001Call to order. >> Roll >> here. >> Daniel Q >> here. >> Gretchen Ross >> here. >> Peter Sh >> here. >> Friend is absent. >> 1.2. Approval of agenda. >> Staff recommends approval of the agenda. >> Make a motion to approve. >> Roll second. Any further discussion? >> Trusty Schieler. >> Hi. >> Trusty Ross. >> Hi. >> Trusty Castillia. >> Hi. >> Trusty. Hi. >> Motion passes. 4 Z. >> 1.3. Public comment for close session item. There's no one in the public. 2.1. Two. Let's move to close session. >> One. >> 3.1. Pledge of allegiance. To the flag of the United States and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right. 3.2 report on post. Uh we discussed and approved the uh
002personel presented by 4.1 correspondence. >> There are no correspondence to the court. >> 4.2 public comment. on regular board meeting minutes of March 18,6 further discussion. >> Trusty Ross. >> Hi, Trusty. >> Hi, >> Trusty. Hi, >> and Trusty Shield. I motion passes 4. >> All right. 6.1 self impact awards. I have the honor to introduce Amber Gallagher. She is the self director. A sulfa director is the special education local plan area. So, as many of you know, our whole area uh receives additional support from the county office of education in the area of special educations and also from the SULPA. The SLPA serves at a state level as well to help navigate special education issues, advocacy for families and parents. We are honored to have Amber Gallagher here. She is one of the most
003exceptional self directors there is in the state of California and she serves the role here in St. Louis County as well at state level under executive court. So without further ado, Dr. Amber Gallagher, >> he's like my interview support director. With me is Adam Hell and obviously many of you know him. He is your school psychologist and special education director here. So as Miss Gaviola said, I'm Amber Gallagher, the executive director of the San Los Sabis County SULPA. Um, and I am truly honored to stand before many school boards this season presenting these incredible firsttime awards. So, the SULA in partnership with our slow sulfa community advisory committee, a group of parent representatives from the various school districts within the SULA recently conducted a countywide nomination process for the 2026 special education impact awards. These
004awards were designed to honor individuals who demonstrate exceptional dedication, innovative teaching, and deep commitment to the success of students within special education. Nominations were sought across the county um serving within all of our slow county public schools across several distinct categories and we received over 170 nominations. We are absolutely blown away by the amount of recognition that was brought forth for special for those serving special education. We're proud to announce that the following Cyupus employees were among those nominated for the countywide awards for their outstanding contributions to special education in the category of school site administrator. She didn't really fit into the category, but we always like to honor Jen Gabriola for her advocacy and passion and commitment for our students with disabilities. In the area of classified classroombased, Amber Moore, a PAR educator, was
005nominated. And in the area of district special ed administrator, Mr. Adam Haliman was nominated. Each of these nominees received an electronic certificate that summarized the recognition captured within the nomination form. Along with the above nominees, Kaiukas had one specialed impact category award recipient this year. And it is truly an honor tonight to recognize Renee Ro as the recipient of the special ed impact award for 2026 in the category of parent. Renee is a fier stand up yet. She's a fierce and thoughtful advocate who has transformed personal experience into systemic change through the creation of project projects, a foundation dedicated to research, equity, and inclusion for individuals with disabilities. Rene's advocacy is both personal and systemic. She elevates voices that are often unheard, challenges systems to do better, and reminds us that inclusion is not an
006add-on, but a fundamental right for our students. Through her openness, collaboration, and relentless optimism, she invites others into the work of inclusion, encouraging them to ask better questions, seek research-based solutions, and lead with empathy. Her impact ripples outward, igniting confidence in others to advocate, innovate, and stand boldly for inclusive practices that honor every child. >> Rene is an inspiration to our school communities, parents, and worldwide. for parents who have children with cast. She's kind and powerful advocate who makes the Kaika school community even better. Her work perfectly epitomizes our school motto better together, making her an inspiration to our district and beyond. And I've so much valued our partnership over the years. I can't think of anybody more uh open to give us the words of Renee. Thanks you so much. So, we have um
007a certificate for Renee as well. I didn't take it out because I don't want my fingers getting fingerprints all over it, but just a beautiful award. >> And then we have this in our office created this beautiful bouquet on behalf of the school district. >> Thank you so much. Well, I wrote >> I might cry. >> I'm known to cry and I didn't expect Adam to >> expect Adam to uh say something. He's meant a lot uh to me and my daughter Rooney over um our journey here at education. Um thank you to Dr. Amber Gallagher, Pan Lewis, Ziscoa, the slow self CAC, Adam Hilfen, um who's been an aer for uh for myself and my daughter Reich um for this. Thank you for this distinct honor. Thank you also for to Jennifer Gabiola for
008the beautiful and rich uh words in her uh nomination. I would also like to thank and recognize my family um specifically uh my unaffected daughter Henley who is a sibling of uh an individual with exceptional needs and uh my whole family especially my daughter sacrifices quite a bit for me to be able to advocate in the way that I do. Um it is an honor to be amongst the over a hundred uh parents uplifted and recognized for their hearts on fire for our worthy exceptionally loved children with disabilities. >> It is empowering to stand amongst these other parents and I share this recognition with them. Thank you for creating a space for our families and our children to be included, encouraged and uplifted. One, two, three, four. One, two, three. 6.2 associated student body. >>
009No, we Yeah, we do not have a report tonight for that. >> 6.3 parent teacher association. >> We have our PTA president, Megan Tulle, tonight. Well, everybody, >> uh, okay, what's the PTA been up to? We've really been working on our gala, which is coming up on the 18th. We have 60 tickets left for sale, which sounds like a lot, but we last year we only had 140 tickets, and this year we have 200. So, I think it's a we're about the same as we were last year. So, we're doing a last push this week to try to get those sold. I have a feeling they're going to sell out. Um, and we probably won't have any of the dorks. So, if you know anybody that doesn't have tickets, uh, let them know they can
010still buy them. And if I put this in my note to the PTA members, if you know people that don't like to dress up and go to parties, they could still come volunteer. We could really use some help uh, setting up, breaking down. We have all kinds of options from Thursday through Sunday to do that. and it's kind of a way to give back if you don't want to do the gala or buy silent auction items and things like that. So, some of us are work bees and I completely get that. So, I have sent out Mary sent out parent squares for us on the volunteer um sheet and then I um I'm going to put the link on our website as soon as I get home tonight. I meant to do it before I
011came, but you can just go to paypa.com, I think, and either buy your tickets or sign up. Um, in addition, we're partnering with Jen for some of our state testing pump things. We're going to do a bagel bar for the kids. We're going to have a grand prize. She'll probably talk more about this. I won't go into too many details, but we're really excited about that. And then we've been gearing up for teacher appreciation. And since some of you are switching and administrators, I won't tell you what we're doing. But we have some really good ideas. And it's fun to see that the parents get so excited about celebrating teachers. It's probably one of my favorite things. So, uh, any questions for me? >> It's going to be a great night. I can't wait. I
012know. I'm really excited to bust out my boo. >> Thank you. >> Diploma for teacher move forward. >> Great. So, I have the honor of introducing a new teacher member to a faculty member, excuse me, to our staff. Um, his name is John Hub. And John came to us this year in the position of a history teacher. Uh, he has a wonderful, amazing career in education all over the world. Actually, I'm sure he'll share some of that. I don't want to do what I did last time and steal the beginning of the presentation. Um, but he has been just a tremendous gift and is elevating the historical demand that we have at our school and really enlightening inputs on historical practices, how it's impactful today, and really making sure that they're prepared to walk into
013high school history. So, John Stevens, any campus member as well. >> Thank you for the introduction. Um, I believe I have a couple of your children in my classes, so I guess I should start off by saying sorry for all the homework. I was gonna say I didn't attest to all the rigor that is like that push as much as you can. So um as Jen was saying this is uh my 20th year in education. I originally started off as a middle school English teacher and then I moved forward into a high school English teacher taught all levels from grade six to 11 and then I tried some other roles in the education industry. Um but I kept getting pulled back into history. I really loved it. It was my passion. is something that I
014always read on my personal times. I was I really loved it as a subject. So I then pursued a credential in history. I earned that. I taught for a few years and I'm so happy to be here. So my uh long-term big picture vision for the history department is um it's quite broad. So grade six we're like asking really big history questions starting with prehistory in around 30,000 BC early homminid species talking about human migrations agriculture etc moving all the way up to about 5,000 BC and then in the unit after that we get into ancient civilizations we look at agriculture tools things were developed at that time and then we progress through the settled civilizations all the way up until basically the Mongols in Japan at the end of grade six. So grade six
015is really the units cover you know anywhere from hundreds to thousands of years. Um it's really big questions that we ask like how does climate affect uh the development of these societies? How does food scarcity drive migration? Things like that. These kind of um questions that are still relevant today but even more relevant at that time. Grade seven, we enter into the middle ages and we start off where we left off with grade six in the Roman Empire, but we pick it up at the Eastern Roman Empire. And that uh year we're really focused on how things develop in Western Europe. Um we look at the development of Christianity, how it separates the great schism. We look at Protestant Reformation, the Renaissance, scientific revolution, everything that happens during that time period. Uh we also dabble
016in a bit with what was happening with Islamic civilizations and also in Asia as well. Towards the end of grade seven, we get closer to um where we pick it up in grade eight where we go into the age of exploration and discovery of the Americas and the settlement of the Americas. And then middle school, grade seven history is still pretty vast. the units will cover anywhere from let's say a decade to h more than a decade 50 to several hundred years. Um then when we get into grade eight we really slow things down. Not only do we slow it down but we totally still plan on key events. So our units in grade 8 might cover say one presidential administration and we really start to look at key questions like what were the decisions
017that were made. uh there's a lot really heavy emphasis on primary source analysis and comparing it to secondary and tertiary source analysis and that's where where history gets gets really quite challenging. My eighth grade students will probably attest to that. We really dive into dive into the things that um make up our our nation's history. And um so the my vision for this is starting off with grade six with a lot of projects big history questions. How does climate affect migrations and the evolution of societies? Making history fun. I don't want to lose them yet with all of the heavy analysis stuff in grade six. I'll save that for grade eight. And then we move through uh grade seven and then into grade eight really far before they enter high schoolers get into their high
018school classes. Um where I kind of bring in a lot of my experience as an English language arts teacher is with my projects. So I have a heavy he heavy emphasis on literacy, not only close reading analysis of primary and secondary sources, but also through their projects. For example, I might have students create say a postcard from a traveler along the Silk Road um in the year 1100 or whatever it might be where they have to put themselves in perspective of that person. Something that I would normally do in an English language arts class, but I bring it over into history to make it a bit more fun and exciting work. So um every unit you have a an exam and a project that goes along with that exam. The project is generally very creative
019and takes on some kind of a writing form to boost literacy and um and yeah in addition to the history classes, I also teach an elective for website development. We just started that. We're in our third piece of it. The kids created a website for a restaurant, a local restaurant that they wanted to start and then they created a website for a retail brick and mortar retail store. And right now they're doing a website for career ancology and career planning. So that's a really fun one and the kids are uh taking off on that. They really enjoy it. Um I also taught intervention class this year for Shark Tank. I'm hoping that next year I can combine the two. Shark Tank entrepreneurial skills combined with website development. I think you make a nice symbiotic mix
020between the two. And then lastly for my history hack selected class that I ran for two sessions. We build a lot. So we'll we'll we will uh rebuild the Trojan horse, we'll build the guillotine, we'll build um you know trebuchets and other other fun hands-on kind of building. >> So that's kind of history in a nutshell. So great. >> And he also we're little so he has he also was has fill one period a day all of that stretching and >> yeah any questions from >> a great summer >> brilliant. Yeah. >> Yeah is amazing what all is covered in those in three years of middle school. >> It really is. We'll go from prehistory all the way up to reconstruction. So, >> thank you so much. >> Thank you guys. 7.1 around I know
021we had a late board meeting um in March. So we didn't we really have only had um two weeks of school and like four days because we had spring break. Uh but if there's any board members who wanted to add to the report, we would appreciate hearing. I can go to the CCAC. >> Great. >> Just because that should handwritten post encouraging the same question. See here in this room on the 23rd nice. >> Yeah. There we go. >> Well, um, Superintendent Rashort, I have a special for you, which is that I'm going to introduce a principal of Miss Johnson. He has been a wonderful thinking partner and planner with me in looking at our state testing. As you guys know, um, our kids are we're a high performing school. Um, but we've really been
022reflective on what else could we do as leaders to encourage and support our kids growth just so that they do their best. So, they show their best foot forward, whatever that is for them. And so, Miss Jensen is going to summarize kind of where we are at in state testing and highlight a couple key activities that we're doing. Um, one of them Dan talked about, I spent a large portion of my spring break writing personal postcards who um, every student just under 140 of them. Um, but it was really great and I think I probably got as much joy out of it as they did as being able to write a certain, you know, personalized message of knowing each and every one of it. So, take it away, Lisa. Just point at me like that.
023Just point at me. >> Okay. So, where are we now? Oh, >> okay. So, um as you know, last year 62% of our students met or exceeded um our standard in ELA and about 50% 57% in math. This tells us that we do have a strong foundation in reading and writing, but we do have some growth that we can make in math. So, that we do see that as an opportunity. Um we've used this data to really focus our efforts um on this this year. So we do have a very ambitious goal this year. Our goal is that our students u meet or exceed the standards. 75% in ELA and then 70% in math. Um this is about growth for every student and supporting those who meet it most and continuing to challenge those who
024already meet those standards. Um it is a shared effort and we're focused on helping every student do their personal best. All right. So, some things that we're doing. So, in math, we are using the NextGen support tools that allow teachers to identify specific skills um and gaps in their um in their math fluency and in their math knowledge. Um this makes instruction much more precise and um responsive to the student. In ELA, we are doing uh internal writing benchmarks in grades three through eight, and they're practicing CASP style writing prompts. They're learning how to site evidence, restate the question, and write in complete sentences, skills that they need to be successful um always, but especially on the assessment. Uh so student ownership, that is definitely something we're focusing on big this year. Um one of
025the biggest shifts that we've made is bringing students into the conversation about the their performance and their test scores. Um and we're doing this as early as in first grade. um students are using their map data to site goals and to check on their progress. The focus is not on comparison but on each student's personal growth and that they do their absolute personal best. This has been um really a building it builds student buyin and students are definitely taking ownership in all the classes, all the grades. Um even the little ones they get really excited when they take their math test and they've um exceeded their goal which is really exciting to see. My daughter and she came home and said I did something good today. I don't know what it was, but it was
026on the math test and my teacher said they did a great job. Uh, so we're recognizing their strengths, but also um they're recognizing their strengths, but they're also feeling very proud of the progress that they're making. Um, so when they take the test, they're not just taking it, they're showing what they know and how far that they've come. All culture and motivation. So from February through May, we've created a focused push around confidence and achievement. During our Monday morning awards, we celebrate not only high achievement, but we've been also celebrating growth. Um, our message to students is very simple. Effort matters, growth matters, and we believe in them. This year, we've also partnered closely with PTA to make the season feel especially special and meaningful for our students. We're kicking um testing off with a
027belief in you bagel bar for our middle school students and fifth grade will also be joining during their break um before testing. Um the goal is to create a positive encouraging start to testing complete with food decorations and messages of support. DTA is also partnering with us to do a schoolwide believe in me bingo um focused on positive habits and encouragement, not achievement. Uh students who complete their bingo cards will receive a custom bracelet as a reminder that we believe in them. And PTA is also helping helping sponsor a big portion of that celebration um with prizes for a grand prize winner and also with the bracelets that we're providing students as they finish their banquet parks. We're incredibly fortunate to have such an amazing PTA. They're always looking for ways to support us. We
028say something and they're on it. So, we're really grateful for them and their partnership and we're really excited to see all the students do this spring and um fun. >> Thank you. Have any questions? >> Great job, please. Oh, I was just wondering um I know I I you said something passive now that you're starting to have more people where you're sitting down the test scores. >> Yeah, we did. In fact, last year when we got Well, at the beginning of the year, but it was last year's results. There we went five. Um, and then there were a few in the middle school realm that didn't at the level. So, it we had a parent meeting who met individually with students and parents went over the scores, talked to them about uh that we believe
029in them. I think ultimately the importance of practicing to do your best because you can't with half effort and then someday decide, "Oh, I'm going to be great now." Right? Um and that because we come from a middle school into sland postal or post or whichever high school they choose that they actually utilize those scores to place them in classes and then in high school when you take it the one time in your 11th grade year, it places you in your college level classes for English and math. So, it's something you want to practice doing well so that it's just part of how you perform. Um, so that was really important to do. And then when we had our parent training, if we had over 30 parents there, we went over those and conversations and
030what the scores mean so that parents could actually be that partner of it too and have those conversations. So, uh, we're feeling really good about it and, um, there's, you know, I think the increased dialogue may have created a little bit more, um, intensive, uh, feelings for teachers. Um, but it's okay to have a little bit of pressure sometimes to do well and then you do your very best and you either hit the goal or you don't. But as long as you can drive home that day going, I've done everything I can to be help this child be successful. That's all we want, right? We've prepared them. We've done everything we can. We've partnered with our families. That's what we can do. Um, and that's our goal is that everyone feels that satisfaction. um and
031they know they can come back the next day or if they see something gosh I could have done this there's always tomorrow what can we do tomorrow to help pull back and what we can really motivate kids uh to really try their best and then let them know we do believe in them >> we have a tremendously smart talented so tremendously and it's been that way for years but we want them to be the bribery bangalore Well, I think I think the bagel bar it also does demonstrate that one of the things you need to do to be prepared is selfare and I a lot of adults along with our child. >> Awesome. Thank you. Nicely done, please. >> Thanks for joining me. >> Okay. Um, you can leave it. I can just from here,
032when we project the handout, though. >> Yep. >> Oh my gosh. So, I love setting goals. You guys know that. It lends itself to this. We had a goal last year that we would get 70% of parents participating in our ELP. Uh, the year I started, the pre the previous year, uh, we had 14% of parents. Uh so in four years we have gone from 14% to a whopping 83% of parents participating in the ELCAPS. It is I think uh wonderful because um I think board member Castillo said it best. Uh when you have 14% or maybe 20 parents participating there is a pause of wondering what do we do with that information? when you have 83% of your uh parents participation, you can really start to see um things that you do well and
033things that you need to improve on. And that's really what we want to emphasize. So um oh thanks so much Rory. So what you have here is some of the summaries of the data from the ELPAP survey from our parent. Um you will see here that um overall Pyucus Elementary School District demonstrates exceptionally strong performance in finite communication and relationships with roughly over 95% of parents saying that they are reporting a positive experience. So that's really great. We have a couple quotes from parents. Every adult on campus knows my child and truly cares. It feels like a family. Another quote communication is excellent. I always know what's happening and how my child is doing. Um, we choose PayUKS because of the community feel and it absolutely delivered. So these are taglines that you would want
034to create uh for input but taken directly off of the survey. A couple data highlights is um 99% of parents said they felt there was a strong connection between our students and adults on our campus. 99% of parents said they have access to our staff me if need be. Um I I think that's awesome. 97% said our school find it was safe and welcoming. And these are just tremendous sports which are really uh a compliment to our staff um our classified and certificated staff. Another highlight would say um 92% know how to get help with their child. That was an area where before it was in the upper 70s three years ago, went up to the 80s and now is in the 90s. And so we take this information very um very much to heart
035so that what else do we need to do to help communicate that and you'll see that on the opportunities for growth um under understanding intervention systems. Sometimes that's hard to get a really high rating. I will tell you most districts would be really happy that 78% of parents understand an intervention system. Um but for us in comparison data it's a lower area partially because we have TK K and even in first grade where we don't get into a lot of intervention systems yet. So you have a big bulk of our parents that aren't even experiencing the need for that. But it is important for us to make sure they understand if they need help how we help um students. You'll notice that 71% of parents um believe that student voice matters here. So about you
036know three4s of our parents said yeah you know what I think this school does really care how students feel um and their input. So that is an area I think we could even improve on. And then in the area that remains our Achilles heel in behavior system. So um this has been an area for three years now and even longer I'm sure. um where they feel like they anything some of the comments when I I mean I read through every single comment a parent rights um probably too much actually especially ones they're critical because I think oh gosh what is that oh if I can find out who that is I can help solve this problem I go through this whole process but 68% of parents believe our behavior system is effective and is fair
037where that means that there is you know um roughly 30% of our parents that are not feeling that same way. The comments under that and and parent comments say things like um they feel that some students are given a pass that they're allowed to have maladaptive behaviors or poor behaviors and other kids aren't. So they feeling like it's not fair. So there is and that that was a a repeated uh notation on the parent survey. Um they feel that there's consequences for behaviors need to be sterner. Um that we are too soft to cry at times. Uh which is probably the first time in my career I've heard that I am getting soft in my own. Um but anyway uh so these are all lessons to learn. I think having a new principal at our
038school and working to together to develop what that clear communication looks like really closing loopholes. So, when there's a parent complaint or a student complaint, they might not get all the information they want because they don't get to know if Johnny got some attention or Johnny got suspended or if Johnny's parents did they think it was bad, too. They don't get to know all of those things. But if we tighten our clarity and our build more trust, I think we can we can increase the the rating in that area. I will say though in general terms um when people have experienced uh you know student discipline suspensions, detentions, parent meetings, even when you're as kind as you can be, it's a frustrating situation whether you're frustrated with the administrators, the teachers, the students, whatever may
039the other students in the class. So, it's a it's a hard situation to feel great about when you walk away, but we're going to do our best effort to even improve in that area. Couple other things on page two. Um, you will see oh, uh, diving into those areas. So, diving into our strengths, you'll see that overall, and I know you guys feel those two being community members. Overall, the community feeling in this school is special. you don't usually walk onto a campus where it does feel like you're part of a family and it really is an extension of the community. Um other other areas it's understanding growth areas is looking at how do we include our parents even more in decision making processes while of course doing our job because that's the thing like
040you hired a superintendent, a principal, a teacher, a yard duty supervisor to do a specific job. So, how do we make sure that we're doing our jobs, that we're not ruling by committee on everything, but also making sure their voice is valued? Um, and just being mindful of that because we have active parents who want to be part of the process as much as they can. Um, the cool part is next board meeting you're going to get the student data. So you will have sixth, seventh and eighth grade data and a very similar type overview sheet that looks at the trends for student with our middle school uh which will lead us perfectly into that development of the draft elast which will come um in beginning of June. Actually the the not the draft elaps
041will come in June. So that's kind of where we're at. Any questions or comments on the parent data? I know I said last time, I'll say it again. Without um my unofficial mom squad, which is this wonderful group of moms that I'll say, "Hey, we're so close to our goal. Is there anyone else we could reach out to?" You know, I've seen the parents wares and we'll do like the signs in front of the school and we reward, but we're like, "Hey, and mom more friends." Uh there are um about seven just exceptional moms that uh absolutely no they don't have to be moms but in this case they are that reach out and um get the results that we we want with participation and again it's not that whatever your your truth is what
042we want you to put on the survey just respond survey um so they were tremendous partner in getting us over that consent >> mark they know specifically who has No, we do know by if people are honest about the grade levels their students attend. Um we know what grade levels are missing. Um the numbers uh so basically we missed um we had 109 people respond. We had 140 unique families. Um so we missed 130. So we missed 21 uh responses. That's it. But that's just that's dependent on the if that's if they marked the right grade level. We could say, "Oh, there were four parents missing in eighth grade or there were we had 100% participation in kinder, TK, and this grade level." Um, and that was what was helpful with the the room moms
043is to say, "Hey, you know, fifth grade, we still need half of the parents. Let's get it back out there or whatever it may be." But to treat I think the value of the data is to keep it truly anonymous. So I can't I don't know who but I just know grade level that was gone. This year's middle school really came in big which was a was a lacking area before it's huge. >> Yeah. >> And 100% yes too of 100% of English language learner families have responded. >> Yes. >> That's great. So that is >> sponsor is >> Thank you. Yes we are very proud of it. We have not found a district that has been tested yet >> and we asked. >> Oh, we ask everywhere, but it's it's it's all because of
044relationship and partnerships with parents. So, so if you value your parents, they will want to share their opinion and they do, which is great. >> That's it. Playground. >> Okay. Because you know, there's always one more thing. Um, so it's really exciting. We have looked at the kindergarten play structure over the years. What has happened? It was a wonderful play structure. Thank you so much, John. >> Absolutely. >> Have a great evening. >> Um, and over the years, as you guys know, our TK and kinders have gotten better. So, you can actually be a TK, transitional kindergartener who stays four all year long. Uh, and we do have a kiddo. Yeah. who will be four all year long. She'll actually turn five right before the start of kindergarten makes her the age appropriate. So she's
045perfectly on the deadline of that. So that's those ages and the roll back of the ages. We were set by state California. As that happened, we have a play structure that is made for 5 to 12 year olds and it's a pretty rigorous play structure. It has quite high monkey bars which um our kids love. I get that. But they are danger quite high up there. Unfortunately, over the years there have been a few incidents, knock on wood. Um they come in the fairly beginning part of the year because they're young. Um and they even though there's a mat and there is although that doesn't mean it's injury proof um and they have some injuries. So we started a process in looking at the prioritization of facilities. The first prioritization was down below play structure
046um kindergarten uh was also highest on that list. So we uh did some work and talked to um Rec West which were the people who installed our previous play structure to look at what would we be looking at. The other reason this urgency came in is that the state of California in their roll in to early learning transitional kindergarten gave seed money to the district. That seed money started the year before I got here. So about five years ago. All of that seed money um needs to be expended by the close of this year. We have utilized that money for many things like the um expansion of our TK rooms, the fixing of the toilets to make them eligible for little ones, all these things that you should be utilizing it for. Um we do
047have uh just over $30,000 of that left and it again needs to be expended. Additionally, as we look at our afterchool program, our reimbursement, our amazing ability to um to fund and uh to collect the dimes and fees, not fines, fees of we don't find anybody uh fees of our after school program. We have a a nice hefty amount in that. So, we can actually fund this through the grant uh the the early learning grant 3530ish thousand dollars of it and additionally another roughly $50 to $60,000 um from our after school program that should be utilized for extension of after school may have an extended learning program specifically for kindergarten. So, it's really um tight. Uh so, the impact around general fund dollars would be quite minimal. Um so these were the two options uh
048we were looking at. Um and in this case uh this is information. Yes. Uh I was just letting you guys know I wanted to meet with some of our early learning teachers. I've also sent them the options and effects of it. Kind of get their impression on which one they think would be a better fit and then bring back to your guide proposal. Again, the impact would be very minimal um on our bottom line because of those two funny pictures. >> Uh I do um Yeah, I do actually. Um do you want to see them? >> Yeah, >> they're really cool. Okay, if you go on for just one moment, um you will um smart play spray play structure. Yep. And it actually looks like this one here. This one. Yep. The one on the
049left, >> yeah, >> is the first one on the auction. It's called the Smart Play sprig. It has a slide, you'll notice, that's a longer, like less um uh angled slide. It has some really cool play areas. There's some climbing. That's option one. There's slides on the back of that as well. Uh there's a little bridge. Uh, that's option one. Uh, option two, which is my favorite. I'm not gonna lie. Um, is this one, Smart Play Breathe. >> Yeah, >> Smart Play. >> This one is really awesome >> with metal roof. >> I don't know if it'll have some. >> Okay, this is >> Oh my god. >> Yeah, I know. That's We're not Okay, just don't get excited because I got way too excited. It is that. But unfortunately with our area and the
050winds that we have in we won't have the balloon. Do you notice here though on um see how those little metal like shaded clouds? They would basically make that large one into a larger shaded cloud or metal roof instead of that adorable balloon. But uh the balloon is very tempting. I really like this one. It has more climbing areas to it, which I think would be really great for our kids. When you look at hand eye coordination, of course, it's the one that's a little bit more expensive. Um, but I think it's it's a more long-term solution. >> Oh, sorry. >> I don't have that information yet. >> I'm just Yeah, I don't know. I kind of feel like instead of just having the kindergarten out there planning, we will now have we now have
051TK and kindergarten that maybe a larger space. >> Yeah. >> Would be a good thing. >> Yeah. And you have a big grass area. So, it's just it's looking at his estimate, although he uh you know, we haven't his estimate was roughly looking at um about 14 to 18 inches into the grass on the ground side. So, Okay. So, you're not moving out the fence. >> No. No. It just takes about like a a 14 inch uh larger space onto the grass with the um cushioning bottoms. >> No, that cushy bottom has been a nightmare. So, it they did spray one, you know, it's like and then the problem is is with the um humidity that we have, there is a constant shrinking and expansion that occurs. So, it has crevice and created these uh
052basically every year large holes that then uplift. It almost looks like there's little earthquakes that happen, but it's just the expansion, which Nate, our consultant, says that he believes it's from the humidity. So, Keem would actually recommend the bark. It's it's actually the best they have for like when kids fall, it actually gives better than a hard surface or even a cushiony surface. Um, environmentally, it's sound and Yeah, the one thing is you teach kids not to throw bark, but we teach kids not to throw bar. So, but anyway, um but yeah, that's actually what they would recommend. >> Can nurses take out splinters now or is it still a piece of >> but anyway, yeah. Anyway, those are the two we're looking at. Um, we're it we wanted to let you know we want
053to further get information from it, but I didn't want it to be this huge surprise just because the timeline will go fairly quickly because of that grant. Because if we don't choose to do this, then we need to choose to spend that $30,000 30 little 33 or whatever $1,000 on something else that's specifically targeted to early learning. Um, >> well, good. or it goes back to the state and we are not in the practice of returning money to state. We do that enough with our taxes, right? Returning. >> All right. Thoughts, ideas? >> They're fun, aren't they? Aren't they fun? I think it's forward on the letter. >> I'm curious to hear the teachers. Yeah. Yeah. I sent uh the two early learning teachers kind of the videos that uh you can play on here
054and they kind of look through them and um yeah, it'll be it'll be important to look at though. >> But none of none of the options have swings. >> No, the the reason they don't is because we can't have swings in that physical area. We would have to have swings over the grass area. They they won't install swings over grass. swings over a um surface like like barb or something. So then it becomes a hole or we can do grass from that area. >> Yeah. But but as soon as first grade they go down below this if not before for PE kindergarten. So >> and the old equipment will just be will be selling. >> I'm not sure. Um I would have to talk I know in our previous situation it was not thin south
055of that equipment. 15 years old. >> Yes, I believe so. It's 15 years old. There are some rusted areas on the G. I mean, just >> except for the ocean. That's just how it is. >> I was just wondering if down by the dog park. >> Yeah. Well, I know that Chris and I with our rotary hats um have struggled and our friends body um for years in getting any type of um plate structure facilities and any supported area. >> They don't want they don't even want this stuff on the beach. >> No. >> 33. >> Yeah. So, it's it's a definite challenge, but I'm not sure. So, we would have to look at that for sure. So, we will get some input from our teachers. We'll look at the two different ones and some
056timelines and what that would look like if we then we'll get because we'll get the actual installer out then and be able to survey this and see what we do and then uh if we come back with an action item next month. >> So it wouldn't be as big of a project as we belong. >> Nope. Um, but it was a little I was surprised, John. You know, things are expensive because I was like, it's so much smaller than down below and the area is so much smaller. There aren't there aren't like three other benches and all these other things. But, uh, it's shocking. >> Any link into that temple? >> Daniel Woodlands, >> I think they did on that makers. That was you. >> It is Daniel Woodlands. Okay. I was like, Daniel Woodland.
057Uh, I get Daniel Woodland. I had them install our play structure at our early learning center in at Psal High School where we teach kiddos how to be teachers. They're lovely uh and wonderful. Um, they tend to run a little bit more costly u because of the catered work, but it is really cool. They had similar ones, I will say, with this um company um that have houses and things like that. Um they actually plan those for uh two to five year olds. So if you had a preschool, they highly recommend things like that, but felt like the TKE could outgrow those playhouse style very quickly that they're looking for this type of physical play that was there. I know that two years ago when we started the project down below that was the main
058input I received from the early learning teachers because I was like wait you know this house and it would be so fun but they are so it'd be such a drastic change for the structure they have now >> the dent I think has a slide >> oh I had it house >> yeah they're cool I I mean they're very cool >> I like the natural material and that owns >> I do I think they're an amazing company but we'll look at some different options and see what we could offer. >> Yeah. And I have no problem contacting them too and see like even if it's in the scope of getting it done um or at least at large prior to June 30. >> Okay. Thank you. >> All right. 8.1 Approval of consent agenda. >>
059Staff recommends approval of the consent agenda. >> I'll make a motion to approve the consent agenda. >> I'll second. >> Any further discussion? Trusty Castillo. >> Hi. >> Trusty Pew. >> Hi. >> Trusty Schuler. >> Hi. >> Trusty Ross. Hi. >> Motion passes 40. two eligibility contracts. >> So last board meeting uh trustee uh Gretchen Ross um asked and presented information regarding uh POP two. Prop 2 is a state proposition um that has uh funded school facilities and repairs, replacements of buildings, construction of buildings, replacements of portables. Um and they have a uh a revamped prop 2 that actually has carved out special funds specifically uh reserved for small school district. Um and so as I um said I had a few last meeting I met uh Mary sat on the call as well with
060King and Associates. One large part of their work to do is to uh analyze the district's eligibility. We are eligible for Prop 2 funds. So they already did that piece. Um but really look at uh the facilities, the creation of a modernization plan, facilities master plan, and then eventually the application and work uh and submission of two types of Prop 2 eligibility. An important note is that you do not have to go out. So, one of the big changes around Prop 2 is that it used to um you would have a bond and then you would get um like u you become eligible for additional funds to impro bond elig uh bond bond eligibility or having a bond current bond um and using portions of that bond for the construction is not required anymore. So,
061we would not have to go out for a bond in order to be eligible for Prop 2 monies. So, that's good news. Um, specifically related is the modernization. Um, we know our oldest facility that we have that's not the main office um is our portable down below that we have our art building in. They do have a portable modernization fund as one of the top two eligibility. Um, in their brief analysis of our eligibility, uh, they looked at us being eligible between 160 and 172,000. Um, so basically the they would partner with the district to fund that. That'd be state funding. Then we would fund the the rest of that and replace the portable. Um, all of that work uh they would do over this school year and next, which includes the things I just
062did, the modernization plan, the facilities master plan, the submission uh and eligibility requirements and then the application. So they would take care of all that. Um, they have a contract here This is nine. I'll pull it up. I believe it's $9,000 over the two years. Um, do want to make sure I quote that correctly. So, just one moment. >> We'll go with the actual >> usually there's a fiscal impact under action. >> Hold on just one moment. >> Consulting. >> Yes. >> Yeah. >> Is it nine? >> It is nine. >> Okay. Um 25 an hour for >> Yeah. Okay. Thank you. Um uh I would say in a larger district uh this would be something that um your director of facilities and maintenance would be uh you know trained to do. They are your
063chief business officer. Um it's not something um that I've been trained to do. Could I figure it out? Probably. Um I think in their case there I've heard from this and that uh it would probably assist us greatly in the eligibility of it and the work. Um and we do know that we are going to eventually replace the portable once we become eligible this is the key uh piece of the detail. Once we become eligible for the modernization uh we do have five years. So it doesn't mean like oh my gosh we have to do it right now. we would have five years to plan that replacement and make sure we have the finances with that. I will let you know that during those five years, if we became eligible in this cycle, during those
064five years, we will likely have repaid back our developer fee fund situation. Um, and that would actually create a release rate um investment for our developer fees that would be coming in that we're no longer paying back the general fund because that's actually a really cool timeline that will overlap Um, but when we do our budget presentation, we're going to see exactly where we are with that repayment of the general fund. I think you're going to be impressed with the development. So, that's kind of where we're at. Um, so staff does recommend approval. I do think it's the best option for us. The worst case scenario, the prop worst case scenario would be we go through this, we do all of it, we end up with a facility plant. um and for any reason things
065change and we don't get the funding and we are out the $9,000 but we have increased our knowledge and our um updating of our documents. That's the worst case scenario. uh best case scenario is they do this work, they um are able to and it seems very confident about our eligibility and then we become eligible and it saved our district $192,000 and that portion of the replacement portable jungle. >> That's what I should have just said. Any further discussion? For one thing, they think they're going to do that to do paid $400. So, I think it was, you know, >> I don't know about 400, but definitely more than that. >> Whoa. Gretchen, you know, thanks so much because Gretchen stayed the extra day and went to this session, gathered this information that that can.
066It looks like it's going to be incredibly beneficial. So, thank you. >> Good job. >> I'm pretty excited about >> Trusty Pew. >> Hi, >> Trusty Short. >> Hi, >> Trusty Ross. >> Hi, >> Trusty Castillo. >> Hi. >> Motion passes 40.1 committee votes. Sorry. >> Sorry. >> It's okay. I've got you right here. Okay. Uh Christillo LCAP meeting which is tomorrow 2 o'clock. >> Gretch 2 o'clock. >> Gretch and Ross safety committee on April 22nd. You can attend. We are voting over the parent survey. So, if you needed a pass, you could have a pass and we can the last one of the year because I'm actually going over everything we went over tonight. >> But you're more than welcome to attend. >> Hard pass. That's a hard meeting. >> Gretchen Ros safety committee
067on April 22nd. William will attend a CCAC meeting on April 6. Back to back receive. Yeah, that's right. And all board members are invited to attend peace day. That time is wrong, but we will have a time to to be determined that's April 22nd in the morning. >> We're thinking like 9:30. We just want to make sure we have our staff, Martin and Manny have enough time to set up the quilts because they feel like if it's the day before with the moisture in the air and >> it's better to do more. So, they ask for a little bit later, which is fine. That's all in. And then, uh, yeah, our next meeting Anything else that would like to be added to the agenda for next meeting? >> We will be bringing back the place
068record. >> Yep. >> Yeah. >> Great. And open session superintendent evaluation >> and student uh LCAP results. meeting in June.