001Uh at 7:02 p.m. we do a roll call >> here. President >> here. >> President Waters >> here. The board has nothing to report out of close session. Uh we have an agenda. I understand there are changes. >> Yes. Um, we'd like to move item 13A1 on the consent agenda to the action agenda. It'll be 16 A5. >> Shall we approve that change? >> So move. >> Second. >> All in favor of changing the agenda as Miss Prea suggested. I I >> We will change the agenda. In that fashion, thank you. Um, we have minutes from past meetings. >> Move to approve all the minutes for April 28th, May 11th, and May 12th. >> Second. >> All in favor of approving minutes from April 28th, May 11th, and May 12th. >> I I >> I
002>> uh 11 A. the board report. Would anyone like to start? >> I will start. Um um since the last meeting, one of the funnest things I've done is attend a couple of the graduations that happened and it was fabulous. First, I went to Thornton and then I went to the middle college. Middle college didn't even exist when I was in school, so I was very excited to be there. And then I went to Jefferson High School. So it was just a great time and just to be around people that were so happy and all their hard work had paid off for this 2hour ceremony and it was loud and someone did the worm on the stage. So yeah, it was a great time. So I'm really um excited for those students and what's to
003come for them and the families. So thank you. Yeah, I think a lot of us were doing a lot of those graduations. I know I was able to get to a couple and um I think that's probably the best part of our school year is being able to see the graduates out there and smiling and enjoying themselves and celebrating with their families. But also huge shout out to all the schools for really making those graduations special for those for those students and um um just allowing us to be a part of that is is really cool. And uh definitely, you know, something that fills your cup for sure. So glad to be able to take part of that. >> Yep. I I think uh I I concur. I I did four graduations, Thornton, Bridge program,
004Middle College, and Westmore. And I it was it's always fun to be out there celebrating all of our students. It's always fun to see how the kids are detrated. I there were a couple of young women at the Westmore graduation wearing um Lays from crumbled cookies which was quite amusing when they had pink boxes wrapped around themselves. Quite creative. And then the handful of students that came up with their selfie sticks and and either recorded while walking up on stage because they're, you know, want to be influencers or um or doing selfies with with everybody on stage. It was pretty fun. So yeah, all all that to say it's it is one of my favorite times of year by far. >> So I missed um the last board meeting because I was in New York
005um for my daughter's college graduation. So four years ago she graduated from Jeff and so I was able to see her um graduate at Yankee Stadium and then at Radio City Music Hall. So it was um yeah, now she's she said, "Mom, I got to I have to be a grown-up now." So um but she's she uh she definitely since uh Miss Kel, who is the ASB director at Jefferson, since she went to NYU, um Carly said, "I need you to give this gift to her, Miss D." So, um, so she got gave a little gift to me to give to Miss D, as they call her, um, at the and I saw her at the Jefferson graduation. So, it was pretty sweet. Um, and I also I attended the Bridge program graduation. Kind of
006bittersweet, although we're hoping hoping we can bring it back. Um, the Jefferson graduation, it was um really fantastic. Uh, it was fun to be there with Miss Gutter. um her first her first big outdoor graduation. They're always really fun. And um then two days in a row I was at the adult education um building uh for the adult school graduation. Um they just did such a great job on turning the multi-use room into this beautiful sparkling place and the families were just so um the families there were just so proud. It was such a big moment for everybody. It just it's so beautiful. And President Walker gave a speech and I have to say who was he had me tearing up. You were you were incredible. >> Thank you. Um, and you you never forgot
007JUHSD in your speech and and what we stand for and why we're proud of this program. Um, you always brought it back into that and because we support, you know, all our students. Um, but it was, you know, you followed the mayor of Daily City and I think you were he he did okay, but you were fantastic. Yeah. I mean, you were fantastic and um and you know, it's always a big deal, and this is something I don't think you've embraced quite, but that it's important to go appear as President Walker. It's important to families that the president of the board is here. So, I know you jokingly, you know, pose for us, but you got to you got to use that. It's important to the families really, believe me. And I really appreciate I
008really appreciate you. >> Thank you. >> And but then I'm going to say the best graduation is the adult transition program graduation. It is just so moving. Um we Tony and I cried at the bridge school graduation, bridge program graduation and I cried at this one too. And it and I two of the two of the students graduating were um Megan Williams, I've known her since she was little in elementary school and Tony Marie um she went to middle school with my daughter. So it it was just nice to reconnect with the families. I mean, you know, I've seen them here, you know, many over the last four years. And so just to see them graduating was very touching and very impactful for me. And just I just want to thank our adult school program
009and our special uh our amazing um our amazing special education program for um putting everything into um helping these students. Um and I just want to thank everyone who's made all these graduations impactful and the maintenance crews. I mean it there's a lot that goes into it. There's just a lot. So um and thank especially the schools and our administrators. >> Thank you. Um so I was at a few graduations. Um I went to a comprehensive high school. I taught at a high school where you had to take an exam to get in. Uh, I've been the parent of two kids who've gone to comprehensive high schools. So, it was kind of neat to go to a continuation school graduation. Um, and just to see our our families, how proud they are. Um, I got
010to say a few words, which was nice. Um, I went to the adult division graduation. Uh, I got to say a few words. I have advice uh following my second speech. One is uh to keep it short. I'm not sure I succeeded at that. And two uh if you're speaking and someone else is speaking, go first. And if you can't go first, you might want to contact that person to make sure they don't steal your themes. Um but that was really special. Um, and then I went to Oceanana's graduation, which was fantastic. And, uh, I got to see a young man I've known his whole life graduate. And I, um, also, speaking of the role of president, I often joke in public about how powerful I am as the president of the school board. And
011really, I'm not that powerful because I can't do anything without two other votes. and because I'm only doing the job because the other people on the board had already done it. So, um, uh, one student after the ceremony just asked to shake my hand and it's, uh, not because I did anything for her or because she knows me so well. She just wanted to shake the hand of the school board president. So, I did it for that role. For everyone who's up here, everyone who works in this building, you know, everyone who works in all the school buildings, it's I was proud to do it, but um you might have missed it live, but all of you uh got a good handshake after the uh sorry, the Oceanana graduation. Uh I've said enough. How about
012the superintendence report? >> Thank you. I'm going to sound redundant because I too am going to talk about graduations. Um, so yes, I went to all of the high schools, Thornton, Tanova, Jefferson, Westmore, Oceanana, Middle College, and Bridge program. And I have to say what what I'm going to share is that my son graduated from Oceanana. And I cried at I think all of the other graduations and I didn't at my I was like solid at my son. So I was glad that I wasn't a blubbering fool at my son's um graduation. Did you have any support to keep you from crying since graduation? >> I did. I had people saying, "Don't cry." Um, and we did a little handshake and that was great. But it was um I also learned I've never had a
013child graduate from high school. So it is like I have a new perspective now around like what our kids are going through their senior year, but especially those last couple of months before they graduate. It's really hard. Like I just never really understood what our seniors were going through. And my kid is, you know, well adjusted, good executive functioning skills, taking care of what he needed to take care of. And it was hard, very hard. Um, and I know I don't always, you know, like I'm having I'm going to talk about student advisory interviews. Like I'm conducting business with student advisory up until the end. And um, yeah, it's kind of it made me think about scheduling things maybe a little bit differently next year to to leave some space for those seniors. Um, but
014every graduation that I went to had something special about it. They were all wonderful. I love that Rosie brought up the maintenance crews because I know that um there was there was a beautifification crew that Marcus um had had a whole crew going around to all of the different schools kind of with a particular eye around graduation's coming up and we just want to do something a little extra places to make it um look really nice and and it was noticeable. So, thank you. Um I mentioned that we did student advisory interview. So, last week they weren't seniors. We had I had the other the continuing student advisory kids. I think we had about six I had about six kids on the panel and we conducted the interviews and yet again we had more applicants
015than spots and of high caliber like really it was very difficult very difficult for us to make the decision on who to move forward. There were so many kids that we said no to because we were sort of building a team that was like multi- multigenerational you like multi-age. It wasn't all seniors. We were taking a lot of things into account. But so many great students um that were interested in being trustees. So we've got a really great crew for next year. And then the last thing I want to say is just um had a had a nice time. I went really really late because it was hard to get out of my office on that last day, but there was a gathering um for Monica Casey and Ed Lopez and Carla Toff. So um
016popped in there at the very end and um that was really nice. >> Last last day of school and this week has been you think it's going to be all quiet and you know still we have filled our days. Work keeps happening. thinking of next year. Anyway, thank you. >> Thank you. I I want to add one more thing. I also went to the Tteranova graduation and I mention it now first so uh my son's schoolmates don't get angry at me. But second, because I want to give a special shout out to Mr. BP who is directing the band. And after about 15 rounds of pomp and circumstance, the energy flagged a little bit. And I can't imagine sitting down playing a sussophone and having to play that song again. Your lips got to hurt.
017You got to be tired. It's starting to get a little windy. And I heard the energy flag a little bit. And I looked over my shoulder at the band. And Mr. BP is over there pointing at the band being like, "We got to do this." And uh I just uh want to give him credit for directing his buns off after 15 rounds of pompet circumstance. And I think it's indicative of a lot of the trying that people did to pull off a graduation. Um do we have an AFT local 1481 report today? Oh, Miss Casey will never do another one. And I don't see our new presence here, but we'll have one for you soon. Uh item 12 is for information. Please check it out. Uh 13 is the consent agenda. >> Move to approve
018consent. >> Um can I uh have you move to approve the consent agenda as we modified it? >> As amended. >> Thank you. >> Second. >> All in favor of approving the modified consent agenda say I. I. I thank you. >> Okay. >> Item 14 is public comment. Mr. Clerk, >> we do have one public comment for for for uh it is Pamela Faren. Please come up to the microphone. Uh you have three minutes. >> Thank you. >> Good evening everyone. I'm Pamela Faren. I am with uh CSBA, the California School Board Association. I am your public affairs and community engagement representative, also known as Pacer. Um, also happy to say that I grew up in this area. I don't live here now, but I did grow up I went to um FDR for elementary
019school. I went to Fernando Rivera for middle school and then fortunately went out of the district for for high school, but my brother did attend Westmore and graduated from Westmore High School. So very happy to be back and I spent a lot of time in the 80s and 90s over at Ceremony. Many many many many many hours when malls were the thing to do. Um, and so I'm here today just to introduce myself. I've met some of you already at some of our conferences. Great to see you again. Um, as you know, CSBA provides training, advocacy, um, a whole multitude of resources for you. And if you have any questions about our services, please contact me. I did leave um, my my card up at the dis. And the last thing I did wanted to
020discuss was our SOS for student achievement initiative. Um this is something um the CSBA has recently started in order to try to close the achievement gap. Um the goal with this really is not to put more work on the districts. We know that the districts are working hard to close these equity gaps but actually focus on the state taking accountability there. So there are four bills that we are supporting. um they have gone out of the assembly and they're now going to the Senate. It's going to be an ongoing effort. Um what we're asking for at this point is a letter from the district um from the board um if they want to support the initiative um or and also to pass a resolution if that is something that um the the district wants to
021support. So, I did email a copy of a sample resolution and um if there's any questions, I'm happy to answer them. Otherwise, thank you for for having me. >> Great. Thank you so much. >> All right. Thank you. >> Thank you. >> Item 15A1 is our special education program updates. Uh, Deputy Superintendent Educational Service, Miss Baka. >> Good evening, President Walker. Tonight, I would like to welcome our directors of special education who will be providing highlights about the program. I'd like to introduce Lee Medvidov and Grace Ventura. >> All right. Thank you so much, Karine, and thank you to the board of trustees for inviting us to speak today. Um, so as uh, Deputy Superintendent Baka said, I'm Lee Medov, co-director of special ed, and with me is Grace Ventura, my co-director. Um, so I'm
022going to make sure I know how to do the clicker here. First time in this uh, beautiful building here. >> The down arrow goes forward. Does it though? It doesn't appear to be on though, does it? >> I don't. >> It is now on and it's still not working. >> Thank you so much, Oscar. Appreciate it. >> One second. >> I might watch it so that I'm ready when I am. All right. And suddenly I'm less nervous, believe it or not. You know, everything that's that could go wrong already has so far. Um um so tonight we plan to start with some general information regarding enrollment trends. Uh then I'm going to hand it over to Grace to do a highlight of our therapeutic programs in our district. Um she's also going to talk about
023the continuum of placement options and where those programs fall into like the context of our local area. Um and then we're going to close out with reviewing um our annual determination letter data and then we'll have some time for questions. All right. So, enrollment trends for students with IEPs. So, this slide just kind of has a a little overview of um the types of programs that we have in our district. We have a mild to moderate support needs program. This is housed at all of our comprehensive schools um and Thornton High School. This serves students who are pursuing a diploma through the traditional pathway. We say traditional pathway because for our extensive support needs students. Uh there is now an alternative pathway to that same diploma um with modifications. So extensive support needs those are
024the programs that serve students who um have uh needs in the area of daily living skills. um they're working on modified curriculum and now they can also pursue a diploma. Uh they can also pursue a certificate of completion if a diploma doesn't make sense for them and that's an IEP team decision. And then we also have our therapeutic programs housed at Tteranova and Westmore high schools. And you can kind of see a little bit about the number of students in each of these programs. Um, if you want a sense of how many students are in the mild to moderate support needs program, you can kind of see on this slide there's about 120 students in the extensive needs program, 20 students in the therapeutic program. Uh, the remaining students would be in the mild to
025moderate support needs program with some students uh attending non-public schools or placements outside the district. Um, so last time we were here in spring 2024, we had about 470 students with IEPs in the district. And today that number is 515. Um, and the non-public school placements have been stable, but we are seeing an increase of students with IEPs at our comprehensive schools. And in particular, we're seeing an increase among students who benefit from an extensive support needs program. Um, so a good way to look at this, and there's just some some raw data there, but a good way to illustrate this is that currently in our adult transition program, um, you saw the graduation this this last week as you mentioned, um, Trusty Tahada. Uh, that program currently has 39 students. If every single student
026in grades 9 through 12 who's eligible for that program chooses to go, it would be 80 students within four years. So, that's a sizable increase. Um, I'm not exactly sure why there's an increase. I'd like to say, and this will be just my one flex of the night. Maybe it's because we're doing such a good job, that folks want to stay in this district and attend our schools. Um, and it's not included in our slideshow, but I also want to say that there's also positive trend with our staff. So, we have maybe approximately a 95% retention rate this year, and we have about 120 folks in our department. So, we're very proud of that. 100% retention among service providers and that just means our programs are more stable year-to-year. Another reason why people want to
027stay with us. Yeah, we'll do. I won't flex on how I navigate slideshows, but you know. All right, handing it over to Grace >> real quick. How many how many staff members did you say? Uh >> about 120. Okay. Wow. >> Thank you. if you include pair of professionals. >> All right, thank you Lee. All right to good evening everyone. So I have the privilege to um dive deep into our therapeutic programs. So this is our highlights. So to ground us what this means, um our therapeutic programs are specifically designed to support um our students who qualified for special education with a primary or secondary eligibility of emotional disability. Currently, just like what Lee said, we have currently about 20 to 21 students across these programs. So the core mission here is to ensure these
028students can pursue a traditional high school diploma receiving core academic classes in a highly structured self-contained um and highly supportive therapeutic settings. Um in every single of these classroom is a team effort. So we have staff by um dedicated teacher, our paraprofessionals, a behavior technician um and also a licensed therapist. Okay. Um currently our district therapeutic programs are housed at two locations. So, first we have our program at Westmore High School, um, which has historically been known as MH or mentally h hands mentally enhanced >> mental health >> mentally enhanced program. I want to share um that beginning this fall, we will be rolling out a new name for this program. It will be called the Westmore Step um program. We will be officially notifying our families um about this name change soon as we
029roll out this new school year. And then our second program which is housed at Terteranova High School, we already adopted this school year um the naming convention as the Terteranova step program. Uh this is formerly known as TDS. So to give you context of the branding of this step um step stands for support, trust, empower, empowerment and progress. Um the title that perfectly um captures the therapeutic and academic mission of these programs that we hope to uh captures. So um moving forward so the numbers and operational updates of is only half the story that we would like to tell. Um the time metrics of success is the human impact that we would like to share. Uh feedback from our families highlights these three core areas. Um first the staff dedication. Um parents have shared that
030our teachers and staff go truly above and beyond um to secure student success. Second is on the individualized support. Um families feel secure um knowing that their child's specific IEP accommodations are respected and fully uh implemented. And finally on communication and belonging um families feel that they are included um listened to and supported whenever they reach out um to any of their questions. So ultimately these therapeutic programs um allow our students to remain in their community which is in our district uh making progress toward a diploma alongside with their peers and that's really our mission. All right. Um so um we have we have made significant strides in our program development over this past year um to strengthen this umbrella of our therapeutic program. First we hired our dedicated clinical supervisor. This is a licensed
031therapist overseeing both um campus um ensuring the clinical uh consistency. We also establish our formal leadership team um which consistent of our clinical supervisor also includes our lead psychologist and our uh the two directors which review our um student cases more routinely. Operationally, we also have improved our physical learning environments, including our strategic uh relocation of the Westmore program on this campus to a more optimal space. So, we relocated of their of our Westmore program within that campus. Um we have instituted rigorous standing communication structures um which includes this standing team meetings. We have uh involved site meetings month monthly site meetings. We also have our classroom um weekly meetings within our uh teams. Um moving forward, we also in in the process of developing our program handbook. Uh we wanted to improve our tours
032and our referral process when we are um um doing our proc uh referral to our students to our therapeutic programs. Um and then um finally we would like to have uh to foster our district collaboration through unique experiences like camping trips and also unique curriculum developments for our students. All right. So moving on to section three. Um we would like to look at this continuum of special education placement options. as a district uh our guiding northstar um and our legal mandate is uh to always consider and prioritize our least restrictive environment or LRE for every individual student. So um looking at this very colorful graph here um special education is not a one-sizefits all um it is a spectrum of care as we see here on the left side we see uh on the of
033the continuum we start with the leaf restrictive environment which is a maximum interaction with peers in a general education classroom from there we move to a part-time specialized instruction via resource room or pull out services. And that's where we see um our mild moderate support needs. And um we also see next is our self-contained classrooms which offer our uh designed classes and modified curriculum for students with similar needs. uh and then this is where our mild moderate and extensive support needs programs primarily also stays or leave. Uh further down the continuum we also uh we look at special schools and finally at the far right representing the most restrictive setting we have the hospital and residential settings which provide the full-time care and education for our severe medical or behavioral needs. So the con this
034continuum brings us to a critical discussion regarding our outofd district placements. Historically when a student therapeutic needs uh exceeded what a comprehensive campus could offer like our campuses um at Teranova, Oceanana, Jefferson and Westmore High School. Um the district utilized certified non-public score or NPS placements. However, um we are really facing a cha challenging landscape nationally and regionally. Uh certified non-public school programs that provide therapeutic services are actually decreasing in availability right now. Um Edgewood um at in San Francisco just closed in one of our nonpublic schools. Yes. So uh simultaneously we are also seeing a thread where most parents are considering private schools. So however many of these options are not stage certified and do not provide the necessary embedded therapeutic services our students require. Um so what does this mean for our district?
035What does this mean for JUHSD students? It means that more than ever before, our internal district therapeutic programs, our STEP programs um provide an absolutely vital critical placement option. Um by investing heavily in our own staff, our supervisors, our therapeutic programs, our therapeutic environments, we aren't just adjusting to market scarcity. We are proactively creating a superior localized environment where our students can thrive safely right here in their home environment right here in our own district. And that's what we are talking about in their um home district in our least restrictive setting. So um thank you and I will turn it over to section four for our annual data review for more numbers. All right. So, I've got the numbers here for you. So, um the annual determination letter, in case that's a new term for
036anyone, uh that's a letter that the California Department of Education sends to all, um local education agencies, and it's sort of like the report card for special education. There's various indicators and other data, some dashboard, California dashboard data that's incorporated. Um and then that's used to determine whether we're entering any kind of compliance monitoring. So you know things are actually moving in a good direction for JUHSD. In the past we have been found to be disproportionate and significantly disproportionate. Um but of these five um aspects of of how we're evaluated the only one um that we are out of compliance for is our timelines. So just to kind of share a little bit more about what these terms mean. Um disproportionality is when there is a particular eligibility such as um specific learning disability or
037emotional disability and we're finding that there is a disproportionate amount of students of a particular race or ethnicity who are found eligible for that particular disability. That would indicate that there's something going on in our system that that shouldn't be. Um, but we're not significantly disproportionate and we're not disproportionate at this time, which is great. Timeline non-compliance. So, by law, all IEPs have to be reopened for what's called an annual IEP within 364 days of the last meeting. Um, so we would call an IEP late if it's held 365, 366 days or later. Um, and so that has happened for us. Um, same with trienals. These are the three-year um evaluation reports. Uh if those are held um later than 3 years to the day, then th that IEP would also be um non-compliant as
038far as timelines. Um these are procedural errors that can become substantive if we go many weeks or months without updating goals or services and then the student is not uh making progress. So, here's just some definitions of these of the the possible tiers. We fall into level two. There's a level one, a level three. Um, level three is the most significant. Um, and the way that they determine this, um, includes looking at performance targets and whether we failed to meet three or more. Um, or if we've been newly identified as disproportionate. So, we're not newly identified as disproportionate, but we have failed to meet three or more targets. So, I'll jump over here. So, these are the some of the selection elements um and you can see how we're ranked. So, California has um a
039great new system sort of where they compare all of the districts to each other and it's sort of like grading on a curve. Some districts have to be in the highest level of monitoring um just by definition because we're being compared to each other. So, you can see ELA achievement is an area of relative strength for the district. We're at the seventh um rank seven, which roughly equates to the 70th percentile among um districts. For these other areas, we rank two 3 2 5 3. You can see the numbers there. And if you add them all up, we're in the about the 38th percentile of districts. Um according to these measures, you can see the ones that are in red are the ones where we want to see improvement. LRE is, as Grace mentioned, least
040restrictive environment. This is an area that has continued to be a focus for us. We really want our students to be spending as much time as possible in the general education setting. And so that speaks to us compared to other districts just not quite being as competitive in terms of inclusion. Um so what does this mean? Uh so I'd say overall the trend is good. you know, not being in um significant disproportionality or disproportionality. Um but we also want to work on the timelines. We're in good company with the timeline non-compliance. Um last year, Sequoia, South City, uh Sonteo, they were all also in non-compliance for timelines. So, that's bigger than just JHSD, this this trend. Um and I think that could be any number of reasons. districts having a difficult time retaining staff who
041are experienced or or whatnot. Um but uh we can work with our SULPA. Um I want to shout out Mary Young and Lance Nature who have been wonderful in supporting us. Um and they help us through a lot of the compliance tasks and and make it a lot more approachable. Uh didn't mean to end on a on a downer with the data, but you know, it's important for us to know where where we can go from here. Um so thank you. Thank you so much for listening to our presentation. And now we'll welcome any questions, >> but we'll slink away if if that's what >> Okay. Well, thank you for your presentation. I really enjoyed it. Um I just have a couple of questions. Um well, first let me say what I really liked about
042it. I really like you bragging and you should always brag on your team and the good work that you're doing and how it shows up in retaining your students and retaining your staff. It's very impressive and I know it takes a lot to get to that point. Um, Miss Grace talked about um the classroom environment and she mentioned the people that were inside of the classroom to help support make sure everything went well. Can you please tell me about the behavior technician? Who is that and what role? What is that? >> Hi. >> Yes. So, um that's actually a new role that we have added to our um therapeutic program. So our behavior technician is actually our registered behavior technician who's also supervised with our BCBA sorry a lot of the um you know acronyms
043BCBA stands for our board certified behavior analysts. So our um RBTs or our registered behavior technician also supports um it acts as to supports the behaviors um the behavior management the classroom since our uh therapeutic um supports in the pro program. Not only just for the mental health, but sometimes the our students also exhibit some of the external behaviors such as some of our students might need help with uh some of their behavior plans um that they are working with um or some of the um maybe some executive functioning goals that they need to support with their IEP goals. So that's why we also put the um RBTs in the classroom. >> D would you like to add something else? >> No. But just in case. So that's the right. So cuz uh the RBT
044also um acts as a as one of like a wraparound service for the students. So we have the para who supports more of the um academic support for our students. >> Um the licensed therapist for the counseling services. and then the behavior technicians to support for the behaviors for the students. >> Yeah, to me it seems like I really like that formula because being at the juveninal hall that person just by having that behavior technician with the therapist is like a bridge. You know, you can solve so many problems right there before they could even escalate where they would have to go to the juvenile hall. So I just really like that formula >> working with the students and then you also work with the families. So that's why you have so much great success
045in my opinion. So thank you. >> You're welcome. >> Thank you for the presentation you guys. Um I do I was interested in in um a lot of it actually, but I mean it was interesting to to see what the enrollment trends are going to be like moving forward and kind of how you're starting to build up the program to kind of meet um what those needs are going to be. Um, and then also mentioning kind of how I guess we we used to score in a sense before you kind of started, you know, kind of this kind of rebranding and kind of build building up of the program that you guys are doing now. And um I you know one of the things that I could speak of just being at the current or
046this this past graduation for the adult transition program, one of the things I was thinking about as you guys were talking um is that you could you could um you know listening to the graduates tell their stories about the time that they've spent in the program and the time that they spent with the people in the program and how much they're going to miss it and how much they loved it and all the all the cool things that they got to do while they were in in our district it with you guys. Um it speaks volumes of what you guys are doing just with that little part of it, you know, and I and I see that trending in other directions, too. I mean, and I know that scores are scores. I get that and
047they're they're good. It's good to have data to, you know, kind of build off of and stuff like that. But I mean, I I think just generally speaking, just from what I've seen with my own two eyes and with you guys, just over the years of getting to know you guys a little bit better and watching what you guys do and how much you care about this stuff, we're I think we're in great hands and I really appreciate all you guys' hard work on this and um really looking forward to seeing how much better it gets. And um I just I think it's exciting to see that we are going to have something here in our district that we could offer to these students, to these kids, to these adults that really need it and
048especially when other places are closing down. So I I just really appreciate all you guys' hard work on it and um yeah, it's just it's cool to be a part of. Thank you. >> Okay, I've got a couple of questions. First one with the retention in staff, is there something that you particularly attribute it to? I mean, I have my suspicions, but I just I'm curious to see what you have seen. >> Yeah. Well, I mean, I'd kind of be speaking off the cuff here, but I would say obviously the staff housing has been a great recruitment tool. You know, there have been many conversations I've had with staff that, you know, are considering our district. They recognize that it's an expensive area. they might have to relocate. Um, it maybe doesn't pay quite as
049high as the district down the street, but they like us. They want to make it work. And the staff housing kind of takes them over over the line. Um, I would say uh there's also just the positive momentum, you know, of just are you coming back next year? Yes. Are you okay? I'm more likely to come back cuz my team is coming back, you know. um liking where you work, you know, is a big part of that is the fact that there's consistent staffing. You're not having to rebuild every year. And I think in this district, I'm my hope is that staff feel empowered to make their programs their own and um are invested in sort of the long term. And also, our families and students are really wonderful to work with um just generally
050speaking. So, I think that also keeps people coming back. That's really that's really great to hear. I mean I I mean I I think I know we've we've been around long enough to remember the the constant turnover and churn and special ed staff and for you to say 95% retention >> is unbelievable. It's it's it's incredible to hear. So that's >> really great and I and I love hearing what the the the two primary factors that you're discussing. So that's great. The other question is related to um the therapeutic program step program. I know that you this year we had 21 students. What is our capacity between the two schools? Because if we're if we're concerned about being able to place these students, you know, with the decline in in NPS placements and being able
051to house them, what can we realistically expect to support? How many kids? So we are also very conscious of the numbers that we're putting in both programs because we know that it's a very high need students that we're placing. And so Lee and I are looking at those numbers and so we're looking at about maybe the high numbers that we can place there is 13 students on each side. >> 13 each. >> Yes. Okay. Um so if we're reaching on that numbers we're constantly also looking of um if we're getting to that number you know constantly also revisiting of maybe expanding later on but of course that's down the line but always looking at projecting numbers in the next coming a year or two and what's also what great that I think Lee and I
052have established that we didn't present it into our slideshow is that we now have a close relationship with our our directors with San Mato and SEOA. So we actually have uh built relationship with them that uh we actually uh did some tours with them when we visited some of the other districts uh mental health programs. we shared resources with their other um mental health resources and so you know so we're hoping that if we ever one day have to expand more of our therapeutic programs that we might we will be more ready to do so. >> Okay, that's great. And those students when they do graduate walk with all the regular students at the at the regular graduations. >> Yes. And we actually have done that already. Okay, that's great. >> Um, yeah, President Walker,
053when you went at Teranova, we actually have uh one of our step student who actually walk on the stage and actually um got a reward in one of those um rewards. What's that from the >> Yeah, the papan the papan scholarship. One of our step students got that award. So, yeah. there are all our all our therapeutic students who attend the therapeutic program I should say the one of the goals that's why we move them to a um comprehensive campus is so that they would be able to utilize all the campus programs. So um our students are part of the athletic programs, they are part of the clubs and so um I can talk I can definitely say that they some of our step students are part of the uh wrestling >> um fantastic >>
054athletic program at Teranova or one of them is part of the uh tennis or something but they are part of the athletic program. >> Right. Yeah. >> Thank you so much. That's really fantastic. >> Can I add one more thing on that too? Just because your question kind of asks about like how we determine program capacity. So a couple of like limiting factors. One is our contract case load caps, you know, but we actually don't typically >> exceed get get near exceeding those because we also have to factor in the program's capacity to serve the students well. And so that's why, you know, for our therapeutic programs, um, we consider them sort of more like our specialized programs and the hard cap for case loads in our contract is 15. Okay. >> Those programs. >>
055Okay. Great. Good to know. Thank you so much. >> Really great presentation as usual. Um, visually appealing and captivating as well. Um, did you get any help from Miss Baka? I'm curious. No, >> she she helps us with her inspiration every day. And you're about to see her slide, though, I think. And I'm sure it will just be a masterpiece. So, >> yeah. No, it this was such so informative. Um, and I think cuz Mr. Lee and I have been here a long time now and just uh God, what you've been the two of you have been able to build, it's just been phenomenal. I and I just love how you work so well together and I think I'm probably pretty sure you touch every aspect of anything having to do in this department. Um
056so what's your experience? You said that it's going to be growing with more students. So is that something that you're seeing when you um visit the feeder schools, the feeder districts? Um, and are you seeing that most of them are wanting to come to JOHSD or they might be looking for private placement? >> Yeah. We'll say both. Um, because uh our district, you know, I know for this presentation we discuss mostly for our therapeutic programs because that's what we wanted to highlight. But um we we also want we are also go seeing trend for our other specialized programs like our life skills program is also growing. >> Um and so all our specialized programs as well as our I guess mild moderate um population is also growing but especially for our specialized programs both therapeutic
057and our life skills are really growing. um just based on our conversation with our uh feeder districts. Um yeah, >> and your question, Rosie, was also um are you seeing like I noticed that you've been able to um uh bring more students into the JHSD without instead of u privately placing them and we only you're able to convey that to the parents that they they can do it here that Yeah, having consistent staffing and like being able to say, "We have a BCBA on staff, behavior technician in the class, that really helps parents to feel, okay, maybe you can meet my my students needs in in the district program." >> Yeah. because I would imagine, you know, if they have a student that has always they've always had to heavily advocate for to make sure
058that they're properly served. The one thing I noticed is that if we feel they're we cannot serve them, we're very honest about it. >> Yeah. And the IEP team ultimately makes the decision about placement. So, >> you know, that's meant to be a process that ensures the student is well supported wherever they're placed. >> Great. Yeah. >> Um let's see. And then when I'm looking at the um continuum of special education placement options, that whole the spectrum there, um where does uh co-eing fit into that? >> You want me to jump in? >> Yeah. Well, co-eing, so special education we always say is a service and not a place. Um, and the service can be provided in a general education class, you know, and sometimes we want to do that because that allows a student
059to be in the least restrictive environment >> and co-eing is one way that we can do that. >> So, it's more like push-in support. So, it's further to the left on that spectrum. >> Um, students setting is the general ed setting and they're also getting the support of um, it could be a pair of professional pushing in or in in your example co-eing. So, um, that's a way for us to kind of reduce the number of self-contained classes that students need by making those general education classes as accessible as possible. >> But, um, yeah, so it's it's a really useful tool for, um, supporting the least restrictive environment. >> Great. Thank you. And then, um, let's see. I'm sorry. I was um the the timeline non-compliance review. I mean, we remember when it was really
060bad, really, really bad. And here, you know, you're off by a day and you know, you're non-compliance. But I mean, you said that other high school districts are facing the same thing. And just >> just how bad is it >> for us? press. >> Oh, for us, >> I don't know that I could say it. I mean, it's either you're compliant or non-compliant. And you know, the majority of districts, >> when I looked at the data, it it was non-compliant. I'm not sure are relative like But, you know, we definitely have like a a good half dozen to a dozen late IEPs per year. >> Mhm. But they're just late. It's not that it's not completed, it's just not within their time timeline >> for the most part. Yes. >> Yeah. And we're I'm guessing
061probably pretty good at not being overly late. >> That's the goal for sure. Um and that's why, you know, we have a program specialist who really helps um to support new case managers to stay organized. you know, we've asked that she meet with them regularly um and plan out, you know, the the schedule for the IEPs. And really, you know, what we could also say is there's hundreds of IEPs held on time when teachers are extremely busy. You know, we could we could flip the script. And I just also want to shout out our >> our amazing um case managers who, you know, they're lesson planning, they're co-eing, >> they're um helping with any number of things throughout the day, you know, super not supervising um formally, but providing direction to pair of professionals and
062then on top of that, they've got to wrangle, you know, >> five to 10 people for an IEP meeting on a certain date. Wow. Oh, >> it is a tall order. The logistics of scheduling even one IEP, you know, can take a good chunk of time >> and it's constant >> all year, >> right? >> Wow. Yeah. >> Well, I think I think you're all doing such a great job and uh it's a heavy lift and I I'm so grateful for you both of you for leading us and um and of course we support you as best as we can, giving you all the support that we can. Um, and I, you know, our executive cabinet champions for you, um, for all of our every department in our district, but I I just, you know,
063thank you for bringing this to us this time, um, at this time, and I just want to thank you again for doing such a great job for us. >> We appreciate all of you as well. We feel supported by the district. >> Good. >> Thanks for your presentation. Um, I think I only have one question and is would it be correct to refer to it as one step program or kind of step program executed here and step program executed here? Like do they share any leadership from the school sites? Yeah, that's >> Oh, um just so the question is are there any staff who are supporting both programs or how much of an umbrella do they fall under? >> Yeah. Is there overlap? How much and at what level? >> Okay. Yeah. So, the clinical
064supervisor um she's meeting with the therapist that's dedicated to Wesmore and the therapist that's dedicated to Teranova regularly. Um and so that's a common thread. We're trying to create more common threads. The teachers definitely want to collaborate with each other more. Um they want to share curriculum resources. They want to meet to talk about how they're structuring their classrooms. you know, up until last year, um the Terteranova program was um a partnership with BHRs, County Mental Health, and so they were very, you know, separate, and now we're working to try to make them less separate. And so, just looking for opportunities to create common threads. You know, we want for families to know that both programs, the one in Daily City and the one in Pacifica, can meet students needs. And so, you know, having
065them both have that same name, a very positive name, and then having a common clinical supervisor. Um, and then now looking at referrals, they'll go to me and Grace and our lead psych, our lead psychologist and our clinical supervisor to kind of jointly look at, okay, are there any nuances between Teranova or Westmore where one site might, you know, be a particularly better fit for a student. Um but of course a big factor would be just location and distance from students home. Um but you know Westmore has a block schedule. Teranova um has 57 minute periods you know so there's some differences that we would of course look at if we wanted to get more granular for a particular student >> but the therapists and teachers are are dedicated to their own site. >> Got
066it. Thank you. And also just to add also is just just for the super um but the main thing that we also really look at when we're looking at the therapeutic setting is that uh the the main thing that we're looking when we're referring to students now is that the primary disability now is that we're very um consistent that one or one of the primary disability would be emotional disability. so that we could really focus on the therapeutic setting for the for the needs for the students. Yeah. >> Thank you. Uh I will tell a quick story about a year ago I met met with a friend that I know from home and she is a parah educator. I guess she's classified and as everyone knows there is no class without classified. Um, and she's
067doing some advanced study. She wants to be, you know, an educational leader. So, she's asking me about my work with the board and I'm talking about the structure of the board. Uh, you know, uh, I talked about CSBA training. um are different schools, you know, um general stuff. And then because I think that it's uh a little bit of a coincidence that, you know, she's a special education parent and now she's uh looking to be a special education leader or I think it began as a coincidence, but since then, you know, all this work she's done, she wants to apply to many people. She started asking me about special education and I rambled on about uh least restrictive environment uh co-eing inclusion. I talked about the adult tricia transition program. Um uh I talked about
068students being involved in art. Um I talked about an equity lens. I talked about you know class placements. I talked about transportation and she was like, "Wow, you know so much about special education." And I said, I think that has to do with, you know, the district's priorities and um just the the way I have I'm been involved with the board and working with our special education directors and uh so my friend congratulates you on your priorities and leadership and the execution by your staff. Um, but I really want to give you credit for that because I learned it all in the in the few times that we come together and and asking questions. So, um, not only for making me look good, but for, uh, taking care of our kids. Um, thank you very
069much. >> Thank you for that great presentation and your great work. Right. Well, thank you all so much. Or do you want to close us out, >> Grace? >> Thank you all for your support and always when Benley and I come in on the table and um of course for superintendent and deputy superintendent and associate superintendent. Thank you all for always supporting the special ed department. I know sometimes it's not always black and white for us, but you're always there to always guide us and always there to support us. But Lee and I will not be here and will not be here to support our students and our staff who are always there for all of us too. But uh with all of us, uh thank you and we are really grateful for all of
070you. All right. >> Well, we don't have an audience but uh Uh, switching tabs. >> You don't want to stay for the budget nail. >> I'm joking. >> Joking. Joking. >> Nice save. >> Uh, >> good night. >> 15 A2 is a public hearing regarding the 2026 27 local control and accountability plan. Should I be opening? >> Miss. >> Thank you. >> First, Miss Baka will give us a few words and talk about what I will open the public hearing on. >> All right. >> Thank you. >> Good evening, President Walker. Good evening, members of the board. Um, tonight I'm presenting my favorite presentation of the year, LCAP. Um, and I'm using the district template created by Miss Shre. So, that is our brand template that I would like to introduce. >> All right. So,
071tonight I'm presenting the 2627 local control and accountability plan or LCAP for short and this is for public hearing. So the public hearing is an important part of the LCAP development process, providing an opportunity for transparency, public input, and community engagement before the plan is brought back to you next week for adoption. So this evening, I will be focusing on um primarily on key revisions, new actions, and changes from last year's plan as we enter the third year of our current three-year LCAP cycle. So, the LCAP is our three-year strategic plan that outlines the goals, actions, services, and investments designed to support student success. It also tells the story of how and why we allocate resources to meet local needs with a particular focus on supporting our English learners, foster youth, and students from lowincome
072backgrounds. So, this year is the third and final year of the LCAP cycle. So, our focus is on evaluating what is working, refining our strategies, and identifying any adjustments needed to move forward. Um, this slide also has links to the full LCAP. I believe there's about 167 pages of them and a summarized version for anyone interested in exploring the plan in greater detail. So, the first LCAP goal focuses on equity. While equity is identified here as a standalone goal, it really serves as the foundation for all of our work. It helps ensure that every student and especially those who have been historically underserved has access to the opportunities, resources, and support they need to be successful. This goal also brings the board's equity policy to life by translating our commitment to um equitable outcomes into
073specific actions, service, and funding that help remove that helps remove barriers and expand opportunities for students. So on the upper right hand side of the slide, you'll see the summary of the key actions and strategies that support this goal. The items highlighted in orange represent revisions for the 2627 school year and you will see the same structure throughout the rest of the presentation. So the first revision is the change in funding source for our partnership with a national equity project and rather than using grant funds we are proposing to use title one funds. This shift reflects the strong alignment between the work of the National Equity Project and the purpose of Title One, which is improving outcomes for students who face the greatest barriers to success. Through this partnership, we continue to build staff and
074leadership capacity, strengthen instructional practices, elevate student voice, and create learning environments where all students can thrive. The second revision is a small allocation to support student equity teams at each of the school site. So these funds can be used for materials, supplies, and other resources that help support student participation and engagement. And the third revision is a reduction in funding for our partnership with community responsive education. And while the level of support will be reduced, we will continue our efforts to strengthen and sustain ethnic studies implementation across the district with the help of our teacher on special assignment, Dan Arzaga. The second goal focuses on climate and wellness and all the actions remain the same except for an increase in FTE or full-time equivalent allocation for our counselor on special assignment. This person will help
075lead our implementation of our medical billing. So this work is um involves establishing the systems, procedures, documentation, and staff training needed for the district to receive reimbursement for eligible health and mental health services provided to students. This is important because it allows us to leverage available state and federal resources to strengthen the long-term sustainability of our wellness services and potentially expand supports for students without relying solely on district funds. The third goal focuses on teaching and learning. So there are several revisions within this goal. First, we are scaling back the universal design for learning professional development provided through lessoncast as we continue to build internal capacity around UDL practices. Second, we have added a new action focused on media literacy and digital citizenship. So, our district librarian will provide digital digital citizenship lessons to our
0769th grade students to help them navigate online spaces responsibly, evaluate information critically, and use technology safely and effectively. There is also a reduction in the allocation for social science teacher on special assignment reflecting adjustments to the level of support needed in that area. In mathematics, we are piloting illustrative math, a curriculum aligned to the California mathematics framework. To support implementation, we have allocated additional funds at each comprehensive high school to provide teacher support, collaboration time, and implementation assistance. And finally, instructional coaching remains a significant investment. And while the allocation was slightly reduced from 3.8 to 3.6 6 FTE coaching continues to be one of our primary strategies for improving teaching and learning across all school sites. The fourth goal is on college and career readiness. So many of the revisions in this goal are related
077to changes in funding source as the A throughG grant is scheduled to expire. Our goal is to to sustain these programs and services that are having a positive impact on students while identifying alternative funding sources. One revision is the addition of goal setting as a required lesson within the California colleges.edu. The recommendation came from our district advisory committee which felt that the goal setting is an important skill for all students. By helping students think about their future plans and set meaningful goals, we can better support them in making connections between their education, career interests, and post-secary options. Another revision is the reduction in the summer school budget. Over the past several years, we have expanded opportunities for students to recover credits during the regular school day. So, as a result, fewer students need summer school
078for credit recovery, allowing us to reduce budget while still maintaining access to summer learning opportunities. And lastly, we have allocated a 0.6 FTE for a teacher on special assignment to support Thornon High School in designing its projectbased learning apprenticeship program. The goal is to provide students with more relevant and engaging learning experience that connect classroom learning to real world applications while also expanding opportunities for work-based learning and career exploration. The fifth goal focuses on our English language development program. The first revision is a reduction in staffing for the bridge program due to a lower newcomer enrollment this year. However, we are maintaining a portion of that allocation to ensure the program remains available for students who may still benefit from this support. The second revision is the redesign of our course for long-term English learners.
079Um, long-term English learners are students who have been classified as English learners for seven or more years and have not yet been reclassified as fluent English proficient. This redesign was informed by a cycle of inquiry modeled after the national equity project framework that included listening directly to students about their experiences and needs. What we heard was that students wanted a course that not only supported language development, but also helped them build skills needed for success in school and beyond while fostering a stronger sense of belonging and connection to their school community. So as a result, the redesign course will incorporate AVID-like strategies that include goal setting, organization, academic discussions, college and career exploration, and self- advocacy. The goal is to strengthen English language proficiency and increase college and career readiness and also help students feel
080connected, valued, supported um as members of their school community. Goal number six is on special education. So the first revision is the addition of a second board certified behavior analyst or BCBA. As a student um behavioral and social emotional needs have increased and so has the demand for assessments, behavior intervention plans, staff training and consultation. So adding a BCBA will allow us to provide more timely support to students, staff, and strengthen implementation of behavior plans. The second revision is the addition of a pilot reading intervention se um support section for students with IEP who need extra help with foundational reading skills, particularly phonics and reading fluency. The goal is to provide targeted reading support that strengthen literacy skills, improve access to classroom learning and help students be more successful across all subjects. And the seventh
081goal focuses on school operations and there are only few revisions this year for this goal. The first revision is with the student voice action where the word engagement replaced the word participation. This change reflects our desire only to provide opportunities for students not to only get involved but also to ensure that they are they feel connected, they are valued and that they are heard within their school community. The second revision is the addition of a peer buddy program. So the idea emerged from our feedback from our district advisory committee which expressed interest in creating opportunities for older students to support incoming nth graders. The goal is to help students build connections successfully, navigate um the transition to high school, and develop a stronger sense of belonging. And lastly, this slide provides an overview of the
082district's projected revenue for the 2627 school year. So, the district is projected to receive approximately 94.2 million in total revenue. about 76% of that revenue is associated with the local control funding formula. One important thing to note is that JUHSD is a community funded district, which means the majority of our revenue comes from local property taxes rather than statesbased LCFF funding. However, the district is still subjected to LCFF requirements and receives funding associated with serving our English learners, foster youth, and low-income students. And so, our LCAP includes approximately 4.6 million in actions and services that are principally directed towards improving outcomes for these unduplicated student groups. These investments include supports such as mental health services, instructional coaching, supports for English learner programs, tutoring, family engagement, and targeted sitebased supports. So overall, these investments reflect our
083commitment to ensuring that our students who face the greatest barriers to success receive the additional support that they need to thrive academically, socially, and emotionally. And that is it. Thank you. Thank you. Uh, anyone on the board have questions? >> Um, I have to get used to all of the acronyms. >> So, thank you for this presentation. I just wanted to point out two things that I really liked especially which was how you're really responding to the needs and adjusting things and by using the librarian to help the incoming ninth graders learn how to be a little bit more responsible online. I really really like that because really the librarian to me always knew everything about any subject. Back in those days, we had the card catalog. So, you know, it was just a little
084different. But I also like the peer buddy program because that's also significant for like a ninth grader. I just like the support for the ninth graders to get them off on a good foot. And I remember back in 19 something um I had a senior when I came in to the school and that really helped because you know you go from being at the top of the food chain as eighth graders then right back down to zero two months later you know when the summer's over. So I I really appreciate those two um two new things. So thank you. >> Thank you. A lot of um how we tweak our LCAP is really based on feedback and conversations from students and staff and we're trying to be really responsive to the needs. >> Hi K.
085>> Hi. >> My brain's buzzing. It always does after these kind of things, especially when you're presenting with all this this data and information. But, um, thank you for the presentation and putting it together and making it, you know, um, as concise as you can. It's a it's it's pretty it's pretty dense and it's, you know, kind of compact. So, it's it's a lot to kind of take in real quick like that. But, um, um, it's nice to see that we have like these really great goals kind of lined out in front of us. I do have a couple questions. Um, one was I just I wanted to just kind of understand the U. mental health counselor and special assignment FTE ad real quick. It's um um just kind of you were you kind of
086touched on how we're that person is going to start with the medical billing to kind of help us um I guess get some money out of out of some of that stuff and I just don't I want to understand that a little bit better. >> And um so right now we do have the her name is Michelle Fortunado Qin and she is um helping with our intern program. So that has been her main role for this year and the previous year. And recently we found that we um can receive and bill medical um for services. And so to get that started, it's a long process where we really need to figure out how these things work. How do we build? What system do we have to put in place? Provide training for staff. And so
087what we can really do is log those hours and based on those hours we can bill u medical directly. So we would get some money back. >> Okay. And this and this is this is going to be a just a one-time like FTE for the for the next is it how how long does it last? >> Right now it's currently one time. I think she's committed only for one year to get us um started. Okay. Um >> and then get the ball rolling basically and then we take it from there. >> Yes. >> Okay, cool. And then the other one was just curiosity, a wandering as some would say. Um what is illustrative math? >> So illustrative >> changing again. >> Yeah. Oh yeah. So, illustrative math is our new curriculum for math u mathematics
088um new textbook and it's essentially a lot more hands-on and students um it's not the traditional kind of math um that we've been learning. So, it's a lot more project based and explain how you um got to this answer and as a lot more collaborative and so it's you know it's a shift in how we teach math. So next year we are piloting um just for our math course one students and we have you know we have identified teachers that would be able to help support the teachers um piloting the curriculum at each one of their school site. Instead of having one here up in the district, we will have, you know, some sections at the school site to help those teachers really learn and have discussion on like how can we really improve our
089instruction to support um this new shift. >> Okay. >> Can I add something? Elementary and middle schools have been doing this for a long time actually, too. So, I think it's going to be really good for I think our our students when they come in nth grade, it will feel very familiar to them. I just think one of these days as a as a nation, as a country, we'll all get on the same page with math. >> And so I'm I'm telling you, I' I've had three kids all different ages go through school and I've never seen math the same. >> Yeah. >> And it's changing again. So I just it's just another oh, what is that kind of thing. So anyway, that's just me that's just me fussing as a parent. So thank you.
090I appreciate it. >> Great presentation. And I don't have too many questions since you know again we had the work study a couple month or just last month or almost two months ago. Anyway um on LCAP goal 7 the peer buddy program is that in addition to the link program that some of the students already some of the schools are doing or >> we'll probably build on what the structures each of the sites have already. Um I know we have the link crew program at Jefferson Westmore and Terteranova. Um so I'll be speaking with probably you know Miss Taus also and see how we can implement that at the um at Oceanana but we will be building from that. >> Okay great thank you once again just good presentation. I I just have to say
091it's always great seeing how we build the LCAP that goals one and two are related to equity and mental wellness before we even get to academics because without those first two things the rest doesn't matter. >> Right. Thank you again for this great presentation. Um the branding is beautiful. I love it. Wow. Wow. Um now we all have to use it. Uh and you know it it like I said we had the um we have the study session but um I think everything about this is so thoughtful um even down to just simple words. um uh changing it from participation to engagement that makes a ri um and then also just changing the name of the uh students organized against racism to student equity team. I mean uh because it's it's all-encompassing. This is such
092an inclusive LCAP. Um and it's easy to follow. Um I you always provide you know the funding source that's so helpful and then the special notes too. Um I you know are do other districts have less goals or I mean goals a number of goals you know cuz I think you know we we expect a lot of ourselves and and I love that you and we are always pushing to be better. Um, and I think it really shows in the commitment and we don't have a lot of money, but we find ways to make it happen. Um, and we have the best CBO ever. Nobody better be watching this and trying anything funny with her. Um so but um it you know I I just want to thank you for all uh throughout the year
093you know doing all the listening sessions um going to the sites and talking to people and talking to our students and getting our student advisory councils input um the district advisory group it that was how many times did they meet this year? >> This year just twice. >> Okay. But they're pretty lengthy. >> Yeah. and we get a good um representation. Fantastic. Okay. Thank you very much. >> Well, our goals, we kind of have a lot of goals. >> Yeah. >> Compared to other districts, but it's really comprehensive because pretty much everything that we do is here. So, it's quite transparent. >> Mhm. Yeah. It's a lot of goals, but it's not like they're brand new. These are things that we've built on and are expanding and that, you know, it's already happening. a lot
094of them and we're seeing we're just improving continually and um because we our district is evolving um along with us. I mean we're very committed to equity and it's not just a buzzword with us. It's it's who we are. Um so I just want to thank you again for this. >> Thank you. um as a as a parent of a a young man from the district who's just finished his freshman year and is not listening. I think that this buddy program is fantastic and I wonder does it share anything from does it share goals? Does it share design with what I know is the link crew program? >> It it probably will. We don't exactly know what this would look like. Um it was, you know, an idea brought forth. So the next step would
095be having conversations with our principles and our link crew folks and see how can we make this happen. >> Okay. Thanks. Um that's my only question and I just want to say that this LCAP goal number two which comes before the reading, writing and arithmetic uh of climate and wellness makes me think the first thing I did uh when I became a board member was to go off to CSBA before I got sworn in and listen to a keynote speaker talk about how paraphrasing his success in education leadership was all about the best ways he could show the students that he loved them. And that's what I'm thinking about right now. And thank you for reminding me every two weeks. >> Thank you, Miss Paka. You're welcome. Uh, I'm going to open the public hearing
096regarding item 15 A1. A1. That's right. >> A2. >> It's A2. Thank you. Seeing no public comment, I'm going to close the public hearing for item 15 A2. We're going to move on to 15B. Uh I am going to open the public hearing for item 15B1. No, we're not we're not opening the public hearing yet. >> I just opened the public hearing. >> Seeing no public comment, I'm going to close the public hearing for item 15B1. Miss Van Raporst. >> Thank you, President Walker. Good evening, trustees. Uh before I begin, I just want to also say how wonderful Miss Baka's LCAP is. I wish there were uh state awards for the best LCAP because I really think we would win. It's it's phenomenal compared to the other districts. Good. Okay. So, um tonight I present
097to you the proposed budget for the 2627 school year. This item is for discussion and public hearing which we already held and it will come back on June 9th for board approval. You have the full report in your packet and it aligns with the LCAP that Miss Baka just presented. So I will not go over the whole 138 page report, but I will point out some key components. I'll start by going over the components of the governor's latest state budget proposal. Then our JUHSD proposed budget, the assumptions behind it, the multi-year outlook, and what comes next. The governor's May revision is the last set of data that we receive before we must put forward our budget. We'll need to adopt our budget before we have final numbers from the state. This year, the governor's proposal
098relies on the fact that state funding, state revenues are coming in stronger than anticipated and inflation remains steady. The governor's office is projecting that the statutory cost of living adjustment or COLA will be 2.87%. This is the amount the state will be required to raise the local control funding formula by. The governor proposes an additional 1.44% to the LCFF. They call this the super cola usually. Um it's important to note, however, that this additional allocation is accompanied by a proposal to increase costs to schools by adding a new 14-week fully paid pregnancy disability leave. Previously, employees with this type of disability would need to use their sick leave and rely on 50% extended disability leave. So, this um enhanced COLA, the 4.31% COLA, um is intended to help districts cover that cost. As a community
099funded district, however, we will not receive that cola and we will still need to comply with any new leave laws. The third box on this slide references Proposition 3 or sorry, Proposition 98. Prop 98 sets the minimum amount the state must allocate to schools by law. Similarly to this year, the governor is proposing to underallocate Prop 98. For this budget, he's proposed an underallocation of $3.9 billion. In addition to the LCFF formula, the governor proposes spending Prop 98 to provide a $2.87% increase to categorical programs like CTE and an even more significant increase to special education and universal meals. Lastly, the governor's proposal includes a healthy deposit into the Prop 98 rainy day fund. All right. This slide outlines revenue highlights for 2627 for the JUHSD budget. We are um assuming that we will see
100an increase of 5% in tax revenue which is similar to the current year for federal funding which is a small amount of our budget. Um there's a a fraction of this that is still uncertain but we have learned that the bulk of the funding will continue but with no cola. And as mentioned, the state's special education allocation will be increased significantly. For JUHSD, it will be about a million dollars more than the current year. And then lastly, our local funding is projected to slightly decrease for 2627 due to the end of some grant funding, but then increase with the anticipated passage of new parcel tax funds in November 2026. This slide shows the assumptions that were used to create our multi-year projection. Our student enrollment is projected to continue to have slight decreases each year.
101The COLA is projected to be a bit less than the CPI number that we use for inflation for um determining the costs of our supplies and services. And the retirement costs are projected to have very little change which is better than previous years where it was going up dramatically. Here are some of the other assumptions for employee compensation. We are assuming that the board will approve the tenative agreement with aft for 5% total compensation increase for 2627. But the assumptions show no further increases in the subsequent years. Additionally, the proposed budget assumes passage of an increased parcel tax in November, 5% tax revenue increases each year, and a $600,000 reduction in supplies and services spending in 2728. If any of these fail to materialize, we might need to make additional cuts. Before actually looking at
102the multi-year outlook, I want to take a moment to review the district's board policy on reserves. As a community-f funed district, our funding is less predictable than state funded districts, which makes our reserve levels more important. Our board policy sets the goal of reaching 10% reserves in the budget year, 8% for the first subsequent year, and 6% for the third year out. The state only requires 3% reserves in each of those years. With the proposed budget, we anticipate reaching only 9.82% reserves in 2627 instead of the 10% goal and only 7.24% in 2728 instead of the 8% goal. But we will be over the 6% goal in 2829. So here are the projected multi-year uh numbers. You can see that the actuals for this current year are projected with just under 92 million in revenue
103and about 94.7 million in expenditures with a projected deficit of 3.7 million. So that's the current year. Next year the projection is to have a deficit of about $6.5 million and our expenditures cross the hundred million mark. Then in subsequent years we have lower but continuing deficit. So this slide shows graphically how our how our projected revenue and expenditures compare to each other showing that with our current assumptions the deficit is most negative in 2627. So the bar is the blue is the revenue the gold is the expenditures and the line with the dots shows the deficit. Uh so like I said the most negative deficit is in the coming year 2627 and then you can see that by the third year out 2829 we have nearly a balanced budget. You can also see that
104the reserves are projected to drop by 9.7 million across all the years. The ending fund balance for 2627 is projected to be nearly $12 million and it's broken down as follows. 3.9 million restricted funds, 3 million representing the 3% statutory reserve, 5 million which is our 5% strategic reserve and just about $3,000 remaining after that. Additionally, we will have about 1.8 million or 1.8 82% in the special reserve fund 17. For 2026 27, we anticipate that the non-general fund programs will all have positive ending balances. Most notably, our food services and our adult education program are projected um to have deficit spending in the current year, but with the recent staffing reductions should break even in the coming year. And that brings us to the end of this presentation. For next steps, the budget will
105come back for formal approval at our next meeting. The state will then adopt their form formal budget and we will close our books on the current year. You'll see the results of this in September and then the 2627 first interim report will be presented in December. Additionally, in order to explore cost-saving measures for the for implementation in 2728, I am recommending that we form a budget committee in the fall. Now, I'm happy to hear any discussion or questions. >> I'll start. Um, I don't know how you do this, but I'm so glad that you are doing it. It's just laid out so nicely and because it's becoming repetitive to me. It's it's so thank you for all the steps before today with preparing us for these numbers and just keeping everything just thank you so
106much. >> Thank you. Great presentation as always, Tina. And I think you deserve just as many kudos as you were given to Miss Baka for, you know, how well you, you know, keep this all together and present it for us in in ways that we could understand it better. I think the idea of the budget committee is really cool, though. I think that, uh, kind of take a lot off your plate trying to figure that out yourself, too. I think a committee would be good for that. >> Um, I don't have any questions. I know we just went over all this stuff with you guys pretty recently. Um, so I just want to thank you for all your work. Thank you. >> So, Miss Van Rapra, with regards to the budget committee, do you anticipate
107the makeup to be similar from pre previous years? Might be just be helpful to just describe it since we do have >> Sure. So, uh we have had a budget committee approximately every 3 years since I've been on board. Um and historically, we have simply opened it up to anybody who wants to participate. We've invited parents, students, um staff members. Of course, we've paid staff members to participate and it's been four or five sessions um after school over the course of well, we try to get it finished by uh December or January so that there's time to implement the recommendations for the coming year. So, it could be one or two meetings a month um for a total of four or five meetings. And historically, um, we've had, you know, maybe about 15 to 20
108people participate. So, pretty good. >> Great. Thank you very much. I I don't really have anything else. I I I think I just want to even though we are community funded district, I I think it is important for us to continue to advocate to make sure that the Prop 98 withholding does not occur because that does impact our uh feeder districts in particular. Um he says that that amounts to $643 per kid and I think for Pacifica school district I think that number is around $2 million you know uh talking to schoolboard members in San Francisco that's about $30 million for them so it's pretty significant and especially since we don't know exactly when the money will come to us. So I think it's important that we continue our advocacy to make sure that this
109does not happen. Thank you for that. I agree. Um just want to thank you again for making um this presentation very accessible so that anyone who wants to look it up online. It it's so easy to follow um and uh it's you know just very thoughtful. Um, I don't have any other comments except that it's great work and thank you for making us um, you know, for me it's always just always a reminder of um, how precarious things can be and that you look at every scenario and um, and you know people are saying you've got all this reserve. Well, you know, it's uh we're conservative for a reason. We don't get a lot of money. So, um but this is uh you know, thank you for um always keeping us in um uh keeping
110us updated on the budget and anything that's coming down the pipe, too. So, so that we're not totally surprised. >> Right. >> Thank you very much. My uh understanding of the budget uh comes through your presentations to us um possibly majority through Excel spreadsheets. And I was like, how did she do it? And I thought about two things. One is I worked with a man who told me that Microsoft Excel is the greatest piece of user software ever. Um, and an experience with my mother who might be better than I am at math asking me how to do a formula in Microsoft Excel. You know, basic arithmetic stuff. But I said, if you can talk me through what you want in your formula, then you can write it. And I think it is only because
111you can talk me through any piece of the budget that you can make complete spreadsheets with multiple tabs that make sense that you can manipulate on the fly to get me to understand the budget. So, thank you. >> Thank you. And I'll just uh tell you a quick story is that it was the year after I wrote my first LCAP that I decided that I wanted to become a CBO and not stay in ed services. That is crazy because I wrote a few LCAPS and I wouldn't have gone in the mathematical direction actually. Um, I was just going to say thank you very much, but I wanted to add on to what uh, President Walker said because your your use of the Excel spreadsheet, which I am not like I I it is all sort
112of magic to me what you do. the way that you are able to walk all of us through like we have conceptual conversations and then you go and implement it and have different tabs so that we can try different things and you know it makes my job as a superintendent so much easier because um because of your capacity to do that and explain it. So thank you but thank you. Thank you very much. >> Should we take a short recess? >> Yes. >> Let's take a short recess. >> Good point. >> Are we still on YouTube during Anyway, uh item I can look at Wrong thing here. >> 15 B2. >> 16 B2. >> 15 B2. Thank you. >> Uh 15B2 is a public hearing and action item. Uh Jefferson Union High School District Teamsters
113856 contract negotiations proposals. It's only a public hearing. >> That's reserves. >> Wow. I'm gonna have to say all that again. >> 15B2 is a public hearing regarding 20 2026 2027 reserves in excess of the state minimum level. Ms. Van Raphorse. >> Thank you, President Walker. This item allows a chance for the public to provide comments on the district reserve levels. The minimum reserve allowable for our district is 3%. And as previously mentioned, we have current reserves that exceed that minimum. This is not an action item, but is a required public hearing item. >> Should we hear from the board first? Anyone from the board? >> No comment. >> Let's open a public hearing. Seeing no public comment, I will close the public hearing. We move on. 16A1 uh a resolution 2025 2026 number 17,
114the education protection account. Ms. Van Raphorst. >> Thank you. I would like to recommend approval of this resolution which acknowledges the district will spend Prop 30 education protection account funds on teacher salaries in accordance with the legislation >> discussion none. I'll make a motion to approve resolution 20252026 education protection account second. All in favor? >> I I resolution 2025 202618 budgetary increases and transfers at year end. Miss Van Rhourse. >> Thank you. As we close the books on 2526, there may be expenditures that could exceed what was budgeted in each line item of the last board approved budget. This resolution will allow the county superintendent to adjust the budget to cover the expenditures. >> Any discussion? >> Make a motion to approve resolution 20252026/18 budgetary increases and transfers at year end. >> Second. >> All
115in favor? I >> I uh 1683 resolution 20252619 ordering an election on the question of levying an education parcel tax for November 2026. Miss Venor, >> thank you. The district currently has a $58 parcel tax that will be expiring in 2028. This item that I have for you this evening is to consider whether or not to place a parcel tax measure on November 2026 election to backfill this expiring parcel tax at the rate of $98 per parcel. But before adopting the proposed resolution, we must open the floor to public hearing. Then the board may vote on the resolution. Mr. Joe Crump from M from Dale Scott's office is here to answer any questions you might have. Am I opening now? Are we discussing first? Are we opening first? >> I don't really I don't really
116have any um questions at all. I I remember we had the presentation a few months back that showed that the data was pretty strong in favor as long as we stayed beneath a three-digit number. So, I feel pretty good about where we're at. >> So, you just need to have the public hearing anytime before the motion. >> Gotcha. Thank you. Um, thank you for coming. I'm sorry we don't have a lot of questions for you. Let's open a public hearing. Seeing no public comment, I will close the public hearing and we can look for some action. Move to approve resolution 20252026/9 for the election on the question of living and education partial tax for November 2026. >> Second. >> All in favor? >> I uh this 16 A4 uh the public disclosure of proposed bargaining
117agreement with American Federation of Teachers Local 1481. Ms. Van Raphorst. >> Thank you, President Walker. Later on the agenda, Miss Baswino will be asking the board to approve a tenative agreement with AFT. This agreement includes salary increases. AB1200 stipulates that prior to approving any collective bargaining agreement that increases costs to the district, the board must adopt a public disclosure that outlines the impact to the budget. This public disclosure document that's before you is based on the most recent approved budget which was adopted in March as the second interim report and it includes the impact of the proposed tenative agreement. It shows that the district can meet the projected cost for the fiscal year and subsequent two years. As noted in the document, the district will use reserves to cover the increased costs. This document has
118been reviewed and affirmed by business staff at the San Monteo County Office of Education. So with that, I would like to recommend that the board approve the public disclosure as presented. >> Motion to approve. >> Second. >> I wasn't done. >> Sorry. >> Come on, Andy. >> Hey. >> Motion to approve public disclosure of proposed bargaining agreement with American Federation of Teachers Local 1481. >> Second. All in favor? >> I I Thank you, Miss Van Raphorst. >> Uh 16B1. >> 16 A5. We need to bring back um >> the board calendar. >> We move from the consent agenda to 1685. um >> was 13A1 over >> and we moved to 16 A5. >> Maybe you guys should have somebody else do this. Holy smokes. Um >> it was just the board calendar. Just a little
119scrolling. >> All right. 165 is the approval of the amended JUHSD 2627 board of education governance calendar. Miss Prea, >> Thank you. Um, so we put the board calendar, the amended board calendar on consent. We added a site board meeting for Youth Point Health. Um and so it was on consent and then there was a call um by some trustees who noticed that we have a regularly scheduled board meeting on November 3rd of 2026 which is election night. So wanted to open it up for thoughts or discussion about maybe amending this amended calendar for approval tonight. Well, I'd like to um I'd like to cancel the November 3rd meeting and also I believe that we have a November 7th meeting on calendar for for that Saturday, >> right? And so I thought that you know
120it would make sense to cancel that as well since we don't have it reserved for anything in particular and we still have a meeting later in the month. >> Right. Great. So make that >> I concur. >> Make that motion. >> Okay. To approve with the um deleting of November 3rd and November 7th. Okay. So that amended calendar. >> So move with those changes. >> Thank you. >> Second. >> All in favor of approving the in meeting amendment to the amended calendar? >> Yes. >> You got it. Hi. >> Hi. >> Thank you. Uh, how about 16 B1 now? >> Well, rain's going to take >> um >> Dina sick. >> Okay. 16 V1 is 2026 27 2027 28 2028 29 and 2029 2030 adult school calendars. >> Good evening. The first item for your
121consideration is the adult school calendars for 26 27 27 28 28 29 and 2930 school years. These calendars are only applicable to adult programs such as the high school equivalence equivalency courses. Um, I welcome any questions. >> I I don't recall doing this before. Is this a regular event? >> Yes. Well, it's every so many years. Yes. >> Sounds good. So, maybe >> could be a while before we do it again. >> Thank you. Move to approve these uh four calendars. >> Second. >> All in favor? >> I >> All right. 16B2, which I've been trying to get to for a while, but we got this whole following procedure thing that we have to do. I tried. Um >> this is a public hearing in action. Uh Jefferson High School, Jefferson Union High School District
122Teamsters 856 contract negotiation proposals for the 2026 2027 school year. >> Um Miss Pasino, >> correct? This next item for your consideration is the opening opener letters for Teamsters 856 and the district in preparation for negotiations. Both parties are only opening salary and benefits for this cycle of negotiations. We are looking forward to the negotiations. >> Uh any discussions or action? >> You just really look it says public hearing right at the beginning. Let's open a public hearing. Seeing no public comment, let's close the public hearing discussion action move to approve the um to open I guess what's the proper adopt adopt the initial proposal for the teams and 856 contract negotiations proposals for 2627. >> Second. All in favor? I >> I >> and in the spirit of negotiations 16P3 is the approval of
123a tentative agreement with the American Federation of Teachers Local 1481. Miss Basino >> the tentative agreement between AFT 1481 and the district which was approved by 97.1% of the members who voted. The tenative agreement includes a salary increase, increases to health and welfare contributions, and some small language updates such as clarifying seniority considerations for extended school year pair professional assignments. >> Thank you. I uh started to say to someone that maybe we should have driven a harder bargain, but really I'm just happy that we got such a greater approver rating. Anyone else? >> Some action. >> Move to approve the tenative agreement with AFT Local 1481. >> Second. >> All in favor? >> I. >> And thank you for all your hard work on that. >> Very good. >> Appreciate that. >> Very good. >>
12416B4 declaration of need for fully qualified educators 2076 2027. Miss Vasino. >> The declaration of need is a document that is approve that is approved annually by the board. The document outlines key priority areas for hiring such as special education and world languages. Approval of the document enables the district to hire candidates on waiverss and intern credentials when there are no qualified applicants. Any discussion? Some action. Move to approve the declar de declaration of need for fully qualified educators 2627. >> Second. >> All in favor? >> I uh item 17. >> Seeing none. >> Oh, I do have an item for um for a future agenda. I would propose that at our next meeting, which is next Tuesday, that we the resolution on to support the CSBA's um SOS for student achievement for the four
125bill package that we heard from the uh public comment earlier. That way, we can transmit the approved resolution to the to CSBA for inclusion um when that when that bill package goes to the Senate. Okay, >> nice job. Thank you. Um, item 18. Move to adjourn. >> No. Okay. Read it. >> Oh, there. I think we have to vote to adjourn first. >> No. There was >> I have it. I have it. >> I have it. >> Yeah. >> I have it. We're not going to vote first. We adjourn tonight's meeting in memory of John Seaman, beloved husband of Ruthie Seaman, a cherished member of the Jefferson Union High School District family, both as a retired teacher and as a dedicated substitute teacher who continues to serve our students and schools with care and commitment.
126John passed away on April 15th, 2026 after a period of illness. By all accounts, he and Ruthie lived a life full of shared adventures, and the love and spirit they brought to their journey together was a reflection of the warmth Ruthie brings to our community each and every day. On behalf of the Jefferson Union High School District, Board of Trustees, and the entire JUHSD community, we extend our heartfelt condolences to the Seaman family and to their many friends and loved ones during this difficult time. Our condolences. >> Move to journ. >> Second. >> All in favor? Hi. Hi.