October 9 Board Meeting

001Good evening. I'd like to call to order the board of trustees meeting October 9th, 2025. Agenda item 1.1. Roll call. Miss Parker, will you please take role? >> Trusty Needam, present. Trusty Sandi, >> here. Trusty Hayasha here. Trusty Periq here. >> President Tanaka, >> present. Thank you. Agenda item two, approve the agenda for the regular meeting of the board of trustees on October 9th, 2025. Do I have a motion to approve? >> So move. >> Thank you, Trusty Sundi. Do I have a second? >> Second. >> Thank you, Trustee Aisha. Any questions or discussion? Hearing none, I'll call for the vote. All those in favor say I. >> I. >> Any opposed? Motion carries. Public comments. Uh, in accordance with government code section 54954.3, anyone who wishes to address the board on any close session

002agenda item may be recognized at this time. In accordance with board bylaw 9323, individual speakers shall be allowed three minutes to address the board on each agenda item. The total time limit for public comment on each item is 20 minutes. Miss Parker, do we have any public comment cards? >> No. >> Thank you. Number four, recess to close session. Item number one, conference with legal counsel, existing litigation. 4.2, liability claim, and 4.3, conference with labor negotiators. We will be recessing the close session at 6:01 Yeah. We'll be reconvening to open session at 700 p.m. Close session report. 5.1 Conference with legal counsel on existing litigation. The board received information from staff and provided direction to legal counsel. 5.2 liability claim. Board received information. No reportable action was taken in close session. The board will take

003action on 11.6 in open session. 5.3 Conference with labor negotiators. The board received information from staff. No reportable action was taken. 5.2 pledge of allegiance. Students from Lendell will lead us in the pledge of allegiance. Principal Freriedman. Hello, my name is Sanjana and I will be leading you in the pledge of allegiance. Please stand. Place your right hand on your heart. Ready, begin. I pledge allegiance 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. You may be seated. Thank you. >> Thank you, Principal Freriedman. this school presentation on PBIS. Thank you. Good evening, school board trustees, superintendent Salav's, executive cabinet, staff, and school communities. My name is Vanessa Freriedman, and I am the proud principal of

004Margaret Landell Elementary School. We are excited to be here tonight to share the work we are doing around our positive behavior interventions and support system, also known as PBIS. At Landell, we believe that creating a safe and supportive and positive school culture is just as important as our academic success. Our PBIS system helps us set clear expectations, celebrate positive choices, and provide the right support so that every child can be successful. From schoolwide incentives and recognition systems to classroom practices that encourage responsibility and respect, PBIS is woven into the heart of our campus at Landell. This evening, you'll hear from some of our incredible students and dedicated teachers as they share what PBIS looks like in action at our school and how it is helping us to build a stronger, more connected school community. Please

005join me in welcoming them as they share their experiences. My name is Jason Fakuda. I'm a teacher, first grade teacher at Lendale. PBS is a schoolwide program that teaches and encourages positive behavior. It is about being proactive, setting clear expectations, showing students what it looks like to do the right thing and celebrating when they meet these expectations. At Landell, PBIS helps us create a safe, supportive environment through a three- tiered system of support. This system allows us to build respectful habits, recognize positive choices, and ensure every student has what they need to succeed. In the past two years, our staff has focused on rebuilding and reshaping the program with the PBIS handbook serving as a key resource to guide and support teachers throughout this process. Hello, my name is Sabrina Lopez and I am a

006kindergarten teacher at Landell Elementary. I'm excited to share how we use a schoolwide weekly PBIS focus to help students learn and practice important behavior skills. Each week, we introduce a specific skill for students to focus on. This helps everyone have a clear goal and understanding of the expectations and the behaviors that we want to see. Some examples of skills we focus on throughout a week include respecting staff and peers, keeping our hands to ourselves, knowing what to do when a visitor comes and talks to a teacher, and understanding the difference between tattling and telling. Along with this, we use the SecondStep program, which is designed to be interactive and engaging for students. It teaches them important social and emotional skills they need to connect with others and thrive both in and outside of the classroom.

007To keep these expectations fresh and meaningful, we do schoolwide rotations twice a year where we review and reinforce all of our behavioral expectations. At Landell, we have schoolwide expectations called PAUSE that help us to learn and grow in positive, safe, and respectful environment. Our student council members will break down each letter and share examples of what it looks like in action. My name is Sanjana and I am the student council president. Tonight we are excited to share our schoolwide expectations known as pause. The P in pause stands for positive attitude. In the STEM lab, this could look like giving your best effort and approaching each activity with a cheerful mindset. My name is Rya and I'm the student council vice president. I'm here to talk about the second letter in pause. A. A stands for

008act responsibly. At Lendell, we can chill by being prepared, bringing all the materials and belongings we need to be ready to learn and do our best. My name is Aradia and I'm a member of student council. I'm here to share what the third letter in stands for. W. W stands for work and play safely. One way students can do this on the playground is by keeping their hands and feet to themselves at all times. My name is Prrenita and I am also a member of the student council. I'm here to talk about the last letter in pause. The S. S stands for show respect. In the lunch areas, students can show respect by being kind and accepting of others food choices. >> Good evening. My name is Taylor Larl and I teach sixth grade at

009Landell. As part of our recognition systems, we have several schoolwide incentives to help motivate and celebrate our students for meeting pause expectations at Landell. This includes PBIS points, PAUSE tickets, trimester PAUSE awards, special events and experience, and even our PBIS stored. We also use positive postcards to recognize students who are consistently showing pause behavior. In fact, we actually have some positive postcards written for all of you tonight. So, Miss Lopez will be coming around to hand them all to you. Hey, my name is Nurgis Cureshi and I am a fifth grade teacher at Landel. In my classroom, daily morning meetings incorporate social emotional learning to set a positive tone, build connections, and create a space where students feel safe, supported, and comfortable when they make mistakes and grow. Students also take leadership roles in our

010classroom serving as crews that promotes our pause expectations. One of these groups, the kindness crew, developed its own plan to spread kindness in our class by recognizing peers and organizing initiatives that encourage kindness within our classroom community. These routines foster a supportive culture where students feel valued, connected, and motivated to contribute positively. Student council helps with PBIS at Lando by planning and running fun events for our school. We meet once a month to come up with ideas, get things ready, and then help during the events. Some of the activities we've done are slime making, candy and seek, a mini carnival, game day, bingo, a nation ball tournament, and movie and popcorn. These events are really fun and they motivate students to show pause behavior so that they can earn points to buy into the events.

011It's a great way to celebrate positive choices and keep everyone excited about following PAUSE. Our partnership with families and the PTA continues to be a vital part of our success. We host regular parent information sessions to keep families informed and involved in schoolwide initiatives like PBIS. We're fortunate to have PBIS parent volunteers supporting student activities and assisting with the PBS store, helping bring these experiences to life for our students. Many financial contributions have directly supported PBS events and incentives. These resources have a real impact. We are continuing to recruit additional volunteers throughout the year to help with the events and special projects. And we currently have a parent representative serving on the PIS team to ensure families perspectives are included in our planning. Our close collaboration with families and the PTA helped make these programs

012possible and ensure they remain meaningful and sustainable. PBIS has made a big difference here at Landell. We've seen a decrease in both minor and major behavior issues, which means fewer disruptions and more time for learning. Because our expectations are clear, students understand what's expected of them and experience accountability in a fair and consistent way. PBIS helps us maximize instructional time. Teachers can focus more on teaching and less on managing behavior. It also supports students in building better social skills, teaching us how to work together, show kindness, and respect one another. Most importantly, students tell us they feel safe at school, and that's one of the best parts of PBIS. Overall, PBIS helps us make Lando a place where everyone can learn, grow, and succeed. Looking ahead, we're continuing to make thoughtful progress in several key

013areas. The parent handbook is still being reviewed and updated as needed to reflect current procedures and expectations. We're also refining our school store and event planning, focusing on logistics and student engagement. Staff are engaged in ongoing professional development with the focus on instructional strategies and student support. Lastly, we're preparing a student survey to gather input on incentives. This will help ensure our reward systems reflect what motivates and matters to our students. These efforts are a part of our ongoing commitment to creating a supportive, responsive, and engaging school environment for both staff and students. Now, we are excited to introduce some very special students. They've been practicing something important that helps us all remember how to follow our school ridewide expectations. They're going to share our pause chant with you which reminds us to always stay

014have a positive attitude, act responsibly, work and play safely and show respect. Okay. Yeah. All right, that concludes our presentation on what we're doing for positive behavior intervention and supports at Landell. Um, if you would like to see all of our TK and kindergarteners, they perform that every day in the morning. So, it's very fun to watch. Um, do we have any questions for our student speakers? I just want to say thank you very much for coming this evening. I always like to see our student council, our leaders of tomorrow come before us to be able to share. Um, you know, you think that as you get older, you're the ones who have the wisdom, but believe me, it sounds like tonight you're well on the way to developing a really big handbag full of

015wisdom, and I uh applaud you for taking the leadership roles in your school and helping guide this program. Also to the families and the teachers and all of the students that are here tonight, I'd like to say that what I see in the demonstration that you provided tonight is the development of community making this a um a um activity that is important for that whole community, not just in the classroom, but outside the classroom, engaging the parents, engaging the overall community. And I would say that um you know I'm very impressed this evening. Uh I want to thank these young youngans these youngans down here. >> Um with you without you telling me that they do this every single solitary mo. Uh, I was just really dumbfounded with their ability to stand up and to

016not only say it, but to actually do a demonstration as to what it means in terms of actually thinking and learning and throwing things away that aren't important. Um, commend you young people down there. Uh, we're going to see you in a few more minutes. And, uh, again, thank you very much for coming tonight. Yes, >> I don't I don't need to make any additional comments. I think you guys know I'm I'm a huge fan of everything our, you know, our school does and I'm so grateful for for the teachers and especially the student council. I can't wait until my kids are old enough to hopefully want to participate and be involved. Um, great job. Um, yeah, and thank you for coming, >> Trusty Needm. >> Thank you. So, one of my favorite things, I've

017said it before and I I'll say it again to everybody who's on student council and all of our student performers. One of my favorite things to do is watch the audience and how proud your parents are of you all and your teachers are just sitting here beaming with pride. So, um you should be proud of yourselves. Student council, I have a question for you. I am wondering what some of your favorite purchases are to make with your PBIS points. Um, for me, I know we haven't done it yet this year, but last year I really enjoyed helping with the ice cream social, which is, you know, preparing ice cream for kids who come by. So, I like that one a lot. Um, we still haven't had this yet. It's in November. It's the turkey trot.

018It's so fun. Um, everyone's running, everyone's getting sweaty, and it's so much fun. It's so fun. And um in fourth grade I was I was one of the workers for the turkey trot and I I had to make sure everyone touched the wall and came back and I it was really exciting at first and then it kind of got boring. So I sat there with my jacket over my head and just like you can pass, you can pass. But now I remember and it's really funny. Um, so one of my favorite events so far is the candy and seek. It's just like people coming and running to you for like a mark and then if you get all of the things they get a bag of candy which is really fun just looking at them

019coming to you and everything. Mine was also the candy stage just cuz who doesn't love candy? I love candy. I'm done. >> Thank you. And thank you to all the parents, the staff. It's such great way to see that we have representation from all the teachers from kindergarten from Miss Lopez, Mr. Frakuda in second grade, Miss Laparo in sixth grade, Miss Kishi in fifth grade, and then all the great performances. And as Trusty Sundi said, we're only as good as a community. and how this community comes together over at Landel really really helps set it apart. So, thank you so much. >> And President Tanaka, I believe we're going to do some certificates at the podium. >> Perfect. Thank you. Hey, Benjamin B, please come up. Adam B. Nishant G. Noah H. Sanjanna J. gonna

020come around this way. Pranita K Molly K, Lana M. Tyson Nya P. Elladia T. Oh, sorry. I meant to go here. No, no, no. Karina V. Anuja V. So team from Landel will join the students. The problem is is that the uh >> the kids aren't uh >> Hold on. Hold on one second. >> We'll recess for five minutes to allow the students to go home. Thank you. We'll reconvene at 7:29 p.m. 6.3 staff report on expanded learning opportunities program. Like to turn this over to Miss Taylor. being born or good morning. Good evening. It's been one of those days. We better talk about it just right now. Um, good evening. My name is Tandy Taylor or I could thank you, Superintendent Silvs, Board of Trustees, Executive Cabinet, and guests. Tonight, it's our pleasure to

021come before you to share information about our um, expanded learning opportunities program or commonly known as ELOP. Um, if the best person that I felt would be able to present to you is the one that who works with it most intimately day-to-day, who's just done a phenomenal job is Megan Parson. So, I'm going to turn the time over for her to share the presentation um and walk you through kind of a reflection of what has been happening in ELOP and kind of um the the input that we get around the program. >> Thank you, Tandy. Whoops. Um, hello board of trustees, Superintendent Anne, and all our directors. It's nice to meet you guys. See you guys again. Uh, like Miss Tanny said, my name is Megan Parsons. I'm the teacher on special assignment for expanded

022learning opportunities program, also referred as ELO. The expanded learning opportunity program is an important part of creating a positive, engaging educational experience for our students through hands-on student center activities. The program supports academic growth while also nurturing social, emotional, and physical development. These experiences are designed to enhance and complement the regular school day by working with community partners and listening to student feedback. We are, excuse me, we ensure that activities reflect student interest, also known as voice and choice. Uh, ELOP is currently offered at all six of our school sites for grades TK through six. Uh the program runs after school each day and is also provided um and also provides 30 additional uh days of learning opportunities during winter break, spring break, and summer. So to qualify for ELOP, students must be part of

023our unduplicated count, which includes foster youth, English learners, and students from lowincome households. Parents and guardians also need to allow the release of information in ARIES. If both requirements are met, the school's designated community-based organization or CBO will contact eligible families directly. Families then choose whether or not to enroll in the program based off of their needs. Eligibility is reviewed each year. To provide ELOP services, we partner with several community-based organizations or CBOS. Uh during our implementation, we worked with already existing sites such as ABC child care centers, carousel daycare centers, and OC child care, OC kids childcare, sorry, and filled them to capacity first. As demand for services grew beyond what some of the CBOs could accommodate, the Boys and Girls Club then provided additional support. This is why some of our schools like

024Arnold, Luther, and Bessels have more than one CBOS on site. Regardless of the site or organization, our goal remains the same to ensure that every student has access to a well-rounded comprehensive program. In 2023, we began the school year with 148 students. And by June, enrollment had grown to 34 394 students. By the end of August 2025, enrollment reached 497 students. This is a 236 uh% increase in just two years. This growth clearly demonstrates a strong demand families place on this program. Not only that, but the data not sorry the data is also supported by feedback from families in our end of the year elop survey. One parent shared as a single mother this program helped me exponentially by providing afterchool care. Another wrote that, "My daughter feels connected to the school community and has

025had an improvement on her English communication skills." And a third parent commented, "It allowed me to keep my job." These responses highlight how much the program impacts famil family's lives by providing support, safety, and enrichment for students. On August 31st, 2025, about 1,370 students were eligible for ELOP and approximately 36% were enrolled. This number has changed since as students exit the district and new students enroll. There are several reasons why a student might not be enrolled in ELOP. Some students were on a wait list while staffto student ratios were being met. Other students were and still are participating in afterchool programs but use other funding sources. Additionally, some families have indicated they are not interested or they just have not yet responded to the outreach from the CBOS's. This summer we offered four weeks of

026enrichment and hands-on learning for our students at each site Elbrand from 8:00 a.m. to 5:00 p.m. Both lunch and snack were offered each day. Students had the chance to enjoy a variety of exciting opportunities, including water days, foam fun, and even laser tag for some cooperative teamwork. Our enrichment opportunities also included field trips to the zoo, museums, visits from inside the outdoors, traveling scientists, and art classes that sparked creativity. These summer experiences were designed to be both educational and engaging, giving students a balance of learning, adventure, and play. Each year we've seen more students participate in our summer program, showing just how valuable and enjoyable these opportunities are for our community. Since the summer of 2023, our enrollment has increased by 132%. During the school year, students have access to a wide variety of enrichment

027opportunities. For example, at Carousel Daycare Center, Tuesday art classes allow students to explore different mediums and express their creativity. The Boys and Girls Club offers Triple Play Thursdays, a dynamic wellness program that promotes fitness and healthy lifestyles. OC Kids Child Care provides a cooking club on Wednesdays where students learn about nutritious options and explore different recipes, while ABC Child Care Centers offer STEM classes with Lego spike sets to spark innovation and problem solving skills. Beyond these examples, students have many more opportunities and can choose the clubs and classes that interest them the most. These options change throughout the year and are often grouped by grade level and student interest, ensuring engaging and age appropriate experiences. Students have shared in our end of the year surveys that ELOP opportunities are essential. One student stated that their

028afterchool program is a really fun place that helps kids learn and try out new things. And another stated that the staff members make us feel so safe. To ensure our expanded learning program is high quality and supportive for students, we follow the quality standards developed by the California Department of Education and the California After School Network. As a part of this commitment, I have provided professional development for CBO staff, including topics such as schoolwide expectations and classroom management strategies. I have also modeled several social emotional learning lessons with our seal to Cassie Henley uh giving CBO staff practical strategies they can use after school that align with what is taught during the school day. At the end of each year, we gather feedback from families and students and staff to guide decision-making. This process ensures

029that ELOP stays aligned with our district's LCAP goals and continues to reflect the priorities of our community. About 98% of families share that they believe ELOP provides a safe and nurturing environment that supports the needs of all students. 91% of families would plan to have their child continue in ELOP if they if they were still eligible the following year as eligibility is reviewed each year. We surveyed our students as well and again these questions were aligned with our LCAP goals. The results were very encouraging. 90% of our students strongly agreed or agreed that their afterchool program provides a positive learning environment. 89% of students share that they have at least one adult in the program they feel comfortable talking to about problems or asking for help. This highlights the strong relationship and supports the staff

030provides. Oops. Next. Oh, there it goes. Uh, staff feedback has been overwhelmingly positive, too. 100% of our staff reported they feel the afterchool program benefits students supporting their learning growth and overall well-being. As you can see, the expanded learning opportunities program continues to grow, evolve, and make a real difference for our students and families. From strong enrollment numbers to positive survey results, it's clear that ELOP is providing safe, engaging, and meaningful experiences that support the whole child. Thank you for your time and support as we continue to build on this success together. We are excited to see what's ahead and continued opportunities we can provide for our students. Any questions? >> Questions? Trusty Nem. >> Thank you. Um, thank you so much for this presentation. I do have a question on the enrollment and how

031it has increased so dramatically. Is that due to kind of like word of mouth where then parents are updating Aries or how what what's the cause of that? >> What's the difference? I >> I think it's a I mean she can I think it's a quite a few things. One I think because it was so new people didn't know and even though we were doing outreach um we work um Miss Megan works very diligently with our community partners that they have to contact the families regularly. So we're a little relentless on on the outreach as well. um so that they know of their opportunity um in order to be able to um participate if they elect to do so. >> So the number represents >> th those families were already eligible but then they just

032correct >> decided to then they take part. >> Correct. Got it. Correct. Thank you. >> And for some of them I think they had have past um experiences or been in other locations. So then it was phasing out say if they'd been involved in a another activity and such. So, thank you. >> I have something. Thank you so much, Miss Parsons and Miss Taylor for providing this detailed uh information. One thing that if it's a little difficult to try to read through this and try to get the questions, is it possible to be able to provide this to the board um a ahead of time to give us more time to be able to start going through this and putting our questions together? Um, President Tanaka, we typically um so that um the presentation isn't

033preempted. Uh Miss Parker typically loads the presentation into the board agenda the evening of the board meeting. So um so that our presenters can, you know, we're not stealing their thunder by presenting it all in advance. And sometimes some adjustments are being made to the presentation in advance, but um it is attached and you do have a hard copy and if you have follow-up questions if things occur to you afterwards, if you let me know, I'm happy to get those answers and provide them for all board members. >> Okay. No, and thank you for that for putting it on there. But when we're start when this I'm just speaking for myself, right? And I'll let the rest of the board members speak for themselves. when I'm trying to do this, it's kind of hard to

034give my undivided attention to listen and to review this, right? And then real quickly try to put together what kind of questions I have, right? So I if possible, all I'm asking for is it would be much better use of my time being on the board to be able to put these questions together ahead of time. So thank you. But I do have a couple more questions on this um on the professional development for SULPA support. So how what type of support are we able to provide then with ELOP funds or SUPA? >> Well, I work together with EA. >> So So um they are not funding or we're not funding anything with SULPA. Um we have students with disabilities that are in our programs and so in order to provide them with a appropriate

035setting um they have consulted and worked with staff to be able to support. >> Okay. So it's not a way to basically help out some of our overruns with Zela. >> No. No. >> Okay. And then um thank you so much for the questions on the on the feedback questions, but is there a way to be able to provide the whole list of questions to the board instead of some because some of these, you know, and they're great indicators, right? But like for this one right here, um that I think trust you need them put together. It says, "If your child's eligible for next school year, will you plan to have your child participate in ELO?" Well, I hate to say this, you know, please. I'm not trying to sugarcoat this or anything, but if

036the it's free, why wouldn't you take the free versus having to go pay for something? Right? So, these are just some of the things that I would like to see the whole types of questions. Right? And then like another one right here, it says um do you feel the afterchool program has benefited the students? And that's from the staff. Well, if I'm a staff and I'm filling this out, of course I'm going to say it's beneficial because if I say it's not beneficial, I'm putting myself out of a job, right? So, these are just some of the questions that I I'd like to be able to see. And like I said, I'll let the rest of the U board be able to speak to that. But regarding the metrics, you know, what type of metrics

037are we measuring ABC, Carousel, OC Kids, Boys and Girls Club to show, you know, how they're benefiting and how they're growing year overyear to make sure our our our students are being able to continue to grow. >> We can provide in a Friday report the metrics that are measured through the California Department of Education and the quality index that is used and we can also include um the survey information. >> Perfect. Thank you. >> Go. I I have I have a few questions. Um shocker, I'm sure. Um so when we talk about Well, first let let me let me start with this. So I I I can see the the effort here in trying to provide us answers that we've the questions we've asked before. We've had this discussion a couple times now. So I

038just I want to say appreciate that and I see like you know the additional focus on the metrics and like the details. So, I really appreciate you guys doing that. Um so for for the enrollment um the percentage increase is dramatic but I think what would be helpful for us specifically because these are thirdparty providers on school campuses is to have site level details to see you know what programs are working at what school especially if there's multiple programs at a school like if Arnold has Boys and Girls Club and ABC and they're both receiving ELO kids any law funding is one doing it better than the other? Are parents signing, you know, do parents have a preference? >> Um, and so it's Arnold Vessels and Luther that have two options. >> We can provide

039that in the Friday report of the breakdown. >> I think that that would be that would be helpful to know. Um, and and then we're talking about about target enrollment, actual enrollment. How are these targets set? Is it purely based on eligibility? Correct. So we we um the program right by the state of California outlines who's eligible >> and then we do the outreach to the families to ensure that they know their eligibility and then continue to follow up with them to determine if they would like to enroll or not. And we do have families that don't respond. But then we do have the families that have elected to do it or be and the ones that have responded um as Miss Megan has said is they have other funding. So that because of their

040eligibility they may be funded and have um services already provided under another funding option. >> So that's like a way to identify the families that would qualify for this because they have >> we get it through the unduplicated count for our district. So those are low socioeconomic status foster and English learners. So that's the eligibility. >> They inform us if they are already covered under another program and not >> I see. So then that would they're not able to avail themselves of >> So they're saying no thank you because I I I have this funding and I don't want to lose this funding because it's tied to other things. So they choose not into EW. >> I see. I see. Well, that could be significant then, right? >> Yes. >> That could be a significant

041portion of that might be an interesting like if someone actively turns like if someone doesn't respond you can't like count. >> We do actively get that information, >> right? Okay. So that would be interesting to see too like what percentage of the sort of refusals of free care are based on >> what what reasons. Um I have I have a few questions more. Let me let me I was like I felt like I was back in college just taking furious notes during that presentation because I'm trying to write down all my questions. Um so the what is a choice count? There was like a choice. What does that stand for? Could you explain that >> on the side of the >> Yeah, it was on the the charts. >> That was just how many people

042took the survey. >> How Oh, okay. >> So, I have I have that. >> That's what I thought it was. Okay. >> Um, so how many people did the survey, right? So, I I think and that's great because I I know that's information we've asked for in the past. So, thank you for providing that. I think an additional sort of element of that that might also be useful is um what proportion of the attendees or whatever there are, right? Like there was a a staff feedback on here. I presume the choice count for the staff is all of the staff and that's why they 100% of them said that we're satisfied. Is that an accurate assumption or is it not? >> Most of the staff. Okay. >> We we can't require anybody to take the

043survey. So it's >> Yeah. I mean, but it' be cool to know who chose to, right? Like I mean if it's staffed then I figure you kind of could make them >> um take the survey or at least >> provide a strong opportunity and encouragement. >> Hey, you know what? Well, like let's have a pizza party if everybody, you know, responds or there's a way to encourage people to to do that sort of stuff. But I think my point is the the important sort of piece of data that's missing for me here is is I don't know what percentage the choice count is of all the potential respondents. Um so it's difficult to to say if that 100% is as meaningful as it you know as it seems. Um so there was a number in

044here about the igible enrollment. Are there any sort of data trends that you've seen across sites? Like when you look at like at Arnold for example, it's about 50%. Um, enrolled versus eligible. Are there other trends that you've been tracking about, you know, how do we because I and and the the reason I'm asking all these questions is my presumption is that we don't receive the ELAP funding for that student unless they're actually enrolled in the program, right? This isn't a pot of money we're giving. >> This is a pot of money. >> Okay. So, so then but it's not based on enrollment. >> No, it's based off of the number the Do you want you're welcome to address it. I I see it. >> Um the state calculates our eligibility for ELOP funding based

045on our total ADA for the the current year and there's a factor for the unduplicated pupil count that gets applied to that. And so we get a pot of money based on that. Um we get a lower tier pot of money because our duplicated count is below 55%. >> Um and then it's up to us to run a program regardless of how many or how few students show up for it. Um but we are given a pot of money to run a program for the number of eligible students. >> Okay. So so increasing the enrollment doesn't necessarily mean we would be awarded anymore >> no >> any more money. >> Okay. >> In fact increased enrollment that has implications because you have to pay staff and if you have a fixed amount of money you're

046you're having to make some adjustments elsewhere. So it's it's kind of an interesting situation to think about. No, that makes that makes perfect sense. >> Um, and I I have some other questions about sort of the tiein of um because we talked a little bit about the oversight of the programs and I I think when we've spoken about this previously, my understanding was that the oversight is limited because they are third party providers. So, how do the schools really um >> Well, there is a plan that is adopted that they have to meet the criteria under the guidance for that. And so those components we do monitor um such as she had presented about the choice and voice um the access to enrichment the eligibility. So there there are things that are monitored and oversight

047for um they have to submit a plan that mirrors ours to demonstrate how each individual um partner will implement and ensure that they're meeting those requirements. >> So it's more of a centralized oversight by the district. It's not necessarily oversight at the school level. >> Correct. Okay. >> That's why we have Miss Megan. >> Yeah, we appreciate >> I think Trusty Sunday said she has >> Yes. Please go ahead. >> Yes. I think it's probably a multiaceted question. I'm still intrigued with the um with the um ELOP enrollment data uh associated with the number of students who are eligible versus the numbers of students who are enrolled versus um what we might say and you had indicated um Miss um sorry I Parsons sorry forgot your name there for a second um as to uh

048the fact that you had growth and therefore you had to find more CBOS to be able to provide uh for the uh number of students. Um I'm also hearing that um um the actual number of students versus eligibility isn't necessarily uh equated with capacity or uh funding ability. So for instance, if we have that singular pot of money, what is the maximum number of students that we would be able to enroll uh to be able to um to to meet uh the requirements of the use of the money? In other words, I guess what I'm asking too is is there money left over at the end of the year if you haven't met in other words if our numbers if if we're getting a pot of money that is based on uh eligibility and um

049ADA uh then what happens to the money at the end of the year if we have a lower number of enroles versus uh in a previous year or a successive year? >> I can answer it but you're welcome to. Okay. Should there be carryover money, just like in other programs, it would roll over into the next fiscal fiscal year. Um they would have we'd have to expend that money first before we move into the next aotment. Um but I don't think we're going to have much of a challenge of expending the money based on the demand. So then to come back to um the numbers of students who are actually enrolled versus the number of students eligible. Is there an ideal or what we might be able to consider the capacity for monitoring andor delivery

050of the program? >> I'm not quite clear. Well, in other words, if we if we actually had all students who were eligible, the 1370 students eligible, would we have the capacity within the community to be able to deliver a program to all of those students? >> We would have to set up that program within the school and be able to um fit it within our our school site and we already have the capacity within our buildings to be able to house that many students. >> So, we could use >> So, we could do that. So it could meet the needs of all students if all students actually enrolled. I guess that's kind of what I was getting at and whether or not the pot of money that we get would actually >> uh >> I

051I I think we would have to if every student who was eligible availed themselves of the services, we would have to evaluate the program that we're providing to make it fit within the budget if possible. Um but at the current rate per student that we spent last year, we could not afford to have every student um opt into the program that is eligible. We'd have to look at different um we'd have to have a weight list perhaps. We'd have to look at maybe a sliding scale for some families to participate. Um but the amount that the state gives us is not sufficient to provide every student with the 9-hour day for every day of the school year plus 30 interession days. um it is it's it's just not how they figure out the pot of

052money, so to speak. So, we would have to look at changing the program to be able to accommodate that. >> And I do want to address when you asked, so I'm going to use um Luther for example. Um we have ABC that's located there. Their facility, they're a licensed facility by the state of California. They have a cap of how many students they can serve within that facility. That's then that's why the Boys and Girls Club then has a program there in order to ensure that the services that we offer because our current private provider there would not be able to um have all of the students that would be eligible to attend. So we that that's where you'll see the difference of the numbers. Not so much because of what they like or don't

053like. It's more about the capacity of certain and the limit of how many they can house within their complex and what we would have to then have on our our sites. So with regard to the schools, let's say for instance, let's take um Lendell, >> you only have OC child care, >> correct? >> So then the question is is that the number of students there that are eligible is 174 and 59 students are actually enrolled. If all 174 wanted to enroll that are at at uh Landell, um the capacity might not be there to meet their needs. >> Correct. The company would have to inform us if the capacity. >> Okay. So that's another variable that that that that sort of gets lost in the shuffle here is is that various schools have differing um

054abilities to meet the needs of the number of students who are eligible for their particular school site. Okay. So that helps me uh understand a little bit more of the data that we're receiving. But I would like to say kudos to uh you for building the program and uh attempting to continue the outreach for students who are eligible that have not um been able to be enrolled. And I understand the uh the difficulties of families having other options or not being able to be accommodated or engaging in other kinds of programs. So, I understand that it's not necessarily due to something that we're not doing well, but the fact that you've actually been able to grow the program substantially over a short period of time does indicate that there is a tremendous interest in this

055kind of program in the community, and I appreciate the efforts that you're going to to make that happen. So, thank you. >> Perfect. Thank you so much. >> Oh, you need >> Sorry, I just have one more question. Um, am I understanding correctly that all the ELOP funding goes to third-party people coming onto the campuses? >> Um, so not necessarily coming onto our campuses, unless you want to consider like OC kids or ABC. So they're they're on our campuses, but yet they're a separate, you know, entity. And then we have Boys and Girls Club who uses kind of our our school space. >> Okay. So the most part there's a few anomalies with that. Are there any opportunities for teachers to take afterchool ELOP programs or not? >> Um within the the structure of what

056we would have to financially do um that that would be a difficultiness for our district to be able to absorb that rate of pay. >> Got it. >> It's typically a an entrylevel position for um individuals in the childare setting. >> Thank you. >> Perfect. Thank you. Just really really quick. So to supplement her question, when you when you're talking about the staff that is 100% staff that is hired by these third party providers and does not include staff employed by the district or any of the schools. >> Um some of the ELO funds for example, Miss Parsons, correct? And then I think there might be some minor custodial cost. I'd have to look at that. So there are some things that are funded through our employees, but most of it is through our um

057community partners. >> Thank you. >> 6.4 staff report school facility funding options. Like to turn this over to Rachel Chang Quay as well as Larry Fchaw. All right. Well, good evening, uh, members of the board, Superintendent Slavs, uh, cabinet and community. Um, we're kind of going to follow up on last month's meeting where the board, uh, reviewed and approved the 2526 facilities master plan, um, where we identified the needs that we've already identified and and and probably just scratched the surface on that a little bit. um to talk a little bit about how we might be able to pay for um those facilities needs in a little bit more depth. So um invited our municipal financial adviser Rachel Changen Quay from Fieldman Rolap and Associates um and we're going to go through some slides together

058to talk about the facility funding options. >> Great. Thank you Mr. Fershaw. As Mr. Fershaw introduced, Rachel Chenquo here from Filmer Lapin Associates. We are a independent financial advisory firms. We specialize in assisting K14 school districts with implementing and planning their facilities financing options. And just to go over some of that information tonight. So, uh we'll have a quick introduction and then we have sections that we go through some of the facility funding options that are available to K12 school districts in general and Cypress school districts specifically. Well, we'll dive into greater detail on some numbers and um options available to you and we'll conclude it with some next steps and discussions and see if the board has any questions you may have. Just to start, I will hand it over to Mr. Fershaw and

059highlight the facility meeting. >> All right. So this is um from the facilities master plan um document as well as the presentation from July just outlining um what I think just again scratches the surface of facilities needs that we have in the district and you can see with um the 5-year deferred maintenance uh list that's part of the facilities master plan. Additional roofing needs, additional HVAC needs that are that are outside that 5-year window. Um the modernization of Landell um at least $20 million. So, we're looking there at about $46 million in needs um for our facilities that we've identified. Um, and I think if we um were to go through a a larger process uh and maybe, you know, engage each of the sites, talk about some of the the wish list items they

060might have, the need list items that we we haven't heard yet. Um I'm confident that that number will only continue to grow. Um it's it's it's uncommon for a district to have more funds than facilities needs. Um, and so we would not be unique in in identifying more things that we need to do as a district and want to do as a district than we have funds for. Um, but it really is a helpful tool to understand what the true need is and match that to what our funding is so that we can prioritize what it is that we can do and will do over the next 5 20 um years through this process. And on the next slide here, when it comes to funding school facilities uh here in California for public schools, there's

061three categories of funding. There's the local dollars, which we'll go through each of those listed items throughout the presentation. In the state, we have state matching funds for your school facilities. Two important things to note here. One, it requires the state to have bond authorization at the state level. And secondly is it requires local school district to have their local matching funds. And last but not the least uh unfortunately there is no federal level funding for school facilities at this time. So we'll dive into section two to look at some of the specific options that are available to cyber school district. I'll start with developer fees. So under SB50, the only action a school district can take in order to mitigate uh the impact on their school facilities as a result of new development is

062the imposition of developer fees. So in concept um this amount on a per square foot basis would fund 50% of the impact with the other 50% coming from the state through those matching funds we just discussed earlier. So we understand that in reality that that balance is not really there and on top of that unlike cities counties that calculates the development impact fees their own the state calculates what school districts can charge through developer fees on a bianual b uh every two years and that again funds only 50% of the actual impact. So we see a gap even if we can impose those developer fees on new development. In addition, as the elementary school district, we share that $5.70, for example, for every residential square foot is being built with the high school district. So,

063we have listed the amount that we're eligible to levy on new development on this slide here. Um, it's also important to note that there's a lot of limitation strings attached to how you can spend those developer fee dollars. We thought it would also be helpful on the right hand side of this slide to show over the past five years how much the district has collected from developer fees. As you can see the the amount that's collected every year as every uh requests come in may not be sufficient to fund all those facilities project identified in the facilities master plan. But here is a history and we certainly have seen a decline in recent years when it comes to developer fee collection. We also share on this slide here roughly $2.75 million are currently sitting in

064the fund 25 where the developer fees are deposited into relating to developer fees. um developer mitigation agreements negotiation or community facilities district is another option that's available to the school district to hopefully help you better bridge that impact on developments and on your school facilities. So um to highlight I know it's a lot of diff uh information on this slide to highlight that it requires uh the developer mutually to agree to participating and there's always a process to engage them and to negotiate with them. The goal is to negotiate a little higher, a little bit of premium on top of your developer fees, your statutory developer fees, and they need to be entered into before the residential units are um sold to a individual homeowner. But certainly, uh why would someone um enter into a

065CFD agreement or mitigation agreement? They're mutually beneficial to not just the public agency, the developer, but it's also beneficial to the homeowners. I'll highlight uh some of those benefits here as you can see on this slide. So for the school district, it provides another method, right, to allow you to finance your school facilities needs. And certainly um as discussed, the premium will help you better bridge that funding gap between statutory fees and actual impact on your school facilities. And for a CFD, they're designated to a specific area that includes a vote to approve the CFD as well as the taxes that will be paid. So it does not impact all of the district um taxpayers, but only that specific area. CFDs can issue bonds. We'll talk about bonds a little more as we go through

066the slides here, but that provides the district with lumpsum upfront funding rather than collecting developer fees as every request comes in. And these CFDs can also be structured to provide surplus pay as you go special taxes that help you pay for um ongoing facility needs. for the developers to highlight a couple. Um certainly better school facilities help them better market their projects and these CFDs uh will help them the school district better meet that needs for providing adequate facilities and for the homeowners it's beneficial to them as well because they get to enjoy those uh nice and improved school facilities and these um taxes are tied to the properties. So the homeowners do not have to pay for perpetuity. They only pay the CFD taxes while they own a home that belongs to a particular

067CFD. So they get to enjoy the facilities but not have to pay for the full fight. Those are some of the things that uh we have highlighted here and I'll hand it over to Mr. Furchaw for the next couple slides. >> Thank you. And maybe just a one other thing on developer fees. Um those are funds that are restricted to facilities. they're kept in a different fund from the general fund. So, it's fund 25. Um, it can only be spent on facilities, construction or reconstruction of facilities. Um, and then in terms of CFDs, you know, we've I know there's been discussion of, you know, potential redevelopment of the raceourse and um whether we could, you know, get additional mitigation from that that area. Um, it does require an agreement from the developer to form a

068CFD if they're interested in doing that. um to agree to pay more than is just required. So it is a process um but it is something that you know as development moves forward we'll continue to look at and and work with developers um through that process. Um the next item in terms of facilities funding sources that we have is is the asset management program um that the district has implemented over the last 15 20 plus years um of of you know evaluating school sites um as enrollment has declined and and then leveraging those properties for other uses that have assisted in um providing facilities funding through over the years. So, um, you know, the rental properties that we have, um, for the apartments, um, we have this building that is is owned and there's suites

069that are leased out. Um, we have the two school properties, Cthon and Damron, that are leased out. Um, and those funds flow into fund 40, which is the board's special reserve for capital outlay. Um, so you can see in the chart on the right the approximate rental income that we receive from um, those five properties. Those are the net rental incomes that we receive um from those five properties. So, you know, about 1.6 1.7 million per year. Um and between that and the redevelopment dollars that we'll talk about on the next slide, we've um had an ending fund balance of 13.7 million at the end of um the 2425 fiscal year. Um that that number changes all the time because as we're spending um on facilities um projects um but that is there. And then

070also on the left, we've highlighted just the assessed values of the two um apartment properties that the district owns. Um you know, if at some point in time the district did not want that ongoing source of revenue, but would want that one-time source of revenue through the potential sale of those properties, that of course is an option to consider um as well. Um but that that ongoing revenue stream um is is obviously a positive to have for facilities projects that come up every year um for the district. Um and then go on to um the next one which is redevelopment. I think we talked about this a little bit at the last board meeting um as it related to redevelopment revenues. So these were project areas that were created by the cities and the county

071um to rehab refurbish areas of the community. Um there was tax increment financing that was used um where a portion of property taxes um kind of get diverted to help fund these projects. Um and in creating those tax increment areas um the district benefited um for a period of time from additional um revenues for facilities that that were created um back in 2011. um the legislature, Governor Brown, eliminated redevelopment project areas is an ongoing um concern um and allowing these project areas to wind down once they've paid off all their obligations. They they quietly go into the night. And so um what I think this is interesting to see is on that chart on the right to see the amount of revenue that we've received from redevelopment um kind of drop precipitously um from the

0722122 year to the 22 23 um fiscal year. Um, the city of Cypress's redevelopment project areas are no longer active. They've they've paid off all their debts. There's no more property tax revenue flowing to us for facilities from those project areas because they no longer exist at all. And so that was the big drop that we saw um between those two years in terms of the amount that we've receive in redevelopment revenue. Um the county of Orange's very limited redevelopment project area that existed in our district has also been retired. So there's no additional funds that we're getting from that one. So we're down to um the two project areas in in Buena Park and um the La Palma project area. Um and we've got another you know 10 years or so at least on

073the Buena Park one, but again that's not ongoing funding that will be here forever. um it is going to go away, you know, 20 as soon as 2035 um for the Buena Park one, which is kind of the last of the bigger ones that is that is paying us money every year. All right, turn back over to Rachel. >> Thank you. And and last slide for this section is the measure MGO bonds. To take a step back, Proposition 39, GEO bonds, they require voter support, at least 55% of yes votes to pass a geo bonds, and it's a very commonly used u financing options for school facilities here in California. Um, and to highlight some of the points regarding Measure M specifically, it's hard to believe it was 17 years ago when I first started

074working with the district. Uh we passed measure M back in 2008 and it was for 53.6 million of go bonds. It is customary that most school district do not get to access all 53.6 million on day one. They're accessed as assess valuation grow as projects are planned and over time. A couple other things to note here regarding Proposition 39. In addition to accountability requirements, um public disclosure, specific project list, there is also a tax rate limitation um required under Proposition 39. That's a uh $30 per 100,000 of AV. We have some charts later to help me better explain that. But that is a important consideration when it comes to the implementation of prop 39 go bonds. So at this time roughly 11.9 million of measure 9 uh measure M authorization remain uh unissued and not

075accessible at this time due to that tax rate constraint. And we will continue to monitor current market conditions and update the timing as we get updated interest rate information as well as assess valuation or AV information as they become available every year. Now, we'll dive into section three here and talk about some of the specifics numbers, what things can look like now that we have an overview of these funding options that are available to us to put them into four separate categories. Um, and we'll review the details of each. Those funds on hand, fund 25, fund 40, and so on that we reviewed earlier. When you combine all of them, that's funds on hand of roughly $16.5 million uh available for facilities. Moving on to asset management, there is that 1.6 1.7 annually uh of

076a ongoing income or the district can always consider exploring the sale of properties for larger uh lumpsum income for facility projects, geo bonds. There's always opportunities to pursue another geo bond in the future and we run some numbers and we'll review them with you on a later slide. Last but not the least, similar to what the district has done back in 2013, we can consider uh utilizing those ongoing rental uh asset management rental income and that small portion of redevelopment revenues into the future to bond against them to provide you more upfront funding. So that's roughly 17 million and we'll look at that as well. So before we talk about what a future geo bond can look like, how much facilities dollars it could likely generate, it's important to take a look at your assist

077valuation knowing that property taxes is what we rely on to repay these bonds. So here is a 37year history of Cypress School District. specifically your boundary area all the taxable value. So you can see how it has grown uh tremendously since the 1990s but at the same time uh we've seen some declines post the great recession the last housing downturn. In fact, we had negative growth years uh right after that and uh we have since recovered. Uh but if you look at it on an annual basis, that percentage of growth when it comes to your taxable values, we certainly have not uh gotten back to the the years um in the early 2000s leading up to the the housing downturn, those eight nyear per uh 9% per year growth. and certainly is one that we

078continue to monitor and we'll uh keep the staff and board apprised of any updates. So we have a chart there to share with you. The other thing that's important and and another state requirement and in our line of work we monitor as new AV information becomes available is to look at how what that means to your what we call net bonding capacity. So the state requires that um as a elementary school district we have a factor to take into consideration. We also have to consider how much that you currently have outstanding to make sure that uh those numbers are being adhered to as we consider future financing. And this slide here is what a potential 2028 geo bond election uh could generate. roughly $94 million of bond authorization at the maximum $30 per 100,000 PROP

07939 tax rate. So the chart and the table on this slide help depict how that 94 million is accessed over time. So the the numbers here, they're preliminary and f for modeling purposes. We will continue to refine them based on the district's actual facility needs, timing of the projects and updated interest rate information and so on. But just to dive into some of the graphs and and numbers on the slide here, you will see on the top uh graph here, the different color charts represent the tax rates that are required on a per 100,000 basis to repay each series of bonds. Right now we have projected four separate series under a potential 2028 bond measure and what you can see uh for example the green bars is for the first issue series A we're calling

080that the gray bars are for the next issuance series B and so on but you what you could see is important and a legal requirement is when all those different color bars stacked up we stay under that line of $30 tax rate and to um translate that into numbers. So um if we pass a bond in 2028 um we will be able to as soon as possible enter the market and in 2029 deliver the first issuance and the proceeds for school facility project. So here we just assume every two years we'll do that. So you can see how that money is roughly 23 to$25 million per issuance leading you to a total of 94 million authorization after paying cost conservatively uh projecting roughly $93 million would go to projects. The other thing that we looked

081at is the last row on that table repayment ratio. In other words, how much we're repaying in interest and principal for every dollar we borrow. So, as you can see here, uh it's roughly two to one. We repay $2 for every $1 we borrow. So, roughly $1 for the principal, $1 for the interest. And the legal um limit is four to one. So and again these are for modeling purposes and we certainly will continue to refine them with new information as we proceed. Understanding that we just dive into the detail for that maximum tax rate. We understand that that may not be what's palatable in every community. So we also ran some other tax rate scenario. You will see a range of them here. Um, as you can expect, lower the tax rate, lower the

082bond authorization amount. So, for we've run numbers for tax rates ranging from $10 to that $30 we just saw. And the authorization amount uh would range from 31.5 million up to that 94 million we just looked at. Speaking of coops and also the last slide um on the available facility funding option one similar to what we did in 2013 you could consider uh issuing another non voter approved debt through ACOP financing. So, if we were to look at those net rental income and redevelopment revenues without impacting the general fund based on current market rates plus 50% at 50 basis points, it's roughly $17 million per project. And the chart on this slide shows you how those green bars, the repayment for principal and interest um based on today's interest rate is roughly $1.4 $4 million

083a year and how that stays under the line which is your combined redevelopment and net rental income. So jumping into the conclusion here, I know we went over a lot of information um to begin exploring what's available and what's possible here to address your facility needs. There's a lot more to consider. for example um your facilities master plan and what that will identify as you proceed with a different approach to identify those projects. What are the timing of these projects? As we understand, everyone hears about inflation and we certainly see that school construction projects and the cost of them are getting higher and higher um each year. And of course, those facility funding options we just went over, what's most palatable, what's most optimal to execute from the district and the board's perspective, we'll continue

084to take those into consideration. and and you know just um we we threw out the date of a potential 2028 um idea of a bond. Not saying that that's something we're we're going to do. Um certainly that's that's the board to to weigh in and discuss, but really looking at that as if if that is the direction. Um that's really the earliest opportunity and if we wanted to see kind of what that potentially could generate in funding, that's why we had to pick a date. We aren't saying that that's um something that's going to happen. Um but in order just to illustrate um what the potential funding could be from a a bond in the future, uh we had to pick a date and and and we picked, you know, probably the soonest potential date

085that we could look at. Um so I just wanted to to put that out there. There's there's a lot of steps um that as a district um and as a community and as a board um that would need to be taken before we we get there. Um but we just wanted to start the process um early on in terms of discussing um all of the available options um that that exist um for funding um what our our needs um that we have across the district for our facilities. And so, um, you know, kind of a next step consideration would be to do, um, a little bit more of a community engagement process, um, looking at our facilities, understanding what our needs are, um, you know, working with staff, parents, um, and community members at large

086to really understand what our facilities needs are, identify, um, you know, what everybody prioritizes across the district in the way of our facilities, um, and start to engage the community to hear from um what they want, what they don't want, um and just build awareness and and a little bit consensus around our facilities as as a district. And so that's kind of what our recommendation um would be at this point is to just just do a lot of listening and and developing um um some consensus around facilities before we get too far into um you know, a potential um for a bond down the road if that's if that's where we go. So again, um the you know, we can bring back at a future board meeting, um you know, a proposal to engage in

087more of that that listening and consensus building um approach and um at at a point in time where that it's it's appropriate, we can keep going down next steps if that's what the board directs. Um but again, just wanted to provide the menu of options that there are for funding facilities. um in as a district we are somewhat limited in in what that we have as as the way of options um and so we just wanted to make sure the board was um just aware of what those various options are and what they can look like in the future. >> I think that's it. We certainly take any questions. >> Any questions? >> No, I can. >> Oh, trusty Sunday. I thought you said no. Okay. I wanted to start back with your uh slide

088number nine when you were looking at the asset management and is this facility the what you're calling Cypress Park. Yeah. >> Okay. So what I'm ask what I'm looking at here we also have the coast departments and the Azure apartments and so forth but I'm looking at sort of very flat revenue um from um the these particular um uh assets when you actually bring in Cypress Park it didn't bump any of our revenue substantially. Is that correct? Um yeah, this property does not produce positive cash flow. Um >> even with some of our spaces leased out, >> correct? >> And why is that? >> Um we don't have enough the the number of tenants is not producing enough rent to cover the full cost of of the property. >> And we don't have this property

089financed, right? We we own it out clear. Is is it primarily maintenance that is >> um utilities and maintenance that that eat quote unquote eat up but that that detract from the the revenue standpoint? I mean the the we occupy the majority of the building. Um and so you know it's not negative to a large degree and and it but it is not completely self- sustaining. >> Okay. And then I have one other question with regard to assets that doesn't seem to be here but does in my mind suggest that there could be potential. I know that we do mention our list of schools and I know the reason we're not getting we're not trying to sell our schools is the possibility at some point in time in the future we might need to have

090a school reopened and and would need to consider one of the properties that we already own. But I'm also thinking in terms of the fact that there's nothing mentioned in here that we have two actual parks that the district owns that we'll receive nothing from. The community benefits from those parks in those areas, but we receive nothing from them. Would that be a possibility? particularly not thinking in terms of the one over close to vessels, but I'm thinking in terms of the one near the old Swain School, the small community park there, whether that might be a possibility of a a property that could be actually sold or even part of the Swain property, the back side of it that used to have uh some, you know, um home, you know, what what are those

091things? Those modular units on the site. some of that property be utilized for other uses and could potentially be sold as um um revenue for uh further development. I know that we would be getting rid of an actual asset in the process of doing that. But if we're not not fully utilizing some of that space or have even future plans for the use of some of that space and I think we even have some of that property that is beside King's School that is ours that is undeveloped. Um that um I I'm I'm wondering are we looking at some of those and are we being mindful that those have potential for being um properties that could be either developed or sold or in some other way used and generate revenue for us. >> We we

092can continue to um bring back information on how to um further look at asset management as as an option with with some of those properties. Excuse me. We are limited to a degree by the zoning that exists for those properties. And um generally the you know the the revenue that we were going to receive is going to be based on what that property could be zoned as for what you know use would be um you know approvable. Um and and the history of the district and reszoning properties for residential use has been positive, but that always again relies on the voters approving that change in zoning for the properties that we have that aren't currently residential. Um and that that is a process and it it does require a lot of work and and time

093and money um to to convert those assets into potential other uses. Um but is something certainly that we can bring back and and look at further. >> Okay. I just just wanted to throw it out there because I noticed that you know we haven't included the totality of what we actually own that is not utilized at this particular time. >> Thank you. You're good. >> I have a few questions about the de developer fees slide. Um so there c could you could you explain um the split with the the high school district? How does that how does that work? >> Sure. So, um the uh state sets a maximum developer fee that school districts are allowed to charge and it's a K or TK through 12 rate and that current rate um last adjusted in

0942024 is $5.17. So, we as an elementary district have to share that fee with our high school district that we, you know, serve the same area as because a house that's built in Cypress is going to impact both districts and then in the way of need for additional facilities. And so, um, there's been a fee sharing agreement that was agreed to between us and the Anaheim Union High School District. That's a 50/50 split, um, based on, you know, an agreement that was reached probably decades ago at this point. Um, but we share that fee 50/50. Um, and that's just a requirement because we can't each charge $5.17 because we're not unified districts. So, so just to do the math here, the the per square footage would be 517 and then we would get 259 of

095that. That's how that would work. >> And so, um, say we enter into some sort of a special agreement with the developer, which I don't know might be on the table considering how many developments are coming up in the city. Um, if we are able to negotiate this like special fee that we mentioned, do we also split that with them? Okay. Um, and what is the does the city have a role in approving or overseeing this agreement or any anything of that nature? >> The the city's role is in approving or disapproving of development projects as they are presented to the city. Um, they don't have a role in approving or disapproving of a mitigation agreement that we might enter into with a developer. um they can't deny um approval of a developer's plans for

096the lack of a mitigation agreement. So, we can't say, "Hey, we want a mitigation agreement to the city and the city then forces the developer to enter into an agreement." That that can't be what happens. Um >> that can't be what happens because it's it's not legal or >> correct. Okay. >> It has to be a voluntary mitigation agreement entered into between the district and the developer for a particular project. >> Okay. Got it. >> They can encourage, but they can't force. Go ahead. >> Go. >> Are you No. Are you done? I just wanted >> I'm I'm not I'm Go ahead. >> Go ahead. Trust me. >> All right. Um just to kind of piggyback off of that when you're saying that our split is 50/50 with the high school district. Um is that

097negotiable? And my question is kind of based on now that TK is universal. We have the kids for seven years and they have the kids for six years. Is that 50/50 split negotiable based on that? >> Everything's negotiable. Um they're just going to come back and say that their facilities are more expensive than our facilities is going to be the argument, right? To build a high school, to build a gym, to build a performing arts center. Um the the footprint that they take up is larger. So if I were to put my high school hat on, I would say no, we should get more than 50% as the high school district because we're building bigger facilities. Um so certainly it's negotiable, but both parties have to agree. >> All right. Thank you. Perfect. Thank you.

098I just have uh one question and thank you so much for putting all this details together. It's very very helpful. I'd go back to the same thing as I mentioned previously with the elop. It's very helpful if we're able to put this so we can be streamlined and make the questions go a lot quicker if we had this information up front. But um I'm assuming that you know if the outcome is looking to potentially go to a bond, we've already looked internally because it's either a revenue problem or an expense problem and we can't bring in the additional revenue. So, what have we done internally to look to minimize some of the expenses to help put us in a better position? Because I know the last outlook that we got from the last board meeting

099showed that we overran with the Gassalpa funds by 700,000, right? So, what are we doing to help reduce some of these additional projects? Because I know after the last board update meeting that we had, I sent Superintendent Salav's uh question asking her about the $2.8 $8 million expense for the preschool preschool >> for over a king that you know we approved that prior but the board's approval was prior to finding out that we overran by $700,000 right and I know the question that I had was if we were to board was to um agree to put this on hold you know would this really help our expense problem and I know superintendent Slobs mentioned that yes it would help and then the district's already going to be able is planning to put that on hold.

100Okay. Due to the downturn of the preschool number of preschools. So that's one of the things that I think you know I want to make sure that the bond thing should be the last piece that we should be looking towards. We need to be looking what can we do to tighten the ship internally. And then you know as well as for that 2.8 8 million that we uh approved. I would like to ask, you know, we're in a different time now. We got a different financial outlook last board than when we approved this two months ago. I would like to say before this comes back again that it comes back to the board for approval again. >> And absolutely. I mean, the the the board approved the the the plan and concept and it approved

101an architectural and engineering agreement to investigate and draw up the plans. any movement beyond that is going to require additional board approval to to let a a contract to um to to to a builder to to somebody to to construct that. So, at this point in time, we we're we're just getting back the the reports and the engineering and architectural studies that we've already, you know, agreed to do. Um and then we'll, you know, I I don't think that the plan is to move that forward in the foreseeable future. Um, I think as as you know, as we've developed that five-year deferred maintenance plan and we've developed the, you know, identification that that that Landell at some point will need to be modernized, it's really looking at making sure that our facilities um can continue

102to provide um the spaces um that adequately support student learning. Um this isn't about building facilities for the sake of facilities. it is about supporting student learning and teacher and staff um facilities that they can provide you know a good workplace for. Um, and so, uh, you know, when when Rachel was 12 and and helped with the geo bond back in 2008, um, you know, the facilities were crumbling. Um, and and it was it was a serious dire need. Um, and the district went through the modernization project process, has used its asset management dollars to maintain its facilities. Um, but you know, just like when you own a home, um, there are expenses that come up and there's needs that come up and and our homes are occupied by 3,100 plus people every day. Uh,

103there's a lot of wear and tear that happens. There's just a lot that happens to these facilities on a daily, monthly, weekly, you know, all those bases. So, we just have to make sure we're protecting our assets as well. Um, but we will continue to evaluate the projects before we bring them forward and making sure that we're bringing forward only the projects that need to happen given our limited resources. >> Thank you. >> And if I could just interject briefly just for clarification, um, some of the budgetary issues that we discussed at the last board meeting, those are those are different monies. So, um, general fund money is what we run our educational program on. That's separate from facility money. So, they're apples and oranges. A >> thank you. So um looking at measure M

104it you're there's the remaining authorization 11.9 um million is unissued and not accessible. Would that be a similar issue if there was another bond in 2028? I we certainly would do everything that we can when it comes to having conservative and even more conservative assumptions into the modeling and we'll get to uh also recalibrate that every time we issue a new series of bonds. I think as a industry as a nation we learn a lot through different economic cycles and those are all at our disposal to help you better implement a plan moving forward. Some of the numbers that we have uh presented on on this slides here are inclusive of those conservative uh assumptions. For example, we're not assuming assess valuation to grow in the future by eight or 9% per year like we

105saw in early 2000. We're looking at your historical average and picking the lowest number which is 4.01%. So we're projecting 4% which is half of what the high growth years you have seen in the past. On the other hand, we're not using today's interest rates to run these numbers and uh show you the 94 million of authorization. We're looking at a 15-year average based on a certain credit rating. Just like how we look at historical assess valuation, we're looking at historical interest rate information. And as mentioned earlier, every year we'll uh recalibrate and we'll continue to update these uh assumptions and the timing for uh measure M remaining authorization as new AV information becomes available. >> Maybe just to piggyback to make sure I answering what I heard also was with a new bond measure,

106if that were to be the direction, we we we start over with a new $30 tax rate. So that's why that is not it kind of makes the measure Mish situation moot the that $11 million that's un inaccessible is inaccessible on measure M. You start over with a new authorization for a new $30 maximum tax rate that would then allow us to issue bonds off of that authorization if that were the direction of the board to proceed without direction. No problem. >> Perfect. Thank you so much. >> Thank you. Uh, seven is >> maybe I'll email you. >> Yeah, I think I have quite a few >> public comments. In accordance with government code 54954.3, anyone who wishes to address the board on any item of interest to the public that is within the jurisdiction

107of the board may be recognized at this time. Matters not on the agenda may not be acted on by the board of trustees, but may be received and referred to staff to 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 93:23. 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. Okay. Um, the first public comment card I have Fiona Victor I would like Thank you so much, Fiona. I appreciate it. And I'm sorry that we went longer earlier and keep you here so late, but to get you back to um ready for school tomorrow. I noticed um Fiona,

108there's no contact information. Wouldn't you like the staff to get back to Mr. and Mrs. Victor? Oh, okay. Yeah. And then Yeah, if you can give it to Debbie. Thank you so much. Uh, the next card I have is Timney Randolph. >> Oh, could you push it, please? Go. Great. >> Perfect. Thank you. >> Um, thank you. Um I have two students at Cypress. They've been at Cypress um in at Morris Elementary since third grade. And my children haven't had really a bad experience until as far as race was concerned until they came to Morris. And I want to address this only because it's been going on. My children are now in sixth grade and it hasn't stopped. Um, and it's from a staff member. If it was a child, it'd be different, but it's

109a staff member. And we have a new principal, thank goodness, that is actually doing something. But this should have stopped a long time ago. And I've had teachers witness the discrimination, um, the verbal racial discrimination from a staff member. and I need the board to do something because it is a title n violation and it's a title 10 violation. I don't have any race problems. My family looks like this room and my family looks like everybody at that school. But for a duty aid to be in a supervisory position and being racially discriminatory towards children, mine or anybody else's is inappropriate. And for a child to tell a duty aid that somebody said something or called my child a monkey and for her to say, "Oh, well, you guys don't say that because he's going

110to tell his mother." That's absolutely unequivocally unacceptable. And my principal did deal with the situation that happened just the other day. But this is something that you guys have to do something about because I've been told for the since third grade that she's been disciplined this, oh, we can't tell you this has been done. Nothing's happened clearly because she's very comfortable in doing this. So, I'm looking to the board to address it and do something. Period. Thank you so very much. >> Thank you so much. Miss Lawson, will you please address this? >> Yes. I'll have Mrs. Morren Lawrence reach out to you tomorrow. She's our executive director of human resources. >> Thank you. >> 8.1 uh reports Association of Cypress Teachers. This is not on. Good evening. First, before I begin, oh well, you

111know me, Candy Erley, president of ACT. Before reporting on the visitation of Landell, I just want to say thank you to Superintendent Salavs, the cabinet members, and schoolboard members for joining us in a shared booth at the Cypress Community Festival. We handed out over 300 books to local children this past weekend, and it was great to work together and to get to see the smiles on the faces of all the students that we reached. Um, this past Tuesday, Tracy Kunanan, ACT's VP and I had the chance to visit with Landell teachers on their campus. After chatting with the teachers, it's clear that the Landal teachers have a positive attitude and good morale. It helps that they had just gotten back from their mini fall break, though, and they felt rested and refreshed. And as someone

112who doesn't get a break until Thanksgiving, I'm a little jealous. Um, Landell prior prioritizes making reading fun. They have monthly literacy nights with a new theme each month. The last one was leopard leaders, leopard readers. And the students have opportunities to take accelerated reader quizzes. They hear readalouds and they have a book club that has discussions that night. They also had a fall family night with a bookf fair magician and I hear lots of temporary tattoos. Um, the teachers all said that they all work well with their grade level teams and this year they've been analyzing writing, digging deep, and focusing on elaboration. This year they've been using the STEM lessons and fourth grade reports liking the got to have it checklists and they're interested in learning more about the STEM assessments that are coming

113and they would like to have input while they're being created. The teachers are appreciative of the support that they receive from the TOSAs. All of the districts, the STEM ILC's TOSAs and RTI TOSAs have all been fast to respond, willing to help and have provided great support. They especially liked the EL boot camp that was provided this year. The sta the staff also feel supported by their principal. One teacher even saying, "She's amazing." when I asked. Um they said that it's nice to have someone to depend on since they've had so many changes in leadership over the past several years. And they appreciate that Vanessa's proactive and will fight for her teachers. She has started weekly wows where the staff gives kudos to other staff and it goes out in the principal's weekly message and

114it's a nice way to highlight all the hard work that the staff does on the daily. So, thank you to Landell for welcoming us warmly and sharing all the wonderful things going on. I'm looking forward to sharing them with my principal and staff as well. Thank you. >> Thank you. Uh CSEA, I know Vicki was here earlier and she mentioned she didn't have an update, but she had to leave. Uh council PTA, I don't see anybody from council PTA. So board of trustees, I'd like to start on the other end. I was asked to try to mix this up a little bit. So trustee Nem, >> I wasn't ready for all this pressure. I'm usually not the first one. Um all right. Well, thank you very much. um since we last had a board meeting,

115I know a lot of teachers completed um fall conferences and so thank you to all of the teachers who put in the time and effort, thoughtful feedback. I know it was really appreciated um by all the parents. Um I was able to also attend the Cypress Community Festival. It was great to be there um together with the board, with the cabinet, with ACT. Um it was awesome to see all the kids come up and and realize that their teachers don't live at school, that they are allowed out on the weekends. Um and with that in mind, just moving forward, I think, you know, we're um I like how the board, how the cabinet, how act CSSEA is working together to form more um positive relationships. And so I would like to invite um you guys

116to potentially invite any of the board members to some of your meetings um just so that we can kind of check in. Obviously we don't have to hang out the whole time, but we'd love to chat with you guys as well. Um so as a teacher, I've continued over this past month to grow in my own practice. Um I've been to UFI trainings and more thinking map trainings. Um, I've previously mentioned that I'm on a math adoption committee and so I'm continuing to receive training in the um upcoming adoptions or the upcoming curriculum that's being offered. Um, I also took part in Arenda um data meetings and Arenda uh uh owner was our keynote speaker um for the board last year when we had our um dinner at the Irvine Marriott, something like that. Um,

117and then I also participated in MC Teacher Night, um, which they don't let you behind the counter anymore, so um, it wasn't as exciting as it used to be. Um, and then as a PTA member, um, I have participated in harvest night planning meeting and Bessels is looking forward to, um, welcoming the community to harvest night on October 24th. Um, and then as a parent, uh, my daughter participated in the Cypress, um, high school cheer camp. And so that was fun to be able to go to one of the football games and see some of my previous students, um, as well as students who have attended all the the Cypress schools. So that's it for me. Thank you. >> Thank you, Trusty Sundi. >> Well, good evening everyone. Um, I appreciate always the opportunity to

118um be able to say I I appreciate people who are in the audience because um it's nice to not be speaking to uh empty chairs. So, uh thanks uh to all of you who have chosen to remain in the room uh through this particular moment. Um I had a couple of uh main activities and a third activity that I'm going to have a more detailed report on. So bear with me for a moment. On September 17th, I visited the Morris classrooms with um uh Superintendent Salavs and um was it you, Carrie, that I went with? Yeah. Or was it you? That was okay. >> Okay. Uh Trusty Tanaka and uh it's always a pleasure to go into the classrooms and we were able then at that particular point to say, "Okay, school's been in session

119for a little while. Wow, look how much has happened since the beginning of school." So already the kids were engaged. There was a lot of display work and uh we're always already beginning to see growth even in just one month of classes in session. Um the other activity that I engaged in which of course um I'm sure that um many of you were there either as professionals representing CTA or schoolboard members andor staff members was the Cypress Community Festival this last Saturday. And I too was very appreciative of the opportunity to be able to chat with some of the CTA members as we as board members and staff members were able to um share a booth this year. And it gave uh a great opportunity just to sort of um you know wear different you

120yes we were wearing our hats as representatives of the school board as well as um as CTA members and teachers of the school district. We were also there as um you know community members there to uh have fun and enjoy the uh passing crowd and as people stopped by opportunities to speak to the community but more importantly I did uh did enjoy the engagement with um those that uh were in the booth with me at that particular time. Um the uh other meeting that I had was the uh general greater an Anaheim uh SULPA meeting uh the regularly scheduled meeting and uh this last month it was um uh the date that was uh the opportunity for the uh um Greater Anaheim SULPA to uh recognize their um employee of the year and they recognized

121Ben Rodriguez who is the director of behavioral supports and professional education. And it was amazing to hear all of the people who are partner districts whose uh directors in those areas of special needs students uh coming to uh give kudos to him and all of the good things that he has done in his tenure with the uh greater Anaheim SULPA. and also he had a great contingent of his family there to celebrate with him and um it it it it gave evidence to why he is such a good person in the role that he has. Um I wanted to mention that there is a specific bill that is currently before the California legislature. Um it's called AJ R7. It's a special education um um its intent is to uh provide protection as that um well

122sorry I did this typing this morning on a laptop because it I couldn't connect to my big screen monitor so I made some typos here. um special education. It's on special education funding and um what was um uh included in it was a joint resolution urging the president and the United States Congress to protect and ensure un uninterrupted funding and services for students with disabilities. So I heard earlier in this evening uh we were talking in terms of you know an overage in terms of our usage with um with uh the uh the the local SULPA um and uh recognition that money doesn't grow on trees. it comes from somewhere and some of that a lot of that money comes from the federal government to fund uh not only uh the specialists there but as

123we engage and and connect with them to service our students. So I think that was that's a very good um piece of legislation to uh see whether or not uh the president and the congress are going to uh continue funding. Another bill AB1224 would permit credentialed uh substitute teachers, that is uh student uh teachers who are the special education uh substitute teachers to serve in an assignment for up to 60 cumulative days as opposed to the current 20 days only. And uh while this is still in progress, uh it is a great um it's a great thoughtful piece of legislation that takes into consideration that 20 days and 20 days and 20 days for a special education student having a turnover of teachers is very disruptive and their lives are generally a lot more they're

124more vulnerable to disruption than perhaps the normal student. the idea that this bill is on the table to consider the possibility of 60 cumulative days. Um, this bill would be active until January of 2029 if it does pass. So, it's not for a great period of time, but it would be helpful in the interim. A report was provided that identified the representatives from each um SULPA district to serve on the community advisory committee for 2025 uh through 26. Each member district is um allowed to have a minimum of two members and a maximum of four members on the committee. And there are actually six districts. Let's see, six districts. Yes, there are six districts as part of the SULPA. Uh two of the districts have the maximum four members on that committee. Uh three have

125three members. Cypress is the only district that has one. What I would like to strongly recommend is that we foster this opportunity to parents of students with disabilities, PAR educators and teachers who work with these students to put in their names for a position on this committee. Um the last item here or another item here is a parent training opportunities provided by the Greater Anaheim SEPA for the balance of the year. And I would like to request that these items be read into the minutes as um uh as to the actual um training uh events as well as the dates. And I will provide the I'll provide Miss Parker with the uh flyers for them. I think it would be helpful for those who maybe come back and look at our minutes to be able

126to read what the different topics are and the possibilities and maybe attending either um digitally or in person some of the events that are coming up through the rest of the year. One uh number one is introduction to special education. Number two, understanding dyslexia. Number three is stronger together. how ERMHs supports students and families and the flyer has the details of that. Um, number four, understanding your child's assessment scores, decoding the numbers. Number five, understanding the individual education program, IEP, the process and the document. And number six, support supporting social emotional learning. Um I think that even as um um board members and perhaps interested people in uh special education or even specifically uh the one on uh social emotional learning would be very valid for perhaps just anybody whether it is a teacher or

127whether it's a parent. Uh so that might be of interest to several people. The last item of that evening um was uh was an interesting one because I looked at it and said well what is this about? because there was a possibility that uh the um um that we would be actually cancelling our October 15th meeting to allow members to attend the joint access CSBA dinner in um uh in Irvine on the same night. So, it was a conflict of interest, but uh many of the individuals that were members of this u of this um uh group uh indicated that they did not plan to go to the AXA CSBA dinner. So that meeting will be continued since I'm a member and the representative for our school board uh to uh the uh greater Anaheim

128Sulpa. I have chosen to uh attend that meeting as opposed to going to the dinner. So I just wanted to let you know if as all my colleagues will indicate next month probably that they went to that meeting and there was a wonderful speaker and so forth that I'm doing my responsible um act by actually attending the committee that I'm supposed to be representing this board on. So that concludes my particular um report this evening, but I do want to uh end up by basically thanking uh Miss Taylor and uh Mr. Fchaw. I couldn't see whether you were still sitting over there um for um uh spearheading the two reports, the two main reports that we had this evening and uh the presentations that were given. And um if you have an opportunity to um

129um thank Rachel for her uh part in uh the presentation, uh it's always a pleasure for her to be here and speaking to us because she is very comprehensive and uh I enjoy uh how how clear and succinct her uh presentations always are. So, thank you again to staff and um the audience and uh not only the audience but the students who were here earlier and their families for being present tonight and recognizing us recognizing that one of the major uh fun things about a uh meeting is to have students from one of the schools do presentations to us. So again, thank you very much. >> Thank you Trusty Sundi. Trusty Pri. Yeah. Let me turn my mic on. Um the last um month since the board meeting was actually um we're still kind of

130well I'm still kind of getting the swing of things with with school. Um I well we had our fall break at Lendell and that prevented me from attending the the festival because we had a trip planned to my my husband's home state. So I'm really really bummed about missing that. Um which also caused me to miss the um the vessels the Valley celebration which I was really looking forward to. Um I haven't had a chance to do any um board visits yet, but I think I have a few coming up in the next few weeks. So hopefully I'll be able to report on that. Uh we've been pretty busy at Landelle from a parent perspective. I think we've we've had um our literacy night. We have Camp Landell coming up tomorrow. Um >> sorry, what

131was that? No, I was just said I said Whoops. No, Saturday. But that's that's Kowanas. We're sell serving you all breakfast on Saturday morning. >> We're staying there tomorrow night. >> You're staying there camping out, right? >> Well, I am not camp. My husband is, but yes. Um, so yeah, I think the next few weeks are going to be way more eventful for us and um, thank you for coming. Thank you for being here. It's nice to see you guys. >> Thank you, Christy. Hi. >> Okay, I will try to make this quick. I know it's getting late. um September 29th um visited Landell with President Tanaka and Superintendent Salavs. It was great seeing the kids in class, but it would be nice to have more opportunities to connect with the teachers and then the

132principles also like instead of just these tours that we do, it would be nice to have actual um time when we can chat. Um but love seeing you guys in action. It was great. Um and you guys are doing wonderful work. So, thank you. Um let's see. On October 3rd, vessels had their flag ceremony. I appreciate Principal Holman's invitation to all the events. Um, it was great to see the student family participation and then also great hearing the students in the audience peer cheer their peers on. So, it was a lot of fun. Um, let's see. October 4th, um, the community festival was was great. enjoyed having the booth. Um got to spend time with Principal Tesky from King, Superintendent Salavs, and then um Arnold's um Miss Kunan and I see in the audience. It's

133great to just chat about her 30 years of experience in the district and just I'm just wowed and I appreciate all your years and I think I share that to with you on that day, too. So, it was a lot of fun and thank you for the books. I mean, that was the hit. If we didn't have the books, I don't know how many I mean, and other than the principles, I mean, the the board would have just Yeah, we would have we would have been bored, but it was a lot of fun. And then um then let's see, last thing was October 8th um um the vessels walk bike to school day. That was the first that I had participated. So again, thank you to Principal Hullman and um King P uh not King

134PTA but Vessels PTA and how they were along the route and they were really um passing out um what pencils and erasers and it was just it was great for the kids and it was great to see get to be able to walk to school and I chatted with parents and some students as well. So just um it was it was a fun morning and thankfully there was it was overcast. Um, King, I did see they posted that they also had one on the same day. So, in the future, um, hopefully I'll get to go and and participate with theirs because we were at the same event and we could have split up. Um, but it was it was fun. Um, going back to um I it was the Dewali vessels. Um, there was an

135an unhappy little camper and it was caught me off guard and I have so much respect for the patients that you teachers have. Um, the aid was there. Um, didn't really interact but the teacher did and and really handled it. Um, but I know that I was just kind of taken aback just because of the unpredictable behavior and then also um being concerned for the teacher safety because they're like the proximity to the student. Um, and so I want you to know that I mean I'm concerned for teacher safety, aid safety, student safety, and then hopefully um I think we'll just want to make sure that this this the aids have uh response training and then also um teachers whatever safety stuff that you guys need to. So just um thank you for all you

136do. >> Thank you Trusty Aisha. Uh thank you to all the Landell students and for all the staff, the teachers coming out for the leading the pledge of allegiance today as well as the PBIS framework. That's such a special time to get the kids out um in front of the board, in front of the community on all the great things that we help the kids with. Uh 917 attended the Moore school visit with Trustee Sundi. Thank you so much to the teachers and staff for that incredible visit. um as well as 929 attended the Landell school visit with Trustee Hayashida. Thank you again to all the teachers and staff for that amazing visit. Uh 10 two which was reading on the lawn at vessels. This is one of the things that in my whole thing

137being a parent at Cypress was over the top and I just really would love to thank Dr. Holman, all the teachers, all the staff for this. This is the first time in nine years I was able to eat lunch with my son on the grass and be able to have lunch with him and then after lunch read with him on the grass. The community turnout and what Dr. Holman brings and allows a community to come in, it shows. There were hundreds of parents. I've never seen anything like that. All the parents in the community lined up to come in to have lunch with their kids. It's such an amazing thing. So, thank you so much. You know, especially when it's right in the middle of the day, parents are taking off work to be able

138to do this, to come read with their kid, have lunch with them. It's such a great thing. So, thank you so much. Um, also, um, one of the things that got me to look at this is remind everyone the district board has board policy 1250, which says visitors and outside members where the community, we encourage the parents, we encourage the guardians and community members to come visit our schools and participate in the education programs, which like I said, Dr. Homeland does such an amazing job bringing the community into vessels and it really shows. Um 103 the vessels flag ceremony was able to attend the flag ceremony in the Dvali with uh trustee Hayashida another community event that Dr. Holman brings the community in being able to see all the parents so proud of their kids

139being able to go through there. They do celebrations with um the comm um each of the different things. It was I can't remember off the top of my head which um characteristic it was, but they get yard signs and the parents are able to put those yard signs in front of their house saying, "Hey, my kid did this." But you know, bringing that in and showing the parents in the community is such a great thing. Um unfortunately you did see an unfortunate incident as trustee Hayashida uh mentioned but you know I want to thank the district. The district does a great job in always protecting the students but it goes in more in protecting the students. We need to make sure that we also take care support the teachers the staff you know we I

140think you know we do such a great job but it's unfortunate you know we should look at potentially I don't know if it's a safety plan that needs to be updated make sure that the right training is given to the aids but you know when that un you know you hear these things and it's not the same as seeing it firsthand being there firsthand to see that unfortunate event. It it's just heartbreaking. And so, you know, this the bad thing about this is then Monday, you know, on Monday the the next following Monday, I'm walking my son to school, you know, my son and I witness another incident right in front of the school office and I look and I'm just going, "This is unbelievable. It's the poor same teacher that happened the Friday before

141and I'm just going this is crazy that we put the same teacher in the same troubling situation you know and I know things happen but you know anything we could do from what like I said it's a safety plan to ensure that it supports our teachers and our administrators same thing right they're right in the middle of this you know with they have the appropriate procedures there's training in place because we need to make sure everyone's safety is taken care of. Um 10 Ford Cypress Community Festival. Thank you to the community festival committee for doing an amazing job and bringing our community together to allow us to have this. You know, we really appreciated, you know, my perspective is having that camaraderie with the teachers having it in one booth. That to me really put

142this year's over the top over the top. You know, having our amazing principles, our incredible district cabinet staff there with us all in one booth really made a great community festival in my opinion. Um, and then 108 was Vessel's walk to school day. Another amazing community thing that Dr. Holman brought together as well. Everyone pulled up over at um Damron. I haven't been to Damron since I went there and they closed down before I went to vessels, but it looks beautiful, right? And then had the kids parked there. Some kids rode their bikes. been able to take that five minute walk back over to um vessels and then see principal homeman in a hot dog costume has his stopguard sign you know because of crossing guard there's no crossing guard right at that intersection but

143he acted as a crossing guard to make sure and then having staff having teachers and the PTA along the way passing out pencils passing out things like it was trick-or- these things. These kids are never going to forget this. But you know, thank you so much for everything that everybody does from the district to the teachers to the staff for that always putting our kids first. So, thank you. I'd like to turn this over to Superintendent Slo. >> Thank you, President Tanaka. In the interest of the hour, I will be brief. Um, first of all, I want to really I want to thank Megan Parsons. Um, she is a teacher on special assignment and she works really hard on that ELO program. And um I'm a little concerned that maybe she didn't feel very supported

144tonight. So I just feel the need to thank her publicly for her presentation. Um also I would like to um give a shout out to the Cypress Council PTA. They had a blood drive today which they do periodically and um unfortunately it wasn't well attended. Um Debbie and I gave blood and there may have been other people as well. Um, but I did want to give a shout out to them because their next one is on February 4th. And I would just encourage anyone if you are inclined to give blood, that would be a great time to do it. It's very convenient. It's here in Sweet 190. It's a great way to um to support the council and also to do good things for people in need. And with that, I will conclude my comments.

145>> I do have something on top of this. So the comment about not feeling supported, I think the comment was more from my opinion being able to provide the board with the information ahead of time to be able to pro get the information to ask the questions because these some of these questions could have been resolved by in our one-on-one discussion with you presents but we don't we always try to ask give you the questions to make sure that staff is always prepared to answer those questions when you don't give us the information and especially on a topic like ELOP. What happened last time we talked about ELOP? Our presentation went over two hours just on ELOP. So with not giving the board the information in a timely manner and asking them to look and

146ask questions when you're trying to provide the common courtesy of listening to the person, it's very very difficult. So, you know, I know I understand Miss Parsons. She's a teacher and she does a great job, but it's more on the processes and procedures that could have been corrected to not have that happen. >> I I hear your point, uh, President Tanaka, and I am always happy to entertain, um, those questions and requests. I just I was a little concerned that it felt rough on her tonight, but that's just my opinion. So we'll go to item nine is um approved minutes u regular minutes uh September 11th 2025. Approve the minutes from the regular meeting of the board of trustees held on September 11th 2025. Do I have a motion to approve? >> So moved. >>

147Do I have a second? >> Second. >> Any corrections, questions, or discussion? >> Hearing none, I'll call for a vote. All those in favor say I. >> I. Any opposed? Motion carries. Consent. >> Yeah, sorry. >> Speaking. >> Yeah. Agenda item 10. Consent items require one motion only. Items may be removed from consent to be acted on individually at the board member's request. Do I have a motion to approve consent items 10.1 through 106? So moved. >> Thank you, Trusty Needam. Do I have a second? >> Second. >> Thank you, Trusty Sli. Any questions or discussion? Hearing none, I'll call for a vote. All those in favor say I. >> I. Any opposed? Motion carries. See 11.1. Um, adopt resolution 25/26-6 authorizing continued funding application for the California State Preschool Program. Do I have a

148motion to adopt resolution 2526-6? >> So move. >> Second. >> Thank you, Trustee Sundi. Thank you, Trusty Hayashida. Any questions or discussions? Hearing none, I'll now call for a vote. All those in favor say I. >> I. Any opposed? Motion carries. Approve. Proposition 28, arts and music and school funding annual report for fiscal year 2425. Do I have a motion to approve uh proposition 28? >> So move. >> Thank you. Trusty Sandy. Do I have a second? >> Second. >> Thank you, Trusty Hayashida. Any questions or discussion? Hearing none, I will now call for a vote. All those in favor say I. >> I. Any opposed? >> Motion carries. Uh item three is approve a master agreement with the Stepping Stones Group LLC for student support staff services. Do I have a motion to approve

149the master agreement? >> So moved. >> Thank you, Trusty Needm. Do I have a second? >> Second. >> Thank you, Trusty Sundi. Any questions or discussion? >> I have I have a question. Well, what what are these support services? What are they for? >> This is um if a speech and language pathologist or a psychologist were on leave for medical, maternity, something like that, we would be able to access and get a substitute to carry on the case load. >> Thank you. Any other questions? Hearing none. I'll call for a vote. All those in favor say I. >> I. Any opposed? Motion carries. 11.4. Approve filing notice of completion for playground equipment and servicing replacement at King by Dave Bang Associates. Do I have a motion to approve the completion of playground equipment and servicing

150replacement? So moved. >> Thank you, Trusty Needm. Do I have a second? Second. >> Thank you, Trustee Sundi. Any questions or discussion? Hearing none, I'll call for a vote. All those in favor say I. >> I. Any opposed? Motion carries. 11.5. Approve filing notice of completion for playground equipment and uh surfacing replacement at King by Dave Bang Associates. Did I just Yep. Next one. 115. >> I think we're on 115. >> 115. Sorry. Approve the uh finally notice of completion for the 2526 district-wide summer asphalt maintenance by Ben's Asphalt, Inc. Do I have a motion to approve? >> So moved. >> Thank you, Trusty Neim. Do I have a second? >> Second. >> Thank you, Trusty Hayashida. Any questions or discussions? I'll call for a vote. All those in favor say I. I. >> I.

151Any opposed? Motion carries. Consider liability uh claim number 02-2526. Do I have a motion to deny liability claim number 02-25/26 dated September uh 18th, 2025? >> So move. >> Thank you. Trusty Creek, do I have a second? >> Second. >> Thank you, Trusty Sundi. Any questions or discussion? >> Hearing none, I'll call for a vote. All those in favor say I. >> I. Any opposed? Motion carries. 11.7 is approved school connected organizations. Um, do I have a motion to approve the uh school connected organizations? >> So moved. >> Thank you, Trusty Hayasha. Do I have a second? >> Second. >> Thank you, Trusty Needam. Any questions or discussions? >> I I have a a question. There's attachments on here. Some are addressed to the superintendent, some are addressed to to you, President Tanaka, and they

152all reference enclosures of the articles of incorporation, the bylaws, the statements. Those weren't attached to these letters, so they were not made available for the board to review. >> So, and Larry, if you can answer this, I I think these are the foundations that the schools put together. So, this is the formality of getting them approved by the board as the last final step. Is that correct? >> Yeah, we've uh as staff reviewed the attachments um and we certainly could provide those to the board for review um if if that would be helpful. Um but it was just a lot of pages of of information. Um so, and we didn't include all of the backup documents, but that's all available in my office. >> Okay. I mean, just some of the um the names that

153I see on here. I'm curious about the overlap of the folks on the board of these organizations with other existing organizations at the school and whether that was addressed in those documents >> in in the sense that they're maybe you can flesh out that question a little bit more just so I can >> so I mean for Landal for example can folks that are on the PTA for example also serve on this board and how did those roles conflict because we've had some discussions about conflict of interest on campus for folks with different roles. >> Sure. Yeah. I don't to my knowledge I don't think there'd be a conflict of interest if somebody serving on both the foundation and the and the PTA. Um I don't I don't see where that would be a conflict

154of interest. >> I mean well if they're using if one of the main purposes is fundraising >> one definitely impacts the other. Can I add to that? PTA PTA funding is cons has certain um limitations. So whatever money PTA raises, it has to benefit the whole you know school things like that whereas foundation has a lot more leeway with the money that they raise. Um, I can see what you're saying with maybe a conflict of interest, but I think the um idea behind a foundation is to supplement anything that maybe PTA cannot provide. >> That's correct. And then thank you for trusting Nem because if you look at it, you know, I'll just give an example from Morris. The same people that are on Friends of Morris are on the same are on the PTA.

155So it's complimementaryary. So one what the PTA can't do, the foundation takes care of. So then but my thing is thank you so much for the people that have put together the foundations for the community on Landell friends of vessels as well as Arnold. >> Okay. I think those documents might provide some insight into sort of whether there is a separation and how the separation would work. So I'd appreciate taking a look at them. >> I'll now call for a vote. All those in favor say I. >> I. >> Any opposed. Motion carries. 11.8. Adopt resolution number 25/26-7. Establish temporary interf fund transfers of special or restricted fund monies. Do have a motion to adopt resolution 2526 to establish temporary interfund transfers of special or redirect restrict funds and monies. So move. >> Thank you,

156Trusty Sundi. Do I have a second? >> Second. >> Thank you, Trusty Hayashida. Any questions or discussion? >> Hearing none, I'll call for a vote. All those in favor say I. >> I. >> Any opposed? Motion carries. Uh 11 N is adopt updated board policy and administrative uh regulation. Do I have a motion to adopt the updated board policy and admin administrative regulation? >> So moved. >> Thank you. Trustee Nem. Do I have a second? >> Second. >> Thank you, Trusty Brig. Any questions or discussions? Hearing none, I'll call for a vote. All those in favor say I. I. >> I. Any opposed? >> Motion carries. Uh information discussion. U Williams legislation uniform complaints first quarter 2526. The district has no complaints. U process for electing U. board officers in um in the governance handbook.

157The board of trustees established protocol for the selection of officers and committee assignments during the its annual organizational meeting in December. The board uses a rotation system for the selection of board officers which consists of president, vice president and clerk. Each year the officers move up the chair. The clerk becomes the vice president and the vice president becomes the president and the outgoing president moves to the bottom of the rotation. When the members are elected or appointed to the board, they enter the bottom of the rotation. The top of the rotation only includes experienced members when which allows new members time to gain knowledge and experience before becoming an officer. Board me board member may decline any position if he or she feels unable to serve in the capacity that year. If the vice president

158declines the seat of the president, the position will go to the clerk. If both the vice president and clerk declin presidency office will go to another experienced board member who has not been president for the greatest amount of time. Same process is used to fill any other officer vacancy. Any member declining the presidency will go to the bottom of the rotation. Each year uh in October, the board discusses the rotation, determines who will occupy each office for the incoming year to ensure smooth and efficient process for the selection of officers during the organizational meeting. Like to turn this over to Superintendent Lo. >> Thank you, President Tanaka. So, um we typically just have this discussion every October ahead of well ahead of the organizational meeting in December. Just to review that process as president Tanaka

159mentioned um and read in the agenda item our governance handbook does explain that process. Um if so based on that rotation um President Tanaka would go down into the first the last position and then um vice president Sandi would move up into the president's role and then um Trusty Hayashida would move from clerk to vice uh president and then based on time on the board trusty Periq would move into the clerk position and that just rotation would continue from year to year and As stated, the purpose of that is just to give newer trustees more time to um get to know the district and understand the operations and and have that depth of knowledge to prepare in those leadership roles. So, this is just an opportunity to ask any questions or for the board to

160discuss that. Sometimes it's helpful if um someone is thinking that maybe given some of the demands that they're currently dealing with outside of their board role that maybe they would like to um pass on their um next leadership position depending on the rotation. It might be nice to have those discussions now if people are aware so that you can kind of work through that before the December meeting. Um the protocols do indicate if someone needs to skip the president's role, then they would go back down to the bottom of the rotation, but this is just an opportunity to have that discussion now before we're having to vote officers into into their new roles. >> Thank you. >> 123 first reading of the board policy to discuss. Uh any questions, discussion? We just give the opportunity.

161>> No, I think that I would concur. I think a couple of years ago there were some issues that um I um I stepped up and said that I wasn't willing to run that particular year because I had some um health issues or something was going on at that particular time. we didn't have any real uh strategy or um policy in place that actually um said well where did I go did I did I if I deferred it that year would I become the president the next year and so then we had that active discussion at that particular time and we said oh well it seems like it would be fairer for if you're going to actually give up that spot when it the rotation comes to you you know it is going to be

162an ongoing rotation so if you opt out then you go back to the bottom And it just seems to be a very fair process by which everyone gets an opportunity at some point uh during the time that uh they are serving to move up in leadership roles. You may or may not if you're only here for four years be able to actually end up being the president of the board, but you would definitely move up to clerk and vice president potentially at some point during that time period. So, um I I I think that it is a very fair process and I think that if we're um if we are looking at this, this is probably uh what we have looked at when we were actually developing our governance handbook and therefore it's something that

163we've all signed off on and acknowledged that this is the process that we're going to actually engage in. So, um I I know that you gave that kind of conversation, but since it says discussion, I felt like it was important for me to at least provide a little bit of commentary. Thank you. 113 first updated uh first reading of the updated board policies, administrative regulations, and board bylaws. I have a question. Mhm. >> Um so what would would this sort of segment be where you know if the board thought or a board member asking for a friend thought that there was a need for further clarity on a certain board policy or if there's a maybe a need to create a board policy for a certain topic that doesn't currently exist. Would this be the

164opportunity to discuss that? Um, well, this agenda item is regarding the CSBA updates. Um, I would say my my thoughts are is that if there's a topic that a trustee wanted to discuss and see if the board felt that there was a need for a policy in an area that was absent that um there's a process for getting something on the um there's a board um might be a bylaw. I have to look it up. It's either a bylaw or a policy about how agenda items are brought forward forward to the board. So, there's a process for that. So we would follow that process to put something on so that you could have that discussion and determine if there was board consensus that a policy was necessary in that area and then we would could

165go ahead and agendaize that particular discussion and go through that process. >> Got it. So these are like regulatory >> these are primarily Yes. Got it. >> But the SBA makes sure that we are um compliant with any laws, changes in law and so forth. So this just makes sure that um we're not operating contrary to law. Got it. Okay. Thank you. >> Any other questions? >> Perfect. Thank you. Journ uh at 9:38 p.m.