HBCSD Regular Board Meeting 6/4/2025

001We'll call the meeting to order at [Music] 502. Forget it's all in here. Um, roll call. Thanks, Dina. Board member Van Landingham, present. Board member Vice President Clerk Barrow, present. President Cole present. One board member is absent and one is on her way. Great. Thanks, Dina. Um, we'll move on to public comments and communication regarding close session. Members of the audience can address the board regarding close session items. Comments of the visitors to not exceed three minutes unless weighed by a majority of the members of all board. Do we have anyone online? We do not have any online comments. Well, we don't have anyone in our session here tonight. So, we are going to move on to the close session. Thanks. Just like that. We'll call the meeting to order at 5, sorry, 64. And

002can I get the roll call diner? There's nothing to be called out from close session. Board member Van Landingham. Board member Boove Lam Monica. Vice President Clerk Barrow, present. President Cole, present. Four present. Board member Cluth absent. You have a quorum. Great. Thanks, Dina. Um, can I please have everyone join me in the flag salute? I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. These chairs are so big. I know. Um, can I get an approval of the agenda? Thanks, Rachel. Second. Good try. I'll take Cathy. Yes. Um, announcements, Dr. Wilds. All right. Good evening, everyone. So, we this evening we want to take some time to honor two extraordinary individuals whose unwavering

003dedication has shaped countless lives and touch the hearts of many. our beloved kindergarten teacher Lori Cotch and her our devoted occupational therapist Christine Sorya. Unfortunately, Christine Sorya couldn't be with here with us tonight as she had another commitment. Through gentle guidance, creativity, and passion, Lorie Cotch has laid the very foundation of learning for generations of children. In those early formative years, she's not only taught letters and numbers, but she more importantly has taught kindness, confidence, and curiosity. Gifts that will last a lifetime. Lorie's classroom has been a safe haven, a place where little ones discover the joy of learning and the comfort of belonging. To share more about the lasting legacy of Lori, I'd like to introduce Principal Hillary Overbeck and Lorie's longtime teaching partner, Holly Corman. [Music] We just got started. Welcome. [Laughter] Now

004it's a party. You're supposed to stand here and hear nice things about you holding this. I can't believe you're here. Good evening, board members. Tonight I have the privilege of honoring someone very special. One of our beloved kindergarten teachers who is retiring after 36 incredible years of service to our students families. When I first arrived in Hermosa as a new teacher, I was fortunate to be placed on the kindergarten team with Miss Cotch, who welcomed me with warmth, kindness, and lots of resources. She and her partner teacher, Miss Corman, made sure that I was up to speed on everything and felt like I belonged. The next year, we p became classroom roommates when we shifted to half-day kindergarten and I had a front row seat for 180 days of the incredible work that you did

005with you teaching in the morning session. And I did my best to be half as good in the PM session. I saw what families in our community have known for decades. Miss Cotch is the kind of teacher you hope your child has um for their first years of school and I learned so much from her. That kind of support and inspiration stays with you. It's something I've never forgotten and it says so much about who Lori is, not just as a colleague, but as a person. As a teacher, Miss Cotch has always maintained a joyful, structured, and engaging place where routines gave kids a sense of safety and playfulness made learning exciting. You'd hear music, see movement, and witness whole body learning every single day. And always with the support of her committed parent volunteers.

006There's practically a waiting list to be a volunteer in Miss Cotch's room. Um, Miss Cotch made volunteers and students feel welcomed and valued. And um, it was a pleasure to work in the room with you. I was pink slipped more times than I can count as a new teacher in Hermosa. And every time Lori would say, "They'll bring you back. They hire every year." And sure enough, they brought me back and they hired every year. And Lori was a constant encourager to me um not only in teaching but when I moved to administration as well. Now many people actually think that Miss Cotch Corman is a single person. All right. Um because she and her job share teacher of 22 years are so in sync with everything. So I'd like to invite Holly Corman to

007share a few words. [Applause] Okay. So, I am I know I'm not going to be able to look at you because I have to keep it together. So, I am so happy to be here this evening to honor you, my best friend and true partner in teaching. [Laughter] I wanted Lori to know how much I am going to miss her next year as she pursues her new life adventures. We have so many memories together, it's hard to know where to begin. So, I'll try to sum it up the best I can about our 22 years teaching together. First, I have to say thank you because Lori was the friend that told me about the position in kindergarten, the long-term sub position in the year 2000. Without her guidance, I could not have even been a

008teacher at Hermosa or a partner teaching. Our strong friendship has been the basis of our work relationship all these years. We are like sisters and from the beginning have had complimentary styles of teaching that were enhanced by each other. We began in half-day kinder teacher together teaching together on wonderful wacky Wednesdays and moved to new schedules as K became full day. It did not allow us to be there together. However, we talked almost daily and consulted each other on all the classroom decisions. always agreeing. Over the years, we had to apply for our job share every year, and each year we relied on each other with so much confidence. I am so blessed to have been able to teach with Lori, beside Lorie, and fill my many years with her laughter and enthusiasm and dancing

009for teaching and love for every child in our classes. I will definitely live vicariously through her in the next phase and beg her to please help me in my classroom regularly. Um, thank you so much for all your knowledge, passion, and enthusiasm. Fifty Nifty and Goldilocks will be remembered with in all the lives that you have touched. You won't have to worry about being called Mrs. Corman anymore, but I will definitely always answer to Mrs. Cotch and feel proud to call your name. Just like we do in our kinder class, I'd like you to join me in honoring Lori with three hip hip hayes. Hip hip hooray. Hip hip hooray. Hip hip hooray. Love you, Lori. Great. We'll use if you want. Oh, great. We need that. We absolutely need that. So the greatest So

010trust me, we all want these waves. The greatest honor that we can give in Hermosa Beach is a giant wave. So you get the title wave tonight. Oh, and then we also have recognition from our city and our local leaders. So, so much. We absolutely have adored you and um our kids are better to have known you. So, thank you. And we're going to be the Batman club together. So, so if you want to bring your family up, take a picture. Okay. I And I thought we were partners. Yes. Do you want to hold your wave? Sorry. Thank you. We are so even though she can't be here tonight um I do want to share a few words about uh Chris Sora. So, our occupational therapist, Chris Sorya, has worked magic in quieter, deeply meaningful

011ways. Occupational therapists aren't always the people in front of class. They're not always the people who um we see um running about the campus, but they're doing such powerful work in um on the sidelines and making sure that students are successful in classrooms. Um Chris has been working for in Hermosa helping children find strength in their own abilities, helping them foster independence in their occupational therapy needs and bridging and building bridges of support for families. Her work has empowered children to participate fully and joyfully in school life, often transforming challenges that students may have into milestones worth celebrating. Together, both Chris and Lori, these two incredible educators have not only supported children and their families with compassion and expertise, but have also uplifted lifted their colleagues. Their wisdom, collaboration, and positivity have helped shaped a

012professional community grounded in a in a culture of care, and we thank them for everything they've done for Hermosa. Thanks, Susan. Thank you. Thank you to everyone. Um, we're going to move on to uh 2.1 public comments from the audience of the board on any items in close session. Um, members of the audience may address bo the board regarding close session item. Sorry, I'm wrong. Yep. Moving on to public comments from the audience um in person to the board. Members of the audience may address the board on any topic regardless of whether it's listed on the agenda. However, the board may not discuss issues raised that are not listed on the agenda. Topics not on the agenda that are brought to the board's attention may be investigated by the administration and a report made to

013the board either publicly or privately at a future meeting. Comments from visitors shall not exceed three minutes per individual speaker unless weighed by a majority of all members of the board. Do we have anyone here tonight? Is there anyone online? No. Oh, sorry. Yep. Did Did you turn in your pink p you have a piece of paper? Is there a piece of paper in the front? You can turn in after the fact. Yeah. Why don't you come on up, but just make sure you have it and just state your name and where and where you live. Hello, board. Hi, superintendent. I'm Jim Fola. Uh, I've got two kids at Valley right now and I u I spoke to uh Maggie on the phone about a week ago and I thought it would be good just

014to u come to the uh public speaking and and tell you what I I I was thinking about the artificial turf proposal for disc and that grass there has you know it's doing terribly and it has been for But I wanted to um at first I thought it was overused because that's that's typically that is what people think and um when I've looked at the view was redone Vista was built all the irrigation was drip system most of the underground drip system which is pipes little holes um and that's how it that's how everything new was irrigated. the old systems are sprayed. They spray it up with the water up in the air. Well, everywhere that um the drip irrigation has been used, the plants have died. And I've got some photos at um at

015Dista at the south side of the front of uh view on the north side of the front at view and in the plant strip at view. And I'll hand I'll give these to bring them to China for so everywhere that everywhere that drip system was installed um the plants have died. Uh so it's not just the grass. Uh however, wherever the spray system was kept, which is um at view at the main field, the grass is on everything uh is living and in at valley of course that um the grass is thriving there. And um so the problem is probably I I work with I'm an architect. I work with landscape architects all the time and and landscapers and they in general they hate drip systems and the problem is one thing you can't tell

016things are going wrong because you can't see the water you can't tell what's getting water and what's not but my landscape architect said looked at at the the big dead stripe at um this and said well there is a problem with the irrigation that that was his uh but that was his opinion But it is not it can't be proved. It's very hard to fix it. And if you do have to fix the the system, you have to dig it all up and it's very invasive. Um the problem with the drip system here, it works well in clay soils which which hold water, but but we have very sandy soil. And so the grass is up here and the pipes are down here. And when it waters, the water the water goes straight down to

017the center of the earth. And the grass rarely sees it. Um, so so I think that before the I'm just going to throw it out there that before the um woman's time has expired before the board spends hundreds of thousands of dollars on artificial turf um which needs to it's a costly and needs replacement about every 10 years when it's heavily used. uh they might look at replacing the irrigation system and planting a more appropriate grass. I will say here is C view park which is very heal system and the grass is doing fine. So um I'll um I'll leave it at that. Yeah, I'll say that air drip systems are problematic and almost nobody recommends them for extended soil. So, well, thank you for coming and thanks for that information. I mean, I understand

018the difference between the two systems and I was we I don't I'm not sure we were aware that there was differences in the irrigation. So, thank you for bringing it to our attention. We appreciate it. Appreciate the pictures and and I know you've come to a few meetings so appreciate you being interested in it. [Laughter] Those are Yes. You want a little rund down, too? Yeah, we would love it. Thank you. I will fill out my Thank you, Jim. Thank you very much. All right. Thanks for coming. We appreciate it. Moving on. Any other um public comments? All right, we're going to move on to opening our number nine public hearing. And there's a hearing on uh 20 the 2025 2026 local control accountability plan also known as LCAP and the annual update. The board

019will hold a public hearing on the local control accountability plan and budget of the district for the year ending June 30th 2025 prior to the final adoption as required by the ED code sections 42127A1 and 52062. Public comment is requested. We'll leave it open for a second. And we're not closing it yet, but I'm just going to move on to the next one because I close it at a different time. All right, I'm going to move on to 9.2. A hearing on the 2025 2026 local control funding formula budget. The board will hold a public hearing on the local control funding formula budget on the district for the year ending June 30th, 2025 prior to the final adoption as required by ED code sections 42103, 42127A1, and 52062. Uh, public comment is requested. We'll just

020pause for a minute. Anybody have any public comment? Allan, joking. All right. Thank you. All right, we'll move on to number 10. U board member reports. Do we need to take a vote to close it already? It's not in the next part. No, take a vote to close. Do I need to take a vote to close each of them individually? I I move to close public hearing 9.1 on the 2025 26 local control accountability plan and annual update. I second that motion. Thank you, Maggie and Rachel. All in favor? I I I move to approve the uh 9.2 to close. I move to close 9.2 hearing on the 2025 2026 local control funding formula budget. Great. Thank you. And do I have a second? Second. Thanks, Maggie. All in favor? I. Thank you. Moving on

021to board member reports. Anybody? Okay. And anybody have a um I I I don't know if it's a report necessarily, but um I attended the eighth grade third grade book celebration. Why don't we talk about that later round table? Round table. Okay. Rachel, do you have anything from um I had the honor of attending the joint HBF PTO meeting last night in which uh um the the budget there was an overview of the budget and HBFS. We don't have the final numbers yet from Hearts of Vermosa, but uh just the the wonderful feedback on Hearts of Hermosa and having it at Vista. Um just all the and and the the incredible Thunder, yes, Country Thunder was amazing. They're coming back. There's still a flash party. There's still tickets open on the Hermosa Beach or Hermosa

022um Ed Foundation, the Hearts of Herosa site. Um but it was really wonderful to see and hear how healthy those organizations are doing and how much they've done for our schools. Great. Thank you. Anything Maggie? Yeah, update from the South Bay Community Coalition Against Hate. Uh they had the May meeting and uh with that um we have uh support from um uh Congressman uh Ted Lou's office for any nonprofits that might be curious how to deal with uh the DEI audits that are coming down from the federal government. So uh Ted Lou's office is is available to help uh any nonprofit talk through uh uh that what that looks like. In addition, there's a House bill called the nonprofit killer bill 94.95. And so that is also being watched out there. Um there was an

023update from Elsa Gundo that they had a um a student a family of a middle schooler was deported um last month. And so uh just talking about the different know your rights um trainings that are available. Um the other events are June um Heal the Bay is hosting a cleanup this sat this Sunday June 8th at 9:30 in the morning in Roondo Beach. Uh we have that do we have that actually on a website somewhere Susan? It's um in the wavewatch in the wavewatch. So there's ability to sign up. Uh South Bay Community Coalition Against Hate is an official partner with that. Um, so you have all the different school districts and and city councils that are also supporting that effort and it's it's being hosted by Heila the Bay Sunday morning 9:30 a.m. And

024then lastly, there is continued updates on the October 19th to 25th United Against Hate Week. There's social media toolkits. There's uh different ways for students to have advocacy um opportunities within that. And there's also opportunities to have lawn signs. That's it. And where do people pick up lawn signs? How do you get those? Reach out to me. Reach out to Maggie. Okay. Any anything from We didn't have a SC social emotional, sorry, a wellness council meeting or next week. Next week. Okay. Great. Um All right. Moving on. Um reports to the board and discussion. 11.1 a local control accountability plan, the LCAP annual update, local indicators, and the 2025 2026 LCFF budget presentation. Miss Gluck and Miss Montablo. Good evening. Paul and I are here um to speak with you in regards to the LCAP

025and um the budget. Slide please. Okay. um the LCAP um annually all schools are required to produce an LCAP um and we do link our local control um funding formula to um various needs for students. Um the nice thing about our LCAP, it is written for Hermosa students and the needs based on our data. Um and that's where our district um creates our goals, actions, services, and expenditures. We are really happy to report that we are in a two um year cycle um in year two. I may need help because it's just going off on its own when I put it down. Okay. Um right now the 2526 uh LCAP requirements are all listed. These are the various components of our LCAP. Um the LCAP is linked on the back of the presentation our draft

026and it's also um linked on our website. Um but those are the components that we do need to report on. Some are from um Paula's in regards to expenditure tables as related to the budget as well as goals, actions and um the various um ways that we engaged with our educational partners. Most importantly that we do need a report on how we're going to increase or improve services for our unduplicated students. Slide please. When we write the LCAP, we do have to report on eight state priorities from the state of California. The three big buckets are conditions of learning, engagement, and pupil outcomes. You can see the various components and how they're listed. Um the eight priorities are um dedicated to our three goals that we have. Slide, please. This year, we kept our goals

027in line with the goals that we had last year um for continuity. And so that way we can go ahead and look at um our action items um and our metrics to ensure that we're making progress. We did simplify them a bit when we wrote them out. So in regards to inclusion, we're going to going to continue to improve awareness, resiliency, and climate through social emotional development and engagement. Um achievement, we really simplify this. We just really want to focus on academic achievement through researchbased practices and program. We feel as a district this is a starting point and it's a thing that we need to focus on in tier one um is important that all act that all students are able to access. Um goal three our community um we're going to going to continue

028to strengthen our ties and our network and continue to grow our enrollment which we've done an excellent job over the last two years. Slide please. When we look at how we engage educational partners, um I really feel our district does an excellent job reaching out to so many various organizations. Um whether it's our superintendent that's reaching out, myself, um our EL coordinator reaching out with our English language learners, um principal meetings, um we have really strong relationship with our ed foundation and PTO. But you can see these are the various organizations that we have reached out with, worked with, and we've done this all year. These aren't just one meetings that we have. They're throughout the school year. So, we do get some authentic feedback. Slide, please. Based on our recommendations um with our various

029um stakeholder groups, you can see the following bullet points that we will be adding to our LCAP this year. Um these are areas we'd like to highlight. We were going to continue to highlight high quality professional development. This is going to be tied to our English language arts program that we adopted last month. Whiten wisdom. Um this is a K through8 initiative. So we are looking for some vertical articulation to strengthen our program. We are going to continue with strong tier one instruction for all of our students and we are looking to dedicate a TOSA teacher on special assignment um for technology. We want to go ahead and look at AI and how it integrates to teaching and learning and how we can best utilize it to teach our students to use it as a

030tool. Can you go back to that slide? Thank you. Um, we also want to go ahead and continue to look at our access of elective courses. It's really important that we continue to offer the zero period so our students can take two electives. We want to make sure that they have a broad course of study and that if any student would like to explore a different topic such as music or foreign language, they have the opportunity to do both. Um we're going to really move full force with um full-time library media technicians at every school site. We want to ensure that our um students have access to the library before and after school and that our library media um technicians will focus on teaching digital literacy to our students um throughout the school day. And

031we will continue to focus on um our EL program and how we are going to do that this year. We are going to create an instructional block for our students in um middle school. So they'll have a dedicated block for English language development because as we look at our data through um our CAST scores and I Ready scores, we see there's a need to focus to provide those students with dedicated instruction. And lastly, we will continue to work um on our three principal school site with expanding our wellness program with additional social emotional support with our counseling services. Slide please. Goal one is our inclusion goal. When we write the LCAP, we are responsible for looking at different um items. We have metrics that we're responsible to look at and to see that we're making

032growth. We also look at um the success we had throughout the school year, what challenges we have, and how we're changing that goal. So, as you can see, we have various metrics that we use for goal one. Most of them are climate surveys as well as data points through P school that we collect in regards to absenteeism sus suspension rates and the California dashboard is now a pivotal part when we write the um LCAP. We do look at all the data from the dashboard that's collected from the state of California. We did an excellent job in regards to improving our chronic absenteeism. Last year when we wrote the LCAP, we were in the red level um which is a level that we were required to address. Um due to where we were at and with

033the efforts we've made with our site principles and um communication home, we now are at the green green level. So that's a very positive um outcome for the district as well as continue to support our students with social emotional um support with counseling service. We were able to add 12 hours of additional counseling service at VU and Vista in January with an LMFT. And Dr. Wild's um training everyone as a reading teacher really helped to set the mind point um and have teachers understand what the components of the science of reading are and why it was so important to make that pivot for the next school year. Our challenges are lift um listed there. Um participation rates seem to be um low whether it's parent education before after school or summer school. Anything outside of

034the school day um is hard to get people to come to school. you can go ahead and look at what changes we're making. Um we are going to add a additional 6 uh counselor. Um so Vue and Vista will have um a counselor that's dedicated to their school sites um point8 um at both school sites. FTE um venue English language development instructional block um for students is important that we're addressing those needs. reading intervention teacher, um reading coach, culturally responsive um content managers and social media consultant. We are just continuing those items. We feel based on a strong tier one instructional program with our English language arts that that can be addressed as well as um social media consultant um the needs that we had for that individual will be addressed with um counseling support.

035Goal two is excellence where we're going to be focusing on academics. Most of the metrics in regards to culture of excellence, as you can see, are related to data points um from our test scores as well as data from our English language learners um from the LLPAC and reclassification rate as well as um state standards. We've had um a lot of um successes that zero period elective, I cannot say um enough positive things. Um kids wanting to come to school early and also taking an additional class. I think that's a very positive momentum that we have as a district and that's partly because we are offering the music in Spanish and also expanding our elective offerings. Adopting a new um textbook uh K through 8 is monumental in our district. Um, I think that's going

036to assist all students with a continuum of standards in regards to expanding their reading, writing skills and listening skills. And then just to continue to support our langu English learner support program. It's been a positive um choice in our district. We have students participating in before and after school, but I think moving that program to the day will be more helpful for English language learners. Once again, participation rates seem to be a challenge as well as being in a small district. Um sometimes our master schedule is hard to maneuver due to um credentiing. As you can see, the changes that we'll be making for goal 2. Um our new English language um adoption and professional development will be a main focus um on our um LCAP this year. The technology TOSA, we're really looking forward

037to addition to the district. teaching digital literacy through library is going to assist all students um as well as dedicating um RSP teachers at each school site um that will also address um multi-ter interventions and supports for the site teachers and the having a site principal at each school site for leadership and continuity is important. Our last goal is community. And when we look at community, um we've had a lot of successes with uh goal three. Um our metrics are our facilities inspection tool um that's completed every October. Um we've done an excellent job with um interd district permits um as well as um credential teacher assignments instructional material and looking at our data from um power school. our successes. I continue to stand by our full day TK and kindergarten program. I think that

038makes us stand out in the South Bay. We were one of the first people to do it and we continue to do it and do it well. Our partnership with Star Education has assisted with expanding um our TK and K program because of before and after daycare as well as enrichment which has led to enrollment growth. We've done an excellent job with communication in our communication director whether we um our digital communication home whether it's Instagram or um emails home it's I think we've done a home run with that as well as our um district newsletter and I have to say our ebikes um safety program is probably the best one in the South Bay. We are seen um as pioneers in that program. So, um, thank you to the board and to the district

039for supporting that challenges, um, unstructured time and student engagement. Um, scheduling outside vendors. We've really wanted to have vendors come in for lunch to help kids um, during the unstructured time and sometimes just scheduling them was difficult. So, we're going to work on that um, closer next year. as well as um attendance. We've done a great improvement on it, but I think we can still continue to work on this as an area of growth because we want our families to know coming to school is very important. We did discontinue the digital literacy um action item that we have because we're just moving it to the library with our own staff. So, I'm going to pass this over to Paula. Thank you. I'm going to talk about the LCFF um budget. There we go. Uh the

040budget overview for parents is called the BOP. This slide is all about revenue. Um the LCF funding graphics highlights two main components of our funding sources. On the right, you'll see the supplemental and concentration funding. That's that little slice. We get about $34,000 which is specifically donated to support our unduplicated students including English language learners, homeless, foster youth and socioeconomically disadvantaged students. When you look at the left circle, the circled represents our total funding for the district with an emphasis on um local contributions. The Herosa Beach Education Foundation generously is going to provide $1.4 million. Incredible. And this is going to support key positions and programs such as counselors, library media techs, zero period and elementary PE, idea and sparks, elementary music, middle school band, and elementary Spanish. We're also excited to introduce two new

041programs which Sylvia referred to the Textosa and Invention Convention. In addition for uh local contributions, HPPTO is contributing about $278,000 for a wide range of school site programs and activities including lunch clubs, assemblies, transportation for field trips, student recognition, and many other special events throughout the year. These local partnerships play a vital role in enriching the educational experience for all Hermosa students. Um our other funding sources are um federal funds. We're slated to get $271,000. At this point, we have not heard that any of those will be cut. Um and then we do get other state funding for Prop 28, effective educators, ELOE, arts and music grant, learning block, TUPI which is the um drug program, special education and state mental health dollars as well. Gosh, that's right. Okay. Budgeted overview fund. This is slide

042is all about expenditures. So total expenditures in the budget this year is 23.2 million. Of that 23.2 million, 19.7 million is tied to a goal in action that is going to directly affect student outcomes and programs. Oops. Good. Great. Goes too fast. There we go. This is our favorite slide, right everyone? Um, as you can see, 80% of our budget is spent on salaries with only 20% going to supplies and services. And, um, I think we do a pretty good job of getting the job done with the resources that we have. You push it. Doesn't want to go. I have one more slide. Okay. Backwards, please. There we go. There we go. Um, so the multi-year projections, the multi-year projections are anchored in reliable information as of the date the projections are made. And those

043assumptions change from day to day. Um, I wanted to talk about the top tier. Um, in the green and yellow box where it says enrollment in ADA, um, let's look at 2526. Um, we're slated for enrollment at 1479 and our average daily attendance would be 1406 or 1407. Every day we're losing an average of 71 students not being at school. Mhm. Um so it's important that every student comes to school every day. Um if you look at our base grant, our base grant average is 10,000 and we're losing $56 per student per day times 180 days. That's over $700,000 that we're losing out on. So we need your students to come to school every day. I mean, that would really help the budget, right? Um, and as you look at the chart, enrollment and attendance

044are steadily growing about 5% this year, reflecting strong community in interest in our schools. Revenues are growing each year, and the district is strategically investing in programs and services to support student success. While planned deficit spending is occurring, reserves remain well above the state standard minimum, ensuring continued financial stability. Thank you. As part of the LCAP, we are required to complete what's called the local indicators. So, we'll go over that section. when you adopt the LCAP next board meeting, the local indicators will be placed there too. Um the reason why the local indicators are important is it does list some basic conditions um in regards to teacher assignments instructional materials. Local indicators is more of a narrative um document that is a self-reflection and it's just a way for us to have transparency in regards

045to what we're doing as a school district, what our needs are um and how we are supporting our students um with the LCFF formula. In regards to the local indicators, um there are various um priorities that we must address. We have the state standards. Um and the items that we do look at is our instructional materials. How are we implementing things? What is the implementation like? Um in regards to math, science, social studies, um what phase are we in? Um how are we addressing this with professional development? So you can see where we're at in regards to the implementation process. Uh we also have very strong implementation in regards to our parent and family engagement especially with their relationship with um and communication with our families. We do look at all the school climate surveys

046specifically the climate surveys from our students and what we're really focusing in this area. How do kids uh feel safe at school and do they feel connected um with adults at school as well? And lastly, we want to ensure that our students have a broad course of study. And how we do that is we do an audit through P school to ensure that they're getting the reading, math, social studies, science, and electives. In regards to next steps, we are going to look at the following items. Um, we do have today the uh board public hearing. Um, we want the public to know that the draft LCAP is a view is available for viewing at our website. Um, it's just under um the LCAP when you go to our website. You're also welcome to submit any

047feedback you have in regards to our LCAP. Once you review it, there is an online form or you can just send an email directly uh to me. We will go ahead and address any comments and we will continue to work closely with LEO in regards to any changes that we have. We've um already been working with them in regards to the educational component and we've made our changes. We're now having them look at our financial component to provide the feedback that we need. And then on June 23rd, the board will go ahead and approve the LCAP and then we'll post it on um the necessary websites to be in compliance with um the law. Are there any questions? Thank you, Sylvia. Thank you, Paula. Um I'll I'll see if there's any questions on this end.

048Rachel, no questions. just a comment of the phenomenal job and the number of a recognition of the number of hours it takes um to meet all these state requirements through the LCAP process. So, thank you so much, Kathy. Maggie, go ahead. Uh kudos to the team on this. I've had it sit on your committee, so I know uh the work that goes into it. Um I just wanted to make a comment that statewide the average is a decline of 0.5% if enrollment and we grew 5% this past year. I mean, so kudos to the entire Hermosa Beach community for for continuing to believe in this district and and grow it at 5%. That's literally unheard of across the state. Uh I'm really proud that we were able to do that. Like amazing. Um and then

049on top of that, also I'm looking forward to the enrollment conversation, attendance conversation that I guess we need to have as a board and as a district to to figure out where we where we need to go deeper on that. So looking forward to that summer conversation, too. And when you're talking attendance, do you mean the $700,000 we're losing? Yeah, because you know if you think about you have you have HBEF giving 1.2 and if you added 700,000 that would be almost $2 million that we could have to do additional programming. So 700,000 is a big a big number to to lose out on. So I'm hoping yeah well I there's obviously we got to work on some strategies to like get students to come to to and and especially the younger grades and being

050strategic about activities that we plan on the days that traditionally people like to to skip. I think it really in really incentive to come out of school. This is not a new situation. I think we've had that issue before, but it's fluctuated. Seven. This sounds like a larger number than we've been dealing with for a while. So, good. Thank you for bringing that to our attention and great job with all that presentation. And I do want to let people know I know everyone did a lot of the surveys um for the master plan that we're putting together and this all that survey com all the comments that you made whether you're a student and a parent or a staff member. you really if you look at and you dive deeper into this LCAP, you definitely

051can see how that has formed the LCAP and it really goes along with our goals. So, and it's a lot of moving parts and a lot of things to read, but um I think everyone's voice I I feel like our voices the voices of the community and the and the students were really heard. So, thank you for doing that. Absolutely. All right. Um there's no no vote to take on that, but so we'll move on to um 11.2 the measure HV project prioritization. Mr. Alan Rezling. Welcome. So, uh, as a reminder, a little background, we passed 28.7 million bondber Those proceeds really another Okay, I'll use this mic. There you go. That that works. Uh, so bond proceeds are received over time. uh it doesn't all come to us in in one check. We're scheduled

052to receive an $8 million sale sell $8 million in bonds in 2025. We'd be looking at another 20 uh $10 million in bonds in 2027 and $10.7 million in bonds in in 2029. So, what that means is that we have to put a plan together and really look at how do we uh affect these projects over time as those revenues uh come to the district to be able to be executed. uh we saw a presentation on on May 14th from ISI advisors that kind of detailed how that works. So if the community hasn't looked at that it's a great presentation to really understand a little bit more about how bonds work. So we also on May in on May 14th we also had a great discussion about project prioritization where we where we discussed with

053the board those projects. We received feed feedback and update from the board on uh some of the thoughts about how those projects should be moved forward. The discussion really with the board centered around uh playground renovations and a timeline for Hermosa Valley School and how we would engage on on the playground. Also at Herosa Valley uh what we would do with outdated portables and how we would address uh those portables that have really uh exceeded their their life cycle and and how we would address uh removing those and and maybe repurposing that space or or re reimagining that space elsewhere. at both Hermosa View and Hermosa V V V V V V V V V V V V V V V V V V V V Vista. There were conversations about some of the special

054education program needs uh at those sites and there's also some enrollment challenges at at those sites as well as uh we just heard from our budget presentation about increased enrollment which is a great problem to have. Uh so uh there we had conversations at both of those schools. We had conversations about the availability and timeline of these bond proceeds and when they would come in and what those numbers would look like. Uh we also talked a lot about anticipated cost escalations. We are in a market where uh costs are going up dramatically. We're not really certain what is going to happen at a federal level and how maybe some of those uh tariffs that we all hear in the news every night, how those may be impacting our uh our availability of materials and and

055other things necessary to bring these projects forward. And we also have these soft cost allowances which pay for things like inspectors and and uh architects and engineers to be able to to bring these projects forward. Uh so really uh digging in a little bit, we took all that feedback from the board. We we heard what was being said. We heard the conversations and so we went back and rolled up our sleeves and really looked again closely at our project timeline. And so what I'm showing you here today is the results of those conversations and the results of that development. As again, we overlaid our availability of dollars with with the projects. I highlighted some of the the revisions to these this plan just to kind of acknowledge that that uh that the conversation with the

056board was heard. So, at Hermosa Valley School, in addition to looking at some the possibility of new flexible science classroom space and new performing arts classrooms, we also added the removal of those outdated portable buildings and addressing some of those playground repairs that would be ne necessitated by the removal of those portables. uh at Hermosa Vista School. Not only did we look at the alterations to rooms 108 and 208, those these are some uh necessary space for special education programs, but we want to really reimagine that space to address some of that enrollment challenges at Hermosa Vista School so that we can uh ensure that those children have suitable spaces for their educational needs. Also on series 1, uh we looked at Hermosa View School and recognized that there's additional space due to enrollment and

057special education needs for support staff and and programming. Uh looking at how we could possibly add some additional space at that school to again support those students needs at at the school site. And lastly, we had the district-wide audit survey for technology improvements across our district. All included in our phase one uh execution plan for the bond. Moving into series two, uh again that's 2020. In 2027, we anticipate receiving $10 million in bonds. We would then move forward with the implementation of those technology improvements across schools across the district. We would look at Hermosa Valley School and uh do more largecale more intensive playground renovations at that school site. uh there's needs to really examine closely the administration building and how we could update update the administration building to provide access from our communities and

058provide a uh I'll say a better approach and a better entry to that school relocation of the front entry to ensure that that community members have direct access to to the office which also requires traffic circle and student pickup and drop off improvements at the front of that site. uh HVAC improvements. There's uh several buildings that will be done over over the summer, but there's also other needs at the school site that have to be addressed across the uh across the campus to ensure that we have comfortable environments for students and teachers to perform uh appropriately. And then we have miscellaneous different building systems and cosmetic improvements that would go along with that the the work at Herosa Valley. Moving on to series three. This is again in 2029. We anticipate receiving $10.7 million in

059bond proceeds. And again, we would look at Hermosa Valley. Uh now we're moving into the athletic field improvements. Uh some of those outdoor spaces that that that students use and and really contribute to their educational environment. We want to improve those. Uh develop some of the underutilized space outside the gym and locker rooms. there's some area there where there's an interest in really kind of reimagining how those spaces might might better suit the uh the needs of the students. Uh looking closely at our district administrative offices and and how we might uh relocate those to provide better access to our community and in various painting and other site improvements across that school site to really uh improve the curb appeal and ensure that our school sites are the most attractive to our community. And lastly,

060energy efficiency improvements. This is something that'll kind of permeate our program as we move forward. A lot of the work that we talk about doing. We'll have to do some of these energy improvements, but this is more of a meaningful effort to really engage things like sustainability and how we can really look at our ongoing energy signature across our school district. Uh so that's in our our third series of bonds really. So the question is uh what next, right? You know, what what do we do moving forward? So, uh, tonight we're presenting this list to the board, uh, to have a conversation and and and ultimately present it to the board for approval so that we can begin executing this work. We do already have some walkthroughs established with the, uh, with various different campuses,

061three campuses with architectural firms. We'll be doing those uh, later this month as we we begin the process of getting a lot of those uh, creative individuals that work for these firms to talk to us about what's possible and what we can do with our sites. uh we will need to ultimately select architectural firms that will work with us as we move forward to help help uh design these improvements. We have to solicit for construction management firms. These are the firms that actually work on individual projects and work with the school district to ensure that the work is moved forward effectively, efficiently, and within budget. Uh we have interviews scheduled for those firms next week where we'll be coming to the board in the future uh to adopt a list of firms that that will

062we can work together as we move forward. We also want to keep our community informed and engaged. So we have plans with communication planning to put out community communication newsletters so that the community fully understands what's happening and they're involved in in this process. We recognize that these are community dollars and we want to spend them effectively so that the community is is well aware of what what's happening. And then lastly, uh really continuing with that community engagement involvement component as we begin to engage with architects is establishing opportunities to connect with our community, both internal communities, stu uh students, teachers, staff, uh and also the the larger community to really make sure that we capture what the needs of these school sites are and include those in our plans moving forward. So, our architectural

063firms are well aware that we'll be uh conducting several outreach uh and and engagement sessions with uh with the uh community at large and the school community to make sure that with the projects actually meet those expectations. So, with that, that's a quick update, but uh thank you for having me here today and thank you for allowing me to to to work with you to to bring these these vital projects forward. So, I'm available for any questions. Great. Thank you, Ellen. have any questions? Yeah, go for it, Maggie. Uh, why do we uh keep calling it a Flexible science spaces. Why is it why is it flexible? So, so many of our our current curriculums require flexibility, whether they're going to be earth sciences or or physical sciences, other types of of sciences. Uh, kind

064of the days where we build dedicated wet science labs or dedicated uh physical science labs are over. really really we want to be flexible in all of our teaching spaces to allow for changing methods and and changing curriculum to be to be provided in those spaces. So really the the current the current design of of science spaces is to provide as much flexibility as possible to allow that teacher to be creative in the way that they bring forth the the educational curriculum. Meaning like you are you wondering are they going to be like actual science labs or just not flex spaces? Yeah. Yeah. I think that was the that's the more the concern. Yeah. So now the way and the way we were envisioning it is more we want to be very mindful that we

065don't that the rooms um obviously conserve science but also thinking that 10 15 years from now if something if we one of them needed to change into a CTE classroom or that it we weren't locking ourselves into a design that we're married to for the next 30 years, right? We just want to make sure that it will live beyond us. And so does that require then um getting flexible furniture like portable sinks and and safe safety because I think science labs I think safety equipment, right? So is that just mean we have flexible safety equipment then or we um what we'll probably do is actually go take a look um different different places like Da Vinci and what their spaces look like. Um I don't want I want us to be able to think um

066a little bit out of the box and make sure that the room grows with kids. Um, you know, we have two science labs right now where, you know, they're set up, they have a sink every um certain types of furniture. I just want us to think, okay, what could this room morph if it needed to in 10 years, right? That we're not not locked in. Could be portable. It could not be. It might just be maybe dedicated to one side of the room as opposed to taking I just want us to be flexible and be able to look go and see what these science rooms look in some kind of newer facilities. Yeah. Any other questions from Maggie, Kathy? No, but thank you. It's very clear now the steps, the progress that we're going to

067be making and and the stages. It helps from from my mind, non-budget mind, it helped me. Thank you. Thank you. Yeah. And I just want to remind everyone that the meeting on the 14th was open to the public and we did have Jim came and listened to and we had, you know, and the architecture firms came that wanted to be there. So that none of these meetings are behind. They're all out in the public. You any public member is welcome to come or contact any of us in the meantime if they want to do outreach or have questions like we're still we can talk about it with you anytime. This is you know or get your ideas if you want to give feedback or input. Um and then the other part is I just wanted

068to say um you know uh it you know I know that this is going to be a a long-term project over the next you know it looks like six years maybe and so that seems sometimes I think that will be a lot a lot for people to handle but we do have to kind of do this in parts we are not looking at a blank slate so it would be different if we you know had a blank piece of ground and we were building everything at once and then we could redo it but that's not the situation we have. So, we do want to be really strategic about how we um call for the bonds in terms of like being true to our not raising any taxes. And we also want to make sure we're

069doing the things like least disruptive and give the biggest bang for our buck for the students. So, trying to always put students first in these in these building projects and then just being really strategic to be less disruptive because our community has had a lot of disruption with moving. And so, you know, doing this first set of B um set of science classrooms really is not going to disrupt the valley school day, which is great news for us, but we hope, you know, the best we can. So, it so we're happy to talk through that with parents or or the community if they're concerned or um want more information as well. But thank you, Ellen, for for helping to steward this because it's a it's a big process and you know, we're we're all not

070architects and and builders. Um, we've all had lots of experiences, but we're glad we have a partner with you guys. So, thank you so much. Absolutely. Thank you. All right. We will be moving on to Superintendent Report. Dr. Wilds 11.3. Ellen, if you don't mind just throwing me the the clicker, just maybe not throwing it at me, but just toss it up to Susan. All right. We're up. Great. Wonderful. Thank you. Um, so tonight, um, we want to talk about I want to kind of give a preview of an action item that's going to fall later in the agenda. Um, but we want to talk about the risk of reading difficulty screener, part of the Senate Bill 114, and give everybody a a quick overview of this process. So, Senate Bill 114, um, by the

071way, that's my favorite little character on the right hand side, so he shows up a couple times. Um, Senate 114, uh, says that starting in the 2526 school year and annually thereafter, a local education agency, school districts, anyone who serves, um, students in kindergarten, grades K, kindergarten, first, or second grade must assess each student annually for risk of reading difficulties. and they have we have to use a screener that has been adopted by the governing board um but also that's been approved by the state of California and so this process we'll talk a little bit about kind of what this process was so when we say screening tool we mean a very brief instrument something that can be done but meant that is meant to be done by the teacher of record the classroom teacher

072classroom support staff um who are appropriately trained but it is not meant to take hours out of instruction is meant to give a very quick screener and picture of what's happening with the students reading development. This measure is going to give staff um some areas that we may need to look at further to determine those students who might be at risk of reading dis difficulties including students who are at at risk um for dyslexia. So why do we want to screen? Well, we know that the students are continuing to struggling to read in third grade. they will continue to be poor readers through 9th grade into high school. We know that students who are not reading by grade level by third grade are more like are significantly more likely to drop out of school before

073they earn a high school diploma. Um, but we do know that students who receive early intervention in researchbased practices with well-designed tier one and tier one and tier 2 instruction that more than 90% of students can become very proficient readers without having to move to tier three. Um, and we just know that early intervention is much better than trying to fix a problem in late elementary and middle school. So, what screening is not, it's not to be used for any high stakes purposes. It's not to be used to identify students with a disability. And it's not a formal of evaluation because, like I said, most of the all the screening instruments that have been approved by the state range anywhere between 5 to six minutes per student to maybe about 15 to 20 minutes per

074student. So that's just not long enough to do a deep dive, but it is long enough for us to get a a a good idea of who we need to look at a little bit further and who we need to really focus some attention on. Um it does not diagnose students for special needs. Um and so we just want to make sure that um all families are are aware of that um or diagnosed for any related services. So this when the state of California when this bill passed, the California Department of Education was charged with putting together a subcommittee to examine and they they basically did in an oldfashioned kind of RFQ RFP process. They sent requests out and um a variety of different um companies were able to submit their screener for review. Um

075the screener has to include all of these items. The screener had to take a look at students to measure students oral language, their funological and phmic awareness, their decoding, their letter sound knowledge, uh rapid automatized naming. So that is a really pivotal one and it's a it's a piece of the screener that not all screeners had. If they didn't have that, they didn't make it um through in the um approval process. Their visual attention, their reading fluency, vocabulary, and language comprehension. So all of these items had to be part of the screener and we had to be able to get um information about them. Um moving forward then kind of sorry not moving forward step back. So it was the state board appointed a panel of experts in January 2024. So a little over a

076year ago. They then approved the list of screening instruments just this past December. Um four screening instruments passed um and that were accepted by the board. those four um uh then kind of set forth in their kind of RFQ what the price is right so different districts can get gouged there's a set price for all districts for the four screeners um by June of th of June at the end of this month all eleas have to adopt one or more and I'll talk about that in a minute why some are adopting more than one and then starting in the starting for the 2526 school year we then have to assess annually there's nothing the legislation that says when in the school year that you have to assess. For example, would you want to assess kindergarteners

077in August? Probably not. Not going to give you great data. They haven't had schooling, right? Um however, there is an intent in the legislation that in grades one and two, you need to assess early enough to do something about it, right? So, um we'll as as we start rolling this out, those are be conversations that we'll be having. So, there are four. The first one um is called multitudes that was brought forward by the University of California, San Francisco. A mirror is a is a second one. Then you have roar rapid online assessment of reading. That one was put together by um the university uh Stanford University. And then we have Dibbles. And if you're if you have any familiarity with early reading um Dibbles has been around for decades. Um, I think I was

078dibbling kids back in 1994 in Virginia. It's been around forever. It's probably not the best sounding verb. Um, but they were purchased um of several years ago. Um, and they have a partnership with Amplify, which is been renamed McLass. Um, ROAR is actually um of of these four, there is one that is free, that is ROAR. Um, it's made free um to any LEA. However, not all grade levels are accepted. And so, ROAR would be one if a district um adopts ROAR, they also have to adopt a second one for grade K. So, you have two different indicators. Um, what's slightly problematic about that in my opinion is you have one indicator for kindergarten, you're shifting your indicator for first grade, and you don't get to see the consistent progress monitoring across those three years,

079which will be very important for students who um show an indication of a risk of reading difficulty. So, we put together a subgroup of the ELA committee. So I want to thank Carrie King, Heather Meyers, Annie Mson, Molly Spece, and then we felt it was very important to bring our school psychologists along in this journey. Um we I attended a training by LEO while everybody else was on spring break um and did a training with these four screeners and then was able to redeliver the training um to this team. We carefully reviewed all four and then we we met quick consensus around dibbles. Um the our biggest um considerations that we looked at obviously were administration. We wanted to make sure it was something that was easy for staff to administer. We wanted to look

080at the user experience of the students. Some mirror for example students are um really fully sitting. It's a fully AI experience and students are just sitting on a computer and they're clicking. Um great but it took the teacher out of the experience and we wanted the teacher deeply in the experience. Um we felt it was really strongly that the teachers sat alongside the students. Um we also looked at data reporting. Um we felt that Dibbles had the most robust data reporting. In addition, it also has um progress monitoring ability. So we for students who are indicating at risk, we can progress monitor as is um as frequently as every week if we need to to kind of see some some impact. So, next steps, we're going to be asking you later in the meeting today

081to um there's an action item for formal adoption. We will then begin a training for our teachers, our staff, and our administrators. We were going to time this though. We do have a big ELA adoption. We want to give teachers the grace of getting that training and start that in their classrooms. And so, we believe this training probably the the committee and I felt strongly that this training should start happening in a December January time frame. Um and then we also felt strongly that it will be important to have a lot of parent community education around what a screener is. Uh the law does require parents to have notification 10 days prior to screening and a results 45 days after. And we want parents to be incredibly knowledgeable about the report that's coming home. Um

082so we want to lead that um training by uh myself, school principles as also school psychologists so that parents when they see you know an indicator a number they know what they're looking at. Um like I said we want to administer in the winter trimester we'll make sure parents and guardians have their results no later than 45 and then we want to have our coaching for our administrators, our teachers and specialists on the what next. First you screen but then what happens next? Um and we'll be doing that. um next year as well. Um how will RBUSD respond to students demonstrating at risk? One of the most critical things we can do, we have a very high quality uh researchbased uh phonics program in our TK to3 classrooms. So we need to make sure that

083we are lock step arm in- arm and we are teaching it to full fidelity so that we can um guarantee to our parents that students are getting um the correct medicine is what we like to to say it. Um it's evidence-based structured literacy and then what is that tier two if students need more? Um oftentimes we think tier 2 has to be different but oftentimes students just need repetition. Um, so how do we give students more repetition in the lessons that we know work? Not all students learn a lesson once and get it. So we need to make sure we have structures for that. And then making sure that we are continually progress monitoring. So that was fast. Any questions? Go ahead, Rachel. Thank you. Um, I think that you know your implementation just of

084all of this and has been fantastic so far. I was wondering about the parental education component because it does seem I mean this could be scary for parents and you hear screener dyslexia and oh my god so I think I mean that part and how we educate them is going to be super important. So, I was wondering about I mean, are we going to have a multivaried approach of, you know, you know, community meetings plus emails? It's not just in a I love our wave. Um, but I think especially honing in on what does this mean? What are the next steps? We're taking care of your student. This is to help our students so we know where they are so we can provide them X, Y, and Z. And all of those, you know, it's

085further back when we look at all of those those bullet points of what the screeners had to have. Some are, for lack of a better term, some I'm going to hone in more a little more than others. Right? If I'm seeing a student with um uh low maybe phenemic awareness, that tells me we need more instruction, right? But if I have a student who is showing some um really low scores and rapid automatized naming, how quickly we're re we're pulling out that information, that's going to give me different information. And so um I want to commend Gabrielle Verdura. She was like the psychologists want to help take this on so that they can really help parents understand some numbers are going to be a little bit why we like dibbles. It gave us very clear

086data points because we don't want just an overall score of hey you're in red sorry we need to be had a different name because the name just makes it sound really sophomoric. I know but it's uh what we liked about it is that we can now have this conversation. I mean dibbles is a stupid name. It it is but it's it's got a lot of it's been around for decades. It's got history. Um, but our parents don't know that. They're dibbles. They're like, "What?" And I think when they when parents are we're we want to make sure that they're fully educated. One of the things we learned from even just the strategic plan survey is we asked a question. Do do the I Ready reports help you? And overwhelmingly parents and students said no. That

087tells me not that it's a bad report, we just haven't done a good job telling you about what the report's telling you, right? So we want to learn from that. um learning. I don't want to say it to mistake. We want to train people. We also know the parents are less likely to show up in person to things. So, we want to give it any way we can do it. Zoom recorded. Um we'll do them in person. Um but really helping them to understand that some of these indicators just mean, hey, we're going to watch and we need to make sure maybe you get a second dose at the back table with a small group to get lessons again. But some things are going to pop really quickly and we need to go in there

088and maybe look a little bit uh differently and see maybe there is um like rapid automatized naming for example is one of the indicators that is uh mo a little bit more often associated with dyslexia versus another one that just might mean you haven't had schooling. So, so will we know I mean because I guess since it's so tailored and individualized per student a parent I mean once they get those within 45 days results back where there'll be time for them structured to be able to meet with whomever to be able to discuss it one-on-one. Yeah. So we're going to kind of we want to be we want to give us some give ourselves and our staff some time. We also want um teachers we don't want teacher sending teachers into parent teacher conferences and

089not being educated to have this conversation. Right? We don't want a parent teacher to say, "I don't really know what that one means, so maybe you should, you know, we want everyone to be very educated to say, okay, this one we're watching, but we're going to do this about it." Um, so this is going to take some time starting with the teachers, then starting with our parents, um, and, um, and our principles as well. One question, and I apologize if it's a stupid one. No, I mean, I hear Stanford and I heard the Stanford one and heard FRE and heard ROR. Can we can we supplement what we're doing, what we're paying for in dibbles? Yeah. Don't like the name with dibbles with the free one from Stanford to see the same. It's going to

090get the same data and it's just taking more time. I would paying for something only because we don't have it for kindergarten. We're paying for something for two reasons. I liked roar um because of the simplicity in executing it. what it did miss um and what we're getting in the in the paid version when we when we ex if it's adopted um is that we're getting the progress monitoring and we are getting really detailed actionable reports that our staff and our teachers and principles can use. Um, ROAR has a reporting, but it doesn't have a really robust back-end um, reporting tool where our principles can hone in, our school psychologists can hone in. Um, which I think is really critical. This provides better tailored guidance on what Absolutely. Perfect. Thank you. Really appreciate that. Yeah,

091Maggie Kathy. All right. Sorry. Oh, yeah. I have a couple questions. Sure. Excuse me. Um, so what remind So it's kinder and first grade and so remind me or remind us all how does it differ than what we're currently doing? It's K1 and K1 K1 and two as well beginning of the year assessment. So we do to like highlight like oh I can see that the student might be a little lower in some things or have some deficits somewhere. Yes. So in kindergarten kindergarten teachers um utilize ESGI which is a teacher one-on-one. it's um more criterionbased um so that or how you know it's um naming your letters it's a it's it's very much tied to uh learning standards um whereas um I'm I'll start calling it MCLclass instead of dibbles but MCLass is norm

092referenced right so it's a different type of assessment um the ESGI doesn't go into deep detail about these all of these reading indicators phmic awareness oral language those kinds of things in as deeply. Like I said, it's it's more of a um a standards level in English and math. And then first grade and second grade do do I Ready? Um but I Ready doesn't it doesn't hit all of those different indicators. And did we do dibbles in the past? I thought we've done dibbles with Yeah. At Vue, we've used dibbles in the past when we had a reading specialist back in the day when I was a principal a long time ago. We're triangulating data with I thought for some reason I thought we were doing that recently more recently. No. Okay. And then we

093are going to train the teachers on how to do dibbles. Yes. Yeah. Because and and just be consistent. Yes. The other thing I think might be helpful is letting parents take the screener to learn to show them because I think once you become more knowledgeable it's like you don't you're just a little scared when you're a second or first second grade. There's some really great videos. Yeah. They have some really great videos to kind of show the students experience that they utilized in the training that we can we can absolutely share with parents. It just might unlock some like even if you're a parent that doesn't I mean a lot of times I think dyslexia is like a hereditary a lot of parents have it and then their kids have it but you know if

094you understand what you can unlock there's so many things you can do now if you do have dyslexia whether there's just lots of different tools that they didn't have when we were growing up. Absolutely. So a lot of people might be afraid that they're going to and you can see like behavioral differences in kids that have absolutely dyslexia. So but it doesn't just scream for dyslexia. No re they call the risk of reading difficulties. Um dyslexia being one of them, right? U one of they originally this was called the dyslexia bill, right? Um but um you know it's what we didn't what and when I was it was did a webinar probably six seven months ago with the CDE what they didn't want that people to say oh you got the screener you have dyslexia

095so because there are it's a it's a spectrum right that and it could just be poor instruction lack of instruction lack of going to pre I mean there's so many issues they just didn't want this to be like oh someone popped in the red and that means you have this um it's just you you are at risk. Um, which we can mediate the risk, right? We can we can address the risk. Um, and then we can monitor it. And it's like it's kind of again there there's so many factors. It's like you many of us have seen kids make backwards letters for years and then their letters just turn around. Absolutely. At a certain age. And so I think maybe I'm sure you're going to do this anyway, but just thinking about from receiving it

096from as a parent understanding like you wouldn't you you're not going to get a a you know SST meeting an yet. Yes. Uh this is just a but we're going to watch something on the way to we're watching. Yeah. And that's paying attention. And we really loved about this is then we then get to say we can there's the reading screener for MClass. um that you know it might take each student you know anywhere between 10 to 15 minutes depending on how they do on the different subsections. If they don't do well it will cut them off and they won't it won't go on to more advanced ones. But then it also has just one and two minute we that you can um we call them progress monitoring that you can do every week every

097two weeks every 3 weeks. So now we can see progress across time and in that we want to see that you're responding to the intervention. We're going to give some intense more intense instruction in fa in foundations. We want to see how you respond to that. If we don't see response, then we know as a team we now need to move to step two. And then we we don't screen or we don't we don't do any like IEPs for kids in kinder and first grade at this point. We can if they if if students we have a variety of students come students with um a variety of different um they might have come in from preschool with something like that but it's it do we do we give students IEPs in kinder and first grade

098is that normal if they need it but um in you know what I would more like for academics academically usually like typically you don't do academic you know for you don't see those needs because like I said what a student looks like in October of kindergarten by October of first grade there. It's a totally different totally different child. I just think we just might really double down on that parent education because I think school psychologist people being like I I need to do an IEP. I need to like and then we're going to have to, you know, those dates are pretty hard and Yes. So, I just make sure we're really training the teachers on Yes. really training. School psychologists are very invested. They are very invested in in this um education. Yeah. And since

099we have our new principles going to be in the audience, glad you're hearing all this. So, all right, any more questions? Go ahead, Rachel. Um, just one more. Since this was a, you know, a state mandate, how much is the state funding for this? That's a great question. Um, it's my favorite question. Um, the state, it's an unfunded mandate. So, um, it's a law, so now it's it we don't have to be, you know, it will continue in perpetuity. The state provided onetime small amount of money. We got 7,200 and 8,200 um to but they restricted that money. The money that money can only go to trained teachers and staff in how to do it. There is no money to fund the paying for these. And a screener will average anywhere like ROAR that is

100free. Um, however, other you might as a district, you might then want to buy something that provides progress monitoring anywhere to like maybe $3 to $4 a student. We will negotiate a multi-year contract which gets you a discount, but um they're all going to run anywhere between three to five dollars a student. I want say multitudes was maybe the most expensive, but unfunded mandate is what we like to call this. Mhm. It's going to help a lot though. I bet like when you catch so young like that. And it's gonna be it's going to be led by two people who I want to introduce you to before we move on tonight. All right. Um Oh, that is that part of your is that still part of your It is my last my last piece. So,

101I want to bring up um two of my new favorite people. Um although to be honest, they've been my favorite people for a long time. So, I want to um bring up Dr. Jessica Griel and Grace Yang. Come on up. All right, Jessica, we'll let you go first. All right, welcome. Welcome. Thank you so much, President Cole, members of the board, executive cabinet. Um, I cannot express uh how thrilled and deeply humbled I am that you have chosen me to lead her most of you. My passion for early childhood runs deep and I truly believe that these early years are the foundation for a bright future. It's where curiosity is sparked, confidence is built, and the love of learning begins. This is why I'm committed to ensuring we work together to provide a safe, loving,

102and nurturing environment where all children are given what they need to meet their potential. My experience in education spans a wide variety of roles from preschool to first grade, special day to co-e to general education. I taught 13 years in Torrance Unified and most re recently was a program specialist for Adono Beach where I supported the district's special education programming including the behavior team, three elementary schools, as well as our preschool and early start program. I was born and raised in Torrance where I attended Torrance schools and I'm a diehard Bruin. Go Bruins. I come from a family of educators in their own disciplines. My father was a history teacher, my older brother a doctor of medicine who teaches other doctors on the most advanced surgical practices. And my younger brother an educator on the

103field of football in the NFL. I bring with me tonight my beautiful family, my three amazing nephews, James, Henry, and George, and my older brother Andrew. My dad's at home watching, and my little brother in New York. Um, my family has supported me every step of the way. Um, but they also bring in some healthy competition. Andrew and I like to joke about who the real doctor in the family is. And my younger brother likes to argue with me about who works more. I mean, who does that? Definitely surrounded by some overachievers and slightly insane personalities, but all self-driven, highly motivated, and super competitive with each other. So, know that uh I will beat Grace Yang School in the next district-wide fundraiser. Game on. But growing up, my dad would take my brothers and I

104to a local park in the South Bay, and rather than play with kids my age, I would find a mother with her baby, and I found so much joy interacting and engaging with that child. That love for teaching and for fostering the growth of children around me fills my cup and carries on until this day. But with that, I promise to be a servant leader who stays true to why I got into this job to begin with, and that's to help find the light in every child so that they can learn and thrive. I'm honored to be reunited with and work under the guidance and support of Dr. Wilds, who I've been so fortunate enough to learn from, and um I respect so much. Um as a South Bay native, choosing Kermosa Beach City School

105District was a no-brainer. It's true that everyone here is just so nice, like you said, Susan. Um, thank you again from the bottom of my heart for this amazing opportunity to serve the Hermosa community. Oh, welcome. Welcome. We wanted to know if you could sing a song for us before you go back. I'm just joking. I read the resume. Hello, I'm Grace Ying, proud new principal of Hermosa Vista Elementary School. Uh, thank you, Superintendent Wilds, President Cole, board members, and cabinet. I'm excited to be the new principal at Hermos Vista Elementary School. I also am a proud UCLA Bruin. Go Bruins. Um, thank you. Thank you. Uh, who went to Claremont Graduate University for my masters and received my admin credential at Cal State uh, Dominguez Hills. Um, I remember the day I sat watching

106my son playing basketball at the playground of beautiful Hermosa Vista Elementary and I was talking to a parent with excitement. She let me know about the tight-knit community and the small school environment she was proud to be a part of. I knew then that this was a special place and I had to be a part of it. As a former special educator who believes in the instruction of all students, I am excited to be a part of this second to fourth grade community in which we all work together to ensure our children grow to be the best version they can be. I'm very passionate about instruction and believe in the power of the science of reading strategies. Just like we were talking about earlier today, I used my own child in my practicum and saw

107that he grew to become a reader. And I saw the importance of giving this skill to all students. My husband, who doesn't work in education at all, said to me, "Whatever you're doing with our kids, it's working. When I read to him at night, I see the difference. I believe in every child's ability to learn to read because reading is a foundational skill every child deserves. Um sorry my own children Abby is in fourth grade and Noah she his in second grade and they are the inspiration and the reason I have chosen a path in education. I wish that their schools can be a place where they feel safe to grow challenged academically and feel a part of a community in which they can contribute to. I do know that I can make this happen

108at Hermissa Vista Elementary School. My own story as an immigrants child was one I had to pave the way but learn grit and perseverance. My parents who could not speak English immigrated for a chance at an American education that paved opportunities for me and instilled the importance of getting a good education and I have fulfilled for them an American dream. I hope to be a part of every child at Hermosa Vista Elementary School's journey as they encounter experiences that will be part of their memories and their stories to tell. I hope to continue the work at Hermosa Vila Elementary School that makes it the unique place that people want to be a part of. Thank you for allowing me that opportunity. Lastly, I'm thankful for my family who has joined me today, including my husband,

109David, and um my two children, Abby and Noah, who continue to encourage me every day to be the best version of me. Thank you. [Applause] Thank you both for being here tonight and with all of your families and welcome to the community. So, we're really happy to have you and um hope you consider sending your children here as well or your nephews. All right. Um All right. We're going to move on tonight to the consent agenda. There's a lot on that consent agenda. Do I have a motion? I make a move to Thanks, Maggie. A second. Second. Thank you, Kathy. Um these a lot of these things on the consent agenda are things that we just um we look at every year and are not really any new news. Um, but so thank you for

110getting all those on there, Paula and Miss. Thank you guys. Thank you. Good night. All right. So with that, can I get a motion? Sorry, I got a motion from Maggie and a second from Kathy. All in favor? I. Great. Um, motion passes. Moving on. Sorry to move a lot of pretty far this a lot on that consent agenda. Um, moving on to action items. Superintendent Resolution number 21 col2 24/25 of the board of education of the Hermosa Beach City School District authorizing the issuance of the Hermosa Beach City School District Los Angeles County, California election of 2024 general obligation bonds. This is very exciting. series A pursuant to certain provisions of the government code in a principal amount not to exceed $8 million and approving certain other matters related thereto. All right. So this

111is resol this is a resolution to authorize the issuance of the bonds pursuant to the egg code 15146B2 and specifies the basic terms and the parameters and form of the bonds. Um, it approves the forms of the purchase contract, the preliminary official statement, and the continuing disclosure certificate. Tonight, we also have Lawrence Chen from Strandling Law to answer any additional questions that you might have, but staff recommends you approve this resolution. Great. I'll just go around the horn. Anybody have any questions, any reasons to not approve this bond that the city of Hermosa Beach should taxpayers should know about? I think we've been well prepared for from several meetings discussing it. So I I I feel pretty confident that we can move forward. Great. I'm excited. Not just confident, but so excited. It is very

112exciting. We feel very proud of ourselves and are very excited. So with that, can I get a motion? So move. Thank you, Kathy. Thank you, Rachel. All in favor? I I That's a big deal. And City of Herosa Beach. Here we go. Some money. 100 years from now, we will all still be a name for the wall. science will be still working. Mark this moment. Um, all right. Moving on to 13.2. Approval of measure HB. Good night. Thank you for sitting here with us and being available. Very patient. Approval of measure HB general obligation bond project prioritization. Dr. Wilds. Yes. So, this is a follow-up item to Mr. Rezlinger's earlier presentation that was a revised based on input and feedback from last month's meeting. staff recommends you approve this prioritization list for measure HV bond

113product projects. Thank anyone have any questions? Go ahead. Comment and it's a followup from from Maggie's terrific comment about flexible science space because we sold the bond on having science. I kept talking about science labs and the great science lab at MSNB etc. Um so I just want to sure that we were still getting a science lab. Absolutely. And even, you know, when we think in like the world of education also, you know, being that that room also being able to be used in like career technical education, there's so many things besides just buns and burners. We want to make sure that it's able to accommodate. I was thinking that room that you brought us on, we've had so many walkthroughs that had really cool big huge tools. Yeah. That no one has touched in

114years. And I can imagine a science feeling really rigid being like that. So I I completely appreciate and support the the flexibility involved of our our new science. Yeah, we just wanted to live beyond us. We also um smart science lab sometimes especially How about smart science labs? Can we call it that instead rather than flexible? We can we Yeah, absolutely. We also sometimes in a smaller school district like if enrollment starts growing and we have maybe a science teacher who's working in that room five periods and we need someone else to go into their the sixth period, we want it we want to be able to use it smartly. Yeah. Smartly. Yeah. Smart. Yes, smart science. Um, can I get a um moved? Thank you, Kathy. Can I get a second? Second. Thank you,

115Maggie. And just a reminder, you know, we've we've we are having public meetings about these things and we did have one recently. So, that the prioritization comes off of the bond, comes off of this meeting, trying to be as transparent as possible about the process. Um, thank you for the second. All in favor? I I Great. Uh, 13.3, uh, the governance calendar. Dr. Wilds. Yeah. In accordance with California aid code 42127 and 52062, the governing board is required to oversee the development of a timeline for the adoption of the district's annual budget and the district's annual LCAP, including opportunities for public input and review on that calendar. Um staff recommend you approve the 2526 calendar. Go ahead, Maggie. Um thanks so much for putting that together. Um I understand it's for compliance and statutory reasons

116on there. I'm also curious though if if there is a space in there to um uh to put for nudges of how the board should be thinking about like CSBALS or any we can add that California Distinguish stuff just so the board is aware of those timelines and we can start to do any action we need. Yeah, we can do that too. I can add that. California Yeah, California Distinguish they bestow on you based on your scores. So there's nothing we need to do. Um but the bell absolutely we can put that on there. And then just remind you this is probably where like a a technology like approval of a technology plan would go in regular. Yeah. Yep. That'd be great. Yep. Okay. Um go ahead Maggie. Sorry that just made me think because

117there's we have um and this might be a separate conversation that maybe is not for governance because I know some of those are on u not annual but like bianual triannual. Yeah. Um review cycles. But I I do think there's probably a conversation we need to come up to know like what is the cycle of the different plans that are out there because there's tech I think there's a couple other yeah the tech plan is yeah there's there's other tech plan's a good example though because uh board policy says and one will be brought up every three years right so some are governed by board policy that we can pull into the plan and then others are maybe just even at the bottom of the governance calendar it's like the annual dates of when other

118plans are coming up so just future boards know when to expect it. Yep. Would I would anyone like to make a motion? I move to Thank you, Maggie. You created it at one point. I second that. Thank you, Rachel. We And all in favor? I wholeheartedly. Thank you. Legacy, Maggie. Legacy 13.4 approval of a reading a risk of reading difficulty screener. Yes. So, as shared in the earlier presentation, this is a recommendation to approve McLass dibbles as the HBCSD risk of reading difficulty screener to meet the requirements of Senate Bill 114. Interesting to note, if we decide at a later date that we want to shift, this will be brought back to the board for approval because we're not actually going to implement this in probably till January. So, if for some reason, I don't

119know, information comes out or we're like, you know what, we just want to go with this this one version or they've approved the free version. Yes. and or you know we do a three-year contract with MClass and as we're at the end of the three-year cycle a different the state approves a different one we want to go with each time it'll have to be brought back to the board. It's interesting. I know they have to have four because there has to be competition. Yeah. But it is interesting because it's like you're not going to get a standardization. No. Yeah. So, and then it is so dependent on the giver of the test. Yes. And so interesting a note with um we are um quoting out because um to administer MClass dibbles um it the student

120is reading the teacher is marking um that is I've done it for years. It's a little bit more challenging if you're doing it on a mouse pad little less challenging with an actual mouse but it's the easiest and most effective on an iPad. So we want to thank um the IT department who are um uh quoting out for us. So each teacher will have an iPad as a a touch iPad to mark as the students read. It's just going to get the most accurate information. Yeah, you can see why taking the human out of it would I mean just out of the process is better you if you think about it. However, I asked this to to Dr. Wilds the other day and you want to just tell your anecdote about Roondo. So um in

121Roondo we implemented um this years ago and we wanted to do all kindergarten through fifth grade across 8th grade camp eight campuses. It was a huge endeavor. We put an entire team together. We was led by a school psych kind of a floating school psychologist that we had. We brought in five different psych interns plus I had three tosses plus myself and we would descend on a campus for a whole day, right? And we would spend teachers would bring their classes through um or we would visit each classroom and we could do a we were banging them out real quick. We could do an entire class in probably about 20 minutes, which was great. The problem was we were doing the assessing. We knew the information teachers were looking at um dry data they had

122that hey had no connection to. Right? Hearing a student read is as powerful as the data you're looking at. So what we found is that there was a disconnect from the teachers from the data. Um and we really in in we thought we were had we had this really brilliant plan. It was a way to get this amazing data across the district. it was helping teachers, but what we found is that fewer and fewer teachers were as invested in the data because it was a thing the district was doing for them. Um, so we learned we're going for golden bell on this one. Okay. So, we're going from learning to what we're changing to implementation. Yeah. We're going to be a test study. Yeah. And also, you know, it's hard for a teacher to explain

123data that they didn't see get collected, right? So, um, we're learning. I learned that was not a bad that was a bad idea. That makes sense, though. Yeah. Yeah. It wasn't necessarily a bad idea. It's just at the time it just made more sense because then you don't have to have a sub and you don't have to have kids distracted and Absolutely. And I'm really pleased that we're doing it after they've kind of got their wheels going with the with the new language. Give them some grace. Give them some grace. Yeah. I think that's that's kids kids that actually if you're in kindergarten probably most of our kids have come into kindergarten with some letter sense and number sense a little if not a lot. Then you'll know by January. Are we is this do

124we have some concerns that we need to be paying attention to? Absolutely. I think on a go forward basis after this year of implementation, kindergarten will probably always live in a January winter administration, but first and second grade will get probably pulled up to September. Yeah, that makes sense. Okay. So, do I have a a a motion? [Laughter] Thank you, Rachel. Thank you, Kathy. All in favor? I I moving on to 13.5, the approval of districtwide contract with LA County Office of Education for PBIS support. Dr. Wilds. Yes. So, this is just a new contract. You've approved this contract before, but it was only for Valley. This is a new contract that expands across three schools. We want to build some coherence K8 as opposed to just having it at one campus. Um, this provides

125coaching and implements implementation support to a to each school team and staff recommend you approve this contract. And when talk to us about what the coaching looks like, so the uh the principles and a small team um go in person. Um, so they'll go they depending on what level the school's at, year 1, year 2, year 2 a, 2B, um, the training looks slightly different, but they go in person um, to get uh, direct professional development and time together and the coaches are there to kind of help them think through their discipline matrix, their expectations, how their maybe behavioral lessons that need to be taught. Um they also then also provides LEO PBIS coaches um who come out to the school site and will come out during recesses and lunches and walk the campus with

126the principles to help them kind of see the campus in kind of a different in a different way. And will our three schools go together? You know, since since Valley's already done it, it still would be great because yeah, we can have some co Valley will be in two they'll be in two Bs, which is the different level. Um, Vista and Vue will be in what we call year one. Um, but they'll our goal is to have time for them to have some togetherness. We don't um I think things are a lot more um effective for students if they're not code switching every time. Yeah. Okay. Um, moving on to business adopt. Oh, sorry. We have to have an approval. So, can I get a motion? Thank you, Rachel. Second. Thank you, Maggie. All in

127favor? I and moving on to business 13.6 adopt the resolution 22 um col2 24/25 the authorized resolution signature. Miss Fantablo. Thank you. Um this is an annual actually a bianual process. We do it in December and again in June. Um so it's nothing different. The district must forward this to the county for certification of signatures of the members of the governing board and persons authorized to sign notices of employment contracts orders drawn on the funds of the stool school district's account. The recommendation is that resolution 22 2425 authorized signatures be approved. Great. Thanks Paula. Um can I get a motion or does anyone have any questions? Can I get a motion? I move to approve. Thank you Maggie. Can I get a second? Second. Thank you Kathy. All in favor? I I um 13.7 consultant

128agreement mentorship services with Sandy Skora, Dr. Wilds. Yes. Um so we met two amazing principles tonight. Um but we want to be able to make sure that um all principles get coaching and mentorship that is separate and apart from what we're going to get them. So Sandy has been an absolute amazing addition. Um and so she can help now that she knows the processes in Hermosa. Um, and this will be pro to provide both Grace and um, Jessica um, direct coaching support as they start the year and then through the year. I love this idea. Tell me, I just had a quick question. When you get your admin credential now, do you still have to get you have to clear it? Have to clear it. They both have clear credentials because they've been administrators. Um,

129do they get a a tier two or don't they have to do clear one and a clear two or just I think it's I don't know what they call the beginning one, but it's clear. They both have a clear administrative credential. they would have had to clear it as part of their last position, right? Okay. And how how much would like tell us how many days a week will she come or So, we're going to start with just bulk hours because we felt like maybe in the beginning of the year they might need a little bit more of her time and kind of taper taper off. So, this is up to $8,000, not Yeah. for both. So, 16 or eight total four each. We're going to start and see what they need and then if

130we need to to do add more, we can add more later. So, this is just for view and Vista, but what about Do we already have a coach for Valley? Jessica has a coach that she works with. Yeah. And we've had coaches before. We had um Lisa Vil. Lisa Val as well. So, it's been great. It's I mean, even though I I know the role of the superintendent is also to coach the principles, but this is a different It's hard when you're the coach and the evaluator. Um oftentimes someone might say, you know, it like I have my own coach, right? And so I can sit in a room and say, "Hey, I'm struggling with this thing." And you get to have a free space to be able to have somebody to be a thought

131partner. And do you will you be able to give Miss Scora like input on things that you you know directionally? We do. Yeah, we have um um I've got a kind of a detailed kind of month by month just logistics of being a principal, but then also some insight of a at this school coach for here. This school coach for here, right? She'll have very unique insight about Vue, so she'll be able to kind of help continue what she's already started. Okay, great. And how do we Sorry, just um this is not a question for here. I'll ask it later. Um okay, quick uh Thank you, Rachel. Thank you, Kathy. All in favor? I um 13.8 consultant agreement before and after school care enrichment as aligned to the elope program. Miss Gluck. So, Start Education

132provides the before and after school um program plus 30 days of additional program programming for interession for our families. Um we're bringing forward with you to you a new contract. Um something in the contract that is new is STAR will be um paying the district for janitorial services two hours a day for their students attending our using our campuses. So, we would like for you to um approve the consultant agreement um with Star Education to provide the before and after school child care and enrichment services in line with the 2526 ELO plan to be approved. Any questions? STAR is invaluable. So, we Yeah, this is already something we pay, right? I mean, like every year we pay Star. Yes. So, $50,000 isn't like a new thing, just so we're clear. But tell me the janitorial

133services. Is that included then in this? So historically, so the $50,000 just covers the cost of students who qualify for ELOP, your low-inccome, your English language learners, homeless, foster. Um, and so that $50,000 pays for the cost of those students before and after school care to get to the nine hours, which is the ELOP mandate. Um, however, STAR is in a number of our classrooms as they've grown. It's a real need. However, it does put a fairly big burden on our our maintenance um in terms of just even just like toilet paper and paper towels and those kinds of things and cleaning classrooms. So, we met with Star and they're more than happy to help kind of cover the cost of some maintenance and operations cost. So, they're going to cover they're going to give

134us money. Yes. So, is it going to get deducted from this? They're kind of separate. This will be just separate things. Got it. and our maintenance crew or I'm not sure their union is everyone knows that that's what they're doing so everyone's good with that. Yeah. So this is kind of kind of two separate they this is just the them providing ALOP services is what this contract is but then they also have the parent pay the parent pay will be paying us for some So this is after school care but we call it a consultant agreement because they're providing the service. They're providing services. Right. Okay. Yeah. Some districts have their own people providing the services. Exactly. Yes, love star. Very good people. Thank you. Thank you again, Miss Gluck, for bringing this partnership to

135the school. Um, all right. Can I get a a motion? Thank you, Maggie. Move to approve. Thank you. Second. Thank you, Kathy. Um, all in favor? I I moving on. Personnel accepting the filing accept for accept for filing the joint initial proposal from the district and Hermosa Beach Educators Association. Dr. Wilds. So the board of education is requested to accept for public filing the joint initial proposal between the city school district and the Hermosa Beach Educators Association. This begins the acceptance of this filing begins the negotiation process and to begin negotiations for a successor collective bargaining agreement. So this is kind of a what we call a reopener not the full reopener of the full contract. This step is just a legal requirement so that it in ensures transparency in the negotiation process so everybody

136knows what we are negotiating. Um and it makes the proposals available for public review. Staff recommend you accept these proposals. Questions? Just a shout out to Miss Novice who always puts herself forward and does a good job representing I think the the teachers. That's a hard job. It is a hard job and she does it really great. It has done it for a while. And uniquely, this is we're probably the only district that I know in this whole area that it's a joined conjoined district union. So, um, hats off to her. Yeah. I have a motion. Thank you, Rachel. Thank you, Maggie. All in favor? I. Moving on. 13.10. Um, 2025 2026 declaration of needs for fully qualified educators. Dr. Wild. Yes. Um, so this is just a yearly, this is something we bring to

137the uh board yearly in the event that we need it. Um, and so oftentimes we will bring a list of I say that as if I was here last time at this time, but districts um districts bring this forward every year in the event that come the school at the beginning of the school year, we have difficulty funding some um traditionally hard to fill positions. Typically, it's special education, single subject. Um so um staff recommend you approve this uh declaration. Can I get a motion? So moved. All in favor? I I move it on. Uh 13.11 approval of a job description teacher on special assignment technology and innovation. Can't even wait. Talk to us. Talk to us. Tell us more. So this is a brand new job description and I just want to stop and

138thank the Hermosa Beach Education Foundation. Woo. Um, and the families. And the families. And you know, early in uh the fall when we met with um both HB uh HVPTO and HBEFF, we meet monthly, but they said what sky's the limit. What would you like? And we said, we would really like a Tetosa who can bridge um there's the technology of the stuff, but then there's how you use it in the classroom. and we really feel like someone who can um make sure that they are in the cutting edge of professional development um resources out there and who can help coach teachers alongside in the classroom. So, it's what we have and then how we use it. Um and then we also want this person to really help take the lead in bringing together um

139a stakeholder group and a committee working alongside Miss Gluck um to put together our artificial intelligence plan um implementation plan. What will that look like? Um, and our goal is a year from now we will be bringing that plan to the board for approval. Great. It's really exciting. This is going to be an exciting role. So, I hope we can't wait to meet that. There's an opening if you want. Yeah, I would want that job. But I think right now I'm going to pass, but um any questions? And we um Okay, great. Can't wait. Uh can I get a motion? Thank you, Rachel. I got a second. Second. Thank you, Kathy. All in favor? I. Moving on to 13.212. Classified employment transaction new position and revised classified salary schedule. Site supervisor and lead preschool teacher.

140Miss Gluck. Hi. We're looking to realign our preschool to include a site supervisor and lead pre um preschool teacher. So, we've created a job description and revised classified salary schedule for a site supervisor and lead preschool teacher to be approved. Great. Thank you. And just to clarify, our new principal is taking over the role of director of preschool education in Hermosa. Um, okay. Any other questions? No. Can I It's a I think this is a great uh alignment and movement. We love Miss Hannah, but just this due to a lot of reasons, this is just going to be a great move. We're just small. Yeah, it is small but mighty. I move to approve. Thank you, Kathy. Thank you. Uh, thank you, Rachel. All in favor? I. Moving on to 133, classified employment transaction update

141to the job description, occupational therapist, Miss Click. So, we have a new occupational therapist position open in the district and we felt it was prudent for us to look at our current job description and align it with current best practices. So, we'd like for you and recommend to approve the job description for the occupational therapist to be approved. Any questions? Can I get a motion? So moved. Thank you, Kathy. Second. Thank you, Rachel. All in favor? I I All right, moving on to board member roundt. Kathy, I thought you you might have something you wanted to talk about in round table. Yeah. Um there's a couple things that happened this week that I think are noted notable. um one is the um reunion of our eighth graders that come and it's this was my last

142year as a teacher the students that I had but I think it's something that I I think I'm happy that we started it and I like the idea of some people who are saying next year we have them come with their gowns and walk through all the campuses. I think that that would be so special. But the kids coming back are so excited to see their campus and they're so mature. They seem like they I remember talking to eighth graders and saying, "You guys wouldn't have given me the time of day in eighth grade." And they're like, "Well, high school, we mature. You know, we we do mature." That's one thing that happened that I was really happy to see in action. And then the third grade, eighth grade, the eighth graders write the books

143for the third graders. And that's always a real special thing that we get to see these eighth graders who are actually nervous to sit with these third graders and read the book with them that they've written for them. And like Dr. Wilds and I were talking about how valuable it is to write with a purpose. Write with an audience. Know that you're writing something that's going to it's it's favoring that student, that person. And I don't know, it's it's an exciting it's an exciting thing. And I'm really hats off to Adriana Vanuel who works her little butt off to get that thing done and I'm happy for her. So that it was it was a great day to see. So that's it. Any other round table? I think we also had the uh middle school

144honor roll breakfast which was over 300 I think students this year. Was incredible. Um just I mean so many community volunteers to make that happen and a lot of work. I had um a special shout out to Christine Schultz who's always done an amazing job with that. Um there's a lot more that goes on behind the scenes and the way that NPR room has transformed from Valley Open House to and a hats off to Young at Art. I mean it was an amazing art gallery in there. It was amazing. It looked beautiful. I was really sad to walk in there and see it all gone like comes up and comes down. But um some really special things going on in our middle school. So thank you Maggie. Yeah, kudos to our teachers and staff for

145another successful year and congratulations to our culminating eighth graders. Um, I realized with this alumni group coming back from high school, they were the class I started with when I started schoolboard back in 2013. So, this was like this was my graduating class of of one full cycle of of K12 students. That's really fun to be a part of that. Good job, Maggie. Um, mine are just that appreciate that the fact that the board meeting had to move to today because next week, Wednesday, we do have graduation. So that is the reason the culmination sorry um that is the reason the meeting was changed. So appreciate everyone being flexible for that. Um really loved going to all the open houses and seeing all the teachers. There was just a lot of really I I did

146mainly with Carol who's out sick today. But um it was just lovely to walk through everyone's room and connect with the teachers and see the families and love how many um students were kind of leading their families through all their work and all the it just a lot of cohesion between grade levels. Um it it just made you really proud. So great job to the staff and the the principles and the all of you for for doing such a great job of you know just it it it it's an awesome place to bring your kid to school. It's a we're lucky here. Um, and then we have so many great end of the year traditions in Hermosa. And so I would just like to encourage all those families to let your child have that tradition

147and continue to send them to school every day till the very last day. I know it's excruciating sometimes to be like, do we really have to go? And the answer is yes. Um, so but there's a lot of fun things that happen at the end of the school year that you will have for memories for years to come if you let them. So, please allow them to stay in school all week. That would be wonderful. Um, and with that, um, we can I'll have a motion to adjurnn. Motion to adjurnn. Second. Thank you, Maggie. Thank you, Rachel. And all in favor? I