001Mhm. >> Megan, oh, sorry. Megan, can you hear us? >> I can. Can you hear me all right? >> Excellent. >> Great. Thank you. >> But you see, you're trustworthy, honest, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean, and reverent. He was all those things. And um he always managed to to deal with finance in a way that translated school finance into my background finance. And when I would ask a question about an acronym or some other issue about how it all worked, he would always respond with grace and clarity. And uh he laughed at my jokes. That's so I really appreciate his good humor and putting up with me, his support for the entire endeavor, and he never stopped working for our district. Um I'm very aware that when Adam said, "I can
002support that," it was going to be a project that was going to get there. He was just committed to future vision that he could shape, and I knew that when I was saying something that would not get there, he'd give me the good reason why not. So, on behalf of the Board of Education, I really like to extend our our condolences as a group to Adam's family, his many friends, colleagues, and all who are grieving his loss. I ask that we now take a moment of silence in Adam's memory. Thank you, everyone. Anyone wants to get weepy may get. That's all you have all of our wishes to do so. Uh so, the first thing I'm going to do here is to call the meeting in order at uh 6:12 and do a roll call.
003So, I think so we've done this before, but we now have someone online. We'll start with the furthest to my right, Megan, online. Are you here? >> Here. >> Okay, thank you. Trustee Hardy. >> Here. >> Trustee Halsey. >> Here. >> Superintendent Wendt. >> I'm here. >> Great. Jim Monaghan. Board member. Uh what I'm going to do is to um comment that Megan is uh in the meeting but is doing this remotely and via teleconference and her uh presentation location has been posted appropriately on the have to read where she is. Uh so what Megan, thank you for taking time from your travels to dial in. What I'd like to do is do the flag salute. So if we close this for in the room with us, stand and turn to the flag. You put
004your hand on your heart, please repeat after me. I pledge allegiance to the flag of the United States of America to the republic for which it stands one nation under God, indivisible, with liberty and justice for all. Hey, the board took no action in closed session tonight. We didn't even get much of the food consumed. Uh and the first motion I would like to bring up is a motion which I'd love to have from my fellow trustees to approve the agenda. >> So moved. >> Seconded. >> And moved and seconded. So having been moved and seconded, we'll call the question. All those in favor, please say I. >> I. >> Great. Uh then I'm going to say any opposed. I didn't hear any. So no opposed, the motion carries. I don't think we have any
005public comments tonight. So there's no mean uh you know, cards to collect. And we're going to start the business session. And it's Uh first program of the business session is to go through the LCAP report and Ellen Chevalier our uh is going to do the presentation for that. So something we flash up on your screen and you'll doing the narration. Thank you, Ellen. Welcome. >> Yes, good evening, everybody. In Adam's honor, I'll introduce myself cuz he always introduced himself and who he was at the beginning. So, I'm Ellen Chevalier and I am director of curriculum and instruction. Tonight, I have the honor of presenting the proposed 2026-27 Local Control and Accountability Plan annual update and proposed modifications for the third year of the final of the third year of this LCAP cycle, the third and
006final year. So, we'll begin with a quick review of what the LCAP is for those that might be joining us. The Local Control and Accountability Plan, or LCAP, is a three-year strategic plan that guides how school districts use state funding to improve student outcomes. It's a key part of California's Local Control Funding Formula, which gives districts flexibility to address local needs, especially for students who are English learners, low income, or in foster care. Each year, districts must work with educational partners, including parents, students, teachers, and community members, to identify priorities, review data, and adjust actions. The LCAP includes annual goals, progress measures, and planned expenditures tied to improving academic achievement, student engagement, school climate, and more. In Oak Park, the LCAP is aligned with our core commitment to equity, well-being, and academic success for all
007students. It reflects the voices of our community and helps ensure our resources support the greatest areas of need. Next slide, please. California's eight state priorities define what school districts are expected to address in their LCAPs. These priorities are grouped into three areas: conditions of learning, pupil outcomes, and engagement. Conditions of learning include ensuring all students have access to basic services like appropriately credentialed teachers and safe facilities, instruction aligned to state standards, and a broad course of study including subjects like arts, health, and world languages. Pupil outcomes focus on academic achievement such as performance on state assessments, our English learner progress, and readiness for college and careers. Engagement includes parent involvement, student engagement and climate school climate measured through things like attendance, suspension rates, and survey feedback. These priorities are reflected in the California School Dashboard,
008which uses performance color levels to show how districts and student groups are doing. The LCAP is where we outline our goals and actions to improve on these measures based on data and community input. Next slide, please. Our current LCAP has three goals: enhancing academic achievement for all students, fostering a holistic learning environment for student success, and developing citizens prepared for sustainable futures. Next slide. We will now review the annual LCAP annual update, which highlights key successes, challenges, and proposed adjustments to address educational partner feedback and student outcome data. Much of the data was previously shared during the January 28th student data review and February 18th mid-year LCAP update, so tonight's presentation will focus on a high-level summary. Overall, most metrics have either met or are on track to meet our year three targets. The few
009areas that are not yet on track underscore the ongoing need to provide support for specific student groups. We will take a closer look at these metrics in a few moments and how the 2026-27 LCAP addresses them. The district made measurable progress toward its LCAP goals during the 25-26 school year, successfully implementing planned actions while adapting to staffing limitations, site-specific needs, and feedback from educational partners. Here we see a few key highlights. Unless otherwise noted, these comparisons in parentheses reflect progress from our 2023 baseline at the start of this LCAP cycle. Under goal one, academic achievement improved across several key measures. The district moved from green to blue on the English language arts indicator, while the English learner progress indicator improved three performance levels from orange to blue. Our multilingual learners demonstrated strong growth in English
010language arts, math, and English language proficiency, and advanced placement participation and success continued to increase. Under goal two, student engagement improved with chronic absenteeism reducing by nearly half, and no schools or student groups identified in the red performance level. Overall attendance also increased to more than 97%. Under goal three, college and career readiness, we continued to show strong growth. More students met A-G requirements, the college career indicator increased by more than eight percentage points. Our partnership with CSU Channel Islands expanded dual enrollment opportunities, and facility conditions improved across the district. This slide Yep. This slide highlights areas where results have not yet met our goals when compared to the 2023 baseline. On the 2025 CASP assessment, so not this most recent one, but the two ago, some of our historically underserved student groups did not
011make the same level progress as others. While multilingual learners showed strong gains, low-income students experienced declines in English language arts, math, and science. And overall science performance declined across the district. Because these comparisons are based on our 2023 baseline, the 2026 CASP results will provide important context as we evaluate student group performance and future priorities. We also saw small increase in the high school dropout rate while maintaining zero dropouts at the middle school level. In addition, fewer staff reported feeling connected to their school site. However, it's important to note that this year's LCAP educational partner survey included a new neutral response option, which was selected by approximately 13% of respondents and likely influenced comparisons to prior years. These results will help guide refinements to our actions and investments as we continue working to improve outcomes
012for all students and staff. In response to the successes and challenges reflected in our metrics, we propose several refinements to strengthen support. For goal one, we plan to enhance academic achievement by offering Monday academic support at Oak Park High School for unduplicated students on the D F list. Continue our professional development focus on universal design for learning and expand mathematics supports through co-taught geometry, renewed access to IXL for grades 6 through 10, and the pilot of new math instructional materials from grades 6 through Algebra 2. We also propose continuing summer remediation opportunities funded through the learning recovery emergency block grant. Under goal two, we propose strengthening staff engagement by increasing leadership opportunities, hosting staff listening sessions, and gathering feedback following professional development to ensure continuous improvement and responsiveness to staff needs. For goal three, we
013plan to continue expanding college, career, and global readiness by piloting new secondary math and providing developing multilingual learners with access to Magic School AI translation tools to help reduce language barriers and increase access to learning. These proposed updates reflect both the trends identified in our student outcome data and the priorities shared by educational partners through surveys, committees, and ongoing feedback. Next slide, thank you. We will now review the proposed 2026-27 L Cap goals, actions, and metrics. These updates are informed by student outcome data and educational partner input with the goal of strengthening impact and supporting progress through the remainder of our three-year cycle. Many of these proposals were previewed in the previous section and reflect consistent themes from educational partner survey or data. In response to our educational partner feedback and our review of student
014outcomes, we are proposing several updates to our actions. Here they're organized based on identified areas of importance. Other revisions reflect the natural progression of our three-year plan and lessons learned through implementation. To support rigorous coursework in STEM education, we will be piloting new secondary math instructional materials, expanding student support by offering co-taught geometry, and continuing our partnership with CSU Channel Islands to offer two advanced math dual enrollment courses. We also plan to add civil engineering honors and AP cybersecurity and provide Magic School AI translation support for developing multilingual learners. To strengthen academic support, we will continue three built-in support days at Oak Park High School, English language arts and math intervention at Medea Creek Middle School, homework club at Medea Creek Middle School, Monday intervention at OPHS, and targeted math support at Oak View High
015School. We will also continue building staff capacity in universal design for learning and maintain our partnership with Magic School AI to support teaching and learning. To expand college and career readiness opportunities, we will continue promoting state seals, the green cord program, and the Eagle Community Service Program, while hosting a district-wide career exposition, and rolling out the California College Guidance Initiative platform to students and families. Finally, we will begin implementation of the 2026-27 district-wide facilities and capital improvement plan to guide future investments in our learning environments and school facilities. We will now look at each goal in greater detail as the annual update does, beginning with goal one, which focuses on academic achievement for all students. No changes are proposed to the goal description, the goal metrics, or expected outcomes. The proposed updates are limited to
016refinements within specific actions to strengthen implementation and support student success. The proposed updates to goal one are primarily designed to strengthen implementation based on educational partner feedback and the natural progression of our three-year LCAP. Several updates focus on expanding academic support and staff capacity. We are clarifying that Monday academic support at OPHS will be funded through the homework support action, continuing to invest in universal design for learning through coaching, co-teaching networks, and additional professional development supported by the Supporting Innovative Practices or SIP grant. We are also strengthening our math program by supporting co-teaching in geometry and providing planning time for teachers involved in the secondary math pilot, and in the spring the elementary math selection process. Additional updates include scheduling elementary report card revision work during district professional development days, expanding phonemic awareness training and
017early literacy summer learning opportunities for TK-2 staff, and continuing to refine the transitional kindergarten pacing guides to align with the preschool transitional kindergarten learning foundations. Finally, no new actions are proposed and no existing actions are being removed. Goal two focuses on fostering a holistic learning environment for student success. No changes are proposed to the goal description, metrics, or expected outcomes. Next slide, please. The proposed updates to goal two actions focus on strengthening student and staff well-being while continuing to build positive school culture across districts. Several updates are designed to enhance social emotional supports and student engagement. We are proposing an elementary social emotional learning curriculum pilot as part of our positive behavioral interventions and supports work. We also plan to revisit and reflect on previous challenge success recommendations related to homework practices, student workload, and
018school culture to help inform ongoing efforts to support student and staff well-being. In addition, we are expanding access to the arts through a new sixth grade drama elective at Madia Creek Middle School, and by improving alignment of arts education opportunities during non-music trimesters at the elementary level. No new actions are proposed and no existing actions are being removed. And goal three focuses on developing global aware and college and career ready students. No changes are proposed to the goal description, metrics, or expected outcomes. The proposed updates, this is teeny tiny, sorry for that. Uh to goal three actions focus on expanding college and career readiness opportunities, supporting global citizenship, and ensuring students have access to current instructional resources and learning environments. Several updates are designed to strengthen our rigorous learning opportunities and career preparation. For example,
019we will continue offering advanced math dual enrollment courses through CSU Channel Islands, add civil engineering honors and AP cybersecurity, and explore expanding access to selected honors and advanced placement courses for ninth and 10th grade students. We are also expanding career exploration opportunities through a combined middle and high school career exposition, continued career talks at Medea Creek Middle School, and additional support for college and financial aid planning through the California College Guidance Initiative, Naviance, FAFSA completion efforts, and dedicated college and career counselor support. Additional updates include implementation of the district-wide facilities and capital improvement plan, continued sustainability education through green schools resources, piloting new math and personal finance instructional materials, supporting implementation of the new elementary English language arts curriculum, and providing magic school AI translation support for developing multilingual learners. No new actions are proposed
020and no existing actions are being removed. All right. Preview of what is to come in the next presentation is the budget overview for parents or we call it the BOP. The BOP provides a clear, accessible summary of how the district plans to use its funding to support students. Its purpose is to help families and community members understand the connection between the district's budget, the LCAP goals, and the services that support student success. Next slide, please. School districts receive funding from different sources. State funds under the local control funding formula, other state funds, local funds, and federal funds. LCFF funds include a base level of funding for all LEAs and extra funding called supplemental and concentration grants to LEAs based on the enrollment of high-need students. Those are our foster youth, our English learners, and our
021low-income students. And here we go, these are big numbers. So, the total revenue projected for Oak Park Unified is $63,171,332, of which $53,355,243 is local control funding formula. $3,331,829 is other state funds. If I'm stealing your thunder, Byron, you can join me here. $5,159,169 is local funds, and $1,325,325.91 is federal funds. Of the approximately $53,000,000 in LCFF funds, $1,619,364 is generated based on the enrollment of high-need students, those foster youth, English learners, and low-income students in our classrooms. Next slide, please. That's what the pie chart shows. All right, Oak Park Unified plans to spend its approximately $65 million for the 2026-27 school year. Um or we that's how much we plan to spend based on the budget. Of that amount, about 6.4 million is tied to actions and services in the LCAP. And 58.5 million
022is not included in the LCAP. The budgeted expenditures that are not included in the LCAP will be used for general operating expenditures, including but not limited to salaries, benefits, materials and supplies, and other operating costs. And finally, this is looking Next slide, please. Yep. And finally, um we're looking at this current year, what we spent here. So, in 2025-26, OPUSD's LCAP budgeted one um $1,756,556 for planned actions to increase or improve services for high-need students. OPUSD actually spent $1,661,887 for actions to increase and improve services for these students. The difference between the budgeted and actual expenditures of $94,669 had the following impact on OPUSD's ability to increase or improve services for high needs. The lower-than-anticipated costs for certain activities and staffing challenges resulted in some adjustments to how services were delivered. However, all planned actions
023and services were implemented. Supports for high-need students were maintained throughout the year, and the district's overall ability to increase or improve services for these students was not negatively impacted. All right, and that concludes the LCAP annual update. At this time, if you have any questions, I would be happy to answer them or suggestions. >> Thank you. Thank you, Ellen. And uh Are there any questions or feedback from >> I I just have one question on the um looking at sort of the areas in the LCAP um where we uh on the third column um kind of not on track to meet target and that is um Yeah, but but primarily has to do with like I think closing um achievement gaps um particularly in um high needs and low socioeconomic status. I Is there any
024How do we track cuz I'm trying to think how many of those students sort of went through all of Oak Park and then how many of those come in out from outside so that maybe some of the gap is is right is is bridging the coming from a different district where there's a gap from what they had in the prior district and I wonder if we delved into that or >> Yes and no. So, we have done kind of informal surveys especially in math where right skills are sequential and we sometimes see gaps between um students who've had the benefit, let's say, of our MTSS program coming out of elementary school and then starting sixth grade. We do see a little difference there and our sixth grade team does a really good job of of
025reviewing and bringing those kids along. But, what we find is it's not always students that didn't benefit from the previous level. It can also be some of our own students, which is why things like co-taught Algebra 1, co-taught geometry are really important. Making sure that we have cohesive uh math instruction from grade 6 all the way through to Algebra 2. Um we're using a similar pedagogical approach, right? So that we're building strong foundations and kids are able to build on those skills while also receiving the supports they need through things like IXL and support time, homework club, those things. So we've we've done an informal look. I don't know that we've done a deep dive into the difference between, let's say, sixth graders who have come up through our elementary school compared to joining us
026in sixth grade. Teachers anecdotally will report there might be a difference, but I don't know that we've dug into the data. >> And I raise this because the percentages are pretty like uh while you know, we would love to be on track or making progress. Just what jumps out to me is I just feel like our district has less of a control less control because we have such high DOC numbers come in at, you know, particularly sixth and ninth. Um and versus other districts which most of the students have right? I mean, I'm not saying that they don't get transfers and and permits, but I do feel like we get a higher percentage and so I just wonder if some of that variability comes from the insertion, right? And and I'm not saying we shouldn't
027do anything about it. We should definitely continue to um because that is is something that our district is going to have for a while, but but that dynamic is seems pretty unique to us. And so, you know, maybe if we can delve into the data. So so for example, um you know, I don't know if we can do like option you know, like it says like a boot camp we can do particularly for those bullets that the you know, it's particularly 6th and 8th if that we think will help, but only if the data shows that. Only if the data really shows that it it is there's a it's because there's a high percentage and and it's it's it's also the the gap in curriculum from moving districts. >> And that's a good point that
028you bring up there cuz not only are we starting to think about this last year of implementation of this cycle, but really thinking about what do we want for the next 3-year cycle. So, some of these needs analysis diving deeper items will be good to complete next year so we have that information going into the new LCAP cycle. >> And I would just add to um what uh Sreyan said, if you can also look at if there are particular areas, if it's if it's a particular >> Like a zip code? >> Yeah, she's she's asking about looking at maybe is there a disconnect from students maybe coming into our district at different points from other areas, but also are there certain subjects or certain areas of study or in the curriculum that are posing more
029of a challenge so you could tailor um if you did a boot camp or if you did support and you had limited time or staff to staff it that you are really targeting um maybe the higher needs areas, which I don't know what they would be, but that would be just something else I would be curious about to know. Maybe you already know that. Um Uh >> I might guess it is, but I don't have the exact background, huh? >> Like for example, I I'm not just thinking about core subjects like math and ELA, but I do think that our middle school 6th grade um um staff do a really good job of preparing our students for good study habits, executive functioning, time management, which I don't know that other, you know, and so so
030for example people that come in after or you know, whether in middle school or ninth grade I mean, when I talk to some of some families, I do find that it's it's not necessarily just a subject but the ability to manage time and stay on top of assignments and it's a lot of that time and work management which goes across all subjects. Not to say that math or you know, those core subjects, but I I just wonder it I I do feel like those skills are so critical particularly in high achieving district like ours that if they don't already if they don't come in with those strong skills it's it's very hard to keep up. So, um just a couple of thoughts as we think for the next >> Mhm. Yeah. Yeah, and our elementary
031team is even looking at that and you know, into the conversation around homework and what does that look like and the type of grades we give in elementary school to help make that transition between middle school uh or elementary and middle school more seamless, right? The expectation that yes, there is homework and it does impact your grade and you do need to be studying and helping our our kids that were from our elementary schools make that transition too with other skills than just the academic skills. Mhm. Thank you. >> Uh I don't know I don't know if Megan has any but I did have a couple other questions. So, um first I just wanted to say thank you. Um you make this presentation and your delivery of the presentation makes it look very easy, but
032I know firsthand that it is not. This is a tremendous amount of data and input from our um stakeholders both staff and students and um families and um so thank you cuz this is is like I said it looks very easy but I know there's so much that goes into it and it's not. So thank you for for doing all of this and presenting it so clearly. Um the couple questions I had was and we talked about this in the um parent help the parent advisory committee which I I serve on as a board member is just when we have some of these targeted things to do like adding the homework club or this Monday support at the high school that you're talking about. Um sometimes we've encountered challenges to with staffing it. So we
033have really good intentions and we set aside the money but then we um can't the delivery sometimes gets um impaired because we don't have our own staff that are able to to do it. And so I'm wondering if we have the first question I had was if we're going to have contingency plans where we have ideas if we don't or not able to staff it ourselves with um how we will execute that or do we have plans to do that? >> Yeah, the there are lots of beautiful things about being a small district, but there are challenging things, right? And one is staffing. The other can be sometimes the resources we get are enough to do something but not enough to do big programmatic things. And so we've found that here. So we've tweaked it
034every year, right? Based on what we see. Principal McLanahan and I have met to kind of talk about how he's going to approach that Monday intervention support. He's going to bring it to his leadership team and say is this sustainable? And if it's not, what are we going to do? And and include the staff in that conversation. I think we all agree it is important, Um, it is sometimes hard to execute. and so bringing in the people who will be executing it to the table to see what other options we have. Um, he's going to start that at the beginning of the year. >> How is the Monday support at the high school um after school like during sup- >> It would be the >> support time? >> Yes, and so it would be designed
035for like invitation only to our unduplicated students or any student but also the unduplicated students would receive an invitation to participate in that um support. We've had another teacher, uh she serves on our DLAC and she brought it up at the um combined meeting we had this month where she was talking about could you do like a boot camp for a couple weeks focused on a particular skill? Like all of the Algebra 1 teachers are noticing fractions is a sticking point and we're really going to need fractions for the upcoming unit. So this week at support in Mrs. Chevalier's class it's going to be fraction review. Um, and that so maybe being more intentional in how support is used based on student data. That would be another way if we couldn't provide the Monday support
036to be more intentional with the Tuesday through Thursday support. Um, but students and the student outcome committee did comment that it can be tricky to get to support. They they don't see it and this was even the case back 10 years ago when I was in the classroom. Not every student, not every family views that as school time. >> Um. >> Right? And so we have pick up, we have to get to this activity and so while it is available, it is not seen as part of the instructional day. And so those that maybe would benefit from attending don't always attend. >> So that actually that bring brings me to another question which was with respect to the middle school um because the um the page that Sarah I looking at I also was going
037go back to it about reducing the DNF set Media. I know overall our DNF numbers are are low. So, but still there there are those students who are are struggling and how how we will do something for them bell to bell. Um, if because this is you were talking about geometry co- co- geometry in Monday at the high school, but I wasn't um, you know, the homework support every I wanted to know if there was something specific for um, the middle school bell to bell with respect to that issue. >> So, our um, same structure in the Media started it last year where the personal invitations went out to students on the DF list. Um, any English learner, any low income student to participate in homework club. Um, and many participated in intervention. Media has
038looked at Research shows that intervention for it to be most meaningful, it needs to be embedded within the school day, within the instructional minutes. That has been attempted a couple times at at um, Media Creek, but it is something we can revisit. Ultimately, it comes down to something that has to be negotiated through the union, um, because it means an additional section. >> Um, aren't we planning for the upcoming year to have a class where kids can get help? >> They are piloting Yes, Panther Prep, thank you. Um, Panther Prep would be for kids who need support in the things that Soyoung was speaking about, the executive functioning, the organization, ensuring homework is written down in their planner, that they get it started. Um, that's going to be a pilot based on Media does a
039phenomenal job keeping data and following kids. Um, and so by invitation, kids have been invited to participate in this pilot to see This would be on the general ed side, not through like an IEP, to provide a little bit of executive functioning study skills support for seventh graders next year. Specifically. >> So, as an elective? >> It would be their elective. Yes. The idea is just one semester, right? Because you want intervention to be fluid. As kids master skills, they should have the opportunity to exit the intervention. You reassess, and then you bring in a new group of kids. >> Is that something that we should include in the L cap that there's this pilot in the middle school? Because then it would remind us for um next year when we review to to check
040and see how it was going if it was um positive, then maybe it can be included in the um three years. >> What was it called again? What Panthers? >> Panther Prep. >> Yeah, such a cute name. >> Yeah. >> For things. >> It's a great idea. >> Um and then the other question I had about the middle school, you said that there you're adding a drama sixth grade elective. Is anything being deleted? No, you're just adding that option. >> Yep, to continue that pipe build that pipeline from sixth through um high school. >> Yep. And we're also adding some more um theater classes, beginning level theater classes at the high school. So, those kids can um to high school and have an elective that they want to do because we have students sometimes don't
041want to act right in front of everybody, but they like stage crew, they like costumes, they like doing makeup and things like that. So, it's an another elective that can uh support the kids who want to have something that they want in theater but not necessarily act them. Okay, that makes sense. >> Um and I have one more question and it flew out of my head. Um shucks if I remember. >> I'm here all night. >> Oh, I know what it was. >> Perfect. >> I did write it down. >> Go back in. >> I did write it down. Go back in. It's just can you share with us um just about the co-teaching for geometry? Like, how will that What Why would we do that? I'm not I know we've heard that before, but
042it will be helpful to explain what that means and how it will help students. >> Good question. So, co-taught means that in one class period, there will be a general education teacher credentialed in the subject, so for this one math, and a special education teacher, or we call them Ed Specialist, who's in there who's a master of differentiation. So, you have the two in there together to provide additional levels of support to the students in that class. The benefit of doing that, there's lots, but um, teachers can create these highly differentiated materials that are then shared across all geometry levels, even if we can't have two teachers in every geometry class, that collaboration and the co-planning that goes on between the Ed Specialist and the general education teacher benefits all students. This is the natural
043progression. Last year we, um, started with co-taught Algebra 1 to help with that also that, um, move from alge- algebra introductions into a full year grade level Algebra 1 course, where we knew that the pace was going to be, um, something that might challenge students, and so we put a a math aid in that class. We had two sections of the co-taught Algebra 1, and so the natural progression then would be to move on to geometry. Um, as our graduation requirement is to get through geometry, we want to make sure that those kids are supported through that course. We also have co-taught, um, Algebra Introductions Math 8 at Media Creek, and a co-taught pre-algebra class. So, there's going to be co-taught co-teaching from seventh grade through geometry next year, and through their work with supporting
044innovative practices, we're going to host a co-teaching network where we really invest in those teams because it they they tease and say it's like a marriage, right? So, the pairing has to work and they have to be able to feed off each other. It's not one is the expert and one is the support. They go back and forth and the students should see them both teachers as able to help and able to lead and to teach the material. So, it's a really dynamic evidence-based practice for supporting students in their academic achievement and it's a really cool thing that we have the resources to devote to making that happen in some of our classes. >> And Ellen, I I had a more of a a question / comment which was mainly just I will be interested
045to see um as as more time passes with UDL and sort of that having time to you know, integrate into teaching practices and and things like that whether whether we see that in some cases number one, whether we see some really innovative ideas or creative solutions right for certain for certain things and then also whether we see that sometimes the a solution may not be adding, right? But maybe removing a barrier or something something, you know, that doesn't lend itself to the structure of of this LCAP kind of you know, metric format and and I would love to just get updates on on any kind of thoughts or or or innovative ideas that that you think come out of um of those practices of of of implementing UDL over more time. I don't you know,
046that would be anything imminent, but I would just be curious um if you're keeping an ear out for how that could affect ideas for for future Lcaps. Over. >> That's great. Thank you. Yes, and we're very excited with SIP's support to start a UDL coach position, which will be a teacher at each site who's passionate about that work to build site level capacity so that you know, things happen best when they're local local to the issues and so helping them to do a needs assessment with their site admin team and then develop some sort of action plan to to help UDL um take hold even deeper in our classrooms. So, that's great. Thank you. >> We're asking a lot of questions after you've given us a lot of data, so I'll I'll try and keep
047it short. Um I'm always I always think of what my sister told me about middle school teaching and the fact that achievement is so often correlated to family wealth. And the kids who struggle are the ones who are immigrant kids or have problem parents who have financial problems. I just wonder when we look at the end of the year and we say this many people got D's and F's and this many people in that group come from families that have lower economic >> Mhm. >> stature. I'd love to know the kind of way we follow these kids. So, it's so important at the beginning of the year if they start to fall behind that we offer the kinds of invention interventions you're talking about early, not waiting for proof of failure, but starting at suspicion
048of challenges. So, that we know that we get to the end of the year we intervened early and we intervened with the right answers. And the right answers or proposals for are so challenging because I think sometimes it asks teachers to be sociologists to deal with what's going on with parental income or parental family stability, which is beyond our scope of control, but clearly has an impact. And I do not know when we can go beyond tutoring for math into dealing with family issues as part of the wellness counseling to reach the underlying issue that's that's a barrier to success. So, I don't have a question on that. Just These are This is just a concern because we I've you know, I've been on the board 4 years and that correlation between D's and F's
049and the kids who are foster kids and are coming from families where it where wealth is not uh available and where there's a challenging daily skills. As my sister had students who were going home and there was no second shift because mom and dad were cleaning office buildings. That may be not common in our school district, but it may be three or four or five of the kids we have. I just hope that this is identified by the appropriate folks and and channeled up so that we don't just track failure, we intervene early. >> Yeah, we call those our wrap-around services. Um one of the great things we do in Oak Park, too, is we have a low student counselor ratio. And so, um those stories are not just abstract, right? We we do try
050to intervene often. And one of our LCAP metrics is uh monitoring the data and implementing systems to ensure students aren't falling through the cracks. Um I liked your your line about at the start at suspicion of challenge, not at proof of failure. So, that's a that's a great thing. >> Thank you. And thanks for your great work putting this on. We appreciate it all. >> Thank you. >> Anybody else? Okay, so we're going to announce a public Thank you, Ellen. >> Yep. >> Before we bring up Byron, I have to announce we're having a public hearing that we have to close this hearing first or we'll get a bunch of gavel activity. All right. So, at 5 minutes of 7:00 I'm going to close out this first session of the open session. Consider it now
051closed and then we're going to now now open a public hearing and board review for the Oak Park Unified School District annual budget. Are there Is there anyone in the room who wants to make a comment or has a card? Seeing none, we're going to close the meeting and then that was at 4 minutes of 7:00. What was that? Did I make a mistake? >> No. >> We're good. Okay. Now Byron is going to go through the proposed budget for the coming year 2026-2027 Oak Park Unified School District annual budget. >> Hi. >> Welcome, Byron. >> Thank you. Um I will start off by saying my name is Byron Jones. I'm the director of fiscal services. Adam would always tease me saying as part of my professional development he would have me present the budget
052at some point in time. Consider this trial by fire. So. Um So, I'll begin by saying I'd like to thank my team in both the business services and the fiscal services department. They allowed me to focus my attention on this budget alone as they took care of business across the board. So, I wanted to make sure that they got a shout out here before anything else as Adam would typically do as well. So. So, from there we'll begin. I will be presenting the 2026-2027 proposed adopted budget. And we can begin. Okay. So, every year before July 1st the governing board is required to hold a public hearing and adopt the budget for the subsequent fiscal year. >> I'll start. >> But she was moving it, it was just not showing. Okay. What's going on? >>
053I wasn't sure if it was something I was supposed to say. Okay. Um next slide. Um here are our general assumptions. We are using School Services of California assumptions um including Cola of 2.87% with an augmentation of 1.44% bringing us up to 4.31% in the 2026-27 year, uh 3.30% in 2027-28 and 3.09% in 2028-29. Um our enrollment is projected at 4,368 for 2026-27, uh 4,315 in both 2027-28 and 2028-29. Unfortunately, Adam was the keeper of the enrollment projection, so we have to now rebuild uh some figures, so um that's what I'm currently working on. Um we'll be able to provide uh additional information regarding the next 2 years um soon enough as I get some numbers and some help from Stu. Um we are projected to have an ADA of 4,181. Um our funded ADA
054is 4,248.6 and this is based off of prior year. Um our attendance factor is 95.72% with LCFF funding of per ADA of 12,558. Um and duplicated account of 15.82 and that remains relatively consistent across the three years. Um LCFF supplemental will also be 1.6 619 thousand dollars in year in the budget year 1 million 651 in 2027-28 and 1 million 6 1 million 696 in 2028-29. Um CalSTRS and CalPERS remain consistent, although we do see some reductions in 2028-29 for CalPERS. Um CPI is expected to be 3.76% for 2026-27 and our step and column adjustments for 2027-28 and 2028-29 is expected to be 248,000 dollars. Next slide. Here are our revenues. Um estimated our projected cola for next year is 4.31% but due to the adjustments with ADA, our revenues for LCFF is expected to
055grow at 2.47% to 53,355,243. Federal >> So what was that again? >> The adjustments are because of that's a 4% increase and then the adjustments are for >> The adjustments are because of the ADA factor. We are now it's not the same enrollment from year one to year two. In addition to that, we're also seeing a reduction in our ADA projections and so that causes a change. It's not a it's not truly a 4.31% >> ADA is lower. >> Correct. >> Thank you. >> Um federal revenues are expected to remain relatively the same. We are including us, grant supporting innovative practices grant of $18,000. Um all other state revenues um are expected to reduce by 1,360. This is due to the student support and professional development block grant. Um this is a one-time funding that
056we received in 25-26 that we will not be receiving um in 26-27. Um and all other state uh all other local revenues are expected to be uh reduced by 1.8 uh 1,835,000. This is predominantly due to um donations that we uh don't budget in adopted year. We only uh budget as we get them and receive them. And we have expected costs associated with them. Um in addition, we have local revenues and interest that we did not budget for. Um as again, we don't know what those numbers are. Um and we expect them to kind of fluctuate uh from one year to the next. Next slide. >> Byron, on that point, I mean, I definitely agree with the um not projecting into the budget. But I wonder if, you know, um uh not today or but
057but it would be good to sort of just see the historicals on that so that we can see the variation cuz I don't know that we've seen that so that we can at least have some idea cuz it is kind of, you know, I always forget Uh yeah, I always forget, oh shoot, that's the that's that's the amount that come Yeah. >> You know, but it's money raised and then spent on a bus. >> Yeah. Yeah. >> So it sort of nets out. >> Yeah. >> But it would be nice to see it sort of a shadow account. >> Yeah, we can uh we can project that out for you guys. Yeah, I got that. >> Thank you. >> Um here are expected uh expenditures for next year um in comparison to the 25-26 uh
058fiscal year. Uh certificated salaries are expected to uh reduce by 168,000. This is mostly due to attrition um with the high school uh teachers, we saw about $224,000 in attrition savings. These are resignations and retirements of our longer tenure teachers. So, they have a higher salary rate than compared to new incoming teachers. So, we're expected to see some savings there in the most part. We're also shifting over about 49 certificated admin salaries from EBG grant. That's educator effectiveness. That's now going away for this year for next year. And that will then move back into unrestricted um unrestricted dollars. We are seeing increased in classified salaries. This is mostly due to certificate or classified vacancy savings that we saw in 25-26. So, we are projecting a full year cost in some of these vacancies. In addition
059to that, we're seeing additional two additional TK aids, one additional campus supervisor in Madia Creek, and we're we're projecting for additional 12-month employee vacation payouts for any balances that are remaining at the end of next year. That's projected at about $148,000. We're also seeing books and services reductions due to projected since we didn't budget for some of the donations that we saw. That's equating to about $76,000 there. Again, in the same situation for services and other operating because we did not budget for site donations. That's equivalent to $634,000. In addition to that, we are seeing some savings with AB602 in special ed. Marcus identified some costs that we will not be projecting out for next year due to reductions in contracts and other services. So, that's another savings of about $434,000. Um Capital outlay is
060seeing a reduction due to uh the kit funds no longer being used next year. That's $91,000. In addition, Brookside donations had $32,500 in in additional capital outlay for the basketball hoop that they that the PFA funded. And that's mostly what the the the reductions in in next year's budget for capital outlay is going to be. Any questions there? Next slide. Here's a graph for total revenues as a percent. Next slide. Again, another graph for total expenditures by percent. Next slide. So, with that being said, we're expected to have a net decrease in combined fund balances of $1,813,000. The net decrease to unrestricted is $824,000. This reduces our expected fund balance down to $6,418,000 for next year. So, we are continuing to deficit spend as we go across this year. Next slide. Here is the combined
061revenue changes. We are setting aside additional funding for our 6% on top of what we have in our fund 17. This equates to $1,899,000. We also have lottery and instructional material carry forward for a 1 million 448,000 dollars partly to help fund for future expected um adoptions for curriculum. Next slide. And here are some balances for one-time funding. Learning recovery emergency block grant will be about 290,000 91,000 dollars. Um we have not projected any costs related to the student support and professional development block grant as of this point. Um we have until 2029 June of 2029 to uh fully spend these dollars. So we will figure out how to spend that with curriculum and the rest of the team. Next slide. Here is our combined MYP. We are projected to have our 6% as it
062currently stands, but as I stated earlier um with enrollment projections, they remained flat for the year two and year three. Um so once we have better estimates on what our enrollment will be, um we'll be able to provide some updated figures on these numbers, but as it currently stands um due to the elevated um augmentation for the cola, we're expected to see um some increases in our um LCFF funding for years two and years three. Next slide. And here we have some ending fund balances for some of our other funds. Um child development is expected to have about 119,000 dollars. Um cafeteria is uh 468,000 dollars. Uh fund 17 is remaining flat for the time being until we have some better estimates on interest um that we should be expecting to receive. Um Measure S
063is projected to be reduced to $4,666,000 and then the school facilities funds um down to $710,000. Um I kept those numbers relatively the same as um our costs for this year uh 25-26. Um and so I'll be working with Maggie and and the rest of the team to try to figure out some of the funding and costs associated for next year and try to map out uh the future costs moving forward. Correct. Well, that's how much we haven't spent of what we've received in our last uh series of funding. Yeah. That I'm not sure. Yeah. Okay. Any questions? That is correct. Um that's partly due to the augmented COLA that we're seeing in uh for next year. Um that rolls over to year two and year three. Um in addition because we've been able to
064to find some savings um working with each department um identifying costs um I think that's helped us out a little bit with projecting our costs uh moving forward. Um but mostly due to the augmentation of the COLA for next year. >> We We increased it by about 1% in years 2 and years 3. If I remember correctly, it's about 3.5 million. I increased it from 24, 25. We are seeing some savings due to retirements and resignations as we drop off some of those benefits at since we collect over the course of 10 months over the from from August through May, but we have some savings because those savings are from the health benefits from June all all the way through to September essentially. So, we're collecting the contributions and deductions from our employees during the
065school year, but that extends out to all the way through September since our benefit year is from October through September. So, we're seeing some increases. We're projecting some increases there just because the assumption is that some of our older tenured teachers are dropping off. So, we're having more younger families come in and so we're increasing it that for for in anticipation of of some of those costs. Yeah. What I've noticed with um at least with our gas bill um based off of current assumptions for this year, we're seeing about uh $44,000 in available um uh budget versus actuals. Um we are increasing it across the board um in anticipation um but over the course of the the the 2 years now um the increases have been uh pretty steady. Um I think that once we
066identify some of the the the repairs that are needed, I think Maggie put in a a request today about repairs for a gas leak essentially. Um we also had um repairs on waters uh water leaks and things like that. So, um some of those are causing some of the increases and hopefully once we get those managed, um any increases that we will be seeing are going to be um less to a degree than what we've seen in the past. >> That's great. >> Nice job. >> Thank you. >> Very clear. >> Very nervous. >> No. Couldn't tell. Yes. >> Oh. It's all right. >> So really from the board they uh request was if there is any changes or recommendations, then those would be by Ellen and Byron would make. Otherwise, this is what you
067saw today is what it's going to be brought forward for adoption. Unless you know, Byron gets he's looking for some a few figures and and things that they're looking at involvement numbers. I did find in the in I went through the drive and I found his spreadsheet. Um it's quite a work of art actually. I I was fascinated by it how he he's projected he's been tracking it from 2014 onwards. So, I'll get you that. Yeah. I have that. So, I think how he projected his enrollment numbers and that Jim to your point, the reserve that you're seeing is because Byron based his enrollment as to what they are projecting. Adam was more conservative and he went lower. And so that kind of is Yeah. Yeah, it was lower. Yes. But now that you have
068those maybe more conservative numbers, he might yeah. He might lower it and it always was I think what Byron and I talked that projected what Adam projected last year to what they they have in as actuals that turned out to be they were pretty matching. >> So better to use those numbers. >> Yeah, so it's better and but you know we were looking for that so I think those changes they might make and we might share that with the board ahead of time so you have some time to digest that before we bring it for adoption. >> That makes sense. The state gets a really nice yield from the Okay. So that takes us up to the last portion here. Yes. I review and discussion on progress towards the uh on the 25 26 district
069goals. >> Yes, thank you very much. Usually this one would come also in the June and the June meeting but because I won't be here in person um I wanted to do this presentation today. Um so I have to say that I am very pleased with the results of our collective um staff leadership team everyone's efforts to meet the goals that we had set for ourselves um in July last year. Um for our goal one uh enhancing academic achievement for all students I of course selected some highlights to share with you because if I shared everything that I submitted to you item by item uh we would be here until 10:00 uh but I won't do that to you so I just picked a few things I wanted to share under each goal. Um so
070for goal one academics instructional materials pilots were completed with adoption made in elementary English language arts uh AP science and high school history social studies courses. We continued to refine our math curriculum by utilizing interim assessments in grades three to five and I excel for skills enforcement and intervention in grades six to algebra two. And selected materials to pilot in grades six to Algebra 2 during the 2026-2027 school year. We also successfully added multivariable calculus and differential equations at the high school, and we made several improvements to our ELD program providing more support to our multilingual learners. We have seen larger number of re-designations this year and have been able to close the academic achievement gap with this group of students. Our CAS scores are starting to come in as you know, the year has
071ended and we will analyze and share the results in fall of 2026. Across all school sites, administrators and staff utilized UDL strategies and interventions to support our students. They used assessment data including CASP, FastBridge, multitude reading difficulties risks risks screeners in K2, interim assessment blocks, and local benchmarks to guide instruction, identify student needs, and provide targeted interventions. All elementary schools focused on foundational literacy skills in early grades and CASP interim assessments in upper grades, emphasizing academic vocabulary and critical math skills. In goal two, fostering a holistic learning environment for our student success, Oak Hills TK students started the school year in new classrooms, a playground, and a beautiful landscaped grounds. Thank you to our community for approving bond measure S. Brookside's TK playground also got renovated with two new swing sets for the little ones
072to enjoy. Blinds and window coverings were installed across all schools. PA systems were installed at all schools with OPHS being installed this summer. The capital and facilities improvement plan was presented to the governing board in March and will be brought for final approval in fall 2026. Wildfire prevention and response plan was approved and drills were held at each site to ensure we're prepared in case of an emergency. Mobile communication device policy was reviewed and updated based on educational partner feedback, and the technology plan was updated as well. The Superintendent Student Leadership Council was formed and met quarterly to elevate student voice and make improvements to students' learning experience. Student listening sessions were held at MCMS and OPHS, and information provided by students was shared with the site administrators to continue to improve students' learning experience
073at the sites. For goal three, global developing global citizens prepared for sustainable futures, we switched to Athens services this year, and we have had a great experience so far. They presented at all staff meetings to share information and discuss recycling, organics, and waste program required by SB 1383. Oak View High School students took a field trip to an Athens sorting facility to learn more about where our trash goes and how it is processed. Share tables have been in use at all elementary sites, and portion sizes were adjusted in response to students' and parent feedback. Uh additional meals are available for purchase. OPHS launched the Eagle Community Service Program. 28 seniors completed the required number of hours and received commendation this year. 170 underclassmen have submitted hours for consideration for future years. OPHS college and career
074counselors visited MCMS eighth graders to guide students in discovering how their interests and aspirations can shape their high school journey and future opportunities. Denise and I were standing there watching them do this presentation. A webinar of the session's key points was provided to eighth grade parents to increase their awareness and engagement. This year OPHS held a career fair at lunch, and MCMS hosted numerous career talks at lunch. I probably attended about nine of them and there were at least four or five that happened after that. Um, very, very exciting um, presentations. They will combine efforts next year to host a district-wide career fair. This year it was kind of too close to the end and they got overwhelmed with all the different ones they have done and they didn't get chance to do the big
075one. So, this year they'll combine forces, middle school and high school, and do a district-wide uh, career fair as we wanted. For goal four, recruit, retain, and train talented and mission, vision driven staff. All administrators completed their end of the year uh, self-reflections on their progress towards goals. Um, I have probably finished about 13 of them and uh, have several more to go and uh, have to say that our administrators have worked really hard in meeting their goals and uh, we are having really robust discussions on what they have done and what we want to see happen in the future. Uh, when hiring new teachers, the most common question is usually what type of staff development is available to us? And besides the two full PD days this year, we also aligned the early release
076days across all three elementary schools so that they could have a dedicated time to collaborate in grade levels across sites. And Ellen in her last curriculum council meeting worked with elementary teachers, specialists, um, identifying those three days throughout the school year where they are going to do that and also topics that they wanted to discuss during that time. And it was completely teacher generated. Um, so I'm hoping that they would find it more useful and beneficial to use that time for that purpose. At the July leadership retreat, the entire leadership team got trained in conducting investigations in response to bullying, harassment, discrimination. Uh, it was provided by F3. And at monthly leadership team meetings, we also talk about um, some of these cases and you know, that's also a built-in kind of PD as we
077talk about information like that. Um, also daily support is available when they have situations, they contact Stu. Ellen, Raghini and I are always, you know, supporting site administrators if there is a situation that they need more strategic kind of communications and support. Um, because our health care costs for the benefits have been increasing, um, Adam was looking into couple of other options and he had looked at the Seabourn A Skip uh, and shared with us that they were not comparable and that they weren't good options, but Cisc was the third option and he felt that that one could be a possibility. And Cisc provided us with some quotes um, to kind of compare with our current insurance group and then theirs and we were supposed to meet by the end of the year and go
078over those and see what the committee thought, the health benefits committee. Uh, but Stu reached out to them and they decided to do that with the new assistant soup in place so that they can make that decision. And finally, goal five, uh, ensuring responsible stewardship of resources and operational efficiency. Um, of course, hopefully by now everybody has seen our website migration has been completed and individual Google sites are migrating over uh, within the opusd.org domain. Um, purchase of parchment transcript management system was approved in April and the implementation is currently underway. Parchment will be implemented beginning fall 2026. The nutrition department applied for and was awarded $130,000 in kit funds for the purchase of kitchen equipment and staff training. Staff MFA has been completed and student MFA is currently in the enrollment stage. All 6th
079through 12th grade students will select their second factor for authentication by August 5th. We tried to do it at a time that wouldn't impact teachers and classroom, you know, instructional time and all. The technology department presented the day three year plan to the governing board in spring and they have already started working on some of the actions identified in that plan. Technology team members have been trained on the implementation of a secure network including cybersecurity measures and resources as well as monitoring reports to ensure compliance. They submitted a proposal to the federal e-rate program to secure a 40% discount to continue the refresh of district network infrastructure including replacement batteries for the site MDF closets and replacing aging equipment to ensure students and staff have connectivity even in the event of a power outage. OPUSD
080has secured grant funding for further partnership with the supportive inclusive practices project which is what Ellen was discussing. Project uh lead has visited schools and begun preliminary work alongside pupil services, curriculum and instruction, and site principals to further the district's work on inclusive practices and culture enhancements to ensure responsiveness to 21st century learner needs. Um these were not even everything that we have done but um I think that it was a very good year, very productive. Um uh lots of accomplishments. If you remember recognitions for Media Creek and OVHS and uh WASC visited the high school. Um that was very strong and uh very productive. Um So, a lot has happened and I want to thank the entire OPUSD staff, community, parents, students, everybody for working together to accomplish these goals. Um and I'm excited
081to what we're going to do next year. So, we will have our July governing board retreat where we would discuss what we are looking for for next school year and set our goals and do this all over again. This is something about schools, right? You know, in other places it's just the same thing over and over. We open and we close and we open and we close all the time and that takes a lot of energy from the staff and parents, too. I saw a parent was it yesterday and um she said, "So, we're not the schools opening?" And I said, "What? We just closed them." She says, "Oh, I don't know. It's tough." I said, I started laughing. It's like, "Oh, I have to look for some camps and stuff. It's like, this is
082much at home." It's like, "Yeah." So, some parents have their kids in our summer gap. I hear it's going really well and they're having a good time with different activities. We had a petting zoo the other day and then a like a water water games and things like that. So, they have planned a very very good summer gap program. That's very exciting for kids and so um I want for kids to have a stretched summer so they can relax, play, enjoy, and hopefully some family vacations for everybody, for staff, um our governing board as well. They have worked really hard hard all year with us and they deserve some uh kind of relaxing time and fun until we see you. All right. >> Thank you very much Superintendent Win, and I'm so glad that we've
083uh haven't had more fires. So, we owe a lot to the LA Fire Department and the Ventura County Fire Department. And we start to name our various fires in the course of the year, that's not it. And we have what in May? Something has gone wrong. Uh any other thoughts before we close it out this evening? >> Um I I just want to say that um what you and your staff, and particularly, you know, everyone, teachers, um but I want to take a moment to really thank the cabinet um and your staff because we had pretty ambitious goals, and the fact that we met them um um and with some, of course, unexpected, but pretty big unexpected challenges that we dealt with during this year. Um and everyone stepped up to the plate, everyone pitched
084in beyond their roles. Um everyone stretched. And um and I feel like everyone got closer, which I think is also very important when when we have these things happen. And so, I I just want to just say a big thanks um to the entire team because this was a phenomenal year, and um I'm just so proud. Um and I want to be proud. So, um I um anyway. Uh we have a lot to be proud of in the district. We have a um and when I see these goals and I see the updates, I just we always have to remember there are students and staff and faces and people behind these goals that that that we're driving towards. And um just immense gratitude for um the kind of people that we have in our district
085working who care so much. So, I just wanted to say thanks. >> And I did learn from attending the combination promotion at the fifth grade class in uh which school is that? Red Oak. And I learned that they are overwhelmingly found that the most meaningful experience of their time in elementary school was the visit to Santa Cruz Island and the whales. Let's keep that in part of our perspective as well. >> It's going to happen. >> whale of a time. Anything Megan? Anything for you in the West? Are you still awake out there 3 hours ahead of us? >> I am. I I can't I can't top that. I can't I can't top Zoe's words. Um I but I'm also very grateful and I think and hope that people do take the time everybody who's
086contributed to our progress toward these goals that they take the time to just feel proud of that as well. So in in the middle of this hopefully busy fun or relaxing summer take your pick. I I do hope that that everybody who contributed to this success feels proud. Thank you. >> Thanks Megan. Okay then I think we can have another gavel episode and I would like to put May I have a motion to adjourn? >> So moved. >> Moved and seconded. All those in favor please say I. >> I. >> For no nays it carries. This meeting is adjourned at 7:32. Thank you. >> Goodnight guys.