MVUSD Regular Board Meeting Board of Education 6/23/26

001The Board of Education convened into open session at 5:06 p.m. Roll call, please. >> Student board member Hearing, present. >> Joanna Leva, present. >> Justin Jackson, present. >> Rhodes Williams, present. >> Sammy Luna, present. >> Brandy Clark, present. >> Alejandro Valdivia, present. >> Esperanza Arce, present. >> Robert Verdi, present. >> Susana Lopez, present. >> Thank you. On to item D2, report out of closed session. The board The Board of Education met in closed session to discuss board deliberation regarding public employee employment, appointment, public employee discipline, dismissal, release, and non-re-election, a conference with labor negotiator, a conference with legal counsel regarding existing litigation, settlement of claims, and the superintendent's evaluation. The board gave further direction to the district staff to take action on the following. A motion was made by trustee Trustee Leva and seconded by

002Trustee Williams and approved the denial of settlement claim number 0623-2026-01. This was approved by the Board of Education by the following vote: five yes, zero no. A motion was made by Trustee Leyva, seconded by Trustee Luna, and the Board acknowledged the settlement and agreement reached of settlement claim settlement of claims number 656964. This was approved by the Board of Education by the following vote: five yes and zero no. A motion was made by Trustee Luna and seconded by Trustee Leyva the Leyva and approved the denial of settlement claim 672997. This was approved by the Board of Education by the following vote: five yes and zero no. The following employee, excuse me, superintendent evaluation. The Board conducted its annual evaluation of the superintendent, Dr. Alejandro Rocaba, and received a positive evaluation. The following employee was approved

003in closed session. A motion was made by Trustee Luna and seconded by Trustee Leyva and approved the new alternate education principal, Matthew Stewart, for a March Mountain High School. The This was approved by the Board of Education by the following vote: five yes, zero no. With Randy Clark saying yes, Tammy Luna yes, Rose Williams yes, Justin Jackson yes, and Johanna Leyva yes. Dr. Rudy, will you please introduce our new employee? >> Uh President Clark, Mr. Stewart had to rush home. So, if it's okay with the Board, can we present him at the July meeting? >> Absolutely. Thank you. >> you so much. >> Moving on to item E, open session. We will start with the Pledge of Allegiance with student board member Al Ewing. >> Please stand. Place your right hands over your heart. Ready?

004Begin. >> 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. You want to do the land acknowledgement first? Moving on to item E2 land acknowledgement which will be done by Vice President Sammy Luna. >> The Moreno Valley Unified School District acknowledges that our schools and district sites are situated on the ancestral homelands and traditional territories of indigenous peoples including the Cahuilla, the Gabrielino Tongva, the Luiseño, and the Serrano. We honor their connection to this region and sincerely appreciate the opportunity to educate our students on their traditional homeland. Their continued presence, resilience, and vital contributions remind us of our responsibility to honor and care for this

005land and its people. >> Thank you. Moving on to future Excuse me, future um board meeting dates. Please note that effective July 1st, 2026 until further notice, the location of the board uh of education meetings are at the Performing Arts Center located at 23300 Cottonwood Avenue, Moreno Valley, California 92553. Now, okay, and we also have a speaker on future board meeting dates for the agenda items. Who's our speaker? >> Mr. Roy Blecker to the podium, please. Thank you. >> So, this is going to be another example of the overstated agendas, conflicts of dates, the reason I have to make so many public comments this evening is because you scheduled last week's meeting directly against the City Council of Moreno Valley which you knew what was doing. You were even asked to move the date. Of

006course, you did not do that. Upholding the fine tradition of the name you should be known as as the Moreno Valley Unified Crime Syndicate. You want to systematically and you have I have been participant in this and seen it for parts of seven decades. How you want to suppress the right of the people to speak. How you want to suppress the public, the students, the parents in this district for decades from coming up to pointing out what was going on. You know, we thought we were in bad shape in the in 80s. Well, we were at the top of the economic and education demographics and now we're at the bottom. You don't want to do anything about it and the proof, the evidence is exactly what you're doing. So, you need to move these dates.

007You need to remove the conflicts in our city that you've been asked to for do for decades and you refuse to do it. In defiance of the people, of the students, of the parents, of the community. You know what? This is why the words you come out of collaboration and cooperation that you put on everything, they mean nothing because your actions don't back them up. This is the reason and A number one why you have to deal with the concerns every day. Every day at these board meetings. You should be having more board meetings. You should be engaging more with the public. You want to peripherate that collaboration, cooperation, and community involvement of parents and students, you do exactly the opposite each and every board meeting. And none of you got that that's enough or

008you don't care. Choice is yours. We can all make our judgments on what it is. And it really doesn't matter what it is. Because you're killing this community. You're killing the students. And it's absolutely criminal what goes on here. >> So, we are now moving on to consensus of the board to move an item above E4 the superintendent's report. What I'm requesting consensus on is to move public comments on non-agenda item up and to this very moment. And then we go on with the rest of the agenda. >> [snorts] >> The agenda for this evening. Do I have consensus? >> I support that. >> Thank you. >> I'll second that. >> I'm happy to support as well. >> I support it. >> [clears throat and cough] >> I support it. >> Thank you so much.

009We are now moving on to item G, which would be public comments on non-agenda items. The Board of Education encourages public comments. During this section, staff may briefly briefly respond to statements or questions or may ask questions for clarification. The Board may refer to staff and other resources for factual information, direct staff to report back at a subsequent meeting, and or direct staff to place the public topic on a future agenda. If someone wants to lodge a complaint against an employee, the appropriate form may be obtained at any school or community education center. Individual speakers shall be allowed to speak for a total of 3 minutes on non-agenda items, regardless of the number of issues to be addressed by the individual. The Board of Education shall limit the total time for public input on non-agenda

010items to 21 minutes. Per Board Bylaw 9323, twice the allotted time will be provided for a member of the public utilizing a translator. With Board of Education consent, the president may increase or decrease the time allowed for public presentation, depending on the topic and the number of persons wishing to be heard. The president may take a poll of speakers for and against a particular issue and may ask that additional people speak only if they have something new to add. Per Board Bylaw 9323 BC Section 5. Miss Claudia, do we have any public speakers? >> President Clark, we do have a total of nine speakers on non-agenda. >> Thank you so much. First [snorts] to the podium podium is Analee Yureza. Yureza? Yureza. Yeshua. Thank you. You okay? >> Yeah. >> Ready? Analee, the school things

011you remember >> ready yet. Ready. >> Okay. Analee, the school things you remember how you hit your head or the way it happened. Can you talk about how you remember it perfectly? >> Yes. I remember a little boy hit my hit my shoulder. And then he hit my head on my I mean he hit my shoulder. >> [snorts] >> And then I fell on my head. And then he did it six Excuse me. That was so rude. >> Thank you, Annelise. >> Thank you. Moving on to Fernando Avarca. Fernando, can you tell the board who you are? Tell me who you are. >> My name >> Okay, say it a little louder. >> Fernando Avarca. >> And how do you feel about our granddaughter being discriminated because she has not been in school since February?

012>> Right. >> It's not right. And what would you like to see done? What should this board do? >> Stand up for her. And are they standing up for her? >> No. Say it louder. >> No. [snorts] >> Say louder. >> No. And can you tell the board what happened [snorts] to you back in January before Annalee's accident? Okay. So, I'll read the rest. Okay. He's um what happened, he was being transported by the from the hospital to the home and they exit they the people that transported didn't know how to transport. They transported him in the fitted sheet from the hospital. They came through the hallway and they were carrying him and he bumped his head on the doorway and since he has lost his uh speech. And his voice matters because this accident

013happened to him similar to our granddaughter 1 month before her injury, she he had he was injured. I know it feels the need to be I know that it feels like to what it feels to be like to be listened. That is why I believe Annalee when she says she hit her head, I believe her. When she says she is scared, I believe her. When she says something is not safe, I believe her. Annalee's story has not changed. She remembers. Her trauma is real. Her fear is real and she deserves to be heard by this board. Disabled people should not have to fight to be believed. Disabled children should not have safety. Annelise deserves safety. She deserves dignity. She deserves access. She deserves a school that provides an education. Please listen to Annelise. This is

014serious. She is disabled as I am. Please listen be be have your your soap and have your eyes open. This is serious. She has not been in school since February. You are very much out of compliance and I'm in We're all upset. She you start to leave I mean I can't even believe what is happening to this little child. It's not acceptable. It's very inconsistent of you board not to do your job. Thank you. >> Roy Blacker to the podium. >> It's truly heartbreaking to hear what we just heard. And what's even maybe a bigger crime is you the board and I asked you last week to move the meeting so we could participate us in the community others. I had to hear this story last week on tape. How many times is this going

015on? We have a saying and you know it, 100% for every person that comes up here, that could represent one 10, 1,000, 10,000. How many stories just like this are not getting heard? When you're closing down Alessandro, this is a treatment you're giving special ed and disability students all across the board. You got Chris Ferias come up here and say, "Hey, why are you doing this to our kids that that need the biggest helping hand and you're shoving them right in the ground." It's been coming up here every day. I do not know and I hope I never do. I don't know how cold a heart you have to have to be able to sit up there and take this and do this to the kids of this community. Again, I bet you everybody in

016this room, I've seen it happen more than anybody. And it continues to get worse. We change the school board, we change the superintendent, we change the academic officials and it gets worse. You should be explaining to this community why you're letting this happen. Again, I don't know how heartless you have to be to let this happen. And again, even as how egotistical you are not to defend it because I've given you every opportunity to sit and communicate to this community and we'll broadcast until the cows come home. To make your case of how great you're doing because you try to advertise it every time. And even in the last study session of the criticizing of those who come up here and tell the truth. It's absolutely disgusting. >> Sonia Castaneda to the podium, please. >>

017Good evening, board members. My name is Sonia. I am Annelise's godmother. I've watched Annelise grow into a bright, loving, and determined little girl. She faces challenges every day because of her disabilities, but she continues to work hard and persevere. What breaks my heart is seeing how much she has lost by being out of school for so long. School should be a place where she feels safe, supported, and included, not afraid. I am here because I love my goddaughter and because I believe she deserves the same opportunity as every other child. >> [clears throat] >> A safe and accessible education, just like if she was your child or what would you would do with your child if you were facing the same situation. I'm here because I love my goddaughter and because I believe she deserves

018the same opportunity. Like I said, I respect- respectfully asked that the district continues working with her, family, my sister, and my brother-in-law and my nephew to find solutions so Annalie can return to a learning environment that needs to meet her needs and allows her to thrive. I hope you really sincerely and honestly take this and you feel that in your heart that the same way that any of our children will need the support that you would do the same for her. Thank you. >> Teresa Sorda to the podium, please. Teresa Sorda. Buenas >> No, thank you. Oh, no. She's speaking in Spanish. Buenas tardes. Mi nombre es Teresa y soy la abuelita de Annalie. >> Good afternoon. My name is Teresa and I am the grandma of Annalie. I am here because I profoundly love

019my granddaughter and it hurts me to see her go through the situation. >> Annelise is an intelligent, loving, and brave little girl. She wants to learn, be with her classmates, and enjoy school just like any other child. >> [clears throat] >> Unfortunately, since February, she has not been able to return to school because there are still concerns and worries about her safety and her educational access at school. Like her grandmother, my wish for her is simple. That Annelise can return to an environment where she feels safe, supported, and well-received. I ask with all my heart that we work together and you work with our family to find a solution that permits Annelise to receive the education that she deserves. Because at the end of the day, we are talking about a child a girl who

020just wants to feel safe and wants to learn. May God bless you and illuminate you to continue working on the situation. Thank you for your time. >> Thank you. Brenda Guzman to the podium, please. >> Good evening, board members. My name is Brenda Guzman and I am Annelise's mother. >> [snorts] >> I'm here tonight because my daughter has been out of school since February 26th and despite months of meetings, emails, records requests, medical documentation, and repeated attempts to collab- collaborate, we're still waiting for meaningful answers and solutions. I [snorts] want to address a narrative that has recently emerged suggesting that the family isn't willing to meet with the district. That is [snorts] simply not true. We have attended meetings. We have participated in discussions. We have [snorts] responded to emails. We have provided records. We

021have provided medical documentation and at the last meeting I agreed to meet. I showed up in good faith hoping to discuss the concerns that have repeatedly been communicated to the district. >> [snorts] >> Unfortunately, I left that meeting feeling that the issues I came to discuss were never meaningfully addressed. The concerns that continue to keep Annelise out of school were not resolved. The questions that have been repeatedly raised remained unanswered. And the family's concerns were not meaningfully addressed in a way that moved us closer to a safe and appropriate educational program for Annelise. That is why before agreeing to additional meetings, I am requesting clarity regarding the purpose, agenda, and intended outcomes. I want to ensure that future meetings focus on this on the issues that actually need to be addressed. I want to ensure

022that valuable time, resources, and energy are not spent repeating conversations that have already occurred while the underlying concerns remain unresolved. Most importantly, I want to ensure that meaningful parent participation is taking in place. Meaningful parent participation means more than simply being invited into a room. >> [snorts] >> It means being heard, it means having concerns acknowledged, it means receiving responses to request, and it means having discussions that result in action. For months, our family has requested independent educational evaluations. We have requested P prior written notice. We have requested compensatory education. We have requested interim education support and tutoring. We have requested home hospital services. We have requested clarification regarding the February 26th incident. We have requested solutions regarding accessibility, safety, and educational access. Meanwhile, multiple medical and mental health providers have now documented concerns regarding

023Annalee's return to the current educational environment until these issues are addressed. Yet, Annalee remains out of school. At this point, I am not asking for another meeting for the sake of having a meeting. I am asking for progress. I am asking for accountability. I am asking for written responses. I am asking for meaningful discussion focused on the issues that continue to impact my daughter's ability to access her education. Most importantly, I am asking that the district listen not only to me, but to Annalee, her providers, and the concerns that >> Thank you, Ms. Moving on to El Cealo. Ursula? Ursula. >> Thank you. I want to make sure I get it right. I apologize. >> It's El Cealo Ursula. >> Good evening, board members. Good evening, board members. My name's Annaleise's and I'm Annaleise's father.

024Tonight, I want to talk about something that has been missing throughout much of this process. Listening. Not listening to respond, not listening to explain, not listening to redirect, actually listening. Over the past several months, our family has attended meetings, participated in discussions, submitted records, provided medical documentation, and repeatedly attempted to work collaboratively with the district. I have personally attended meetings hoping to discuss the concerns that continue to prevent my daughter from safely returning to school. Yet, too often it feels as though the family is being asked to participate without actually being heard. Meaningful parent participation is more than inviting parents to a meeting. Meaningful parent participation means listening to what parents are saying. It means considering that the concern being raised, it means responding to questions, and it means taking those concerns seriously when decisions

025are being made. The same is true for medical providers. At this point, multiple medical and mental health providers have expressed concerns regarding Annaleise's return to the current education environment until safety concerns are addressed. These providers have spent time evaluating Annaleise. They have listened to her. They have considered her physical needs, emotional needs, and educational access needs. Their opinions matter. Their recommendations matter, and they deserve meaningful consideration. But, there is another voice that deserves to be heard, Annaleise's. Because at the center of all of this is an 8-year-old little girl. A little girl who has consistently described what happened. A little girl who has consistently described how she feels. A little girl who has consistently expressed concerns about what feels safe and what does not. When Anna Lee says she is afraid, we should listen. When

026Anna Lee says she does not feel safe, we should listen. When Anna Lee says an accommodation feels unstable, unsafe, or frightening to her, we should listen. When Anna Lee tells us that something does not feel accessible, we should listen because accessibility is not determined only by adults sitting around the table. Accessibility must also be measured by whether the person using the accommodation feels safe, supported, and able to participate. Anna Lee is the one expected to use the supports. Anna Lee is the one expected to learn in that environment. Anna Lee is the one expected to return to school. Her voice matters. Her experience matters. And her feelings matter. As a father, I want my daughter to be in school. I want her to learn. And I want her to be with her friends. And I

027want her to succeed. I also want her to know that I want she needs something. >> [snorts] >> If it feels unsafe, the adults in her life will listen. Not dismiss it. >> Not explain it in any way. Listen. Tonight, I'm asking the district >> Leslie Polkoski to the podium, please. So, I have to ask you to stop cuz your minutes are up. And that's your first warning. Thank you. Leslie Polkoski to the podium, please. Yeah, just an example of how Anna Lee's treated right there. Everyone saw it. Over the last several months, I've spent countless hours reviewing emails, incident reports, records, medical documentation, district responses, and communications regarding Anna Lee's case. What concerns me most is not what happened February 26th. What concerns me most is what happened afterwards because the more records we

028receive, the more questions we seem to have. I have reviewed the district's incident reports. I've reviewed records provided by the district. I've reviewed the emails discussing the incident. What I can tell you this, the reports do not tell the same story. The documentation is inconsistent. The explanations have changed over time. Yet, there is one thing that has remained remarkably consistent, Anna Lee's story. From the beginning, Anna Lee has consistently reported that another student bumped into her causing her to fall and hit her head. Her story has not changed not once. The adults' explanations have changed. The records have changed. The documentation has changed, but Anna Lee's story has remained the same and that matters because her trauma is real, her feel her fear is real, her confusion is real, and the impact that this has

029had on her is real. What is especially troubling is that the family recently located a contemporaneous text messages sent by Anna Lee's one-on-one aid shortly after the incident occurred. That message was sent within minutes of the energy within the injury. In that message, the aid described Anna Lee being bumped by another student and falling. Yet, important aspects of that communication do not appear to be reflected in any incident report that you have provided. As someone who's carefully reviewed all these records, I am not asking the board to determine who's right. I'm asking for clarity. I'm asking for transparency, and I'm asking why the family is still trying to reconcile multiple versions of the same event months later. At the same time, the family continues waiting for responses regarding IEEs. On June 10th, the district stated

030in writing that IEE requests would be addressed through prior written notice. The district keeps referencing a PWN sent back in April that does not address the IEEs. Today, you asked Anna Lee to come to summer school without any accommodations in place. She doesn't feel safe. The promised IEE PWN still has not been provided. Instead, the family continues receiving invitations to additional meetings, and that raises serious concern. At this point, four separate medical and mental health professionals, I don't know if it's four or five, I've lost count, familiar with Anna Lee who work close with her, her disabilities, her limitations, her education needs have all documented and expressed concerns regarding her return to the current educational environment until safety concerns are adequately addressed. Yet, despite these concerns, despite the absence of an updated PWN addressing the

031IEE request, and you guys all know this, you know the dates, is simultaneously acknowledging that critical evaluations remain under review, and while multiple professionals continue expressing concerns regarding Annalee's safety and educational access. Safety should come first, not convenience, not timelines, not attendance numbers, safety. And if safety is truly the priority, then the district should be responding to evaluation requests, addressing provider concerns, and ensuring that appropriate assessments and supports are in place before asking Annalee to return. Public records indicate that Superintendent earns $356,000 a year. Public records also indicate SELPA leadership exceeds $240,000 annually. Those are significant leadership positions, and significant leader positions come with significant responsibility. >> Thank you. Miss Angela White, to the podium, please. Angela White. >> Hi. Um don't know if you remember me. I was here last week speaking with the

032Moreno Valley um volleyball team. I just wanted to take a couple of minutes and say thank you. Thank you for allowing us to speak last week. Thank you for um hooking us up with the right contacts. Mr. Stern was very, very helpful, and moved very, very swiftly. So, I didn't want to take up the entire 3 minutes. I just wanted to say thank you. >> Thank you. >> Mhm. >> Thank you. >> [clears throat] >> Moving on to Superintendent's report. Item E4. >> Thank you, President Clark. >> Do you know which one? gets to speak. Oh, please hold. >> Do you know the name? Do you remember the name? >> Rose. >> We don't have one. Last name? Rose Peralta Yell? We will. >> Rose Peralta Yell to the podium, please. >> Good evening. Can

033you hear me? >> There's a little button on the bottom. There you go. >> Good evening. I am Analise Analise's other grandmother. I am also the caregiver for my husband Fernando, who is disabled. I am speaking tonight as a grandmother, as a caregiver, and someone who worked in California public schools for over 20 years. I am Because of that experience, I understand that schools are not perfect. I understand accidents happen. But what I do not understand is how an 8-year-old disabled child can be out of school for months since February, while her family continues asking for answers, evaluations, services, and support. That is unacceptable. Analise has missed school since February. Her family has requested an independent educational evaluations. They have requested prior written notices. They have requesting requested tutoring. They have requested home hospitals hospital

034services. They have requested compensatory education. They have requested answers about what happened when Annalee was injured under district supervision. And still this family is waiting. As a former school district employee, I find it find this unfathomable. When a student needs support, adults are supposed to act. When a parent asks for answers, the district responds immediately. When a child is missing school, urgency should follow. Public records show that superintendent Alejandro Boccalari's base salary is approximately $356,000 annually with performance incentives and maximum earnings but earning potential reportedly kept at $433,128. Public records also also show the executive director SELPA position has a base salary about $181,682 with a total pay and benefits reportedly around $240,417. I am not mentioning these numbers to attack anyone personally. I am mentioning them because leadership comes with responsibility. When leaders are

035compensated at level, families should not have to beg for written responses. Families should not have to change PWNs. Families should not have to fight for children, evaluations, or safe access to education. And an 8-year-old child should not be sitting at home while adults continue scheduling meetings and not listen. >> Thank you, Ms. Rose. >> And I'll be back. >> Going on to superintendent's report, item E4. >> Thank you, President Clark. Give me 1 second to set up. I am proud to share this month's report reviewing all the activities that have been happening in our school district since the last time we met. As always, we start with our land acknowledgement, which is already read by Vice President Luna. Again, just an acknowledgement that we have responsibility to the first peoples of this land and the

036stewardship to the community. Our vision, our mission, and our portrait of a graduate, I think you will see in the coming slides that we are going to really portray um how we're living up to the spirit of this. And our goals, as outlined in 1 through 5, are the um really the destination and the dartboard that we work towards. Want to start with a special recognition. I'm going to put somebody on the spot, Dr. Arci. Dr. Arci was recently selected by the mayor and city council of the city of Moreno Valley, the city of Paris, and Moreno Valley College for La Causa Arts Scholarship Legacy Award honoree. A very unique distinction that goes to individual that goes above and beyond to serve the community. So, on behalf of our cabinet and myself personally, I want

037to congratulate you for your recognition, well deserved. So, what is like what is like Elsa? So, since 2014, MVC has participated in annual giving where they acknowledge and recognize outstanding students that are making a difference in their schools. This year, along with that recognition, which you'll see in a couple of slides coming forward, they also selected a special person to acknowledge. And in this case, it was Dr. RC specifically for her work to improve the academic performance and outcomes of our students here in Moreno Valley. So, again, congratulations, Dr. RC. I know you don't like attention, but if you would like to say a few words, we would be happy to. >> I really don't like attention, but I just have to say thank you. I It was a very nice surprise. I did not

038expect it and um you know, I just love to serve this community, this district, and I'm just honored to receive this award, and very humble. So, thank you for recognizing tonight. Dr. Racabal, this was also a very nice surprise. Thank you. >> Of course, congratulations again. So, some district highlights. Um Jocelyn Pinnix could not be with us. We did reach out to her and her family, but they did not be with us this week. They're actually away from Moreno Valley, but she was recently recognized by Omega Psi Phi Talent Hunt Showcase. So, what is that? International Omega Psi Phi Fraternity and their talent hunt showcase and competition in Cincinnati was this July during the organization's 7th annual showcase. Her powerful interpretive dance pro- uh titled An Ode to Dr. Angelou, inspired by Maya Angelou's I

039Know Why the Caged Bird Sings, earned her a first round award and a first place regional award at the Omega Psi Phi Talent Hunt regional competition held in May of 2026. So, congratulations to her. You see her being recognized there. Again, she could not be here, but her family sent us a very nice email um thanking us for her acknowledgement. And so, we will invite her back. She's going to be going off to college, so she may not make it back, but we will invite her nonetheless. I mentioned briefly the La Causa Scholarship and what it was. So, here you see the our Moreno Valley recipients of the scholarship. They were awarded up to $1,000 each. The theme was "Si Se Puede, The Power of Collective Action." And there you see, for example, David Zaragoza

040from Valley View High School who was recognized um by MV C. On May 28th, we held our annual valedictorian and salutatorian dinner. This was an opportunity to acknowledge our top scholars from each one of our schools. There you see all of our schools represented. It was an amazing evening just to recognize the amazing talent that we have in our school district. One of the unique things that we do uh here in Moreno Valley is our Inspire Walks. It's the opportunity for our high school students to go back to the elementary schools and actually walk the halls and get to greet the kids and revisit what it was like to be back in elementary school. It's also a great opportunity for our elementary schools to kind of see that destination, right? What's going to be in

041store for uh for me when I'm graduating from one of our amazing high schools. So, this is Vista del Lago's Inspire Walks. This was on May 29th. Uh we had the opportunity to um watch Midland Elementary present The Lion King musical in our Performing Arts Center. Again, another opportunity to showcase not only that amazing talent that we have in our school district, but our amazing facility. And it was so cool for the students to be at the PAC and feel like they were like on Broadway. It was pretty awesome. Uh Valley View High School held their Inspire Walks on June 1st, and there you see the kiddos. I'm sorry. The seniors going back and visiting our elementary kiddos. On June 1st, we held our ribbon cutting at Moreno Elementary and their new innovation center. Uh

042if you have not had an opportunity to visit, it's an amazing space, both indoor and outdoor flexible space used for classrooms, for lectures, for activities. Um we got not only get to see it, but we got to tour from students. They were engaged in e-sports, were engaged in indoor learning, outdoor learning, hands-on activities. It's an amazing space and it was just nice to see again um our measure M and measure X dollars being put to good use. On June 2nd, Moreno Valley High School did their Inspire Walks. I was fortunate enough to catch up to them at Edgemont. And you know, you're always a kid at heart. When they finished doing their walks, where do you think they went to go take a picture? On the playground equipment. So, you had seniors on the slides

043and on the monkey bars and all of that. Just hanging out and it was pretty cool. And Canyon Springs held their Inspire Walks on June 4th and then there you get to see our students. On June 4th, we had the amazing opportunity to recognize not only our district teacher of the year, but county teacher of the year, John Francis. Um we tried to keep it a surprise, but that morning the bulletin went out and he read the bulletin like meticulously, like religiously, and he happened to catch it. So, it wasn't quite a surprise, but it was still a nice way to kind of recognize his outstanding distinction. You can see Dr. Gomez there presenting him with the award. So, he's going to go on to the state competition and then based on that, eventually maybe

044even go to the national competition. So, we're really excited about that. On June 4th, we held the first of seven commencement ceremonies. This was our community adult school graduation. Um very unique because again, these are individuals that maybe didn't make it the first time around, but took a chance and came back, right? Overcame that potential obstacle that sometimes adults put themselves put on themselves as like I can't do this anymore and came back to get their high school diploma. We also recognized um a good amount of our students that earned their certifications as well. So, that was pretty cool. On June 8th, we held the first of our um commencements at a comprehensive high school. This was Vista del Lagos. Um amazing uh just inspiring all around and Mr. McCain is proud that he was

045the one that came in with the lowest time at 1 hour and 25 minutes. On June 9th, we have March Mountains High School graduation and March Mountain is alternative school and just a different dynamic. Again, equally as special, but just different in terms of just community. It's just a different sense of appreciation. Um March Mountain is not a traditional high school. It's the high school that our kids go to when maybe they don't fit into the boxes that we, you know, arbitrarily put in in front of them. And again, just amazing to see our kiddos so proud of their recognition and their accomplishment. On June 10th, we had we held the Bridges Learning Center graduation, one of our other alternative schools and this included students from Bayside Community School and MVUA Online Academy. Um little

046bit warm but we got through it and very very um great ceremony. June 9th, we held Moreno Valley High School's graduation. Uh again, very special, very unique and as kind of the flagship high school of our district and the tradition that holds there, just a very special way. Um also interesting to see how unique each of our schools do their commencement ceremonies. Just a little different touch. Canyon Springs, that was on June 10th. Uh beautiful setting up on the hill, the beautiful Box Springs mountains in the back. Just gorgeous. Um and again, kudos to the team for that. And then on June 11th, we held our last and our largest commencement ceremony, Valley View High School's. Um again, very neat. It was kind of interesting walking through an eagle to get to our seating area,

047but very cool. Uh again. Some facilities updates. Uh again, the spirit of our modernization using our measure uh our bond measure M and measure measure X. Uh again, the guiding principles, advanced learning technology, modern classroom spaces, critical infrastructure repairs, and new buildings with multi-use spaces. At Bear Valley, we are um we have uh cordoned off administration building, building A. And building B, the demolition is in progress. And building C, the restrooms have been completed. You get to see some pictures of the demo. At Butterfield Language Academy, uh building H has marker boards, tag boards, and caseworks installed and complete. Ceiling tiles and light fixtures are complete, and the furniture delivery and installation is in progress. You get to see some of the finishing touches, some of the finished spaces there. At Cloverdale, building A has

048been completed with the kitchen framing, uh rough in mechanical, electrical, and plumbing in progress. Building D, the classroom finishes are in progress and also the restroom finishes as well. At Hendrick Ranch, building A, the flooring is complete. Ceiling tile and light fixtures have been installed in building A. Building C, casework, marker boards, and tack boards have been installed. And electrical, plumbing, and flooring are in progress. Building D, installation and plumbing are complete. And again, you you get to see kind of the in progress pictures there. At Hidden Springs, building A, delivery and installation of our kitchen equipment is ongoing. Building C has been completed and now turned over to us. And building E, the demolition is going. So, there you get to see really the full spectrum of the work from demo to completion. At

049Honey Hollow, kitchen building eight includes the kitchen addition and stair replacement. You get to see some of the there in the pictures. And building C, drywall finishes and new overhead rough in mechanical, electrical, and plumbing along with some roof coating. At Northridge in building A, the existing kitchen rough in is has begun. Framing of walls and plywood and slab on grade was completed. Building C, the new walls have been completed as well as demolition and the switchback irrigation and planting has been completed there. At Ridgecrest, building C, kitchen and building D are complete. And the summer work, we're working on the admin office, the drop-off for buses, building B, and building F. At Seneca, building A, delivery and installation of the kitchen equipment is in progress. Building C has been completed and now fully occupied.

050And building E has been taped and drywall's in progress as well as painting, electrical work, and some of the framing. At Serrano, building A, underground plumbing and framing is in progress as well as some of the concrete work. Building C, demolition of the classrooms and roof have been completed and the restroom framing and in-wall mechanical, electrical, and plumbing have been completed. And building D is now fully completed and occupied. And lastly, just a few save the dates. Our last eighth graduation is on July 21st. This is for our summer school graduates. Our Shine celebration, which also marks kind of the beginning of the new school year for us, is on July 21. And our health and wellness resource expo is on July 29th at Valley View High School. And those are my updates for this

051time around. Thank you so much. >> President President Clark if I may interrupt. We do have a public speaker on this agenda item as well, but I also want to note that right after this is public comments on agenda items and I want you to know that you we do have a total of 13 public speaker slips submitted. So, I wasn't sure if you wanted to get consensus from your colleagues if you wanted to reduce the time. So, with 13, I would like to reduce the time to 2 minutes. Any objections, questions, concerns? So, no? >> I have no objections, President Clark. >> Thank you so much for answering. Anyone else? >> Move forward. >> Thank you. Three. Oh, two. All right, four. That's consensus. Moving on to Mary Blacker to the podium. 2 minutes

052to speak on public comments. Oh, agenda item, excuse [clears throat] me. Superintendent's report. Thank you. >> [snorts] >> The last action just proves my point. If it didn't work to suppress the people, you just did it. You don't want collaboration and communication like it says in the superintendent's report. It's going to be my way or the highway. Equitable opportunities? Total BS. The chief academic official gets a word from the city council. Yeah, show you how to run a city into the ground like you've ran a school district into the ground. As you and your colleagues before you have done in Utah, the city how to do it. You know who suffers? Well, the declining 30,000 students in this district and the 200,000 plus residents of this community, this once proud community. This once community that

053was on top of the game economically and academically and now it's at the bottom. >> [clears throat] >> You wanted to do this and just like from the last rendition we had with the superintendent, I had a couple meetings when you first came in. Same thing. Oh, you're going to do it my way. I said, you know, this is this is going nowhere, but I invite you in. Let's put it together in front of the public and let them decide. Guess who runs? Guess who will not take that? None of you will besides you've given the opportunity. Prove this community wrong. >> Thank you. Moving on to public comments on non-agenda items. That is item Excuse me. F on agenda items. Any person requesting to speak to any item on the agenda may do so

054at this time or when it's the item is addressed by the Board of Education. Individual speakers shall be allowed to speak for 3 minutes on any agenda item. The Board of Education shall limit the total time for public input on each agenda item 21 minutes per Board Bylaw 9323B Section 5. Per Board Bylaw 9323 twice the allotted time will be provided for a member of the public utilizing a translator. Now, we already decided, but the superintendent's um report was or ahead of time that it would be 2 minutes. So, just to let you know, that's what's going to happen for the rest of the remaining comments on agenda items. Mr. Roy Blacker to the podium. >> So, Ms. Clark, just so you know, we have a total of six, which are all Mr. Blacker, and

055he'll speak now, and then he still has a remaining five to speak when the item's being considered, and then six for the public hearing. >> You got it. So, thank you so much, and let's remember that we have we'll stay on topic. So, the first one, if I encourage the board to move down, Roy Blacker will be speaking on in 1A, Superintendent's action items section reading 9005-93201. So, I'll give you guys a second to get to your agenda item there, so we can make sure that we stay on topic. And that's 91A, 9005- 93201. And the first is governance standards and remote meetings and attendance. >> Mr. Blacker. >> So, it says, and you put it in there, expects that you should act in the best interests of every student. You should cross out the

056word expects and put should. Why it's not in there is an exact reflection of what we've seen in this meeting, and what I have seen in part of seven decades in this school district. You want to ensure a wide, diverse range of youth? Not no, but hell no. You're just proving it today by what you're doing. Besides blocking us from coming here and commenting last week, now you're doing it by cutting our time again. You have the ability to do it. You refuse. You want to involve the community? Show me. Prove to the community of what you're doing in the actions you just did. You want to involve the community? No. You want to put the foot on everyone in this community and you prove it every day. You want to talk about adopting fiscal

057responsibility? You could have done that two years ago when I put the policy in and you wouldn't it is not 4 seconds on that. You want to do a point of order discussion. This is in your report. So, I have a right. Every >> Moving on to Roy Blecker comment in 1B Superintendent action resolution 2025-26101 SOS campaign. >> Object. This is exactly what's wrong with this school district. You want to go about change? >> First warning, Mr. Blecker. First warning. We're now moving on to item 1B reset the clock. Okay, I didn't I didn't Okay. The mic isn't on, sir. So, I didn't know that you were ready. I would like to turn it off. I would like to give you your time back. >> 1B student achievement campaign. Am I going to be a

058I'm going to ask am I going to be allowed to talk on what is on the subject just as I was I was cut off on the last one. You're proving exactly the point. Are you going to call on government legislation to fix this? It's in your report. I shut it off. I'm putting the dare out. You don't mention the state agencies. You mention the Department of Education CBA. Why aren't you mentioning the California Teachers Association? You want to put on bold leadership? Comprehensive action plan? Where is it? These are the items that should be discussed. And again, what do you want to do? Suppress it. We can stand up here till the cows come home. But you know why people don't want to is just exactly the treatment you get up here by this

059board and you and this executive staff. You going to deal honestly with what's going on? Not no, but hell no. We look at this stuff every day. And it's a crying shame of what goes on here every day. >> Mr. Roy Blacker to the podium for into D topic and service is action items. We are now moving on to single plan for student achieve achievement updates. Mr. Blacker. >> So, I've been up here many times asking for this. And I suspect the reason why it doesn't get done is because the ever declining student achievement in this district. We love to practice the definition of insanity by doing the same thing over and over again and hoping for a different result. The things you do are not effective. As Super Bowl winning coach Bill Parcells used

060to say all the time, your record is what it says it is. Not what you wish. Not what you try to project. It is what it is. You should have an update in my view every week until this is turned around. The fact that you don't, what are you trying to hide? Are you trying to hide the real record of the school district? That's the questions that we should ask. That we are asking that we don't get the answers to. That your responsibility the office you ran for the positions you ask for sadly that doesn't come to fruition. >> Thank you kindly. Moving on to Y Blacker in B, excuse me, N3B business service action resolution 20252697 B EPA for fiscal year 2026-2027. >> [snorts] >> Education protection Prop 30 more taxes. We're tax rate

061in this community and part of that is Prop 30. $28,000 per student K-12 three times higher than it was 10 years ago. 300% We are still at the same rate at kids at grade level. You talk about local control funding formulas and this where is the nexus that this that the property taxes of Prop 30 and everything else are benefiting the students in this school district or statewide? There's less than zero accountability. We all suffer from this. Whether you have kids here in the school district or not. Because the number one determinant of the success or failure of your community is the quality of your school district. Why don't you tell the community every day, every school day, every school board meeting the quality the real quality, the real record of this school district. >>

062Thank you, Mr. Blackheart. Please stay. We're going to item number O, future agenda topics. >> 3651.2.5 of Ed Code. We the people in the Constitution have the ability to put items on the agenda. Look at Riverside. We fought that battle. They're on there. Why is it not getting done? How many times have I come up here and asked for things to be on the agenda? If we do not get a remedy by talking to you, what is our only other opportunity? Just to have you do what's right. First, you should have a policy. You should put it on the agenda. You should have a policy. To catch with Ed Code and do this so we could put it on the agenda and have the right to speak on it. You talk about cooperation, collaboration, and

063getting people to buy in. Well, how do you do it when you have a mule of a school district? You can kick it as hard as it is, and it doesn't move. Explain. Explain to the public why you do not follow Ed Code. And if you're not doing it in this case, what do you think a lot of us think you're doing when we're not watching you? Very intriguing to find out. We shall see how we proceed in the future. >> Thank you, Roy Blackearth. P1 closed session items [clears throat] if necessary. >> I have a question about this because you have on your agenda when you first start off closed session. Per California law and Constitution, you do have to list even if it's very briefly what you're talking about, what you did at

064the first of the meeting. So, I have a question is why is this coming on at the end of the meeting? You're not saying is it only limited to what you discussed in the first? Why? Because I've attended more than one of these public meetings, and I've never seen two closed sessions, especially one that doesn't explain what in the heck is going on or what you're even discussing. I submit to you this because this again is more evidence to prove exactly what goes on in this school district. If you just put on there P1 is just say maybe we want to discuss it. If you had a report out of closed session, why would you need to do anything again? None of this makes any sense. Other than what are we trying to hide? So,

065maybe you'll give us an explanation of what's going on. Maybe you won't. We shall see. But I think you owe the community just out of a little bit of respect. Or even give them a heads up of why you're doing these things that nobody else seems to do. >> Dr. Ricovo, would you like to explain the second closed session? >> Thank you, President Clark. Absolutely. So, this is added to the agenda at the recommendation of CSBA in case the board does not have sufficient time during the first agenda to first closed session to discuss all relevant topics. So, we would only go back in if we did not finish everything that was discussed in the first session before we go into open session. >> And and just to point out we do report out after

066closed session that second time as we did. >> if there's action to report out, we would, but there was an agreement that we would do all actionable items during the first session to make sure that we were transparent with the community in terms of what the board took action on. >> As well, it was a way to respect time when closed session runs late. So, we would start our open session on time. >> Absolutely. >> Thank you. We're on to item H, comments from board members, student board member Al Healy. >> I just wanted to speak on um the African American Baccalaureate. Um I know that it's a community-like sponsored event, and it's not necessarily through the district, but this year a lot of students from each school had a lot of complications with like

067being able to register or even hearing about the event. So, I wanted to talk about kind of what Mr. Williams mentioned at the last meeting, how they need more support from the school district because when we're reaching out to them, they're saying like they just kept constantly saying how it's not a district-sponsored event, which kind of indicates that they didn't really have the facilities to include the people who were not able to be included. So, I do really just what I wanted to mention, that we should be more conscious about supporting our community events. >> I can speak on that, President Clark. >> Yes. >> Thank you, um well, Trustee uh Ewing. It is not a district-sponsored event. We basically work in collaboration with them in terms of advertising the opportunity to our students. It's

068my understanding that it's always been held at their venue, and they put the limit on how many students are able to attend. We discovered actually very last minute, um because we inquired. Normally, we would get the flyers ahead of time in sufficient time to advertise them to all, but there was a mishap um regarding how how messaging went out. So, we're already putting in some procedures in place to make sure that even though it's not our event, we kind of reach out ahead of time and say, "Hey, can you give us information so we can better distribute it to our kiddos?" Of course. >> Thank you. Trustee Leyva. >> Hi. I just um wanted to say that um I had the opportunity to go to many events um and uh it also, you know, helps

069me understand the work that has been done, you know, by administrators um classify and certify staff. You get to value the hard work they do. But, mainly I wanted it to focus today on um graduations. What a work it is. You know, I just do volunteering help, you know, like with the decoration and everything. But, still, you know, it doesn't mean that you don't learn and you don't see, you know, the works um that goes behind, you know, it's like all the people involved. And then how, you know, certain situations happen and and there's, you know, like Ms. Claudia, you know, being on top of it and making sure that everything runs smoothly. Dr. Arce, Dr. Gonzalez, you know, how many people it takes for those um graduations to to happen and for parents to

070be able to enjoy this graduation and family members. But, um I had the honor and the pleasure to be able to give uh Ms. Mrs. Isabella, you know, her high school diploma. I was all excited and cheering for her and Ms. L. Oh my goodness, you know, I cannot I know I said it last last board meeting, but I feel so proud. I'm not your mom, but, you know, I feel that we're related. I How proud I am of you and the work that you have done. You know, the talent and the intelligence that you guys have shown to all these board meetings. I It is It's a serious, you know, like I'm saddened. I'm happy cuz we having, you know, two student board members, but I'm saddened because, you know, uh I'm going to

071miss you and Isabella. Um you know, the conversations that we have and I just cannot believe, you know, how young you are, but how smart. You know, it feels like I'm talking and having a conversation with an older person. But, thank you for everything that you have given this district. Thank you for representing those students, for being their voices, and for coming here with, you know, questions and you know, um comments that help us as board members um to understand our students better, the needs, you know, and um and how important it is for you guys to have a voice here on on uh at the table. So, thank you for for that, for representing, well representing, you know, those students that um trust you guys. So, um I just I just want to say,

072you know, that it's not hard to be here as a board member. There's a lot of decisions that we need to make and it would be nice to be able to to to please everyone who comes here, you know, we listen to your comments, we listen to what you guys have to say, and we do our best to do, you know, good judgment of everything that we that we decide on it and you you know, sometimes um did you just when I just to sit on those chairs, you know, didn't think how much work it is put on, how many hours you have to dedicate, how much reading you have to do, and um how many questions you have, and how many meetings besides this board meeting that we have, you know, to be able

073to to know, to learn all the trainings that we have to take so that we can have a better understanding. Um so thank you, you know, for for for this opportunity to get to know this better. You know, you you come here and you think you know some, but you find out you don't know anything at all. Um and you learn, you know, along the way. And um trust me, we do listen to you guys when you come and make um comments. Um but you also have to be reminded that it has to be you know, all of us in agreement and um that we do our best to to listen to you and to to do what is best for the students because we're here for the students. And to be able to to

074see them are as our kids and what would it we do, you know, if they were each and one of them would it be our kids. You know, what would be best for them. So, that's all I have to say. >> Thank you, Trustee Jackson. >> Thank you, President Clark. I will pick up on that last bit of congratulating our student board member on just an incredible tenure here. I came on a little late, but quickly you were you really helped guide some of my understanding and learning here in telling me how processes were going to go. So, Ms. Ewing, thank you. You're going to do incredible incredible things afterwards. Um and to our two incoming student board members, I very much look forward to working with you both um in this capacity. I because

075our last board meeting was just last week, we've had three board meetings including this one in the last 10 days for the record. I wanted to highlight our physical stabilization study session that we had. I really appreciated the opportunity to really dive in um at length to our budget and the opportunity to do so. It's really great that we opened that up not only to just the board members, our union partners, but also to the public as well. There have been several several opportunities that the community, board members, and anyone who wants to walk through these doors to interact and engage in the process of discourse when it comes to our budget. One of the biggest priorities that any governing team has to has to take a vote on. So, I just really want to

076applaud our business services team for always being accessible when we ourselves have questions, but also the public as well. Um and I raised that cuz that was the only event I was able to attend, you know, uh because it it's summer. I wanted to um respectfully comment on the the public comment regarding our board meeting calendar and the overlap that happens with City Council. I do know that is unfortunate that does happen from time to time, but it's definitely not all of the time that that does happen. As a community member myself, I definitely remember just the back-and-forth of trying to get to several different council meetings, not just here in Moreno Valley, but in Riverside County because it is a burdensome, but our board meetings are well forecasted sometimes more than 3 months in

077advance. So, that does offer the opportunity for the public to be as feasible and flexible as possible when they are trying to get to different meetings. And I will say our schedule provides that we do meet consistently. Um it's not who's meeting the most if it's us or City Council, but just my time here on the board, we do meet consistently, we do meet regularly, and I think we're going to be taking probably our longest break in the calendar of meetings after this meeting and going to July 28th, our next meeting, which is 5 weeks. 5 weeks. So, um I hope you all don't miss us that much that we have to meet sooner than 5 weeks, but I think that provides a great opportunity for our supporting staff here to really have a respite

078from the work of the board cuz it is um I I won't say burdensome, right? But it is cumbersome work um to provide for um each of us to have the preparation and to make the decisions that we have to make. So, I just wanted to highlight that because we do meet consistently, but we still need to have that flexibility in our schedule. When it comes to community engagement, I wanted to highlight that I I I won't speak on behalf of our of my fellow board members, but I do know, as you mentioned, I do appreciate hearing from the community. Sometimes it can be painful um to hear, you know, those those those comments because we don't want any of our families to feel like they're suffering or any of our students to feel like

079they're suffering. And um I do want to point out that it's it's few it's it's um few times few opportunities that we do get praise when it comes to public comment. So, Ms. Angela White coming to speak on the swiftness of our of our school district in supporting their requests regarding the the situation that was going on with the volleyball team. I do think that it's a testament to the district's responsiveness and willingness to be as um to be a community partner to our families and to our students. Not every case is going to look like that. Some cases take more time, and it has to be a partnership. All of us agree that we're not here just to govern and say it's our way or the highway. It's a partnership, so that communication needs

080to be a dialogue. It can't be a monologue. It can't be a soliloquy. Um >> [laughter] >> and that's just a long drawn-out speech, you know, but it has to be a dialogue back and forth. And I will mention as well, when there are issues that community members and family members raise regarding their students or the environment and culture we have here, I oftentimes, almost every time, I'm going to say every time, I see our directors in the audience readily available to engage with the community right then and there. That's your opportunity to do so, and I know they make themselves available. I think that was the case today. And I would just again allow I I I would encourage family members to allow us to engage in that discourse in that process, because that's

081how we're going to get to some resolution with families and with students. None of us want any of our students to suffer. None of us want any of our students to be without education. >> No, you're good. [laughter] Keep going. It's yours. >> Um yeah, speaking of soliloquies, I was um I I think my my my my MO, my modus operandi, is just to make sure that when we do have situations that are sometimes painful, that we do have that discourse and and and family and community members engage with us. Lastly, I will mention uh before the mic cuts off again, um I'm very encouraged >> [laughter] >> I'm very encouraged that we have um our our our our summer intersession program, um that is that is underway. I It's unfortunate I wasn't able to

082make it to Art Sapalooza at Vista del Lago this morning, but I just think it's a phenomenal testament to what our school district can provide to our students, even in um even outside of the academic calendar year. So, um I look forward to seeing some highlights from all that's going on during during summer. And that's the end of my comments, President Clark. >> Thank you, Trustee Williams. >> Thank you, President Clark. Um it's with sadness I see that Elder's leaving us. And all I can say to you, girl, continued success. You've been such a beacon of light on our board and uh representing students across the district. And um just thank you. It it >> Thank you. >> All right. [laughter] Okay. Um I just have a couple of comments um kind of piggybacking on

083what um Mr. Jackson said uh with regard to our preview of the budget uh the governor's final May budget revise increases COLA and this was out of the California School News um and it looks like the governor is going to put some dollars into education uh uh around the LCFF COLA uh special education uh curriculum and instruction uh looking at um reading coaches uh and uh mathematics professional learning partnerships and finally community schools grant uh this is something we want to get going in our district and I think um Susanna is going to keep us on on par and let us know as these funds come down uh the pipe and uh my my question was answered when I read this information uh that um we're we're going to get a the news of the

084final budget in August. Correct? >> So, there's negotiations happening right now. So, we hope to know the major themes, but uh what we won't know is the details, right? That's all That all comes out in the trailer bills. And sometimes the details is where they get you. So, hopefully the picture the whole picture is as rosy as what CSBA put out. Hopefully. And finally I wanted the public to know that Sunnymead Middle is being recognized for third time in 7 years for a school to watch in Washington D.C. and a few of the board members are going to attend that redesignation and um that's quite an honor and quite a tribute to the staff and administration at Sunnymead Middle School in my trustee area by the way. But my hats off to Sunnymead Middle. That's

085all I have to say. >> Thank you Vice President Luna. >> Thank you President Clark. I think I shared how I feel about you last meeting Albert again just love you keep shining and don't forget about us. Um I also wanted to send gratitude to all of our staff. Um I am wishing you a very restful summer. Um if you're working then I'm hoping you can find some time for yourself. Make sure to take care of yourself. Um because being here at our district being at any district being on any campus where students are learning and thriving is a special thing. So, for anybody to want to work in education it says a lot about your character. So, thank you to all of our employees. Thank you to all of our leadership who continue to

086do the work, the hard work, and um especially our superintendent, thank you for everything you do. Um it's not an easy job, and it's like 24/7, right? Sounds like. So, I try not to bother you during the weekend, but sometimes we have to. So, but thank you. Thank you for everything you do. Um one thing I um wanted to mention in our June 5th Friday memo, we received a memo from uh Jason Ramirez uh regard regarding the launch of the special education strategic planning initiative, and I have to say how pleased I am to hear about that. Um that's something that's going to be, I'm sure, do wonderful things as we continue to talk about special education and our students. Um I did want to mention on that note that I did speak to a

087parent of a special special education child, and they're in middle school. Um they mentioned to me that their their child went into um a sensory pod for a quiet space, but that sensory pod had other children in it, so it really didn't serve the purpose. So, I'm hoping that we can take a look at that. And I I'm sorry if this should be at the if I should be doing this at a future agenda items. I don't know if this is the appropriate >> That's okay. Uh Dr. Arce can speak on that if you want. >> Okay. Okay, and then one more thing I wanted to mention. Um they mentioned that their child actually thrives off of activity, and they love swings. And obviously, in a middle school, we don't have swings. So, I I

088feel like if we can maybe look at like, you know, special furniture for I I just every child needs something different. So, I I was hoping that we could look at that, cuz I'm sure this is not the only student, you know, that has different needs. Um so, yeah, Dr. Arsy. >> Thank you, Ms. Luna. And I I just want to reassure the board that every time there are requests um, that come to the superintendent, he immediately passes it on, and I work with my team. And so, on those specific requests, um, one of the things that I've asked our SELPA team is to work with purchasing to look at, um, even if we start with four or five flexible furniture where students can be there, and and we have we have those throughout the

089district, but specifically for SDC classes. Um, in addition to that, um, Dr. Doragaba mentioned the possibility, this was more at elementary because we don't have playgrounds at middle school, but adaptive swings. And uh, I don't not to my knowledge, I'm not sure if we have those, but Jason can probably speak more on that. Uh, but looking at the possibility of adding those, especially now that we've uh, I I don't know if the board knows this, but we used to have our SDC programs scattered throughout the entire district. A family used to have to travel three or four elementary schools before the child went to middle school. And now we've changed that. We have a continuum at one school. So, now we can actually focus on adding more more supports to that. So, the team is

090working with, um, purchasing on getting a quote and seeing how we can uh, support that. Thank you. >> Thank you. I'm so happy to hear that. Anything that we can do, you know, to help our families, that's that's wonderful. So, um, that is the end of my comments. Thank you. >> Thank you. You will be missed, and uh, remember L. >> [laughter] >> We've had such a great time, and we've really enjoyed your expertise on the student side, and it's been very valuable, including your very last day, your very last meeting. We appreciate everything you bring to the table, and we hear you, and we want you to know that that we thank you for that. And that's all the comments I have this evening. And Roy Blecker to the podium to comment on comments

091from the board members. Funny how my late father used to say like at the city council when you got elected and you go to the various agencies like California School Board Association or League of Cities how you would get your brain sucked out and you would be produced into yeah, whatever the government says or what we say goes. I'm going to use Mr. Jackson as an example because he said well, you know, when he was on this side of the dice like hey, what's going on with all these meetings and why it work? Why is this happening? Why is the big conflicts? Mind you, last week four jurisdictions in this community were running meetings at the same time. This is one of the simplest things to solve. Yet now you're hearing well, we're not even

092now from well, maybe we needed to solve it when we're standing on this side to oh we're going to shove it down your throat. Fiscal stabilization Which one of you asked? Well, was it a couple years ago? If you had followed the recommendations that I gave you you wouldn't be talking about structural deficits or problems. You'd be thinking of how much money have we got to spend to benefit the students in this community? Which one of you Which one of you ever one of them even picked up the phone or asked, "Hey, how should we avoid what we were into a couple years ago and we're back at that same thing?" Got something else that came up, so I'm sure this is going to disappoint you, but I'm going to have to leave, so you

093won't be hearing from me from the rest of the meeting. >> Thank you. Moving on to item um I, comments from the superintendent. >> Thank you, President Clark. So, L, we have a tradition that when a board member, an outgoing board member finishes their term, we present them with a very small token of our appreciation. I think I can um instead of repeating what uh all of our trustees shared, I will just say that you're a perfect example that wisdom should never be measured in years. It should be measured by experience, and you are very, very wise. Thank you for serving on our board. Thank you for being a representative of our students, and just thank you for being you. >> Any last words? >> We're not We're not asking you to leave, by the

094way. Just Just uh >> [laughter] >> Um I just wanted to say thank you so much for all of the support from everyone in this room. Wait, why am I getting teary-eyed? >> [laughter] >> Um jumping into this position was very over my head, and even the >> [laughter] >> Thank you. Even the staff members that I asked for support were so surprised cuz I've always been the most quietest person in the room. So, for me to do this position has been such an amazing experience, and has opened so many new doors for me. And I just want to say thank you so much. Moving on to J1. Uh uh excuse me, agenda item J1, public hearing to disclose an action item to adopt the tentative agreement between the Moreno Valley Unified School District MVUSD

095and the Moreno Valley Educators Association MVEA. I declare the public hearing open. Dr. Verdi, please provide information regarding this item. >> Thank you, President Clark. Good evening. So, as you mentioned, this is a public hearing as well as action to adopt the tentative agreements for this last bargaining cycle, being the 20 25-2026 bargaining cycle with our labor partners with the Moreno Valley Educators Association, in which we negotiated an updated Article 9, school calendars, negotiating the 26-27 and 27-28 years. Also, Article 15, updating evaluation procedures and forms. Also, as far as salaries and benefits, uh we did do a bridge MOU in November, so we're just bringing that forward now in the in the terms of the tentative agreement. So, nothing new there that the board wasn't already aware of. This was all uh vetted through

096a ratification vote by MVEA, and again, we bring it forward at this point for final approval from our board. >> Thank you. Ms. Collier, do we have any public speakers? >> For the hearing? >> For the record, we did have one, but he left. >> Thank you. Colleagues, are there any questions or comments? Okay. I declare the public hearing closed. We're now moving on to the action item. Um do I have a motion to adopt the tentative agreement between MV uh MVUSD and MVEA as presented? >> So moved. >> Thank you. Can I have a second? >> I'll second. >> Thank you. Miss Claudia, please call for the vote. >> Student board member Hearing? >> I. >> Miss Leyva? >> I. >> Mr. Jackson? >> I. >> Mr. Williams? >> I. >> Miss Luna? >>

097I. >> Miss Clark? >> I. This motion is passed. Did we go five? Did we go six? Cuz okay, 6-0. We'll be on to agenda item J2, public hearing and action item for the approval to adopt the Moreno Valley Unified School District 2026-2027 bargaining objective additional republic proposal with Moreno Valley Educators Association, MVEA. I declare the public hearing open. Dr. Verdi, please provide information regarding this item. >> Thank you, President Clark. So, now we take our first steps into the 2026-2027 bargaining cycle with our labor partners from Moreno Valley Educators Association. And tonight, the district is presenting to our board for approval our bargaining objectives for the school year, which include the usual re-openers, salaries, which is Article 7, Article 8, which is benefits, Article 9 is school calendar, and the district is also presenting

098our two additional re-openers for this year, which is Article 10, hours and assignments, and Article 21, transfers. >> Thank you. Miss Claudia, do you have any speakers? >> Just for the record, we did have one, but he left. >> Thank you. Colleagues, are there any questions or comments? Okay. Can I I declare this public hearing closed. Uh do I have a Can I have a a motion to adopt the district 2026-2027 bargaining objections objectives initial proposal with the MVE um with the Moreno Valley Educators Association, excuse me, as presented. >> So moved. >> Thank you. Can I get a second? >> Second. >> Thank you. Miss Claudia, please call for the vote. >> Student Board Member Hearing. >> I. >> Aye. >> Ms. Leyva. >> Aye. >> Mr. Jackson. >> Aye. >> Mr. Williams. >>

099Aye. >> Ms. Luna. >> Aye. >> Ms. Clark. >> Aye. This motion is passed 6-0. Moving on to agenda item J3, public hearing and action item for approval to accept the Moreno Valley Educators Association collective collective bargaining and sunshine proposal for the 2026-2027 school year. I declare this public hearing open. Dr. Brady, please provide information regarding this item. >> Thank you, President Clark. I don't believe anyone from Moreno Valley Educators is with us this evening, so I will kindly read this into the record. This is MVEA's reopener negotiations list for 26-27 as part of their sunshine proposal. Along with the usual reopener's for salary, uh benefits, calendar, evaluation, and induction and peer assistance, they have also highlighted or sunshined Article 10, hours and assignments, and Article 13, class size, for this bargaining cycle. And at

100this point, the board would be asked to vote to accept MVEA's proposal. >> Thank you, Ms. Claudia. Do we have any speakers? >> For the record, we had one, and he has left. >> Thank you. Any questions, comments, or concerns? Thank you. Can I get a motion to accept the Moreno Valley Educators Association MVEA collective bargaining sunshine proposal for 2026-2027 as presented? >> like to make a motion. >> Thank you, Trustee Leyva. >> I'll second. >> Thank you, Trustee Luna. Ms. Claudia, please call for the vote. >> Student Board Member Hearing. >> Aye. >> Ms. Leyva. >> Aye. >> Mr. Jackson. >> Aye. >> Mr. Williams. >> Aye. >> Ms. Luna. >> Aye. >> Ms. Clark. >> Aye. This motion is passed 6-0. Moving on to agenda item J4, public hearing action item for approval

101to adopt the Moreno Valley Unified School District's 2026-2027 bargaining objectives initial proposal with the California School Employees Association and its Moreno Valley Chapter 410 of CSEA. I declare this public hearing open. Dr. Varela, please provide information regarding this item. >> Thank you, President Clark. Similarly to what we did with MVEA, the district is presenting our CSEA bargaining objectives for the 2026-2027 bargaining cycle. This is a full successor agreement, meaning the entire contract is open for negotiations this coming fall. So, for the district, we are presenting Article 27 including Appendix B, which is a salary reopener. Article 28, employee benefits, which is a reopener. Appendix C, school calendars, which is a reopener. In addition, the district is also sunshining Article 1, designation. Article 3, duration and termination. Article 6, association rights. Article 17, assignment and reclassification

102of bargaining unit members. Article 29, holidays. Article 30, vacations. And lastly, Article 38 for professional growth. And we look forward to working with Chapter 410 at the negotiations table this year. >> Thank you. Ms. Claudia, do we have any public speakers? >> For the record, we had one and he has left. >> Thank you, colleagues. Any questions, comments, or concerns? All right. I declare this public hearing closed. As well, for the record, J3 item J3, I didn't close the public record, so it is closed. Um and now I would like to ask for a motion to adopt the district's 2026-2027 bargaining objectives initial proposals with the California School Employees Association and its Moreno Valley Chapter 410 as presented. >> So moved. >> Thank you, Mr. Jackson. Can I please have a second? >> I'll second.

103>> Thank you. Trustee uh Williams and Jackson. Uh Ms. Claudia, please call for the vote. >> Student Board Member Herring? >> Aye. >> Miss Leyva? >> Aye. >> Mr. Jackson? >> Aye. >> Mr. Williams? >> Aye. >> Miss Luna? >> Aye. >> Miss Clark? >> Aye. >> This motion has passed 6-0. On to agenda item J5, public hearing action item for approval to accept the California School Association and its Moreno Valley Chapter 410 CSEA 2026-2029 successor agreement bargaining objective initial proposal with the Moreno Valley Unified School District. I declare the public hearing open. We would like to invite Dwight Taylor from CSEA President to provide information regarding this item. If Dwight Taylor is not here, I invite Dr. Verde to present this. >> Gladly, Miss Clark. I'll do that on behalf of Mr. Taylor and

104Chapter 410. So, our last sunshine proposal for the successor agreement with Chapter 410 is presented by CSEA and CSEA has sunshined the following articles for 2026-2027 bargaining. Article 17, assignment and reclassification of bargaining unit members. Article 19, which is for guidelines for overtime work. Article 27, salaries. Article 29, holidays. Article 31, paid leaves of absence. Article 32, non-paid leaves of absence. Article 44, reopener negotiations. And lastly, Article 45, negotiation procedures. >> Thank you. Miss Claudia, do we have any um uh comments? >> For the record, we did have one and he has left. >> Thank you. Uh, colleagues. I declare the public hearing closed. Uh, can I have a motion to accept the California School Employees Association and Moreno Valley Chapter 410 2026-2029 successor agreement bargaining objectives initial uh proposal with the district as presented.

105>> I would like to make a motion. >> Thank you. >> I'll second. >> Thank you. That's trustee Leiva and trustee Luna. Ms. Claudia, please call for the vote. >> Student board member Hewing? >> I. >> Ms. Leiva? >> I. >> Mr. Jackson? >> I. >> Mr. Williams? >> I. >> Ms. Luna? >> I. >> Ms. Clark? >> I. Motion has passed 6-0. One second. Moving on to item agenda J6, public hearing and action item for presentation approval of the special education 2026-2027 annual budget plan and annual service plan. I declare the public hearing open. Dr. Arce, will you please provide the presentation? >> Thank you very much, President Clark. At this time, I'd like to invite Jason Ramirez, our executive director, so that he can go over the annual budget and service plan to

106the board. And then at the request of the board, we also included a slide there to show contribution contribution from our general funds in the last 5 years and then the percentage of the general fund into the special education fund. And then any questions that you may have, you can ask Jason or myself. Jason, thank you. >> Thank you, Dr. Arce. Good evening. Good evening, President Clark, members of the board, Superintendent Rubalcaba, our cabinet, and esteemed members of the community who are still here. Uh my name is Jason Ramirez, executive director of the SELPA here in Moreno Valley. Good to see you all tonight, and um where are we starting with the Can I skip this stuff? >> [laughter] >> So, we're going to combine it with the other presentation. All right. Um so, I'm

107here to I want to discuss the special education annual budget and service plan. And right there, you can scan that QR code or click on the link and you can have access to the entire plan. Um This is a yearly requirement, so our budget annual budget and service plan is part of our local plan, which is done every year. Uh section A, our contacts and certifications uh is just an update on who's who. Uh section B is done every 3 years. Section C is not done till required until 2027. Uh and uh section D and E is our annual budget and service plan and we do that every year. So, let's take a look at expenditures. I like this nice pie graph. Um creates a good visual of where the money is spent uh for

108our students with disabilities. If you look at the shades of blue, those are all staff, so you can see 3/4 of the expenditures are for staff and benefits. Um the green is for services and operations and most of that is for uh contracted staff or services, non-public schools or non-public agencies that also provide service. So, when you add those up, 98% of the expenditures go directly to um uh staffing and services for the students. This table is the same data just in number format so you can get an idea of the amount that falls in each of those categories on that pie chart I just shared. So, what do we spend the money on? As part of our annual service plan, those are the services that we provide students with disabilities in our district. Uh

109there are 46 possible services and Marina Valley we provide 35 of the possible 46. So, this is just based on student needs. We don't provide a service unless it's required. And uh you can see that uh the majority of those services listed there are provided to our students with disabilities here in the district. So, I kind of want to focus um highlight a couple of the services that I just shared with you. Uh the first one, VI. So, this is for our students with visual impairments. Um braille instruction, we have machines to enlarge textbooks in print. Um so, the students that can see but have limited visual abilities will have the enlarged text. Um and um oral media, mobility and travel training. So, if you ever see uh our students walking with staff, um the

110student will have the cane with the red tip. That is our staff walking with the student teaching them how to navigate their community. So, that is part of the service that we provide here in Moreno Valley. Uh services for our deaf and hard of hearing students. Uh we have occupational and physical therapists. So, if you've ever uh broken a bone or uh had an injury and had to have a physical therapist work with you, um we have the same people employed with us. And um they provide services to allow students to access their education. Um the lastly is uh one-on-one instructional aide. So, there's actually a service for that. It's called intensive individual support and that provides uh one-on-one individual instruction for um our our students that require that. And these services are all about

111equity and access. I just kind of want to remind us all as we go through this presentation. Um students with disabilities require these services in order to just have that basic threshold of access to their education. So, how do we compare to other districts in the county, right? We all want to know where does Moreno Valley stand in relation to our other districts in the area? So, this is a list of 10 of the largest districts in Riverside County. Uh you can see Moreno Valley there is highlighted. We are the third largest district. Uh, let me kind of get you oriented with this graph really quick. Uh, SELPA is S and M. Uh, S is a single district SELPA and M is a multi-district SELPA. So, you can see that the four largest districts in

112the county are single district SELPAs and that's normal cuz we have enough students to provide our own services for all the kids. Total enrollment, so that's the uh, ADA. Um, by the way, this is all off of Data Quest 25 26. Um, so I wanted to be consistent and pull the same data at the same time for all the districts and this does not include preschool students. Um, so when we're looking at students with disabilities, these are our uh, students from K through 22 years old uh, and does not include preschool. And then on the right, percentage, so that's uh, the pop a percentage of our population who are identified as students with disabilities. Um, we do identify students with disabilities. We also have students move in who are already identified as a student with

113a disability. So, this includes all students we serve at a particular snapshot in time. Um, you can see on the right the percentages range from 13 all the way up to 19% of a district's population are identified as students with disabilities. Um, and we are the uh, fourth highest percentage of students with disabilities in the county. All right, so looking at our local contribution, this is a again, a comparison of Moreno Valley to the 10 largest school districts. Um, getting yourself oriented with this chart again, expenditures, so that is the money we spend on students with disabilities. The next columns are local contribution, so aside from federal and state fundings, that's the local contribution from the general fund. Third column is the percent of funding, so how much of the expenditures are um, paid for

114through local contribution. And then um this is a new feature we added to this chart. I really like it is uh per capita. So, how much do we spend per student? So, taking all the students in each of the districts and dividing it by the expenditures gives us how much we spend per student. So, just highlighting of the 10 largest school districts, there are six other districts who have a higher percentage of local contribution than we do from the general funds. Uh however, um we focus that spending on students and we have the fourth highest per capita uh spending for our students with disabilities. So, we are ranked number four. All right, taking a look at uh fiscal comparison. So, this was a a chart we had added uh per uh request. Um I just

115want to make sure that you know that this um in reference to our SELPA local plan, this data is not the same exact data. It's it's different revenue and different expenditures that are pulled for this report. So, the numbers don't align perfectly. But, if you look going back for the past 5 years, uh our actual expenditures from the unrestricted general fund um year 25-26, that is estimated actuals. So, at this point in time as we close the books, we still have expenses to pay. So, it's um an estimate and then the actuals that have been spent. The other 4 years are actuals. Um percent contribution from general fund, uh percent increase in contribution from the prior year. And you can see that the percentage is pretty scattered. You're like, why is this so scattered? Uh

116if you look at uh 21-22, we had a lot of COVID funding. You guys remember those years? We had lots and lots of COVID funding, so required less contribution from the general fund. Uh the next year, not so much. And by 23-24, 18% of the general fund covered expenses. And that's because we lost all the COVID funding, so we had to bring back the contribution from the general fund. And then the following year kind of leveled out a little bit. Um, but typically it should it's around 12 to 15%. Um, when you look at the total district revenue, so this is um, unrestricted revenue, so this is uh, total district district-wide not special education. And then how much does the general fund contribution um, what what percent of the general fund contribution is from the

117unrestricted revenue? And you can kind of see that uh, each year we had a a sort of a a slow increase in that percent. All right. Uh, I like this one because it really shows the >> [clears throat] >> what's happening with our federal and state revenue. We focus on local contribution, which is from our general fund, but how much are the state how much is the state contributing? How much are the feds contributing? So the state contribution uh, is 33 million, which is about 28% of our total funding. And um, I I believe Mr. Williams you had kind of shared the um, budget plan. And um, we are going to see an increase in state revenue. So if you guys remember, um, special education is not funded on the number of students with disabilities.

118It's funded on how many students we have in the district as a whole, right? And um, it was right about it's about 999, so it's just under $1,000. It's going to make a jump now to 1300 over $1,300. So we'll have a nice increase in the state funds. If you look at the federal revenue, uh, it's a whopping 6% of our expenditures, right? And um, you guys remember uh, when this first came out in uh, was it 1975? Um, the president had ex- shared he was concerned, but the idea was to fund 40%. You can see that we're uh, just shy of 40%. Uh, so our local contribution does have to make up for that. Um, and with the increase in state funds specific for special education, we should see a reduction in that local

119contribution. By the way, when we calculated, Susanna Lopez and our our team did not account for that extra state revenue. Uh, we we stayed with um, kind of the standard base rate. So, it could look better. Not worse. Um, some data and celebration. So, as we wrap up, uh, let's let's uh, close this by taking a moment to celebrate a few small wins and then look at some next steps. Uh, this is a slide from the state director of special education at AC. And um, this is advisory commission for special education. And she highlighted only 12 districts across the entire state. And Moreno Valley is right there. Just want to point that third on the bottom. And uh, she was highlighting the um, districts who had made significant growth in their data. Um, you can

120see that some of these areas um, were identified. There's a lot more, but she focused on our growth in English language arts and math. Um, now we made growth. We still need to grow more, but they highlighted our growth. And indicator 5A and 5B, which is the amount of time our students spend with their in the general education setting. Um, so I was very proud and very happy when I found out that we were highlighted by the the uh, state director of special education. Cuz again, we were only only 12 districts were highlighted. Uh, another exciting moment was our annual performance review. Um, it's kind of hard to see with the blue background, but there's two colors, green and red. Red meaning we did we didn't meet the indicator and green means we met it.

121So, you can kind of see a lot of green. Um, this is a big change from previous years. We worked really hard. Uh, the district has worked really hard, all of our schools, to um, improve this data. Want to highlight a couple. So, if you look at the middle of the page, on the left there, SPPI 5A, that's the amount of time our students with disabilities have spent the majority of their time with their general education peers. Now, it's red. Why am I talking about a red one? Look at Look how close we were. The target was 67% and we missed it by less than 3/4 of a percent. Um so, the the state director also kind of highlighted this while some while this wasn't met, that there was a huge growth in this area.

122Um also, indicator 5B, but a big one was indicator 5C. So, this is our separate school data. This is the first time in the history of Moreno Valley that we have met this indicator. Um and the reason we met this indicator was we've done a lot of work to transition students away from non-public schools into district programs and Alessandro. So, the students are now um interacting on regular campuses, not in a separate school. So, this This was before the This was during the transition, so we will see um continue to meet this goal. But, you can see that it's we're close. So, I mean, it's two We're at 2% and it's just the a target is just high slightly higher than 2%. So, again, um excited about the data. We also uh Somebody had mentioned

123the strategic plan. I I believe Ms. Luna, you had mentioned our special education strategic plan. So, for the uh first time ever, we convened a group of uh educational partners to work specifically on students with disabilities. So, we spent an entire day really digging into data. So, uh all kinds of data, looking at why what's happening, why is it happening, and some suggestions that we can do to make it better. So, we are going to build a ro- robust evidence-based road map to make sure all of our students with disabilities receive the support they need and um address those things for our district. We'll have a plan of starting from a year, three years, and a five-year rollout plan. So, that's in development now. And we're very excited about that work. And um we have

124a amazing team, various stakeholders throughout the district that are part of that team. So, with that concludes my presentation. Any questions? >> Any questions? Comments? Um [clears throat] Mr. Ramirez, I'm just so excited because we finally have an strategic plan for special education. It is very important that, you know, having this plan, um having been part of the CAC in different positions and seeing where we're getting um how much work has been put in there, you know, by a lot of parents who came before we had the CAC committee. And um then, you know, the work that is still being put right there. But mainly, you know, how important it is that parents are um involved, you know, engaged in the school because I feel that's why it is so important to attend, you know,

125at different meetings, but especially CAC and LCAP. I have seen the progress and the change that it has made, you know, attending the LCAP. That you all I know the district is has been listening to to our parents' suggestions. And and I know there's a lot of parents who are going to be so excited knowing that now we have an strategic plan, you know, focus and you know, on special education. And um you know, I want to congratulate you for the progress that we have, you know, that you have done or that we have done. Everybody who is involved that this can be possible. I know there's a lot of work that it needs to be done still. But um I haven't seen this for quite a while. So, I'm so excited, you know, and

126I want to say thank you, not only to you, but everyone who is involved so that this progress can be made. And I know we still need to work a lot on this, but um you know, I'm I'm really happy. >> Thank Thank you. I I I celebrate with you. And and just to clarify, we just gave our schools, our staff the tools, the resources. And some of them didn't know this information and and what the measurements are. So, giving them the right tools and the data and the markers, they strived, thrived, and have have really excelled with getting us to the data where it's at. So, not just Yeah, it's not just me in the special ed department. It's district-wide, right? >> So, thank you for that. And like pretty good, you know, well-explained

127presentation. And you know, I just just want to clarify that sometimes, you know, I have people all saying that, you know, like um There are students uh receiving a special education, you know, services. They're not general education students, but they are general education students first, just receiving, you know, special education services. So, thank you for everything. >> Thank you. >> Trustee Jackson. >> Thank you, President Clark. Director Ramirez, it's always a pleasure. Thank you for your presentation. You mentioned that increased funding that um the governor the governor put in his May revise. You said just under 1,000 to up to close to 13 1,300, pardon me. What's the plan for those extra resources and revenue? >> If it does come down. >> Yeah, so it's I think it's 1,340 something. Suzanne, I missed one of

128the presentations, but I think it's right around there, right? >> the specifics. >> [laughter] >> So, I mean, it's important cuz I mean, this is millions of dollars of yeah, of revenue. So, it's really just going to offset the general fund contribution because this this underfunded we've talked about the the underfunding. So we always every year we provide all services that students need. >> Right. >> And then and we try and negotiate the best prices for you know contract of services and things like that. But we always provide every year all services that all students need. And then we just have to backfill if if federal dollars and state dollars not if don't cover the total amount of expenditures so the general fund contribution and we make those adjustments with Susanna at the end of

129the year depending on how the funding rolls out. >> Okay. >> Yeah so offset the general fund is really I think the answer. >> Okay. That's Thank you for reiterating that point. I think that's key and then that's music to my ears. We want to see that be offset by more state support. My second question you mentioned and you listed in the presentation the several services that the special department is able to provide for our students. And I was going through the I think it's 85 pages 38 pages 38 pages plan and I saw the explanation for the services that we do not currently provide. Is there any opportunity or do you anticipate that might change in the future that we may be able to provide additional services than we already currently do? >> Absolutely

130so those the plan just identifies students we currently have and what services they need. So we go through all there's we actually have a well over 5,000 students with disabilities so we go through all of their IEPs. We have electronic means of doing this but I don't count them and we identify what services the students have and that becomes part of the plan. So if we get a student from another district or we assess them and find they need a service that we don't list we would just add that in. >> Thank you that's all the questions I have. >> Thank you Trustee Williams. >> I have no questions at this time. >> Thank you Trustee Luna. >> No questions but thank you for your presentation. >> Thank you for your presentation. >> Thank you.

131>> Miss Claudia, do we have any public comments? >> Uh just for the record, we had one and he left. >> Thank you. I declare this public hearing closed. Colleagues, do I have a motion to approve the special education 2026-2027 annual budget plan and annual service plan as presented? >> I'd like to make a motion. >> Thank you. Can I get a second? >> I'll second. I'll second. >> Thank you. Miss Claudia, please call for the vote. >> Student board member Ewing. >> Aye. >> Miss Leyva. >> Aye. >> Mr. Jackson. >> Aye. >> Mr. Williams. >> Aye. >> Miss Luna. >> Aye. >> Ms. Clark. >> Aye. >> This motion is passed 6-0. Moving on to item K, presentations to the board in action. The K1 interview and action item on the strategic planning

132consultant, Dr. Rubalcaba. >> Thank you, President Clark. So, at the direction of the board, we engaged with a request for qualifications from partner agencies that we knew engaged in strategic planning for school districts, the facilitation of strategic planning. We received a total of six submissions. They were scored and the top three respondent firms are here with us this evening to present and answer any questions from the board. So, at the end of their presentation, the board is going to have an opportunity to have a discussion and so choose to take action to select one of the firms. So, with that, I want to introduce our first firm, Innovate K12. Come on up. >> All right. There we go. Thank you, Superintendent Rubalcaba, President Clark, trustees, cabinet. It's great to be here. I'm Evan St. Lifeur,

133I'm the CEO of Innovate K12. And uh we're excited about the this next era of strategic planning for districts because strategic planning has been I just prefer I just quick thing, just a side note. 5 to 7 minutes, is that correct? I just want to make sure or is that >> If you could do 5 to 7 minutes and then we'll have give that I gives an opportunity for the board to ask any clarifying questions. >> Perfect. I just wanted to make sure that >> cuz I'm excited about strategic planning. We could be here all night. We definitely don't want that. So, I also want to say thank you for your service as a former board member. I was vice president of school board for 5 years. So, bless all of you for the work

134you're doing. Um Yeah, so part of what we do in Innovate K12 is about voice. And when we look at the fact that you have 27,000 socioeconomically disadvantaged students and we have 4,000 staff both classified and certified. The question is how can we get more voice? So, what we're doing is we blend best practice with some of the best presence and work that's been done in the state of California. It's a dual proposal with McPherson and Jacobson, a firm that um has been around in California for quite some time as well as nationwide and us. And it's really about best practice and technology. So, when we even look at where you've been um Moreno Valley USD you had a plan. You have some great um key facets of that plan and now we look at

135the next 3 to 5 years. But actually it doesn't have to be that like cut and dry or episodic. We want to create a more cyclical dynamic. We want voice to be a part of what you do all the time. We want voice to be a part of school improvement. We want voice to be part of continuous improvement. School districts has just haven't had the technology to do that. One of the things we do is engage at scale. And the ability to do that over um not only the strategic plan, but as you move forward for implementation is a big part of what we do. And so it's engagement analytics in com- in combination with McPherson and Jacobson's California leadership, and that really creates this measurable vision and this bridge for how we have a

136unique offering. But this is really um I think a a great visual that everyone can appreciate. Um is how we do this work. Uh the RFP or RFQ asked us, "How do you actually schedule the work?" Well, we do all the nuts and bolts of pre-planning. How do we establish a team? We help you do that. We help you define mission and vision. We actually uh have a board orientation. I actually already We've created already. At the end of the the Q&A, I'm going to show you um the board orientation that's already branded. And what it does is it helps all of you better ascertain what your role is, which I think the cabinet will appreciate. What is your lane? And how do we actually create new you know definitions for you or what is

137a mission? How does that actually differ from vision and values? So we can discern your priorities. We use technology to actually do an orientation with you. That's the best practice part. We actually do a survey where we engage the board to elicit those priorities, and then we give you back a data report. That actually espouses the board's values. It's all in here. I'm going to give this to you while we're doing Q&A. Just give you an idea. This is how fast and how convincingly we work. But most importantly is once we do all this work and if you are actually want to launch this in July and have something in January, just think about how you know, how might we engage all that voice? How can we do this whole process? We can. We've taken

138a traditional strategic planning process that takes 12 to 18 months. We've basically boiled that down to four to six months because we can turn around thousands of voices of engagement, deep meaningful engagement through AI-driven process. We work with Frederick County, Virginia, 15,000 students. Not as many as as this as this district. 5,000 student voices. Think about that. So, we want to scale the ability to engage voice students and not just for the strategic plan, but going forward as far as as part of continuous improvement. And then we want to do all this work. We help you actually formulate the strategic plan as you'll see. And so here's we want to create this engagement ecosystem. But it's calibrated to you and your goals. The way we engage different stakeholders, there's a science to that. Again, our

139our cabinet knows the way we engage a fifth grader around AI and artificial intelligence is very different the way we might engage a seventh grader or an eighth grader or an 11th grader. How do we engage a teacher versus a building level leader? We engage almost 15,000 stakeholders in Hillsborough County around their fears, dreams, hopes around AI. We delivered a report from 15,000 people all over the all walks of the community within 72 hours. That's how we engage at scale and then that's how we deliver reporting back to you that serves as the underpinning for your insights for a strategic plan that every facet of the community has a role in designing. And I think a term that you'll all appreciate is that term co-design. And so, we have the board orientation module. I just

140showed it to you. We do the survey, and then we give you that back that report. And that's really serves as the basis. We give the board breadcrumbs. So, we make it easier for you to articulate your priorities. We don't expect you to do that all on your own. And then we do we have all kinds of data we can do. And you'll see our data analytics capabilities are significant. We help you do SWATS if you want to do a SWAT. We help you do we help you look at data that you've had previously. You talked a lot about data. You talked about sped data. We have MTSS data dashboards that we use. And so, then we take all of that and we develop data crosswalks. So, from the data reporting, we take different facets

141of what will become the strategic plan through crosswalks, and those become the measurable priorities. I'm wrapping up in a couple of seconds here. You're looking at me like I was I just want to make sure Um okay. And so, again, this is um guiding California through diverse experience in different in different counties and different districts with our Mack and Jack presence. And so, there were different districts we've worked with. These are the proof points. And this is a really helpful. I wouldn't look at the the money I mean the total investment is is what it is. But it's really about chunking down these pieces. And feeling really good that we're working with you. We're creating a soup-to-nuts A-to-Z timeline that we share with a key uh community uh group. So, superintendent and the board wants

142to have a facile uh strategic planning uh body, we help you do that. What kind of language do we put do we put out? We help we work with um Superintendent Rubalcaba. We do the video. We give you the script. So that way we can you know you're only as good as your data. Right? So we say, "Oh, that's great that you want to send something out. You want to engage everybody. How do we get them to engage?" That's part of the research. It's part of our best practice. And we come back, we look at did we engage enough students? Do we engage enough cafeteria workers? Did we what did we engage enough of all facets of the community? If not, we will work to make sure we do what we refer to as intrinsic

143versus extrinsic motivation. There's different ways to inspire people to get them to want to engage constructively and deeply. That's what we want, not just surface level stuff. And that's the work we can do through our expertise. And so this is really an important uh guideline here because we have our project planning. We help set it up. And you can see how we do these it goes right through the January 2027. We actually can move much faster. If there's something in the in the district that uh uh there's weather or there's you know districts have all kinds of things that interrupt the flow of let's say strategic planning or engagement or the actual formulation of the strategic plan. That's okay. We work with you again. We're on schedule with you. We help you make sure the

144cabinet is involved. We have a buy uh like a like a versatile body as I said. And then we have this team with your priorities that undergird everything in the strategic plan. So we're excited about the opportunity to work with Moreno Valley. Um we have um best practice. Uh what what I want to show you is not only this, but since you asked about it in the proposal, we do dashboards. And we do strategic planning dashboards. So unlike many and again uh no disrespect to any consultant out there that does strategic planning. Most people they come in, they do something and they leave. We don't want to leave. Don't I hope you feel good about that. >> [laughter] >> We want to stay and help you implement. We We want to help you with creating

145those KPIs, those measurable Most districts in America do not have measurable KPIs, first of all. Then, once we figure that out, what is the mechanism by which we measure? And that's where this That's where our dashboard comes in. I We did some uh screenshots in the original proposal on the dashboard. And so, we want to help you create that continuous improvement piece. We also have um This is a a model it's created. It's the timeline that we share with you in in concert with you, right? So, this You have to agree to this. We work on it together in the beginning. It becomes the master plan, becomes the road map. This is basically designed and branded with Moreno Valley already. And then we have a partner um that can do leadership uh training and coaching

146cuz you also asked about that. And so, all this can be integrated into the strategic planning process. But again, the big thing is what happens once we get the strategic planning done in January? What happens next? Right? What's the road to implementation, successful implementation, and measure? And how do we dovetail that with school improvement as well as LCAP? Right? We can also help to make sure all that works together. Meaningful stakeholder engagement. That is the mission, one of the key planks of LCAP. Right? That's what we do as well. So, a lot of this fits together. I want to thank you for listening and for giving me time to be here. Congrats on your award, by the way. And uh please, I'd love to uh field some questions from you. So, thank you. >> Thank

147you for the great presentation. Um any questions, concerns, or comments? >> I don't have any questions, but thank you for your presentation. >> Thank you. >> Well, congratulations to you and your bright future. >> [laughter] >> Um and then um Trustee Jackson. Oh, so sorry, Trustee Leyva. >> So, um my only question is like how will you um what are strategies will you use to get the uh community's input? Cuz you talk about, you know, and employees and everything. Yeah. >> So, great question. Different strategies for different stakeholders. Right? [clears throat] I think we feel pretty confident here that if we have the buy-in from building level leaders, we can get students. Um the community at large is the biggest [clears throat] challenge. What languages do we need to deploy to make sure that we're

148covering languages that are their native languages that in which they can express themselves. Also, we can do things like you we get creative. We can do things like QR codes. We can send out postcards. We can put postcards in places where we know the community goes. Right? So, there's many, many different ways. We also want to make sure we're using trusted liaison. Right? So, if you have a PTO leader, you know, the the PTA or PTO in every school, who's running that? You know, how can we get parental uh input? But again, as I'm sure you will all would agree, it's not just parents, it's residents and other community partners that we want to help you engage. So, there are different strategies for different stakeholders, and we want to make sure we get creative and

149that we're committed to all those to make sure we we we really drive participation. >> Thank you. >> You got it. >> Thank you, Trustee Leyva. Trustee Jackson. >> Thank you so much for your presentation. Just a few questions. >> [clears throat] >> Engagement is clearly a big part of this, right? And making sure that we do that and you touched on that engagement. Um often times Moreno Valley as a collective, it is challenging to solicit participation from from families that traditionally don't utilize surveys, focus groups, um town halls, and community meetings. How do you tackle that challenge and that barrier? >> So, again, you know, the words that I use are we want to inspire people. First of all, we have to start to create a culture as I said in my earlier slide,

150an ecosystem of culture of engagement. It doesn't happen overnight, meaning we want to engage around the strategic planning process, but we want to engage, again, not to be presumptuous, but I'm going to assume you would like to be able to engage in a way that transcends the strategic planning process, that you want to engage in a way that is is more continuous improvement driven. And so, there are many, many different ways there are incentives we can give, uh we can do um contests. The The idea is to begin to win and start to garner trust capital, right? In any community, we want to do more of that. And you know how you do that? By beginning to show people that when their voice is heard, things are happening that reflect their contribution. >> Okay. >>

151But it's very, very important and we're very determined, as I said, to um come up with different strategies for different stakeholders. And because your data is only as good as your participation. Right? So, uh and you may have ideas on that and we will work with uh uh any of you as partners to drive participation. And if we don't have it, we're going to tell you we we know we're a little low >> Yes. >> student participation. All the different schools, if we're low on a certain school, maybe we can reach out to a principal to make sure that the student participation is stronger in that school as well. >> Thank you. Thank you for mentioning that. When it comes to the goals and initiatives, say we once we do get to the the actual

152strategic plan, you present that to us as a three-year plan. I will comment I do appreciate the long tail that you all do stay with us through implementation. How do you ensure that this the strategic plan with its goals, hopefully which will be ambitious ambitious in the new initiatives, how do you make sure that's achievable within our district's current budget, staffing levels, and capacity? >> I think that's a great question and that really comes back to metrics and page and key PIs and we can help with that. >> Okay. >> And so um you know, I also think dare I say it that even though it's a three-year plan, it's really like a plan that you with us, you will have the flexibility to adjust that. The reason why I put up that slide of

153the current plan because there might be some really good things in that current plan. You're like, you know what? I'm we want to keep some of those things. Okay, great. Let's have a process by which we can pull out the things that are most mission critical to driving the new strategic plan, but that was good in the old one. And part of that comes from the voice of your staff. And your teachers and your building level people, etc. Even your community. You know, what what what do we want to do from why do students feel safe here? >> Mhm. Mhm. >> Right? What what makes them happy? What drives their happiness around learning? You know, we want to talk to people that are leaving the district. What were your best experiences here? Right? We do

154all kinds of student engagement. Right? We ask a student to think about you're going to ask a fifth grader about strategic planning? No. We're going to calibrate it in a way that gives us an opportunity to distill from a student what makes her feel secure. What inspires her? How do we tie that into the strategic plan? And I I say it gives you a chance every year in a way that's not going to be more work. And I said, you know, but we can work with you to make adjustments to have a continuous improvement cycle. I think that's the most important part of it. >> Thank you for that. And again, I'll just reiterate I do appreciate the implementation piece being key and how you will stick with the partnership through that. My last and

155final question is because we are a large school district, is there any um do you do you ascertain any new challenges that this will prevent present to to you and your um group? Anything novel that you foresee happening? >> With this district in specifically? >> Yeah, just I I I just scaling to the size. >> Um no, because we've worked with some of the largest districts in the country. >> Okay. >> What I will say that I think will really blow your mind but in a good way is that we we want to provide numbers that the public can understand. So, what we also do, a little wrinkle, is not only do we do strategic planning dashboards, but get this, we can take the data, the voice, all of that great uh material that we're

156getting from the different parts of the community, and guess what we can do? Now we have the technology to take what would been a 90-page report, again, 72 hours, we can flip that into a digestible dashboard. We heard you. Here's what you said. Now it gets to be I'm getting chills just talking about it because it's that's the type of thing that that builds trust in a community. Where now you're very uh in an agile, facile way broadcasting back to the community their voice. They spoke. >> Mhm. >> And it can be again, we can striate that from the different uh stakeholder groups, and and again, it's always going to be to your satisfaction. We're only going to be able to put things we think are useful, not too complicated, right? This internal versus external

157dashboarding. But I think that's it's an exciting chapter for Moreno Valley if you can broadcast out in a really super positive way. Even the MTSS data that your colleague just briefly uh with his report. Well, imagine if we could pull some of that in a way that's digestible and give that back to uh community facing. Thank you. >> Any other questions? >> Yes, I have a couple of questions. >> Sure. >> Um you mentioned the analytics and and can you can you nail that down a little more for me? >> It sounds like magic, right? Like wait wait a second. Let me let me sure I get this. Yes, so what we're doing is in order to obtain the voice of thousands of people, right? And uh many different ideas. The other thing I want

158to say, it's not a small item, is qualitative data versus quantitative. Now, we want to be getting plenty of the quantitative data because that's stuff that we can tie back to um demographics, etc. We can tie back to staff, how long they've been in the district, what job titles, where they work. So, all of that's really really important. But, it's the qualitative, starting with the board, that's the why. Our ability to process diverse amounts of qualitative data, it's the thoughts and dreams and hopes and lived experiences and knowledge of people who are we're engaging with is mission critical. And the how on that, Trustee Williams, is that we are using large language modeling uh artificial intelligence to do that. And the sort of irony, which is I think a pretty cool thing, is we're using

159artificial intelligence to drive and provoke human engagement and intelligence in districts. And we have it locked down. We've been doing it for four or five years. I can get into technical stuff about what our platform is, why it doesn't hallucinate, and all of those things. But we've been doing this for quite some time. Those are all really important issues. >> Yeah, when a human does it. KPIs, I I I couldn't decipher what KPIs are. >> Sure. Yeah, so it's just a it's an indicator. It basically is a metric by which you can you can measure different performance and things like that. And so you're going to have various KPIs that are going to help you discern your strategic plan. So it's a metric. And you will have KPIs that basically distill down from even your

160current strategic plan. You let's say you have four or five big big ticket pieces. We call those you know, like the key planks or like that. And then from there you'll have objectives or strategic strategies on how you're going to execute that. And then the KPI is really the piece on how do we know we're executing? To what degree our goal is a certain level of literacy. Our goal is a certain amount of professional development. We want We want all of our teachers doing this professional development. Did it or did that not that did that not happen? Right, so it's a key knowledge indicator and it basically helps you measure how far you've come from your goal and how much further you have to go. And what this is really the key cuz most school

161districts don't do it well. What key interventions must take place perhaps for a KPI to be successfully reached. Because you're were to forecast some of these things and now you're going to go measure them, and we're going to give you a dashboard that helps you do that. We measure those through the data. And you'll have the KPIs will be on a dashboard. You'll all will have agreed to them. You'll all will agree to here's our strategic plan, here are key four or five uh facets of it, right? And below that are um again, different objectives, and below that are the strategies that say, "Okay, here's how we're going to do it." And the KPIs are like the roadmap uh that tell you whether you got there or not, rather than just saying, "Oh, well, did

162it happen? Oh, I don't know." Does that help? >> Yes, that helps. And lastly, um one of the schools you worked with was Hemet. And are you still working with them or what what phase are you in with Hemet right now? >> Yeah, that was probably uh Mack and Jake. They probably did a a search with them. >> Okay. Thank you. >> You're welcome. >> Trustee Luna. My colleagues asked the questions I was going to ask, so I'm good. Thank you for your presentation. >> Okay, my pleasure. >> As well. Thank you for your presentation. >> Thank you. Superintendent Rubalcaba, any questions? >> No, thank you so much. Appreciate you being here. >> Thank you so much. >> So, can we invite the representatives from TNTP Incorporated to come on up? >> Thank you, everybody.

163Thank you, cabinet. Thank you, trustees. Thank you, Superintendent Rubalcaba. Have a >> Great night. Thank you, sir. >> I'm not that tall. Got it. And there's a clicker. All right, good evening, everyone. Thank you so much to the board members, as well as the district leadership, and the community of Moreno Valley for inviting us here tonight to speak more on our potential partnership with Moreno Valley Unified School District. Over the course of the next 5 to 7 minutes, I promise, we'll do some quick introductions about who we are, who is TNTP, and the work that we do, as well as our approach to strategic planning, and our overview of the potential partnership with Moreno Valley Unified School District. So, some quick introductions. My name is Annie Tran. I am a partner with TNTP, born and

164raised in Southern California. I currently am a Riverside resident, so just your neighbor knocking on some doors here. I have been in education for 20-plus years. I started as a middle school science teacher back way in the day, and then I slowly rose in the ranks. I became an assistant principal and a principal of an elementary school in San Jose, California, so very familiar with a lot of the policies and restrictions that we might have here in California. Before joining TNTP and having the opportunity to serve many, many districts in the entire state in California. And I'll have my colleague Melissa introduce herself. >> Hi, everyone. I'm Melissa Green. I grew up in Rancho Cucamonga, not too far from here. I currently live in Pasadena. I'm a former elementary teacher. I taught middle school ELA.

165I was an intervention specialist, an instructional coach, a schools leader, and a systems leader. I've led literacy initiatives both in Los Angeles as well as in Memphis, Tennessee, and it's just a privilege to get to be here with you all tonight. So, thank you. >> [clears throat] >> And so, who is TNTP? TNTP is a national nonprofit founded by teachers who wanted a stronger experience for their students and teachers in the classroom. We are recognized education leader that combines rigorous research, deep policy expertise, and hands-on consulting to ensure that all young people have pathways to economic and social mobility. Our mission is to transform education so every young person thrives. Over the next decade, TNTP will ensure that the PK or TK in California 12 system is designed and delivers on the enduring American promise

166that education will lift every generation, sorry. Working across a broad coalition will ensure that the 3.5 million students who graduate every single year have multiple pathways to academic, economic, and social mobility leading to thriving lives, careers, and communities. What do we do? We partner with our districts, county offices of eds, state education agencies around four main areas. First is that education consulting. We work with school leaders, district leaders, teachers to ensure that they have the curriculum knowledge, the instructional expertise to deliver on that student experience inside the classroom connecting those learning to real-world skills. We do research. When we not only publish the research, we actively do the research in the field that then shapes the policies and advocates for that change in the classroom that we want to make sure ensures all students have

167access to those opportunities for higher quality learning. We also do leadership development and talent talent services. We support schools to build those future-ready teams because as we know, our leaders are one of the most influential people on campus and really accelerate that student experience across schools and across our districts. And then we also engage our communities in coalition building. We mobilize our stakeholders to take action toward shared goals and build those coalitions enough to reshape practice, shift policy, and redesign pathways. We have the opportunity to partner with districts all across the country. Currently, we are in 39 states serving 44,500 districts and 35,000 schools and reaching over 18 million students. And through these partnerships, we've had the tremendous ability to have impact on our students' experiences. With over 6 million students having experienced academic outcomes,

168increased academic outcomes, 82,000 students experience career-connected learning, 1.7 million experience personal systems of support, and 856,000 and greater experiencing gains in social capital. Zooming into California, over the last decade, we've partnered with many districts, county offices, and communities across California to provide the equitable access to opportunities they need to thrive in school and beyond. Highlighted here on this slide is just a few of the examples. We have a much more exhaustive list if you would want to see that. And although we support across different curriculum and content and expertise areas, all of our partnerships with these school districts and communities always start with that initial strategic planning because we know no community is one-size-fits-all model. We want to hear from the community, the students, the teachers, the leaders, the families, caregivers, the assets, and the

169hopes and aspirations they have for their students before we even begin to talk about how do we support them and implement their strategies, their visions, and their priorities. And honestly, probably what makes me the most proud to work at TNTP is our research team. So, not only do we have that field experience working in over 39 states and 4,500 school districts, we use the learning that we do from that field work to inform our research, which then informs our practices in both our instructional education consulting as well as our policy. So, for example, in 2018, we published the report The Opportunity Myth, where we found that students spent the vast majority of their days without access to four critical resources. So, the myth being that if we ask students to do everything that they are

170being asked inside of the classroom, we found out that still left a large portion of our students wholly unprepared for their lives and careers and education they wish to pursue after high school. We used that research to then inform how did we support school leaders and teachers and districts to provide greater access to those four resources. In 2024, we didn't stop the research there. We laid out a hypothesis of how do we end that opportunity myth. So, we found five factors of economic and social mobility that if provided for a student actually not only sets them up to college, but actually in their lives and their careers and the pathways that they chose. In 2024, later that year, we published The Opportunity Makers, which is the first chapter in that past opportunity, digging into what

171does a strong academic foundation look like inside of states, districts, and schools. And we found three practices that all we saw in trajectory changing schools. So, schools that were able to catch up students who were behind back up to grade level and started to then build those practices again into our education consulting and our partnerships with school districts. And it all leads into how do we approach strategic planning, and how do we actively plan for those three promising practices inside of districts and schools. And to talk us through what is our overall approach to strategic planning before digging into the details of what it looks like with your district, I'm going to pass it on to my colleague. >> Thank you so much, Annie. Based on decades of the research that we have engaged in,

172we've identified these six levers as being critical to this work. On the left, what you'll notice is these three levers that are driving levers. First and foremost, keeping the student experience at the center of decision-making. Ensuring that there's consistent high-quality materials and strong instruction, as well as workforce experience and support teacher development, staff development, for example, in order to support and achieve that student experience. On the right, what you'll see are three levers for sustainability. Those three levers begin with community engagement, ensuring that stakeholders are included in critical decision-making. They are structures for belonging, where not only do all stakeholders feel valued in this work, but that there are systems and structures in place for collaboration. And then that there are coherent practices for continuous improvement. How are we consistently monitoring our progress? How are

173we continuously improving the work? Learning from bright spots, problem-solving around challenges, so on and so forth. These six levers really help to look at the system as a whole. They help to elevate bright spots not only to learn from what incredible bright spots exist, but also how they were formulated, as well as being able to identify challenges and hidden barriers. These six levers allow us to create a transformational strategic plan as opposed to a transactional plan ensuring that there are strong systems and structures for collaboration and continuous improvement. These are the four phases that we engage in when it comes to our action planning process. First and foremost, building a shared understanding around the current state. Getting to look at lots of data points, engaging in interviews, learning from stakeholder voice and perspective. The next

174phase is around setting the vision and those clear goals that it is that we're working towards. Third is inclusive planning, inviting lots of stakeholders, community, students, caregivers, educators to the table in order to engage in strategic planning. And then once we have that plan, we also need to make sure that there are strong systems and processes in place not only for continuous improvement, but for monitoring the plan ensuring that we're enacting it as intended and being able to have the systems and structures for collaboration in place in order to continuously approve and expand on the work. These are a few districts or examples of where we have achieved the strategic planning. In Colorado, we've supported Adams County School District in being able to shift to a community school-based model as well as being able to

175advance their career and technical education pathways for students. In Mineral County, Nevada, we've been able to support them in a community informed strategic planning process that improved student results. And in Spokane Public Schools in Washington, we were able to support them in developing their 5-year strategic plan that included strong stakeholder engagement, communication systems, and structures that really supported their implementation process. These are a couple of quotes from um some prior partners who have shared their experience in working with us. And so we also wanted to name what this could look like for your school district in particular, knowing that you are um you know, planning on having your strategic plan ready by January of 2027, we did some backwards planning here around those four phases. Um in order to provide a little bit more detail

176around each of these phases, we wanted to provide these slides as well to show the kinds of data points um and what the work could look like at each phase. In phase one, uh this would be preparing for the work. This would be really learning about current state, the goals that you have for the process, the systems, the structures that are currently in existence. This is also an opportunity to clearly learn what kinds of data points we currently have access to as well as the data points that we want to get curious and find out more um that we want to collect through this process. Phase two is both collecting that data as well as engaging in shared learning. Annie shared the research that we engaged in. Phase two is an opportunity for us to

177engage in shared learning, not just shared learning around your particular context and what the data is illuminating for us, but also around the research of those effective practices that we're seeing are transformational and and leading other schools and districts all over the country and being able to achieve their goals and get to the impact um that we're seeking. In phase three, this is an opportunity for us to engage in that strategic design, looking at each of these clear areas, engaging advisory teams, um working side by side in identifying the highest leverage actions that are going to allow and enable your district in achieving your goals. Um it really is through the research and through the partnerships that we have across the country that we're able to provide insight and guidance around what those highest leverage

178actions are. And then finally, being able to plan for the implementation of the strategic plan. What are the systems that we can leverage for continuous improvement, for collaboration across stakeholders? How are we going to continuously monitor the effectiveness of that plan? Okay. Curious if there are any questions that you all may have for us. >> Thank you for a great presentation. Student board member Hearing? >> Um your presentation was very thorough, so I don't have any questions. But thank you for your presentation. Thank you. >> Thank you. Trustee Leyva? >> Um you already answered my questions. I had like three different questions, but I'm, you know, going through this, you already answered so thank you. Great presentation. >> Thank you. Trustee Jackson? >> Thank you very much for being here and your presentation. Moreno Valley,

179it's a multilingual community, as you understand. What specific strategies when it does come to crowdsourcing and soliciting feedback will you implement to make sure that we're able to engage every voice in Moreno Valley? >> Yes, and so we definitely understand the landscape and the makeup of your community. It is very um it shows up in a lot of other partnerships that we also uh work with. So, then we do engage in making sure that we have materials that are translated. We have trans- live translations for folks who need it, and we also have a lot of bilingual staff um in many of the common languages that are spoken in Southern California. And so, we would then be able to interact with them directly with our own staff as well as then we would want to

180make sure we're leveraging the school community as well as the um school leaders and the teachers. Being a former teacher myself, I know that I was a gateway and access to many families who did not speak English as a first language. And so, just being able to make sure that there is a trusted voice and a trusted person in the room. >> Thank you for that. I appreciate the research that um you all engage in. I wanted to ask how do you how do you um make sure that the research-based policy and recommendation that you have don't overshadow maybe some of the specific um the the the the specific realities and you know, um action items that may come in our strategic plan for Moreno Valley. How do those two how do how do you

181complement your research with some of the realities that you'll find in Moreno Valley in building out our strategic plan? >> Yeah, no, that's a great question, and I think that's uh highlighted in the phases in which we engage. We start off understanding the community, getting to know the context first. So, that is where we start. We start with where all the are the assets and the hopes and the aspirations of the community before we start to think of how could this look like for Moreno Valley versus the other way around. >> Okay. Thank you. Thank you. Because just in that, I want to make sure that um you know, there's aren't there there aren't those but I appreciate research, right? And research is great. Um and doing national level research is great, but I want

182to make sure that it's bespoke to Moreno Valley's and the and the um to Moreno Valley and the realities that we face here. My last question would be again, a district our size, is that a challenge or is that a scale? I know you've worked with significantly sized districts. Do you find any hesitation moving forward? >> Uh we do not find any hesitation working with a larger scale district. Um and we've worked with some of the largest in California as well as across the nation. And so definitely we we know and understand the nuances and we'll we will deeply study and understand your context to make sure that the services that we're offering and the planning that we're providing and consultation um matches the needs. >> Okay. And implementation as well. Can you talk a

183little bit about implementation and what that looks like at the tail end of the strategic plan? >> Yep. So in the phase four, after we have developed the plan, we would partner with you on what implementation looks like. Um and so earlier in the phases we assessed the roles and what roles actually exist within the district as well as their capacity to then design the implementation to match that. So we're not trying to sit there and say you're going to do, you know, 10 priorities in year one when the reality doesn't match the capacity. And so we would make sure to right-size that um as well as then what does it look like in year two and three. And so we would set particular goals that we would want to hit in years one, two,

184and three um all the way up to year five to then make sure that we have concrete strategies that we would execute in each year to get to those goals as well as then have milestones that we would expect to see based on our work with prior districts. >> And that work that you mentioned, does that come after um we've concluded with this initial contract for the strategic plan or is that included as well? >> Uh which part? >> The the part where you say, you know, you you stay with us and you make sure that we do build out the implementation. That part that we reach, is that does that happen in that last phase? >> It would happen in that last phase. So we would create that plan together um just to make

185sure that it is executed and then yeah. >> Thank you. No further questions, President Clark. >> Thank you highly, Trustee Williams. >> I really appreciate your, uh, presentation. And, uh, I don't have any questions at this time. I It's real clear and succinct for me. Thank you. >> Thank you, Trustee Luna. >> Thank you so much for your presentation. I have no questions. >> Thank you. >> Hi, I do have one question. And let me get back to that slide. This is simple question. I just wanted to know a little bit more about your data collection in phase one. Can you Can you tell me how you collect data, what methodologies that you used? >> [laughter] >> Um, you know, that comes from in phase one also learning around the kinds of systems and structures

186that already exist. And so, it could look like surveys, it could look like working with community partnerships, it could look like interviews. Um, there there are lots of different ways that we typically collect that data. As Annie was sharing, we don't believe in this one-size-fits-all approach, and so we have lots of resources for lots of different kinds of structures that we could leverage to collect, um, voice and perspective. Um, one thing that I would add that is really crucial is keeping students' voices at the center as well as educators and school leaders as well. Um, and community members. Um, but we definitely keep students at the center of the decision-making and in the planning process as well. >> Thank you. Any other questions? Dr. Vukovich. >> Thank you so much. Thank you for being here.

187>> Thank you. >> And now we'd like to invite up our representative from K-12 Coalition. >> Okay, good evening, everyone. Um my name is Dr. Andrea Thomas-Reynolds. I'm managing director uh with K-12 Coalition. Um I know it's been a long evening. I'm going to try to keep us within the 5-7 minute uh period and then open this up for some questions. Um I think Moreno Valley Unified School District is at an interesting point. Um while you have already completed your first strategic plan, um there may be some things in there that can continue to move forward, but I think there's also an opportunity to not only engage your community, not only in the process, but in the outcome, so that they're valued stakeholders in in the results of it as well. So, for this evening,

188I'm going to just walk us through briefly why K-12 Coalition, a little bit about our planning philosophy, our qualifications of our team, who our team members are, uh some stakeholder engagement activities that we've already participated in in um large-scale districts, and then open it up for questions. So, why K-12 Coalition? We bring a vast amount of experience, expertise, and commitment to this process. Well over 20 years of supporting K-12 schools nationwide, particularly in the strategic planning space, uh we have worked with over 7,000 school districts, 15 state education agencies, impacting over 1.1 million students. Um in addition to our expertise, several of our team members are former superintendents, are former practitioners. So, we have either sat in the seat or have been on the cabinet level and understand what you're navigating. So, we bring that

189expertise to the table and are able to anticipate what's going to happen, so you're not just going through the motions, but you're also anticipating how you're going to respond and engage your community throughout that process. And then finally, a plan that really drives your daily behavior. Something that everyone can see themselves in, that we're aligned to that same vision. Everybody understands the role that they're playing, but more importantly, the community understands the why behind the actions that are taken. As part of K-12 Coalition, our design is really about outcomes for students, and we do this through a consortium of companies that have come together to formulate K-12 Coalition. So, we do work in I Teach, which is for teacher credentialing. Uh for Teaching Channel, this is a professional development arm that's available for um schools

190and educators. Uh Lavinia Group is our consulting arm that does some work with charter schools. Um and for passage preparation, passages for paraprofessionals, cuz we all know that we have paraprofessionals in schools who just don't know that they too can become teachers as well. They're some of the most people that are within the schools. And then finally, Keys to Literacy. This is our um latest endeavor of really prioritizing literacy. Um they're largely based out of the Massachusetts area, but they are around the country, and we're excited to have them as part of our team. So, when we're approaching strategic planning efforts, we're not just going in looking at the plan. We're looking at all of these areas and how that feeds into uh what you're trying to accomplish. Now, our approach is a little bit

191different. We start off by listening. We want to really understand what the board is trying to accomplish. We want to understand what the superintendent is also envisioning. And then in that process, we need to also think about what feedback have you been getting from the community? Because while it may be difficult, it may be a challenge, it is the reality. And based on that reality, you have to navigate from where you are. Not in a utopia, but let's call it what it is because once we're all on the same page with what we're navigating, we can then come together to realize what we need to do to move forward. And in that process, after listening, we then began to think about what are some strategies that we could co-develop and co-design that also honors what

192the board is doing because there's two different parts of this. As the superintendent, you're going to be responsible for implementing the plan. But the board is going to be responsible for it. What policies are you laying down on the groundwork in order for the superintendent to be able to execute? And what the community needs in this process is to understand that their voice is heard, that you pull them into this process, understanding you're not going to fix everything. But what's a way that we could do this in such a manner that it's respected and it builds trust because once you build trust and the community can see their fact their their way in that, it goes a long way in helping you to realize the vision that you're trying to do for your district. So,

193we've already looked at core values, vision, mission. We we we shared that. Uh the superintendent has shared that already. So, none of that really changes. But the one thing that we do relative to this is let's just take a look at it. We ask three primary questions for all of your stakeholders. What's working well? What's missing? And what would you like to see? And from those three questions, and they vary based upon the stakeholders. We've even asked that for our students, our young students in elementary school. It's going to be a little bit different in middle school. And there's a lot to say in high school, but we make sure that we pull all of those voices in because you're going to start to see triangulation. Little kids may say it one way. High school

194students may say it another way, but there's a theme that's going to start to emerge relative to that. So, we kind of use this process as our as our basis. What does this look like? We start off with pre-work. So, one of the first things we'll do is meet with the board um to get your feedback. What is it that you haven't navigated in over the last few years? What has been a challenge? What has worked really well? And what's an area that you didn't quite get there, but you really want to over this next period? That becomes a North Star. That's what we're going to try to to work towards. Then we do that same process with the superintendent. And then that superintendent can engage his cabinet relative to that process as well. But

195during this period, we begin to start looking at surveys. Let's just What data do you have on how you're doing? But what public data that may be out there that we need to put out there? Based off of that information, that becomes the reality. This is where we're starting from. Then we move from that process to the iterative, right? So, now we're in the design design stage. From that initial meeting with the board, from setting up and I forgot to mention your steering committee. So, you usually like to have between for a district this size, you're probably looking at between 40 to 75. That's a vast number. Um but I think for a district this size, you're going to need quite a bit of people to be involved in that process. Well, we will establish

196your large-scale steering committee meetings, but we you may also decide that you want to have different meetings. You may want to have just a group of principals because each group is going to bring their own perspective. So, just like we focus on students, we may want to do the same with community-based organizations that are also in the community as well. So, you're pulling in all of those voices. Now, that steering committee really meets between six to eight times. But what that committee is doing is taking the information and then they are kind of saying, "This is what we think the priority may be based off of what we're getting. We don't stop there. We then take that information and go back to schools, go back to the the larger committee groups that are out there,

197and we say, "What do you think of this? Is this hitting it? Is this kind of cutting what you think you want to do?" Excuse me. Does this look like something that is resonating with you? Again, what's missing? What's working? Where Where else can we go? This all helps us with revising the feedback. And from that last stage, we then get into the imple- implementation. So, in the implementation stage, you're going to have your priorities. You're going to have your strategies. You're going to have your key initiatives that you're trying to do. But, you have to paint a picture where you're going. And relative to where you're going, that's where those key performance indicators have already come up. We'll start talking about that as well. We start looking at that. But, we also look at

198leading, lagging um indicators, as well as the outcomes of where you're going. Because all of those are going to be key factors in letting you as the board know whether or not this is moving forward. And as for the superintendent, there's going to be a lot of things that within departments, within um various um other staff members that we may not ever see. But, it's key things that if they don't happen, it makes it very difficult for that goal to get accomplished. So, with that refinement, we'll help with putting the strategic plan together. But, we also work with ensuring that there is a a viable annual work plan for that cabinet and for the team. Because they have to then begin to execute. Um and you can have the best plan on paper, but if

199you don't know how to execute, if we don't have trust, it's not going to to really work out well. So, if we put all of this together, we have the alignment, we have the clear goals, and so forth from an operational and systems perspective. If we're also working from that same perspective on on our organizational and cultural benefits, and we're kind of keeping all of that communication open, really bringing that coherence together, then we do begin to see those longer term impacts, but it's not going to be done overnight, right? It's going to take time. And so, making sure your community understands that all of this didn't happen overnight, so it's not going to get solved overnight, but we really need for them to be a part of the process, so we're working together. So,

200let's talk a little bit about our qualifications and experiences. Uh some districts that um I've worked with, where I saw tonight, it seemed very similar. Uh one was Jackson Public Schools. When um we have now done their strategic plan twice, so two five-year plans. The first plan that we did for them, there was a lot of um concern from the community, and so, we helped bridge together that. We worked with um different foundations that were in the area as well, but we all came together, so that that community can just voice their concerns. Once they began to do that, as well as staff members within the school who had issues that they just didn't feel that it was safe. Once they began to see a change was happening, you started seeing some traction. Um this

201led to, after the first five years, um Jackson um Public Schools did increase significantly in certain things, but the main thing that they did is that they were able to get the community to understand that the superintendent and his team can't do this by themselves, right? They're they're outnumbered with 27,000 students. So, we need the community to be in that process, and we need for every employee to understand that they are ambassadors of the district. So, when you're saying something negative at the hair salon or in the grocery store, that's going to carry weight. People are going to remember that. So, how How we How do you get your team, your your larger team to understand that they're part of this process with you? That led to them doing another strategic plan, and [snorts] what

202came from that is an annual um I would call it two and a half day training where they bring their operations, their instructional, and their finance teams together to ensure that they're moving forward with that vision. So, that can help building coherence for impact. As for um our team, um my background is actually in community economic development, so I got into um the education um business very differently. I've been um at a systems level um former superintendent working with districts after Hurricane Katrina. Um [snorts] originally from New Orleans. Um and so I've been 20 years in working with strategic planning work relative to that. My team [snorts] is also uh former uh superintendent in Oklahoma, former cabinet member in Denver is Grant Guyer, and Jessica Wilson is our senior analyst for our team. One last

203component to say about our stakeholder engagement, again, we do work with surveys, we do focus groups, we do community forums, we do them by subgroups, we do them in schools. Um we do them over a a variety of different ways. We collaborate with our steering committee, our working groups, as well as leadership workshops, and that's important to sustain the work. You can see all who we engage in the process, and we're deliberate about that. And then finally on the refinement, there's draft reviews. We go back and we double-check, is this what we're hearing? And we make sure the board understands, based off of what you have here, what impact does does this now indicate for the board relative to policy decisions that need to be made? And I think with that, I'll open it up

204for questions. >> Thank you so much. Great presentation. I'll start with you, student board member Healey. >> Um I don't have any questions, but I really appreciate in your presentation how you include how you look into each and every aspect, and I appreciate the last slide and how you um include everyone in who you engage. So, thank you for your presentation. >> Thank you, and congratulations again. Trustee Leyva. >> Thank you for your presentation. Yeah, I was looking through your presentation, but the last slide, that's the one, you know, that caught my attention where you simplify and like show the different ways that you utilize to be able to obtain that information and how you make sure that everyone is represented and everyone is important for this uh plan. So, thank you. >> Thank you.

205Trustee Jackson. >> Thank you, President Clark. Thank you very much for your presentation, Dr. Thomas-Reynolds. I was going to ask about stakeholder engagement and what can what what groups do you engage with outside of the school district, but you've answered that um very well. Thank you for that. My question is we are a diverse board with diverse perspectives and opinions on how we want to see a strategic plan. How do you go about ensuring that each one of our priorities are reflected in that strategic plan? >> That's an excellent question. Um just going through this old one um district in Phoenix, and we've kind of come to some synergy. >> Okay. >> The first thing is let's put everything on the board. >> Okay. >> Let's put everything out there, and then based off of

206that, what do we see in common? What are the things that we all can resonate with? And then of all the things that you have listed, what are the two to three things that if the board focused on could yield you the results that you want to see? And from there, you begin to see the noise that's there versus those big ticket items that all of you care about. You heard it tonight. You care about students. Care about your teams. You want this community to succeed and you want your schools to succeed. So that's a that's a core component that we're we're there. So relative to that, let's begin to work from that perspective and more so, let's make sure the community understands the why behind it. And I think sometimes when they don't understand

207the why, people create the why. And they create a whole lot of commas after [clears throat] that, right? It keeps going on and on. But if you can get ahead of it and establish and it's just or it's like over communicating. There's nothing to hide. We're all in this together. We're on the board trying to help our students in Moreno Valley. >> Thank you. Thank you for that. I wanted to ask what crowdsourcing tools do you and the team use to solicit feedback and encourage that engagement from our our community? >> Quite a bit of what you've already heard tonight. Um we do QR codes on everything. Um we learned that from the kids that it's easy for them and then now parents and so forth are doing that. Work a lot with our clergy

208uh in this process as well. Um we also uh rely on the school district as well as the community. Who are your community leaders? All right? How can we engage them in this process because again, it behooves them for this to work as well. So we'll utilize that. We definitely um when we do the surveys, we put it out there for everyone. Um we do ask like an age range so it gives us an idea. We also ask um if you're a student, if you're a community member, if you're a parent, if you're a parent of a if you're an employee and also a parent. We do all of that to get that feel. But then we ask for we we don't put a lot of questions there because when there are a lot of

209questions, people don't do it, right? They stop. So we focus on like five key things. And and that depends upon based off of what we're getting from you, and then we leave an open question. Occasionally, you're going to have people that give us, you know, quite a bit, and that's great. But some that helps the person who would get tired, fatigued, and then you won't get their feedback. So, we we do it very concisely, and then as we get them, we then open that up. >> And on engagement, this may be a hard question to answer, but in the situation because we are on um we have we have a well-planned timeline for the strategic plan, that that in that opportunity for engagement, it might you know, it's very finite. What opportunities um do you

210do you anticipate if there it does need to be a pivot, if the engagement tactics that we're utilizing aren't resonating and we're not getting that feedback? >> Well, we'll look at data. So, let's say for example, we would say we want to leave your surveys open for it 3 weeks. We're looking at that every day, but by the end of the first week, if we don't have the traction that we're seeing, we're already saying we need to try to do something different for this particular group. >> Understood. >> So, we we look at that from that perspective. We also, when you think about the timeline, our strategic plans are also done within 5 to 6 months. But, you know, and let's you know, I'm just going to be frank here, we're going into the fall,

211we have to understand your calendar, right? Because there's different holidays that sort of kind of make it hard for things to happen, particularly around November, December. So, we try to build all of that in. And we'll do that by in the first month, let's go and get as much data as we can collect. What does does the district currently have, and then let's begin to put out the surveys. You don't have to wait during the course of July, when things may be slow. This is an opportunity to really begin to get that feedback and get that buzz going. And then as you're starting back school, August, September, that's an August really, that is an opportunity back to school nights, QR code, People going to church, they're going to get either clothes, uniforms, whatever. All of

212those different places, if you want to really engage people in that way, you have to make it very accessible for them to be able to do that. >> And lastly, um on implementation, what does the hand-holding process look like in implementation? >> Yes. Okay, so once we help the um district come up with their KPIs, we then begin to get the teams to understand that this is not exclusive to just your area, but there's going to be some some cross-collaboration work that needs to be done. Um it's hard for people to at first think about it in that way, but once you start lining it up, they could see my thing in well-being also has a strong impact on talent and development because you want the same thing for our uh teachers, right? So, after

213we have that KPI the KPIs are done, we have the strategic plan done, we then pull the cabinet in to have a meeting with them about how you want to execute. We have a cabinet level retreats that we do. It's not a retreat just let's work on this, but we we'll also pull some different themes in that might need for team-building, some trust. And then in the same token, we extend the same opportunity for the board because now that the the superintendent has his plan, what will be the responsibility of the board in making this happen? That is from a policy perspective to support the superintendent. >> Thank you, Dr. Thomas-Reynolds. >> Trustee Williams. >> Thank you for being here, Dr. Reynolds. Um I really like what you had to say at the beginning of

214the presentation about outcomes for students and listening and community and talking to community partners. And I think you've struck a chord, I think, on this board with what you've had to say tonight. So, it's it's more of a comment than a question. And um when you design the implementation you mentioned the steering committee of a school district this size should be a little bit bigger. >> Yeah, you're 30,000 um students roughly, right? 30 to 31,000. >> Okay. Uh you're going to need quite a bit of folks because from what I've heard tonight, you're not just looking at a school district strategic plan. You're really embarking upon a community-wide effort. That is very different. And so, if you don't engage as many voices, as many different stakeholders as possible, you run the risk of alienating someone

215or a group who felt that you didn't pull them in. And so, this is one way where you can begin to announce that we're going to be embarking upon the Moreno Valley School District um strategic planning process, but we're opening it up for the community. We want community-based organizations as this group. And we want someone from that group to be on the steering committee. We want clergy to be gathered talking about us, and we want a couple of people from clergy to be on the steering committee. So, you see what we're doing? Now, yeah, and so now, all of a sudden, while you have a steering committee that may be 40, 50, 60 people, they're going back talking to their folks because they have someone at the table who understands what's happening, and they're not

216coming up with something, but they're getting it directly. Thank you very much. >> Thank you, Trustee Williams. Trustee Luna. >> Thank you for your presentation. My colleagues are very thorough, so I don't have any questions. Thank you. >> Thank you kindly. I don't have any questions at this time. Dr. Rubalcaba? >> Thank you so much for being here tonight. >> Okay, thank you. Appreciate it. >> Prior to moving forward, I would ask that the board take a 5-minute recess. Yep. And so, we're return at let's just say 8:31. Cuz I know there's some seconds in there. So. 8:31. Thank you. Recess. >> Mhm. >> Board of Education reconvened at 8:33 p.m. So, we are now um So, it's time to discuss um action K1, the interviews an action item of the strategic planning plan. Consultants,

217would anyone like to make any comments or make motion to approve? Um Or let's just let's just have a discussion. Trustee Jackson. >> Oh, yes, I'm happy to engage in discussion. I don't have to go first. >> [laughter] >> My apologies. >> No worries. Anyone up for any discussion? We'll start with student board member Hearing. >> Can we please start with Miss Labor? Absolutely. Trusty Labor. I just feel that it's very important that we get the input of everyone in our community, you know, including you know, even those that do not have maybe kids in the district, but they do are part of our you know, our community. Us, to me it's like you know, a main thing to have the input of the students, but also teachers. So everybody needs to be involved in

218this so that we can have, you know, like um a real consensus, you know, what we need [clears throat] to do, where we need to work, and the implementations that we need to make. So um that's what I have to say for right now. >> Is there any particular consultant group that you were impressed with or are there any um >> Like I In my mind I have a tie. I'm in between um >> [sighs] >> Let me see. The presentation from if I'm not mistaken TNT TNTP and [snorts] um Let me see. And K-12 Coalition if I'm not mistaken. Yes. >> Would anybody else like to um talk about that? Maybe we get some pros and cons on why you like them both or if we want to move on if you don't feel

219comfortable at this time. I can move on to uh Trusty Jackson. >> You can move on. >> Okay. And then we'll discuss a little more. >> I very If I may uh President Clark. I very much appreciated all three presentations that we got from the consulting groups. I will say when it came to innovation, the team that presented in the beginning the the gist that presented in the beginning, I really loved the engagement portion that they brought to the table. Also was very cost competitive contract that we're looking to endeavor if that is the group that we go with. Most importantly, what I really will celebrate and praise them for was the long tail at the end of this opportunity, how they will stick with us in that implementation phase. That was something that I

220made sure to iterate with all three groups, but definitely innovation they they seem very well positioned to do so. When it came to the second group that we were presented with TNTP, I do appreciate also just what they're looking at overall and how they're going to be very strategic in making sure that they can engage all groups within our community. So I do highlight and appreciate that. K-12 Coalition, I believe they are well prepared to work with our school district. This was the group that I personally scored the highest for myself. I do like that they are They they I had several reasons that I'm that I'm reviewing over here in my list as to why they were number one for me. I believe they are I but I had no doubt in their engagement

221their engagement tactics and how they're going to go about that. When I first reviewed their application when we got their application sometime ago, that's what I took note of the most was their engagement tactics and how I mean there's just several elements. The steering committee, how often they're going to be engaging us as board members. I very much valued that their engagement of us and our community stakeholders. That's beyond just our school district as well. So that was the strongest highlight to me. And I will say I want to I want to make sure that the implementation phase is a strong hand holding opportunity for us to continue to work with them when we do get the strategic plan. So those are my comments, President Clark. >> I appreciate you. Just for clarification, trusty Leyva,

222trusty Leyva, it was K12 Coalition or K Innovate K12. >> K12 uh >> Coalition. >> K12 Coalition. >> Okay, sounds good. Thank you so much. And trusty Williams. >> Thank you, President Jackson. Uh President Jackson? Oh my goodness. President Clark. My mistake. Um I I found all the presentations uh uh all have a different slant to a strategic plan. Um I'm finding that TNTP um has a has a good foundation in terms of their four basic areas in which they look at the district. Um but I was uh leaning towards K12 Coalition. And I think the community piece um and the outcomes for students is something that I I really think our district needs to focus on as far as the strategic plan. And um we need to um really jump up our stakeholders uh

223in different ways to really really find out what we do have in common that we can all rally around. And uh I like the community component. That's my take on it. Thank you. >> Thank you, trusty Luna. >> Thank you, President Clark. So, yes, as was stated already, I think all three brought something different to the table. One of the highlights for me under innovate K-12 were the dashboards. I think that's very important real-time information, if you will, when we're surveying our community and those are those are visuals are very important for me personally, but I think also for a lot of other people. TNTP, I really appreciate the research that they've done and all the work they've done. The opportunity myth, the opportunity makers, I'm sure that information could be so valuable to creating

224a strategic plan. And then as was stated, K-12 coalition the steering committee, 40 to 75 people, I think that's that's a big ask, but I think it's also very important, like you said, to get everyone's perspective [clears throat] to create a strategic plan. So, with my very limited experience with strategic plans, many times they're they're created, they're innovative, we're excited about them, and then they sit on the shelf. So, for me, my my highest rating was innovate K-12 because of the action taken after. That that work will continue. That we will make sure that it's implemented. So, and then again, the dashboards. That's >> That's a very good point. Um I too like liked all three presentations. One of the things that stood out to me was TNTP being very focused on academics. And when

225we think about the things that we want to do in the future, that was aligned. I do like uh K12 Innovate or Innovate K12, please forgive me. Again, for that sitting on the shelf component, the hand-holding after um after the strategic the strategic plan is implemented alongside of the dashboards. So, uh and again K um excuse me, please. Again, it was K12 Coalition with their surveys, the focus groups, community forums, all that. One thing that Innovate K12 and K12 Coalition have in common is that board um advisory that board meeting or that board um camaraderie where we get the feed they get the feedback from the board and they kind of see where they want to work with their lives and also liked how, you know, they were going to talk to the cabinet, the

226superintendent, and all the stakeholders in the community all being laser-focused on the students first, which is what we like. So, with that said, does anyone make want to make a motion or do you feel that you need additional time? Or we can make a motion. We've had their plans in front of us. We've got the opportunity ask questions. They're sitting here ready to go. Thank you for joining us this evening. And so, if we have a motion on the floor, I'm ready to proceed. >> I move to >> Sorry, excuse me one second. Sue Woodward Rail, I'm sorry, I didn't see you. >> Sorry, it's okay. But I really appreciated all of the presentations as well. But I wanted to shed more light on TNTP because I really appreciated how like research-based they are and

227how research is a big fundamental of of company. And I also really um appreciated the essential leverage that they had. I think they're really strong. And that was really all I wanted to add. >> Thank you, Kylie. Miss Huling. [snorts] And do we have a motion? >> Thank you, President Clark. I move to move forward with contracting with K12 Coalition for our strategic plan. >> Is there a second? >> I'll second that. >> Please, Claudia, please call for the vote. >> Student Board Member Huling? I. Miss Leyva? >> I still have my doubts between which one I want, so I don't know. >> The motion is on the floor. >> I say no. >> You said no? >> No. >> Thank you. There's no. >> Mr. Jackson? >> I. >> Mr. Williams? >> I. >>

228Miss Luna? >> No. >> Miss Clark? >> Well, I wasn't expecting that. Just one second. Uh Oh. Motion failed. >> I'd like to make a motion to support Innovate K12 for our strategic plan. >> Can I get a second? Motion failed. >> Can we have more discussion? >> Please and thank you. >> I will say when it came to K12 Coalition, um again, I think the engagement stakeholder process is extremely fundamental and I have no doubts in any of their engagement tactics and also how broad of a coalition they're looking to build to solicit that feedback. I think again, I'm just going back and I'm trying to drop my memory of when I first sat with their application, they stood out of all three of applicants. And also, I will mention they are the most

229cost-competitive of of the contracts that we're trying to endeavor with. So, I think we are we are going to get for lack of a better term, we're going to get our biggest bang for for the buck or however that saying goes. Um so again, I just think that there's an opportunity to engage with them as our consulting for our strategic plan. And I feel like we Marina Valley will be in good hands if we do um move forward with them. I I will say there is when it came to Innovate K-12, I also strongly, you know, I I am torn between the two. I am torn between the two. I I um but for for me, my decision still stands with K-12 Coalition. And I think the the the the ultimate piece is that they

230are the cost the more cost-competitive of the two. >> Thank you. Any other comments or concerns? >> I guess, you know, like what I saw on TNTP, you know, I like um K-12 Coalition. But the one thing that I saw on TNTP is the experience that they have, you know, us they being teachers, educators. And they have, you know, like one of the uh presenters said, you know, was a uh a principal, a teacher. So, I feel that they have um a little bit more um you know, like perspective um uh or knowledgeable about, you know, the aspects of the things that are we needing as a district. So, that's my intake that one. >> Sounds good. Can I get another motion? >> I >> Oh. >> I have a comment after um Ms. Leyva.

231>> Thank you. >> Um what I liked about K-12 is that the team are made up of former superintendents who have had to put these strategic plans together over and over again. And I just think there's a wealth of knowledge there that Moreno Valley Unified School District could benefit from. And we're we're in the midst of needing to engage our community and needing to engage our stakeholders within the district. And I want to remind everybody if you work for the district if you have a child in the district if you live in Moreno Valley, you are the district. See? So let's not be confused. We need everybody in this community to come together and work on this strategic plan. >> And I feel that's where my my doubts I have, you know, I'm sorry. It's

232because I see, you know, they both have that TNTP and K12 Coalition. They have that um in their presentation that they're they feel that the community it's it's important, you know, not only, you know, the parents or the uh board members, but every single one, students, teachers, everyone is important in this strategic plan that we need to have. >> Reading it through and as I listened, um I'm also one of the things that did stand out for me through K12 Coalition was something that was mentioned we need to make sure that people were branding ourselves in the community. Where if you work for the district and you go and talk about the district we want all that positive yeah, um that positive marketing outside of the district or that positive or rebranding ourselves even within

233our own district to say, "You know what? We're going to speak well about this school district. What are the highlights? What are the You know, some of the things that they can say out I like that." So, Ms. Luna. >> Yeah, I just wanted to mention since we were we're talking about our presenters, I know Innovate K12, he said he was a a five-year board member. So, I appreciate that perspective immensely as a board member that he brings that that background. He knows what what a board member's looking for. Um and like I said, I'm just going to go back to it. Dashboards and the hand-holding at the end, those are those are what convinced me. All of all of these companies are well qualified to do our strategic plan. There's no doubt about that.

234But, I'm going to go back to I don't want it sitting on the shelf. I want it to be moving forward and I feel like with Innovate K12, it's going to move forward, no doubt. So, that's where I stand. >> Okay. So, do I have a motion? >> I was, you know, taking the consensus from our student board member. Um and listening to what she said and um I don't know. I like to make a motion to for TNTP. >> Thank you. Can I get a second? >> I'd like to second. >> Fantastic. Uh-huh, [snorts] please call for the vote. >> Student board member Hearing. >> I. >> Ms. Leyva. >> I. >> Mr. Jackson. >> No. >> Mr. Williams. >> No. >> Ms. Luna. >> No. >> Ms. Clark. >> No. >> This motion

235has failed. >> I would like to move to contract for a strategic plan with K12 Coalition. >> Can I get a second? >> I'll second. >> Ms. Claudia, please call for the final vote, hopefully. >> Student board member Hearing. >> This is for [snorts] K12 Coalition. >> Correct. >> I. >> Ms. Leyva. >> I. >> Mr. Jackson. >> I. >> Mr. Williams. >> I. >> Ms. Luna. >> No. >> Ms. Clark. >> I. >> This motion's passed. 1 2 3 4 5 eyes, 1 no. Thank you. >> Uh on behalf of our district, just want to thank you again for being here tonight. I hope that you glean from the thorough discussion and debate amongst our team that we really care about our our kids and we want to do what's best for them. So,

236congratulations to K12. We look forward to working with you. And again, thank you so much for being here tonight. We really appreciate you. >> Thank you. >> It's item K2, presentation of the 2026-27 California Dashboard, local indicators and action item for approval of 2026-2027 Local Control and Accountability Plan. Dr. Arsay. >> Thank you very much, Ms. Clark. This is uh annual action for you or review for you Um followed by the approval of the local control accountability plan. So our California dashboard our local indicators as the board recognizes we have our accountability indicators that include the suspension rate, chronic absenteeism rate, ELA, math, LP, graduation, college and career indicators. And then we also have our local indicators and together we have to address the eight priorities of the state. So all the local indicators they

237align to our vision, mission, portrait of a graduate. Here are the alignments on our priorities or the state priorities with our goals. And in these local indicators we're looking at seven well at five different areas but the you see the map to the seven priorities. We have basics which is priority one, state standards priority two, parent engagement priority three, school climate priority six, and course access priority seven. In looking at this we look at different metrics working with our different educational partners including but not limited to facilities, MNO, human resources, business services. Um You could see the different metrics there. In looking at priority one are teachers appropriately assigned? And we have the percent here is out of field according to the teacher assignment monitoring is a 2.9. We found only very few teachers are

238misassigned is is a terminology from the state. And that's something that we gathered from HR. Percentage of students that don't have access to their own materials zero. And then the number of identified instances where facilities did not meet the good repair standard we did have a one this year. Um under priority two implementation of state and academic standards, um again this is self-reflective, self-reported data. Every year we go through all of the questions and we have to respond as a team. So in this area educational services team went through a thorough um alignment and those are the scores provided. Next generation standards is an area that we will continue to focus now that we have the CAST as well. And then um history and social science standard it is an area that we will continue

239to focus getting to that five. Under priority three parent and family engagement, um we believe that we are providing our families multiple opportunities for engagement and I want to make that just a distinction. Multiple opportunities for engagement, but we will continue to work on actually engaging them um which is different. In looking at our school climate data, these are the percentage of families responded favorably to favorably to the following topics. Under equity, 98% and then classroom environment 92% Overall rating for families, um this is more the spread. The area to look at where they were at 88% was safety and climate. In looking at equity and culture trends from the student perspective, uh you see the equity is pretty high, but when it comes to culture, we need to work especially and that is one

240of the we will present a slide on that. For grade six to 12, we were favorably at 67% um and then grades three to five at 71%. So we we do believe there's a culture gap there that we are addressing next year. Under priority seven course of action, Moreno Valley Unified School District students, we um looking at especially our three unduplicated student percentages, foster youth, English learners, and social low social economic status. Um we are implementing our early college high school for next year. Um, we plan to add 500 students to this pathway. We did a soft launch and where we had 80 applications, accepted 35 students for next year, ninth graders taking college courses. Our AP Capstone is and all of our high school CT expansion is very well underway and our doing Roman

241is record high enrollment this last year. Um, those are all of our programs that we have at Moreno Valley Unified School District, ample opportunity from elementary, middle to high school. And for next year, based on the board input that we received, but also parent input, student input through our LCAP, we identified and we shared this at last board meeting that we have uh, we have a responsibility to increase safety and social emotional uh, culture, looking at anti-bias training for all staff and leadership and that will be part of our of our day training. Um, under safety and social emotional, we also purchased two PBIS programs and then character strong where all of our uh, counselors have been trained. Um, our PBIS one-to-one coaching and favorable audit for fidelity. So, we were scattered all over the

242place in different PBIS programs. So, now we will have positive rewards, PBIS and Minga for secondary and then connections, intentional peer-to-peer family networking sessions and improve strategies to increase student sense of belonging. All of these areas that we will be focusing on next year once the board also gives us our priorities and direction. We believe we will continue to impact student achievement. Um, and then they work together to meet the vision and mission of our district. Are there any questions? Any questions? All right, thank you. >> Thank you. >> So, can I have a motion to adopt Excuse me. Can I have a motion to approve the 2026-2027 local control accountability plan as presented? >> So moved. >> I'll second. >> Thank you. Ms. Claudia, please call for the vote. >> Student board member Ewing.

243>> Aye. >> Ms. Leyva. >> Aye. >> Mr. Jackson. >> Aye. >> Mr. Williams. >> Aye. >> Ms. Luna. >> Aye. >> Ms. Clark. >> Aye. This motion has passed 6-0. We are on to presentation and action item for the adoption of 2026-2027 budget. Ms. Lopez. >> Thank you, President Clark. I'm going to go ahead and get started with the presentation. Um we've gone over our goals today, land acknowledgement. So, I'm going to start right on slide number five. Our budget adoption is a requirement of education code reference there, 42126, 42127, states that governing board shall adopt a budget on or before 1st of July of each year. Um and then we are required to submit to our COE no later than five days after the adoption or prior to July 1st, whichever occurs first.

244Uh just that last bullet because I know we talked about it at the study session at the public hearing last week. I can share with you that as of today, June 23rd, Governor Newsom has not signed the state budget. So, typically we have a presentation because as we walk through the presentation, we would highlight any changes if we had a state budget. In this case, we don't and so I'm going to go through really quickly through some of the slides because there are no changes from the public hearing. So, when we look at our revenue assumptions, no changes here because we don't have a state budget. Um on slide number seven, just want to highlight our local control funding formula, and we will start with the prior year revenue amount of LCFF, which was 466

245million. And you can see that based on us incorporating in 2026-27, that 2.87% COLA, you can see the increase to the base, supplemental, and concentration amounts. Just a reminder, supplemental and concentration is directly uh going into the LCAP that was just approved. Um, and the total projected revenue for 2026-27, when it comes to LCFF, is 477 million. Again, uh this is a graph that you've seen before. I do just want to point out on the local revenues, there was a question earlier today about um the local revenues. That 1.9% the majority of that is interest. Um, and so interest income is considered a a local revenue uh for us for 2025-26, that amount is about 10 million, projected to be about 8 million for 2026-27, so it's a it's a slow it's a low percentage,

246but just wanted to make sure I provided that uh information. >> So, can we also clarify cuz this has come up before, we only collect and able to keep interest on state funds and local funds, any federal funds that we earn interest on must returned must be returned back to the federal government. So, just clarification cuz that has come up before. >> Yes. And that's why the interest or the local revenues on fund 06 are much smaller, that percentage is much smaller because we are not able to keep that federal portion. On slide number nine, no updates here. We continue with our same our expenditure amounts. And again, on slide number 10, this is the same graph that we've shared with no changes as those percentages have not been adjusted. Um, this is our multi-year

247projection, and I just I want to want you to take a look at two numbers because in a couple of slides we're going to look further into these two numbers, and that is what the ending fund balance is projected to be on June 30th of 2027, that 100.8 million, and then two subsequent the two years later, the 28.4 million. We're going to focus on those two numbers and break them down uh when we get to the next couple of slides. Um, again, just a reminder on the other sources and uses, that includes your contributions to special education, routine repair maintenance. I did fail to mention it's also includes a transfer out to our property and liability fund, and so that is captured in that dollar amount as well. Uh fund 06, uh again, no changes

248on the restricted side for revenues or expenditures from our last presentation. And then on the multi-year projections for restricted, again, this presentation and last week's presentation are really a summary of your 200-page attachment, which we refer to as the SACS forms or standardized account code forms. So, for this breakdown, if you look at that 131 that's the beginning balance in 26-27, if you were to look at page 17 of the adopted budget actual book, you're able to see the specific grants that make up that 131 million dollars. Um, and so we've talked about that the fact that we have some funds that allow for you to spend money over a period of time, whether it's one time or ongoing. Some of the grants that allow carryover. And so, for example, if you go back and

249look at that page 17, you can see that that 131 million is made up of ending fund balances in a number of programs, including our ELOP program, our lottery, our community schools, um arts and music, uh Prop 28, learning communities for school success program, LCAP equity multiplier. And so, again, that's where you see that full breakdown, and that is one of the reasons why those balances are large because some of these programs, for example, you are allowed to carry over funds for three up to five years in some cases. So, just wanted to point that out. Uh again, this uh graph has not changed from last time. This um shows and summarizes what our ending fund balance is, broken down by unrestricted, restricted, but also highlighting the committed balance, which we're going to talk a

250little bit more about. So, I I mentioned to to keep in mind that 100 million dollars and that 28 million dollars, cuz what one of the things that we wanted to do is to break that down, cuz I think you look at a number like 100 million dollars, and rightly so, it's a big number, right? So, so, what do you do with that? But, we want to make sure that we break down this ending fund balance so that you're able to see all the different categories that make up that 100 million dollars. So, if we just start right at the top, we realize that our first one is a required 3% reserve for economic uncertainty, right? And so, that dollar amount is 20.7 million. The board also took action and implemented board policy 3100 that

251we have the additional 3% reserve. So, again, 20.7 million. We have a revolving cash account of 50,000. It's not like you have $50,000 in cash, but it's what we use to replenish anytime that expenses are needed immediate expenses are needed. That's district-wide. And then we reach our committed categories where again, based on that resolution from 2022, the board took action to designate funds into a number of categories. We have flexibility to modify the dollar amount in these categories. Um but this is the latest information we have. So safety and security $5 million, vacation payable we we spoke about um at the at the study session and and I know that later today we actually have a board policy to update that so that we can try to spend down and and lower this liability for

252our vacation payable. Um we have money set aside for retirement increases to stir and purrs, technology lease, uh future deficit spending, and then other assignments. So if you add up all of those amounts under 26-27, that gets you your 100 million. Okay? But then you remember that 2 years from 26-27 would be 28-29. And when you realize that all we had in the ending fund balance is at that time projected to be the 28.4 million, you realize that you still have enough to meet your 3% reserve, which is why we are recommending an approval of this budget because it does satisfy those requirements of having that 3%, but you can see that once you take out that 20 million, all that's left is that 7 million, um which is not even enough to have an

253additional 3% reserve, right? Cuz all you have to work with is 28 million. So hopefully this this breaks it down a little bit better cuz I know we we keep talking about these big numbers. But sometimes once you start to break down and you see the categories and the dollar amounts associated with the categories, you realize that I mean, is $100 million a lot of money, right? Um and then lastly, because this is again a a budget that is not just about the general fund, even though the majority of the focus is the general fund, we wanted to provide you a summary with the activity for the other funds that the district has and you can see that the funds are listed here and we have what the beginning balance was on June and then

254what the estimated revenues are for the 25-26 fiscal year as well as the estimated expenditures and what we project the ending fund balance to be June 30th, 2026. And so, we have the student activity fund, which just really encompasses all of the ASBs from our different school sites. We have to report it all together at a district level and that is fund eight. Then we have our adult education fund, our child development fund, our preschool fund, our cafeteria fund, our bond fund is in fund 21. We have a capital facilities fund, our our state facilities program in fund 35. We have the special reserve fund for special capital outlay projects. We have our brand new enterprise fund that was just recently approved this year and this is where we're going to start to track the

255revenues for all of the services that are contracted out by our transportation department, so brand new this year. And then at the very bottom, you can see our self-insurance fund. So, our next steps, we are waiting, anxiously waiting for that state budget to be adopted so that we can start to incorporate and and figure out what that means for our district, determine what we are able to build into the budget, whether it's revenues, expenditures, both sides of that. If it is material enough, we will be presenting a 45-day budget. It would come to the July 28th board meeting cuz their our August meeting is actually outside of the 45 days that's allowable. Um so, it would have to be in July if necessary. Uh then we're going to report back to the board in September

256once we close out the books. And then first interim on in December and then our financial audits would come to you uh January or February of next year. Any questions? >> Any questions? Student board member Hearing. >> I don't have any questions, but thank you for your presentation. >> Thank you. Trustee Leyva. >> I don't have any questions. We have been discussing this and um all further questions I have I already discussed with the superintendent, so thank you. >> Trustee Jackson. >> I have a I a few questions. First and foremost, thank you for the presentation and thank you as well for the consistent communication and feedback from yourself and the and the superintendent as we go about this. I think this is the most consequential vote that we could take cuz this is going

257to set the terms for um 26-27 spending. And as we stated in the fiscal stabilization um special studies session, our our budget reflects our priorities. And on that special studies session that we had I am I do I I am hesitant that we had that so soon to adopting the budget. And I think more so, I I I also I I will iterate that sentiment on adopting the budget today 8,000 8 days out from when it's mandatorily well, when it's recommended and required that we do adopt it. Um with a budget that's upwards of hundreds of millions of dollars, I think we need just more conversation and open conversation with our board members to do so. So, that is my hesitation. Um I don't want to be in a situation where we don't approve the

258school's budget the school district's budget and we're at a standstill. So, I personally feel like I'm I I'm between a rock and a hard place um because again, I would want more discussion on how we are going to mitigate some of these issues that we are seeing in our budget like deficit spending. I am of the mindset that projecting out deficit spending we don't have to do that if currently right now we do have a healthy reserve. So, my question would be >> [clears throat] >> one one question I do have because our reserves right now are are I'm just going to use the word substantial and we have what that contribution is going to be. Why aren't we able to Well, let me ask this. Are we able to over over over contribute from

259our reserves to make up to make up what the out year deficits will be so we aren't reporting deficit spending. Like if we if we have the money currently in our savings account to cover our expenses why not put more money in today so we aren't deficit spending later down the road? >> So, I think one of the things um just remembering that the reserve is one-time money, right? >> Mhm. >> And [clears throat] so when we looked at So, I think one of the scenarios would be like for example, could I even though the contribution says it's about 78 million >> Mhm. >> could we not instead contribute 85 million? >> Exactly. >> Right? >> Mhm. >> Um and so you could do that but then it's sitting at there's an ending fund balance,

260right? So, it's almost like you're you're contributing and now you're going to show that on the restricted side you're going to have an ending fund balance. So, it doesn't necessarily address the solution on your unrestricted side. Um and the only thing that I would be cautious about is and that it was referenced in one of the sides is trying to solve the deficit spending utilizing the one-time money. Cuz you might be able to do it for like if we look at a year at a time. And and that's that's an argument, right? I mean, there's been folks that will say, "Well, why are we looking 2 years out? Just look at current year." And that's what it should be. Assembly Bill 1200 requires us to include the multi-year projection. So, that would be my only

261word of caution is that if we were to do that, that is in a sense utilizing one-time money to solve what really is an ongoing problem. >> And on that point, on the ongoing problem, my my charge would be utilizing those one-time funds not to to to buy us time in order to implement those mitigation those mitigation tactics. So, what we do present a 2027-28 budget, we're like, "Hey, one, we've covered we've covered that 13 million gap. We no longer have that gap. And we have, you know, a positive in fund balance as well." So, that was my thought and in the opportunity if that was possible. But, um I'll just mention my three concerns my my my hesitation moving forward is not having the conversation of what those mitigation tactics are going to be

262from our fiscal stabilization study session. I don't want to We we spent a considerable amount of time going over our guiding principles and priorities. And I understand the time constraint, but not to have those prepared, that input isn't going to be reflected in our vote today. And um secondly, I'd say having the conversation about increasing our reserve allocation, I've had conversations with the board and I think, you know, we've all expressed publicly that we do want to see our reserve be healthy and increase that contribution. So, not having that conversation prior to adopting this, I think adopting the budget is premature to do so. And then also, going back to the opportunity to have a unique solution for the increased cost that we are seeing with special education. Again, that's something that I would like

263to see prior to adopting this budget. Um my question would be because I have to have a question outside of comments. Um what what what is the overarching plan to mitigate some of the deficit spending that we currently have? And I know it's going to be very premature, but what are you what are what are you and the team looking at? >> So, we've already started a preliminary discussion around the mitigation. And really it's going to be looking at synthesizing the board priorities and actions. That document is almost finished. But, even having that here for you is not going to give you more information in terms of the actual actions that we're taking. Um what we want to bring to you are discrete actions. We have contracts of $7 million in this area. We want

264to reduce it to five. We have contracts in this area that are We don't have that information yet cuz we don't have an Audited actuals give us our true spending for the year. So, we would need that. That's a true indicator of how much we spent. And then from that, we can then tackle in this specific area, we're going to commit to reduce by X amount. In this area, we're going to commit to reduce by that amount. Engaging in that now is premature because we don't have that just yet. And I think the other part that um we also would look at is obviously making sure that we have all the information that we need to have once the the actual budget has been adopted. We don't know if the $1,300 um per student is

265actually going to come true. We don't know what's going to happen with the 1.44. We don't know if what's what's to happen with the continued the the plan or the commitment to um for community schools, we're not we're not going to know um if there's going to be other trailer language that's going to come as the legislature and the governor are still engaged in that negotiation. So, I I think those are some other mitigating factors. And I think the last part is it's just fully transparent. Reducing a $13 million structural deficit in 1 year is pretty darn near impossible without significantly impacting students and staff. And that's something that as we just at a as a at a glance and the priorities that we that we put up the other day with the post-its was

266one of the things that we did not want to do. >> Thank you for that. And I I I do take your point that $13 million it's not going to disappear overnight. That is a long-term goal. Um I will say I will end with saying um Oh, I was going to go back to special education and the increasing funding that we may see. If if that is if if there is an opportunity to have more per pupil revenue coming in and we stay at the current um pro pro pro programmatic and staffing capacity that we do have, we will enter into, you know, I I believe a physical environment to utilize that those funds to build up maybe a special education reserve fund or, you know, a special education stabilization funds so we don't have

267opportunities in the future where we do see rising cost, but we're then borrowing from our from our um our our reserves. We already have that money set aside. That's all my comments. >> And and we agree. I think if that money does come through, um just rough math, Susanna, um correct me, Johnny, maybe just a little bit over 8 million more that we would get? >> Yeah, we were estimating 7 to 8 million. >> Yeah. So, if we're looking at that, then that would that would definitely be something that we'd bring to the board as hey, we got another $7 to $8 million. This is what we would like to do with it. What does the board think? >> Thank you. Thank you, Mr. Santana. >> Thank you, Trustee Jackson. Trustee Williams. >> The only

268comment I have we can't we can't we have to just wait till the budget is passed by the governor because you can go to cutting back in this area, cutting back in this area. And by the time the budget gets passed we could incur another cost that we weren't expecting. So, until we have the money in the bank, can we really say what's going on? That's it. >> Thank you, Trustee Williams. Trustee Luna. >> [clears throat] >> Ms. Lopez, thank you for your presentation. Thank you for being so thorough. One thing I I did want to mention to my colleagues is that um and maybe Dr. Rubalcaba may be have more information on this or Ms. Lopez, it's not unusual for districts to have deficit spending. Am I correct? >> That is correct. >> Absolutely.

269There is such a thing as good deficit spending that's planned deficit spending because you're spending down one-time dollars. So, I guess the best example I could provide would be when we received all of the SR funds from the COVID days. The goal was to spend those down. It would be reflected as a negative as a red in a budget, but it was actually good spending down cuz you were using those money. I think what um business services so adeptly did was identify not the good deficit spending that we're having. It's our structural deficit, which is that $13 $14 million amount. >> Could Sorry, could you just walk through that good deficit spending again? So, if we're in that example, if we get additional grant funding >> Correct. >> how does that lead to So, our

270revenues are substantial because that additional revenue spending. How does that then then lead to deficit spending if our expenditures >> Sure. >> are >> It happens unfortunately all the time. So, we receive a huge influx of money that's one-time and then districts will engage in in using that one-time money as ongoing money. So, you you engage in commitments that are personnel, that are ongoing, which you really shouldn't do. Or if you do, you have a really strong plan to back out or wean off of those monies. >> Okay. >> Yeah. >> I got I got you. I'm I'm 99% there. >> That was all I had. Thank you, Mr. Lopez. >> Thank you. >> Great presentation. Thank >> you. And I also wanted to say again that I really appreciate the presentation you did on

271the fiscals um stability. That was really great. So, I'm not going to change my mind on deficit spending. I want a balanced budget. I could understand if we have a structural deficit of 13 million, but I shouldn't see ongoing deficits year over year. And even if other districts do it, that doesn't mean we have to do it. We are the Moreno Valley Unified School District, hopefully the number one district in the entire universe. >> hopefully. >> Oh, well, we are we are in the entire universe and I could care less about other districts. I care about this district. This is my priority. I'm a trustee in this district and I feel like I don't want to see deficit spending. I've talked about this for years over years. There's no reason we don't have a plan

272to make sure that it's balanced. I can understand this year. I can understand 13 million being heavy a heavy lift, right? And I can understand reducing it year over year. But as someone who does understand budget, there's no reason we why can't present it if we have to show that there may have to be cuts in areas we need to be we we plan for that. I don't want to see any cuts. You saw that we all put out our priorities, but if that's the if that's real, then let's be real. Right? Let's be transparent. That's what the community wants. That's what the people want. So let's present that. And that's all I have to say about that, but I do thank you for this presentation. And I do say this with love. I promise.

273>> Thank you. >> President Clark, before we take action on the board, I'm sorry, on the budget, we do have an item that we need to discuss and I'm going to ask Ms. Brown to come up to the podium if you would. So, when we presented the LCAP, we received notice from the county that we had to make four material changes to the LCAP. The first one is under expenditures for goal three. They were at 31,500,000. Uh while the estimated actual expenditures were 29,690,000. So that that was a goal being under spent. And so the material difference is primarily due to some additional learning recovery block grant funds that we received. There was also a change in action 3.4. Additional counseling staff um led to some overspending in that action. In action 3.5 in athletics,

274there was a additional um salaries as a result of a higher salary increases and higher costs. And then action 3.6, the learning recovery block grant funds were under spent due to increased allocation provided by after the development of the plan. So, what we're going to need uh we're going to ask the board to do is if the board could please go back and re-engage in the approval of the LCAP as amended to reflect these material changes as recommended by RCOE. >> Sounds good. Can you please clarify when this came in? >> Sure. Ms. Brown? >> So, [snorts] uh last week we uh we received final numbers uh as it relates to our 401, which is the SARC. So, I had to make several changes. So, in those changes, we have to then send the LCAP

275back to the county. So, uh so I made fiscal changes and when we make fiscal changes as it relates to planned expenditures and actual expenditures, you have to go back into the goal analysis section and change areas where it relates to all funding such as material differences, which is related to expenses, as well as what changes are made to the LCAP. So, after making those changes, we were good. We got clearance from fiscal at the county that all numbers were aligned. Uh What ended up happening was once we made the changes, even though we in goal three, goal three was the area of concern. Initially, I did not include LREBG total funds in that because it was a other local funds. I only included concentration grant funds. So, it was not caught in the previous

276LCAP, but because they paid direct attention to the planned expenditures, then I had to go back and add LREBG. So, because we added Now, normally, we actually overspent for that goal without LREBG. But because we received an additional LREBG allocation in the middle of uh in the beginning of prior to first interim, which was after the plan developed, that means that we didn't have a a lot of time to apply those funds. So, that means that we were underspent by a little over a million dollars in that entire goal. All other actions were all either overspent or fully expended. It's just that one particular particular goal goal and action, which is 3.6, that was underspent and it was all due to the LREGB funding. >> Any questions? >> So, this is really what we were

277talking about with you, Susanna. You got the money, but you couldn't spend it in time. Right? >> Correct. >> And and formulated into a grant so that we would be squared away. Okay. >> Yes. >> I just >> Yes, and and in some instances, like some allocations such as equity multiplier, we don't get those funds until March. So, when we get that money, we're held we're held accountable to try to spend it >> Yeah. >> within a few months' time. So, that's why the carryover is usually so much with equity multiplier. >> My only comment, I I always appreciate us doing our due diligence, but I have just continued to reiterate I want we we need longer timelines when it comes to several things. If it's personnel, if it's budgetary, and I understand sometimes our

278hands are tied and things are out of us and they're you know, we have mandates, but I just I will continue to reiterate I feel extremely uncomfortable taking votes on things that I have not seen as amended um or if it is presented to us, it's extremely dense and we only have a small turnaround time to get it. So, it's it's it's it's more of a criticism of the timeline rather than the material. >> Ms. Brown, when did we receive this? Was this this morning or yesterday? >> Uh yesterday morning. Um but it but it only affects our planned expenditures for the current year. It does not affect the budget for the upcoming year. >> No. >> So, the only adjustments that were made were to the estimated actuals and the planned expenditures for our

279current year. But for next year the budget, it had nothing has changed as it relates to what we would like to spend for the 2016-2017. >> If I could just mention something real quick. I know this was unexpected, but I don't know if you noticed um we have a governance calendar. So, on the governance calendar it tells us when to expect throughout the year what what's coming up. So, just wanted to mention that. >> That is that is a good point. I see that governance calendar. Um it's at the top of our Friday memos. Maybe we should move up some of the items on that governance calendar cuz I like I you know I'm not sure when the LCAP um you know, or just not even the LCAP, but just a lot of these a

280lot of these timelines start and end. But for example, you know, it I I I again, I don't know when the planning happens. So, I'm not going to speak as a subject matter expert on this in the type of insurance that you all are under. But if this process started a month in advance and you know, we submitted it and then we got you know, we we had our first review of it and then the morning of we're like, "Hey, there's some updates." Maybe we could have tabled our meeting when we are adopting it and had more time to review it all. So, all I'm saying is if there is extra time to be those proactive students that get their work done 2 weeks before the deadline, let's be those students that, you know, already

281have the essay written before the teacher even proposed it. If that is an opportunity. It may not always be the opportunity. >> Ms. Brown, do you have any specific date that you need to turn in this um updated um material? >> Yesterday. >> Yes. Um actually the LCAP needs to be submitted. It needs to be approved before June 30th of every year. Uh we did begin early earlier this year than we normally have. So, just wanted to share that. Everything was turned in in in in a pretty advanced amount of time, but there are some numbers that we we probably will not be able to get until a certain period of time. And I think that's where I'll defer to Mrs. Lopez to kind of share about, you know, the formal one and those types

282of things. >> So, I I think the difficult piece is that the governor releases a May revise, right? And it's usually May 10th, and it like as Dr. Alca mentioned, it usually takes about a week to 10 days to get through the actual trailer bills. Like what is it that he's recommending to get the details. And so, that really gives staff just a short period of time. There are many districts that only have one board meeting a month, and so you see them doing the public hearing in May, and then the adoption in June. But if if you're done in May, and it might be even before May revise is released, so just think about it. If there's so much uncertainty with us having it being approved this late, just imagine how much more uncertainty

283there is. And so, I think as far as as the time, whatever the deadline needs to be, but I think based on the circumstances, I mean, there used to be times where it was mid-July and we still didn't have a state budget. And so, we're really at at the mercy of what happens at the state um with some of these requirements. Um for the LCAP, for example, a budget cannot be approved until the LCAP is approved. And so, there's just things that are contingent upon one another, and and that's what makes it a little bit difficult um because it of just the the the time that's involved. Thank you. >> Um Mr. Williams, did you have any additional comments? >> No. >> Okay. Mr. Trustee >> comment. No other comments. >> Thank you. Trustee Luna?

284>> No. No, I don't have anything. Thank you. >> So, we have to make an amendment to K2. It was uh first vice uh Sammy Luna and seconded by Johanna Leyva. Amendment LCAP passed at a 6-0. So, to Justice's point, and I hope I'm saying this very clearly, we This was a presentation We just did this. So, we went taught to the budget and then back to this. I don't understand I don't understand that. >> Sure. It's That wasn't oversight when the when the LCAP was presented. The revisions, the amendments, were not presented as part of the LCAP, but we caught it. And but we always have to approve the LCAP first procedurally before we approve the budget. >> Understood. So, can we get in a motion to amend K12? >> K2. >> K Excuse

285me. K K12. We've been saying that a lot. K K2 to approve the 2026-2027 local accountability uh plan as amended. Can I get a motion, please? >> I'd like to make a motion. >> Thank you, Ms. Leyva. Can I get a second? >> I'll second. >> Thank you, Ms. Luna. Ms. Claudia, please call for the vote. >> Student board member Healing. >> Aye. >> Ms. Leyva. >> Aye. >> Mr. Jackson. >> Aye. >> Mr. Williams. >> Aye. >> Ms. Luna. >> Aye. >> Ms. Clark. >> Aye. Moving on to K3, the adoption of the 2026-2027 budget as presented. Can I get a motion? >> So moved. [snorts] >> Is there a second? >> I'll second. >> Ms. Claudia, please call for the vote. >> President Clark, can you let me know who made the motion?

286My apologies. >> Sure, Ms. Luna made the motion, seconded by Trustee Leyva. >> Yes, thank you. >> Student Board Member Hewing? >> I. >> Ms. Leyva? >> I. >> Mr. Jackson? >> I. >> Mr. Williams? >> I. >> Ms. Luna? >> I. >> Ms. Clark? >> No. >> This motion has passed by one five yes, one no. Moving on to the consent agenda. Um all matters in this category um are consistent with board district goals. Can I get a motion to approve the consent agenda items? >> So moved. >> Thank you, Ms. Luna. Can I get a second? >> I'll second. >> Thank you, Ms. Leyva. Ms. Claudia, please call for the vote. >> Student Board Member Hewing? >> I. >> Ms. Leyva? >> I. >> Mr. Jackson? >> I. >> Mr. Williams? >> I.

287>> Ms. Luna? >> I. >> Ms. Clark? >> I. >> This motion has passed 6-0. On to N uh 1A, superintendent action items. Approval of the second reading and adoption of Board Bylaw 9015 Governance Standards and new Board Policy Board Bylaw >> Point of order. >> You there's a discussion item that I think you skipped by. >> Yes. >> I see. Thank you. And and discussion on information items, we're going to start with human resources discussion item and the only one, first reading of Board Policy 43 50.5, vacation work year. Dr. Verdi. >> Thanks, President Clark. And Ms. Lopez alluded to this coming before tonight before the board tonight as a first reading has to do with vacation work year for classified managers. So, as the board knows, the classified employees accrue vacation each year

288and what this update would do would allow our classified managers who accrue beyond the limit of 30 days to be paid out in excess of 30 days rather than forfeiting that time. So, it's it's a sentence that is updated in this board policy that would give classified management the same right that classified employees have and again it's a first reading this evening. >> Thank you, Dr. Verdy. Any questions or comments? Yes, Trustee Jackson. >> Yes. Um that's where we're looking at vacation pay at currently 6.7 million, correct? >> 6.7 is correct. >> Mhm. Do you have sort of stratified where a majority of that is being held? Is that in employees that are at the top of their salary schedule, at the bottom? Is that 20% folks that are 5 years out of retirement or

289is that 80% of employees from 0 to 10 years that have just never used any vacation time? >> We can provide since it's a first reading, it probably would be most appropriate. We'll provide you a chart that has the like a breakdown of where how the vacation like a scatter plot of where everyone is so you can kind of see where the majority of the folks are located. >> A scatter plot would be incredible. That's a you don't have to hold your tie your hands to that. That would be very incredible to see a scatter plot of that. I do have a question. Do we as a district does the district provide for a health savings account for employees? An HSA? >> Yes. >> As a part of benefits? >> [snorts] >> It is an

290option for folks, yes. >> Okay. The um So, currently employees that go over their their 30 days and have time um the current language is to forfeit it and we're trying to update that to be a cash payout that they would receive. Are there more retirement-friendly or retirement-friendly, unique, and creative ideas as maybe allocating that to another retirement vehicle like a, you know, 457b or an HSA rather than just the cash the the the cash payout? >> That that's a tough conversation because those are decisions that should be made by the employee individually. We can give them counsel >> maybe? The the option to >> give them counsel on some options, you know, whether they want to go with the standard or look at Oppenheimer fund or something like that. But, we it's a tricky

291position for the district to be in cuz we don't want to steer someone, and if that goes wrong, then Yeah. I I think providing the option is a good a good vehicle. >> And as as long as that like so again, the the language right now is cash payout. It's not and or reallocate it to an HSA, your, you know, your 457b, something unique that some of those long-term employees may benefit from. >> Just a payout. That's correct. >> Mhm. Um >> Are you asking for it to just for my clarification, are you asking for it to be options there? >> Yes. Yes, exactly. Um cuz the cash payout, some folks may prefer that, and I agree with you, superintendent, we shouldn't, you know, um directly steer them from that. I understand this is the

292first reading, so that's all the questions I have right now. >> You know, if if if I could ask a question. So, we want to go we want to go to the cash payout, so we're not paying them 20 years down the road for these uh accrued vacation days. >> That's correct. >> And you know, I think with with the information, a lot of the employees can make that decision uh to to invest or to spend or to what have you. Because it it's it's an added and it creates to you deficit spending. Um when when you have to pay an employee for vacation days they had 20 years ago. So >> I I just want to clarification. So the policy how how stringent how stringent are we with the policy? Are there employees that

293do have a balance over the 30 days? And so they haven't up to this point forfeited that. >> That's correct. >> So the the policy that we have isn't being strictly held. So that's why we're in the situation because the policy is to forfeit anything over that 30 days. >> Yeah, we so legally Mr. Jackson, the way that the Ed Code reads we we can't we can't tell the employee that oh, you're forfeiting that. They have a right by Ed Code to accrue that time. >> Oh, okay. >> Yeah, not in corporate you can, but not in public service. So they we just haven't enforced we haven't put in a rule that they cannot carry over 30. So they've just been carrying. >> Thank you. Okay, the enforcement understood. >> Any other comments? Well, thank

294you Dr. Verdi. Moving on to N 1A the superintendent action items. Uh the first being approval of the second reading and adoption of board bylaw 9005 governance standards and a new board bylaw 9320.1 remote meetings and attendance. Can I get a motion, please? Or excuse me, Dr. uh Rubalcaba. >> Just as a Thank you, you Clark. Just as a reminder, 9005 was updated to include the discussion that we had during our governance workshop. And then 9320 is a new um policy that um basically outlines the reasons and the process that we would engage in if we have to have a remote meeting. Thank you. Um can I get a motion? >> So moved. >> A second, please. >> I'll second. >> Any discussion? >> Done. >> Ms. Claudia, please call for the vote. >> Student

295board member Hearing? >> I. >> Ms. Leva? >> I. >> Mr. Jackson? >> I. >> Mr. Williams? >> I. >> Ms. Luna? >> I. >> Ms. Clark? >> I. This motion is passed 6-0. Moving on to N um 1B, the approval of resolution 2025-26101 SOS for student achievement campaign. Dr. Rubalcaba. >> Thank you, President Clark. Just as a reminder, this is a resolution that would support CSBA's action to urge the governor, the legislature, and state agencies, including CDE, the State Board of Education, and the CCEE, the California Collaborative for Educational Excellence Excellence, to jointly develop and adopt a comprehensive state-level operations and support plan. We're currently mired by plan after plan after plan that are redundant and in many cases circular. So this would urge them to help us develop a singular plan that we

296can adopt that outlines all of our responsibilities and our funding and expenditures. >> Thank you. Any Can I get a motion as presented? So moved. Thank you. Can I get a second? Thank you. Any questions, comments, or concerns? Ms. Claudia, please call for the vote. >> Student board member Hearing? >> I. >> Ms. Leva? >> I. >> Mr. Jackson? >> I. >> Mr. Williams? >> I. >> Ms. Luna? >> I. >> Ms. Clark? >> I. Moving on to item um N2A, the approval of second readings and adoptions of new board policy and policies as listed. Dr. Orsay. >> Thank you, Ms. Clark. These are the board policies that we brought for first read last board meeting that include board policy 5141.75 weather safety on safe another one on safety discipline search and seizure child care

297and development preschool and early childhood education student use of technology and student use of technology for removal of AR 6163.4 and replace with an exhibit. Most of these as outlined last time, they had to be triggered because there was a Senate bill or an assembly bill that was enacted as of January 1st. By the time we got it from CSBA, that was May and this was our timeline to submit. So, we are asking for approval of these board policy updates. >> Thank you kindly. Can I get a motion to approve as presented? So moved. Thank you. Second. >> I'm happy to second. >> Any questions, comments, or concerns? >> I had a question regarding I I saw that we have the um the search and seizure of the student. So, if you could give us

298an example of what can um why will a you know administrator CSO like it was stating over here will you know, make that decision to to search a student? >> Sure. Actually, the the policy outlines that you cannot do it. Not when you can and it's pretty clear that they have to have not only reasonable suspicion is beyond that. They have to have uh reasonable suspicion in addition to a potential danger that would be cause for that. It also specifically outlaws cavity searches and searches, things of that nature. And so, uh, once the board adopts this, this is going to be part of the training that's going to happen with our campus security and our campus aids during the summer. >> And one more question. I know it's it states over here that it has

299to be reported to the parents immediately. Also, how will we be going to be, you know, like, um, letting parents know that this policy has been updated and, you know, what it's stated over here? >> So, that would be on a case-by-case basis, but this is also part of the work that the OIM is doing with us. So, it would be um, put out in his website through that as well. >> Okay. Thank you. >> On the search and seizure, just to pick up on that, it has to be a qualified, um, individual that is doing that search and seizure. >> Absolutely. So, we could we wouldn't want to have a male individual searching a female student. It's somebody who's been trained, knows how to do pat-downs, things like that. >> Understood. >> Yeah. >>

300Ms. Claudia, please call for the vote. >> Student board member Ewing. I. >> Ms. Leyva. >> I. >> Mr. Jackson. >> I. >> Mr. Williams. >> I. >> Ms. Luna. >> I. >> Ms. Clark. >> I. This motion is passed 6-0. Moving on to item N2B, approval of 2026 2027 Local Control Accountability Plan Federal Addendum. Talk uh, can I get a motion to approve? >> I'd like to make a motion. >> Thank you. A second, please. >> I'm happy to second. >> Thank you, Mr. Jackson. Uh, Dr. Ortega. >> Thank you, Ms. Clark. This is of the federal addendum is essentially the state of California local control, like, the districts have to show that our priorities are aligned to that of the Every Student Succeeds Act, which is anytime we receive federal monies that we

301are aligned with the priorities of the state. So, um, in the federal addendum, we demonstrate that we are in alignment. >> Thank you. Any questions or concerns? Ms. Claudia, please call for the vote. >> Student board member Hewitt. >> I. >> Ms. Leyva. >> I. >> Mr. Jackson. >> I. >> Mr. Williams. >> I. >> Ms. Luna. >> I. >> Ms. Clark. >> I. This motion is passed 6-0. Next, we're moving on to item into D, approval of 2026-2027 single plan for student achievement updates. Can I get a motion? Uh excuse me. I'm looking at the time and trying to >> [laughter] >> We got to go through C, approval of the 2026-2027 consolidated application for funding categorical programs. Can I please get a motion? >> I'd like to make a motion. >> Thank you.

302Could I get a second? >> I'll second. >> Dr. Arce. >> Thank you, Ms. Clark. This is our annual approval process. We are not only reporting on the count con app that is tied to federal dollars, specifically for title two and title three, showing what not only a 24-month mark or 12-month mark, but we're also applying for federal dollars for 26-27. So, this is our spring release, and we're asking board approval for that. >> Absolutely. Can I any questions, concerns, or comments? Well, Ms. Claudia, please call for the vote. >> Student board member Hewitt. >> I. >> Ms. Leyva. >> I. >> Mr. Jackson. >> I. >> Mr. Williams. >> I. >> Ms. Luna. >> I. >> Ms. Clark. >> I. This motion is passed 6-0. For the sake of time, and we're getting to

303the 10:00 point of our meeting, I would like to with consensus of the board, I would like to forego uh future agenda topics for this meeting with your consensus and move the meeting to adjourn no later than 10:15 p.m. What are your thoughts? >> I did have a future board agenda item that I did want to propose. >> So, should we go to no later than 10:30? >> I'm happy to do so, President Clark. Yes. >> Yes. >> Okay. Moving on to item part >> We need action on that. >> We do need action. Can I have a motion to extend the meeting as presented? >> So moved. >> Thank you. Second. >> I'll second. Please call for the vote. >> Yes. >> Student board member Hearing. >> Aye. >> Ms. Leiva. >> Aye. >>

304Mr. Jackson. >> Aye. >> Mr. Williams. >> Aye. >> Ms. Luna. >> Aye. >> Ms. Clark. >> Aye. This motion has passed >> 6-0. Moving on to item in 2D, approval of the 2026-2027 single plan for student achievement update. Uh can I get a motion? I'll make the motion. Can I get a second? >> Seconded. >> Thank you. Uh Dr. Arce. >> Thank you, Ms. Clark. These are the SIPSAs uh that we provide to the board for approval for the 26-27 alignment with the LCAP. We provided executive summaries to our board members um and at this time we ask for approval for the 26-27 single plan for student achievement. >> Sure. Thank you so much. Any questions or concerns on this? >> Yes, I have a few questions. >> Yes. >> Ms. Luna. >> Uh

305Dr. Arce, can you tell me which schools showed the greatest academic growth and which strategies are unique to these schools? >> Thank you, Ms. Luna. Um currently we don't have the data finalized for 20 25-26, but the data that we do have that has been submitted um to the dashboard in terms of and would you like specific metric indicator? Uh we have ELA, we have math. Um want me to start there? >> ELA math. >> Okay. So for showing both in ELA and math, we have schools that stand out in uniqueness. We have Valleyview High School, Edgemont Elementary School, Vista del Lago High School, Palm Middle School, Sugar Hill Elementary School, Moreno Elementary School, Sunny Mead Elementary School, Ramona Elementary School, Butterfield Elementary School, Our Language Academy, Armada Elementary School, Creekside Elementary School, Mountain View

306Middle School, Towngate Elementary School, Sunny Mead Middle School, and Canyon Springs High School that showed significant growth in both ELA and math. Um and I can also go over some of the unique strategies, but I'd like to kind of hold off on that um to answer that question. If we only look at ELA only, we have March Mountain, Sunny Meadows, La Joya, Box Springs, Ridgecrest, Vista Heights, Chaparral Hills, Hidden Springs, Hendrick Ranch, Bear Valley. If we're looking at math only, Serrano, Moreno Valley High School, Bayside um Day School, Cloverdale, Badger [snorts] Springs, Chaparral Hills, Hidden Springs, Hendrick Ranch, and Bear Valley. Common strategies that we have we poured in every single SIPSA, aligned it to the metrics, looked at dashboard data, and saw very common threads and with fidelity include um these are just some

307top five and we are scaling them out. I want to assure the board that it's they're almost non-negotiables at this point. Um we have strong data-driven PLC cycles. Schools that demonstrate strong data-driven PLC cycles have great gains. Uh professional learning communities, especially in the areas of STAR using STAR data, CFA data, which is common formative assessment. Um schools that identified gaps by standard and student group showed significant gains. Teacher collaboration um that include, but not limited to, uh adjusting instruction in real time, which we use through checking for understanding, planning of reteaching, regrouping students was something that we saw for the schools that showed growth. Look um number two is targeted small group instruction, something that we've been preaching. We believe that especially as a tier two, teachers that provide targeted small group instruction live

308in the classroom have better gains. Schools that have identified very clear tier one core instruction and MTSS for all students for the few and then for some and then for the few. The schools that have that and so that is going to be an expectation that every school has to articulate their MTSS uh support. Um for use of intervention programs with monitoring. It's not just putting a kid in a Chromebook, it's actually what it what is our intervention process uh that include but not limited to for example the use of Freckle with Fidelity. Um and then finally and again these are not all but I'm giving you the top five ongoing professional development. Uh those that the the PD specialist that actually are in the classroom supporting teachers working with them in a collaborative coaching

309approach, we saw schools with higher success. That goes back to the PLC. >> Wonderful. That is wonderful information. Um What on the flip side what are we doing to address our lowest performing schools? >> So some of the things that we have done especially for our lowest performing schools, uh we brought Educational Epiphany with Dr. Dickey. He's been working with those schools and shown great gains. For example, Edgemar who had significant gains in all elementaries. They had the highest. We also have provided something that our community and the board gave feedback, tutoring services. Um every school that does not show gains within student groups, they have an ATSI which is a term used for um accelerated and technical intervention support. For we have a district support for every one of the school sites. Um we

310have principal coaching thanks to HR and their collaboration. Um of we've provided a full-time professional development regardless of size. Uh, they have they've undergone letters training, U-FLY training, um, for teachers. U-FLY has been I mean, instrumental in the support for especially for reading, uh, by third grade in our P3 initiative. Um, math coaching, the those schools that engaged in math PLNs, the professional learning networks for fifth grade, seventh grade, IM1 and 2, which we are transitioning. Um, schools that engage in credit recovery for graduation, I think you saw in graduations, especially one of our high schools asking, "How many of you How many students have engaged in dual enrollment?" Almost 50% of the student seniors stood up, so that's something that we're going to continue to capitalize. So, providing those intentional supports and then scaling

311those out to other schools that are not showing growth. >> Okay. Thank you for that. Um, what or how are we addressing, cuz I noticed I mean, I I I didn't sit there and deliberately read all 39, but I did notice there are some SPSAs that discuss equity only in general, and they lack subgroup-specific information. So, I would think we would need to address that with with the leadership at that school site because it's clear that we have subgroups that, you know, are are having more issues than our general population, so is that something we would address in the SPSCA with that >> principal, yeah. >> Absolutely. So, the SIPSA is a very focused process for the for the school councils that are representative of administration, certificated and classified staff, parent input, and student input

312depending on grade level. So, the idea is that there's autonomy there. One of the things that I want to commend Ms. Brown for is that we have something called the document tracking system, which is DTS, where the we write the um, the SIPSAs in. And when they asked the question about equity, it's very general. So, she's actually going to work with the teams to update the language to actually identify specific student groups that the data demonstrates that they need additional attention. So, that's that's an easy fix for for future. Not for this year, but for for next year after that. But, I also want to remind the board that in our LCAP we also have allocated, just to your point, we saw a need in our data, for example, for our African-American student group, and

313we added our student summits, where student voice is critical, using their voice, then we go back and report to our site administrators, we hear what the students want. One of the students multiple students said, "We wish we would have had that in middle school." We added a student summit in middle school. And then we said, "Well, we why stop there?" So, now we're asking all of our elementaries to do student panels to hear their voices so that in front of our staff, so they can hear what the students Why are they not coming to school? What would be what it would improve engagement for our students. Those are just some examples. >> That's wonderful. Glad to hear that. By any chance, did we the the phone pouch program at March Mountain, did that did we

314monitor the the results of that? I mean, I know we heard throughout the school year students from their own voice saying, "Yeah, I didn't like it, but yes, it improved." So, we know it improved them socially, but how about, you know, in academics? Did we see a change there? >> So, the the verdict's still out, right? Because academic data is not, but I'm just going to give you some very specific data points. 0% suspension rate record, never happened before. >> Yeah. >> 0% distraction, you know, has been limited. So, >> And if I'm not mistaken, it's not just 0% suspension, it's zero referrals. There were no referrals. >> So, the March Mountain is a community of of teachers and classified staff that have come together and they've been there a while, so they've they've owned

315that. Improve attendance rate to 86.7%, improve CAST rate by 3%, um again, zero cell phone referrals, decrease behavior incidents. No social media issues, so no referrals. I mean, at home it might be a little bit different, right? Classroom disruptions decrease tremendously, therefore no referrals. Off-track behaviors that does not cause referrals if you're on track with behavior. So, those are just some examples, but we're excited to to see what the data holds in store. >> That's great. So, best practices, you know, we like to spread the wealth, right? Maybe that's something we can talk about later. Um so, one of the things that we all know that we're dealing with, chronic absenteeism, um what are some of the proven successful interventions? And will any of those interventions be implemented at every site? Cuz I'm sure we've

316found some, but obviously they haven't been implemented because we have that issue. So, >> And I want to say that I I'm I'm not thinking on my feet this fast. I do want to thank Dr. Rakawa for providing me with some of these questions so that our team was able to research and provide you with the response. But, in terms of chronic absenteeism, >> Can we also share your little cheat sheet there with the rest of the board tomorrow? >> We will. I'll send that over. Thank you. >> Nice and organized. >> Thank you. >> Absolutely. So, in terms of chronic absenteeism, one of the things that we noticed um the schools that had higher uh or decreased chronic absenteeism, higher attendance, was their systemic ISP process. I mean, from the beginning to the end.

317I know that there were some uh rumblings out there that ISP doesn't work, that it doesn't matter, that is completely false. ISP is the only thing that can clear your absence. Not Saturday Innovation Camp, that's not for chronic absenteeism, that's for ADA. Different. So, ISP, once a parent signs, the student completes the work, we code them from an N to a J. Once they get a J, it's like they never missed, and we give perfect attendance for students that have completed that. But, just to give you an example of something that I again I want to thank Mr. Peoples and his team is that we heard the voices our PBIS was all over the place. So, next year, talk about systemic approach, we're going to have Minga for secondary schools and PBIS rewards for elementary.

318We also have engaged our administrators. We will be engaging them in in character strong SEL training so that they can also provide that support. It's about empathy. It's about having a heart for our kids. Um just to mention something that we is new this year. I want to thank the Wellness Center for engaging and partnering up with Ed Services and providing parent workshops, bringing in our parents into that. And then specifically for students with disabilities, we you heard the strategic plan launch, and then we also increased the the enrollment of students the number one student group within our students with disability are the medically fragile. So, encouraging them to be part of home hospital. That is an option for them. So, seeing that increase enrollment. Um we also have our foster youth counselor liaisons that

319provides those additional supports. And then I'm I'm excited about the mentorship that we're having not only the homegrown as a tier two, but also our consulting partners as a tier three. But, one of the things that is going to be almost like a I'll use the words non-negotiable again is when we have our pre-leadership on August 3rd, we will be providing guidance to all of our school sites. We're going to continue focus on math, chronic absenteeism, and to your point, we're going to provide this information and we're going to solidify that one non-negotiable strategy across the entire district, so that when you see the MTSS reports to you, you can hear, "Okay, what was your strategy? How did Why are you having better success in that?" We we need to do a better job calibrating

320versus being more of a cafeteria where everybody picks and choose. We're a unified district, so we want to be able to to be able to demonstrate that through at least one common strategy across in chronic absenteeism. >> Absolutely. Thank you for that. Um That's that's all. I had one more question, but I'm going to I'm going to hold off on that. Thank you so much. Thank you. >> Okay. I I want to go back to the pouches. >> Oh, yeah. >> And I think it's something that we need to try to institute across you know, the whole district. Because if what you're saying is true at March Mountain, that could really translate into the other school sites very, very easily. I know it would be a little labor intensive, but the student engagement and students

321actually talking with each other, and I think is monumental. And that's just a comment of mine, but I I think we need to really consider making that uh non-negotiable. >> Briefly, I'll add, thank you for walking us through um several of the several of the metrics. Um there's 36 SIPSA plans and then 37 including the district a SIPSA plan in the executive summary. Um it would be great if we we the opportunity um next year when this endeavor is um undertaken if we could maybe present this information in a special study session so we can really walk through what these plans are going to be. Um the the 36 SIPs as because we have 36 schools. Um the smallest one I think is like 65 pages. Um and even the executive summaries are like four

322or five pages as well. So if there's the opportunity in the future to do so, that'd be great to maybe split this into a special study session or two if needed. >> I'll just have a quick comment. Uh I really like the the part that you explained right now about the independent study plan. It's something that I have shared with Dr. Rocamora that we need to um um like share with all the schools. I know you have been constantly, you know, um sharing this information at the ELAC meetings with parents, but I there is an inconsistency within, you know, throughout the schools where, you know, some schools say, you know, like different things about the independent study plan. And um if we can have uh you know, like that enforced that um like you have

323shared and stated before, like even if a student has a one-day absence, you know, we they can still, you know, take advantage of that. And um so I need I feel that we need to um have a more um clear, you know, uh information within the schools. >> And I met with Mr. People so he can he can nod his head over there. We are going to be developing a guide. It's a T-chart Saturn Innovation Camp versus ISP and and so that they can see the comparison and that's going to be a guide for our our teams at our sites so they can read that and and follow that um when they're giving information to parents. >> And then the second one was regarding the workshops that I've been giving, I guess um through professional

324development. I think it was in conjunction with the wellness center. Um it has I have a had the opportunity to be there, you know, not all of them, but many of them. And um it seems how the partici- participation of parents have been increased, you know, when they started it was like three or 10 the most, and then the last one that I went it was about like 30, 40 uh parents, and then for them to have a very understanding of the policies like the one that we were talking before, you know, um about safety and security, the dis- discipline, you know, so uh I am you know, one thing that parents said it was like they were really happy that they have a better understanding and how come, you know, they didn't have this

325type of workshops before. So, thank you. >> Ms. Claudia, please call for the vote. Student board member Hearing? >> I. >> Ms. Leyva? >> I. >> Mr. Jackson? >> I. >> Mr. Williams? >> I. >> Ms. Luna? >> I. [clears throat] >> Ms. Clark? >> I. This motion This motion This motion has passed 6-0. Moving on to item N >> [snorts] >> N 2 E, approval of the 2026-2027 Head Start Grant Application. Can I get a motion to approve? >> I'd like to make a motion to approve. >> Second, please. >> Seconded. >> Thank you. Ms. Uh Dr. Arce? >> Thank you, Ms. Clark. This is uh an annual uh request for approval. We're asking that you approve this budget plan so that we can receive the monies um to continue our Head Start program

326here in our district. >> Thank you, Ms. Cla- Uh any questions, concerns? Comments? Ms. Claudia, please call for the vote. >> Student board member Hearing? >> I. >> Ms. Leyva? >> I. >> Mr. Jackson? >> I. >> Mr. Williams? >> I. >> Ms. Luna? >> I. >> Ms. Clark? >> I. This motion has passed 6-0. Moving on to NB3 Business Service action items. We'll start with A. Approval of the second reading and adoption of administrative regulation 3517 facilities inspection and exhibit one. 3517 facil- facilities inspection and the new exhibit two 3517 facilities inspection is low play pass. >> Thank you. >> President Clark, um point of point of um parliamentary procedure. Are we able to approve the other action items if so moved by acclamation or unanimous consent? No, we have to go one by

327one. Understood. >> Thank you and uh can I get a motion? >> So moved. >> Thank you. A second? >> I'll second. >> Thank you, Ms. Lopez. >> Yes, thank you. So for this um this is a second reading for our uh administrative regulation 3517. Um the biggest change as was um shared last meeting is the fact that we are required uh to have a notice and so if you look at the notice which is exhibit E2 facilities inspection, it's a notice regarding the all gender and so that's the backup that you see in all red and that's the biggest change to this reading. Again, um we've shared this with our bargaining partners and no feedback was received. >> Thank you. Any comments, questions, or concerns? Ms. Claudia, please call for the vote. >> Student

328Board Member Hearing. >> Aye. >> Ms. Leyva. >> Aye. >> Mr. Jackson. >> Aye. >> Mr. Williams. >> Aye. >> Ms. Luna. >> Aye. >> Ms. Clark. >> Aye. Motion passed 6-0. Moving on to B. Approval of resolution number 2025-2026-2027 education uh protection account for fiscal year 2026-2027 general fund. Can I please get a motion? >> So moved. >> Thank you. A second? >> I'll second. >> Thank you. Ms. Lopez. >> Yes, thank you, President Clark. Uh this is a yearly resolution. Uh this was a requirement that came about uh from proposition 30 and then subsequently proposition 55 which created this education protection account, which at the state level is simply an account to deposit taxes. And so, this does not change the amount of funding that we receive. It's part of our district's uh

329local control funding formula funds, but it does have a different cash flow, and it is a an additional reporting requirement. And so, we are required to disclose the amount of education protection account funds that we receive and how those funds are allocated. And you can see that provided in the back up that our projected entitlement for 2026-2027 is $77.4 million, and it will all be spent for instructional um purposes, which is um certificated salaries. >> Thank you. Any comments, questions, or concerns? >> Not at this time. Ms. Clark, please call for the vote. >> Student board member Ewing. >> Aye. >> Ms. Leyva. >> Aye. >> Mr. Jackson. >> Aye. >> Mr. Williams. >> Aye. >> Ms. Luna. >> Aye. >> Ms. Clark. >> Aye. This motion passes. >> Passes 6-0. Moving on to item

330C, approval of resolution number 2025-2026-102, authorization for budget adjustments to appropriate revenues, expenditures, and fund balances balances to transfer between accounts and funds, and for temporary borrowing borrowing of the 2025-2026 fiscal year. >> President Clark, if I may. >> Yes. >> So, you actually just read the reason why we're going to ask you to pull this item. Uh there's a material difference There's a material um item in there that we need to adjust. >> Okay. >> It's actually borrowing for the 2026-2027 school year, not to the 2025 >> Uh >> 2026 school year. >> Thank you for catching that. >> The board's uh consensus, we're going to pull the item. We don't anticipate any borrowing in the month of July. Mr. Leota didn't say no. So, we would like to bring this back in July

33128th. >> Sounds good. Thank you. Moving on to item four, human and four A, excuse me, human resource action items. And A being the approval of the second reading and adoption of board policy 4100, certificated personnel board policy and administrative regulation 4200, classified personnel and board policy 4300, administrative and supervisory personnel. Dr. Oh, excuse me, can I get a motion? >> So moved. >> Second. >> I'll second. >> Dr. Birdie. >> Thanks, President [snorts] Clark. As you mentioned, this is a second reading for all of these attached policies this evening. Just briefly, board policy 4100 is for certificated personnel and like the subsequent policies, all being aligned with CSBA guidelines, updated laws and regulations, and for consistency in language as appropriate. 4200 pertains to classified personnel and then board policy administrative regulation 4300 updates administrative

332and supervisory personnel, including information related to professional development, the filling of positions, and clearly defining job duties and responsibilities. >> Any comments, questions, or concerns? Ms. Claudia, please call for the vote. >> Board member Hearing. >> Aye. >> Ms. Leiva. >> Aye. >> Mr. Jackson. >> Aye. >> Mr. Williams. >> Aye. >> Ms. Luna. >> Aye. >> Ms. Clark. >> Aye. This motion has passed. 6-0. Moving on to B, the approval of a new classified job description for behavior data specialist. Can I get a motion? >> I'd like to make a motion. >> Thank you. A second. >> I'll second. >> Thank you. Dr. Birdie. >> Thank you, President Clark. We are happy to bring this position forward, much needed position under the director of technology, innovation, and assessment. This position is going to play

333an essential role in ensuring accurate and timely documentation, entry, and analysis of discipline and behavioral data across the district. Hoping to implement and sustain the work that is being overseen by the office of the independent monitor. This position has been vetted through our CSEA job description committee and the negotiations team as well as going through our JFMC budget group for approval as well and has been passed by the the chapter in the ratification meeting. So, we bring it to you now for the final step. >> Thank you. Any comments, questions, or concerns on the JD? No. Miss Claudia, please call for the vote. >> Student board member Healing. >> Aye. >> Ms. Leyva. >> Aye. >> Mr. Jackson. >> Aye. >> Mr. Williams. >> Aye. >> Ms. Luna. >> Aye. >> Ms. Clark. >> Aye.

334This motion is passed 6-0. On to item 8 4C, approval of the variable waiver English learner authorization class for the 2026-27 school year. Can I get a motion, please? >> So moved. >> Thank you. A second? >> I'll second. >> Thank you. Dr. Birdy. >> Thank you, President Clark. As you know, we bring this particular item periodically with new hires or annually as folks are finishing up their credentialing program. The five impacted employees listed there are all completing that part of the CLAD and at this point we're asking the board to approve a waiver as they finish up that work. >> Of course. May I please or any questions, comments, or concerns? Lot of alley view. Canyon. Okay. Can you please call for the vote, Ms. Claudia? >> Student board member Healing. >> Aye. >>

335Ms. Leyva. >> Aye. >> Mr. Jackson. Mr. Williams. >> Aye. >> Ms. Luna. >> Aye. >> Ms. Clark. >> Aye. This motion is passed 6-0. Moving on to NBD, approval of resolution number 2025-2699, elimination of certain vacant classified positions for the 2025-2026 school year effective June 24th. Um a motion, please? >> So moved. >> Thank you. A second? >> Second. >> Thank you. Dr. Birdy. >> Thank you, President Clark. Again, another relatively regular item that we bring forward as part of our position control process. There are There are impacted positions listed on tonight's item that we have presented to our CSEA partners as well. No employees have been adversely affected. There were three vacancies as part of this action. There was one employee that was transferred into a like position with like hours. So, no

336adverse effects, just an elimination of vacant positions. >> Fantastic. Any comments, questions, or concerns? >> Simply that I appreciate us removing those vacant positions. >> Absolutely. Helps our bottom line. Um, may I please call for the vote? >> Student board member Huling? >> I. >> Ms. Leyva? >> I. >> Mr. Jackson? >> I. >> Mr. Williams? >> I. >> Ms. Luna? >> I. >> Ms. Clark? >> I. >> This motion has passed 6-0. Moving on to NBE [clears throat] approval of 2026-27 and 2027-28 traditional school year calendars for Head Start and state preschool calendars. Can I get a motion? >> I'd like to make a motion. >> I'll second. >> So, trustee Luna made the motion and Leyva seconded. Dr. Birdie. >> Thank you, President Clark. As you know, we wrapped up our negotiation cycle

337for the previous school year earlier this evening, and part of that was the tentative agreement where we reviewed the upcoming school calendars for the next two school years. Our district calendar committee, which is comprised of representatives from management and both of our labor partners, reviewed these calendars, made a few recommendations, reviewed it one last time with our labor partners, and tonight we're happy to bring this forward for board approval to lock in the 26-27 and 27-28 school year calendars. >> Um, any questions, comments, or concerns? >> Not at this moment. >> Okay. Thank you very much. Ms. Claudia, please call for the vote. >> Student board member Huling? >> I. >> Ms. Leyva? >> I. >> Mr. Jackson? >> I. >> Mr. Williams? >> I. >> Ms. Luna? >> I. >> Ms. Clark? >> I.

338This motion has agenda topics. and I will start with student board member Huey. >> No future agenda topic. >> Thank you, trustee Leyva. >> I don't have any future agenda topic. >> Trustee Jackson. >> Yes, I would like us to um if we could reach a consensus on bringing back our board policy regarding our current reserve allocation to be agendaed for the next meeting. >> So, current What was it? >> Our current board policy to revisit that language regarding um reserve funding as I mentioned. >> So, just for clarification, specifically to address the additional 3%. >> Yes, yes, to amend that. >> Okay, perfect. >> Well, not that specific, but to revisit it. Thank you. >> So, why don't we uh we can send it out tomorrow just for everyone to have it and then

339if you could suggest items to us so we can bring it on the 28th for a first reading. >> Okay. >> Right? And then we can bring it back after that for a second reading cuz I don't want to just bring it without having any like suggested edits. >> Understood. >> Yeah, got you. Thank you for that. >> Perfect. >> Thank you. Any additional >> No more. >> Trustee Williams. >> Yes, um I'd like to get uh you know, a little little more information on uh K-12 Coalition. Um summer reading, what have you. Um I I I really would like to get into the nuts and bolts of that strategic planning. >> Uh I'm not sure if the other trustees want some homework, but we can definitely provide homework. Actually, the team already reached out

340to our representative from uh K-12 Coalition. They She has my number. We're going to be arranging a call tomorrow. So, I'll ask what are some things that we can start engaging in and maybe ask her to like send us some documents, some resources, things like that. And then we'll make those available to the board. >> Okay. >> Yeah. >> Thank you. Any additional? >> That's it. That's it. >> Trustee Loder? I have nothing. Thank you. Thank you. I don't have any future agenda topics at this time. Superintendent Rubalcaba? >> I do not. Thank you so much. >> Thank you. And we're going to move on past P, which is closed session if necessary, because it is not necessary. The Board of Education, um with no further business to come before the Board of Education, this

341meeting is adjourned at 10:22 p.m.