BUSD - Board Meeting - 11/13/25

001If everyone can be seated. We're going to be starting shortly, please. Thank you. gotcha. Thank you. >> All right, everyone set? Good evening and welcome to the regularly scheduled Bonsel Unified School District Board of Trustees meeting for the month of November. We'll start with a roll call in the establishment of our quorum with our student board rep at the end. >> President >> Eric Ortega here are here. >> Roger Merchett here. >> Michael Gat is here >> and Lissa Anderson here. And if we could all stand for the pledge of allegiance. Ala, do you mind leading us in that? Thank you to the flag of the United States of America and to the republic for it stands one nation indivisible with liberty and justice for all. Prior to convening here in open session, the board

002met in closed session where we considered the appointment, employment, evaluation of performance, discipline, transfer, dismissal of employees, government code 54957, discussed position regarding collective bargaining with the Bonsel Teachers Association, the California School Employees Association, Chapter 703, in order to direct the superintendent as chief negotiator in the matter of BTA and the SEA contracts. Um that's government code 3549.1. Uh talked about public employee performance evaluation per government code 54957, the superintendent evaluation and conference with legal council regarding potential litigation government code 54956.9 uh in one matter. That brings us to the approval of the current agenda. Um, as uh we move on to that, the board also has been informed of a pending resignation for one of our board members. As such, we will add an action item to tonight's agenda to approve this provisional appointment

003process, including the application and timeline for appointment. Is there a motion to approve uh the addition of this item as 10.18 to tonight's agenda? >> Motion to approve. Second. >> All in favor? >> I. >> Motion carries unanimously. Then bringing us to the actual approval of the current agenda. Is there a motion to approve the current agenda? Motion to approve. >> Second. >> All in favor? >> I. >> Motion carries unanimously. Then bringing us to the minutes from the regular meeting of October 9th, 2025. Is there a motion to approve? >> Motion to approve that. >> Second. >> All in favor? >> I I. >> Motion carries unanimously. Uh brings us now to our reports. Uh we have Do we have anybody here from any of our parent groups? PTA Ping. Fantastic. Miss Lee, come

004on up. Always great to have you here. Looking forward to your report. >> Well, thank you. Good evening, everybody. Okay. Um Oh, do we have any There they are. Thank you so much, Christian. I appreciate it. Um I want to draw your attention to our upcoming hope for the holidays. It is our gently used a new toy drive uh which will be held on Saturday, December 6th right here in the Bonsel Community Center. Uh the drop off days for that will be the week before December 1st through 5th at each school site this year. And again, we're collecting toys, books, crafts, um kits, sports equipment, and more to support local Blondons families. Donated items of course should be clean and in good condition, ensuring that every child gets something special. And if you want to

005volunteer, hopefully you can see it. Juliana Hustlegessmail.com. Give her a shout out. Uh next, just a quick tentative update on our golf tournament. Uh we have a tentative date of Saturday, May 16th, 100 p.m. again at the Golf Club of California. But look for more information on that in the new year. So the biggest thing I want to talk about is our car show wrapup. We held that on October 25th. And this year we made around $6,000 for the college and career center. It was our fourth annual one and we're getting better and better as we go. We can sell even or we can make even more money if anybody wants to buy our remaining t-shirts at $20 a pop. So we we hope that you if you do want to, Crystal is happy to

006make that sale for you anytime. An event like this uh doesn't just come together. It takes months of planning even after several years. And Tara and I are very grateful to the captain of our BHS car show as it were. That's crystal dense. Uh I think our first meeting this year was in February and uh Crystal and Tara both visited many other car shows to help market ours, meet new vendors and car registrants. And that kind of connecting takes a long time. It's not just passing out the flyers. It's actually meeting people and talking to them. And of course, people go, some people might say, "Where is Bonsel?" Because we still do get that. Um anyway, you know, we had the cars, the vendors, musical performances by the students, uh music, we did a tour

007of the schoolhouse, which was very well attended. And as I said, we do feel like we're getting better as we go. Uh but we're most proud of the relationships we've made through our partnerships with area car clubs. Um and they love what we're doing here. So that makes us feel really good. We're very um especially thankful to Jim Ramsay of 5150 Rat Rods. He's sitting right there and we're going to be talking with him later. Steve Shapiro of the Fbrick Vintage Car Club and the Fbrook Shafters as well. Um, a surprise to us this year was that Jim went to businesses outside of Fbrook to look for sponsorships, people we'd never spoken to before and got their financial support, helping us get it to that $6,000 mark. So again, Jim, thank you so much for

008helping our Bonsil School community. [applause] We'd also like to thank of course our car registrants and our vendors. Um, we got overwhelmingly positive feedback from them. Um, Miss Pakor and the middle school choirs, Mrs. uh, Mrs. Costa for her creative movement class performances, Mrs. Rojo and Mrs. Caramo for their um, ballet the students ballet folklorico performances. Without those families coming, it's just not an exciting event. You need those families to come. And so that's really the heart of the day. Lisa Flareity of the Bonsil Skate Park Coalition. She made our dash blacks for us. BHS staff who came to work the event. Cara Starkweather, Lauren Sanchez, Taylor Robinson, Heather Hoden, and of course, plus we had support from Dr. and Mr. Williams. Thank you so much. Our BHS ASB students and all the student volunteers,

009clean up, you know, set up everything. Bontal Elementary School for hosting us again. Uh all the BEF board members came out to work the event and of course facility staff who supported us throughout the day. So we've calculated over the four years we've made over $18,000 for the college and career center at Bonsel High School and we're very proud of that. So next year will be the fifth annual. So I'm sure we'll start planning for that in January or February. Okay. And then the last thing I want to talk about is the Bonsel Bridge celebration that just happened this past weekend. Um, I wanted to take a moment to talk about how special it was, the commemoration itself at the bridge, which I had never been to, the fun run, the car show, our small

010student art collection, and the activities at the schoolhouse. Um, I must tell you that when I heard that the Ubons Woman's Club, the Falbrick Gem and Mineral Society, the Falbrick Historical Society, and the Questers were all going to be in the schoolhouse, um, awaiting people to come in so that they could talk about their organizations, I kind of got a little nervous because all the activities of the day were happening over here and the schoolhouse is way over here. And you know, we made a couple announcements. I went over there after the run was done and it was packed and everybody was thrilled. Everybody, there were 13 volunteers in there. I think seven women from the Wanza women's club and then two from each of the other organizations. Um, they had me, they wanted me

011to create a little something about the schoolhouse in case they were to act as dosent in the building. and they they just loved it. My biggest my biggest issue was that I had to um clean the schoolhouse beforehand and as you might you know be aware like there's no weather stripping on the doors and the windows so it can get really dusty [laughter] and it [clears throat] was and the other thing I had to deal with was it had been a couple years since I cleaned the curtains. So, I took those home and the ones that are on the south side gent fell apart in the washing machine. So, we will be making some new curtains in the new year as well. Anyway, again, everybody was thrilled um at the turnout in there. I've never

012seen it so packed and kids, you know, kids very happy. I ran into Dr. goalie in there and she remarked over the connections that people were making and the uh different generations that were there. And it reminded me of something that President Anderson said during her commemoration speech at the bridge about connecting heritage to horizon, the past meeting the present. And I was grateful because I got to see that in action at the schoolhouse that day. Uh the refrain that I heard from many people uh you know was something like I've driven by here for years and I've always wondered what it looked like in here or I've driven by here for years and I always wanted to go and so uh we had some amazing feedback and it was a great day for the

013community and thank you so much. >> Thank you. [applause] Are there any other PTA organizations that are in the room that I'm not seeing? Okay. Um, always happy to have our parent organizations uh report. Um, thank you again, Miss Le Young, for all you do for our community. Uh, that brings us to our uh labor reports, uh, Bonsel Teachers Association. Miss Ariana, >> I just wanted to say how lucky are we to have Jennifer Le Young in our community. She is a local treasure and I'm very happy to be part of her friend group pod squad. Okay. Um, I wanted to tell the board that we are starting negotiation season and we are very optimistic that um we will continue in the spirit that has led us for the last few years that keeps the

014eyes on the prize which is um keeping and attracting and retaining quality teachers because if we don't have quality educators nothing that anyone in this room is doing is all meaningless, right? So, um, thank you guys. And I think that we're going to be productive and collaborative. I wanted to share that I have been taking a small tour of other board meetings in um North County and we are truly a very special place and we'd like to um and that's because of the collaborative spirit and that everyone I think that here serving on the board uh serving in the district office serving as union leaders um we value our kids and we know that we're here for the right reasons. It's not like an ego stroke. It's about making this a fantastic school district for

015our students. And as long as we all keep that in mind, I think it'll all work out. Um, not the case in some of our neighboring communities. It's a pretty wild ride out there. You guys should go and see. I was quite shocked. We have a lot of decorum here in Bonsel, grateful to say. Um, so other than that, I will report back in December. Thank you for all that you do and yeah, thank you. [applause] Thank you, Miss Ariano. Uh, Miss Starkweather, uh, for CSEA, please. That felt good. [laughter] Thank you guys. I just want to say um, I appreciate everything you guys do for us. It's going to be very short tonight. I just want to wish everyone a happy Thanksgiving coming up. And that's about all I have to say at this

016time. Thank you again everybody. [applause] Loving the the community spirit in the room. Um that brings us to our management reports. Uh do we have an order for our principles? So Bonsel Elementary School, Miss Forney Good evening board. Dr. Golly, Gina. Um, we had a lot going on over the last couple of months. Um, that is our Bonszal bear there that shows up at our leader and me rallies. The kids take turns being the bonsal bear because it gets a little warm inside the bear. But they're really sweet. They dance and keep the kids entertained while we're waiting. And so just wanted to show off that bonsel bear. Okay. Um some so much going on. Um we had our monster mash. Um and I believe let's see they raised a little over $22,000 at the

017monster mash. Um really exciting teachers getting dunked. Uh I worked the ticket table and for four hours and it just never stopped. It was just people coming in constantly. Um, you can see Mr. Prectal down there. He was put in jail. I was put in jail for the very first time in seven years. I have never been put in jail, but um, I was put in jail twice. Um, Mr. Prele and I were in jail together. So, um, that was our monster mash. And going along with the same lines, we had our annual um literary pumpkins, which I know um Lissa, you love seeing every year, but you were unable to make it. Those are just a couple. Those are just three that I picked out. There were so so many good ones. Um the

018the uh Very Hungry Caterpillar there, Diary of a Wimpy Kid, um Pete the Cat. The students just get really really creative and um they get a little ticket and they every student gets to vote for their favorite and then the students receive um scholastic dollar prizes for for um placing um I kind of went out of order in these things here. Let's see. So the glow party down there that goes along with our jogathon that was for students who raised a certain amount of money. PTA um brings in a DJ and paints kids faces and it's really really loud. I'm surprised you guys didn't hear it over here because it is really loud and exciting and the kids love it. Um so I'm actually going to go forward to our jogathon. Speaking of our jogathon,

019I'm just going to skip forward to a couple pictures here. Um it was an it was a jungle theme. That's the whole theme for our PTA this year. Um, and our jogathon raised over $80,000, which is the most. It's a record. So, just in the two events that the PTA has held this year, um, they've raised over $100,000, and it all goes back to support our students and our staff. So, we're very grateful for them for that. Um, okay, I'm going backwards, backwards, and backwards. Um, so, uh, we just Red Ribbon Week this year is probably the most fabulous Red Ribbon Week I have ever seen, thanks to our counselor Megan and our leadership teacher, um, Sam Stein. Um, the theme was nationally the theme was life is a puzzle, solve it drug-free. So, there

020was a door decorating contest and Dr. was part was a judge in the door decorating contest and it was hard. It was really hard. So, these are just a few. Um, I know that the life can be puzzling drugs just don't fit. Those were pieces of puzzles that were colored by students and then put together. Um, that was one of our winners. Also, the one um with the teacher, Miss Golden, there um has her head on the skeleton, her her pumpkin was all math puzzles, so they were math problems, and the students had to solve the math problems, then put the puzzles together. Um, and the Pac-Man was just fun. But one, so there was there was a couple spirit days. You see here, this is um, dress as your future profession. Um, this is

021actually down on the left here, Robert Miller. He, um, is Mr. Miller, our fifth grade teacher's son in TK, and he is going to be a paleontologist. Um, so we had doctors. Um, also our little friend up there at the top, he wants to work at Target. Um, we had lots of police officers, people that want to be padres, and it was really cute to see see the kids show up. And so many kids participated. Oftentimes we just get a handful of students participating, but so many kids participated. What they really participated in was dress like your teacher day. >> So my favorite one is this student, Scott, that dressed like our custodian Ricky down there in the bottom right hand corner. Um, but students came dressed up as their teachers. Up at the top

022lefthand corner, that's Mrs. Kaufman. She's she's a kindergarten teacher. Um, the two girls at the top, they're Mrs. Rojos. Um, you'll always see her with a hat on in the afternoon or her glasses on her head. They just It's so sweet how creative they get and how they just notice small details that um that they add to the ones that dress like Mrs. Chic. They even put a little fake nose ring in their nose. And so it was just it was really really cute. It was fun to see the participation for that one as well. Um we covered our jogathon. Um I'm going to move into actually I'm going to come back to that. Um I know that this evening Dr. Pendleton's going to be giving um a presentation on some data and CASP scores.

023Um these are bees CASP scores for last year. Thank you Dr. Dr. Pendleton for putting this um this table together for us. Um so it it looks over the the scores for the last two years. Um the students who were in third grade in 2023 and 2024 were the students who were in fourth grade last year. So that's how we compare those cohorts. Um but then just the straight third grade um they're different cohorts of students. Um, [clears throat] and I've been talking to Dr. Pendleton a lot about this. Uh, we have new math curriculum this year and we can see that um, and we also know nationally and statewide there aren't a lot of gains in math and regression in math as well. Um, we are hoping with our new adoption that that can

024um, fill in some gaps. I know as a as a staff I shared with you last year that we spent a lot of time looking at our our math data data with I Ready. Um so uh this year um and starting next week for the first time you can see that um our fourth grade took a dip in math. Um, so I am giving uh I'm working with fourth grade um next next week for a whole day, a pull out day where they have subs and we are going to comb through um the curriculum and I've already been cheating with chat GPT and asking um I really want to give chat GPT a name. I really want to give my chat GPT a name because I use it so much. uh uh asking chatpt to

025align um the CASP with the Eureka 2 math and kind and it really is helping map out um what month should be you know certain things should be covered in order for when May 1 rolls around the students should be ready. It also tells us what areas are really going to be heavily tested. We were talking about this yesterday. So that's fourth grade and I are going to spend a whole day um just and you going over last year moving forward. How can we how can we improve and what do we need to do to support our students? We're going to do it with third and fourth grade and also with partnering with the Irvine Math Project which I know Dr. Pendleton you're going to talk about too, right? Okay. Um so the I as

026we move into our season of gratitude I have some thank yous. Um, we had a rough September. We had a rough week. Um, we had three students I'm going to try really hard not to cry. We had three students lose parents and a family lose their child all within 5 days. And so I'm thankful that the board had um given us the opportunity by signing agreements with Love on a Leash. Um, and I know that you all recognized this last week or last month, but I feel that I need to recognize it as well. Um, Love on a Leash was amazing for our students. They're coming again tomorrow. Um, so our counselor, Megan, has been working with them to kind of get them coming on a regular basis. Elizabeth Hospice, thank you for signing an

027agreement with them. They have been so wonderful. Um, they are doing grief groups at our school regularly. Um, every week. Um, parents opted in. certain families opted in for their for their children to receive um support through Elizabeth Hospice. Um [clears throat] two huge thank yous go out to Megan, our counselor. She's down there at the bottom. I don't know what character she is. Lilo Stitch, one of the two. I know my children are older now, so I don't think I've ever even seen that movie. Um it's her first real year being a counselor with us. She came towards the end of the year last year and uh she has with her whole heart poured herself into supporting all of our students who um have gone through difficult situations this year and connecting with the

028families. She and I connect with all the families together just ensuring that they all have what they need offering anything that we can um to to the families affected. Uh Mrs. Zamora and her students. Um I think I've shared before that uh as a staff we recognize vote for a classified and certificated employee of the month each month and our own staff um chooses that and they get their own parking spot for a month. Um but the staff recognized Mrs. Zamora this month and it was it was very touching and that's her class and her and her class deserve huge recognition um because this has definitely not been an easy time. Um, our PTA um has been instrumental in supporting all of our families um that have um gone through difficult times recently. Um and

029uh they are offering they brought in beads for kids to make bracelets. They've brought in rocks for to paint. Eventually we're going to get around to doing um adding to our butterfly garden with rocks. Um, so they have been extremely supportive to to our families as well. Um, so I just want to thank you guys for supporting us through through through um people like Love on a Leash and Elizabeth Hospice. Um, and last week or two weeks ago, um Jim Desmond at his adjournment honored um our student that passed away. So um he sent the they sent the video over and I just wanted to play that really quick. Yeah. Is it not working? Oh, there it is. >> The Bonsel Elementary School in our community are mourning 8-year-old Raiden James Sereno, who passed away

030on September 27th after an unexpected medical emergency. Raiden was a third grader known for his humor, his kindness, his love. And he is being hailed now as a local heal he healer. I'm sorry. He is being hailed now as a local hero for giving the gift of life. He left an everlasting impact through organ donations, saving five lives, including a four-year-old girl in Colorado and an 8-year-old girl in Southern California. His father, Michael, described Raiden as a loving brother and a generous child who dreamed of becoming everything from a YouTuber to a paleontologist. The Bonso School and the community have rallied around the Sereno family in support and remembrance, honoring Raiden's legacy of compassion and love through his time. Though his time with us was very short, the world is brighter for having known him.

031And let us carry his spirit in our hearts. Our sincere condolences go out to Raiden's loving family, his friends, and the Bonsel community. May he rest in peace. >> So, I was contacted by Jim Desmond's office and asked if I could contact the family, and they were humbled and honored um that that they honored Raiden at his um at their adjournment at their meeting. So with that being said, again a deep thank you for everything um we are using all the resources that that you all have given to us um to offer to our students particularly um the the ones that have lost their parents as well as Raiden's sister who's a fifth grader. Um so just thank you very much for that. Happy Thanksgiving everyone. [applause] Thank you, Miss Forney. That brings us to

032our middle school report, Miss Angela James. >> Okay. Awesome. Thank you. Thank you. Um [clears throat] that was very touching. Thank you, Mrs. Forney, for your leadership um and all the things that you do. I know that um your perseverance with your students um really helped kind of mirror that of what we had um some of the students and the siblings and friends that were affected at Sullivan too. So, thank you so much for for your leadership. Um okay, Sullivan Middle School. [snorts] Um, as I present Sullivan and and Bonso High School, um, first I want to thank you for the opportunity to share an update on this incredible work happening at both Sullivan Middle School and Bonso High School, home of the Wildcats and Legionnaires. Um, [snorts] at SMS and BHS, our focus remains

033steadfast, creating a learning environment where every student feels a sense of belonging, believes in their abilities, and is supported to achieve at high levels. This year, our staff has continued to elevate instruction, strengthen relationships, and expanded opportunities for students both academically and socially, aligned with our district's belong, Believe, Achieve vision, and our learner profile. Tonight, I'm excited to highlight the progress we've made, celebrate the collaborative efforts of our teachers and support staff, and showcase the way both of our schools have continued to grow as resilient learners, empathetic collaborators, and engaged community members. So, as you see on this first slide, Sullivan Middle School recently celebrated a vibrant cultural night in a fun-filled Halloween dance. And you can also see I every year I always make the staff dress up. So, this year we did Wizard

034of Oz. As you can see, Mr. Prel not just being thrown in jail, he was also pretending to be a tornado. Uh that would sweep us all the way. His shirt says I'm pretending to be a tornado. You can't really read it. And then our math teacher, of course, is 67, right? That's been the 67. Um but the rest of us, uh I do have to thank my office staff always partakes in my shenanigans as I was Galinda. And then of course, you know, we have the rest of the cast that was up there. And we also have a yellow brick road that welcome the students to Sullivan front door and then to the high school. So I have some more of those. You'll see the high school um and their fabulous attire as well.

035Um so with our culture, I also want to highlight we have our very own um Miss Carmen who's one of our campus assistants wanted to show off her culture from El Salvador and just really taking um partaking in this every single year. She gets so excited. um she's tried to talk me to bring my Costa Rica. I said, "But I'm not from there, right?" Um so, but she is so proud of her heritage and sharing her experience, but really listening to our students and being there to really support um all of our staff and students. So, huge thank you and shout out to her. Um so, Sullivan students, again, this year, um we shine at the Padre game. Uh we had an incredible honor of performing at the national anthem at Petco Park before San

036Diego Padres's game. Standing tall on the field, our Wildcats proudly represented Sullivan in the Bonszel community, filling the stadium with their voices in spirit. We also sold out another section this year with about 300 students and parents who part who decided to stay, which that was the night we actually won and went to. It went to like 13 innings, so we were all super tired the next day, but it was such a celebration. And it was so much fun. And Andrea was with me there the whole time. I said, "Okay, if we're tired tomorrow, yeah, we we have an excuse, right?" Um, this once in a-lifetime experience showcased the talent, hard work, and dedication of our students who practiced diligently to prepare for the big moment. Families, staff, and community members cheered them on, celebrating

037not only their performance, but also the pride that we brought to our school. We're so proud of our students for sharing their voices in such a grand stage and reminding us all of the importance of teamwork, courage, and community. Oops. Um lastly, in the upper corner, um if you take a look at that, Mrs. Janikowski leads the the veterans writing the Veterans Day letter writing contest. Um so her brother serves in the mil the military. So one year we wrote all the letters and sent them to to everybody there. But this year we have our very own Miss Cell who is one of our employees and is also a veteran. So the winner was able, you can see her in the middle where she presented her letter and drew a beautiful picture for Mitsel. Um

038but she does this letter writing every year. And in honor of Veterans Day, Sullivan Middle School students participated in a Veterans Day letterw writing contest to express their gratitude and for the courage and sacrifices of those who have served our country. Students wrote heartfelt letters sharing their appreciation and reflections on the meaning of service and freedom. We are proud to announce that Si Samayi Vasquez was selected as the winner of this year's contest. She had the special honor of reading her letter aloud to our very own veter veteran Wallace during our school's veteran day recognition. It was a touching and memorable moment that reminded everyone the power of gratitude and community. Um, so to kind of dive in right after all that with with data, some exciting news that I have for Sullivan as um,

039which I did not think it was possible, but we did. We decreased our chronic absentee absenteeism by8%. So we were down this year to 1.3% for our chronically absent students. So talk about belonging. Students are feeling like they belong at Sullivan, which this is quite the accomplishment. our students are are are thriving, but really a testament to our whole staff at Sullivan by welcoming our students. Um, we've got music. I can tell you between Miss Barb, Miss Laura, um, myself, Miss Suos out there high-fiving, fist bumping all the students when they come in and on campus, um, it's working. So, if you see in 23 we were at 6%, 2024, we decreased to 2.1 and this year, we are at 25 at 1.3%. So, I'm super excited about that. But then I broke it down,

040looked at specific groups because we've been focusing our American Indian and our long-term English learners. If you remember, and I'm going to bring this up again, last year we decided to mentor. We took our English learners and said, "Hey, teacher, staff, can you pick one student and mentor them?" Um, so we look at our math, language arts, and then our chronic absenteeism. You can see that um our American Indian declined by 2.8%. So, they're at a total of 15.4. And then our long-term English learners um increased by 0.5, but we're still at a 3.6 chronically absenteeism. So even with our so with our focus again, what we're doing, we're seeing the results of this. Um some of the other highlights we have are linguish English language arts, all of our students. Um so we're in

041the green. We've increased overall as a school 14.7 points. Bless you. um a number of students our again our focus American Indians we increased by 67.8 points which is amazing and then our long-term English learners 32.1 um to scoot on over to math you can see um again we are at um we're at 48.5 points below standard but again um as I know Miss Forney had talked about too and I know that Dr. Pendleton will speak to it as well. This is a challenge we have nationwide, but we also decided what we were looking at was let's pick our specific students and start doing interventions. So, you could see it's a decline by 3.3, but if you look at our American Indian, we increased points by 19.1 and then long-term English learners 15.1. Now, what

042I didn't show up here is I know that our focus needs to be our special education students. So that'll be our next I mean we we have been focusing on but as far as a laser focus on how we can bring more supports for them. Um and then lastly science or the other one science we have we're in green um which is 63.5% points um and we've increased by 2.7 from last year. So that's pretty incredible considering you know sometimes when they come in at sixth grade we're not sure about their science level but really pushing science seventh and eighth grade. And then our English learners um there we've increased by 18.1 points. So that's a great um opportunity. And then as far as the upcoming events we have for Sullivan um we've got our

043raw rawhide ranch showcase which is happening um uh for all of our students. That's this Friday. We also have our Saturday academy that we're doing both at middle and high school 7:45 to 11:45 this Saturday. And then upcoming events we had the Wildcat lunchon. We have our school site council n uh the elac meeting our Thanksgiving break which I know everybody's excited for. Um our roar awards and then our fall Christmas parade. We have both Sullivan and Bonsel High School there. Um one of my favorite pictures I'll just point out at the very bottom. This is at our cultural night and um he's been my little friend there. He's been trying to teach me Spanish. I for some reason won't stick but he every day he tries and I said I just I really appreciate

044your perseverance. So, I had to get a picture with him in the group. Okay. Bonsel High School. Um, we kicked things off with a vibrant culture night where students and families shared food, music, traditions, and performances that highlighted the rich diversity within our Legionnaire community. It was a beautiful evening of learning from one another and celebrating the cultures that make BHS so special. We are so grateful to welcome the Fall Brook Sheriff's Department, as you see in the upper leftand corner, who joined us on campus to build positive relationships with students and support our ongoing efforts to ensure a safe, connected, and school environment. And then to wrap up the month, our students embraced a fun Halloween dress up day, showing off creative costumes. You can also see the staff in the middle. I just

045want to I point out some of the people in the audience, too. They were the apps on the phone. So, you can see Miss Crystal, you can see Miss Carara, you can see Mrs. Hoden up there. Uh, it was pretty creative, right? They're doing the little hearts and the thumbs up for liking. Um, together, these events showcase the strong sense of belonging, pride, and partnership that defines Bonsel High School. So, I had to give one slide specifically to our volleyball team. [applause] What an accomplishment. Quite an amazing thing. So, I thought they deserve their whole slide, right? So, um we also want to thank, if you look at that, the very top one, we had our CSUSM women's volleyball team visit Bonszel High School volleyball girls to cheer them on. And that was the evening

046not only our senior night, but we also um solidified a CIF league champions. So, it was an exciting night. You can see in the upper right hand corner where all the students we had one more. They're holding up the number one. Um they had one more volley or one more point to get and then they ended up scoring. So with that everybody ran on the you can see I kind of put this in a story format, right? You can see on the very bottom where everybody ran on the field. Um and then some of the great spikes and plays that the girls had. And then our seniors, you can see in the middle, um some of them have already been accepted. Miss Ulu is accepted into the University of Hawaii [applause and cheering] and that

047was announced that was announced that evening as well. So it was an exciting night. I have to say we had record-breaking. It was three seat deep in for parents and students. our co the colleges were there. Many of our students were on the stage all the way back to the end. Um I was standing up against the wall because there was no room. Um but it was quite a unique and an amazing night for our girls as they went on and uh went on to the championship. But uh anyway, I digress. Um so it was a thrilling night and a huge thank you to Coach Coller who [applause] really brought the community, the team spirit, and I I have to say a huge thank you and shout out to her and the girls um because

048I have never seen such a a bigger crowd and that it was so loud and there my ears were still ringing the next morning. So, it just was such an event and it was I it was a magical experience. It was great. And like I said, that's the girls and coach collar really for bringing that to the to the high school. And I believe that was probably the first time we had overpacked house. So it was very exciting. The next one I'll just everybody needs to come, right? Um okay, for college and career. So, Bonsel High School students um explored careers at the manufacturing expo on Saturday, September 30th, where they attended as part of our career and techn technical education. Students had the opportunity to explore hands-on exhibits, meet with local industry professionals, and

049learn about career pathways in advance manufacturing, engineering, and technology. This event gave students valuable insights into real world applications of what they're learning in class and inspired many to think about future careers in high demand technical fields. Um so if you see in the bottom right all of us are standing there for we had a future forward family night which we offered from sixth grade all the way through 12 to learn about a throughg um to learn about college and career and just meet some of our um career industries. And this was a big part too. We had such a huge success. Miss Crystal was also in charge of this along with Miss Lauren, our school counselor, but I it would not have kicked off or been as big with all these community members involved

050if really Crystal hadn't taken lead on that. So, thank you very much to um Crystal and the team for setting this up. We also had, you can see our students there, ASB students and um everybody else helping with this. But um the students, it was filled with students and families eager to explore college, career, and life readiness opportunities. The evening featured engaging presentations, interactive booths, and hands-on sessions that help students connect their passions to realworld pathways. Families had the opportunity to learn more about early college, CTE, academy pathways, and resources to help every student plan for life and beyond high school. We were so proud to see our staff and students and the community partners come together to support our shared vision and preparing our Legionnaires to be future ready academically, socially, and professionally. A

051huge thank you to our community members, Mrs. Sanchez, Miss Crystal, and student volunteers for making the night both informative and inspirational. And to all the families who joined us to celebrate our students bright futures. All right, some of our data. Um, if you can look at at the Bonso High School. So, so our graduation rate, super excited about this. We've, you can see that it's grown to 90.1% this year. We started in 23 to 70, 24 was 84.5 and this year 25 90.1, which is outstanding. So we have more students who are engaging in the opportunities taking advantage of this but ultimately graduating from high school. Um we also have our students when you take a look at of um we have they're prepared for college and career ready prepared 64.8%. So the reason I

052put the chart on the other side was you can see that from class 24 we went from 46.4 four in the green. So, as it goes up, it gets higher to 25.3 and the students are moving up. So, we have more students where that's where we end up with the 64.8% versus the 39.3%. So, you can see in each bandwidth that we are moving the students up and really um reaching those goals for our students. Um again, some highlights that we have from English and math. And again, I know that Dr. Pendleton will be going over this. Um so, we're in the orange for the English. uh we declined by 25.1. However, our English learners, some highlights of this, they've increased by 14.9 points. Um our students, it's it's designated as white, but it's 49.5

053points. And then our socioeconomically disadvantaged increased by 6.7. Um the other ones I didn't uh put on here as far as like our American Indian because they if you have the lesser amount of students, it's not counted as a significant group. Um so the math again comparing the same group of students English learners at 26.5 increase in scores um white students 25.9 and socioeconomically disadvantaged at 21.4 um we are with math in the red we declined a little bit however focus points and interventions that we can work on and move through we are um like Mrs. Fortney said we also have the language arts has a release day tomorrow that they're going to be working through some data our right score which is a new program that we've been looking at to really help us

054as Isa shaking her head right because she took the assessment um but we're going to be taking a look really kind of diving deep into the writing and what are we doing to kind of vertically align 9 10 11 12 and we're supporting and then I also have the middle and high school collaborating together how are we supporting now 6 through 12 and that vertical alignment ments. So really doing that work we've already started but continuing that work throughout the school year and beyond. Um and then lastly all students as far as our e um we are in the orange um 44% are making progress and you can see I put up their graph again 24 to 25 we are making gains in each band width so decreasing from 20 to 19.4% 4% but then

055increasing the next bandwidth of 36.1% then the 8.3 and then again overall 36.1 so we are seeing growth small wins but I'll take a small one right 1%. All right lastly um I got a picture of the car show there were so many I know Dr. go is going to go over it. Um, but again, the culture night was a huge success. And then we also had the students had their homecoming. Uh, it recently hosted its the uh kicked off this the week with spirited dressup days, lunchtime activities and friendly competitions that brought excitement across campus. Our homecoming games and festivities showcased the energy of our legionnaires with families and staff coming together to cheer on our students. The celebration concluded with a fun and well- attended homecoming dance, moonlight magic, where students enjoyed music,

056dancing, and time with friends in a positive and welcoming environment. And then the big picture at the bottom, um I my cheeks hurt because I was laughing so hard that evening. Our seniors are they're a force to be reckoned with. Some of our students and staff came together for an evening of fun and learning during Bonsel High School's band books to celebrate National Band Books Week. Um, we did a band books trivia night in the library and participants tested their knowledge of classic and contemporary books um that had faced challenges throughout history, sparking thoughtful conversations. The event blended friendly competition with meaningful discussions and reminding everyone that reading widely helps us think critically and see the world through different perspectives. A big thank you to our BSH staff for hosting such an inspirational and engaging

057night. I think. And lastly, what I'd like to bring, we've got, again, we had our sheriff, um, Fall Brook Sheriff, come and sponsor and really speak with our students. Um, we've got early explorers opportunities for our students. Um, and they put out little trinkets. You know, kids came over and just had some really, um, good conversations with them. And it was nice to have them on campus. They do have to say they posted us on I almost called it Twitter X, right? Um for um the event and said they were just so impressed by Sullivan and Bonsel High School. They said, "The kids are so well behaved. Oh my gosh, this was great. We can't wait to come back." They're actually going to give um a parent night in January for one of our parent

058universities. So, they're going to speak to our parents just about some local things going on and what to look for as far as social media or even some of the um potential, you know, issues, drugs, things like that with teens. So, they're going to give that presentation to our um parents in January. And then I want to give a shout out to um we had our affinity group meeting and a shout out to Miss Star and some of our students that you can see there. um also Greg um Hencheliff and um Dom who helped participate in this and then Dr. Pendleton for helping set this up. We had a group of other schools come to our school to find out what we're doing to help support um our American Indian learners. Uh so brought together

059the community partners and created how you know the students spoke about how we're creating a culture and being supportive for them but really having real conversations of what we could do better. Um, so they've I know they've reached out a couple different times. Can we come back and we see things? So that's exciting that we, you know, our students are getting recognized for the work that they're doing and really reaching out and becoming leaders in our community and in our state because they've presented at the state level as well. All right. And lastly, um, so we've got again the academy this Saturday. I want to get a shout out to Greg. He's got speech and debate all the time, right? He's got more speech and debate tournaments this coming weekend. Um, and then we have

060mockt trial, our lin meeting, Thanksgiving break. We have our Christmas parade, and then we also have our fall production of Frankenstein, which is going to be happening December 11th through December 13th. I will be sending out a flyer. I'm not sure that that's made yet. Um, but lastly, I want to give a huge shout out to Mr. Greg Henchel again for being not only teacher of the year, but San Diego teacher, and then became, it was obviously announced, um, as one of the finalists for the teacher of the year for state of California. Um but you can see all the things that he's involved in in really um leading Bonsel High School and a lot of the initiatives and things that we're doing and students feel overly supported, right? Um super supported by him. So

061he's just one of our cornerstones at Bunzel High School. Thank you. [applause] >> Thank you, Miss James and Miss Forney again for such wonderful reports. It's always nice to hear what's going on at our sites. Uh that brings us now to our superintendent report. >> Good evening, board of trustees and Miss McCannernney. It is uh difficult to follow those incredible reports. I'm going to start since it's November with um echoing some of what we heard there with gratitude. Okay. Gratitude for the leaders that we have on our campuses because their jobs are so incredibly complex and what you heard tonight was a snapshot of what they are doing at their sites with their incredible staff members and whole community and parents and everyone else. It is such a pleasure to hear some of what is

062happening at our sites and I hope you I hope you felt that too. Um I'm really excited that tonight we're going to have some recognition. So, I appreciate everybody here in the audience. We're going to get to those in just a moment. And I want to start with my report here for November with a picture that makes me really, really happy. And this is the first Superintendent Student Advisory Council meeting of this year. We had one on 10:17. And it's moments like that that I truly feel so so blessed to be in this job. We have some fantastic students. You're going to recognize some of them up there. One of them sitting right over there as a student board member. Um, but you know that we're grappling a lot with many complex issues as a

063district. What is wonderful to me is to bring those same complex issues to our students and to see their perspective. And I'm really eager to have another one coming up here soon. I put some things in front of them regarding our strategic planning. I put some things in front of them regarding facilities. and they have wonderful ideas and so I'm just really grateful for that and I'll keep you updated with some of what their feedback is as well. Okay, so I want to start with a little gratitude again with November. The more you practice the art of thankfulness, the more you have to be thankful for. I truly do believe that. And um as I as I said, you heard some of that echoed with our with our leaders here. And we're going to get

064a chance to to thank a lot of people tonight that are contributing to our community. And I'd like to start with what Miss James just alluded to. I want to make sure everybody understands, and again, I want to thank someone like Greg Hinchliff for being in our district. I don't know if everybody truly understands that in the entire state of California, only nine teachers make it to the level that he made it to. So, five teachers are named the California State Teachers of the Year and then there are four finalists. So, there's nine total. He was one of the four finalists. So, when I released this, which can we have a huge round of applause because that's [applause] big. [applause] I mean, that is truly amazing. And I know that I post these reports on

065the website and that will be linkable. That is an article in the Union Trabune that just came out I think this past week and they visited his classroom and they they interviewed him and his students and so I encourage you please to read that but we're really really proud of him. I also want to share some gratitude with a group of our um our staff members that are doing some great things and at Bonsel Farm you know that we've had phases of the Bonsel Farm. Well, our team, and some of this I will say was inspired by what principal Fortney talked about. We have a fantastic counselor that she mentioned, Megan Hund. We have a team that includes John Norton, Audrey Greenwood, Manny Ramirez, um Melissa Ru Ruiz, and they they are our farm team,

066and they came up with this fantastic idea that in this area that is close to the chicken coupe. They want to build what they want to call like a harmony habitat, a pollinator garden. And this really came about because the counselor and Audrey and some of the staff members realized the healing power of nature and did a lot of work bringing students who were handling or trying to just grapple with a lot of what Principal Forney talked about. They come out to the farm a lot. And so they had this wonderful idea of creating a a space there where there can you can picture it as a zen garden, you can picture it with seeding, you can picture it with butterflies, a pollinator garden. and they would like to build this out along with the

067aquaponics. So, I had the opportunity to participate in something called soup tank. Yes, I'm wearing a butterfly costume right there. You are welcome. Um, but soup tank is a is a chance to have superintendents get in front of some people that want to invest or support what's going on in some of our schools. So, I took their idea of the harmony habitat and the completion of aquaponics and I presented it at soup tank and we were able to raise about $6,500. Woot woot, right? It's pretty good. Um, and people were really intrigued by the idea because they said how wonderful that you can have social emotional learning in nature right there adjacent to the school in the farm. So, we're excited to keep that going. And then I was inspired by wearing that outfit and

068I realized that yes on October 31st it was I know it was Halloween and I thought you know we should we should dress up as cabinet members. Um, but honestly it's because I realized that with the butterflies, it's really a wonderful symbol of how we have to transform and how we have to change and how that can be a struggle sometimes as you're trying to transform, but the benefits of it later are really really wonderful. And as as a district, we are at the at the point where there's lots of transformation and adapting and evolving and growing. So yes, I wore that in front of the staff and they were very very kind. Um, I appreciate it. My cabinet was a wonderful support in dressing up like farmers and bees and whatnot. Um, but the

069rest of that day, I will say that we did have an opportunity in front of the whole staff to share our feedback, our key findings and recommendations from the focus groups. You're going to hear about that tonight in a facilities update from the fabulous Caroline Brown. So, you will get a chance to hear that. We presented in front of the entire staff and gave them an opportunity to converse about that and then to provide some feedback. After that, which was wonderful to get a chance with everyone together to discuss after that, we had trainings that were um we're going to hear from one in just a moment, but we had CPI trainings. We had uh Jane Schaefer writing, we had CPR, we had a Hera training for our maintenance and operations. I'm really grateful for

070the facilitators of those trainings and grateful for the participation of our staff. Now, the wonderful um Miss Le Young talked about Bonselbridge Centennial Celebration. I will just run through a few more pictures sharing some of what she talked about. It really was a wonderful event. I'm grateful for the Bonsel Chamber of Commer Commerce for leading the effort, but so many partnerships that she already talked about too. Bonsel women's club, Bonsil Education Foundation, Falber Chamber, Falberg Jam and Mineral Society, the Questers, Fber Historical Society, so many. So this was the dedication ceremony on the bridge. That's our own Cassandra Menas who sang the national anthem absolutely beautifully. It was wonderful. The event at the bridge was attended by quite a few dignitaries. We had Assembly Member Daranna Patel. We had the offices of Assembly Member Deio,

071of Senator Brian Jones, of um let's see, we also had there was oh, Supervisor Desmond's office. We had North County Fire, you see Chief Mcron's there, Lieutenant Twimman from San Diego County Sheriff's just a lot of community partners. It was wonderful. And then kicked off the fun run, which I have to say people seem to really like and some of our staff were very, very impressive. I think they came in like first, second, I just really wonderful. That's Miss Castro right there running in the 5K fun run. I know that you'll hear hopefully from our student board member about her experience there, but it was great. And then there are some of our um wonderful volunteers and participants with the Bonselbridge Centennial Celebration. community engagement team supported uh lots and lots of volunteerism and we

072had performances. We had ballet fictico. The Koopa bird singers were wonderful. They came and performed. It was great. We had inside the schoolhouse. You already heard from Mrs. Le Young. I did snap a few pictures that I need to share with her, but that is um inside the schoolhouse. There were lots of people in and out and they did remark how wonderful it was to be in that space. multi-generations that were in there. That's our little Miss Bonsel and she's sitting in a desk with a journal from I don't know probably a hundred years ago. But it was it was really great. And I did remark to Mrs. Leang that of all of the things that day, I felt that the activities inside the schoolhouse were the most truly like unique to Bonsel. You're not

073going to find that in another district. And I just thought it was beautiful. So, I really appreciate that. Okay, a few more things that I want to remind us of. As always, the work that you just saw, some of the gratitude you heard, some of the assessments and and some of the activities, all of that, those are examples of our vision and our mission in action. Isa, would you please read our vision? Our BUSD vision is that all students in Bonsil Unified School District engage in rigorous and relevant learning experiences that inspire them to be productive community members and future ready lifelong learners. >> Beautiful. And our mission >> and our mission is that we empower all students to thrive in a positive, safe, and supportive environment through highquality education focused on the whole learner.

074>> Perfect. Thank you so much. And I think you saw a lot of examples in our principal reports of that. You also saw a lot of examples in our principal reports of our theme of belong, believe, achieve. And I am happy that we are united in making sure that all of that is guiding the work that we do. and we're referencing it constantly. I have also mentioned numerous times that our strategic focus areas and identified needs this year are right here. These are guiding our work. Just as an example, I talked very briefly about some professional learning. You'll hear about more tonight. Promoting high expectations and equitable achievement. You saw the focus on some of our data. I appreciate that the principal shared areas of improvement, but also recognize that there are areas for growth.

075I really do appreciate that. You'll hear more from Dr. Pendleton and you will also hear a facilities update where we'll talk more about our progress with our planning around modernizing and expanding facilities. I want to thank the probably 35 or so participants who came to our design team meeting on October 14th and this is the start of the development of our true north 2030 strategic plan. We had a lot of great activity reflecting on our priorities, our vision, our mission, and trying to develop outcomes. And we did come up with draft outcomes and big moves. And I appreciate the intense work that they put in. Here's just a quick note about some progress and next steps. On October on October 31st, we also had the outcomes and big moves presented to the whole staff and

076we were able to get a little feedback. On December 5th, we're going to have school site teams at every site review in more detail the outcomes, goals, big moves, and provide significant feedback. And then on December 9th, the design team were coming are we're inviting everyone back again to review that feedback, make adjustments, and develop appropriate success metrics. So, I'm very, very grateful for the time that people are putting into that, and honestly, the investment. I'm also very grateful for our advisory committee and focus groups. And you will hear tonight from Caroline Brown the key findings and recommendations that were shared with the staff that were also shared last Friday at a board study workshop so that we can talk about our next steps. This is some of the work that I want to bring

077to the next superintendent student advisory council meeting as well. Okay. We're going to get a lot of feedback from everyone. Okay. And I'm going to remind you, you'll see this actually in Miss Brown, so I'm not going to belabor this, but I applaud the advisory committee and the focus groups for really diving deep into what is it that we can do as a district to solve these very real challenges that we have around facilities. Okay. All right. So, I went through that pretty quickly because I want to get to some recognitions here. I'm going to actually call up uh Sheila Adams to recognize one of the groups that I just talked about in terms of professional learning and I'm going to turn it over to her to share some special recognition. >> Thank you, Dr.

078Gully. Um good evening, President Anderson, trustees, student trustees, Dr. Galy and Miss McCannernney. Tonight, I'm proud to recognize our CPI train the trainers uh for their outstanding service to Bonso Unified School District. The team has dedicated their time and expertise to ensuring that staff across all of our schools are equipped to support students safely, confidently, and with compassion. I also want to acknowledge the significant time commitment behind this work. Becoming a crisis prevention intervention trainer requires rigorous training and certification, and this team has continued to go above and beyond by preparing, planning, and delivering over six hours of professional development sessions outside of their regular work. Their dedication reflects a genuine commitment to our students, our staff, and the culture of care we are building here in Bonsel. CPI is essential to maintaining safe and

079supportive learning environments. And our trainers have modeled professionalism, maintenance, and a um patience. I'm sorry, not maintenance, patience, and a calm student- centered approach. Their leadership helps prevent crisis, strengthens staff readiness, and reinforces our district-wide commitment to helping every student belong, believe, and achieve. I want to sincerely thank our team and start to bring them up now. So, uh, our team consists of Heather Chamberlain, Jess, [applause] and I'll bring that over. Uh Jessica Coller, >> Briana Kinley Chini, [applause] Kimberly Magnolanus [applause] and Lori Leon Cavalo. [cheering] >> [cheering] >> Your work makes a real meaningful difference across our district. We are grateful for you. I want to read what's on their certificate. So it says that uh the BSD crisis prevention inter intervention training team you guys is recognized for its commitment to creating safe

080supportive learning environments and for equipping our staff with the skills needed to prevent and respond to student crisises. Your leadership reflects the values of belong believe achieve and strengthens our entire district. Thank you guys. [applause] >> [applause] >> That's it. [laughter] Absolutely fantastic and we appreciate that. It's not easy to get trained and then have to train the entire staff and they stepped up in a really big way. So, we're very appreciative. Okay, the next recognition we're going to ask I think Mr. Williams to come up and speak about this next group. >> [clears throat] >> Good evening. I'd like to bring up uh before I do the recognition, I'd like to invite up Crystal Dent Cara Starkweather. >> All right, I got it now. Cara Starkweather [cheering] >> from Bonso High School. And then

081Jen Le Young, president of president of the Bonso Education Foundation. And Tara Hail from the Par >> [cheering] [applause] >> from Ping. [cough and clears throat] I want to share with you a story about connections, partnership, and people working together to do great things for kids. And we almost forgot an essential person here. I want to go ahead and bring him up now. Jim Ramsay, founder of 5150 Ratrons. [applause] I want to share a story about connections, partnerships, and people working together to do great things for kids. A little more than four years ago, Prince Crystal Dent had an idea to start a car show that would raise funds for the college and career center at Bonso High School. With the principal's encouragement and the help of a few friends, she launched the very first

082show, and it was a winner right off the line. There's a little backstory that I'd like to share. While volunteering at Bonsel's Fine Wine and Blues event, Crystal met Jim Ramsay, founder of 5150 Rat Rods SoCal. Jim noticed her flyer for the first annual upcoming car show, and immediately offered to help. He donated 10 of his signature handcrafted trophies, beautiful pieces made from real machinery parts that any car lover would proudly display. More importantly, Jim brought his passion for cars, his community connections, and his enthusiasm for supporting the community. Since that first event, 5150 Rat Rods SoCal, has been a true partner in growing the show year after year. Jim has offered advice, promoted the event at his own shows, and brought his members, some traveling from as far as way as Las Vegas, to

083participate. His creative trophies have become one of the show's most recognizable features. The show has also received wonderful community support. Jim brought in the Fbrook Vintage Car Club, which has assisted with parking and logistics. And for the 2025 car show, Jim and his club members have gone even further, uh, soliciting donations and recruiting additional car clubs, including the Fal Brook Shafts, to attend and contribute to the cause. In addition to raising funds, the car show has also become a venue for showcasing student talent. Visitors now enjoy performances, for example, by our students in ballet fluoro as well as coral performances, giving our young people an opportunity to shine in front of a broader community. The car show has truly grown into an event that celebrates both our students futures and their present- day accomplishments. I

084know we've heard some of this before, but the praise is so so worthy and I wanted to say it again. Still, it's been the hands-on leadership of Crystal Dent, the steadfast support of Cara Starkweather at Bonso High School, the involvement of Ping parent Tara Hill, and the guidance and partnership of Jen Le Young and the Bonso Education Foundation that have made this event a true success year in and year out. Together, they've transformed a single idea into a proud community tradition. In just four years, the Bonso Car Show has raised nearly $20,000, including $6,000 this past year alone, and the goal of $10,000. I think you all knew this for 2026. That's the goal. So, cheer them on for that. They're going to get there. Oh, okay. With all that cheering, I thought that would

085be an easy. We got there, though. Those funds go directly to students providing scholarship for those beginning their academic pathway at Palomar College or such needs as purchasing welding boots for graduates entering a trade program and even even covering the expense of graduation gowns for students earning college certificates in an early education program designed to promote future teachers even before they graduate from high school. This event has become much more than a fundraiser. It's a reflection of collaboration, creativity, and community spirit. On behalf of the Bonso Unified School District, we thank Jim Ramsay in the 5150 Rat Rat Rods along with the 2025 car show team, Crystal Dent, Cara Starkweather, Tara Hail, and Jen Le Young for their leadership, vision, and commitment to making this car show such an extraordinary event. Congratulations. [cheering] [applause] One

086more. [applause] What's wrong with it? >> My neck hurts. >> I'm spoiled. >> Right now, I know we have one more recognition and then after I have a few closing remarks. Um, I know some of you might want to get pictures with the board members and the board will have their quick reports and then please stay because we'll be able to let you take pictures with the board. That would be wonderful. Okay, another recognition that we'd like to and and I just have to say very quickly, the fact that this year they made me choose a superintendent trophy for the car show was really challenging. It was It was challenging. Okay, another recognition that's already been mentioned tonight and I'm so happy to have them cheering here in the audience tonight, but we need to

087recognize Well, sorry. Of course, Jim, you didn't get to see these pictures, but here is um our community partner recognition. He received his certificate. Let's have one more round of applause for Jim Ramsey and the 5150 rat rods. [applause] >> Okay. And one more recognition that we've heard. YES. I'm going to turn it over to Principal James one more time. >> I know they've been very quiet and patient tonight. Come on up, ladies. >> All right. >> [applause] >> How exciting >> the moment's here. Okay. All right. This fall was an incredible season for the Bonszel High School girls volleyball team. The team finished with an 11-9 overall record and was crowned the Pioneer League champions with an impressive 9 to1 league record. [cheering and applause] Under the leadership of our amazing coach Jessica Collard,

088the team demonstrated tremendous growth, teamwork, and dedication. This season also marked a mi major milestone, our first playoff appearance since 2019. A true reflection of the athletes commitment and the strength of our program. We are especially proud to recognize our five graduating seniors. Audrey Dial, you can give a little wave she blown. Diamond Nava, [cheering] Kiat Revolo, and Ulu Salioni. [cheering] Their leadership, energy, and example have been instrumental in building a positive team culture and setting the foundation for continued success. We wish you nothing but the best, our seniors, and we can we look forward to the next season for our freshman, sophomores, and juniors. All >> [applause] >> right, I want to read what's on the certificate. Under the leadership of coach Jessica Coller, the varsity girls volleyball team is celebrated for its exceptional

089grit, teamwork, and hustle leading to the victorious and inspiring honor of the Pioneer League champions for the 2025 season. [applause] Andrea [applause] everybody everyone. weird. >> [applause] >> And just a reminder that we're going to have an actual official recess after our board member reports if you'd like to stay. Okay. So, if you couldn't hear that, there will be an official recess in just a few minutes after our board member reports. Congratulations. Thanks for doing us. Um, so proud. We're really, really excited for you. Okay, few more things I want to mention. Love on your back, donations are needed. So, if you can do the QR code, Love on Your Back is an incredible organization and they are in need of some donations right now to help our students with uh with food. So, please,

090please, please consider donating. And um we also heard from Jennifer Le Young that the hope for the holidays collaboration with Bonsel Education Foundation, Bonsel Women's Club, and I'm going to be sending this out and everyone's going to be sending this out in newsletters, but we definitely need some support for this incredible event that I think she already mentioned. Again, the toy drive is coming up on December 6th. Okay. Couple other upcoming that I'll just leave up there while we hear from our board members. So, thank you. >> [applause] >> And that brings us to our board member reports and we'll start with our student board rep. >> Good evening. So the first thing I'd like to touch on is how I loved seeing the creative >> if we can have everyone's attention please while the

091board reports are happening. Then again we'll have a recess right after that concludes. Thank you. >> [clears throat] >> The first thing I'd like to touch on is how I loved seeing the creativity of the elementary schoolers with their literary pumpkins. And it's really important to note that the students are being given the proper support they need in this time of grief. Um, and then as Miss James has mentioned, well, it's been mentioned multiple times, but the girls volleyball team did amazing this season. [cheering] I was at the I was in attendance at the game and a lot of our students and staff showed up because they really stressed um that it's their senior night and just seeing the energy in there and the support we were giving our team was really amazing and I

092hope that continues for the rest of our sports as well. [cheering] And we've had a lot of events similar to um all of our all the other um campuses. So, um, going in order of oldest to most recent, the, um, oldest event we've had is homecoming, which Miss James mentioned. We really liked our theme of moonlight magic, and students ate ice cream, pizza, pretzels, all while enjoying dancing, and taking pictures at our handmade photo booth. Um, and then that following week, we had the family future ready night where there was a variety of different like career paths that students could explore ranging from the military, the path um the dentistry pathway, the fire department, and even Palmar, just to name a couple of um the people that were there. And it was a great opportunity

093that a few middle schoolers because it was open to them, but mainly um high schoolers took advantage of by talking to the people that were there about their jobs and really their story of how they got to where they are now. So, it's really inspiring to see all the different things that our students are able to do. Um, and then culture night, of course, we had delightful performances and we I always love to see everyone presenting about the different cultures. Um, moving on to our car show. We've had a lot of recognition for it and I just want to say that there was amazing cars as always thanks to our partners and I know Dr. struggled to choose cars, which I can not relate to, but I can definitely see why cuz all of them

094just like had something unique about them. And then it was busy at the beginning and um it kind of died down as um we got into the afternoon, but there was a lot of kids that were able to get their face painted by a few of our high schoolers from ASB. And there was delicious food um and amazing performances and it's really um exciting to hear that we have such strong partnerships and that we made a great amount of profit. Um and then a new event that ASB hosted this year was Fall Fest. And considering that we hadn't done this before, we had a good turnout. Students had fun going through our haunted house again and again. Um, and then our most recent event was actually this past Saturday, our Bonszel Bridge celebration. And a

095lot of people ran the 5K, myself and Miss Castro included. And I think I can speak on behalf of both of us that it was a little rough. But [laughter] overall, I had a lot of fun. And the event was wonderful with all the different aspects that it had with the fun run and a raffle and the present the performances as well and the presence of local businesses. Um that same day speech and debate had a speech tournament which um they did amazing at and one of them actually earned a medal for extemp. [snorts] And then this coming Saturday, speech and debate has a debate tournament which is mentioned. So I'm going we have five people doing the congressional debate and we'll have the guidance of Mr. Hinchliff who of course always provides his unwavering

096support and guidance and is just an amazing teacher. So he definitely deserves being um in the fourth in one of the four that are were selected. Um, and then we're coming up on break, so everyone is and will continue to work hard this coming week to um stay on top of everything and be able to enjoy Thanksgiving break. So, that's it for tonight. Thank you, [applause] >> Mr. Ortega. Well, I don't have much to add, but I did want to uh talk about the um some of the programs we had in place. Um you know, when it comes to u emotional support, there's always a need for emotional support for all kinds of things. And so, we had a lot of things in place, you know, and um it's always been one the last couple

097years, it's one of one been one of my things that I'd like to, you know, make sure that we have for all of our students. And when uh something like this tragedy comes up uh which affected so many people and we had that system in place, I think it was just, you know, you don't really you don't really see how much you need it until something like that happens. You'd rather something like that not happen and you get all the support that that everybody needs for these events. and um you know my condolences to the Seriano family and stuff and and all the positive stuff the vibes that came from from all that. But um and the the other students that were you know needed support as well. I'm glad we had that in place.

098Um and that's really all I have to say is uh uh I I'm happy to be part of this district. I think we're doing a lot of great things and these uh things that seem like, you know, to some people might be like a waste and then something like this comes up and it's just, you know, you don't want to be scrabbling around at the last minute try to set stuff like this up. So, it was pretty pretty awesome that stuff like that was in place. That's all I have. Thanks. >> Thank you, [applause] >> Mr. Laare. >> There is no emotions and enthusiasm like sports. uh you cannot get that in any other way, shape or form. It creates a spirit uh enthusiasm and energy that uh cannot be replicated. Uh I really appreciate

099the fact that you mentioned you use chat GPT. I think we should all embrace it. Uh AI brings opens a lot of doors. So it's scary and it and there's one things that matters with AI is the proper prompting and context. Uh, pardon my French, but I'm French, so uh, I'm going to I'm going to say it. If you if you give crap to the engine, it returns crap. So, uh, I I'll send Miss uh something that I worked on, which is a prompt creator using AI. So, it's actually telling AI create me prompts that you can feed to other engines. So, uh, can be pretty valuable to go from build me a resume to where the AI actually ask you questions. So, that way you can really craft something good for you. So, that

100that that help supports that. And finally, uh, my usual PSA, don't drive impaired. Uh, it might be alcohol, drug, fatigue. Uh, uh, my daughter was in a car accident two days ago and miraculously came unskate. It was on a 78 and an impaired driver ran over the road right o over the uh the Melrose bridge over the 78 and she tumbled on the embankment. Angels were with her that that night. Cars totally mangled in total but she's uninjured. Uh impaired driver fled the scene but end up spending time in jail because he was arrested by CHP uh later in the day. Uh so you know uh we all go through uh difficult times. Uh drugs and alcohol are not the answer to those that's for sure. But you know if you if you cannot drive

101just call a Uber. It's so easy. Uh so that's my PSA the time. So thank you. >> Thank you [applause] >> Mr. >> All right. I would like to thank Miss Brown again for putting together a great day, a whole day um of seeing sites and all the everyone that went and to see what what's possible for the district and uh so that we can be informed buyers when that time comes. And also I want to thank Miss James for extended period of time of of of uh dealing with my questions and showing me the advantages and the synergies of a a 7 through 12. So, thank you. >> Thank you, [applause] >> Mr. G. >> Um, I just wanted to touch a little bit upon uh uh Mr. Henchliffe and, you know, becoming the

102uh teacher uh finalist for California State Teacher of the Year. Um, you know, I I've seen him in action, you know, when he's when he was when he was forming the speech team, he would go down before there was even a team. He would go down to these tournaments and he would uh just kind of watch, see what was going on. And I I and I I know I harp on this a lot and I've done it a lot. I don't think you guys really understand what the time requirements are for somebody who does speech and debate. Um, the teacher who does that has to get to these events at 7 in the morning and they typically don't end until 10:30 or 11 at night. And let just so you know, they split them up.

103So one week you'll have speech events, the next week you'll have debate, then the next week you have Congress. So you so again week after week after week that to just so that you know and and they have multiple tournaments, right? So it's not like so it's like a huge time uh time commitment and you have to love it to do it and Mr. Henchcliffe does. Um he really really cares and I saw it when I was there and when his team was just a few people and he was you know going down there he was doing everything he could and he just like he just kept going and going and going and then I noticed that you know whenever we give reports that he's kind of like where's Waldo in every single picture he's

104there everywhere like everywhere you look there he is. I'm like, he is the face of Bonsel. I mean, every single picture, every single involvement. Um, so it does not surprise me that he is being recognized the way that he is because it is a valid valid valid uh recognition. And so I'm very very proud that he is part of the Bonszel um uh district. And I think he's representative of just one of many many many um teachers that we have that that do a fantastic job. and and and they do and and I just said, you know, Mr. Hitcliffe isn't doing this for the money. I'll just tell you that for the amount of hours, if you calculate how many hours he has to put into doing that stuff and you divide it, he's he's

105probably negative, right? Um so, I mean, I'm just saying he does it for the love of it. And I think it's really it's really nice to have somebody that that that just outwardly just emanates that that and every time you meet him, you know, he does. You go on campus, you go anywhere, that's just how it is. So, I just think it's a really great energy to have. Um, I want to move over to the Monster Mash, which I, you know, I I love the Monster Mash. Um, I hadn't been there in a few years, and I was like literally shocked when I went there this year. Um, the Monster Mash is no longer held in the little area inside of Bonsel, right? They had that little square area in the middle. Now it is

106a fullon carnival type, you know, almost like circus-like atmosphere that goes on in the field. It was huge. And I brought my daughter there. She happened to be in town and so she wanted to go and she couldn't believe it. She was like, "This is this is amazing." I mean, they had like ponies there. They had like all this the these line dancing things, hula hoop competitions. I mean, they had all kinds of stuff there. So, I'm just really proud to see how the progression of that is because, you know, it it brought back a lot of memories and I got to see a lot of people there. I saw Mr. A, I saw, uh, Mr. P, a lot of Mr. and uh, Constant, right? Mr. A, Mr. P. Um, I saw them and it

107was just really nice to be involved and be back in that atmosphere. So, uh, it just makes me happy and proud to be part of Bonso when I see that. So, um, anyway, that's all I got. >> Thank you. So, as we turn towards Thanksgiving, um I want to pause and reflect on what truly makes Bonsel Unified School District strong, which are the people that show up every day for our students and one another. Uh to our teachers, thank you for the heart you bring into every lesson and every interaction. You carry our students through challenges and successes with equal dedication, and the difference you make is felt beyond the classroom. uh to our staff. Cara's not still here. Uh classified professionals, aids, bus drivers, uh office teams, nutrition services, custodial and maintenance crews, and

108everyone who keeps our campuses moving. You are the steady hands and generous spirits who hold this district together. Nothing works without you, and we are deeply grateful. To our site leaders and our district office team, thank you for leading with thoughtfulness and grit. The work behind the scenes is rarely simple and often invisible, but it shapes the experience of every student and every family in Bonsel. And to my colleagues on the board, thank you for your commitment and thoughtful governance. We face difficult issues at times and yet every conversation come facts to comes back to students where it should. I also want to give a special note of appreciation to Dr. Heather It's hard to believe that it's been nearly a year since she was officially confirmed as superintendent last November. And since assuming the

109leadership helm in the summer of 2024, she has taken on extensive work in organizing and organizational design, facilities planning, and community outreach, uh, digging into the details, listening to our neighbors, and helping us align long-term needs um with long-term vision. Her leadership has been steady, cleareyed, and collaborative. And I want to express my full confidence in her as we move into this next chapter. To our families, volunteers, and educational partners, thank you for showing up, lending your voices, and reminding us that schools are stronger when they are rooted in community. Your support is felt in every program, every event, and every small success across every campus. And finally, as we look ahead to the big decisions that will shape the next hundred years of learning in Bonsil, I keep coming back to the bridge building

110we honored during the historic San Louis Ray Centennial celebration put on by the Bonsel Chamber of Commerce last weekend. We stand on literal and metaphorical bridges built here before long before us. And now it's our turn to build the next ones. bridges that connect students to opportunity, connect campuses to community, and connect today to the future that our children deserve. Thank you for the work you do in support of Bonso Unified School District and for the trust that you placed in us to educate the children of our community. As we pause for Thanksgiving, may we honor the heritage that steadies us and look with clear eyes toward the horizon that calls us forward. May this season bring you gratitude, rest, and the reassurance that what we build together truly matters. [applause] And with that, it

111is 7:38. We're going to take a brief recess and uh resume at uh let's call it 7:45. >> And they also had dump tanks, [laughter] all kinds of stuff going on there. Happy Thanksgiving to you. >> I like the fact that we match. >> Thanks again. just might be my last one as president talk about that eventually meet up in the next month. >> Awesome. >> Also heads up easier and easier. Yeah. >> Oh, what? Oh, >> no. That's what I'm saying is that it started even before I came here tonight. >> Not yet, but if I jump up and go. >> I'll take them. >> So, I think I can stomach through. >> Maybe it was that pink. >> No, I don't think it was. I was confused. >> I hate that place. >>

112I mean, I hate it, but I hate it. >> It tastes like nothing. Nothing. >> I don't understand why people like it. >> I love the walnut shrimp. >> I just don't understand. >> Have you had the walnut? shrimp. >> I was going to say it's got it's covered with sauce. >> That sounds good. >> It's really delicious. >> I just everything I've ever had over there to go to the bathroom. How do we get out of that? The next day We have all this fancy equipment. Are we gonna get that fixed? Maybe we should get a >> search. Who do we talk to? >> We need a We need a search protector for this. >> A search protector. >> He said he said I told him to get one otherwise we'll lose our other

113one. Can't be that much to get a surge protector. We need to get one. >> You got all your too far. >> SPS surpris. >> It is 7:45. If people would like to reconvene at the dis that would be great. >> Thank you. Perfect. Let let Alan know he was going to run up to the office. >> Oh, okay. >> Thank you. >> Where's Mr. Ortega? >> [laughter] >> What's that? >> He's outside. >> Yes, please. Or somebody. Anybody? >> I'm just trying to >> Yes. >> Stay. [laughter] >> No. Okay, there he's coming. Did I hear UCSD? [clears throat] >> That's where she was. >> I was going to say that's uh both of our alma mater. >> So >> your Tritons. >> I met my husband there and my older son graduated from

114there and my younger son is a senior there. >> It's a whole family that house up there. >> Okay. Okay, that's enough of that. Okay, we are now on item eight of our agenda, which is the consent agenda. Is there a motion to approve? >> Motion to approve. >> Second. >> All in favor? >> I. >> Motion carries unanimously. Bringing us to our information items for today. Uh we have two presentations and as been alluded to in our uh principal reports earlier, we have Dr. Veronica Pelton to give us our 2025 assessment data update. Thank you. >> Good afternoon, President Anderson and distinguished board members. It is my pleasure to uh share with you our uh 2025 assessment results for the English language proficiency assessment in California. We call that the ELPAC and the Smarter

115Balance English language arts and mathematics as well as our science results. So I'm going to start off with sharing our uh summitive ELPAC results. And um this first slide uh let me share the summit of English language proficiency assessment for the California measures an English learner's progress towards English proficiency across the four domains of listening, speaking, reading, and writing. The 2025 results for our district reflect that student performance across both oral language which is represented by the listening and speaking portions of the test and the written language represented by the reading and writing. The data will help guide us and this is what diving deep as our um principles shared today. The data the data dive that we're going to do is going to help us create uh strengthen our support systems um and uh

116our ongoing supports for ELS and also achieve what it takes for our district to help students achieve a full uh proficiency and enable them to be reclassified. So, um what I wanted to show here is that the perman the our performance for 2024 uh as compared to 2025 shows a decline of uh negative 5.76 um percentage points. But I'm going to explain why we think that these trend that the data is trending this way. Um the increase but we do see an increase in levels two and three suggesting that more students are performing at mid-range. Um level four is considered well-developed. When students have well-developed language, students have to achieve that dark blue that dark blue uh area of level four in order for us to consider consider them language proficiency proficient as well as

117meeting the the district's approved criteria to be reclassified. So really we any student scoring below that um we we consider them still needing these language supports in order for us to get them to where they need to be academically. Um level three is what we considered the lighter blue uh just underneath the darker blue is moderately developed and this represents more students need u meeting exception uh meeting expectations but have not yet reach reached their achievement proficiency. Level two is um the third block down and that would somewhat developed and it indicates uh our uh growing group of students needing targeted support to to make progress. And lastly, that level one at the very bottom is the beginning stages. And this reflects a consistent proportion of early language skills uh of our kids coming into

118our district. So I want to provide some contextual >> [snorts] >> uh factors impacting our scores in comparison to last year's. And so first one would be the language acquisition timeline where we know that research shows that it takes five to seven years to acquire academic English including language the language structures needed for higher level writing and reading skills. In this um I wanted to share that many of our our multilingual learners are still within the language acquisition window which affected their ability to score even higher. How did this happen? Well, we had two years trending of uh reclassifying students at a very high rate. We the last two years in 2024 in 2023 we had an abundance of students uh classifying at high rates. Well, what this does is that it that that significantly

119that significant increase of reclassific reclassification then impacts the the proportion of EELs in the system in our school system. These students are in year three, four or five of learning an act learning a second language. So they're not not quite there yet. And we can it's indicated in the third square where we did see an increase of students that are moderately developed an increase of third uh 34.03 as opposed to last year's 31.8 percentage of increase. So what we see is a shift over uh overall performance downwards especially in levels three and four because the group composition has changed from 2024 to 2025 and I I I Olivia Haro who is our ELD coordinator when we saw these scores initially she was crushed because we are doing they're doing some great work at school sites

120but it's from year to year we're not going to see that increase from year to year the way we we'd want to see it. Um, so what I want to show you next is like I had explained originally that the language test is divided into two composite scores. The first one is oral language proficiency level. This is how well a student speaks and the level of compre listening comprehension that is measured on the test. And um what we could see there's there's a slight there's a slight decline from in level four from 2024 to 20 to 2025. And at the same time level three increased becoming our largest group. Level one and two remain relatively stable reflecting consistent needs for early language development. Um, one thing about level four that I'd like to share is

121about onethird of our ELELSs demonstrate strong oral language. These students can participate confidently in classroom discussions. They can explain their thinking. they can use academic language with increasing precision and um and in level three which is moderately developed um this is our largest group and that's what I wanted to make note of is this at this group this level can communicate effectively with familiar context but may struggle still more with more complex um or abstract language uh task. So a key highlight of this data set is that 68.6% 6% of our students are scoring at a three or four, which means that the majority of our English learners have at least moderate to proficiency in their oral language. Um, uh, highlights is that in middle school, our seventh grade stands out dramatically, and that's a

122data that's not represented here, but I'd like to share it with you with 92.31% of our students scoring at a level four in middle school. Ninth grade has also strongly uh performed strongly with the 58.33% at level four. In early grades, K through 2 shows a higher concentration of our students in level one and two. And this is expected because many younger students uh are new are newer to the US schooling and are early in the five to seven language acquisition process timeline. Okay. The next composition of this exam is a written language performance. This is this constitutes the the written discourse and the reading comprehension. And with this we could see that the graph shows how our English learners perform within these the writing language performance levels. Um which includes the reading comprehension. It

123includes vocabulary, grammar and extended writing. And when we compare 2024 to 2025, we see a clear pattern that written language remains our district's greatest area of need across the across. But I'm going to share with you that this data is not any different than any other school district in in Southern California, in Northern California or across the nation. These domains even for our students who are English only are the most difficult to develop or develop later as students mature in their writing and in the reading comprehension. Um level three and four remain flat and or decline indicating that fewer students demonstrate proficiency in English language. So just some key highlights and and then I'll move on to the next set of uh data. Uh only 3.4 four 14% of our students reached level four or

12415 reached level four in 2025 in comparison with the 7.83% the previous year. This aligns with research showing writing is the last domain to fully develop uh often taking five to seven years or more for multilingual learners. Nearly 70% of our students are performing at least at a one or a two. So, we know we still have work to do, but I am really proud to say um that in grades two, five, and nine show stronger writing performances, suggesting that there's some something instructional some effective instructional practices that are happening in those grades. And I'm pretty excited to get into those classrooms and see what it is that they're doing, these language uh language practices that they're doing to possibly share it with other grade levels because we saw a strong uh instructional growth in

125those grade levels. >> There are bright spots. systemic issues. Thank you. I'm glad you asked that because in 2000 uh 2024 we had 192 English learners. In 2025, excuse me, 2025 we had 192 English learners. In 20 uh 24 we had 218. So, but one of the things that I do want to add is that out of all those 218 that we had in 2025, 18 or excuse me, 13 were newcomers and 45 of those English learners were dy identified, meaning that they were also students who showed um who were also qualified for SEP to receive special education. So when you look at that, you look at that it represents 25% of our English learners in that 2022 count that are of ex exceptional needs. So that's why when we were classifying the top of

126those of that student group, it's no longer the same group from year to year and but the composition still remains the same. We have 25% of that 218 that are uh dy identified and 13 that are newcomers. Well, I have a question. So, is that data? Are all the the different levels of English learners lumped into this? >> Yes. >> So, it's kind of skewed because of course you would expect people who are in their first, second, or third year not to be as proficient. So, so it's really not a really an indicator at all about about the progress of kids because you're you're not taking like, you know, a pool of just our like our let's say five years in and you seeing that data. You're you're put you're putting it in with people

127who are like in first year, so of course they're all going to to score low. Correct. >> And yes, sir. And so what we did is we took a deeper dive and we looked at each individual student to make sure they made at least half a year progress to a year progress. And we also have that data. So we're looking at not only at cohorts of students, we're looking at them not only as a class for yeartoear, but we're also looking at individual progress. And so in one of my slides, I'll share with you how we're doing that and what platform we're utilizing to track students for that particular reason because when you look at it holistic, it doesn't say much. You have to break it down and slice it in in different ways so

128you can interpret the data so you can see really what the need is. >> Uh I was going to mention when students graduate out of the program, when they become like proficient to where they're no longer in the program, those numbers are not considered part of this data anymore, right? So that would be like your top performing students actually end up not being part of the data after a period of time and so you just really dedicate to two of the uh students are still improving a lot. So correct >> that's another number that should be considered. >> Correct. So that's where our encouragement comes from because when we did a deep deeper dive our kids are making progress [snorts] they are progressing in their language acquisition. this data is flat and stagnant. But until

129you look at that individ those individual student um reports and you're able to track that at least that student is making half a year or one year progress in their language acquisition then you can say hey our program is really making a significant impact and [clears throat] so thank you >> can you segment it by like for example people who have been learning for one year two years three years four I think that's that data is probably more accurate you know a better indicative of than this >> correct yes we can do that we've Actually, I think last year or the year before, the board approved um the the our partnership with Elevation and through Elevation, we are able to splice and dice our data for our EL our English learners in this district in

130that very exact way. >> Yeah, I was going to say because I was actually part of that graduation program. um I can't remember what the word was that you used when they were kind of graduated out of the system. >> Um re reclassification I think it was called. Yeah. And so they they again became where they weren't part of the original data. So basically you're taking your top students and then eliminating them once they become your top top students. >> Exactly. So your level fours from this year will have to be will be different level fours next year. They don't stay in the system. we work really hard to make sure we reclassify them. So, it's always a new set of students that we're that is our target. >> So, I would I would almost

131recommend to to present to present the data that actually are more informative than those ones. I mean, uh just because those charts, at least from my standpoint, don't tell me anything or where we need to put emphasis [snorts] on the process or whatever. I would rather you present those you know you you say you can slice and dice the d in whichever way you want. I don't know what was the destination and the intent of the presentation as far as presenting those charts but uh uh I would recommend more intentionality into into presenting numbers that that tells the board where where we need to put more emphasis or when we need to provide more impact uh versus just presenting slides. So um I could share that in thinking about what would be the best way

132to present the data the the state requires or the state reports it to us an overall view that 50 that 50 foot uh what is it 50,000 level view of our data and then there's that okay let's slice it by the domains in the lang in the exam we're looking at through the lens of the exam but for us at the district when we sit down with the eld coordinator. When I sit down with the site teams, when I sit down with the principles, we're looking at it from a from a site perspective. We're looking at it by grade level. We're looking at it by site level. We're looking at it by individual student level. And so I know that we I could have put it on the slide, but I would have to be

133we'll be here till Yeah, it'd be lengthy lengthy information, but I can I definitely appreciate what you're saying because it's really about how you present the data and I wanted to be transparent about where we're at from that large view uh of where we're at, but really when we come down and really do an an audit of what we're doing for kids, we do definitely need to slice it that way. I I appreciate the comment. I just, you know, may maybe provide a little bit of context saying you present numbers the way the state wants to be presented even though it's not really informative for us that that way we don't we don't feel like >> what what does that do to us and that would have been more uh more valuable I think. >>

134So it's a requirement that you present it in this direction to us. >> No, it's this is how the state lays it out for us at the at the state platform. So there's no requirement. It's just >> the state doesn't see that lumping in people who are learning for one year with people who are learning for five years is going to give skewed results. >> And I'll just echo that um there are issues with the dashboard that a lot of people have recognized over time the way that we're receiving information from that kind of global level. It is surface level. It's also what's publicly available. So what's helpful is to maybe see what's publicly available and to give a little bit of context but then take direction about what would be a followup to provide

135especially as now we're just getting all this data. The reports that you're digging into with the site principles that can be follow up in their reports as well to show what they're discovering as they go deeper into what the cohorts are really showing us. So it's kind of twofold. There's the publicly available large high level and then we need to now dig deeper. And so this is what has just been released. >> Yeah. I wanted to say too that u I think you said you had like 220 in at one period and when I went to that reclassification ceremony I want to say there was at least 30 students that were reclassified as no longer part of the program. So um that already knocks your numbers down but then you still have those that are

136coming in. And you know, one of the things about having a program that's working is that you end up getting more people joining the program because they know it's working. And uh I I think that um seeing the kids' faces that night when they're being reclassified, it was pretty awesome. And and uh yeah, I had a had a pretty good time at that event. Um um but I do think I was looking at the data and from my perspective, I I thought the data was actually pretty telling, pretty pretty nice. Um but yeah and when you go from year to year that's like it's not really the best way but when I seen that there was that many kids that were reclassified and you know you look at the data for the next year you

137realize that's probably why it dropped down. >> Yes. >> You know all your top students actually left. >> Right. So last year we had a total of I think 40 46 students that we reclassified at that that would have participated in the ceremony. We're looking this coming year at looking at 31. So, we're still reclassifying a large amount of students. So, it's they're we're doing something good. It's just a matter of looking at the data by site, by grade level, and then individually grouping. So, thank you for that input. So some of the strategic focuses for this coming year and then some of this is uh what we're currently doing and I can uh share what we're planning on doing moving forward. We are right now what we call uh language labs with their EL

138coordinators are pulling small groups. They pull out sessions from three to four times a week targeting listening speaking fluency simple syntax and writing conventions. We have uh also our progress monitoring dashboard that I shared tracking all of our eels and our long-term English learners ELPAC domain growth the reclassification status intervention participation through that elevation platform that I spoke of it's like a data repository for all of our ELS um then what we were looking at um and discussing well what what else can we do you know we ask well we're doing a lot but what else can we do so we were thinking of looking at um organizing a afterchool or Saturday EL uh acceleration academy using alpac practice items, language games, writing workshops create uh centering on um academic uh text types like argumentative,

139informative and narrative writing really doing like clinics like a writing clinics. And the last thing we we were looking at and we're getting ready to um our teachers are really excited about this to participate in the GLAD strategies through Orange County uh Department of Education. Um we have they have sessions here in San Diego um through the uh San Diego County Office of Ed that the teachers are excited about attending, but we're really wanting to incorporate the systematic glad strategies for structural oral and written practice that they can coach teachers at at their site. So, our ELD coordinators, all four of them would be participating in those trainings here coming up u at the beginning of the year. Okay. So, next I'd like to share um I'd like to share our data in regards to

140our Smarter Balance English language arts results. And this too is going to be presented uh by student group program. And then I'm going to present a separate slide by student group ethnicity. Um I have at the top just to get familiarize yourself with the format of the data. At the top I have exactly what um um lab preier ex uh shared is that you'd like to see how many students were involved in that test pool. Um it's up there in the end number. How many students were tested in 2024 versus 2025. At the bottom you have uh the student groups. We have all of our students for the district, our English language learners, our students who are economically disadvantaged, our homeless uh students, students with disabilities, and then our foster youth. And so I'm gonna

141share that the the way the exam is is rated or is scored is um we our dashboard is based on sta students who exceed standards and students who meet standards. So the the top there's a line in the middle and all the students who are above the line are considered college and career ready. So this exam isn't an exam about grade level skills much more than this exam is really giving our district an idea of how well we're preparing our students with college and career ready skills across the district at grade and this test is given at grades three through eight and grade 11. So everything above the blue line we can see is us as a district preparing our students. Those students are prepared and anybody below the line is considered by the state

142not prepared for college and career. That's the best way. >> Well, you were already developing college and career skills even at that age. >> This that The way the state defines it, the way the state defines it is this is an exam for us to prepare kids for college and career. So they're already third grade level, college and career level skills in reading, writing. >> Yes. There you go. [laughter] And at the bottom in green and red is uh which way we trended from 2024 to 2025. So, uh, the first one we could see that all of our students in English language arts, uh, there's, uh, just it basically it's point is it point uh, I can't see from here. There you go. It is 0.1%. So, it's [snorts] statistically stagnant. It's basically stayed the

143same. It stayed the same. Um, so the district-wide proficiency remained stable from last year to this year. the distribution between one and two shifted slightly but overall achievement uh levels held steady um for English language learners you saw we could see that from 2024 2025 there was a a decrease of 4.6% 6% and this EL proficient the EL English learners proficiency declined with the vast majority of students scoring on level one. Um the drop also reflects that increase in reclassification which uh receives higher performing EEL students from the testing group. And so we're moving over to our socially academically excuse social e oh social economically disadvantaged students. We also saw a decline of 2.9 and uh per we saw a slight decline with more students shifting into level ones and twos. Um this subgroup remains

144below the district average and will will require targeted support in reading comprehension and writing as we uh look on planning um moving forward. So students experiencing homelessness. So this group showed the largest decline 8.2 dropping more than 8% points in proficiency from the previous year. It's important to note that the number of identified students increased significantly from 29 students in 2024 to 80 students in 2025. And so the increase is due to the implementation of new screener added. Thank you. a new screener that was added to our registration process at at the start of 2025, which that allowed the district to be more accurately identifying our students experiencing uh housing instability with a larger and more accur accurately identified population. We are now seeing a more complete picture of a of the of need within

145this subgroup. [snorts] And we we know too that instability, attendance challenges and high mobility uh conti continue to have a significant impact right on literacy performance and we may uh may contribute to lower overall proficiency overall. >> Have you uh ever taken one of these tests? >> Uh they are practice test and yes. >> No, you so you've seen them, right? >> Yes. >> And so are they because you I see a lot of gray obviously across the board. So, I guess what I'm saying is is is the test that they're taking reflective of the real world or is it something that is just bizarre and that's why there's a trend like that? Um so [clears throat] it's a com it's it's a hard test and it's it's it's a really hard test and it's

146divided into the computer animated test and the second portion is the performance task which is the every the science math and and uh ELA have those two parts. I can say that the computer animated test is adaptive. So, if a student takes this test and does not it and it's adaptive, so if they get one wrong, it adapts lower, >> if they get it right, it adapts higher. So, they start off at a one or a two um depth of knowledge or or rigor, then if the student gets a two wrong, then it'll down it'll keep it at a two. It'll keep it at a two. Um, if the student then gets a a three right, then it'll continue on a three rigger and then ramp it up to a four. That's on the computer

147animated test. You could skip a question and you can come back to it at the end. >> No, because it'll it'll it'll show you it won't let you submit until you complete the the question. You could skip it and come back to it. So there's it's a complicated test and so each of the the what I was going to share as well is that it it tests the student on grade level standards. And just to give you an example, math has 178 standards in K. What is it? Above K8, K8, excuse me, 38, 3 through eight. 178 standards. You can get tested on any of those. And it's random. And so it's it's one of those tests that were generated by the state. All we try to do is make sure that we navigate it

148by being um thoughtful in our curriculum pacing. Making sure that we take the blueprint of the test and ensure that we align our instruction based on this those questions that have the highest leverage and then will appear the most on the test. And that's all we can do is prepare that the teach prepare the teachers so they can do to do their best to prepare the students at grade level standards because it's about grade level standard skills. >> So Dr. Golly, when you were in this position, >> this is the testing we were talking about where I came in and yes >> thought I was going to be in there for 15 minutes and two hours later >> I was like >> and I looked at some of the math problems. I'm like I don't

149agree with the answers. >> Right. Yeah, it is. And it is a complicated test. And I'm really I know this is just a brief digression, but Isa, you took in 11th grade this test, right? You took it in ELA, you took it in math, you took it in science, you also took it third through 8th grade. from a student perspective. Just to give a little bit more context for the board, when you take those tests and then you think about the skills that are required for you to perform on that test and then you think about the skills that you are preparing for to be ready for college and career, for example. Is there a comment that you can share? >> Um, yes. So, I didn't take I I did take standardized testing. I'm not

150sure I took CASP in like third or eighth, but last year I did. And I would say that for the most part, I do feel that the questions aligned with the curriculum. And it's interesting because you don't get to see if you you don't get your results. You don't get a score. So, you can't kind of self-reflect on how well you did. you can, you know, say, "Okay, I know this question is right." Or some most, I won't say most, but some of the questions you're like, "I'm not sure." So, you give it your best guess. Um, so I don't like the aspect of not seeing how well you're you did and seeing where you need like individually where you need to improve because you can see the general >> um of data but not

151where like individual students are and maybe you can break it up maybe like if a teacher can look at like this individual person's score but the fact that the student themselves doesn't see it. I think impacts some people, let's say, oh, it's just a state test. I'm not going to try. >> That's a big thing. Like they're just going to rush through it and not understand like this is data that is important and that is needed to see what the students actually know. >> Thank you. I appreciate that. >> Can I ask you a question? So when you were taking the test and and you were the math test, let's say for example, did you feel that the math questions you were taking were reflective of the level of math that you've taken in school?

152Do you did you think that they were or was it like you looked at it and you're like this is like Greek? >> I No, I don't remember exactly the questions, but I'd say a few of them I knew. Not a few, but okay, let's say like How do I split this up? >> Just start off with math. Let's say you you should know that, right? I mean, >> so like I shared uh I believe that it's 30 questions in math plus a performance task. The performance task is uh a synthesize of graphs that the student needs to then put in to solve a problem. And there's two parts to the performance test. There's the short response and the long response. >> So there are sample tests too. Maybe what we could do is follow

153up with uh we can share with the board what it looks like just so that you with your own eyes can see what it's aligned to in terms of uh skill preparation and college and career preparation. >> My big issue is this. I sit here and I look through the data and they bring it in and I see like we're in the red and the orange in Ma and it's by a huge degree too. It's not like a small degree that we're not hitting math proficiency. And that's why I'm I'm just I'm just curious is I mean why I mean and I I know we've talked about it in the past but it it just it's it seems to be a recurring thing and and I know that that we're doing what we're supposed to

154be doing in the in the classrooms. So, what is breaking down here? And I know it's the state testing, it's the state standards. I get that. But is the state just that out of tune with with the curriculum? Is is that what it is? >> Well, I'd like to point out something, too. Again, this is kind of bringing back my original point. Some of those larger areas that are in the gray, some of them are English learners, which also could include students that are reclassified and no longer a part of English learners. So the ones that are in the second year for this English learners data might be new students that are in the program and this the longer performing students would be out of that program at that point. And the other category is

155the homeless category which also could be students that are reclassified. One year they could be homeless, next year they're not. And then that second set of data could actually include students that just recently became homeless. So um um some of the other data is like uh disabilities. I mean, just you you never know what's going on, you know, with with when you say generally say disabilities, you know, it could be a lot of different things. >> And I love that you you brought that up because actually our students with disabilities are showing an increase of a 2.8 in ELA, which really gives us encouraging showing that that the focus supports are making a measurable difference. So that thought that was a good idea for us to look at it by student groups. Um, yeah. >>

156So why Why does not the individual get feedback on the test that they took? >> So yeah, so students like our student board member has uh is now a 12th grader. We are receiving our scores are now our individual scores are mailed home and we our teachers receive the data and then we receive the holistic data as a as a district. >> So >> but I let's say I got my test back. I want to say, "Oh, I missed number 17." Okay, I would want to go over that and know why I missed that and go, "Oh, I I just I just didn't add these two numbers together. I was doing it too quick or whatever, whatever that is or I didn't understand the concept, >> right? >> Because it should be that's how you

157learn is okay, I make mistakes and let's go back and learn." But so the kids take a test and they don't get any feedback other than you got a score. So the interesting part about this test is they don't give you itemized results. They give you composite scores. So what what you scored in each of the areas, they don't give you an itemized like number one, this is what you got wrong. This is what the correct answer. It's not that kind of a test. >> That sounds lame. [laughter] >> I have a question on the graph. >> Yes, sir. >> First column. Is it the whole student population? >> Yes. >> Is it the aggregation of those? >> It is all of our students and then the following column the following columns are student group

158programs. >> So the sum the total of each column is our student body meaning that the the outside the column are not integrated in the first number. Right. >> Yes. Yes sir. Yes. So the next way, the other way we're going to view this is by ethnicity. And the reason why I thought this was a good idea because this is how it's reported on the dashboard. It's reported in two ways by your student groups. It's reported by our student group and it's reported by ethnicity. And then we've got some some highlights here. Again, our student group is at 1%. What I wanted to share um is that our American Indian or and Alaskan Native uh population increased by 1.7%. Uh exceeding the stu of ex those students are exceeding 1.7% of our students are exceeding

159or mastering uh meeting standards which uh significant reduction in level one uh which was 70.37%. That reduced to 50%. So that bottom level one has actually decreased which it is shows improvement right um our Asian uh population increased 8.3% in ELA um from 2024 2025 with 80% of our students in our Asian population meeting or exceeding standards in ELA then our highest percentage at three and four uh reflect consistent academic strengths in in ELA Okay. So, our African-American group, and this is where we have to take a deeper dive, and that's why that end number's at the top, because in 2024, we had about 15 students district-wide, and in 2025, we had 13 students district-wide. Um, and the sharp there was a sharp decline uh in proficiency. They dropped 39%. And one of the things

160when I shared doc with Dr. Gully this data, she's like, "Who are those students?" So we did exactly that. We pulled the data on who these students were and what other programs were they participate in and were they eels? Are they are part of our homeless group? Are they part of our SED group? What other uh program um do these students represent? And so what we also did is we looked at where they resided in what school site um how many were there, how many African-American students were they per school site. So we can look at what we can do to support them or what grade levels they were in. Um so the student group size and this is what I'm going to caution is relatively small. So a significant change slight changes will result

161in some significant data swings when our end number so small. We could have had maybe two students not show up for the test and that swings the data the other way. >> That's what I wanted to point out, right? Because when you have 13 students uh that means one student represents 7.6 person. So if you take the difference between the the the 2024 and 2025 in the dark gray 46 to 38 means one student. It means just one student. Yes. So it looks like a huge variation. And the problem is that because the the representative sample is so low, the variation is swing just just I mean naturally they're going to be big just because of one student influence. >> Correct. Correct. And that's why I wanted to mention that that uh slight significant it'll

162swing our data one way or the other. So I wanted to share that our Filipino and our Hispanic uh well Filipino decreased by 7%. The P this just represents basically uh remain stable with most students in levels three and four. There was a slight dip in three and level three offsetting by a small increase in four but maintaining an overall proficiency of which is pretty much the same. Um our Hispanic uh our Hispanic group showed a decrease of.3%. Again, very stable performance over year-toear with four increase slightly from 31 point uh 25% to 33.33% but not enough to maintain uh last year's prof uh proficiency rate. And then uh our uh two or more races also was showing a decrease of 3.6%. Uh and lastly, our white ethnicity group showing an increase of 2.4 uh%

163improving improvement driven by an increase in in level four performance and then level one decline indicating more students are moving into higher achievement levels as a um overall as a district. So district stayed consistent but variations between some student groups uh Asian, white and our Filipino students uh continue to perform well above district average. Hispanic, Latino, and American Indian still remain below the district average, but are showing stable uh stability and improvements. And our black or African-American students show the largest decline, highlighting kind of our need uh for targeted intervention and to really go into a root cause analysis by looking at each individual student and what grade level they're in and being able to provide some support structures. So, if I were to take this test as an 11th grader and I did poorly,

164>> could I still be very well able to go to college? >> Yes. >> You'd still be >> Yes. >> Okay. I have a question. So, I think Eric brought up a very good point. So, if if if the the data in there is including the English learners, is there a way to pull the English learn learners out and then look at the data? Because if they're if that if that skew, which that's understandable, right? Right? I mean, if you're learning a language and you're taking a test, it would definitely affect your, you know, the overall performance of the school. But if we pull those out, is there a way to do that and say, "Okay, here's how we performed with the English learners outside of the of the pool." >> We could, but unfortunately,

165the state holds us accountable for also moving those students in the right direction. >> No, I'm not saying that. What I'm saying is it's indicative of those What I'm saying is overall your overall you you expect people who are English learners to to not be maybe quite as proficient at at this because they're not right. If I try to take a Spanish exam right now and go take a math, you know, I'm not going to do it very well, right? >> Um but but if we take that out, then we can get an idea of what overall our students are who are who should be able to be proficient and should be able to read the test properly, how they're doing. Because when you add the other one in there, it kind of artificially lowers

166the the performance of the school because the the English learners are expected to to to be struggling a little bit at this point. Correct. >> Correct. Yeah, that's a that's a good observation. We definitely need to dive a little deeper. >> Would special ed be the same same thing? They would have you know for a large percentage of those kids would not be proficient. Um which interestingly interesting is that in math, ELA and science that subgroup is the one is showing an increase. >> Okay. is is still making progress. And so that that was like really exciting for us to look at that data and see that yeah, some of the supports that have been implemented, the IEPs, the supports that have been put in in these interventions for students with the disabilities are showing

167that it's effective. So >> still below >> it's still below. Exactly. >> Right. I think that's the improvement like you were mentioning earlier that they improve you know half a year or a year >> that is that every child's improving >> that's the key >> yes >> because some are going to be advanced and some are going to be less >> right >> so that really should be the data is how many are they improving and how much >> yep definitely looking at that >> it's really about quifying the quality of the pipeline I mean it's a pipeline you Start somewhere and where are you at? It's really really figure way to present numbers that qualify the pipeline. How good are we doing in this pipeline? I mean, how long does it take to go

168from from step X to step X plus one in that pipeline? Those are those are the values that are >> and that's some of the work that we're in. We're we're diving into that vertical articulation. some of the things that principal James talked about the articulation that's happening with writing from sixth to 12th grade the articulation that we've now and I want to talk about the science right now but we've done that with science uh the articulation that we're having with elementary uh with curriculum so we we're diving that into a little bit deeper into that because I would agree with you it's all about that vertical articulation what skill level at third grade should a student be leaving with and mastery to enter into fourth grade to succeed. So that we are definitely looking

169at that. So some of the things that we are looking at strategic focus is that we've um this year the state is requiring us but we also think it's a great idea to use an universal K2 screener for reading being able to intervene sooner rather than later with students who are uh needing uh targeted interventions for reading. Or or Gillingham trained staff. This is um we have uh our elementary teachers that are trained in in this PRA uh this uh multiensory structured literacy that delivers explicit systematic decoding systems. But the great news is this is the first year that we've had PAR educators um just gone through some some training. So we're adding more people to our team that are going to be highly qualified to be able to do phmic awareness and phonetic training.

170Um we continue with I Ready intervention pathways. Uh we have the before and after school tutoring with high doses of small group uh tutoring focus on fluency, decoding, comprehension and writing skill acceleration. And lastly, as you heard u doc uh principal uh James share is that we have been having uh rounds of Jane Schaefer secondary uh writing focus on Jane Schaefer a structured it's a structured evidence-based writing framework um used across secondary classrooms to strengthen strengthen not only analytical but argumentative writing and improve the use of contextual evidence when kids write because as I shared in all three tests it requires the students to write and explain in their thinking. So, a skill that we we really need to prepare our teachers to prepare our students. All right. Then here we are with mathematic results.

171Um our math results for this year uh comp 2024 >> with 2025 we have had a slight increase uh a slight increase excuse me of 04%. Uh the district was remained stable uh with small increase in student meeting and exceeding their performance standards. Again, we're going to look at them by student group programs and our English learners. We've saw an increase here for our English learners. I can't see from this far. 1.3% uh of our English learners have increased in mathematics. Something that I didn't share with our English learners is that if a student has been here 12 months uh in the United States, they're exempt from taking the ELA exam. If they've been here 12 months or or less mathematics they can take and so that's why the N number for English learners who

172took the mathematics is much higher than the ELA. So I just wanted to make that note. Our students who are socially economically disadvantaged also showed improvement of 1.49. Um notable progress is the level of four increased and level of one decrease slightly showing early signs that intervention and tier one uh improvements uh may be positively impacting our income outcomes not our income. uh our students experiencing homelessness again uh unfortunately we see a decline of um negative 13.8%. And as I shared um what the impact of that was from prior from year 2024 to year 2025 our end number changed significantly. So um students with disabilities look at that an increase of 4.24%. So strong improvement with more students moving in moving from level one and two into levels three and four indicate that the the

173targeted supports and small groupoup instruction and IEP alignment interventions are making a measurable difference in mathematics and foster youth. We did not have uh a significant amount of students to uh generate any data. I mean this year, just to give you an example, we have a total of like about six students districtwide. So we don't have enough students to generate any of that data. So our SE our students with disabilities and students with economically disadvantaged show encouraging improvement suggesting some positive effects of from intervention systems. English language learners continue to uh require significant math language scaffolding especially in problem solving and academic vocabulary and then are homeless. they continue to be a major risk factor with performance dropping significantly and increased identification and mobility which also play a role uh in being able to meet

174their needs. So we are looking at now uh our results for mathematics by ethnicity groups. So, our African um our American Indian, excuse me, and Alaskan Indian um we saw an increase of that subgroup. Slight but still an increase 4% from 2024 2025. We also see that our uh our Asian students increased by 8% points. That's pretty high. Is it 08? Can't see from here. Okay, >> this group showed one of the strongest gains with a uh growth in level three and then level four and nearly 40% scored at level four indicating high achievement. And again, we see uh our African-American group with a decline of 40 40%. Um, again showing that we really need to dig a little deeper into who these students are >> and I pulled that data and that's what we're

175looking at right now. >> The 13 students from last year. >> Yes, sir. Again, coming back to the statistically uh difference in a small group size that swings our data one way or another with two students who may have not even taken the test. But so we're going to look at not only who they are, but if they were present, if they even have test scores because that's one of the questions that I have, how many students were present on the day of the test. I think if you take the former slide and we're talking about the the the the rise in the uh in the student with disabilities there was a jump of about 35 or something students in the in the number for 20 from 24 to to 25. >> So the question

176I have is say we we said you know we pat oursel in the back say oh we we have this improvement so that shows that our pipel that that what we do is working. The problem I have with the number is that if if we are talking about the same student that existed that got recatategorized with an IEP as disabled student then we have a point of comparison. If it's 30 student that come from somewhere else that just joined the district now we might totally skew the number saying hey our intervention program works when we actually brought students that were good that that were better at passing the test and and we don't see what what I'd like to see it's more >> student that we tested in 24 against the same student that we

177tested in 25. So that tells me that student A in 24 was scoring X and the student A in 25 was scoring >> Y. And then we can compare the number. When we when we look when we look at those numbers as a whole, it doesn't it doesn't tell me anything because the the origin of the of the numbers can be totally different. So you're comparing apple and origin. >> Yeah, you're absolutely right. It's that's why looking at a cohort model and that's what when Dr. Pendleton is meeting with each principal to dig into the data more. That's where they can look at the cohorts to see, like they kind of alluded to earlier, here are our third graders from 24 and those are the fourth graders of 25. And then you can look individually

178at the students to see are we making progress? Are they growing each of them? We still have to look at the totality because that's how it's going to be presented. But then once we see the totality, then we have to look deeper to see the individual students and to assess whether or not we're actually seeing measurable growth from students from one year to the next. So you're absolutely right and I think that they recognize that and are digging into that now, especially with their teams. It's really helpful. I know we don't get individualized results on an item itemized basis. We do get composite results. But then what the teachers have to do and what the leadership teams have to do and the grade level teams have to do is they look at here are composite

179results for how our students did. Now we can look at some of our leading measures like I or STAR. We can see itemized for those and we can see is this student on track now to make progress and growth and then we have to compare that to how they do at the test. So it is very complicated. It's just what you're seeing is the larger global level highlevel numbers that we're going to see on a dashboard for example and the task of the of the ed services department and the leadership teams is to identify at the student level and grade level where we're seeing that kind of progress. So they are doing that. >> So let me share this that our our assessment data can be seen in two ways. assessment for learning and assessment

180of the learning. So when we look at it globally, we want to be able to look at it from for the learning. So when we look at it at a micro level at the school site and by student group or by school site, it's of the learning because it teaches us something about our systems. It teaches us what we're doing that's aligned or not aligned. So from the student perspective, it also helps teachers uh change and modify the curriculum that they're presenting it and at to what rigor they're doing it. So it has to the our results as a district should cause something to change in our system from year to year based on our results. And um that's why looking at at this macro level, it allows us to see certain things. So data

181I love data, but data has its purpose. It has to have a purpose. And so for me looking at it at this level, it should be speaking to like how are we doing as a district? How are we servicing students who are in our student groups and students who are um in individual ethnic groups? Because on the dashboard, that's how we'll be report that's how the the public sees Bonso Unified. When you look at the dashboard, it dials it down. it gives us a a grade of green through red, right, for each of our student groups, for each of our uh ethnicities. And so that's why I wanted it presented in this way. But I rest assure that when we start looking at systems at school level, we are digging down at a micro level

182because really each school services a different type of school community and it's really about modifying what we the needs of that school community based on their testing results. So, um, so example on the other one, you're saying that, for example, with the one that had zero people. Um, you're saying that it's possible that it said there were 13, you know, students that maybe half of them didn't show up or are you're saying that that they didn't take the test or is that what you're saying? >> I don't know. >> Or did all 13 of those people take the test? >> I don't know. Right now what we do >> so we don't know what percent what what the number of people who we only know the those numbers up there don't necessarily reflect the number

183of people that took the test. They're just the number of people that fit into that category. >> There are African-American students grades three through eight and 11. That's our end number. >> No, what I'm saying is in in general when you're showing us those tests those proficient those percentages >> and you put the N number up there is that the number of people who took the test or is that the number of people who fit in the category? >> That's the number of people who took the test. So we had 13 people who took the test on that particular one. >> Correct. >> The slide before I noticed that from 24 to 25 our homeless went from 29 I think to 81. >> Yes sir. >> That's that's that's that's not a just a little.

184[clears throat] >> No. And I explained that >> yeah they changed the classifier or whatever. >> The screener we changed our screener from 24 to 25. So it's those students were always here. It just we didn't have uh the screen we are screening them different to be able to uh service them. Now the data truly reflects the students that were here all along. >> It's two different groups. They're not they're not apples and oranges. >> Yeah. Can I make another comment too because I understand this test is not given every year to every grade. >> No. >> Right. So when you say to 24 to 2024 to 2025, it's actually a total different group of students. Correct. >> Yes. So the fact that it improved or didn't improve kind of really doesn't mean a whole

185lot because it's a whole set different set of students that took that test. >> So it yes it does it you're right correct in that for individual student or for grade level but what we're looking at is how are we servicing our for that particular year our students grades three through eight and 11. How are what uh instructional programming are we offering our kids from year to year? What's the quality, the rigor, the the the vigor of our programming that the test is indicating from grades three through eight and 11. So from that perspective, we're judging ourselves as programmers, right? What what what are we offering our kids? And so then we need to look at it and splice the dice and dice the the data by micro level. So we we do look at

186cohorts, the advancement of cohorts. Now I don't mean to throw a monkey wrench into all of this, but this is the first year that we have science results on our dashboard. And science is unique in the sense that we only test fifth, eighth, and 11th graders. So keep that in mind when you look at our data and they're not the same from year to year. And unfortunately the state looks at our data in that way. So here we go. So from we saw us uh an increase of seven% 7% excuse me in our overall and look at this zero in our English language learners from last year to this year. And the end number didn't change too much. But again, science has very technical language and as you >> Yeah, that's not to be that's

187that's not unexpected. I mean, if if you're an English learner, >> taking a science test is going to be challenging, right? Because it's not normal. It's not normal vocabulary that you're testing. >> Correct. >> So, that really is not doesn't tell me anything. >> I've been in the US for 25 years. If you and I'm a smart educated person. If you put give me a test on a very specific part of the English language that I've never been exposed to, I'm gonna fail just because I don't know the technical lingo of that specific. >> So, it's not it's not a surprise. >> Yep. I would agree with you all. We did see an increase with our socially economically disadvantaged students of 1.8%. A slight improvement, more students moving into level three than four and fewer

188in scoring in in uh in level one. And then students uh experiencing homelessness, we saw a decrease of 4.2%. Uh small decline. However, the subgroup size is very small and fluctuations are more pronounced even on this test. So uh wanted to share that. And then lastly, our students with disabilities. Look at that in science increase of 4.9 trending in the right direction from so a strong improvement. uh more kids more students reaching a level three and four with fewer performance level fewer in the performance level number one. So uh foster youth didn't report it up there because there's less than 11 students as a threshold. So I have nothing to report for home our foster youth. So we're seeing some significant improvements um with our students with disabilities and our students who are socially economically

189disadvantaged. Our EL on our home students continue to be our need of focus because of exactly what you've all shared a focus on language and content support right particularly given the vocabulary heavy and concept rich nature of science assessments uh but because only uh fifth and eighth and 11th grades are tested the data reflects a smaller more variable sample and shifts from year to year and should be interpreted cautiously. Yeah. Okay. >> Uh, fifth fifth grade. >> Yeah, we had some we had a we we've tested in science for two years. The first year was a pilot. Last year was base and this year is the comparison year. So, it's been three years. Yeah. Okay. Moving on to our last slide. So this is by ethnicity and we could see that our results here uh

190looks like our science remain stable with a slight increase and student meeting or exceeding standards. So what I wanted to highlight is uh our Asian students well our uh American Indian students we are seeing a a decrease of 4.3% in this overall uh identification of our students from the last year to this year are Asian African-American and the first year of 2024 for the Filipino race there wasn't statistically enough students to uh to uh record record data but there was in 2025 that's why we see an increase in our Filipino uh race of what is it that strong increase of can't see from here Mr. Gatis what is that number that's 61 61.5 I should have listened Dr. golly and use a darker green. [laughter] I can't see from there. Okay. So, um the same

191thing with our Hispanics. We saw an in a slight increase but an increase nonetheless uh improvement with more students moving into level three and four than the prior year. And then our students two or more races uh two decline of 2.4 and a decline for our white race as well as 7.8% 8% um from the 2024 to the 2025 school year. And so just uh overall our overall our science was stable overall. The subgroups um outcomes vary very widely due to the small sample size and changing in cohorts, right? Compositions. Filipino white and more than two races students show stronger performance while Hispanics uh students are making gradual gains. Several several stu uh stu student groups have insignific uh insufficient student count for reliable interpretation at this juncture of our district's history. Okay, so this

192is exciting. Uh we are looking at vertical standard alignment elementary through secondary. what we're working on and we've already started last March with the high school science team but we're looking at alignment of science instruction across TK12 to ensure continuity of that core discipline ideas uh crosscutting concepts and science and engineering practices creating a cohesive pathway that supports students as they build conceptual understanding over time. We just started at the high school. We started backwards. We started with our science team up there uh looking at in fact I I I'll like to share this when we started this work I actually had the teachers take the test and because they hadn't done yet so they could see from the student perspective what the rigor is and one of the teachers took out his phone and

193I said what are you doing because I need to look up the periodic table I go kids can't do that we need to kind of you know work through it was a it was a funny moment but just that aha for teachers to see how much the kids need to know going into this test and the integrative part of science being integrated science one two and three it's all integrated so one question could have the the the science standards all blended into one and that's why we decided to start with science um we also are looking at science lesson studies and collaborative planning with our teachers giving them time to plan together to really look at what the pacing looks like from from 11th grade down to sixth grade down to the elementaryaries. And then

194the other thing that we also started this year at the high school, we're looking forward to implementing this at the middle school is starting the implementation of IABS and FABS for formative assessments. These are tests that are embedded in the platform, the CASP um the Smarter Balance platform that mimic the test that students are taking and they're uh IABS are um are take what is six to eight standards where the focus IBS have anywhere from two to three standards that are being tested in isolation to give students and teachers kind of a rhythm of what this teach what this test is like. So, we're test piloting that this year and I'm really excited to see if it has an impact. And that concludes my presentation. Thank you. Thank you so much. And it's clear that

195you are passionate about the uh scores of our students across the district and deep diving into the data and a lot for us to distill. I want to apologize my stomach is a little queasy. So I I I'm very fascinated with the uh curriculum and the improvements and you know that you know and deep diving into the data to make those improvements. >> Thank you Miss Caroline Brown. Facilities information. >> You can have two as well or take three. They're small. >> Good evening. Um it's at the hour of nine o'clock and so we will whip through this and see how we productive we can can be. Um uh I just did a brief agenda for today. This is a facilities planning update for you um just to follow up and keep the momentum going

196on our facilities program. Uh we're going to review the district uh and focus group goals. Um tell you about the planning activities um since we met in October. uh what our scheduled engagement is and that's actually going to be at the end. I moved that I forgot to go back up here. Um I do a little brief to um look at our school tours and uh finance funding, some historical cost escalation from OPSC, some site size guidelines for um school sites, and then we'll ask for some uh discussion and direction. Um this is our little Alfred. Um Dr. and I were talking today. We think we should put multiple heads in there and say this is Alfred and all of his friends. Um and and these are the um limitations that we have and that

197we're working on as we plan the uh the program. Um the activities that we've done, we've done um the all the focus group meetings that you know about that we did in October. We've done the um uh presentation to all staff on October 31st. um the CDE and OPSC representatives visited uh B uh Sullivan Middle and Bonso High um on October 28th. Additional site vis tours we took. We took some in September. I've got a couple schools we went to there and then a couple schools on November 6th and then the advisory uh committee reconvened on November 3rd and then we did a board study session um last Friday night. Um, I also wanted to note that I didn't add your student uh focus group meetings. We'll need to get those those dates. So, as

198you remember the um both focus groups recommended that the district move to a TK6 and a 78912 model um by modifying the campus to accommodate the new grade level configurations and to further separate in the middle and high school. um and then work to balance the elementary school enrollment and to look at transportation and possible program enhancements to attract students and families uh to attend Bonsel West. So, I just wanted to remind everybody of those um recommendations. And then the next thing is site tours. We visited um Superintendent Vincent down at Lemon Grove. Uh she did an excellent tour of the uh early childhood education center. It's 16 classrooms with a permanent gymnasium. You see that in the upper right hand corner. And Lissa is actually sitting in a very small chair right there. Um

199and they have different um ages and grade levels. Uh each playground is specific to two classrooms and and then they have a a modular admin uh area. So this is for their TK preschool TK uh program and it's a a program that services their entire district. So they don't have TKs scattered around at their schools. They're pretty small geographic area so they can have a centralized location for to offer all their TKs. Did any of the tour people want to add anything there or I thought the colors were great. They they really brought out the campiness of the lemons, you know, with their outfits and accessories and all the highlights to the building and and it makes a really big impact actually in terms of the kind of the culture as well as the just

200the overall feeling. It's not so industrial >> and you know it really enhanced the modulars. >> Yeah, >> I think they did a nice job bringing that in. And this was the morning. And so in the afternoon, uh, that same day, we trotted up to Spencer Valley, which is by Julian, and visited Spencer Valley School. It's a cube classroom uh pre-fabricated solution and they basically get a shell of 100 by 60, 60x 60, whatever the pre-approved um modular components are and they deliver it and they erect it on site and then do the tenant improvements on the inside. So that's our very large group of tours. It was like hurting cats trying to get these folks to move from one place to another. And then in the upper right corner is a classroom, really bright

201oranges. Another one had really bright greens, very large classrooms. Uh, this is an elementary school. Lower left is just how they they arranged the admin office for entrance. And then you have interior corridors for circulation. And then they had a full service kitchen um in the lower right corner there. And then we went up to Corona Delmare, which is a high school that is an older high school. It was um generally I think built in the 60s and it they put the 78 on the same campus as the high school. It's built for 2200 students and they um then went through an effort to spend some bond funds to further separate the 78s from the 912s. So they have some collaboration areas like the um uh gym and the cafeteria and the fields and the

202aquatic center some joint use with the city. It's a 31 acre site so they've done a lot of um configurate. They've got a lot of land around to do some things with the three-story building sort of in the back of the campus was for the 78. They call it an enclave because it is quite separated from the high school students. Um they have separate entrances and parking and they um recognized that the school was built for two thou 2200 students and they just needed to um consolidate a little bit, move things around and add some buildings. Um they have like while they share a cafeteria and a gym, they had a lot of Uber Eats and other dining options for all grade levels. [laughter] uh and uh they had a centralized um socialization court for

203the high school uh in the center and then both the high school and the middle school have individual identities. So that was the morning and then in the afternoon we went up to Fullerton saw Nicholas Middle School. It's another cube installation but it wasn't a classroom. It was a gymnasium for a middle school. And in the upper leftand corner you can see that they took the lefthand side or the right hand side whichever way you're looking of the gymnasium and made a stage. And then the right hand picture shows the opposite side of the stage where there was a outside um auditorium stage area for um performances for outside. It's not finished. It's going to be occupied pretty soon and um they seem to be pretty happy with it. Um, the guy who showed it

204to us thought the gray was a little boring, but I'm sure when we get kids in there, it'll be fine. Did any of the tour people have any other comments on those? I' I've kind of flipped through >> the one that was $1,000 a square foot, right? >> Yeah, it's it probably is. um their options to do the changes, the stage. Um the they did they downgraded I think the flooring um but they do have full sets of bleachers going in on the one side and they did quite a bit of sight work to get that concrete that whole amphitheater uh stage area. >> That's pretty cool because it's indoor outdoor. So you're looking at the indoor version and the outdoor version for those So the door opens and that's >> Yes. >> Yeah. So

205there's those roll up doors in the back of the stage so you can get all your props and everything up there uh for the stage and performances and things. So it was quite well done. So that's another cube one. That's one where it's fabric. It's the steel is fabricated offsite. They deliver it in a kit of parts and it gets assembled on site and then you do your tenant improvements. >> And was it their facilities director? I mean, he was just gushing about how much he liked that cube format, right? Was who who was it that was >> that was the actual brainchild behind the concept. >> Yeah. He he was a um >> prior facilities director for a number of school districts and then was trying to come up with a solution that people

206could procure and install at a steel level at a good construction level and at a timing >> accelerated. >> Yeah, that was 2000. Uh, I'd have to go back and look at my notes. >> Different year. I think different years. I'm going to go into some escalation here in a minute. And so you'll see when you apply the escalation over the years that have passed since then, you're going to be still sitting at between $900, $1,100 a square foot. So, moving back into funding and finance, just a reminder of the funding that we have on hand. This is what we shared with you as of October 31st. So about 10.8 million in the various funds. Some are more restricted than others. And then the cash projections um we shared last time and um we just

207need to continue discussing how we're going to fund facilities, maybe explore some partnerships and some other options where we can use the district assets for the greater good and use um the current funding to work towards the objective. And if we um engage and spend some money and identify pro projects that are qualifying for state funding, we can start the churn of entering entering into the applications of state funding and start that reimbursement process coming back. Um and then there's also in regards to developer fees and CFDs, there's an action item regarding a special tax consultant coming up on the agenda. And this firm is local um and uniquely qualified and has experience with JPA formations and CFD formations for school districts and water district partnerships. They don't necessarily come in the same package with

208the same vendor. And so then we have um state funding. This is an just an example of stepping through how um how we might identify a project that is state um eligible for refund. get a procure architectural services for it, determine whether or not we want to participate in the hardship programs with the state. And then once we have a design, we can seek approvals from the agencies and then go to bid and build the project and show people an effort towards the goal and the end goal of what we want to do. And maybe that can help us lead to maybe getting some more local funding or some uh partnerships. So then the next slide is a historical escalation. So um we have OPSC uh gives us this these numbers. We have uh RS

209means is what they've guided against. In 2021 the escalation was 1.42 and then it jumped to 15.8 and it has not gone back to that original end number. So over the five-year average of escalation it's about 5.14%. Um, so when we're creating cost estimates with cost estimates now, I would say we'd probably want to use that escalation figure annually going out. And then for the CDE site size guidelines, this has been a conversation that's been been kind of batted around like how many acres do we need for an X, Y, and Z school site. So, as we're moving towards maybe equalizing our TK6 boundary to maybe we would have 900 students in one elementary and 600 students in the other. The larger elementary would be 14.3 acres needed and then the 600 would be 9.1.

210And this is based on physical education space, buildings and grounds and parking and roads and the acreage that you need to deliver those programs to those age groups that we have there. And then in the second box is seventh and eighth. If we size the seventh and eighth at 425, it comes out to about 19.2. You see that the um physical education program is taking up quite a few acres. And then the 912 if they're loaded at 550 say they're going to need about 23 acres. If we load a campus 78 to 912 there's some efficiency there where some of those um if we do some sharing of the gym or the cafeteria or some of the larger areas then we could um we wouldn't need that many that many acres to do a a

211school of a thousand. So then we have our engagement coming up. You've seen these slides before. We are confirmed for December 3rd to have Terry Tao come and talk to us about uh public private private partnerships and any SQL questions we might have in regards to um land use that we have. Um and January 7th, uh we can go into state funding more if we want, if that's what the need is. Maybe have Adam come talk about financing and some local funding. And then February 3rd is confirmed for cost estimating construction market conditions and delivery methods. So those are on the books. We've got trustee area D on March 16th and C on April 14th. And I'm still trying to I think E is okay with any of those dates as long as you're okay

212with any all of them on Monday. Okay. And then we'll get um the other two as soon as we can. And then for discussion and direction, here's another gymnasium. This is a cube solution. It is the one at Sasqual High School out in Yuma. And um they just opened it recently. I think it was 2022. And they have a stage at the end there that actually slides down from the wall and comes out and then they put all the stage things on top of it and then they slide it back to get their gymnasium back. I I've never seen anything like it. So that was kind of interesting, very creative. Um so then discussion and direction. Are there any other um configurations to explore? What additional feedback can we solicit? Community forums? We have some

213coming up. Are there any key questions or uh we can ask to get reactions or any other items? What what's your kind of uh feeling about moving forward? Do you want us to repeat some of the things that we said on Friday or are you >> I took those notes but we just wanted to Well, do would it be helpful? Is anyone still online? [laughter] Okay. >> They're texting you. [laughter] I mean there was pretty extensive conversation on Friday, >> right? >> So I mean I I I don't feel the need to additionally expound personally. I mean if there's something that >> Yeah, I think we I took the notes. I think Dr. took notes and we'll take those and and and make sure that we're covering the items that you want. Um we was

214there any more thought about any incentive to um create programs at Bonsel West and make it so that it was more attractive for people to go there and then if we get people to go to Bonsel West then we can maybe absorb the sixth graders here without doing a big build. So we need to really I think dive into um how we want to to move those um students over. We've we've talked about dual immersion and then also in the past we've talked about because there's strong military ties potential leadership programs or robotics. Um >> well I think c can can we do like some sort of an investigation and see what something unique um you know programs I mean really unique programs that are existing. I'm sure we could probably look at different um

215districts and find something that is just spectacular that we don't have >> and maybe not necessarily duplicating something that one of our neighbors has directly. >> Right. Okay. And then would you need to identify I I I feel like we're at the point where we need to identify a small project that we can get started on. Whether it's replacing three or four reos over at Sullivan or something like that. I'm wondering if we should procure an architect to help us identify the priority and identify what that project might be to best meet the needs of the district so that we're not putting a building in the wrong place based on the fluctuation that we're in with grade level with um student attendance. At the last meeting, Marissa made a good point is is that we

216need to have an overall plan because without an overall plan, where do you put this building? Okay, unless it's pretty obvious, um, but I mean, one of the things of discussion is a 7 through 12. Well, if that's our the way we're going to go forward, then that's something we should decide. or if you say no, we're gonna have something different, then we we that something needs to be cited before you start we start building buildings. I think um does that make sense? >> But then again, do we have some of our our our um our modular buildings are are you know, do we have some of them that are in sudden just in in just complete disrepair? Do we have like a ranking of like, you know, this building is like a two out

217of 10 or something like that? I mean, are there some that are in in really really dire need of being either replaced or or or something? I mean, >> well, there there's quite a few of the buildings at Sullivan Middle that are going to have a birthday next year to qualify for state funings for modernization. And so, I think what we need to do, we know the years of the buildings, we know that they need either we either need to modernize them or or replace them. So the question is is how are we going to get there? I think we need to get an architect and a designer on board to help us with that. Can we salvage some of them? I mean I I talked to I think it was your son the other

218day. I said, "Well, that one's only 10 years old." And he's like, "Oh, it's way worse than 10 years old." So yeah, a facilities assessment could probably be good. >> I think that's important because in like for example, when someone's buying a house, right, you get a home inspector. The home inspector goes there. He looks at the water heater. The water heater is 25 years old and he says, "Oh, this is well beyond its expected lifespan." Yet, it's working efficiently and is never broken. Right? So, the seller's like, "Well, I'm not going to do anything. It's been working. It's still it's still, you know, why should I replace something that isn't broken?" So, I don't think age in and of itself is an indicator of status. I think what which which buildings if I went

219there would I not want to stay inside? you know, we just need to, I think, designate, you know, a priority list of if there are things coming up that are just so bad, we just can't keep kicking the can, we might need to replace some of these buildings and and and get them, you know, to a point where they're, you know, they're they're a good place for our our our students and our staff to be in. >> Yeah. So, there was a conversation with OPSC and CDE came to visit as to whether or not these buildings qualify for uh hardship. And what we would need to do to to go after that avenue is to get an architect to do industry specialist reports which would then give you a condition on each one as to

220is it repairable or is does it absolutely need >> you're answering your own question then aren't you? Well, it needs to come from the board also. Haven't we done recently, if I'm not mistaken, um wasn't there an action item uh to look at um to have architectural firms on to be evaluated in uh as we move forward with facilities? Yes, it it's just that I I need to know whether we're going to go down the hardship route and do the industry specialist report, which I think is probably a good idea. But you can also go down the we want to replace the reos and make permanent buildings and not waste our time on an industry specialist report. Maybe we just want to go in there and and make sure that we have 16 buildings replaced

221and we can build put a new building in a new in a new place that's not going to shoot us in the foot next time. >> I as I say I personally I mean we've talked about you know the the opportunity for creative financing um you know or financing beyond typical bond channels. I mean that was a very clear directive that have come out of some of our community forums. So I think if we don't do that level of discovery that we are going to put ourselves up for scrutiny for not making a decision that will allow that the community potentially not have that additional onus of a a taxation through you know of future bonds. So I I personally think that we need to explore the hardship opportunity. Okay. >> Is is there any

222commentary important opposition to that? It wouldn't be a waste to know what our what we're up against. >> I I just think it would be nice to have a list of which buildings are our highest priorities, right? Which ones which ones are can we I mean, while we're up here going back and forth over time, which ones can we not wait to do >> because there has to be some I think there's probably some there that probably really really need to be worked on. >> Yeah. But when you say, "Oh, we to start building and do this." Unless we have the hardship money or we have some money, um through something we're exploring on December 3rd. Um we're hoping for bond money. >> Well, what I was hoping to do is to maybe take a

223portion of the money that you have on hand and do something. >> Is it two or I mean, we're talking about buildings and building conditions, but we also have land and land evaluation that needs to happen. Are we talking about that yet or is that just the elephant in the room that no one wants to bring up publicly? >> Well, I think what we want to do is meet with Terry Tao on the third and then talk about what we want to set aside to do that. So, if we have 10 million on hand, maybe we can identify a four or $6 million project and then maybe set aside three or $400,000 to do the land evaluation and get a schematic design and and do that. Just a thought. >> And and we also still

224I mean to and Roger brought it up that you know I I come from the world of measure twice, cut once. Um so >> exactly >> if we need to evaluate the district holistically uh understand where our populations are driving are are are being are are being generated. Uh we need to look at uh there's going to be a very significant impact sooner than later with Ocean Breeze coming in with 400 homes on Lilac. >> Absolutely. >> That's that is a huge impact in terms of students that'll be generated from that and not to mention traffic patterns. So we need to look at um even though there seems to be a general conversational consensus, we haven't taken any formalized vote around the programming of uh TK6 and 712. Uh we still need to look at

225what is a bird's eyee view of the um flow of students to different campuses and ultimately what is it that we want to have where and then what is the phasing by which we make that happen. I mean, I brought it up last Friday that, you know, it's just me. I'm only speaking as Lissa as an individual board member and, you know, someone who's been, you know, on the sponsor group for a while and understanding land use and understanding very intimately the kind of the growth patterns of our district. But if it were me, I would put a 7 through12 on that 50 acre parcel that we have that's centralized at Girden the 76 and I would convert uh Lilac to a TK6 so that we can then distribute instead of worrying about how do

226we take this very large elementary school at Bonsel L and this smaller more community-minded school that sits in a enclave of geography. you know, if we have um an additional elementary school, and that was always the intent if we were to have acquired the Citro property, that would be a third, you know, that would be a third elementary site that we can then distribute our student population for and then not have necessarily cross traffic patterns coming from the east overlapping to the west as we're trying to distribute the students to places that make sense. So, I and that again is just my vision. Um uh but then then that still requires a you know what does it look like to get from where we are now to however long it will take to get the

227funding necessary to have that vision materialize. >> And I think the other question is is I as I mentioned you know the deteriorating condition of our portables on on Sullivan and and Bonsel High School. Um is that you know if we could find if we have a port if we have portables over there that are in dire need of being replaced. I mean if we replace them is that still gonna fun even if we change the function of it to let's say you know uh TK through seven or whatever it might be TK through six are we still can we still use that same portable so are we so in other words if we're replacing it we're going to have we're going to use it no matter what use we end up having for that

228place but if it we can't in the meantime let it just deteriorate to the point where it's you know it's it's dangerous. >> Yeah. One of the focus >> one of the focus groups came back and said that and and maybe was that that uh Sullivan was not suitable for a elementary school and it was going to take a large amount of money to to try to make it suitable. So I think we need to come up with an overall plan and whatever that plan is. I mean you know you hear I mean there was surveys done and they people want a separate elementary I mean separate middle school and high school and then you say well no and then we we see that there's advantages to a 7 through 12 from programming and synergies

229and things like that. Um and we have limited money Um, and when you're talking about $1,000 a square foot, doesn't go very far, >> right? >> I mean, what we got 10 million and you can't spend it all. Well, I guess you could. >> Yeah. So, >> and and just as a point of reference, u from my understanding being at a few of the community forums, it seems to me that there was more of a concern from our population both internally and externally about disrupting the programming usage of this campus more so and they were utilizing that as an oppositional element to to lean in and say, "Well, we don't want to have an elementary school on Lilac." But if it was an and situation as opposed to an or situation, I think that would

230be a fundamental difference that you know we need we need to explore. So, you know, as we look into bringing some architectural um visualization of what it would look like and and we start looking really deep diving into the heat maps and the student generation of these newer communities and what that looks like that will then provide the data elements that we need in order to make a strategic decision as not just Lissa saying that this is my vision because I don't think it's just my vision. I mean, we've we've gone and we've circulated this conversation for a very long time with the exception of I think we have landed and we've looked at some beautiful examples, you know, down downtown San Diego and and Orange County at how a wellthoughtout and welldesigned 7 through

23112 campus looks like where you have separation between the junior and the senior high school secondary students. You know, we have a fundamental issue right now where the Lilac campus was designed to be a middle school and then the building that was put on that site was designed to be absorbed by that programming for sixth to 8th grade to replace some of these portables. And this was back in 2018 when there was a first bond attempt. I mean, if you look at what we were asking for for that bond in 2018 for $58 million, that now is going to clo cost close to $140 plus million to build the same thing. We're in a much you know with cost escalation cost escalation for building. We're in a much we have a much harder road for

232us to get that same financing to do what we could have done then. hindsight being 2020 or 2025 or whatever it is, you know, we now need to take a look at well, okay, here are our our strategic assets and you know, here are our, you know, the big again and I and I diverted and and again I apologize I'm not feeling well. Sullivan being a six to8 campus and designed as a six to8 campus. What happens is we've had a historical uh perception by our community that you walk onto that campus and it serves the middle secondary grades. And then we have a tackon high school that's in the corner which is the exact opposite of what we saw when we were in Orange County where you have a 31 acre site that is

233designed as a high school and then there's this beautifully designed enclave that's on the corner that allows people to >> work their way into the high school and there's a fundamental psychological shift in terms of how that is developed and with 17 acres at the lilac site versus 50 acres at GIRD It doesn't make sense to continue to put more money on a model that's failing based on just the population numbers. And every time we have a failed bond, how that population continues to go down because our population is not feeling that we're as a community, the secondary education is supported. So, is it a two-prong approach where we get a firm to do the industry specialist report at Sullivan Middle, so we know what we're up against over there, and a architecture firm to

234do a uh to help with a long-term plan for how and then phase it and how we can step through it. >> I think there has to be some decision amongst the board on what the longterm plan is because you can There's all these plans, right? And it's all based on passing a bond. Okay. And what was it? 58 38 and whatever the last one was and none of those pass. So we may have to look at a plan that says how much money can we get from the land on how much can we get in hardship and how much do we have from housing coming in just >> well you know it may be the partnership the state hardship eligibility developer fees and a bond that's maybe not sized as big but bring in

235all the elements to make up the the pie. Is it an architectural firm that we need though for that second piece or is it some sort of other entity or even do we need to enhance and expand the scope of our community outreach? Because what we were looking at was a very specific idea that we had from, you know, that was nearly consensus, you know, originally from the sponsil advisory committee for which two board members and not myself were sitting on that then became a uh re-evaluated due to logistics and and um response at the from the greater community um internally and externally. So maybe we need to bring back some communityminded, you know, folk people who maybe maybe just the bonsel advisory committee and start talking about what does it look like? How do

236we incorporate our all of our assets? Because again, gird has been a dirty word for a number of reasons. How do we reinccorporate a 50 acre parcel that especially a lot of the newer parents have come back and said why aren't we doing anything with this? And especially all those I mean and that's not including the 1136 new homes that are currently being built between Citro Ocean Breeze and the Havens. I mean we have a ve we have a fundamentally different uh residential housing landscape than we did in 2018 or uh you know 2016 2018 or in 20124 even. >> Yes. So, we do have um money left on the DLR contract that we could certainly engage in another set of of community meetings and then see if we can come up with a feasible

237plan incorporating those ideas and whatever other ideas people have. Um, and I don't know how much is left on that contract, but we can look at that and we can further extend it because there's some uh advantage to their knowledge of the district already. So, we can use that as a launching ground. Well, my opin my opinion is I think we should focus on a 7 through2 program at the Sullivan High School site. And even though it would be the flagship 7 through2 program, we could at least spend money to improve that the portables that are there or replace portables that are there and make it a a site that would work for that program. continue to look at Bonslow Elementary as a K uh TK through 12 or through six and uh at some

238point, you know, we should look at the Gerwood property and maybe even decide on putting these district offices at the Gird Road site and that way this this campus could actually be enlarged to increase to u accommodate the rising number of students that are on this property. One of the issue I have is that we had all those committees where we build a plan and we we have multiple session. We have study sessions and we arrive saying we need we need the 7 to 12 on B looking at our our status of our installations and we need without growing the our site number because we don't have the money for that. The only the only thing that we can have a plan is a TK to a TK to6 on the Sullean campus, a TK26

239at Bonszel West, and having a 7 to2 on this campus. And then we go, I mean, from the get-go, we knew that no matter what we decide, we're going to get push back and people are going to complain. and we present the idea out and people obviously complain and say I didn't sign for to have my house near her high school and as soon as we hear people little push back we said all right the the the plan that we spent months coming up with let's walk back away from it and so even though we knew we were engaging in something that would be arous the first time we hit we the first time we you know Mike Taan say everybody has a plan until you get punched in the nose well we had a

240plan we get punched in the nose and then we back out from it. So now now we back at all the efforts we put over the last six months to build this plan and stuff like that. We we back to it and now we backed at revisiting the story. So the question is do we stick to the plan that we come with and try to push it or not? >> I think that we have had some forward progress from the the exercise. It's probably not as fast uh for those of us who are excited about the prospect of providing facilities that match the programming that we would like for our student families. But I think that what has come out of it is that at least the programming of TK6 and 712 I think that

241has pretty much risen to the top of a a focus and and that we are still fundamentally we look at all the slides and whatnot we still have a very significant hurdle around how to uh move people across our 88 square miles from PA to Pendleton that makes sense. And so um you know again I I I I think we've actually made some progress but I think that before we go investing in again cutting measure twice cut once and what is the longer term strategic minded plan where are we at where are we looking at as a community because I I I think we do ourselves a disservice if we are not transparent to our constituents across the entire you know all five of our trustee areas. is to say, hey, we have a very

242viable parcel that makes a lot of sense for this configuration. How can we make it happen so that we are not running against the issues that we've had in the past? What can we do different to to actually move the needle and and actually meet the needs of our community holistically? But in the meantime, you know, we're not abandoning the Sullivan campus under any conditions. So, we have to make sure that the that the structures there are, you know, are are decent. So, so I mean, no matter what, we've got to take care of business there. So, um I think that's that to me that's that's an important priority because I've been I walk through there and it it it it looks rough. So, I mean, what do we need to do to to make

243that place, you know, a a a better environment for our our students and our staff? >> Well, I think we should do industry specialist reports and get structural, electrical, mechanical, plumbing, um, infrastructure assessments on it and they'll give you a by building by building report on red, green, yellow or red, red, yellow, green and then we can >> I think that's what we need to be honest with you. Okay. I agree. >> And I think we should like maybe commit like to using some of the funds we have on hand to improve that campus because we could actually do that right now. >> Well, and if we do commit some of our money to improve that campus and we do it on the buildings that are qualified for modernization, we can start by putting in

244the application and get that churn happening so in three to five years we can get reimbursed. And can I just add really quickly because I think it's an important point where there's been some um maybe some misconception in the community too. When the advisory committee arrived at a conclusion in June, that was after exploring the entire context of the district and saying here's a recommendation, but they hadn't been given yet the opportunity to go into as much detail as the focus groups did this last couple of months. So I just want to remind that that was a a recommendation based on the information at hand after grappling with a lot of these issues that we have across the district recommendation was forwarded to the board which did seem to solve a lot of the issues.

245But then when the focus groups get into it and see the extent of what and and also the response, I think that's when they're recognizing again like the measure twice cut once recognizing that there's more work to be done because this might not be the solution that's going to actually solve enough of what we need to solve. So I I think that that's something that was maybe a communication to the community that need needed to be even clearer that this is an ongoing um issue right now and we haven't arrived at that firm solution yet. So I just wanted to add that. >> Do you have enough from us in terms of next steps? Yes, it sounds to me that we want to do an RFP and go ahead and issue that for industry specialist

246reports and that we want to reconvene the back under DLR's leadership to go through a master planning process based on our current assets. >> Sounds good. >> Great. Thank you. >> All right. And it's only 9:40. Sorry. >> And my tummy is a little poor poor Michael. He's listening. He's kind of backing away from me. So, all right. We are now officially on our action items. Thank you to everybody for for this long meeting. We're doing a lot of great work here and I know that um you know there's families and beds and TV shows and books and a lot of other things. But anyway, all right. Action item 10.1. Uh the Indian policies and procedures waiver for fiscal year 2027. Is there a motion to approve? >> Motion to second. [laughter] >> All in

247favor? Motion carries unanimously. Bring us to action item 10.2. >> Uh Laura, is this the one that you have a presentation on or is that >> this is the two people that get to sign off on stuff. >> Okay. This is the I just remember Laura had something I see her name on the top of the list. Just making sure because I'm tired. My brain doesn't function after this time, especially when my stomach's upset. All right. Resolution 25-11-01 designating persons to prepare and submit documents pertaining to federal impact aid under PL874. Is there a motion to approve? >> Motion to approve. >> Second. >> All in favor? >> I. >> Motion carries unanimously bringing us to action item 10.3 entry into a professional service agreement with Copel and Gruber public finance for special tax consultant

248services associated with community facilities district formation and annual administration services. >> Motion to approve. Second. >> All in favor? >> I. >> Motion carries unanimously. >> And this brings us then to the Bonsil Unified School District annual and 5-year developable developer fee reports for fiscal year 202425. And this is the one that Miss Castro has a very brief presentation on. >> It is very brief. Great. >> It's the annual developer report and we're talking about fund 25 which is um designated mainly for special activities primarily for capital allay to relieve um the school overcrowding caused by the developments. So any related costs also associated with that like as uh fees um for studies done for increasing the fees and all all related um studies collection administration and also for construction or acquisition of um facilities.

249That's was the main purpose of this fund. Um and the report that we're looking on information is for fiscal year 2425. The uh first slide the second slide right here is just a historical information. It's a trend for the uh developer fees collection and you can see uh on 2122 we have 1.8 million and then how go went down in 2223 to 820 a big increase and this goes um associated with the developments that have been have been uh happening during those years. Then this uh past year, the most recent one, we went to um 1.3 million in collection for developer piece. Just going to move really quick revenues by source. So for this fund, um we noticed that in the prior slide is 1.3 million in developer fees collected. So but the total revenues

250is not only for that uh that's part of that whole pie. So the piece collected you can see what color I don't have mine in color is the biggest portion which is 82% of the total of the revenue um accounted for for this fund. And you have the other portions right there. $176,000 that is 11% that represents the interest that we receive for the money uh sitting in the uh county pool. And then some adjustments entries that we need to do per Gatsby requirement. That's the 77 um,000 and then $30,000 lease proceeds. Not that we're leasing. It's another Gatsby requirement that we had to record. when any lease now is considered a capital lease and we had to do a record entry that it hits the revenue and hits an expense. It's a wash off

251but it has to be recorded in the books. So that's not actually revenue that we receive for leasing. It's just um accounting procedure that we have to follow. Then we move forward. So the total revenue for this fund for um collected is 1.5 including the uh fees and the additional other categories that we just went through. and we have is collected by type of development. So out of the 1.3 million that we look previously, we have a territory transfer that we received last year. Um that represent the 27.4% 4% the amount was $156,000 and you remember that negotiation that happened with Fbrrook um both districts um Fbrrook and then we have a commercial is less than 1% it's so minimum that the amount that we received and then uh we have the residential the that

252it was done by the developers is 45.5% that was uh $592,000 and And then the single family residents 26.2 that's like individuals um residents of the community that needed to do an addition to their houses and they that's the money that received from them. Uh that represents um 26.2% but is $341,000. Then we go to residential by developer. This year the 2425 we basically only collected from Tripoint homes 592,000 the rest was for commercial and then the um individuals or residents the uh we did sign for the document for heavens uh the square footage is listed right there for 24 uh however we were in crossing years we already went uh signed the agreement the board already approved the skip program and what the fees were already collected in the prior fiscal year that's 650

253or $680,000. So that's uh the amount that was collected previously um for those square footage the tripoint homes that's the amount that was collected 2425 for that purpose and then we're close to that just a list of the expenses by category uh we have bank administration fees this is US bank 1800 uh $1,800 um is US bank is uh the bank that holds and provides the payments to uh for the debt service that we have for coops. Then we have professional development services 5,000. This is for MGT contract. Then we have legal services. This legal service that we paid um out of this fund is related to the territory transfer. It was an agreement between the school districts and we paid them basically was a reimbursement for the expenses that they cover in our behalf.

254Then we have um uh some lease uh that we pay out of this grant is $39,000. And then in lease assets also assets that are part of the the explanation that I provide previously. And then uh the coops which is the depth service interest in principal $556,000 for bones the coops are for bones high school and bones elementary and the total expenses equals 719,000 um for this particular fund. Then the ending fund balance when we had our beginning balance um was 4.9 million we add the revenues 1.58 million then the expenditures we subtract them and we get the ending balance of 5.826 millions and that will be it that's how we close the books for this fund and that's the um the balance as June 30th to 2025. Now it's a little bit different because

255we have other transactions happening. Thank you for that and thank you also for providing printouts. I am most definitely missing the side >> projector screen today. So thank you. Thank you. Thank you. All right. So is there a motion to approve? >> Motion to approve. >> Second. >> All in favor? >> I. >> Motion carries unanimously bringing us to action item 10.5. This is the trace three and Icon technical agreements for the replacement of Bonsel West Elementary and Vivian Banks Charter School telecommunication systems. Motion to approve. >> Second. >> All in favor? >> I I >> motion carries unanimously. >> Now you were I know Dr. G you were this is the one you were going to look into the bids and stuff. >> Yes. I know it has to do with the fact that

256we had an enterprise entered into [clears throat] clarification on that. >> Sure. So, um, we selected, uh, Icon and Trace 3 back in April of 2023, and we entered into an agreement with them on a three-year enterprise license. Um, once Cisco, the way Cisco works is that if the um, purchase happens between one integrator and it gets registered with Cisco, the license has to stay with that integrator for the duration of the license. If the district would like to move on to a different vendor, they would need to register another vendor with Cisco and then they would get another set of licenses and another set of um complications on top of having one license to maintain and then another versus having them integrated together. Um, so I did talk to Icon. Um, they currently provide

257an as needed technical support for the uh, technology team to keep the network up and running. they tap into that monthly and um for this project at Bonsel West and uh Vivian Banks he's estimating a 100 hours for turnkey solution and um they have further committed to documenting their work step by step and providing an inventory and documentation of once it's complete and I think if the district leverages the knowledge that Bill has of their equipment and configuration it would be most efficient um to going forward. Um yeah, and then on the um current contract, there's approximately 12 hours left for the ongoing support for the tech team. >> When I was looking at the uh attachments on this agenda item, I noticed there was a list of items that they were going to be

258purchasing and using for this and it a lot of it stated that it was for Bonso West, but there wasn't a whole lot stated as what was going to be used at Vivian Banks. Oh, maybe you didn't get all the attachment because there was four uh documents >> attachments. >> All right, we can get that for you. Yeah, it's the it's the same items but just less in number >> over there. And then if we mobilize them together, then he'll hold the price. Um but if we take Vivian Banks off for instance and remobilize later, that bud that that estimate is going to change. >> And we already had a motion, a second a vote, right? Mhm. Yes. >> Just making sure. So we just little a little backwards backwards. Sorry. What we normally do.

259So that's fine. So we're now on action item. Thank you for the clarification, Caroline. We're on action item 10.6. The agreement with TA Rosini a professional corporation to provide legal services. >> Motion to approve. >> And these are property law legal services. >> They're going to be the ones that give us the the the presentation on December 3rd about what's been done in the what we might need to do um in the future. >> Okay. Second. >> All in favor? >> I. >> Motion carries unanimously. Bringing us to action item 10.7, the service agreement between SDCE and BUSD for teacher induction. >> Motion to approve. Second. >> All in favor? >> I. >> Motion carries unanimously bringing us to action item 10.8. This is theou between B US B USD and CSCA for the creation

260of an occupational therapist position for point4 FTE. >> Motion to approve. >> Second. >> All in favor? >> I. >> Motion carries unanimously. Bring us to agenda item 10.9 the master contracts between Bonso Unified School District and Devo Advanced Behavioral Health Georgia for the 2526 school year. Motion to approve. >> Second. >> All in favor? >> I. >> Motion carries unanimously, bringing us to action item 10.10, theou between B USD and BTA for short-term independence independent study contracts for days of absence. >> Motion to approve. >> Second. >> All in favor? >> I. >> Motion carries unanimously. Another one between uh B USD and BTA for mentors for specialized credential holders. >> Motion to approve. >> Second. >> All in favor? >> Motion carries unanimously bringing us to action item 10.13, the Irvine Math Project

261Sales and Service Agreement. >> 1012. >> Oh, sorry. My my screen skips. Apologies. Thank you for keeping me on track. Uh this is theou between B USD and BTA for a pilot teacher as facilitator role in article 18 class size and secondary class preps. >> I think it's a good program. All motion to approve. >> Second. >> All in favor? >> I. >> Motion carries unanimously. Now bringing us to the Irvine math project sales and service agreement between the regions of California and Bonsel Unified School District. >> Motion to approve. >> Second. >> All in favor? >> I. Motion carries unanimously bringing us to action item 10.14, the agreement between K12 Strong Workforce Data Sharingu and Bonsel Unified School District. >> Motion to approve. >> Second. >> All in favor? >> Motion carries unanimously. Bringing

262us to action item 10.15. This is proposal number 2510-028908 from Firehawk Fire and Safety to install a new fire suppression system in the kitchen at Bonsel West Elementary. >> Motion to approve. >> Second. >> All in favor? >> I. >> Motion carries unanimously, bringing us to action item 10.16. This is the contract agreement with North County Pizza for fresh ready to serve pizza delivery. >> I would get kicked out of here if I didn't allow pizza here. Motion to approve. >> I'll second it. >> All in favor? >> I. >> Motion carries unanimously. Bringing us to action item 10.17, the fresh produce piggyback agreement with Sunrise Produce. >> Motion to approve. >> Second. >> All in favor? >> I. >> Motion carries unanimously bringing us to action item 10.18. This is the one that we

263added to the agenda at the beginning of the meeting. This will be the description is the appointee to this position will uh this is the provisional appointment process for the anticipated vacancy in trustee area A. The appointee to this position will serve until the next general election scheduled for November 2026. Uh and the superintendent recommends approval of the provisional appointment process and timeline to fill the anticipated vacancy in trustee area A. Um do we have any discussion about this item? Well, I'm pretty familiar with this particular process. I was actually um one of the recipients of the appointing process uh many years ago. So, um I think the process worked then. I think it'll work now. So, I'm fully in favor of it. >> Do we have any commentary about this? >> Well, the comment

264is that uh I will be resigning for the board. Uh my wife's job is transferring out of state and uh my home is where my wife is. Uh my kids will still reside in Oceanside in our in our family home. So we do reverse emptiness nesting >> where the parents live before the kids. They still go to college locally and uh uh we're just taking a next step in uh in our in our life. So uh I thoroughly enjoy being part of this board. Uh I'll be missing it. uh the timing might be a bit inopportune looking at at the all the challenges that we're facing and big decision that needs to be made but you know opportunities come a knocking without without warning and it was it was something that uh that we couldn't

265really deny my wife made a lot of sacrifice for me to be able to pursue my career and it's a time to return the favor so uh I can work from anywhere in the country right now so that's what I'm doing so I'll be I'll be missing this board. I wish you all the best. So, thank you. >> We will be missing [applause] you will be missing your voice at the dis. Um you have been an integral member of offering um deep analysis and intellectualism and um we appreciate all that you have done to serve our district and look forward to seeing you achieve wonderful new things with your family and and your new endeavors and hopefully you'll continue to stay apprised and and and offer your expertise as available. We would appreciate that. I

266definitely use my back channel to provide my uh my my comments and uh I think I will stay on record for one of the only board member in this county probably in this entire state or even country to mention underwear in a board meeting. So I'll stay on the record just for that. We'll use chat GPT to verify that as as real or fake news and uh >> with that is there a recommendation to move forward with the >> motion to approve it. >> Second. >> All in favor? >> I motion carries. >> I wanted to say too that I was hoping for support when I keep proposing the all excess restrooms for the new projects that we have planned forward. So I'll still be looking for your support as far as public comment to

267keep me on the top of that. And this brings us to the public comment portion of our meeting. I think we've heard from every single one of the remaining people in the front row. >> Um, is there any additional public comment? Miss >> M, you have something to say? You're the only one that hasn't spoken yet. >> He wants to go home. [laughter] >> That's right, Chris. Chris, would you like to get up and make public comment at 9:50 9:59 of of our of our meeting? No, you're you're more than welcome. Anyway, any any public comment? no public comment. So that brings us to the planning portion of our meeting uh which is to identify the fact that our uh next meeting will be our December meeting and our December meeting is also our organizational

268meeting. Uh that meeting is held uh our typical meeting date which is the second Thursday which is Thursday December 11th and we will be meeting a little bit earlier because it is the organizational meeting. So the organizational meeting will start at 4:00 and as per 10.18 uh we will be uh looking at um next steps for trustee area A at that meeting as well. And with that we shall adjourn at 10 p.m. exactly. Thank you all.