursuing that option is. >> Okay. Okay. Okay, that's what I thought. Um, so then the three sort of other reductions besides people um the the priority numbers are are

177kind of all over the place with those. So like reduction of materials and supplies budget both the committee and the principles ranked that like 19 and 22. Um but it still kind of showed up on here. So my question is what other sort of budget reduction tactics besides people have we looked at from here and would it be possible to to sort of have an estimate of what the approximate savings could be for the others that aren't addressed in here? So, what do you >> So, I guess to answer part of a question, I mean, the as I talked about the the budget is evolving and and changes, and I think at, you know, a stage in time we thought we we may not have needed $3.3 million in reductions, but that became clear as

178we went through um the budget process for first interim and and really evaluated all the assumptions uh that go into the budget process. So, um, you know, at at one at some point we we hope that this full list doesn't need to be utilized. Um, but that's at this point um the fullness list does need to be utilized to meet the current amount of reductions that need to be um um hit, if you will. Um, in terms of nonp people budgets, um, you know, it's materials and supplies. What we spend, you know, about $1.7 million on. Um that's anywhere from classroom supplies to maintenance supplies, custodial supplies, um those sorts of things. And and there's limits to how little we can spend on those things. We we need soap and toilet paper in our in

179our in our facilities. Um we need uh on the on the services side that's you know um utilities is included in that. Um the electric city alone is about a million dollars um that we pay of the seven um plus million dollars in the services budget. um water, gas, um sewer, um those are all all in there as well. Um in terms of costs, um we talked about a $500,000 reduction in services. Um and that's going to take some work to look through those and identify what services whether um you know, where where that is that we'll make those reductions. Um but, you know, all all the things that we're doing are for kids. Um all the services that we provide, all the materials and supplies that we buy are are for students. um and

180and identifying uh $3.3 million in reductions, which is um you know, it's not quite 10%, but it's pretty close. Um is is a is a pretty large number to have to to reduce in one year. Um and I don't think we could do it without personnel when that makes up 83% of the budget. >> Trusty Pere, can I also add something? Um because I feel like it it factors in right now. um we are needing to reduce positions and yet this will be confusing to the community. So I want to call it out. We still um will be hiring some PAR educator behavior positions because we are um obligated to provide certain services that are written into some students individual education plans. And so um so some of the folks that may find themselves facing

181layoff will have an employment opportunity as Tracy mentioned, but also um how we've been addressing those vacancies moving forward. Hiring people into those positions is also a cost savings versus the previous way that we were covering them. So there are some um operational things that um the administrative team has done to save costs. Other examples are um you know looking at some procedural uh processes and business services to track and monitor expenses to make sure we have a handle on some of those things as well that we're not um caught off guard or shortsighted at the end of the year which has happened. So, um there are a variety of different tactics used to not only address the budget deficit, but also um to improve processes to better prevent um things getting out of control

182as well, having good monitoring of all of our expenses as they're coming through. >> Okay, that that makes sense. I mean what we talk on here about evaluate data technology and programs for redundancy and that that was rated pretty high by the committee. So that's you know I feel like there is an opportunity here to look at some of these recommendations and um sort of keep in mind that like implementing that strategy might be a more long-term solution um that might matter more like the one that I'm I I think is a great recommendation is evaluate the the special ed staffing and ability to hire internally. Um, I mean, I I think that that is not something you're going to be able to do in the span of a year, but um, you know, it

183could it could speak to the next budget cycle >> and and how that impacts spending and and hiring and and retention. So, um I I would like to see sort of more um sort of have more insight into your analysis on the non-personnel items to see um if there's any other room for for savings. >> Yeah, I think we could talk when we mentioned in a recent Friday report, we're we're evaluating solar energy. Um right. Um there's opportunities potentially um we're investigating whether that would reduce our um energy costs um and if that could reduce and it would represent a savings, you know, that's something we'd bring forward. Um but we've already taken some steps on the energy side to replace all of our light bulbs with LED lights um which would use less energy

184and we're already starting to see consumption levels come down. Um but the the rate of of cost continues to increase. Um so that's another example that we hope to bring in the next couple months back to the board to see if um changing how we get our energy is something that could reduce our costs as well. So these are um you know and also um looking at independent study and attendance recovery as a revenue enhancement side of the budget to try to um make up for absences by um you know having students um complete independent study or do um afterchool type activities um is another way that we could look at trying to um build on our already high attendance rates to capture additional dollars um for students. >> Okay. Okay, then I'm going to

185move on over to uh trustee um Tanaka and um have you ask a couple of questions and then trustee Hayashida and I'll ask a couple of questions and then we'll do another round if we need to. >> Perfect. But I do have more than a couple questions and these are questions that I've already >> just a couple of questions right now. >> No, I I want to finish because if so, sadly enough, I've have a lot of experience with reductions in forces, right? And it's not a very pleasant thing. But you know, in order to assist the board in fully understanding the process and rationale behind the proposed recommendation to layoffs, I requested additional information on how the district developed these proposed budget reductions and recommendations. I provided these questions in advance and appreciate the

186superintendent, the staff's time and effort in preparing the responses. Uh for clarity and ease of discussion, I've organized my questions into five categories. Uh each this approach is intended to support the board's fidiciary responsibility as trustees you know ensure all areas of the organization have been thoroughly examined and to keep our focus on minimizing the impact on classrooms and students you know so the first uh thing is budget and discussion framework. Every reduction in force needs to have what that framework is. The second thing is what those princip guiding principles are how the this has been decided and then executive level cost containment review, organizational efficiency and executive compensation considerations. Those are the five uh topics. But let me go into the first question is can the can the district please outline the rationale and

187decision-making framework used to develop the district's budget recommendations to the board? >> Sure. So, I think um as I mentioned, this was a process that started um at our first budget committee meeting um and in early in the school year. Um but it's really looking at um the declining enrollment situation and and a lot of the positions that we have um are driven to a degree by ratios, whether it's contractual um or in an education code. Um and so as we see the potential for um 125 fewer students next year than this year um that drives the recommendation for example to um reduce the number of general education classroom teachers. When we look at ratios for service providers um and we see that there there may not be um you know there may be space

188within those ratios to make reductions. Um that is that is one area where we look at first to make sure um that we're you know hitting the ratios that that we um that we can. Um and I I hate to sound like a business guy when I say that kind of stuff but it is just a a way of of first evaluating um are we doing the most with the resources um that that we can to serve students. Um after that we we kind of have to start the approach of what what is it that we're legally required to do? Um and and focus on those services first um and then um start pulling back away from those and identifying the services um that are um you know not legally required but things that we

189we like to do or want to do um but you know we can't afford to do at a particular moment in time. And I think that's been kind of the process that we've gone through in terms of identifying reductions is identifying the things that we have to do um legally or you know any other contractual way. Um and things that are are not on that list are things that were identified um as potentially for reduction and and at the same time, you know, looking to make sure that we keep the impact to the extent possible um as far away from impacting students as possible. Um but quite frankly, when we're talking about the level of reductions that need to um you know be met in order to meet our long-term financial obligations, um it is

190it is not possible to truly not impact students. Um, when we're talking about $3.3 million in reductions, um, it's we don't have $3.3 million worth of things that aren't impactful to students that we're doing um, in in this district. >> No. Perfect. Thank you. And then the layoff decision principles, more specifically, what are the guiding principles and criteria used in determining which positions were recommended for the layoff and which were not? I I I think that that really follows the same the same process in terms of um the budget reduction translates into you know into the the layoff discussion. So what what positions and what um you know services that we're providing that um kind of fell in the spectrum um of being not not legally required not you know necessarily ratios that are you

191know that we have some space to to make reductions in. And so I think it's really kind of the similar answer there. >> Perfect. Thank you. And then executive level cost containment review. Did the district cont uh consider potential reductions with the executive and senior management positions as part of the process? If so, can you please explain what was evaluated and why no management positions were included in the current layoff recommendation? I think one of the the factors at this point is um again this is this is a preliminary list um is that over over a period of time there has been some reduction in administrative positions within the district over the last I believe 10 years there's been uh a consolidation of the director of technology position into one of the seven hats that

192the director of of Mott wears um as well as a a reduction to a director position in ed services for the student support position was reduced to a coordinator position. Um and I think if if we were to look at surrounding districts um we have um fewer administrators um than many of our surrounding if not most of our surrounding districts do um at the district office level. >> Perfect. Thank you. May I also add I'm sorry, Trusty Tanaka. May I also add um I think it's important to note too that um because >> there's a lot of work happening in the district looking at intervention and supports for students and and all of their needs that have grown exponentially over the last five six years. When there has been a need for more administrative support

193to support program rather than hire administrators, which often happens in districts with greater resources, we've gone the more economical route and using TOSAs to assist us with some of those administrative duties. But with those um folks going back into the regular classroom, that work will have to be assumed. Most of that work will be assumed by administrators. So the the small number of administrators we have their workload is going to increase significantly. >> Thank you. I'll make this quick. Two quick ones. Is organizational efficiency. Did the district review redundant or overlapping positions at the district level uh or explore opportunities for departments to share resources with the goal of minimizing reductions to studentf facing roles. Please describe what analysis were conducted. I mean, I I I I know from experience that we we run a

194very lean district operation and um you know, the the people who um work here wear wear many hats. Um I'll speak to the the administrative secretary for business services who is also the benefits administrator for for the entire district. um and also the workers comp um person for the entire district in addition to the work she does related to the business services support um in in a larger district um benefits alone is is one or two people's jobs um and so that is something that um you know I think a lot of people wear a lot of hats um as it is I'm not sure you know I think in looking at the positions in the district office for either some of the reductions and hours or um the elimination of particular positions. That does

195to a degree address that because there are potentially going to be people who are going to be taking on more work um in order to fill the roles that um are being proposed for reduction in this um preliminary list of of recommendations. >> Perfect. Thank you. And then the last one is executive compensation considerations. In other sectors which I came from in which is the private sector. Um executive leaders sometimes for forgave their merit increases, bonuses or other compensation, you know, adjustments during fiscally challenging um periods to help preserve jobs. You know, were similar options considered for the district's executive leadership? And if not, why? I can just speak to there are no um executive bonuses in Cypress School District. Um certainly if we need to find more money there are opportunities to pursue furlow

196days with um our entire across our entire organization. Of course, that has to be negotiated because there are employment contracts in place. But, um, if the need be, we can certainly explore that. But the real savings in that would be participation across the entire district because otherwise it it wouldn't produce significant savings. >> Thank you. >> Sorry, President Sandy. I wanted to finish. >> Okay. I I I appreciate that you had and I I do want just to make a a comment that um I know that uh Superintendent Salav indicated that um both you and Trusty Nem had um because of the holiday had the inability for all of your answers to be answered in a timely fashion so that all board members could uh could see those questions and answers. But I would like

197to say that I do thank both of you for the extensive questions that you um actually generated and submitted to uh staff before the meeting to be able to get good responses to your questions this evening. Yes. Go ahead, Super. >> And I I do want to acknowledge I do appreciate the attempt to get us those questions. It was helpful in preparing for this evening. So, thank you for that. Um, we're happy to provide those answers in writing for this week's Friday report, but it was just not feasible given >> and understand. >> Yeah. >> No, and that's all I wanted to say was is that we had kind of an unusual situation where we as a board actually requested um a change of date and uh a holiday came within the middle of that

198and many of us, myself included, generally use the weekends as the time period to review uh my board packet. And so this time the review on a weekend, you know, followed really fast with the actual board meeting. So um I think that we all had a little bit of a juggling situation this time around. So what I guess I was trying to say was I wanted to really thank trustee uh Tanaka and Trusty Nem for uh submitting those questions well not necessarily well in advance but in advance of the meeting and uh the opportunity to see some of the answers to those questions. But it also um it it also provides us an opportunity here to um remind ourselves that those questions asked concertedly in advance if we have advanced information to get those to

199staff in a timely manner then we will have those answers and um we will be able to build on those answers in terms of um greater in-depth questions that we might bring to bear at the actual meeting. So, I do appreciate both of you having those and I will look forward to us rounding back around to uh you two again if you have additional questions, but I do want to give opportunity to trust Hayashida for her questions that she may have. >> Thank you. Am I able to still submit questions to you if I didn't get them in before tonight's meeting? >> Of course, if you have a and as we continue through this process, other questions will come up. That's why we we want to give trustees plenty of time to digest all of

200this information. Other questions might come to light after meetings. So, please do submit them and we'll provide the questions and the answers for all of the board members. >> Fantastic. Thank you. Okay. Um, one question I have is with regards to declining enrollment and then also your reduction in services, how are you projecting that? Because if we've got K through six, I I see the only way that we're going to reduce the services needed is if they promote or um or move. Is there some other factor that you take something else that you factor in to projecting reduced services >> for are you speaking to to special education services in this regard? >> Yes. >> Okay. Um, so I think with the the reduction in some of the service provider positions, um, you know, we

201looked at current staffing ratios for the for the current school year, um, and identified, um, that there would be the ability um, based on current enrollment as well as some of the projections for sixth grade students moving out for next year. And um what we're seeing in the way of new identification for services of of TK and preschool students um that there would be a level of reduced um staffing needed to serve those students next year. >> And if you project a decline, but it's it you're it actually is increased, do you have a is there a pad in there? I mean, how are you going to account for the need if >> there is a need? I I think one of the number one we we will meet our legal obligations um to to

202provide services to students um at at what is required um and we will make sure that we do so in in a fiscally responsible way. So we will make sure we we have the students in seats or in you know identified um we know those students are so that we bring in if we need additional staff we bring them in based on identified student need. um when it when it occurs. Um I think that's the the primary point. We but we will continue to meet our legal obligations to serve students and and their needs. >> Okay. Thank you. Now, as far as the letter from the Orange County Department of Education and their line that says um um that sorry too many papers tonight. Um uh under structural balance it indicates that it says the

203district is not expected to maintain the state required minimum 3 3% reserve. So does that mean that it if we've been saying three or 3.3 if if do you know what that what it really is? Well, I think if you if you look at that chart um for 2728 school year, it identifies that um we would have a 1.9 um% reserve for economic uncertainty with that that blue area um representing the the negative amount. So, we are short of our 3% by 1.1% in the third year out. Um, so that's what they're referencing in terms of being um below the statemandated 3% reserve or that I think it was roughly $650,000 on that slide um in the presentation um looking at the multi-year projection. >> Okay. So they're only referring to that year. They're not

204referring to 25 26 as well as 2728. >> Correct. They're saying that if we don't do something in addition to what we've already told them we're going to do, um that we um we don't anticipate that we would meet the statemandated 3% reserve, which is what we certified to is we showed that we were short of the 3% in the third year out. But they're not questioning they're not saying that we're we're inaccurate in 2526. They're they're agreeing that based on our numbers that we meeted in 2526 and 2627. >> Okay. Thank you for the clarification. Um, and then the last question is with regards to the coop balance for the renovation at Luther and Arnold, is there still a balance? Are we close to paying that off? >> Yeah. So, um, we have three

205full fiscal years worth of payments and those are semianual debt service payments. Um there was a November payment of principal of $333,000. Um leaving a balance of about $1.7 million in principal um plus interest that will need to be paid over the next two and a half fiscal years. Um that's paid out of fund 40, which is the special reserve for capital outlay. Um and that's um you know that is where money from uh the the rental properties um is deposited into um on an annual basis. So we anticipate being continuing to be able to to pay that. Um and we still and we have a balance of funds still from the sale of the um former district office property. Um but those proceeds are limited to capital outlay. So, we can't take the sale

206of the district office property, for example, and use that for ongoing expenditures. Um, but we can use um the ongoing revenue from um former properties to pay for ongoing expenditures as as we're projected to do this current fiscal year in order to meet our mandated reserves. >> Okay. Thank you. >> Thank you. Um I have um a couple of questions that I would like to ask. And one of the things that I I note that uh you you made a comment about was as you're exploring the uh solar options for um um utility payments. I mean as a possibility of um offsetting some of our utility payments. And so I would like to say thank you for actually thinking about that. a recognition that many of our surrounding school districts have actually gone to um

207uh using solar panels for a portion of their um uh uh utilities. And uh I'd be looking forward to hearing uh in a short turnaround time as as soon as we possibly can so that we can factor that into our budget uh planning process um any kind of savings that might come from that. And I'm my my questions all tonight are really more to do let's stay away from you know people solutions to our budget reduction and see if there are other kinds of um operational uh things that we're doing that we can deal with and and um u either defer or whatever. So many of you may have heard tonight or I I did a fast calculation and our deferred maintenance that we had over the summer and the fall uh almost totaled a

208million dollars. And so the question becomes, are we going to defer maintenance over the summer and this fall or are those things that we are already obligated to um uh to spend for uh this fiscal year? And how are we going to look for um uh maintenance uh issues in the upcoming two uh budget cycles that are going to be impacted? >> So first the the deferred maintenance projects are paid for out of fund 40, which is the special reserve for capital outlay. Um, and I think as we've done in the past, we'll continue to evaluate um, high need priority projects. Um and I think with maybe even a higher scrutiny um to make sure these are critical um you know health and safety type um improvements that need to be done versus things that

209that can wait um uh a year or two as we just look at maintaining um you know as much cash as possible in fund 40 which gives us the flexibility um to do internal borrowing if we have to for cash flow purposes. Um, so I think again we'll we'll continue to evaluate those projects and we have not yet um started to generate a summer deferred maintenance project list yet. Um, but that's something that we'll be looking at over the coming months to see if there are any projects for health and safety reasons that need to move forward. I was kind of wondering about that portion when you were talking in terms of u borrowing andor you know borrowing from one fund to another and it's a recognition that um part of our expenditures bottom line

210comes that we we're spending money u on on a lot of these different kinds of things. Um, but moving on to things for such things as um, uh, I know I mentioned earlier or asked earlier for a little bit of a history on um, year- round school and an academic year school. And I didn't know because I have no clue as to what operational costs are and whether or not there would be potential savings to moving to a singular calendar year, academic calendar. Yeah, I think um you know there's roughly 13 days where um Landell is in session that the other schools are not. Um and that really impacts us on some of the service provider hours for for special education for example where we have uh speech language pathologists who are split assignments between

211uh two schools. Um and so I think you know did a quick amount. I think the cost is probably $10,000 or less in terms of staffing costs that we might have as it relates to um you know health um or other service providers that are needed to um staff Landell for those additional days when the rest of the district schools are closed. Um there's some say non-tangible or intangible things. um you know, we may have to bring in extra summer custodian help because of the short window that we have for um summer cleaning as a result of that that calendar. Um that's another example. We don't have a exact number of what that would be. Um but I think those are pretty much the the top of- mind types of things that that um result

212from the the year round or split calendars that we have. And I it appears and I I feel like sometimes when I'm thinking through this process that we're scraping scraping trying to figure out where we could find savings and that's the challenge, isn't it? Uh for us to try to figure out in um really really difficult times how we're going to minimize the impact on students and uh personnel and no matter how we look at it, there is going to be an impact. So, um, with that, those are my specific questions having to do with, um, strategies. Um, I'm going to, uh, look at the time right now. It's 10 after 10. And, uh, I'm going to suggest that we try to continue conversation if we need to for another 20 minutes and then go

213ahead and, um, adjourn our meeting for the evening. So, I'm going to come back to you, Trusty Nidm, to see if you have additional questions. >> Sure. Um, thank you. Um just out of curiosity, what is the the case load max for the ED specialists, the psychologists SLP? Okay, that is contractual and it's article 10B in the ACT contract and ED specialist is 28. SDC is 13. It can go to 15 if someone moves in with an IEP. Psychologist is 75. SLP is 55 and preschool is 40. SLP you um I know I submitted some of these questions ahead of time, but um is there are there any conferences, travel expenses, membership fees that can potentially be cut? Yeah, I think we're we're looking at um eliminating any um discretionary district funded conferences or travel.

214Um so anything um you know it's tough because there's some things that you know you have to go to to get the information and and and learn how to do your job better. Um but I think we're going to look at limiting that as much as possible. um and looking at um you know things that are discretionary um that aren't required um and and not moving forward with those um for next year. >> Um are we currently outsourcing any jobs that could be done inhouse? >> Currently, um we have one highly trained aid from a non-public agency, but that's down from four. So, we're working on reducing that and getting that one gone as well and just working inhouse. And currently for certificated, no, we did have an outsource for someone on maternity, but that's

215over and sometimes we have to go to a non-public agency to have that um substitute while the person's out on a medical, but that would be the only reason. and and just through the the SULPA which is special education um planning area um local planning area um we we kind of share a group of specialists. So we employ the adaptive PE teachers for the entire SULPA and then there's contributions that happen from the SULPA to us and then occupational therapists come from a different district. So there's just different to the extent that's outsourcing. I just want to make sure we're we're addressing that as well. Um these are public agency employees that we share with um other districts within our SULPA. >> So if we're receiving some sort of service from a SULPA does and

216and that person calls out sick, let's say, who's responsible for providing the services that day? >> The SULPAS. >> So the SULPA has to provide a replacement for >> But sometimes they don't and then we scramble to try to help if we've got a substitute. Well, I think for like a >> say I depends on the situation. Sometimes they have to do um follow-up, you know, support services to ensure they're meeting the the minutes within their IEP. Um but we do have currently um a staff member from SUPA who is on maternity leave, right? So they have hired somebody to um provide those services during that. So the the illness one um is just circumstantial, but we do try they do try to fill that. >> Okay. Um, have we considered any sort of like

217rebranding for the district um to try to pull kids in like a marketing, you know, um, like magnet schools and things like that? I know we've talked a little bit about um, uh, dual language, but has there been any talk around like a STEM magnet or a gate magnet or anything like that where we'd service the neighborhood kids but also pull in kids that maybe go to surrounding districts? Charlotte. Um, Miss >> I'll I'll just because it is related to dual language and so I know I've had some different conversations with the board at different points in time about that. Um, certainly that was one of our interests with dual language is not only to provide a fantastic service for our community and our students, but also to um, you know, to attract others perhaps

218to our school district. But those kinds of special programs require additional resources to get them off the ground. So for example with dual language we have to uh purchase additional curriculum that we don't have. We have to hire bilingual teachers that we don't currently have. So we've done a lot of work in preparation for that and that work does not go lost. So we can put that on the back burner and we can pick that back up when resources become available again. And I would say the same would be true of other specialized programs and magnets. We could always look to that in the future as another way to increase enrollment, but I think right now those programs would all take an investment that maybe we don't have at the moment, but could be considered

219in the future. >> Okay. Thank you. >> Okay. Can we can we move on uh to um other board members? I'm just want to make sure that we get everybody through the second round. Trusty Periq. >> Um yeah, I I just I would like some clarification on on some of these. So generally speaking, if we have a a position, oh sorry, my bad. Um, if we have a position that's eliminated, but like another person, you know, is also doing that role. So if SLP, for example, says reduce one SLP position, so presumably there's another person who could maybe take on some of that case load. But where we're talking about eliminating the position altogether, which seems to be what we're saying with at least a few of these positions, is the expectation that the current

220staff would then take on that role and that specifically I guess my question is for the health assistant who is going to provide those services for the kids at school. Back in 2010, the health clerks, the health assistants were um eliminated with the budget crisis and the office um office assistant has that in their job description that they can do that. When we had the funds, we brought the health assistance back as you know when we could. So, it would be kind of the same exact way. Okay. Um I just I just want to acknowledge um the pressure that we're putting on sort of the folks that were not laid off by considering that as an option. Um and then one technical question. Um this certificated positions it says reduce fortosa positions intervention and then

221for approximate savings it says NA. If we're not able to document that as a savings then why would we eliminate those positions? >> I I put that as NA because they're currently being funded out of the learning recovery emergency block grant. Um and so we haven't budgeted for those positions to continue next year. So reducing them doesn't save us any additional money. Um those were positions that were um identified as being for a short period of time to um recover from the impacts of the pandemic which you know I can't say that we're done feeling those impacts but unfortunately the funding source that was identified for those um efforts um is running out and so the the things that we were doing that with that money uh goes away. So it doesn't save us money.

222Um it would cost us more money if we were to not um eliminate those positions. >> Okay. And then one one sort of strategic question I guess in terms of the positions that are being eliminated. Have we thought about sort of the um priority list in terms of rehiring? Yeah, I think we've we've looked at um as as a cabinet and I think informed as well by what the budget advisory committee um has suggested that if you know if additional funds became available or if additional if the change if there's a change in situation that reduces the amount of cost then we would look at um you know bringing back things in in layers. >> Okay. >> I will email you some other questions. Okay, Trusty Tanaka, do you have additional questions? >> Thank you.

223>> Okay, Trusty Hayashida. >> Thank you. My last question, we were talking about the dual immersion. Um, math is on the agenda, I think, for upcoming change and I I'm so my my my question is have we already committed um because I noticed in one of the handouts that social studies and um one of the others had not been changed since 2008 and yet math was changed. I think it was 2015. So, do we are we fully committed? Is that something that we can postpone? >> So, we've been doing some foundational work um to prepare for a math adoption. Um certainly that's something that could be delayed, but we also have to weigh that with the the adoption that we did previously because for a certain amount of money, we got a certain amount of

224uh materials and supplies for a certain amount of period, a certain per time period. So, we have to really weigh there's going to be costs associated with not adopting as well. So, we kind of have to weigh what's more economical and in the best interest of our district. I do believe um Larry, correct me if I'm wrong. I do believe we have the lottery money set aside for that. >> Yeah. In in the restricted lottery funds, which are are meant for textbooks, um there's about $1.8 million roughly. Um David can correct me when I'm wrong. um that is set aside that that Tandy has been working to kind of build up as a as a as a resource um for when those adoptions do come along. And just to respond to the question about social

225studies versus math, um yes, the social studies materials are older, but um it is easier for us to supplement th those materials versus math and also mathematics, you know, um literacy and numeracy, those are the two critical skill sets that we're developing at elementary school level to prepare students for success. And not that all of the subjects aren't important and that they don't all need brand new materials. I would concur if we had the resources, but given limited resources, um, we are held accountable to the state for our performance in English language arts and math. So, we want to make sure and science. So, we want to make sure that those materials are sufficient to to support our students. Um, okay. because language arts was updated in 2018 and then math 2015 and yet his

226science and history social science were both back in 2008. >> Right? So the social studies I don't disagree but we're not assessed. The state does not hold us accountable for social studies performance student performance. It doesn't mean it's not important. We still teach it. We supplement a lot. Um but with now with regard to science, we have created our own science curriculum uh aligned to the next generation science standards. Yes, that has been thanks in large part to our TOSAs, three of them actually over the entire period of time that we've had them. Mr. Kelly was previously a TOSA uh and did an amazing job during his time in that position. Um so we have the curriculum developed. They've been doing rewrites and alignments throughout the years and now we're working on the assessments and

227Tandy feel free to jump in at any point in time. >> Yeah. >> But there's a process for adopting that and making that an our official curriculum. T >> and just before you start um knowing what that that fund for lottery money is and um whether or not it can be used for something else other than text. >> It is a restricted fund. the the Prop 20 lottery for um the instructional materials. Um the I I also the that's an excellent question by the way. So for social studies I know it it's it our teachers do a tremendous job in augmenting that um the framework the instructional framework um changed but the standards did not unlike in some of the other um curricular areas. Um additionally we are moving forward with our um investigating similar

228to the dual language and such. We want to make sure we're in the best position um when we are able to fully purchase um the curricular materials that are out there and available. And so we are working together with a team who's been kind of trained this year and working towards that so that we are um kind of in the prime of it versus being behind when that would happen. Does that make sense? >> Thank you. So, but I'll cap it off with the last question and I know it was something and I don't know and I think I remembered asking superintendent Salabs about this earlier but I was suggesting that you know one of the problems that I think that um as um well we're all beginning to be seasoned some of us are

229a little more seasoned than others in terms of being board members but um with the exception of um those who have been in education which at this particular point just seems to be trustee Needam um and you're very versed with uh you know how schools and education operates the rest of us aren't uh as um perhaps um what in the know I went back through our uh Google documents to look to make sure that I wasn't mistaken that there weren't things in the Google documents that I should have read and didn't But one of the things that I had asked about was could we have an overall master list of all the different funds and whether they're restricted funds or whether they're unrestricted funds, which ones can be used and transferred maybe temporarily into general,

230you know, the general fund. And also then specifically what do each one of those funds actually um get us, you know, in terms of what do we do? And when we're building the budget, do we tap into all of those funds or are we tapping only into the general fund? And so the real question is is how do we read budget documents? And we need to have a better understanding of how we read budget documents so that we have the ability to ask deeper and and more full questions. So, um, that would be what I would ask the staff to do for us and I would ask us to do for staff is to in the interim between now and the next time that we actually have an opportunity to have more input on or

231to hear more input on uh, the budget process and what the reductions might look like is is that we do our homework to um, pull together our additional questions that we might have and make sure we we funnel those to uh, Superintendent Salah so that she can work with staff to get answers for those and that we can have those in a timely fashion in our Friday reports so that we can mull over those, look at them and see whether that generates additional questions to ask follow-up questions so that by the time we come here in February, we're well informed. um we have asked all the questions that we need to or we think that we need to and we've had good answers uh from staff at that particular point so that we can have

232a more robust I think that we had a very good discussion today but I think if we had a more ro we could perhaps have a better and more robust conversation next time. So if we can both sides do that I would really appreciate it. we can certainly provide that information and then also it would be helpful it if you could as trustees that as you have additional questions we're happy you know this week as well as subsequent weeks to prov um answer those questions and provide the information in the Friday report um it would be helpful to have those no later than Thursday morning because sometimes we have to go and dig up some additional information that's not always at our fingertips so that we can have the Friday report ready to go at

233the appropriate time that would be helpful But again, each week we can continue to roll. So if you're not ready with your questions this Thursday morning, it can wait until next week, we can do it the following week. So we have we can lay them out as the questions come. >> Well, I want everybody to realize that um that we don't have to ask questions only just before the agenda >> um and and the and the um and the board meetings. So thank you everybody everybody in the audience for being here tonight. I hope that this is >> Sorry, before we adjourn, can I just have a couple comments? >> Yes. >> It's not 10:30, it's 10:27. >> Okay. I just want to put I just want to put a couple things out that um

234I would like to continue to look into or suggest or whatever. Um you know, I think that there's just little things that can also be considered. Um for example, just printing district printing in color or sending things home to parents. I know I received something for my daughter the other day. I read it and chucked it. So things like that maybe could go in emails, things like um maybe some cost savings that way. Um are we overpaying for any unused or underused technology? Um I know there's a lot of things that are available to teachers. Are kids actually using all of those programs? Um does the district office need a daily custodian? Um, do we have somebody who's actively researching grants that we could potentially apply for? Um, if cutting supervision is necessary, is eliminating

235um, an afternoon recess and shortening the school day. Is that something that's possible so that teachers aren't taking on another duty? Um, what specifically is being cut at the DO? I think that's something that a lot of the teachers are asking. And I know we had a conversation about um golden handshake, but is there any way that we could potentially incentivize people to declare their retirement early um so we have a better idea of numbers if Golden Handshake isn't it? If if that's not um financially viable, is there some other way that we could incentivize teachers to declare their retirement early? So, those are just a couple things. I'll put them in writing and but I just wanted to put that out there that I'm also I would also like to look into to those

236areas. 10:28. >> Yes. Thank you so much. I um I truly appreciate um everybody being here and being attended for the whole time period that um uh we have been. Um obviously we haven't exhausted the the subject and um uh if if we're doing it right, we won't exhaust it between now and the next meeting either. So with that thought in mind, um I would ask us all to do our homework. I would ask for you all to be creative and communicate one way or the other with um uh with your leadership to um uh have your leadership communicate back with um uh staff on your thoughts. Uh I think we're open to suggestions and opportunities to collaborate and work together to make sure that we are coming up with the very best solution that

237we possibly can. And obviously um you know this is this is hard times for us. And so um we um with that thought in mind um I would just say go home, relax, uh know that we're all in this together and that we're all going to feel the pinch no matter how we look at it. there is going to be a pinch of some sort because to cut $3 million from a budget, uh I did a fast mental calculation that looks like about a 5% cut somewhere between five and 6% cut in our overall budget. Something has to come from somewhere and um I'm not sure that we're exactly at the bone yet, but I really don't want to have to collect any bones. And so um um we hear you. We love you. We

238love our district. We love our kids. Let's make sure that we do what's best by everybody. So, thank you so much. And with that note, I will adjourn the meeting at >> 10:30.