001Castillo friend Daniel Ross and Daniel I'm sorry Peter Scheler is absent this 1.2 to approval of agenda. Approval of the motion that we approve tonight's >> trusty Castillo. Hi, >> Trusty Ross. >> Hi, >> and to the stands one indivisible with liberty and justice for report. Comment this agenda. The board comments district is there. Three minutes. Thank you, Dr. 5.1 minutes. >> Staff recommends approval of the regular meeting. >> Making a motion to approve the regular meeting. Trusty Castillo, >> Trusty Ross, Trusty Friend, and Trusty. Motion passes. 6.1 Associate Student. >> We have two of our student body members. We have our fifth grade representatives, Levi Jensen and Ryland Enders, to present at Kauka School and the upcoming events and things that have occurred. Um, so take it away, Levi and Ryland. >> Good evening.
002My name is Ryland and we're your fifth grade ASB representatives, which also means we represent the entire school. Excited to share what ASB has been working on this month and some of the amazing things happening at our school. >> Even though we didn't get to go to the middle school dance because we're in fifth grade, it we still helped supporting the planning, decorating, and heard it was a huge success. >> The theme was a haunted master and we totally transformed the gym into haunted cobweb ballroom with floating candles. >> Mr. Weey grilled hamburgers for the pre-danced dinner and the board member/DJ Mr. Pew was a hit. Everyone loved it. >> The middle schoolers said the music, the masks, and the costumes were all super fun, and we can't wait until we're old enough to go,
003too. >> Another big success was Red Ribbon Week. >> We kicked it off with an assembly at the flag pool where the eighth graders gave speeches about making drug free choices. >> It was really cool to hear ASB students speak to other students about how important it is to stay drug free and make good choices. Each time ASB hosted fun activities all week long to remind everyone that we can have fun without drugs. And we have to give a big shout out to the fourth graders who totally crushed the school spirit competition. They went all out dressing up for the red ribbon week themed days and took the lead in school spirit contest and themselves pizza party. ASV would also was also busy this past weekend helping out the school play. >> We ran the
004entire concession booth selling snacks, working with cash, and even did the paperwork for a deposit at the end of each show. It was it was a great hands-on experience learning about responsibility and teamwork and facing dollar bills. Next week we will begin sales of gobble which are messages of gratitude to send to friends along with the caramel. We will be working throughout the elementary and middle school lunch and those cards will be delivered the Friday before the Thanksgiving. >> Thank you for having us. Come and represent the elementary students. Thank you and have a great evening. >> Just a quick word um we have two of our ST these are the these Levi and Ryland are both our top students but they're also some of the kind of students we have at our school. So
005they are truly leaders um in every aspect of the way uh in their friendships in their academics um in their attendance and we're so blessed to have them at our school. So, thank you very much, Levi and Ryland. >> And I would have to say like if the fifth graders bring their like dance expertise and experience from Camp Ocean Pines into the sixth grade dance, you guys will blow all the seventh and eighth graders away. So, >> so great. >> PTA 6.2. >> Good evening everybody. I'm Megan Tulle, president PTA. Um, we just wrapped up our fall carnival on I can't remember what day it is or what day it was on, but it was fantastic. We had a really good turnout. Um, and we're getting ready to help out with the turkey trot. That's
006not an official PTA sponsored event, but the McGee Gada family puts it on in memorial of Melanie's father. And so we provide volunteers and they split the um earnings from that event between the PTA and the Widows and Orphans Fund. So we're excited about that event. Um and then we also have Santa's workshop coming up. That's a big little well a big craft fair that we do for our school. Uh Kelsey Reynoso is in charge of that and she's already got some really great ideas. So we're excited about those events coming up and um we're in the middle of forming our spring gayla committee. We've had a few people step up and we're getting excited to plan that. We do have a date. It's going to be Saturday, April 18th. That's all I have in
007terms of details for now, but um it takes a really long time to plan, so we thought we'd get that going. Um a couple other things that we're looking into. Uh we've sort of started investigating going beyond fundraising events and working on getting our actual hands dirty in terms of we have a few parents that have stepped up to um put together a team to renovate our softball field and we're also looking at renovating the outdoor space behind Mrs. Todd's classroom into like an outdoor classroom. We've been told there it's going to be quite a lift. So we're we're working on planning that out. We're really excited about those projects. We've also started investigating a lot of PTAs around the nation do advocacy work for their students um in various ways and the ones that
008we were really passionate about at our last meeting were um out outdoor education opportunities and such as additional field trips like uh Catalina Island Marine Institute. So investigating other opportunities like that and then also um foreign language which we haven't talked to you about yet, Jen, but we will. Um, >> we were these were just ideas that we were passionate about investigating and exploring. So, we we've made no plans on them yet, but those are things we're looking into. So, that's news from PTA. Any questions? >> Okay. Thank you. >> Great job. >> 7.1 board member reports. >> I can start. I did go stop by the fall carnival. It looked like everybody was having a great time and I attended bad on Friday night. I wanted to go both nights to see a different
009ending, but I couldn't. Um, but I actually heard the other same ending anyways. But I was so impressed. This is the first play I've seen in a long time that there was no like somebody stopping their lines. And of course, everybody's kind and comes up and helps them. But it was just amazing. It was like seasoned actors and actresses. I mean, there was never the sound system was a little bit wonky at the beginning. They could fix that a little bit, but the It was amazing. I was I was bummed that it was over. That's all. >> Um I I went to thea safety meeting and um I also did go to the carnival and everyone was having a great time and there were so many people at the cakewalk. I didn't get to participate
010so I didn't get a cake but make >> thank you bread. But no, it was it was so great to see all these families having such a great time. And it was it was nice also to see it not be so much of a fundraiser. It was more back to being more about the the kids playing the games and such, which I think kind of um it had a real relaxed atmosphere I felt this year. So I really enjoyed it. I missed Big Bad. I would have loved to have seen it. like Megan and the dates and stuff. Um I got a chaperone the camp ocean pines which was amazing and the fifth graders amazing class. Um they did have great energy dancing boy and girls dancing. It was awesome. Um, and it's just a
011well-run program, so I enjoyed that. Except they could have done archery and axe throwing for like a whole day instead of >> Yeah, that's my only thing. Like, you know, classroom time, you can skip that. Go to X. Um, what else? The school carnival was amazing. Um, again, like you said, like I like that there wasn't the silent auction part, like you have to go back and run in there and try to see if he won anything or what times it closing. It was nice that it was kind of more student and centered in that aspect of it. Um, Big Bad and Carrie, sorry to disappoint you, but there were two endings on the second night, so you did miss out. Um, but it was You're welcome. Sounded, but it was amazing. The kids are
012talented and Megan Devos like her production. It was just seamless. The kids did a great job. >> Years ago, they used to um record those and have them for sale on CD or DVDs. Is that something they >> It depends on the play and if the rights are um basically some rights you can record, some you can't. I hear there might be a really good bootleg version that I'm going to get my hands on. I was out of town this weekend. I have seen the play in its entirety numerous times. It's my one of my favorite places to go at the end of the day is to go into the drama class. In fact, one day Megan needed a sub and I was like, "Oh, don't you don't need to get a sub. I'll sub
013that class." So, I got to sub that class. Um, but it would have been nice to see it in full costume all the way through. Um, I was so impressed with their acting, too. I had told Mary along the way, I said, "This could be the best acting yet." >> And you agreed. Yeah. >> Yeah. They weren't just reading lines like they were putting really pushed them to become part of their characters and really great. >> So sorry I missed it. >> Well, I might be able to It's very short. It was only what, like 47 minutes or something. Yeah, it's a quick one. >> It's too quick. >> Keep going. >> Do it again. >> Oh, yeah. >> All right. 7.2 superintendence report. >> Okay. So, if you could put the calendar up for
014me, Rory. That would be great. Um, our our uh parents have affectionately called November no school November. Um, I will say the draft calendar I've made for next year, there is a little bit more school in November. Uh, it just so happens that with what we have on our schedule and uh Veterans Day and conferences and fall break, it is a very quick and short uh month and we're feeling that right now. Um, you can see we're already in uh, it's really shocking, but it's already the 12th. We have two full days of school of November left because all next week are 125 release because it is conferencing. Um, every elementary student goes to conference with or parent is invited to conference and schedules a conference. And then every middle school uh, parent has an
015option to schedule a conference. And then there are some uh, conferences scheduled um, for middle school families that whether there is a academic concern, social emotional concern, behavioral concern, whatever it may be. Uh but everyone is invited to attend. We do have an evening conference night which is what next Wednesday from 3 to 6. Um but it should be uh a very quick quick break. We do have a turkey running on the 27th. Um I have run in the turkey trot the last three years. Uh it's a wonderful event. It's one of my I there's so many great events in Kyukas, but this one I think it's so homegrown and wonderful to see our families come out on that day and run. It's been great. I love it. Um except the Madonna twins, Austin and
016Bronx, always try to race me. No matter what year it is, next thing I know, I have this little adorable blonde child next to me huffing and puffing. And then I think I finally pass him and next thing you know, he's coming back. I'm like, didn't ever quit. So, um, yeah, it's great. I love it. Um, as for the newsletter, uh, our board, uh, member Dan made the newsletter with his wife Randy. Uh, they had a amazing costume for the fall carnival, which was our students favorite two numbers. Um, I won't say it, I'll just do this. But, um, yeah, and so they looked great and we were really happy um, about the turnout. I think my favorite feedback from the parents on the fall carnival was there were so many families that live the
017carnival and do so much of the work and sometimes don't get to enjoy it. But with the u kind of reincarnation of the carnival, they got to enjoy the carnival as well as serve uh the community and it was a really nice balance for the parents who put in hours and hours of work which is wonderful. Um, the other part I'd like to call attention to, if we could go to the next page, thanks so much, is um, we gave some tidbits to parents around conferences and how to be involved with conferences. U, but I do want to preview a donation. We'll have it next board meeting, but our book fair is something that happens during conference week. Um, I will tell you that it is my two daughters probably favorite thing of the year
018when they were in elementary school was the book fair and manipulating every family member to either drop them off or pick them up, a different family member, because then they would persuade them to go into the book fair to get a different book. Oh, can I have grandma pick me up today? And I'm like, why? I was going to pick you up. Oh, you know, grandma would take them into the book fair. Oh, daddy's going to pick me up tomorrow. I'm like, you're arranging this in third grade because of the book fair. With that said, I don't I'm not naive to the fact that we were lucky enough that our kids got many, many books. Um, the friends of the Kaiukas library, which is a service group here, has donated over $2,000 so that every
019child at Kyukas will have a book. So, elementary students of TK to third will have um a $10 gift certificate and then fourth through 8th will get a $12 certificate and they all will have time to go within. So, every kiddo will have a book. There is no piling up like uh a five of them because his four friends don't want it. It's one per kiddo, but it is a really generous and kind um and heartfelt donation which I think is wonderful. So, it's going to be a great week. The books were delivered today. The huge bus or like what is it? A diesel. Yeah. So, it will be set up by the end of school tomorrow. It doesn't officially open for business until Monday. Um and all that information will go out to parents.
020So, um it's been an amazing fall. Um, Red Ribbon Week as the kids highlighted was great and I think it's one of my prouder moments at that um, flag pole where the middle school students really led the message around Red Ribbon Week and the importance of it which was great. And that's all I have. Thanks Rory. >> 7.3 2025 CAS California performance and progress data. >> Great. I am going to move up here. As I do that, if anyone wants to leave, we'll be all looking this direction or you can stay for the CASP report. Uh but there is no pressure as we know we'll come very early after. But yes, and all the parents got this recording um last week. So they are all quite I'm sure privy to it. Okay, thanks. All right.
021And we will be doing this guy. >> No. It's not and it's dark and they have some lights but you know you've been spinning like >> okay so >> we are going to get started and I will do the highlights. Um I did send you and on the board agenda there is a link of a video. The video went out to our entire parent population that summarized all of the CASP data that we're going to talk about. Um because it is like a fire hose. Um I live in this data. Um I know that there are many people in the world who don't appreciate um standardized test scores as much as I do, but I do think it is a very good way and an objective way to compare apples to apples. Um I think
022it's it's easy to get in a cycle of saying like you walk through this campus, you see these amazing students like you see tonight and we feel grateful to be employed here and we know people are doing well. Uh but then we have these dipsticks of state assessment and then our own local benchmarks that tell us great we're doing well but how else can we do better and saying that we're going to do better is not a slam on in or a c not celebrating the work we've done. Um but my goal for this school and for every one of the children that go here is is that growth each and every one of them. Um I know all of their scores. I I go through them with Miss Jensen. Uh we meet individually with
023every grade level teacher and we go over where each child is um where they either stayed the same which is really excelling or gosh we have this little dip here. I wonder what's going on. And then even within this data there were students who declined and I've already met with individual parents around those data scores or kids that I know are bright and talented kids but their scores were ones or two on state testing and it was not a match. So, we sat down as a school and parent team and said, 'Hey, what's going on here? What do we need to do? Is this an off day or was it I'm not you don't buy into it or what, you know, what is it to get down to um the relevance of the numbers? So,
024I start off with the worst news and we only build from there. And I I say worst because anytime you see numbers that are either flat or going down, it's not the greatest thing that you see. Um, so you see here, um, the English scores. Was that the first slide? Uh, I think that might be the second slide, isn't it? >> Yeah. >> Okay. I was like, wait, that's Oh, there we go. There we go. Those are the declining numbers I was going to start with. So, um, we still, even with our numbers here, um, we had 55% of our students at or above grade level. That's what that 55 means. On the far right hand side, you see the two previous years. I will warn you that when you have a school district that
025has um over 200 students but only 140ish that test because we don't test TK through second um there's a really significant impact in grade levels as they enter and exit um meaning such that if you have you know 10 kids who don't score well um that's going to have a great significant impact in a grade level. Um does that give an excuse? No. It just gives us a lot of fluidity within our scoring. Um, with that said, the 55% uh is well above and we're going to see this the state uh that's in the high 30% of proficient students in math with a real um concern area of California. Um and it's some of the highest scores in the entire county is still not enough for us and it's really not what I project for
026us to be. I will tell you that I have let um I let our kids know at flag pole. I've let all our staff know um and our parents that our goal for math next year is 70 70% of our students at or above grade level and a 15% jump is huge. And I'm not I didn't pull that number out of any like the sky. Um I looked every single student who's taken the test where they're at right now where I see them in their classrooms every single week and where they can achieve where we can gain points with intervention students. And I think 70% is more than doable. It will put us in um the top 5% of schools in California, but it's exactly where I think we belong. When you look at all
027the resources we put into math, which includes two middle school math teachers, our our math class sizes average at 12, um age in every class, intervention for elementary school. When I we did our fall math assessment, which is our local measure assessment, but is nationally normed, we performed it the 71st um 71% of our students at or above grade level. But with that, we had TK and K that flannel in there or sorry, not TK, K1 and two that funnel in there, but their scores actually aren't as significantly high as they would be in the beginning. So, they weren't they weren't uh boosting it all that much. Um we did after seeing these scores, uh I had calculated them this summer because I love numbers and I know it's a it's a problem but I
028had calculated it. I had us at 54%. Um so I had already brought in a trainer for the first day back with teachers what's called NextGen Math that gives an opportunity through a platform that has more um assessment questions and videos that are more aligned to this because we teach good math at our school. Our teachers are strong at teaching math but um I think our kids are not completely prepared to navigate the assessment and this platform is aligned with that and we'll give more resources with it. So we even before we got the official you know news of this we were already jumping into that because I knew the scores wouldn't be um what we wanted them to be. In English language arts we stayed pretty ready steady around that high 68. We you
029see you see 69 here. We had a dip last year. We had some uh low performing uh um eighth grade class and seventh grade class last year um but been back up to 68%. Uh my goal for this area is 75. So it's 75 in ELA and 70 in in math. The worst case scenario is we don't hit that goal, but I think goals are are important to have out there and to talk about and to strive for. Um so to push for um we are we'll dive into where we see some tremendous highlights in ELA and in math in just a moment so we can keep on going. We're going to skip past this. It's really the narrative part of the things we've discussed. Um, I will say when we jump into the jump
030into, excuse me, the subgroup data, you will see there is still remains a gap in achievement with Hispanic students who attend Hayuka school uh, and non-Hispanic student in achievement. It's a statewide trend and it's also prevalent here. So, the bad news about that is we're not doing any better than the state when it comes to falling that achievement gap um, in this subgroup. You'll see at the very end of our slides that we are doing better in the last two years in subgroup data gaps between socioeconomically disadvantaged students. So that was a a real point uh that we needed to look at because our gap was uh pretty alarming and we are we are looking at closing that little points here and there along the way. So that is a win there around our subgroup
031data. All right. Um, we Oh, this is where actually you can keep going because I've already addressed that and our internal benchmarks. So, keep on going. Um, yep. Keep going. And you're going to go all the way to Oh, yeah. That's really hard to see with our lighting. So, um, what you'll see here is you have this chart and um, you know what I'd like you to pull up if possible is the other handout. It has a white background. It'll be better to see on the projection. And the way you read this chart is by looking at um the lefthand side number that's unbolded is Oh yeah. And then zoom on into that bad boy. Um is the state numbers and then the bolded right hand side is there we go. Awesome. Perfect. So this
032is my data sheet but it's all on one page. So what you'll see here is 32% as you see here is the state number in California and then the next number over is number so that means in grade three% roughly a third of children in third grade and the lowest of achievement in ELA conversely to only 13% of our students in the red we want our numbers to be smaller And the blue and the green, you want our numbers to be bigger. Third grade is a wonderful example where we should start. If I go all the way across here, you'll get a total. And that's that 78. The 78 in that is what third grade scored at or above grade level. The state at third grade in English 44. So that third grade class is
033leaving and metriculating up um into uh the next grades as they move on. So that's a that's an amazing one. So when I set goals at like 75% I'm letting you know like I already know the class that at 8th grade that left us wasn't at 78%. And I'm in a class 78. So we have good achievement coming forward. Uh that's a huge highlight. Conversely, uh, in eighth in math in third grade, look at that number, 82 82% of students in third grade were at or above grade level in third grade, where the state averages 46. So, it's it is a strong, wonderful class that was aligned to the things on the test that prepared them well. Um, and tremendous. So, that's our current fourth grade class, which is great. So, we have a new
034fourth grade teacher and I was like, buckle your seat belts because we have a class coming for you and they are a strong class. Um, other things that you can see on this chart, again, I could spend all day on it, but I you guys are like, please don't or something like this. Let's fifth grade. So, if you look at fifth grade across the board, you're going to see that they I knew I couldn't sit down and present about our data, but I Yeah. All right. >> You're talking about fifth grade. >> Yep. So, if you look at fifth grade, um, I make this chart because this is like a way for me to organize and really look at how we've looked at grade level comparison, but also what's called matched cohorts. So, in a
035school our size, I can look at the trend of the actual students. And yes, maybe one child moved out and one child moved in, but for the most part, it's the same class. And you see that with your kiddos who've all attended school here. They they've stayed with the same group of students. So when you look up all the way across fifth grade, you're going to see two numbers there, a 66 and it says on the top there, match cohort 223. So when those students were in third grade, they had 66% of their students at or above grade level in English language arts. Then they went into fourth grade and you can see that big dip, 45%. Then you go back into their last year grade, which was 66%. So, normally you'd look at 66%
036of our students at or above grade level, although significantly higher than the state and still one of the highest numbers you're going to see in our county even and we have a high achieving county. You wouldn't necessarily celebrate that number. But when you see the match cohort, you absolutely should because you see where they started in third grade, there was an uh an issue with alignment, assessment, whatever it was that happened in fourth grade. and that teacher and those students were able to come back to that 66% in fifth grade. So, it's important to have history with those numbers and the achievement of those classes. So, that's when we dive into the numbers and see where they're at. Um, so that's the match cohort numbers. Sometimes the match cohort numbers um are alarming and that's
037what you'll see also in this. And I can tell you there was a a big shift that happened. So in sixth grade across the board in math in ELA, you go to the math cohort, you'll see in third grade, 78% of them were at or above. They go to fourth grade. Look at that number. 91 91% of students scored at or above grade level. Then they go to uh to fifth grade. They had a dip, a big dip down to 42nd. And then now they're climbing out of that to 54. I can tell you now and looking at their current MAP data which is aligned to state testing data they're right at 68%. So there's lots of nuances of some personnel shifts that have occurred over the course of years um some things that happen
038uh that we dive into and individual conversations with our staff to talk about those type of trends. A second sheet that we work with our staff is if a staff member has taught the same grade level level for multiple years then there's another type of data you can look at right so you can say okay over the course of these five years how even you have the same grade level but different students coming in how have we impacted how have we changed how have we designed our learning to the needs of the kids in front of us um so that's just some of the work that we do at the very bottom and then we can kind move on or answer questions in this. This is the area I wanted to talk about. Uh we
039have two significant subgroups in Cayukas. There are some flagship sort of subgroups that the state u measures your success on, but our school doesn't have critical mass in a lot of those areas. One of those is English learners, homeless, foster. So if there are less than 10 students in those areas, they don't they don't report data because they believe it to be identifiable in nature. So, it's a privacy issue, but in two of our subgroups, we do have that's the first one I alluded to in the beginning, which is white vers white and Hispanic subgroups in the area of race and ethnicity. And then you see in socioeconomically disadvantaged and not and the discrepancy in some of the achievement that occurs. So the good news is in ELA if you see in that first column
040in totals at the state level only 38% of students who are socially economically disadvantaged score at grade level or above in the state of California. At Cyukus it's 59%. It's again when you look at 59% in isolation, we're not like making a banner for that or cheering it on, but when you understand that it is a systematical challenge and that we're performing 20% higher than the state. Yes, of course, we want it 30% higher. Um it is significant to look at and before uh two years ago that number between the state and Caucas was uh closer to that 12% difference. So we are starting to make some good gains in that area. Um interesting enough when you take out soioeconomically disadvantaged though um you see that you have some of the same achievement um throughout
041the state. So even though our classes are the some of the smallest in the state for a public school, even though we have uh para educators, um even though we have arts teachers and music teachers and drama teachers and all the things, a very engaged parent population, we're seeing some of the same demographics um and achievement that happen uh in ELA. I'd like you to see also that in math you are seeing a significant impact with our achievement of socioeconomically disadvantaged students um with 44% of our kiddos achieving compared to the state at 26%. Again 44% wouldn't normally be a positive that you would speak to um but when you look at the state and the data that we have year in and year out you see that we are making some gains in that
042area. uh questions, comments, anything I can I I know there's a bunch here. Again, there is a gosh, I want to say it's about 32 minutes or so video that's linked to the board agenda. It's on our YouTube um that goes over all of these numbers. It highlights some of these key areas of growth in grade level like third grade was for us. Um I'm excited about our state testing for next year. I really do think we'll hit 75 and 70. Um, I think our teachers believe it, too. I know the 15% in math growth is a little scary. I think once we get that winter data that we do our MAP assessment, we'll have a a good indicator of if we need to change course or what we need to do to to um
043solidify that a little bit more. But that that'll be the big stretch there for sure. >> Oh gosh. Well, it's hard. Is this a fourth year? It's been standalone because you had an embedded TK program with kinder for you I don't know how many years before that >> yeah so it so like an embedded program a standalone TK program has been four years that you know some of the things we can look at is as this trajectory happens is our program like a program like what do we do in our program that might be any different than others um the one that I start to look at as I analyze this is um we are the only um school and district in the county um that has a half day kindergarten program. So just something
044to note again I'm not saying like does it need to change does it not but when I try to say okay what do they do differently what is this different blah blah you know what is it there that is one of the things that stands out I can't find another half day kindergarten program TK yes almost all all programs are half day with an enrichment or an afterchool program aspect to it so I'll I continue to look at best practices high performing districts I visited one this summer um that was doing a summer institute. Uh they they achieve over 90% in both ELA and math and they're a public school. They're K6 in Monosto. Slightly different demographics, but not drastically different. I mean, it's it's pretty remarkable. >> Yeah. >> Do they have 18 kids,
045too? >> Ninder. >> Yep. >> Yeah. It's interesting, but um all of the programmatical things that we'll talk about really in January and February if we're looking at changes or ideas or suggestions, but that's the some of the research I do around that that gets kind of you thinking. But >> what level of math do graders go to? >> Algebra. Um so the excelling students go to algebra. The other ones stay at eighth grade math. Uh currently it's about 25 to 30% of our eighth graders that go to algebra. Um I will say I believe standards are a little too high. Uh we made some adjustments this past the past two years. Um because in look because I was I mean the beauty of someone coming from the outside when I came here is that
046those standards were not the standards other public schools have in our county. Um, we were looking at kids that were basically gate students only getting into algebra where most people look at students of uh achieving at like maybe the 70th percentile, not the 85th, the 90th. So, yeah, we've made some some >> It's amazing how bad. >> It's so amazing. You mean for the state? >> Yeah, >> I know. >> By grade. >> Yeah. >> Winds. >> Yeah. It's shocking. I mean, it's our 68% is one of the highest secondary mask scores you're going to see in the entire county. Uh, it's you don't even want to get into high school math scores. I mean, it is pretty insane. Yeah. >> I didn't I didn't have algebra didn't. >> Yeah. >> Really? Yeah. >> Well,
047I hope it wasn't too boring. Sorry about the little pause in the middle, but um Yeah. support. >> I Yeah, I just want you to know we take it very seriously and um we're proud of the hard work of our educators and our students, but we know there's more. We know there's greater achievement here for sure. >> That was interesting. All right, we are on to 8.1 approval of the consent agend. >> Trusty friend. >> Hi, >> Trusty Pew. >> Hi, >> Trusty Castillo. >> Hi. >> Motion passes 40. Action sess action session 9.1 review accept donations. >> Okay. Um this kind of relates to one consent agenda item I just want to make sure everyone saw. There is a consideration of a digital mark page. So um that was on our consent agenda as
048a community donation. So, we do have uh community members that want to donate the entire amount of the installation and uh the digital marquee currently on the front building. You know, we have the >> the little hand shifter and there's just not a lot of information you can put on that. Um so, we're in the process of looking at what that would be. That would come back to the before the board before install the whole process with what it would look like and and all of that. But I did want you to make sure we saw that >> was the PTA never found. >> There was one the PTA. >> Yeah, I thought they took that down. >> Well, it was right outside what's now Melany's office. >> Oh, like a little ticker tape. >>
049Yeah, it was like a ticker tape. >> Was it inside? I think it was outside, but they took it down because couldn't have the overhang and it made it too blurry >> inside the office. It was never it was hardly ever used, but it's somewhere PT I thought the PTA bought it. >> The PTA did buy it as far as I remember as well, but I think it there was a lot of different issues with it. >> Yeah. I don't think it ever got really used on permanent bas. >> It was it was not an expensive marquee. It was if I recall, it was pretty it was pretty ranky. >> So, we have two donations in action on 9.1. One of them is from our Kaugis Rotary Club. It's just under $400. Uh, and it's
050social story books and behavioral books that help preload students on how to manage, you know, unexpected feeling um or energy that happens maybe when you're disappointed or overexited. And so, our behavior specialist, Elaine Mack, is uh utilizing those, which is great. And then Donna Dawson with $100 towards the after school program for families that might struggle with uh payment of after school program. Make a motion to accept the donation. breaking the internet. >> Oh, yeah. Yeah, yeah, yeah. Mercury is in retrograde. What does that mean? >> That means um communication systems fall apart. Yeah. And what's so weird is I don't I I never really believed any of that sort of thing until one time somebody said, "Oh yeah, this is not working because Mercury's in retrograde and so it's it's really true. >> I
051don't believe it. >> That's fine. I don't believe about the zodiac except Mercury and retrograde. It happens three times a year." >> Well, uh 9.2 uh there are revisions to the superintendent contract who happens to be a Leo. Um but and I am every aspect of a Leo, but um so there's a couple things. Unfortunately, there was a a little an error with the holidays. It it listed 14 holidays. There's only 12. So that adjustment was just made. It doesn't change anything financially. It just was a noted error. Um we had agreed for other staff members to increase the through the the negotiations of the Kayukas teachers association the master siphon from 1500 to 2,000. So that is what's requested on here and then also requested on here is the increase of the 2 and
052a half% which is equal to the classified and certificated increase. Um everything else uh on the uh on the contract remain the same. Um, so staff or myself I guess my contract does recommend approval, but I'd be happy to answer any questions around um salary comparisons uh anything on the uh contract uh that anyone might have a question for. >> Any further discussion? >> Does this add time to your contract? >> No. Okay. Okay. >> Yeah. 25. Okay. Only the yellow highlight. >> No further discussion. All right. Trusty Pewitt. >> Hi. >> Trusty Castillo. >> Hi. >> Trusty Ross. >> Hi. >> Trusty Front. Hi. >> Motion passes 4 Z. >> 9.3 developable. Congratulations. Thank you. Congratulations. Thank you. >> I appreciate that. >> I noticed you brought somebody in to speak on your behalf.
053>> No, Joe. No, >> he was buttering us. >> Oh, >> I was like, "Oh, Jenny, did you have SOMETHING TO SAY?" >> NO, HE WAS SITTING OVER THERE, BUT he's gone now. >> I know. That was Yeah, >> I don't think it was >> No, it was uncomfortable, actually. I was like, but yes. except your acculator. >> Thank you. >> 9.3 developer fee annual report. >> So great on this one. We are we are just making sure that we're going to move forward. Um we have done a developer fee study two years ago. Uh the five five years it's required. So staff is recommending that we don't do another developer fee study that we stay. We're at the state maximum. Um the state has not increased the maximum um but it is likely to
054increase in the winter months um which I would recommend us looking at for the following year. Um we do have a timeline for developer fees um so we will need to post our current developer fees the amounts that we received through developer fees which was significantly higher last year and bring all of that to our December board meeting. Um, so I would like this if if if you guys agree to move forward with the current rate that we're at. We're not going to do an additional study and move forward with the state guidelines on where we're at. Of course, the next meeting is when you would approve all of that and you could decide. It's just the timelines dictate if I need to post if we're going to do a study prior to our next
055meeting. So if you wanted a study, we would need to know that now so that I could do a 10day posting prior to the next meeting which we bring information to. So there's this interesting little back planning we have to do. >> But you said we're at the maximum right now. >> We are at the maximum right now. Yeah. And it has not increased, but there is all uh there are indicators that it will there are a few districts uh in case you keep a pulse on other districts and developer fees, you're going to see some developer fee studies and increase You gathered that I believe he for the six weeks. They are either birthday, right? We reserve rooms for They have public right now. Good, right?