June 24, 2025 AESD Regular Board of Education Meeting

001[Music] Testing. One, two. [Music] Heat. Heat. [Music] Even [Music] Even [Music] Madam President, the time is 5:30 p.m. Okay. Good afternoon. It is the reg regular board me meeting of the Audanto Elementary School District. Today is Tuesday, June June 24th, 2025. Okay. So 1 point see here is 0 02 call to or order. The time is 53030. [Music] 1.03 roll call and quorum establishment. Trusty stood. Sodto present. Trusty Krauss. Krauss present. Trust the left French present. Trusty Stewart Stewart Pere present. And I'll make take note that Trusty Webster is not here. She she she's on her way. She's just going to be a little late. Okay. Go. Going on to 1.04. Pledge of Allegianches. All right. And we have someone here. Yes. Good afternoon. My name is Velma Beeth. I have the pleasure of leading

002the pledge of allegiance this evening. So if everybody may rise and face the flag and together let's put our h right hand across our heart. Ready? Begin. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. Thank you. Okay. Two. Adop adoption of the agenda 2.01 proposed additions, deletions, and adjustments in the the order of bis business. Madam President, we do not have any tonight. Okay. Thanking thanking Thank you. 2.02 02 ad adoption of the the agenda. Trustees, I need a mo motion to adopt the the agenda. Love French. I motion to adopt the agenda. Okay, I need a sec. Second. So, I'll second. Thank you. Please call for the vote. Trusty

003Sodto. Sodto I. Trusty Krauss. Krauss. I. Trusty Le French. Le French I. Trusty Stewart. Stewart I. And I'll take note that Trusty Webster walked in at 5:33 p.m. Okay. So, we are go going to go on. Oh, it passes for Zero. All right. Going on to three staff reports and presentations. Doc Dr. W Walker. Thank you, President Stewart. At this time, we have Dr. Dwisan presenting our local control and accountability plan and federal addendum presentation for 2025 2026. Do we have a clicker? All right. Good evening to our board of trustees, superintendent Dr. Walker, cabinet, and staff, students, and the families of AESD. I am Dr. Dison, assistant superintendent of academic services, and next to me is our new director of state and federal programs, Dr. Velma. We are pleased to present our annual local

004control accountability plan update for the 2526 school year. This slide is a quick representation of the alignment that should be taking place each year as we look to approve our LCAP and school plans for student achievement or our SIPs. You'll see on this slide that the LCAP is the top and that should also be the anchor and filter down to the SIPAS through the required six goals that we require in our district that are present in each SIPA that you'll see later this evening. The local control accountability plan is a three-year plan that describes the goals, activities, services, and expenses to support positive student outcomes in alignment with the eight state and local priorities. The strategic plan defines and guides all work in the Adilanto Elementary School District. The LCAP aligns to the strategic plan

005and it is required by the California Department of Education. The new five-year strategic plan, our framework, our framework for the future will align with the cycles of the district's LCAP to ensure that the district initiatives and work is focused and targeted with specific actions embedded throughout the LCAP. A requirement for completion of the LCAP is also educational partner feedback. Meetings were held throughout the year um to obtain feedback and help to inform our LCAP goals and actions and next steps. Some of those platforms and forums included our DACA, our district English learner advisory council, our DPAC, our district parent advisory council, our guiding coalition, and also our student s superintendent student advisory group. In addition, we held annual surveys such as our local control accountability plan annual survey and our healthy kids surveys that reach

006our students, parents, and our staff. School districts must develop a three-year plan to explain their goals, strategies for improving achievement for all students. We are currently in year two of a three-year cycle. The goals must address the eight state priorities and actions must address any areas of improvement identified on the California dashboard that comes out updated yearly. The district must develop a budget that matches spending to the goals outlined in this plan. The LCAP also has a federal addendum. It this is required by the Every Student Succeeds Act and outlines how districts are using the federal funds even though these are outlined in the LCAP. The LCAP addendum and local indicators which are part of the dashboard must be approved by July 1st each year. The funds detailed in the LCAP are specifically intended to

007support improving outcomes for students who are English learners, foster youth, and lowincome. I want to get to the meat of our LCAP at this time in our annual update. So, we have three main goals of the LCAP. In the LCAP, there you'll see that there are actually 12 goals. Goals 4 through 12 represent a goal for each of our of our equity multiplier schools. So each um school for the equity multiplier must have a separate goal of their own in the LCAP. So this is a second year of the three-year plan which means the goals primarily stay the same but they can be updated based on our progress. So we look at those every year and we determine have we made progress is an effective goal. Do we need to update that? Do can are

008we seeing that progress or growth? Can it stay the same or do we need to switch and do something else? So this um first goal says student achievement will increase in English language arts, math, science, social studies, and history with the focus on closing the achievement gap for struggling students. So in front of you, this slide shows the actions that are listed under goal one. So you'll see there are nine actions listed that we are continuing to work on as they are showing progress and achievement for students. So some of those include um innovation. Um you also have English learner student achievement, library media access, instructional leadership. Each of these a new requirement of the LCAP is reviewing those measurements that you have stated will measure the um impact of this particular goal and if

009it's not showing growth or progress it is required that we switch them. Goal two is our climate and culture. We provide we will provide every student with the specific academic, behavioral, social, emotional, mental, and physical health supports to meet their individual needs, especially English learners, students with disabilities, foster youth, homeless youth, African-American students, and other student groups whose outcomes indicate the greatest need. This slide shows the each of the actions that are listed under goal two and you'll notice that there are nine actions also listed under this goal. So under here you will see a lot of supports, mental health, social emotional learning. Uh 2.4 specifically focuses on intend attendance and engagement. So working to specifically target our chronic absenteeism to make sure that our students are getting to school. Um, we also have music

010and art and foster youth services. We do have a higher foster youth population in our district. Goal three is our parent, family, and community engagement. Parent, families, and community stakeholders will be informed, engaged, and empowered as partners with the Ottoanto Elementary School District to support student learning and improve our student outcomes. Under this particular goal, we do have three action items. All of which are meant to empower, engage, and work with our parents to bridge those gaps between school and home. This slide shows the eight state priorities that all school districts are required to address in their in their LCAP. These priorities come from the California Local Control Funding Formula or LCFF which was created to give districts more flexibility and accountability in how they use funds. The state priorities ensure that we focus not

011only on academic achievement but also on areas like student engagement, school climate, and parent involvement. Each LCAP goal and actions aligns with one or more of these priorities to meet state requirements and improve outcomes for all students. You may notice that priority 9 is not included among the eight and that's because priority 9 focuses on coordination of instruction for expelled students and this applies only to the county offices of education not to the TK8 schools. This slide highlights key updates and improvements made to this year's LCAP. First, our framework for the future, including language around future ready and learner profile and student centered practices is now embedded throughout the document and will also be reflected in all school sips. We've updated the all metrics using the most recent data from the 2024 California dashboard with

012a focus on student groups and school level results. Two new schools, Westside Park and Elm Mirage, were identified as equity multiplier schools, bringing our total from 9 to 12 LCAP goals. For all equity multiplier schools, the implementation and effectiveness of the goals or actions were based on updated input from school interviews to ensure needs and accurately were accurately represented. We also added a specific English learner metric to goal number one, reinforcing our commitment to equity and language development. That metric was the English learner progress indicator which comes from the California dashboard that monitors English language fluency progress from year to year. There is now a stronger alignment between the SIPS and the LCAPS making our efforts more coherent and strategic. Finally, we're proud to report that all schools exited CSI comprehensive support and improvement status

013except for Adelanto Elementary, which continues to receive targeted support. This slide illustrates how multiple required planning documents come together to um to form our official LEA plan. So, the LCAP, the consolidated application, otherwise known as the CONA app, and the LCAP federal addendum each serve a specific purpose. The LCAP outlines our goals, actions, and use of state funds tied to student outcomes. The CONA app is how we apply for and receive federal funding for titles such as one, two, three, and four, and more. The LCAP federal addendum required by Every Student Succeeds Act, otherwise known as ESSA, explains how we use federal funds to support student achievement, especially for historically underserved student groups. Together, these three components make up our district plan, which is a comprehensive document that shows how we are aligning both state

014and federal resources to support students and improve student outcomes across the district. This side highlights the federal addendum which is a required component under every student succeeds acts in align it aligns directly with our local control accountability plan LCAP ensuring consistency between state and federal planning. The addendum details how we use all these funds including titles one two three and four to provide supplemental support for students who need it the most. This includes our students who are lowincome English learners, students with disabilities, and foster and homeless youth. Essentially, this ensures that federal resources are targeted to close opportunity gaps and improve outcomes for our most vulnerable students. On this slide, you'll see a summary of each federal title program that we receive funds from along with their primary purpose. For example, title one focuses on

015providing additional support to help low-income students meet grade level academic standards. Title two invests in professional development and improving the quality of teachers and school leaders. Title three is aimed at supporting English learners and immigrant students who achieve English proficiency to achieve English proficiency and academic success. Title four, providing funds for student support and academic achievement, including safe and healthy students and access to well-rounded education. Understanding each title's purpose helps to clarify how we strategically use these funds to support different student needs across the district. This slide highlights the key strategies and supports we plan to continue to launch in the upcoming year. for example, professional development and activities that have been reviewed and approved by parent committees, for example, DAC. We will continue providing targeted academic interventions such as small groupoup instruction and additional

016afterchool tutoring to support students who need it the most. Professional development will continue in ELA, math, English language development. They will remain a priority including our partnership with Cabab that we would like to create and participation in the next Cabab conference. We will maintain and expand social emotional wellness and counseling support to promote student well-being. Family engagement efforts will include workshops aimed at strengthening parent involvement and support. Ensuring student access, access access to technology, digital digital literacy resources and academic enrichment opportunities will also continue to be a focus. So our next steps in the LC LCAP process is that we need to submit the LCAP to the county office for approval with final edits continuing up until August 15 deadline. Throughout the year, we will monitor the implementation of LCAP actions, services, and the budget,

017working closely with our fiscal services team to ensure alignment and accountability. We are committed to keeping our community and educational partners informed and engaged, providing opportunities for participation and feedback throughout the year. That concludes our LCAP presentation. Thank you. Okay. Board, do do we have any any qu questions? Yes, I have a few. Um, starting with educational partner input. I know historically we've had trouble getting the participation in the DAC DAC um, meetings. Do we have a plan coming up for the next year to increase that and how are we going to go about this? Thank you for that question. Um that continues to be a struggle. So what we have in plan for next year um is actually doing a kind of a different approach. So what we want to do is actually take

018our team and go out to school sites um on the first days of school, after school, before school and really reaching out to parents personally. Um we have um iPads and other uh technology where we can just ask questions right then and there. So if we do that all year, we're going to have an ongoing record of what our parents needs, what their wants are. Um that also includes pushing out at district events and different school events throughout the year. So we're trying a different approach coming up for this year. Perfect. My next question is the federal titles in the addendum. Um you know I I'm kind of familiar with the title one, two, three, and four. Uh could you take a moment and explain are these distributed to each school site or is it

019something that the district itself um controls? They are distributed to the school sites starting around October when the new budget is finalized and they know how much money um the district is getting depending on the unduplicated uh student personnel people and yes and that is what is evident in the SIPASS they show in the SIPASS how they're using their title one funds perfect I do want to thank uh your team for this LCAP I know in the past we have struggled with uh detail and this looks phenomenal. So, thank you so much. Does any other trust trustee have questions? Um, I had a question, Madam President. First of all, thank you both for the presentation. Excellent presentation. I did want to focus on the um SEI um Halto Elementary School District. That's the only school

020we know that is still in SEI. I know it was shared that we're continuing to support that school. I'm wondering what kind of support are we doing or going to continue to do and what else are we doing to make sure that we can move um from that. Thank you. So we uh part of what we're doing when we do this review yearly is look and see which of their strategies um so each strategy and each action they have to have a how are they going to measure that success within the LCAP? I mean within their subs I'm getting them both confused. Um so within there um we look at each strategy and we say okay you said that let's take reading for example your scores were going to go up and because you're going

021to do A B and C. A B and C didn't yield you results. So what are we going to do differently? So based on that we're able to look at and adjust goals. So, for for example, um when we looked at their reading scores, we we're able to see that they're going to need some additional supports. So, we've met with um for I'm thinking it was it was it was we met with I Ready. They have a supplemental early literacy packet, for example. Um not just a packet, but a supplemental kind of curriculum that goes along. It's not in addition to or substituting what they normally use, but it's a more targeted type of a system. We looked at his interventions. He has a pull, they have a pull out program there. And so we

022talk about how can we strengthen it. Is that the most effective way in which to reach the students who may need to fill some gaps. So we look at each and every single one and we determine what can we do to tweak it. What can we do to enhance it? Maybe we need to get rid of it al together and try something else. Awesome. Thank you. And then one last question regarding title five. I believe the safe schools um purpose the federal uh titles in the um addendum. And then also kind of connecting that with uh goal number two uh climate and culture. So I'm just wondering what if there's anything that we're doing to kind of address the the safety climate uh keeping our students and our our staff uh safe. So title five

023part B is targeting uh low-income schools and um that is also you will also see the connection to the LCAP goals the LCAP goals that um does address climate and culture and so they're kind of interwoven and so it's just depends on how much money you're going to use towards a specific activity within the action or the strategy that you're using to meet that target. In in addition, um so the titles have to use be used specifically toward student achievement. So anything um safety can be um personal safety. It can also be uh physiological safety, mental safety. Um and so these would be geared more toward that. If you're talking about physical safety, um there's a difference. that would be more infrastructure funds which are more general type funds but these funds as far as

024title have to be used directly to support students. Awesome. Thank you. Um just re real quick can can you define what C CCSI means? Sure. That's comprehensive school improvement. So what that means is that for um it's usually a period of time it's a it's typically more than a two years or more that a school is not making significant progress and that could be in any areas. There's there's a wide variety of areas. It could be student group, it could be the school itself. Um but within those areas they're not making significant improvement or growth. And so that targets a school being in CSI. Okay. And then it it's good once once they've made an improvement then they are no longer a CC CSI and then they lose that little bit of fund funding. Yes,

025it's a catch 22. We did have five schools that actually dropped out of CSI in the last year. Good. And one more thing, can you please define E equity mult mult multiplier and what does that do? So the equity multiplier are additional funds that the state provides. Um it's usually um depends the criteria for that is a concentration of lowincome students. Um and also um if they identify schools that are underresourced with a high percentage of English learners, usually over 55% um foster youth as they also have unique challenges. And the equity multiplier schools is also looking at what the California dashboard um indicators are identifying as students who are not meeting or exceeding the standards but are instead in what's considered the red zone which is the the lowest performance level. And so if

026you're on that level um then and you have 55% more unduplicated students and it's you know progressive then you then get identified as a multiplier equity multiplier school because the whole purpose of the funds is to provide more equity and more resources to the students who need it most. All right. think they Oh, is there there more? I I was going to say it also involves the number of transiency. So, the number of students who may be moving from school to school um that also is a factor as well. All right. Thank Thank you. Okay. I just have two questions. Most of my questions were already answered, so thank you because I didn't know what CSI was either. But can you tell me the five schools that um came out of CSI? I'm going to

027do my best to remember. Um, Westside Park. Okay. Mesa, Linda, Colombia. Okay. West Creek. And I'm missing one. Okay. That's okay. I'm just I just wanted to know. I can get you I can definitely get you those schools. And I thank you for that um information and I'm glad to hear that. I just have another question for um um Adalanto. Um when are there any trends that show are they coming are children coming going from grade to grade? Can do we know those trends that are still um still behind and how far behind from one grade to the next? Like are there are there trends that show that they're they're catching up? um you know what the trend was last year from this year and whether or not if it's our little ones that are

028coming in um in kinder or first maybe some of the maybe we can do like some collaborating with you know some of the preschools in order to help assist those schools of what um we may be looking for before they get to us. That's an excellent question and observation. um being able to so one thing that um is newer within the last few years is adding we did add a transitional kindergarten over there. So um and that teacher is excellent by the way. Um and if you go in there you'll see that a lot of those skills are being introduced earlier to our students. Um transitional kinder it also has to be developmentally appropriate. So um we want to make sure that there's play and things embedded in there. Um but as you look at

029it as a whole um so there's a couple things. So you have the state testing which is the the overarching and we typically don't get results of that until students are third grade and up that's too late. So we look at local indicators and so that local indicator which would be our IR um before that it was star testing and so we would look and say is we were able to track each student individually. So each student individually, we can say, "Okay, this student's making growth, this student's making growth, this student's struggling. What are we going to do to intervene with that student?" I do feel that partnerships with our preschools would definitely be helpful. Um that way there's that straight alignment. We did do a lot of work with our transitional kinders um last

030year across our district also to bridge some gaps. Um but that mechanism to track and see how students are doing is definitely there and um being able I'd be happy to provide the data on that school specifically. Okay. Thank you. Thank you for your presentation. At this time, our next presentation is the annual information on progress towards meeting local indicators presentation. Thank you. There's something on one more time. Okay. Thank you. At this time I will present information. This is an informationonly item. Local indicators are not required to have a um approval but it is required that we report this yearly. The state board of education approved standards for the local indicators that support local education agencies or LEAs in measuring and reporting their progress within the appropriate priority area. The local indicators reflect the

031emphasis on local control and measure the priorities that are more oriented to implementation measurement rather than that summitive outcome. It allows the local community to understand the holistic picture of the LEA's progress. For each applicable local indicator, LEAs assign one of three performance goals. I mean performance levels, met, not met, or not met for two or more years. Indicators are related to the dashboard and must be reported annually. The dashboard is tied to the state assessments and the California accountability system. The LEA is required to annually measure progress, report the results of its lo um to its local school board at a regularly scheduled meeting annually and also report the results to the public through the dashboard. So once this presentation is done, we do have to go on CDE and report the findings to

032CDE. This slide outlines the 8 LCFF or local control funding formula priorities and how they are measured. Some priorities like pupil achievement and school climate are measured using state indicators. So this is where the dashboard metrics like suspension um if we were a high school it would also include grad rates. um while others like basic services and parenting engagement are assessed using local indicators reported by our district. The blue highlighted areas show where the district met the standards met requirement for our local indicators. This framework ensures accountability across academic performance, engagement, and access to essential services. The next two slides just show a little more detail about each priority and a little bit about it. But then uh the next two you'll see that next to each one uh for this year I'm happy to

033report that we have met all local indicators. So priority one basic conditions at school met. Uh priority two implementation of state standards met. Priority three parent engagement met. Priority six is our local co climate survey and we met that. And then priority seven access to a broad course of study and we met that. That concludes our local indicators. Board, do you have an any questions? Thank you for that report. Okay, hearing none, we'll move on. All right, our next presentation by academic services is consolidated application 2025 2026 presentation. The consolidated application referred to as the CNAP is an annual requirement for California school districts, charter schools, and count county offices of education. It's submitted to the California Department of Education that allows local educational agencies or LEAS to apply for funding from multiple federal programs

034through one streamline process. The key federal programs included in the con are as follows. Title One Part A, which focuses on improving academic achievement for disadvantaged students. Title two part A, supporting effective instruction through professional development. Title three, which supports English learners and immigrant students through professional development programs and activities. And title four, part A, funding student support services and academic enrichment opportunities. Title five, which is part B, targets rural and lowincome schools. There is a direct relationship between the CNAP and the LCAP federal addendum. While the CAN conapp is how we apply for and receive federal funds, the federal addendum outlines how we you plan to use those funds to support student achievement, especially for historically underserved groups. Together, they ensure our federal resources are strategically aligned with our district goals. This slide outlines

035the important components of the consolidated application process. When submitting the CONA app, the local education agency provides asurances, which are promises that it will comply with the federal requirements, including proper use of funds according to program guidelines, effective program implementation, strong fiscal accountability, and adherence to civil right laws, ensuring equity, and non-discrimination. The application is typically submitted in two parts. Right now we are in the spring submission which is part one and that includes requesting uh funding for and the legal asurances. In the winter will be submission part two which includes expenditure reports and data on program participation. Overall, the consolidated application is essential not only for securing federal funds, but also as a compliance tool that demonstrates the district's commitment to federal education laws under the Every Student Succeeds Act, ESSA. The following two

036slides uh provide examples from the Title Three application, specifically the limited English and the im um immigrant programs. These funding sources are part of the federal title three program and are designed to support English learners and eligible immigrant students by enhancing language acquisition, academic achievement and integration. And I'd like to hide highlight and point out that this year we applied for the limited English proficient um grant. Therefore, we are going to get an additional approximately $21,155. And that concludes this presentation. Thank you. Okay. Thank Thank you, board. Do do we have qu questions? I don't have any questions. I just want to say congratulations for applying for for us. Thank you. I do want to shout out to to Zach from this school who helped with that application. Okay, let's go ahead and move move

037on. The next item is 2025 2026 school plans for student achievement presentation by academic services. keep forgetting to turn it on. Um, in this presentation for a school plan for student achievement, you do have copies of all of those um, in front of you. Um, but we are going to provide an overview and structure of the 2526 school plans for student achievement or the SIPA. We're going to provide an overview of how funds have been planned to improve academic performance of all students. and we're going to share the presentation schedule for the upcoming school year. So once again, this slide shows the alignment between the LCAP and the SIPs. Um the SIPs each have six goals. The first four relate to academic instruction and therefore they align to LCAP goal number one, which is about

038student achievement. SIPA goal number five culture and climate is also aligned to LCAP goal number two because it also relates to climate and culture engagement and attendance. SIPA goal number six is parent and community engagement which is also well aligned to the LCAP goal three which refers to parent family and community engagement as well. The Sipsa is a strategic plan and SIPA being the school plan for student achievement and it guides how each school site maximizes its available resources to support student achievement. It's designed to reduce the duplication of efforts and ensure that all efforts are coordinated between uh towards moving and improving student outcomes for students. The plan is not developed in isolation. It aligns or connects to the district's larger local control and accountability plan which is the LCAP and that sets the

039goals for all students across the district. Schools use the SIPA to make their efforts um their effort and schools use the SIPA to make sure their efforts are aligned to those bigger goals. Finally, any special funding a school receives, for example, support for English learners or lowincome students gets built into this plan. so that everything works together to improve student achievement. The purpose of the SIPA is to support the cycle of continuous improvement, meaning schools are always reviewing data, making adjustments, and working towards better outcomes for students. The plan aims to raise academic performance for all students so they can meet or exceed the state's academic standards. It's also about making sure every student has the support they need to be successful. Not just overall, but according to the standards set by the state board

040of education. And just like the previous slide mentioned, the SIPA must bring together all the different programs and resources a school uses so they work in a coordinated way to support student success. This slide outlines how our school plans for student achievement are aligned with district-wide goals and priorities. Our school plans are strategically aligned to the district's local control and accountability LCAP and that reflects the beginning stages of alignment with our new strategic plan framework for the future which focuses on creating student centered classrooms and preparing future ready students. Each plan supports the Adilanto Elementary School District's goals for improving academic outcomes using reliable state data like we see in the California school dashboard. Goals and actions are set and prioritized based on data and ongoing progress monitoring so we can continuously evaluate what's working

041and adjust where needed. The development of each school plan included the input, review, and approval of educational partners, ensuring shared ownership of the process. The plan also detailed how funds, including the equity multiplier funds, which are state funds, will be used to support all student academically. This year, I worked collaboratively with principles, providing guidance, resources, and support as they engaged with their school communities to revise and strengthen their plans. This included data analysis and reviewing the implementation and impact of key strategies towards meeting the SIPA goals. Each principal provided updates on whether strategies were implemented as intended and how effective those strategies were based on progress towards the goals. To evaluate the effectiveness, we used a simple rating school scale. Three for effective, two for somewhat effective, and one for not effective along with multiple

042data sources such as formative assessments or qualitative feedback to guide their analysis. This evaluation process is crucial because it helps to determine the next steps such as adjusting strategies or refining goals to ensure that we continue to move in the right direction. This information was shared with educational partners to support transparency and shared decision making as we continue to improve student outcomes across the district. Next is an outline of the structure for the school site plan for student achievement which is organized into five key sections. Section one includes a description of the plan, how educational partners were involved, a review of any resource inequities, and a comprehensive needs assessment used to guide the planning. Section two focuses on school and performance data, including enrollment, CASP, ELPAC, and the California school dashboard. Each data set is

043followed by a concluding statement summarizing the key takeaways. Section three presents the school goals, the strategies, and their proposed expenditures. This year, each SISA includes six goals. One, number one, English language arts, mathematics, special education, English learners, chronic absenteeism and suspension, parent and family engagement. Section four contains the budget summary. It has a breakdown of the budgeted funds and planned expenditures which are tied directly to the strategies. Section five includes the school site council membership along with the recommendations and required assurances affirming that the plan was developed in accordance with the state and federal requirements. Next, Dr. Doison will continue with the presentation. So, we do have high expectations for our schools as it relates to the SYPA. One additional um implementation that we had this year was that each school um administrator and the

044co-administrator had to meet with our team three times this year. Um in that meeting um it was me on each and every single meeting but not just me but our entire ed services team. So in that meeting we were able to review each data set as it related to their goals. um where were they where were they going to go? In addition, each principal also met with their teachers and teachers um the next level of that is teachers working on goal setting with their students. So, we are excited about that addition and we will continue with that um piece to gather um that data all year long. This slide outlines the funding sources used to support each school's SIPA. These include LCFF, supplemental concentration funds, title one equity multiplier funds, and comprehensive school improvement or

045CSI funds. The central question posed, how will funds be used to improve the academic performance of our students? That is the essential question that each um administrator, each school, each educational partner is posed with as we are developing this SYPA. It emphasizes our focus on equity and outcomes and each funding stream is strategically aligned to increase student achievement and close our learning gaps. The last slide shows our schedule for the fall um in which schools um in the first part of the year will be coming before the board and presenting their SPSet in more detail. I would like to do that but um they can do it best. Um and so you'll be able to hear from each school um and their progress and where they're at and where they're going. So with that, that

046concludes our presentation for the Simpsons. Okay. Thank Thank you. Um board, do do we have qu questions? I don't have questions, but I felt like you could be reading my mind because I said that I have this big huge book down here that I've already put on the floor. And I said that I could remember when the principles would come and they would explain what their plan was and how they were going to go about it, what they were going to implement. And I was like, last year we got a little thumb drive where you could just put it in the in your laptop and you could sit there and scroll through it. Now, this book that we've killed, I don't know how many trees in order to print, but I was excited to hear

047that um they will still come before so we're able to see it in I call it like live time. Thank you. Much appreciated. Okay. And and in any of other trustee Okay. I just have one. So as we look at the sketch sk the the schools don't wait till after they pre present to start to imp implement their plans. Right. Absolutely not. So your approval this evening actually allows them from the first day of school to begin that plan. All right. All right. Thank thank you at this time. Thank you academic services for your presentations. Next we have learner centered collaborative partnership overview presentation and they are joining us via zoom asking to unmute. Awesome. Can you all hear me? Okay. Yes, we can hear you. Okay, great. Uh, good evening, President Stewart, board of

048trustees, Dr. Walker, cabinet, staff, and families. Uh, I appreciate you taking a little bit of time out of your um very busy agenda to hear a little bit more about our partnership for next year. If you could advance to the next slide. My name is Katina Hancock and I've had the privilege of working with Adelanto this last school year. Um, I'm joining you from San Diego, California, where I have been focusing on some very, um, special family times where both of my kids have graduated from college, uh, two days apart. My son was married, uh, commissioned into the National Guard and also joined the police academy. So, we have been very busy here, and it's part of the reason I wasn't able to make it up there in person. Um I have had the privilege

049of doing this work across the country with a variety of different partnerships uh spanning from urban rural suburban um K12 charter and I also was able to do this work in my own system in Vista California which is in San Diego County. Um, I was part of the transformation process there where we started with the framework for the future and then was the proud principal at the Vista Academy of Visual and Performing Arts where over the course of approximately four years we were actually able to earn one of the state's highest distinctions where we became a gold ribbon school, title one high academic achievement and excellence in the arts. And in that time we were only one of two schools. So, I share that only because I've lived this process and I know how valuable

050it can be in a community to really um excite folks around a common vision. If you could go to the next slide, please. What I think really sets Learner Centered Collaborative apart and why I joined and have stayed now for just shy of eight years is that we really believe that the work that we do in systems is um communitydriven. We want a a very diverse set of experiences, backgrounds, beliefs to come together and define what they think is possible in their system. We also believe that we need to to focus on what is working and elevate that within the system and then identify additional opportunities to further build momentum. We also think and I loved hearing um kudos to you all about the schools dropping out of CSI. Um, that's a huge accomplishment and

051I think having those local indicators and and being able to celebrate the progress that they're making is huge. So, we love this idea of measuring what matters. Um, we know that ac academic achievement is important, but we also believe that we need to know how our uh students and families are are feeling, what their sense of belonging is, how connected are they to what's happening in the district. Um, we believe that this is deep work that takes multiple years to accomplish. It's not just something where we've created a plan and therefore it's just going to come to life on its own. Um, in just a second I'll I'll share a little bit more about a few of our partners we've worked with, but implementation is more like a marathon and the thrive 2030 is a

052good indication that we know this process is something that's going to take multiple years to uh work through. We also believe in codees. Um, we have a lot of research-based practices, resources, and tools that we leverage in the work that we do to support the groups that are out in the field, but we also know that the conditions change and evolve, personnel shifts and adjusts. And so, we want to make sure that we are constantly communicating and collaborating with not only Dr. Walker, but the cabinet, the site principles to make sure that that any services or outcomes that we've designed continue to be effective and that we're monitoring those over time. And then one of the things I love the most is that we believe that students need to have a a voice and a

053space and an opportunity to constantly engage in the innovation space that's happening in the district. and if you were able to see some of the kids um in the video about the framework for the future and just their appreciation for having a seat at the table and their excitement um I can't tell you how many kids asked Dr. Walker if the guiding coalition could continue because they felt so strongly that it was a special place for them to be part of the process. Next slide please. This is just a sampling of some of the partnerships that we have um both district and state level. And um many of these that I've kind of like called out have been part of our partnership um network for a number of years. So I've had the pleasure of

054working in Lamont uh elementary school district which is not that far from you all. Um they started this process approximately four years ago and we're embarking on our fourth year of support with them. Um this year it looks like uh principal professional development where we're doing learning cycles, instructional learning cycles connected to their learning model. Um we're also doing some PBL work and a guiding coalition um in Santa Ana, very large K12 district um up in the LA area. They've been working with us for 5 years starting with a framework also doing leadership and uh educator capacity building. They also have continuation high schools. So, we've done a little bit of redesign work with those uh continuation high schools. Um, Escanido uh Union School District in San Diego County, same process. Uh we're entering our

055fourth year and they're one of our partner districts that's actually doing school redesign and cohorts. So, they'll be um starting their third cohort of approximately fourish schools that have been doing the redesign process, which is one of the recommendations that we've proposed for next year. And then finally, Alamagordo is just an example of a system that is like Adalanto where the framework process was just created and wrapped up at in the spring of this last school year and they're going to be kicking off their first wave of kind of bringing the framework to life. Next slide, please. So last year and you just had this presentation um not that long ago, but we defined some success criteria kind of a theory of change where we believe that if we brought the community together and we

056got really clear about the mission, vision values, crafted the whole child outcomes and then what the instructional model would be that we would have this really great um framework that would allow us to know what we were doing and set our course for the next three to five years. We also said that if we identify strategic priorities and make sure that they're aligned to the local control accountability plan and to the SIPAS and the things that Dr. Dwisan just mentioned that we knew that we could start to create the enabling conditions to move toward a more learner centered vision. And finally, this now beautiful publication that you have is a way to communicate more broadly the work that's happening in the system and actually allow some flexibility but within the kind of confines of what

057we believe are the most important parts that are going to bring um Adelanto to be a learner centered community. Next slide. I included just a little bit of data um at the end of our sessions. We really do believe that we try to design and deliver experiences that are learner centered no matter who we're working with. And we ask these four questions to make sure that we're soliciting feedback and can design and deliver the best possible services and supports. We also debrief with Dr. Walker and the cabinet to make sure that they're not receiving any additional feedback. And as you can see, um the work with the guiding coalition was very very successful by all accounts. Um, and I especially love how high the results are for the question around feeling meaningfully included in today's

058activities. So throughout the process, folks really felt them they they saw themselves in the work. They feel like their voice mattered um and that they have were going to be leaving their kind of fingerprints on what was being created. Next slide. And what you uh approved a couple weeks back was your framework for the future. And it includes what we consider um three critical elements. Obviously, mission, vision, and values are in there, but what we've crafted is the learner profile, which are the whole child outcomes, the learning model, which defines the types of experiences we hope educators are creating in their classrooms and and within the community, and then finally, the strategic priorities that align very well with the LCAP. Next slide. So this next year, what we're proposing is that we um have a

059variety of different work streams that are really going to allow us to start to um initiate some moves that will start creating these conditions for success. So just draft it again and this will be something that the guiding coalition um will help uh refresh and make sure that this is the right theory of change. But what we'd like to do is engage folks with really bringing the portrait to life. Um we have proposed designing learning progressions. And what that means is we we know that kids developments developmentally learn at different rates and paces. And so we want to define what an empowered learner is both at kindergarten and at 8th grade so that when they have the opportunity to set goals or reflect or we're asking educators to give feedback, we've defined what it looks

060like to be that type of learner in the system. Another uh approach that we're recommending is to do a school redesign process with Mesa Linda um so that the school community can really get anchored in the elements of the framework, create a shared vision for their school and some actionable strategies um to create meaningful change. We believe that it's important for leaders to get out of their space, what they're normally um immersed in daytoday and get connected to other innovative places. Um not only to see practices that are being um effective with kids and teachers and and systems, but also to see the world of work. So we're proposing what we call a connections cohort. And in that, it's an opportunity twice a year to see some innovative school models as well as industry partners

061and really think about how the whole child outcomes that we're asking kids to develop in Edelanto trend up into the world of work and what industry is asking systems to start designing toward. And then finally, um we want to also build educator capacity. So, one of the recommendations is that we do a summer PBL project-based learning um workshops so that we can start to leverage the learning model and allow them to create some really meaningful um learning experiences that they can kick off the school year with. So, what that translates to on the next slide is the proposed um work streams. So as requested by the guiding coalition this year, they would love to convene again. So we've recommended four days together where we can um think about creating an impact survey, really deepen understanding

062of the portrait, identify some um big moves that we think the system needs, plan communications, test strategies, and I believe when I look at your um strategic priorities, it aligns really well with cultivating strong community partnerships. Um, as I mentioned, creating learner progressions. So, again, what does it look like to be a change maker as a third grader versus a fifth grader versus a seventh grader? So, really delineating those um and allowing educators to have access not only for when they design, but when they're asking kids to set goals and reflect. And that aligns really well to outcome four, which is to encourage well-being and increase belongingness. And then on the next slide, this is the summer PBL. Um Dr. Daisison has supported with getting a survey out to educators. And at the cutoff point,

063which I think was Friday, um we had 66 educators that expressed interest in attending this 3-day um workshop that allows them to not only understand the elements of PBL, but understand them in relation to the uh learner profile and the learning model. so that we're taking them deeper into those elements and they're going to walk away with a project-based learning um experience that they can kick off the school year with. Um kind of map that back to expand student centered experiences and then redefine educator professional learning. And what they will experience is part of what your learning model is so that they're going to have choice. It'll be personalized. um we'll do some competency based assessments with them to gauge where people are at in their understanding of project-based learning. So again, just trying to

064model for educators what they what we hope they're creating in their classroom. And then I think there's two more slides. This next one is the school redesign for Mesa Linda. And this is similar to the work that I mentioned that was happening in Escanido Union, but it's an opportunity for this school community, both um educators, students, families, and then district representation to really think about what could be possible in this setting for students to thrive. And so there's a variety of different touch points that happen, including an inspiration visit where we'd love to take a team out and get them exposed to other schools that kind of have the same demographics. We know that their kids look the same, kind of act the same, but they're doing some really innovative things because the program was

065designed with those outcomes in mind. So connecting this to cultivate strong community partnerships and then expand student centered experiences. And then the last slide is about the networks that I mentioned. So um Dr. Walker and several other leaders would have the opportunity to connect with other innovative um schools in our system that have been in this work. We have two different uh touch points um where we get to go visit innovative schools, see models that have been in in in practice for a number of years and then um an industry visit. So, we've gone to places like Apple. Um, we've gone to Dell. There's um can't remember what the last one was, but I'll send that followup. I think I know who the schedule is, but I have one of my colleagues runs that. Um,

066I'll try to send who the uh industry partners are for this. And then the final one is just this idea about really measuring impact. How do we set some goals for the 25 26 school year and identify what the formative touch points are that we can actually evaluate regularly through the guiding coalition and say that we are having the intended uh progress and going to meet the outcomes that we've designated. And it would culminate with an annual impact report where we could show across these different work streams and touch points the impact that it's having on your community. And that is a quick overview of the proposed ideas that support um the framework for the future implementation year one. Okay. Thank thank you trust trustees. Do you have any any qu questions? Uh no it

067looks like we have none. Thank thank you for your pres presentation. You're welcome. Thank you so much for giving me the space. You all have a great night. Thank you. At this time, we're going to move forward with business services and fiscal services presentation for the proposed fiscal year 2025 2026 budget with Miss Gonzalez. And we also have our fiscal Zack. I can never remember Zackish. Clemish. Thank you. Okay. Make sure works. All right. Good evening, President Stewart, Board of Trustees, Superintendent Walker, Cabinet, and community members. Tonight, I we will provide a summary of our 2526 adopted budget. In tonight's presentation, we will focus on the following topics. the governor's May revise, our key assumptions used from the May revise, our projections for 2526. We will review the summary of unrestricted general fund expenditures, our

068restricted general fund expenditures along with our multi-year projections for 2627 20 and 2728. And looking forward to our upcoming key dates. On May 14th, the governor Gavin Newsome re uh released his 2526 May revision to his January proposed budget. The bud the budget has significant financial and economic uncertainty. The budget had significant emphasis on federal policy and its impact on California trade, tourism, and immigration. His May revise projects both lower state revenues and increased cost for health care in the current year and the year out. The governor was tasked with addressing a large budget deficit by using a combination of reductions to general fund programs such as using monies from the rainy day fund using budget deferrals as well as holding expenditures that would be activated if revenues met their projections. A number of the

069key factors in the May revise is lowered state revenues projected by four $4.8 billion over three years from the state's big three sources: income tax, corporate tax, and sales tax. The state's job growth is weaker and projected to have a slow growth to be continued through 2028. inflation is higher along with higher tariff rates than at than the governor's proposed uh budget in January. Ultimately, the May revision projects below trend go broke sorry growth rising unemployment and assumes a growth recession. When preparing our adopted budget, we used the following key assumptions for our LCFF calculator. In 2526, we used a cola of 2.3%. In 2627, we used 3.02. In 2728, we used 3.42. The cola for the outy years is lower than the governor's projected budget from January, but reflects the growth recession noted in

070the May revise. For our district enrollment, we use conservative increase for the current year and flat two subsequent years. We will be taking a very active approach in increasing attendance for 2526 and the two subsequent years. We will be offering attendance incentives at the sites along with offering before school, after school, Saturday school and inter session for ret attendance recovery. We have updated both unrestricted and restricted general fund revenues and expenditures based on projected numbers. Key items to note on our revenue projections are lower in local control funding, also known as our LCFF due to our ADA in 25 um 2425 at P2 certified lower than projected decreases in COLA for the current year and the outy years based on the May revise along with changes in federal revenues due to updated funding aortionments. Additionally,

071we have also updated expenditures to line with our projections. When examining the total salaries as a percentage of the unrestrictive budget, we invest over 90% of our budget in our educators and staff. Despite reduced revenues, our leadership team is taking a proactive um a proactive uh a proactive approach, sorry, implementing cost-saving strategies and aligning expenditures with strategic goals to enhance the student experience and drive um improve student outcomes. We maintain a positive fund ending fund balance for the current year and the next two fiscal years larging uh largely reflecting the required 3% reserve. in reviewing our multi-year projections, which combine both our unrestricted and restricted funds, we have focused on aligning our investments in students while maximizing our budget and maintaining fiscal solveny. Although we are still deficit spending, we are continuously working on ways

072to balance our expenses to meet our future needs. Looking forward, our fiscal team is closing the 25 20 um 2425 fiscal year and preparing the unodudited actuals for our audit review. In December, we will submit the first interim report reflecting updates to the budget and revised beginning balances. We look forward to partnering with educational services on the LCAP development and will continue to monitor economic trends to inform um to inform future budget adjustments. Thank you, board of trustees, and to our fiscal team, especially to Zach on all of our fantastic work um work meetings um and their contributions to our adopted budget. We also have provided you at a budget at a glance for key information. Do you guys have any questions? Okay, board questions. Okay, we'll start with trust trustee Krauss. Thank you, Madam

073President, and good evening, everyone. And uh thank you Miss Gonzalez and Mr. Clemish for your presentation on the budget this evening. Um one of the things that uh I don't have the information in front of me but you might be familiar with the ED code that we have to spend at least 60% of our budget on certificated salaries. Do we know um for this current year how we're looking as far as closing the books on that? Are we close to that threshold or I I know you may not have the exact numbers but um do you have an idea maybe where we're landing on that? We actually do meet that. We do meet that one. Yes. Okay, great. Thank you for that question. Um the next question I have the enrollment uh it talks about

074the enrollment projections in here and uh we know that we've got uh all those homes going in behind West Creek. Um when is the last time we've done an enrollment projection with like a a study and do you know if we're going to be doing one anytime soon to try to capture if there's going to be an increase in the future of students on that? Actually, it's a very good uh question. and trust your house. I believe the last time that we had done one was in 2022 and that is something that um I've already been working with cabinet in beginning those discussions to see what we can do to look at that especially as we do some long-term planning. Great. And then my last question, we know can I just add to that? Yes.

075Sorry. Sorry. No. Um, so I've also met with the city manager of uh, Victorville to talk about the new housing that's being built by West Creek and so we are super excited about the potential of the families coming in. So we have started that conversation along with the city manager. Oh, good. Great. Thank you for that information. And then my last question, uh, we know that the governor won't sign the budget till probably July 1st. Um, and the legislature has to pass it or they won't get paid. Um, so do we anticipate potentially any 45day revisions for our district based on anything that might come into play there or uh you're not sure yet? Um, I wouldn't be able to speak to that just yet. Um, I do know that there is going to be

076a summary um in regards to when the budget is actually approved and then we would be looking at those differences if there was any. Okay, great. Thank you so much. That's all the questions I have this evening. Thank you, Madam President. Rusty Soda. Thank you, Madam President. U would you mind just sharing with the public um the 12 million uh transfer that we often hear from the public the that goes from unrestricted to restricted. Would you mind just kind of sharing a little bit about um why that's being done? I believe you're referring to the $20 million transfer and that happens to go to our unrestricted account for our sped services. So as you know as a district we are mandated to provide sped s services and um like most districts all of the services

077that we have to provide to our students. The the monies in which we receive from the state don't truly support the entire program. Therefore as a district you have to make contributions from your general fund to that account. So this way you're meeting all of your obligations. Excellent. Thank you for sharing that. Another question that I had was let's see here we notice the unassigned available money throughout the years we go from approximately 380 from 463 to all the way to actually in the millions. Um would you mind sharing a little bit about the assumptions being made with with the big jump? Certainly. So, as you know in um actually it's within your your packet there when we talk about what are the components of our ending fund balance. So, some of the pieces that

078we look at are audit assignments that we have in there, right? So, one of the audit assignments is 825,000 um from 2223 and then of course that's carried out for three years. So, one of the other pieces that you will see and it's reflected in those balances and why it changes has to do with the 2324 audit finding that we had in our unduplicated count which is over $2.3 million. So, right now we are currently in appeal for that. However, we do have to reflect that within our budgets. Would you mind you said appeal, would you mind uh adding a little bit more context? I'm not sure what that means. So, um, any district whenever you have an audit finding that significantly impacts your district, you have the availability to actually appeal to the state

079board, um, in regards to that audit finding, but you have to show that you've made significant improvements to try to offset it. So, this way you don't have a duplicate finding. So, that particular finding was a duplicate finding from 2223 and then reflecting in 2324. Excellent. Thank you. Two more questions and I'll leave you alone. The books and supplies. Yes. Um would you mind sharing a little bit about why it's being increased every year by 25%. What's kind of driving this this increase? So, as you remember um from Dr. Dewaison's presentation, most of our general fund has uh the umbrella of LCAP that's within there. So when we see some of those increases, it's really due to the site allocations that we've provided and what their plans are as far as to support our students.

080Okay, last question. Thank you for that. And the services and the operating expenditures we've decreased by over 30%. I'm wondering if if specifics programs or services that you can recall if not it's okay, but I'm I'm wondering what's the rationale for that. So I wouldn't be able right now to tell you all the specific programs, but when we work with our departments and our sites at what their budgets are, they're truly driving the supports and services. So maybe if there is something that they're going to invest, say more in materials versus say a tutor, right? That that's where you would see a change in in that balance in that budget line. So, it's reassessing each of those pieces and then if there isn't additional funding available as we know that some of our CSI funds

081have gone away. So, maybe there would be like a reduction in those. Thank you for your presentation and your time. You're welcome. Okay. Are there any questions? Yes. I don't really have any questions, but I do want to say that um I've learned a lot from you and I am thankful for this at a glance. This dollar down here means a lot to me because it gives me a visual of an understanding. I also want to say um thank you for supporting in the audits you and your team from 2022 and the conversations that we've had about that. Um I thank you for having uh patience and understanding. I don't do well with numbers at all. However, I do know my own little budget for my own little check and u my mortgage. But I

082appreciate um your help and I thank you for this and thank you Zach as well. Thank you to your team and you. Thank you. And I just want to say thank you for for the hard work. I know with the state and we're just waiting for them, you know, and then you have to go and on on the dime start to do stuff once the gov government does their thing. I appre appreciate your efforts and your hard hard work. I couldn't have done it without um the support obviously of our team. I mean there's been plenty of nights um and days where like we're coming together and trying to provide options discussions with cabinet the support that I receive. So I do appreciate all that. Thank you. Thank Thank you. All right. So we are

083move moving on to four close session declarations. We will be taking I items 4.02 to 4.04 into close sess session. Um, five p public testimony B before close sess session uh 5.0 Z1. Trusty Le French. Thank you. The public comment period is administrated by state law and is a point in the meeting set aside from members of the public to share their opinions with the board. Open meeting laws do not permit the board to engage in dialogue or answer questions. Any person who wishes to address the governing board on close session agenda items only must complete and submit an AESD speaker request form five minutes before the meeting is called to order. Public comments will only be taken on agenda items during the discussion of those items. The board values public comments and although the

084board of trustees cannot take action or discuss items not on the agenda, the board of trustees listens carefully and appreciate input from the public. Additionally, a public speaker can be cut off for exceeding the allotted time or for willfully causing an actual disruption to the meeting. Before cutting a person off or removing someone, the board will give at least one clear warning. If you were cut off or worn last time, please consider that your warning. Individual speakers are allowed three minutes to address the board on each close session agenda item. The board limits the time for public input on each item to 20 minutes. With board consent, the president may increase or decrease the time allowed for public presentations depending on the topic and the number of persons wishing to be heard. The president may

085take a poll of speakers for or against a particular issue and may ask that additional persons speak only if they have something new to add. Thank you. On 52, do do we have a rep representative from aa? The board calls on on Miss Jolly. Good afternoon, good evening, uh, board of trustees and cabinet. Thank you for the opportunity to speak this evening. Um, just, uh, a question about the budget at a glance. Um, Trustee Krauss asked about 60% educator salaries and at a glance it says it's 46%. So where is the other 14% going to the certificated staff question um just brought to that just brought to my attention. So as I reviewed the agenda this even this meet for this meeting and reflected on recent district actions I feel it is necessary to speak

086candidly and directly about serious concerns related to transparency fiscal responsibility financial stewardship and leadership within our district. First I must ask again where is the legal request for proposals? This matter has been discussed publicly and should already be reflected in the board's actions. The continued absence of the RFP process is troubling and suggest a lack of follow-th through on items that involve public accountability. This is not a minor oversight. It is a procedural breakdown that erodess trust. We've also heard repeated statements that the cabinet is looking under every rock to find the money necessary to resolve employee contracts. And yet at nearly every board meeting, we continue to see substantial spending on outside contracts, consultants, and administrative initiatives. The inconsistency between what is being said and what is being done is glaring. These decisions send

087the message that fiscal restraint applies only to our educators and support staff, but not to outside vendors or internal administration. The public has a right to know about this past weekend's board and cabinet conference that was approved for 22 attendees. Why 22? Why not 10? What rationale justifies such a large expenditure for a conference when we are telling teachers and classified staff there's no money to fairly compensate their work or provide a modest cost of living increase and fully paid HMO. This is yet another example of wasteful spending at a time when we are telling our educators and staff to do more for less. This is not about cutting enrichment or professional growth. This is about practicing what we preach when it comes to prioritizing limited resources. Let us also revisit the proposed hiring of

088another district's employee to manage ELOP funds. I was alarmed to see a proposal to hire another personal person at the district office to manage ELO funds despite the fact that Mr. Hernandez was hired to fulfill this very role. Why are we duplicating responsibilities and expend expanding administrative overhead when program dollars are already stretched in? And I just learned about the hiring and welcome Dr. Velma Ve another ad to our um management. And then there is the allocation of $258,725 in ELOP funds to the guiding coalition. Instead of investing in the very educators and staff already on the ground running beyond the bell programs, offering those staff hourly rates instead of their PDM rate is not just inequitable, it's disrespectful. Let's remember the expanded learning opportunities. ELOP was designed to support extended learning through enriching student

089focused activities. Our certificated and classified staff have the knowledge, the training and the relationships with our students to run these programs and they are willing to do so. The only barriers is fair compensation. To that end, I want to revisit the board the broader issue of outsourcing. In July 2024, this board approved $384,400 in ELO funds to Millionaire Mine Clubs. That figure is now projected to rise to 525,600 for the 2526 school year and similar sums have gone to AYA except higher. While I recognize that these programs aim to serve students, we must critically assess how such such large ongoing contracts align with our financial re realities and whether they serve our students more effectively than in-house staff-led programs. Here is a proposal I believe is both reasonable and sustainable. either scale back or eliminate

090the external contracts with MMK and AYA and redirect those ELOP funds to compensate certificated and classified staff at their PDM rates for running Beyond the Bell and enrichment programs. There are tons there's a list long that our educators have been doing for beyond the bill or if these programs remain required that district staff are directly involved in implementation ensuring that ELOP dollars are funneled back into our schools and not just outside our doors. This approach would first honor the skills and dedication of our current employees, increase morale and participation in the enrichment programs. ensure financial sustainability of Beyond the Bill and other student services and mostly importantly keep the dollars aligned with the student outcomes and our district values. Finally, we will be bringing in outside consultants to revamp Mesa Linda is what I heard

091with the guiding coalition. Mesa Linda Middle School instead of investing in training and leadership development for the current principal and staff. Why do we continue to look outward when we have capable, committed people within our district? We need to stop the pattern of topheavy spending and start leading with integrity, responsibility, and respect for those who are doing the work every single day. It is time to prioritize our staff, our students, our families, and our community, not consultants, conferences, and unnecessary new positions. In the midst of all this, we also see that cabinet compensation now is close or exceeds a million dollars. In light of this, it is unacceptable to ask teachers and classified staff to accept less and to work more or to continue without recognition through fair and competitive compensation. These choices reflect a

092set of priorities that are out of alignment with the core mission of education to serve students by supporting the people who work with them and are on the front lines every single day. These lapses in transparency and consistency speak to a deeper issue of leadership. It is with measured judgment and full awareness of the weight of this statement that I say. I believe it is time for a vote of no confidence in our board president. Her ongoing unwillingness to listen to public voices and even follow board members reflects a clear breakdown in shared governance and collaboration. Leadership must reflect collective wisdom, not individual control. A board president must unify, not divide. We need leaders who are responsive, transparent, and focused on long-term success of this district, not shortterm optics or unchecked authority. I urge this

093board to take a hard look at the direction we are heading and to realign with the values of transparency, responsibility, and respect for our workforce and act with greater accountability, transparency, and fiscal discipline. Thank you. Thank you. Do do we have a representative from CSCA? The board calls on Jason Turkers. All right. Good evening, President Stewart, board members, Superintendent Dr. Walker, cabinet members, staff, and community members. My name is Jason Turkers, and I'm the CSEA classified employee, the CSEA representative assigned to work with Adelanto Chapter 451. Uh again, I'm here tonight to let you know about some concerns that CSA and the classified employees we represent are having. Classified and certificated employees are about to be severely impacted by the increases to the health and welfare costs because of the lack of real proposals by

094the district to address the rising costs. I want to say to you again tonight that as board members, negotiations begins and ends with you. At this point, both CSA and the district have agreed that and that we believe negotiations is at impass and we will be asking the public employment relations board if they agree. However, I want to say uh that the district can only negotiate what the board members authorize them to negotiate and the district is required to stay within those parameters that you as the board members give them. According to what we received in negotiations, the parameters have been set. Do not come close to dealing with the increasing health and welfare costs for classified or certificated staff. I'm here again tonight to ask you to please direct the district to negotiate an

095increase to the health and welfare monthly cap that will result in employees not having to pay more out of pocket than they had to pay this year. classified employees would love it if you as board members would direct the district to negotiate increasing the monthly cap. So, there were no out-of- pocket costs at all because uh there are several other school districts in the high desert that do not uh that do that for their employees. But we can start with not having to pay more uh than they paid this year because beginning next month, classified employees will be begin seeing costs of the health of health health and welfare dramatically increase and therefore the amount of money they take home will dramatically decrease. As board members, you have the authority and power to stop this

096from happening. If you as the board members tell the district to prioritize its employees because without the employees you cannot take care of the students uh at as board members you have that authority to make that directive. I know there will be those that will tell you there's no money. We just heard some of that. Um if they say that there is no money let's look at the budget proposal you were provided tonight because in my review of it there appears to be money. I appreciate some of the questions that were asked and I actually want to direct one of my first topics that I was going to discuss and that's the two million or $20 million transfer that was asked about. I understand there needs to be a transfer because restricted money received from

097the state doesn't cover the full cost, but we know The size of this district needs a $20 million transfer. How is it then that Victor Elementary School District that has a budget twice the size of this district only transfers $20 million as well? Let's ask that question. Is 20 million what's needed? I don't think so. If that money was not transferred, the outlooks for restricted and unrestricted would look very different. I could stand up here all night picking apart the budget and the assumptions I want to emphasize that the assumptions that were made. The fact that we believe revenues are being underestimated and that expenditures are being overestimated. The fact that the district is a is estimating that it will spend $1.5 million more on books and supplies next year than it has in the

098last two or three years. Um there are a lot of assumptions that can and have been made to make it look like there is no money. Just two weeks ago, you guys received a budget. In that budget, if you look at it, both classified salaries, what the district spends on classified salaries and certificates certificated salaries was projected to go up by more than 6%. Just look, it's over there. The budget you received tonight, certificated still projected to go up by 6%. Classified is projected to go up by less than two. Why is that? The amount the district's going to spend didn't change. the assumptions on what the district's going to spend this year did. The funny part about that is it only changed after we asked about that specific item in negotiations and why it

099was being proposed to go up that amount. Didn't receive an answer. said it was because the the step increases, step increases for classified employees, step increases for certificated employees isn't a 6% increase. Not even close. So I ask you again, please as board members make the decision and tell the district to do what is right and pri prioritize the employees. If Adalto School District wants to be a model of educational excellence excellence, you have to start by prioritizing your staff who will make you that model of educational excellence. Thank you. Okay. Thank Thank you. Do do we have any other speak speakers? We have one more. Uh the board calls Lisa S. Good evening, folks. Thanks again for letting me speak. Uh, this speech is not aimed at all of you, but it is aimed

100at some of you. I'm here to talk straight. And let me tell you, some public servants are running our schools like a hog in a hardware store, making a mess and breaking everything. We get kids act We got kids acting wilder than a sack of bobcats. Funds disappearing faster than a biscuit at a church supper. and districts heading to the for the ditch like a mule with no rains. This ain't just a problem. It's a dad gum disgrace. And it's time we roll up our sleeves and fix it with some good old common sense. First, letting bad behavior run rampant in our schools is like dancing with a skunk. You're going to regret it and everybody's going to smell it. Kids acting up, disrupting class, needing a firm hand and a kind heart, not a

101blind eye. We ain't doing them favors by letting them run loose like chickens in a thunderstorm. We know that they what they need. And why are we paying for someone who doesn't even know our kids to do that? Public servants got to step up, guide these young and right, and keep our classrooms calmer than a pond at dusk. Second, mismanaging funds is like trying to bail a boat with a colander. It's dumb and it doesn't work. These dollars are for our kids. Books, chalkboards, teachers, not for wasting like a politician's promise in an election year. Some folks handle money so bad you think they're playing poker with a blindfold on or buying five electric buses without charging stations. We need leaders who will pinch every penny till it hollers yet pay employees what they're worth

102and keeping things clearer than a bell on a bluebird day. And finally, when we ignore this mess, bad behavior, bad budgets, we're plowing our district straight into the ground, leaving them flatter than a fritter. A broke district can't teach a lick, can't spark a dream, can't lift a single soul. Our kids deserve schools that stand tall, not ones crumbling like a cornbread castle. We got to be shepherds, not snake oil salesmen building systems sturdier than a live oak. So, let's quit spinning our wheels like a tractor in a mud hole. Life is hard, but it's harder when you're stupid. Let's care enough to demand better. Discipline with grits, budgets with brains, and districts with backbone. Join me, and we'll turn our schools into places where every kid can shine brighter than a new dime. Thank

103you, [Applause] Madam President. The board calls on Jennifer Rider. Thank you. Thank you for letting me speak. Um before I get started, I'd like to clarify um just for the record, Miss Jolly wanted me to clarify that the Beyond the Bell program is currently being paid a predium raise, but we've been told in the future it will be hourly. Just to clarify that point and want to make sure it's on the record. Okay. So, here to talk about uh summer school STEM program. Uh I've had some concerns brought to me from teachers and I'm just sharing the uh perspectives that I've brought that that are being brought to me. For the summer school program, the enrichment program, highly qualified credential teachers were given the assignment to be the STEM teachers. Every summer school teacher received

104a STEM kit with many lessons that the STEM teacher could work with to-do lessons and these kits have been untouched. In addition, the STEM teachers had prepared lessons which would not be used because when they showed up to teach, they were told that they were being replaced with the Millionaire Minds. Contrary to what they might say, this is not a team effort. Millionaire Minds Millionaire Minds completely took over. They hijacked the summer school STEM pro program. The young adults doing the robotic lessons are exactly that, young and without experience to handle difficult situations and discipline. They do their best, but they do not replace the highly qualified teachers who know the students and have the skills to manage the classroom and teach a great lesson. This was an insult to the teachers who were given

105this assignment. We are just sitting back and watching and not given the opportunity to do the job they were assigned to do. The Millionaire Minds employees are heavily supervised and managed by their administration and did not need a credential teacher overseeing their program, which is what they were told, our teachers were told to do. The program should not be replacing a teacher who is extremely knowledgeable in the STEM lessons and activities. And now we've learned that this organization is receiving a million dollars for this summer. Unbelievable. This is fiscally irresponsible. Why are we outsourcing when our teachers are more than capable and willing to take on these extra jobs? We want to be given these opportunities and Millionaire Minds needs to find other ways to involve our children. Thank you. Okay. Thank Thank you, Madam

106President. That concludes tonight's speakers. Okay. So, we're go going on to six re recess to close session. I need a mo motion to go to close session. Let's try a motion to close and I need a sec. Second. Krauss. I'll second. Okay. Please call for the vote. Trusty Sodto. So do I. Trusty Krauss. Krauss I. Trusty Webster. Webster I. Trusty Lege. Le I. Trusty Stewart. Stewart I. Motion passes. 50 is April. The time is 7:15. [Music] Heat. Heat. [Music] Okay. Um we are now on se seven re um re re reconvene to o open sess session uh please t take role trusty sodto so do I trusty are here sorry I'm sorry go ahead present trusty Webster Webster present trusty le French French present trusty Stewart Stewart here The time is now se 7 7:57.

107I think that's the short shortest close sess session we've done. Okay. Go. Going on to eight. Close sess session re 8.01 an announcement of report portable act actions taken dur during close sess session. Um in the case in the O a case uh 2025 [Music] 03 0519. It was mot motioned by tr trustee Webster and sec seconded by trustee Krauss to accept the agree agreement the set settlement and that that passed with a vote of 520 zero and then for the case 04 4 0188. It was motioned by trustee Webster and sec second by trustee Krauss to accept the set settlement of the OAH case and that passed with the five to zero vote. Okay. All right. So now we are going to uh nine public public testimony. Do we we have any any speak

108speakers? We do have someone on Zoom. Cassandra Woods. Okay. Madame President, I don't see anyone with the name Cassandra Woods on Zoom and the waiting room is available, but I don't see I don't see anyone. Okay, then we will go go on to 10 adoption of the the men minutes uh 10.01 01 board me approve as writen and order order filled regular board meet meeting men minutes minutes of Tuesday June 10th 2025 I I I need a mo motion to uh approve sorry motion to approve love French I second sorry my alarm Okay. Uh, please call for the vote. Trusty Sodto. So do I. Trusty Krauss. Krauss. I. Trusty Webster. Webster. I. Trusty left French. Left French. I. Trusty Stewart. Stewart. I motion passes. Five zero. All right. Um go going on to 11 consent

109agenda. We are taking items 11.0. 02 through E1 11.58. Does N any trustee want to pull an item? Yes. Can I pull 11.13 and 11.56? Okay. Is there anyone else? Yes, Madam President. 11.2 25 and that's all at this time. Thank you. Okay. Anyone else? Nothing. So now I have none. Okay. All right. So we are approving 11.02 [Music] through 11 58 m minus 11 11.13 11.25 and 11 11.56. Do I have a mo motion to approve? Webster. A motion to approve the consent agenda with the exclusion of 1113, 11:25, and 11:56. Okay, we need a sec. Second franchise second. Please call for the the vote. Trusty stood. Sodto I. Trusty Krauss. Krauss. I trusty Webster. Webster. Trusty Love French. Love French. I trusty Stewart. Stewart I. Motion passes. 5 Z. Okay. So, now we

110go on to um 113. I I need a mo motion to uh approve left bench. I motion to approve. I need a sec. Second steward. I sec second. We're o open for discuss discussion. No discussion. Um I'll just make a quick comment. Um there were some comments that were made that are important to me and would like to get some more answers on. That's the only comment I'd like to make. Do you want to ask a question? No. Okay. All right. Let's call for the vote. Trusty Sodto. Sodto abstain for lack of information. Trusty Krauss. Krauss. Nay. Trusty Webster. Webster. Nay. Trusty Love French. Love French. I trusty Stewart. Stewart. I It dies. Okay. Go. Going on to sorry, excuse me. May I have a question? So, um, Trustee Sodto, you said you abstained because

111of lack of information. What information would you like to know? Um, I I want to respond to the lack of knowledge, but I don't know what to respond to. What questions do do you have or did you have? Um, I can definitely reach out um after the meeting um to to ask these type of questions, but these questions were um brought up by the public and I just wanted to get some clarity, but um I'll follow up in an email to be more specific. Um some of the concerns that were brought up were specific to teachers and that's where um abstaining on because I don't have all the information to that. Um you know, I come in uh when I vote and I take in information as it comes in. I don't commit to a

112vote until all information is there and I'm currently lacking that information. Okay. So I know that the re reason the pride price has gone up is because it's expand expanded to more more schools and they are expanding it to more students. Am am I cor correct? That is correct. In addition to that, when we talk about funding and being able to fund pay for teachers, the funds that are being used for millionaire minds is restricted funds which cannot be used to pay for teachers to do this work. Dr. Tisan, do you want to add anything to that? Yes. Um in addition, our afterchool service providers also follow a stringent um amount of guidelines and paperwork and accountability um that we must have in accordance with the state. Um so that is includes uh millionaire mind

113kids and AYA as well. In addition to that, I know that in the past there was what over $6 million of ELOP funds that went back because they were not used and because they are restricted. I would hate to see something like that happen again when we are making strides and efforts to provide the appropriate supports to after school and programs that again we are limited with what we can use for teachers that are already in our district versus outside agencies. Just to be clear. Thank you. Well, it appears the vote stays, so the item dies. Sorry for that school. Okay, here we go on to 11 1125. Um uh approval of the re renew renewal of the action youth America memorandum of understanding for the 2025 2026 school year. I need a mo motion

114to uh approve. Krauss I motion to approve. I need need a sec second. Love French. I second. We're o open for discuss discussion. Thank you madam president. Uh this evening I uh wanted to get some clarification um on this item. It's $6.4 million to be potentially awarded to AYA. In the uh past in 2023, we did an RFP where there were several organizations that competed with AYA for the after school program. There was an RFP that was done and there was a selection process since that time. Last year it was just presented as anou for about three million and then this year it's before us without a RFP uh again. So my question is do we have to do an RFP like we did two years ago uh or are we allowed by law to

115just continue to grant it to one organization without any competition from other afterchool programs? And that's my question. Thank you. Thank you for that question. Um this particular um uh contract for AYA is for before school and after school programs. We did do the RFP for before school this past year. So they're still under the RFP guidelines. And as far as after school, they're still also within that timeline where we did the RFP. They're allotted up to three years for the RFP. So both are covered under the RFP process and will go back out to bid next year. Great. Thank you, Dr. Joan for that clarification. That's all I have. Madam President, I just want to say that uh for a long time in this district, we did not have before school and after school

116care. There are a lot of parents that are depending on before and after school care. If you don't have children right now in the school district, you may not understand how important it is to be able to go to work and have your child in a safe place in the morning and in the afternoon. being able to receive food, being able to have transportation, being able to have, you know, their suppers in the evening. So, I know that um AYA comes before us during board meetings. They have cheerleading. They they have all different um programs that they offer for our children. And I am just saying that um the importance for families that need that care or for children to be in a safe environment after school and before school then walking around our communities

117by themselves. That's all I have to say on that. All right, let's call for the the vote. Trusty Sodto I. Trusty Krauss. Krauss. I trusty Webster. Webster I. Trusty Lef French. Le French I. Trusty Stewart. Stewart. I motion passes. 5 Z. Okay. On to third. New Biz business. Third 13. One more. Oh, I'm sorry. I lost track. Where am I? Thank Thank you. Okay. Um 11 5if 56 um biz business serve services services fiscal services approval of the purchase or order order report listing and warrant re report listing. I need a mo motion to uh approve. French. I motion to approve. I need a sec. Second. So I'll second. Okay, we're o open for discuss discussion. Yes, I pulled this item because I had a few questions pertaining to what was on there. Uh for

118starters, page one of our warrant report, line one, we have a US bank uh card, but we have no identification as to who that may be um for quite a large sum and I just was hoping somebody could shed light on that. Thank you. At this time, um Miss Gonzalez, hi. Thank you, Trusty Webster. That's a really good question. In our purchasing department, we have several cow cards, some that are available for checkout. So that particular card that you see there would be one of those items that are typically available for checkout and that amount would be any number of individuals that are reconciled and have checked out that card within the month. Okay. So we have give some specific examples of actually who used that card please. for the spec the specific examples I

119would have to pull the reconciliation for that particular item. However, um when individuals check out that card, it's typically for their conference registration, sometimes hotels, food, and those items. Okay. Um on page two of the warrant listing as well on line 50, we have revolving cash funge. Um, and then it just says revolving cash and it's about $1,500. Could we get some light shed on that as well? Yes. So, our revolving cash fund is um the fund in which we have and if there are any reimbursements that need to be processed according to like our cse contract. If an individual um needs a reimbursement because there was a payroll error, sometimes we issue it out of there. If there's an immediate um payment that needs to be paid and it we know that it would

120be held up, then we potentially would issue it out of there as well as any book refunds due to parents. Okay, perfect. I appreciate that. Now, jumping over to our purchase order report. Uh just a few more questions. Sorry. Um for the third or yeah third from the bottom it just has Kelsa academic services and conference registration. Um can can we shed a little light? Usually I see a name or an employee next to it. Yes, that is the conference registration for Dr. V. Okay, perfect. And then last question, we've got Valia Valley Media Inc. for the superintendent and then Valley Media Inc. magazine for 1500. Can I get some light shed on that as well? Yes, that's actually an article within a Valley Media Inc. magazine. Okay. Will the board be getting a copy

121of this? Yes. Okay. Thank you. All right. Call for the the vote. Trusty Sto. So do I. Trusty Krauss. Krauss. Nay. Trusty Webster. Webster. I. Trusty Le French. Le French. I trusty Stewart. Stewart. I motion pass. Passes for one. Okay. Now we can go on to new business 13.01. Trustees, I need a motion to approve the 2025 2026 local control and accountabilility plan and the 2025 2026 Fed federal uh addendum. Webster. I motion to approve 2526 uh local control and accountability plan and the 2526 federal addendum. French I second. Okay. Do we have any dis discussion? Hearing none. Call for the vote. Trusty stood I. Trusty Krauss. Krauss. I. Trusty Webster. Webster I. Trusty Lef French. Le I. Trusty Stewart. Stewart I. Motion passes. 5 Z 0. Uh third 13.02. Trustees, I need a motion

122to approve the 2025 2026 school plans for student achievement. Um can I get a mo motion? Webster. I motion to approve the 2526 school plans for student achievement. Can I get a second? Love fresh. I second. Any discussion? Call for the vote. Trusty Sodto. So do I. Trusty Krauss. Krauss I. Trusty Webster. Webster I. Trusty Leaf French. Love Branch. I trusty Stewart Stewart I. Motion passes. 50. Okay. Moving on to third 13.04. Trustees. Did I move skip 03? I did third 13.03 trustees. I need a mo motion to approve the 2025 2026 consolidate application. Webster, I motion to approve 2526 consolidated application. I need a sec. Second. Love. I second. Any discussion? Look at you being my partner and crying. Okay, call for the vote. Trusty Sodto. Sodto I. Trusty Krauss. Krauss. I Trusty Webster.

123Webster. I trusty Le French. I trusty Stewart. Stewart I. Motion passes. 50. Uh 13.04. Trustees. I need a motion to adopt the fiscal year 2025 2026 adopted bud budget. I a motion to adopt the fiscal year 2526 adopted budget. French I second. Okay. Any discussion? No. Please call for the vote. Trusty stood I. Trusty Krauss. Krauss. I. Trusty Webster. Webster I. Trusty French love French I trusty Stewart Stewart I motion P passes 5 Z uh third 13.05 05 trustees. I need a mo motion to approve the structure lease agree agreement with new singular [Music] wahless PCS LLC by AT&T Mobility Corporation to install a cell tower structure at Mesa Lind Linda Mid Middle School for a communication f facility. facility. Trusty Webster, I motion to approve the structure lease agreement with Singular Wireless. Okay. I

124need need a sec. I French. Any discussion? Can we just take a moment and have Dr. Walker speak to this a little bit for the public's knowledge? Thank you, Trusty um Webster. I'm going to turn it over to Miss Gonzalez. Thank you, Trusty Webster. That's an excellent question. This uh cellular tower was actually previously approved by the board uh I believe back in 2014. I could be wrong on the exact date. And so um in that time they had actually never constructed the structure that would be approved to sit on the Mesa Olympic Mesa Linda campus. And so they were bringing it back and so with that we made modifications. And so that's what this is is modifications to that agreement which had already been approved. Perfect. And then this will in no way, shape

125or form um take away from our students campus and their areas. Correct? At this time, no, it will not. Thank you. Okay. Please call for the the vote. Trusty Sodto. Sodto I. Trusty Krauss. Cross. I Trusty Webster Webster. I Trusty Le French. Le French. I Tissy Stewart Stewart I motion P passes 5 Z uh third 13.06 06 trustees. I need a motion to approve resolution num numbers 24 2525 24 25 26 24 25 27 24 2528 24 2529 and 24 25331 to authorize and provide for the lev levying of special t taxes within the the dis district district for the sake of time Webster. I motion to approve French. I second. We are open for discussion hearing none. Please call for the vote. Jesse Sodto I. Jesse Krauss. Krauss I. Trissy Webster Webster I Trusty

126Love French Love French I Trusty Stewart Stewart I mo mot M motion passes 50 13.07 07 trustees. I need a motion to approve the memorandum of understanding be between Adilanto Elementary School District and Oruro Grande School District to pay a serve service fee of three per percent. Webster, I motion to approve theou between Adalantho and Ora Grand school districts to pay the service fee. I need a second. I'm sorry. That's okay. Okay, we're open for discuss discussion. Yeah. Uh, could we get a little enlightenment on this for our public? Thank you, Miss Gonzalez. Maybe share a little bit information. Yes. Thank you, Trusty Webster. That's an excellent question. At the last board meeting, we had approved um theou with allowing uh Mojave River Academy Schools, which is authorized by the Oral Grande School District to

127operate their facility to continue to operate their facility within our district bounds. Thisou here actually recoups some of the ADA and allowing them to continue to use the facility within our district bounds. Perfect. Thank you so much, Please call for the the vote. Trusty stood. Sodto I. Trusty Krauss. Krauss. I. Trusty Webster. Webster. I. Trusty left French. Left French. I Trusty Stewart Stewart I. Mot motion P passes. Five Z. Uh 13.08. Trustees. I need a motion to approve the director of information technology job description. Webster, I motion to approve the director of information technology job description. I need a sec. Second. I second. We are o open for discuss discussion. I just want to make a quick comment. I want to thank cabinet for bringing this uh ahead to us as I know our technology

128department has had some issues in the last few years and I believe this will really help um solidify our foundation for internet services and then also access to the computers and everything. So thank you very much. Okay, please call for the the vote. Trusty Sodto So do I. Trusty Krauss Krauss I. Trusty Webster. Webster I. Trusty Le French I. Trusty Stewart. Stewart I. The motion pass. Passes 50. Uh third 13.09. Trustees. I need a mo motion to approve the job description and the create creation for the position position of director of expanded learn learning opportunities program. We sorry. A motion to approve the job description and creation of the position of director of expanded learning opportunities program. I need a sec second. I second. We are o open for discuss discussion. I had a few

129questions pertaining to this agenda item specifically how it states that this will be supported through the ELOP uh funding. Uh my understanding is the ELOP funding is a grant which means eventually it does is it it does run out. Um how what are our plans to support this position long term if the money is not a guarantee every year? Thank you for that question. We will um I'll turn it over to Dr. Dwisan. Thank you. That's a very good question. And um when we post questions that are contingent on grants, we do put a stipulation on there that says contingent upon funding. And so that protects us in the event that we do need to downsize. Um where, you know, it's not going to impact our general budget. Okay. And just for uh public, I

130I know a lot of people are asking, we just hired a coordinator and now we're creating a director position. Can we go ahead and shed some light on the need for both of these individuals? Thank you very much. So, this program um it literally takes an army. Um uh we just last year we added over 85 um plus clubs to our campuses. Um you add that in addition to the afterchool programs that are currently in place. That's across 14 campuses. So the workload for compliance, the workload for monitoring, the workload for um answering all grants, expenditures, uh reporting, quality reporting to CDE. Um in addition, we want to expand this. So we want to make sure that our students have opportunities above and beyond. So that's uh high quality programming, logistical planning, scheduling, um taking

131um inventory of items that we order. All of that needs to be accounted for and it really literally takes almost an army to do. Perfect. Thank you for that explanation. I have a question. Dr. Deisan, is this um an area that we fell short in before? This is an area that we fell short in before with our afterchool programming and we want to make sure we maximize every single dollar. Okay, that's great. Thank you. All right. Please call for the the vote. Trusty Sodto. So do I. Trusty Krauss. Krauss. Nay. Trusty Webster. Webster. I. Trusty Lech. Left French. I. Trusty Stewart. Stewart. I motion pass. Passes 41. Okay. We move move on to 13.10. Trustees. I need a mo motion to approve the learn learner centered collab collaborative proposal for year two guiding co coalition

132I motion to approve and I need a sec second steward I sec second we're o open for dis discussion discussion. I just want to share that um my experience on the uh coalition committee has been a privilege. I'm so I was so humbled to be a part of it. I learned a lot. I'm so honored to have had a learner centered collaborative to um be a part of our district to partner up and to um help us set up the foundation for the district. So I'm I'm just wanted to um share those comments. Um at this time I would like to uh revisit this in this future. Okay. Um I just want want to say that yeah you know we've the district and the com community have put a lot lot of work in into

133this all all red ready and I you know I'm excit excited to see what comes next you know so that they they see their work come to fru f fruition And hopefully when the days come for their the next meet meetings hopefully I can go. It depend depends on work. Okay. Please call. I like to say something before go ahead. I just want to say that um to have u Mesa Linda on the on the map in order to be able to assist. I know that my middle child went to Mesa Linda and I know that over the years um Mesa Linda gets a bad rap and to have someone to come in and be able to have a focus point on Mesa Linda and Mesa Linda's team in order to help support them. Um

134I know that sometimes we feel as if that we can do it from within. I want to say that it's been plenty of years that have gone by since I've been in the high desert and we haven't been successful. So, I would hope that um someone coming in and giving a focal point to Mesa Linda would be supported. Okay. Thank Thank you. Um just to add a little bit more color to um some of the work around Mesa Linda. Um, one of the things we did was met with the principal to talk about what that would look like as far as the rebranding, uh, changing the image of how Mesa Linda is seen. They're using their, um, equity multiplier funds in order to to do this. So, it's not any funds that will be t

135coming from out of the general fund of any sort to move the learner center collaborative forward with our district. All right, please call for the the vote. Trusty Sodto. Sodto. Nay. Trusty Krauss. Krauss. Nay. Trusty Webster. Webster. Nay. Trusty Lef French. Le French. I trusty Stewart. Stewart. I motion fa fails. 32. Let's go on to 14 gov governing board members reports and announcements. We'll start with Trusty Cross. Thank you, Madame President, members of the board, members of the community, everyone out there listening to us this evening. Um, I first want to say uh thank you for our our partners with ADTA and CSEA coming to our board meetings and advocating on behalf of uh their constituents. They are also our constituents. We hear you and uh it is my hope that we can come to

136a uh settlement sooner than later. So again, thank you to those of you that come to advocate on behalf of uh your respective employees uh within the district. Um, I want to thank all of our parents and teachers and staff, families, uh, for a great summer school. I've heard nothing but great things about it. And, uh, I was excited to, uh, say that there was a great participation in, uh, our summer school programs and hope that we can continue this, uh, summer after summer. Um, next, I'd like to say that a lot of times we say thank you to people, but we never really say much more than just thank you. and they may not truly understand why we are thanking them. Uh so tonight uh and moving forward I will continue to thank people

137for the work that they do but I just wanted to expand a little bit upon uh each time I say thank you to somebody. So this evening, I want to say thank you and express my full confidence in my fellow trustee Stephanie Webster and to acknowledge the resilience and dedication and unwavering commitment she has demonstrated in service to our community over the past few years since being on this board and representing area 5. Trusty Webster has faced tremendous personal and professional challenges. Yet throughout it all, she has continued to show up for our students, advocate for families, and stand firm in her belief in equitable and quality education for all. Trusty Webster is not only a knowledgeable leader, but a compassionate one. Her understanding of education and her deep understanding of the needs of schools,

138teachers, and students have been invaluable to the decision she makes as a board member. She consistently asks the hard questions, pushes for accountability, and ensures that student well-being and academic achievement remain at the forefront of the district's priorities. What sets her apart is her courage and heart. She listens, she leads with integrity, and she never loses sight of why she serves to make schools better for every child in our district. In a time when strength and empathy are both needed, she embodies both. So again, without just saying thank you, I wanted to say thank you. And those are some of the reasons why I thank my fellow trustee Stephanie Webster this evening. Uh next I just want to say I hope that everyone has a great summer and a happy 4th of July coming up.

139Uh and then also to my fellow trustees uh safe travels and to also staff from George. Uh they will be going to Washington DC for the schools to watch. So again, congratulations to all of the uh staff at George, students, families, and staff, and safe travels to my fellow trustees. And with that, uh that concludes my comments, Madam President. Thank you. Okay, trust Trusty Web Webster. Um thank you, Trusty Krauss. All right. I have been asked quite a few times recently why I do what I do, and the obvious answer is for the kids. It's supposed to be for the kids. Far too often, I feel we adults forget the struggles and tribulations that we all had to go through to become the adults we are today. Socially, we are expected to grow. Physically and

140mentally, we had to grow. All while still academically growing. Life often hands us hands all of us curveballs, ones we never expect to happen. And far too often we sit facing adversity feeling alone. I sit on this dis not for some political gain, not for clout, not for respect, and not for some big payday. My reasons for sitting here are to represent those who deserve a voice for their future. Someone who is passionate about giving students the opportunity to achieve whatever their dream is. Growing up on North Side Atlanta, daughter of a simple mechanic, I don't come from sorts of money. I didn't come from a two parent household. I didn't have a parent who helped me with my homework or picked me off picked me up off the bus. And believe it or not,

141I grew up with friends who had it way worse in different situations. But no matter where you come from, what has happened in the past, the true lesson is learning you literally can grow into anything. Students learn so much from our school district. Not just math, English, and science, but they mature into young adults. They develop opinions for themselves. And most importantly, they develop mindset. It is our job to prove to them anything is possible. Support them, encourage them, expose them to new experiences. Test scores and programs that reflect the knowledge one possesses are so very contradictory to the reality of the individual student. In order to flourish, it starts with ASD staff, management, and the board of trustees. It starts with kindness and understanding all of branches and second chances. It starts when we

142start communicating. we start collaborating on creative ideas and when we make it a requirement to celebrate those achievements. It starts when we stop beginning with judgment and start leading with faith. It starts when we when all student and employee voices are heard at the table, listened to and accounted for. Our district has been on edge shells for far too long, divided and ignored. It deserves a break from unknowing and unpredictable situations. We are not a corporation, but for years I have heard of a family and I truly believe that we are family and I hope soon we can start acting like one again. We took a great steps last year to include people and I hope we continue this upcoming year. I'm committed to this position to prioritize that that our students are not only

143encouraged to become what they desire, but to provide access points to develop their futures. Build the connections that ensure them with a competence and courage to flourish no matter what your background may be. I'm committed to creating a workplace where employees feel competent and supported. They often say employees don't leave bad jobs but dysfunctional workplaces. I never thought I would have the opportunity nor did I ever imagine I would be sitting amongst my fellow colleagues representing so many. I promise to continue to fight for all of our students of AESD. I represent area 5 with passion and commitment. Thank you all for being with us tonight and those going back to watch, thank you for your support. We the trustees represent everyone. So, please feel free to voice. Please don't feel your voice is not

144important. I hope everyone who is still here with us tonight drive safe and has a great summer vacation. Trusty the French. Well, I hope everyone has a wonderful summer. Um I'm a little heartbroken that um my hope for me Linda to get extra are support and guidance and a plan of their own um that was tailored just for them. When I think about the children, the community, the teachers that spoke about the program that they have participated in the surveys. Sometimes people feel as if when they voice their opinions that their opinions are heard. And I don't feel like those voices that came from those children um were actually um heard and moved forward. I wish that um Mesa Linda's children would have the opportunity to experience what other children um were able to experience

145and their teachers over at Mesa Linda as well as um the whole staff over there at Mesa Linda. But that being said, collaboration. Well, that's all I have to say. Thank you, Trusty. So, so I was going to make a joke, but too tired for that collabor collaborate and listen, right? We got we got to do that with each other. Um, but I just wanted to echo some of the sentiments and the speech that was given um by my colleagues. Um, you know, I've always, you know, um, I don't have a speech, so I'm just going to speak, uh, based on how it went today. I think today went very well. Um, you know, we all have different opinions, and we all have different perspectives and different views, and that's okay. That's what makes the

146world go around. We all have different visions on how we want to move our district forward. As you heard from one of our trustees, um, you know, she's very passionate. So, we as a board are very passionate and so I guess um I don't want to ramble on too much, but I just want to thank uh my colleagues, all five of four of you, um for putting in effort. I know the situation that we're in currently is is not easy for us, the dynamic that we're in, but I do appreciate and um I'm here to support all four of you and the district as well, our superintendent in any capacity that I can. And um I just value um our ability to at least talk to each other. So um I'm just going to leave

147it at that at the collaboration and you know willingness to to listen to each other. That's all. Thank you. Thank you. That's my turn. Um I am saddened that millionaire minds kids will not be a able to expand. Hope hopefully it can't come back but I doubt don't it. Um we had seen good things from them in the past and all of a sudden I don't know it just seems to be an issue. Some people just don't like it and with the learn learning with the guide guided guided co coalition. So am I to understand that all that work throughout the year that the community took part in the parents the students the teachers certificated classified it's done it just it's done is that is is that correct um I believe We have a strategic

148plan and with that strategic plan um the efforts that LCC would be doing is um has not been approved to date which means that we have to find other ways of bringing all this to fruition without um getting some key components directly from LCC that will be helping to facilitate some of that. Those are things that we would have to take on ourselves and come up with without using some of the strategies that they would otherwise be providing to us. And the work that they were doing with Mesa Linda was distinctly for me. Um the summer program that we have scheduled for PBL for the teachers to get the training none of that will happen. Um even though there over 66 teachers signed up, that will not happen. Those are the things that we cannot

149do that um have is a dead stop which again pushes that fiveyear plan. Now we have to you got to make this up now on your your own right. Okay. Thank you. Um so yeah you know I was hoping we could see it through but it is what it is. um as a te teacher of over 10 years and as a parent of now adult children which is weird because they are adults they're not children think I think there be a new word um I have learned as a parent and a te teacher that kids your your actions speak louder than your words. Um, kids know, they see through the words because they're just words. It's just noise. Um, and actions, they they show the truth. Um, I have been on this board now for

150eight years. You know, I came in here not knowing a thing and I've learned a lot. But my goal has always been true is that the kids in our district deserve the best. They deserve it. And that has never never changed. You know, you hate me, that's okay. You don't like me, that's okay. As long as the work gets done, you know, does that turn me into a ty tyrant? I don't know. That's not the first time I've heard that. But the main thing is words are words and the actions show true. the actions are true truer than the words. So hopefully we can get through this. And that's all I have to say. We go on to fif 15 s superintendent read reports and ann announcements. Thank you uh President Stewart. Um, good evening

151trustees, executive cabinets, AESD staff, students, and community. As we wrap up uh, I would say an incredible year 2425 school year, I want to express my sincere gratitude to our students, to the staff, the families, and the community partners. Your commitment, resilience, and unity continue to define who we are. Looking ahead, I am still excited to share that next year we will officially launch our framework for the future under the guided theme of Thrive 2030. Big, bold, and brave together. My cabinet and I are honored to serve as the bridge, helping move this vision forward and turning our collective hopes into real lasting change. We're not just leading a plan. We're building a future for AESD. A future where every student thrives, every staff member is supported, and every voice in our community matters. I

152send a special thank you for the expanded learning opportunities program coordinator and our director of special ed. Your dedication and leadership in having helped enrich and expand our opportunities for our students this summer is commendable. Thank you for that. As summer begins, I encourage everyone to rest, recharge, and reconnect. Don't forget that our community pool is going to be open effective next week. So, this is a great way for our families to enjoy the season together. Come out, take a swim. We'll see you all at the end of July, ready to engage, elevate, and lead big, bold, brave together as we shape the future for AESD. I leave you with this quote. A dream that you may dream alone is only a dream. A dream that you dream together is reality by John Linen. Enjoy

153your summer. Thank you for being part of this remarkable journey is only the beginning. And with that, I have a short video. [Music] Even when school is out, the learning continues. School may be on break, but our district is more active than ever. Through summer splash, enrichment programs, and free meals served daily to all kids and teens, we're keeping minds active and bodies nourished all summer long. While students explore, create, and connect, our leadership teams are also hard at work planning, training, and preparing for the year ahead. Because progress doesn't pause. And in our district, summer isn't downtime, it's build time. Okay. Go. Going on to 16. Ajourn adjournment. I need a mo motion to adjurnn. Webster. A motion to adjurnn. I need a sec. Second. I second. French sec. Seconds. Please call for the

154the vote. Trusty stood. Sodto I. Trusty Krauss. Krauss. I. Webster Webster I Trusty Le French I Trissy Stewart Stewart I motion passes 5 Z thank thank you Madam President the time is 8:51 p.m. Thank Thank you.