KCUSD Special Board Meeting 2/3/26

001There is nothing to report out of close session. We will go ahead and move on to public comment. Is there any members of the audience wishing to speak on something that is not on tonight's agenda? Having no public comment, we'll go ahead and close public comment and move on to our information items. Our first information item is the midyear LCAP update and community input opportunity. Okay, so good evening. We're here for our annual LCAP midyear update just as we've done for the past several years. And you, as you can see, we have our different format because there are several of us that are here to share information with you tonight because our LCAP in in King City that encompasses everything that we do in our district for our students. So, if you go ahead and

002advance to the next slide. So, what we're going to be doing this evening is sharing our major update. Where are we on our LCAP goals and actions uh to date this year? Just a quick review on the the dashboard because we will it will come up a few times tonight. We did share that with you primarily that was a focus in December. Um the sites are here at the tables with us as well as our department heads to share information with you. And then again, as we go throughout the information this evening, it's an opportunity for you as the board and for the public that has joined us to share input as we begin thinking about our annual update at the end of the year. This is not the year where we're writing a new

003three-year LCAP, but every year we have the opportunity to adjust. So for next slide, please. So, first we're going to go back again and make sure that everyone's on the same page with the California school dashboard. So, Audrey, go ahead. >> So, this is just a a review of the dashboard which we went over with you in our December meeting. Um, but basically the dashboard is our online tool that helps us reflect our performance in key areas and helps us guide the work that we do within the LCAP and our site SIPs. It helps us to focus on areas and of and groups that are most needed for improvement. And it goes through the color coding. Next slide. This was the dashboard release that we received in November just as a reminder of where we

004were on the dashboard. Okay. So for next slide. So for goal one, remember our LCAP includes eight goals. And goal one is where we have our actions and as well as our expenditures that are all related to every student in our district. Every student walking in our door, what do we provide for them? So we have several different things that we want to highlight uh for you tonight about our progress to date on goal related to goal one. You see several things bulleted there, but first we wanted to start by talking about our standardsbased learning that you've heard us speak about several times since last year. So that is a part of goal one. So Audra is going to uh speak to us about that a little bit as well as our math pilot. And

005um also on this goal, we're going to have a chance for our uh classified directors to share some progress related to their department as well. So Audrey, go ahead. >> Thank you. Um just a quick recap on the work that we've done so far with standardsbased learning. Um our teachers identified priority standards for math and they planned a pacing um for when those standards would be taught throughout the school year. They then worked on developing proficiency scales and pre and post assessments to use with the standards to help guide their instruction based on students needs. Um just last week we finished up our work on trimester 3. Um, and we have the proficiency scales and assessments completed for just about every grade level. I think there's one grade level that's not quite finished with the

006assessment piece for trimester 3, but everybody else is completed. So, they can start the next school year with them all ready to go and looking at how to make improvements. And um they also spent part of the day, each grade level came on a different day last week and part of the day was spent working with Dr. Shaver where she taught them how to use the proficiency scales with the students and parents and in the classroom as well as the assessments and scales to help them with planning their instruction. Then our next steps will be as we move into the math pilot that I'll talk about in a minute. Um we're going to use our standardsbased learning with the math pilot. So instead of just following unit to unit as we explore those um new

007math curriculum, we are going to take the time to develop a plan where they can use those tools to still follow the standardsbased learning work that we've done so that we don't lose the fidelity of that. talking about um next steps for standardsbased learning team. We also will have um work done to start the plan for how we approach this work with our English language arts standards and we will be developing a team in the spring that will meet with Dr. Shaver to kind of put the road map together for the work that we'll do next year. When looking at our math pilot process, we started um talking about this at our first curriculum council meeting this year. And then we held a meeting earlier in January to discuss what we wanted our focus areas

008to be around when we go to look at which math pil math programs to pilot. And this um Friday, a team of us will be going up to MCOE to explore 25 of the 60 that were approved programs um to look at using for our pilot programs. And our key focuses are on making sure that there's quality Spanish version of the text to support our dual language program as well as making sure that there is enough rigor and that there's math collaboration and student discourse happening um in the program with fidelity to support our teachers. So, we'll be looking at those, narrowing down the choices, and then next steps will to be to identify those teachers that will be doing the pilots and having presentations around the programs that we've narrowed down to determine how

009many we will pilot, what grade levels will do the pilots, because there are some options to just have middle school do something different that's more appropriate for their age group. and then we'll make those choices and set up the plan for next year. Thank you. So, as I said, our classified team has some things to share as well. Um, how about if we kick it off with our construction? I don't know John or Tiffany or Veronica, who wants to start with what were the our success? Where are we with So, we after Christmas, we moved our TK and our K classes over to their new classrooms. We have six beautiful new classrooms. We're using five currently. We have room for another TK next year or an SDC class, depending on the age of our SDC

010class that moves in. The classrooms are amazing. They've had a few little tweaks here and there that um have been immediately corrected. for example, um some of the doors were sticky and they were actually working on that today. Um they did recognize that um the um now that the um the windows that face the um playground also face the sun and so there there very quickly ordered blinds. They're being installed starting tomorrow. So um you know, we're finding things as we go along. Uh but the the kids love their new rooms. They're large. They're beautiful. Um it was um they're beautiful classrooms and we're super happy to have the new classrooms there. Uh we love our little kindergarten TK pod that opens directly to their playground. U there's a lot of outdoor space for learning.

011Our TK is using a lot of that space as outdoor learning space, too. So it's it's a a beautiful addition to our school. Um above and beyond that, uh we're also in the process of construction planning for our San Lucia project. Um we've got a basic footprint down, working on some finetuning of that and that should be going to um DSA for approval here hopefully within the next couple of months. We've already done soil testing and some of the preliminary stuff in order to prepare for that construction. Um, you know, Tiffany mentioned a couple of things that we noticed at her site, which um, thank you, Tiffany, because now we can correct it for the next one. >> You're the guinea pig. >> Yep. But, um, the cooperation with with, um, the site principles and

012the staff at at uh, KAM, I can't compliment them enough on that because um, there was constant communication. We had very very little hiccups. Um disruption to construction was almost zero. Um and we had a good contractor that really did a good job in communicating with uh with the site and myself. So hopefully uh moving forward we'll be able to acquire the same contractor with the same project manager, but we'll see. And Sean, was there any impact as well on our cameras tech >> for the new buildings right now? I'm looking to see is Ida here and I just missed her. Okay. Um what Ida is going to share with you tonight of course is we've had the success of our fruit ve fresh fruits and vegetables snack program at Kam that expanded to Santa

013Lucia correct this year and she's applying with hopes of being able to continue to expand next year and they also have had some um tastings with the students to look at bringing new menu items so where they get the feedback from the students on those tasting days. Um, Matt and Wendy, you were going to share a little bit on how staffing has gone this year. Not sure which one of you wanted to address first. So, going into 2526, um, we had 19 open certificated positions. Um, we filled 17 of them. Um, the two that we did not fill were a music that we had a 30% contract the previous year with the high school and an art position. So, those are still open and act actively being recruited for. Um, we support 375 staff members.

014150 of those are credentialed staff. Um, 182 are classified and 43 are management or confidential. Um our international educators are vital in our staffing. Um 10% of our staff are here um on visas H1B, J1 or other work visas. Um these teachers are critical especially in special education, science, language arts, and we have one in PE and one in um kindergarten currently. So, given the new H-1B um visa fee for anybody coming in new, it's $100,000 per person per year. Um unless we qualify for a waiver and up to this point, I don't know of any school districts that have been successful in getting a waiver. So, I will be requesting in the near future um for the board to consider green card sponsorship for some of our employees um to keep those critical supports

015in place that we've spent a lot of time and training um to ensure that we have long-term stability for our students. Um as far as credentiing for our current staff, we in my opinion, this year is a really good year. We only have 16 permit teachers. um 12 of those are intern on target to become credentialed before their intern um credential expires. We have three short-term staff permits that should be transitioning to intern status for 2627 and one um PIP that will qualify for a short-term staff permit next year. Um we added 11 new positions this year. eight will classified account clerk for ELO child supervisor three custodial a para educator general and two slippas um we also added three management confidential which is the accounting tech um the principal and special assignment and the

016SLP that we trans transitioned from virtual support to on-site um we're currently mentoring three alder resident teachers to um arts magnet and one at Shalon Peaks. Um these resident teachers upon the completion of the program at the end of the school year will have their master's degree and a preliminary teaching credential. So they're in the classroom all year with a sport provider teacher. Um and we just got noticed last week, I believe, or maybe yeah, I think it was last week that we there are four people that were approved for resident teachers for next year. Two of them are DLI and two of them are special ed. So, that's exciting for us to grow those teachers into possible permanent staff for the following year. Um, looking ahead, I have no confirmed retirements or resignations for

017certificated staff. Um, so right now we are recruiting for two DLI second grade teachers. Um, and of course the music and art continuing. >> Yeah. Um Wendy covered the majority of them. Um in special ed we continue to recruit for inerson speech language pathologists. Um we always have a posting open for that. We are covered all the time. We do use agency staff to fill in in the meantime with virtual people. Um we're slowly shifting to where we only had one in person um a couple years ago. So now we have three that are serving in person. So, we're slowly making that change. We're hoping to continue to recruit more. We now have connections with people who've gone through this CSUMB program that's close to us that produces speech people and they've gone through the

018first couple cohorts. So, Monterey hopefully has filled up with everybody in their area and we'll start seeing more that are willing to come down to the South County. um we continue to develop those relationships with them and having hired one that came from their program, she's trying to help us recruit for people, too. So, we're hopeful on that going forward. Um but we've been fully staffed in all of our positions either through agency or direct hire people. >> Thank you. And then Betty, on each slide, we're going to see that yellow at the bottom. You want to share what that means? What that's referring to? So the yellow um those are the expenditures to date for um our for every student that we're serving in goal one. Um right now currently from what was um

019budgeted in the LCAP we're about 50 to 60% um we've gone through 50 to 60% of that budget. So we this is about what we want to see during this time and this is this accounts for like personnel um it accounts majority accounts for personnel and any like new programs that we've um added up that we've added throughout the years from the general fund. Thank you. So, as we go through each goal, you'll see the expenditures, but unless there's something specific that that Betty needs to point out or a specific question you have, we won't review it on each goal. It's self-explanatory as you look at it, but feel free to uh jump in if needed. >> I do have a question. >> Uh Wendy, you had mentioned about green card sponsorship. Um sorry if

020I didn't hear correctly. Do more or less do you have already in mind how many we would be considering. I would say that we would love to do probably like 10 um to start with. I do have a question into the attorney to see in the event that we start this sponsorship and unification happens before it gets approved, how does that impact that green card application? And I don't have an answer on that part. >> And clarify the $100,000 that you mentioned because that was a big number. Clarify where that applies as well. >> Um the currently the majority of our staff that we have for special education and the other areas that I mentioned um are here on H-1Bs. So, if you're here in the country on a H-1B, we don't pay an annual

021fee and we can renew if they haven't um used all of their renewals. If we have a new one come in, the new cost per person is $100,000 per year. Obviously, we we would not be able to afford that. So, um I think it would be in our best interest to support those that we have here for the green card. Um, >> do we know more or less our expense for that is? >> I have numbers at my desk. I It's like a three-phase process and I want to say it's like 3,000 per person for year one and then year two is an additional amount when you get to that phase of the process. And then the third phase um the actually the employee can pay for that because once they get their green card

022there's no restriction that they have to stay with us as an employee. Um, so it's an investment and if it takes five years to do it, they're with you for those five years, but at the end of the process, green card does not restrict them to employment here. And just a quick follow up on that one. So from those that we currently do have, the ones that we're looking to sponsor would be the ones that we feel that are more of an asset to our program rather than >> Yes. >> Okay. And I would also say those that are coming more to the near near the end of their visa running out. So we'd have to get on those first. If more of the newer ones, we could wait maybe a year or two more

023and then start that process with them as well. >> Yeah. Now was that something that we had projected or is this something new for you? Okay. So it's something that we mostly protected in our finances. Okay, then moving on to goal two. Goal two is our goal focused on our English learners. So Miss Pantelon, go ahead and share information with us. Good evening everyone. So I wanted to start off by explaining on the dashboard what an ELTEL long-term English learner is. And so on the dashboard, an English language learner student who has not obtained the English language proficiency within seven years is considered in what we call an ELT. So when we take a look at our data from last year, we had 170 LTELs as opposed to the year prior when we had 208.

024When we take a look at the data and how our students performed last year, our ELTELS actually scored within the blue, they are making 57.6% are making progress and they are outperforming the state long-term English language learners. So that's definitely something we would like to highlight. I do have Angel who would like to share out a great story from our ELTELS at the middle school. So, one of the things that we started actually when I was still in the classroom was working with our long-term English learners, especially on the standards and aligning them to material that is relevant to their lives and their culture and building lessons around those pieces that would engage our students more. And we've seen a lot of success with that because we do have a lot of our students that

025are performing higher on that ELPAC test and reaching the um reclassified English proficient status. Um, one of the things that we added to that is that we did start, I think as I was an administrator, assistant principal, we started also using our teachers to test them in the speaking to take away some of that discomfort and testing with strangers. And so putting them in an environment where they're more familiar and comfortable and allowing them then to perform with someone that they trust and know so that we are getting better results also on those assessment pieces. And the teachers every year are working on building those uh curriculum pieces and reworking what's what works best, what doesn't work best. We collaborate every other week. They alternate Wednesdays with PBIS. So they have dedicated collaboration time in

026the mornings and then some of them will also work on their prep period or outside together. Over the course of the last we can ask the question. Oh, sorry. Over the course of the last three years, our reclassification numbers have improved drastically from 73 to 167 to 218 last school year. When we take a look at the site data, we really want to commend our middle school. They are the majority of students that are reclassifying in sixth, seventh, and eighth grade. For our newcomer students, we currently have 105 newcomer students. This is also a number that has increased over the course of the last three years. Three years ago, we had 49 newcomers. We now have 105 and we have a great newcomer support system in place. There is a newcomer PARA educator at every

027elementary site. We have two 5-hour par educators at the middle school and an additional 3.75 this school year at the middle school. They are led by our wonderful ELD Tossa, Anna Alvarez. They have monthly para educator meetings where we sit and we discuss what our students need and what that teaching looks like. At the elementary level, our students are pulled daily within their grade level teams. At the middle school, they are supported during their core subjects and during fourth period newcomer class. We are happy to report that we are working really well with Summit K12. Our EL teachers have received training. Our newcomer teachers are receiving they received a training and will be receiving another one on Monday during our buyback day with Summit K12 and our representative slashtrainer her name is Sandy. We also

028have Charlene who would like to share a success from Del Rey and her newcomer para educator. Uh some ways in which our newcomer IIA helps out. We have a small cohort of of newcomers and he has gone out and welcomed them into our school and helped them integrate into the program and it's so nice to see their confidence. They say hello to us daily. If they can make eye contact, they will say hello every time. Uh he supports our social emotional learning. He makes sure that he checks in with them every single day just to make sure that peer relationships are going well. And so it's really nice that they have that level of support on a daily basis so that we're also included in the information loop. And it's nice to also have them

029in the office working with these kids because they get quite familiar with us. >> Thank you Charlotte. Thank you. When it comes to our LP, our ELPI is our English learner progress indicator and it represents the percentage of English learner students progressing towards English language proficiency. The California Department of Education measures this by their summitive ELPAC score, their current versus their former ELPAC score. So when we take a look, let me gather this one. As a school district, we have maintained our LP score of 37.8% and 45% of our students have increased their LP score by at least one. When we get into our English language development support, we have designated and integrated EL. During designated ELD this school year so far, myself and if Anna has been available has attended every single classroom to

030see what their English language development looks like. As you know, Audrey has lost her phone. Um, needed that. Um so Anna has supported every single teacher within our school district offering um information that's very closely related to the ELPAC and letting our students and our teachers understand the importance of taking the ELPAC. So we've done EL visits at every single site. We have um also through Mrs. car and her survey of staff. They have asked for more information on how to teach ELD. So during our last PD session, there was an integrated session provided to them by our director and one of our TOSAs, Amy Bowen, and it was very wellreceived. We also have had our DAC meetings based on our community's feedback. They are want our families are wanting more information on what the

031domains look like, what those question types look like and how they can help support their students at home. So this Thursday, if I can do a little plug, we have our next DAC meeting for reading. We're going to take a look at the reading domain from kinder through 8th grade and we'll do the same in March for the writing domain. Any questions around goal two? All right. Then for goal three, this is our goal focused on our students academic achievement in linguish language English language arts and math. And while this goal is specifically f focused on what do we do with our students that are struggling, um we also have just a c celebrations and growth to share. And the reason we're including it here is because we do have growth and wonderful things to

032share. But at the same time, we also recognize that we are also a district where not all of our students are where we want them to be. And so while we're wanting to point out and celebrate the growth, goal three is an appropriate place for us to address this because uh we're we still have further tick up, but we do have lots to celebrate. So Audrey, go ahead. >> I'm actually going to let um Tiffany and Veronica start since they have the first bullet and then I'll take over. >> All right. So I'm going to talk a little bit about data talks. Data talks is something that our site administration teams worked or started last year. This year we are continuing with the work um with data talks. Um we are providing so we started

033in early August. We actually started a little earlier this year than last year. Um, and so as soon as we got our beginning of the year benchmark assessments and all of that data, we put it together for our teachers and we met with them. Um, just the teacher and then the administrative teams to discuss where they're at, anything they notice or any students that pop out for them that they really need support. Um, we are continuing with our data talks this mid year during this um, middle of the year. Um and we're providing side by side uh beginning of year and then end of trimester 1 data or middle of the year data. Um that makes it easier for us to identify students that are struggling in all academic areas. We added some new information

034this time around regarding students um regarding costs. So which students are currently enrolled in our cost system, something that um Mallerie will speak to later on. Um and then also um we are continuing writing what interventions and support students are continuing to receive within that spreadsheet as well as any relevant attendance data for that student. So the goal for data talks is to make sure we have data on students as a whole and that we have conversations. At KAM we are have already scheduled our next data talks for February 10th and February 17th. Anything you'd like to add? Um you know I I think that We had really um good results last year. Our testing was um we showed some really good growth and I think that the data talks what is one of the

035things that really helped contributed contribute to that growth last year and um and we appreciate the conversations we we come with questions that we want to talk about but they are definitely organic conversations that develop and grow as we talk to particular teachers. In fact, last year and I think I said this last year too, but um uh some of our like our third, fourth, and fifth grade team says, "We have so much data. Can we extend our time?" So, we had originally planned 20 minute sessions and now for our older grades, third, fourth, fifth, they do get a 30-minute block so that we have plenty of time to talk about the data and how they're meeting students needs uh students who are on grade level, below grade level, and above grade level. >> Okay.

036So um the next thing is kind of like a celebration. As you know um our district has been participating in differentiated assistance and the PN um work with the county for the past three years I believe. And I want to point out that now um for the third year in a row we no longer actually qualify for differentiated assistance. So this year as we continue the work, we will um finish that work at the end of the year, but it's not going to be finished because we're going to still continue it, but we will not be participating in the PLN program because we no longer are eligible for it. So that's a big celebration and I know that the teachers that are in um on the team are very avid very much set on making

037sure that we continue that work and continue to push the work that they're doing and the focuses that they have for math into the classroom for years to come. Um up there on the slide you'll notice that we have a list of interventions which are all interventions that we've continued from the previous year. Um, I'm not really going to touch on them, but if anybody has questions, I will address those questions. They are continuing on. And then we're further um looking into how to add some more um math intervention supports as well. But the new item that's on there is our Americanore math tutors at the elementary level. And so we have Mallalerie who's going to speak to that. We've been so excited this year to work with the Americanore tutors and pack Americanore. Um

038the sites have been offered full-time or part-time depending on the need um tutors to come in and work with our students based um on recognized needs and their IE scores um and and teacher recommendations. So we have two tutors. I believe all sites have two tutors. um one not all can't um the openings for some of us are are hiring from our tutors at the at the moment and but we have a kindergarten through third grade tutor as well as a fourth and fifth grade tutor. Um they can push in or do pull out services for one to two students at a time and it is very targeted skill sets. They benchmark test these kids. They go through 10 um unit cycles um and have shown amazing improvement at our site. Um we've been so

039excited to get to see the progress in our students I Ready scores um been reflected from those math core tutors. So it's been really exciting to watch and we actually um have been selected to have Senator Leairard come and walk through um our site to come um and observe our tutors in action. That will be happening February 23rd I believe as long as they hold that date. >> Okay. Okay, the next item is the pilot um math program, which I already talked about um when we were addressing goal one. So, I'm going to skip over that and move on to our 95% um training and I Ready training that we have continued to do to support our teachers um for improving instruction and we have specifically this year a focus around small group intervention supports

040um around reading and they can also get that with I Ready um they're getting instruction actually coming up this month um as around doing the small group supports based on their midyear data um information that also will be directed towards giving math support for our students. We also have a program review currently underway. It's almost completed for our English language arts program. We've been working on this all year. It started with a um ELA program survey that was sent out to all of our staff to get feedback about the curriculum that's being used, the supports that are in place for our students um around English language arts. We then had to do a curriculum um review of the sources that we use. So we had a review with three different rubrics that were selected from

041our curriculum council for wonders for study sync for the middle school and for 95%. And those rubrics were focused around how to scaffold for English language learners alignment to the standards and for um evidence-based practices. Then currently right now this week we have West Ed here with us visiting. We're doing classroom observations, student focused groups. Today they actually held teacher focus groups in admin interviews and then we'll finish up the classroom observations and student focused groups tomorrow. And then the next steps will be to compile the data and put it in a report that we will bring back to you at later time this year. And last but not least is the bright spots celebration. So, I'm going to kind of give a little bit of an overview about the bright spots and then we

042have our um award recipients will share what they qualified for the bright spots in. So, Bright Futures Monterey County um gives a recognition awards for bright spots to schools in the county. Bright spots were identified through an examination of countrywide data, not countrywide, countywide, sorry, countywide data across their seven cradleto career g goal areas with an additional focus on the four largest equity gaps within each goal area. Four groups within the largest equity graphs gaps in the county were parent education, so socioeconomic disadvantaged and homeless, English language learners, and race and ethnicity. The criteria that they used for identification of the schools were that schools with these groups performing they had to be performing above the county average and staying consistent with their growth. So when comparing data from 2122 school year to the 2425

043school year, their scores could not decline by more than 2% during that time and they must grow by at least 3%. So now I'm going to hand it over to our recipient so they can share what they qualified under. Angel, you want to start? I'm super excited to let you know that our homeless population over the last four years had a 12% growth over the county's growth. So we will be recognized on Friday for that growth. either Mike, you want to go next? You just need a mic, right? Mike needs a mic. >> There we go. Santa Lucia um qualified in a couple areas um within the the subgroups. It was all for early literacy. Um, looking at our 2025 percentages of met or above the standard, um, one example is our fourth grade. Our

044so our socioeconomically disadvantaged students in fourth grade had a 32.91% met or above versus the county's 20, make sure I get the right one, 23.45. So, it's a considerable um improvement over what the county is doing in that in that regard. Um we're looking at our our socioeconomically disadvantaged students in fifth grade. Um they were at 39.78 almost 40%. Um versus the county at 29.39% for 2025. Um and then in our other groups we have our our EL students. We're at 27.94 for fourth grade while the county sits at 19.99. So almost an 8% difference there. And then the race category that includes Hispanic or Latino students for fourth grade was at 31.65 versus the county's 25%. So there's some pretty significant um things to celebrate in terms of how our students are doing at

045COIA versus the averages of the county. >> We also have some very exciting news over at KCAM. We um also earned recognition in the area of early literacy um for our fifth grades uh fifth grade in particular. Um so in the area of socioeconomically disadvantaged students we went from a uh 14.29% in 2021 to 44.4% um meeting standard or above. That's a 30.15% growth um as compared to the county who um scored at 29.39% u met or above and a 2.99% growth over those same years. So where we saw 30% growth, the county saw three. Um for not high school graduates, we were at 0% met or above in 2021 and went to 45.45 uh in 2025. Um the county went in 2025 to 21.05, which was a negative.96%. So they actually decreased over that

046amount of time. for all of our students. And this is only fifth grade. For all of our students, we went from 19.5% to 47.76% an increase of 28.25% meeting standard or above. And the county where we were at 47.76, they were at 36.34 and they had an overall growth of those four years of 2.57. So where we improved 30, 45, and 28% they went up three, negative one, and 2.57. And then I'm going to interrupt you. You didn't know I was going to do that. Um I had asked Bright Futures for all their data or the data that they were looking at for this because I wanted to see what in the world was the difference. And so um the only reason that Del Rey isn't um being recognized as well is because in looking

047at that time frame of 2122 to you could not have decreased more than 2% and we had a bubble that went through. I don't know if you've had a chance to look at it, but we had which is now our I believe they're our sixth grade class now that in third grade in fourth grade group of students decreased more than that and then again in fifth grade they decreased more and so therefore Delray wasn't eligible even though their last year's data outperformed the county and so they too made growth but they weren't eligible for this because of in that window of time, this one cohort had consistently performed lower. So again, we're not we we want all of our students to to be doing well, but that would be why Del Rey was not eligible

048for this award this year. The last thing that I just wanted to point out is that our our our Ready and MClass um midyear assessments are finishing up this week. So, we don't have that data available um to share with you yet to show the progress that we've been making so far this year. Um but we're happy to share that with you at a later time once all of the assessments are completed. Do you want to see if they have questions now before we go on to the other slides or do those two slides since they kind of go together? >> Sure. The next slide is also it's and it's a brand new one for all of us. This is something new the state has come out with. It's still around our language arts and

049math scores. So, do you have questions before or do you want to hear about this? And then >> questions before um because I know we skipped a couple of slides. Um Sean, can we go back up please? Um, >> so what I've noticed is that what was uploaded was different than the what was uploaded has some of the hidden slides. And so that's what they're seeing. I don't know if it's going to show on what you're scrolling through now, Sean. >> Sure. Never mind. We'll save it till the end. >> Okay. So, you want to go ahead? >> Just kidding. >> Okay. >> Just a quick question. >> Well, she's getting ready to explain this one. >> Well, I just >> Okay, go ahead. >> Put it out then. Then maybe you can explain it

050through it. >> So, just what's the difference between still using the dashboard little indicator? Uh you What's the difference between using the the dashboard little indicator and those colors for science versus the new ones that now we're seeing that are different colors? I'm sure that they, you know, if you follow the the sequence, I'm sure it means the same, but I'm just kind of curious to to that. But you don't have to take time to answer it now, but it's if you're going to be able to explain it as you do the presentation. Just wonder. >> Okay, then just we'll go ahead. >> But I can start with that. Um, basically this when we did the dashboard um presentation in December, this information was not out yet. And what this is is um basically it's

051dashboard growth. So it's only forformational purposes where the stuff that we looked at in December was about academic performance indicators. So the colors are different because they wanted to separate them to show the difference in them. And the colors actually kind of represent a little bit differently what the meaning of them is. So um basically this is it's about focusing on growth versus achievement. the the academic indicators are about achievement and this is about growth and so it's measured differently as well. Um basically the way that it's measured is how much growth a student made relative to students with the same score in the prior year grade level. So um there's two ways that they calculate that. So we have the colors. They take a student and you look at them and say they scored

0522700 and then they measure the growth that that student had and the colors are determined based on how they performed compared to other students who also scored that same score versus it being um the dashboard is based on the performance of how many are scoring at proficient. So you get more information with the growth about more individual students first per se not like it's not naming students but it gives you a bigger picture. So basically the color represents the performance category for growth which is how much a student grew and the percent so you'll see there's percent numbers inside the box. That percent number represents how many students grew or improved their scale score from the prior year within that same range. So if it's a they look at all the students scoring somewhere if

053they improved within that score um that range then their percent they're represented in the percentage and then the color just shows how much they grew. Um let's see. So, if you look at this, um, the top one is for ELA and the bottom one is for math. And then it has the subgroups across the bottom. And they're too far away for me to see and too far on my slide. So, but I'm going to try to remember. The first one is for all students. And then it's the second column is English language learners. The third column is Filipino. The fourth is Hispanic. Um, homeless, I think. Yep. Okay. I'm like trying to see then LTE student um with socioeconomically disadvantaged students with disabilities and then white on the end and then we have districtwide versus

054um the schools individually. So um this includes students who scored even a single point higher that percentage is represented. So even if they just grew by one point they're in that number representation. Um, I think this is I kind of already said this, but the difference between the academic indicator and the growth model is that academic indicator only tells performance and the number scoring proficient, but not the number of students that improved. If a student went from red to yellow on the academic indicator, they aren't reflected on the dashboard, but on the growth, their progress would be indicated by in the number of students improving. So, we don't really get to see those students who made a lot of growth but didn't quite get to proficiency yet. They could have gone from the very bottom

055all the way up to yellow, which is right before proficient, and that's not going to be reflected on the regular academic dashboard. I think that's it. Are there any questions about that piece? I have a quick question on the intervention. You know, we were talking about Have you seen that yet? >> Well, I am um in the process of collecting data from beginning of the year assessments to the midyear assessments um to put all of that together. So, I am tracking that now. But I can say that if you look at our um our ELA scores from CASP from just last the last year's scores, every single one of our um sites grew significantly in ELA. They they might have maintained on the dashboard, but when you look at the points from um the distance

056from standard, they all improved. So, I would say that that's probably a reflection on the interventions that have been happening because of the focused in um support around giving kids what they need in that area. >> Now, can I ask my question? >> Not going to go back to vote, too. >> I'm going to have to I'm going to have to now because now >> she just said it doesn't reflect the same thing. >> I know. That's why now I'm like because I'm getting confused. So, can we go back to that slide now? >> Yes. So, which one? So, I was switch to a different >> the English learner progress indicator, >> right? So, I upload it. I make the PDF. It doesn't get changed. >> Right. The and the PDF doesn't um the PDF

057includes hides hid hidden slides. So what's linked on the website they're looking at slide seven which uh Miss Pante Leone is the summit of ELPAC with the bar graphs. >> She's ready. Yeah, she's ready for >> Oh, wait. But you guys aren't looking at the same thing. >> No, I don't have that one printed. >> Oh, it's here. >> Okay. Wait, which >> Wait, now we're Okay, now we're on the same Okay. >> So, you're looking >> Oh, that's the one I'm looking at. That's not the one she's looking at. She's looking at the one prior. You want the purple one? >> Yeah. Right after that one. Is the Is it It's by sight. Yeah, the one after that >> one. >> Okay. >> Yes. Yes. CAS CASP scores for ELA and math. >> Cast

058is science. >> Yes. >> Red Yes, if you use the 5x5 grid, um the one that Mrs. Carr shared back in December, I can actually if you look on the left hand side, if you have one pulled on the dashboard, um you're going to notice that the levels change based on the increase. So, for example, let's take a look at CPMS. They're a bright spot in 2024. They were performing within the low range. They had declined significantly from the year prior. They were within 35 to 44%. In 2025, Shalom Peaks because of their increase, they were within 45 to less than 54.9% in the current year. So that is how they were able to make their way from red to green. I have the 5x5 here if you want to see the side. >> Yes.

059green, >> right? So if you take a look at Del Re and you see that they performed in the green, what essentially happens is we have students who are performing really well. So they perform really well and then they get reclassified and then you have to think about the students that are left and how they are performing. So that's the discrepancy year after year. So it does fluctuate. So if you maintained and you had 48% of your students reclassifying the following year, you wouldn't have that that group of students. >> Okay, great. >> It still hurts my heart. >> It does hurt. It does. >> But we did the right thing, >> right? >> Oh my god. And if it if it does help, our students who have reclassified um are performing better or with

060our English only students in math and ELA. This is one of those things when we were talking about the 5x5 um at the December meeting is that discrepancy where we were talking about the suspension rates. Um, I also noticed that it happened where uh Del Rey improved in their score for math, but yet their color changed down. Um, and that was simply because of the same thing that they had done so well the year before it pushed them up into a different row of the 5x5, which then made it where their color fall back because they didn't grow that 15 points made them kind of change into a negative a more negative color, which is really unfortunate because they grew, they improved, and it shouldn't look like they didn't by a color change. If we

061didn't have our reclassification rate increasing year over year over year, we'd really be concerned that the celebration is that we're reclassifying so many. That means we are doing something right in that category. doesn't mean we're okay with the fact that not all of our students are making at least a year's growth in their English language every year. So again, that's where I was saying we're not we have things to celebrate. It doesn't mean that we're satisfied with the fact that not all of our students are making that progress, but we can't ignore the fact that what was it I think um Miss Pantalone shared 45 or 47% of our students did make the expected progress. So um that's but it is a lot to wrap your head around. I agree. I think it was uh

062Miss Carr that was sharing earlier in the year with us when we were all talking on the suspension as well and I think you were reflecting on if I remember correctly our your middle school that you came to us from versus our middle school and how your suspension rate was actually higher than ours, but you had a better color because it has to do with the change that occurs as well as what the number is. And because our change was so dramatic, and yes, we questioned the data. We realized that for the one year, we've been up front with that along. But because our change was so dramatic for the negative, our color was actually, even though we had a a lower suspension um percentage, our color reflected much lower than um the other middle

063school who had a higher suspension rate. So, the questions are spoton because those are the things that can be very confusing. And so making sure we're clarifying what it is we're sharing with you. Um that's exactly what we want you to be asking. >> Since we came back to this, I was going to wait till the end, but some of us are not that patient. >> I'm ready. >> But since we came back to this, well, I might as well just ask. >> So do we have any data on our reclassified students? This is something that I ask almost every year. uh how many have been able to maintain um proficient if not uh levels or how many have declined in performance. I can share through the California dashboard when we take a look at

064our English learners for math and for ELA for students who are labeled as reclassified learners they stay reclassified for four years in regards to our state testing. So our reclassified learners as a whole have increased which is 567 students currently have increased 9.8 points um and they are outperforming their English only peers. So we can pull that data every single year to see how our subgroups are performing. >> But and I know I know most of the reclassification happens at the middle school level or we're trying to get it down at the lower grade levels. But for example, the students that have stayed with us with for those four years or a portion of those four years. Do we have an idea of how many are still performing at um you know at the classifi

065at the reclassification level or have they declined in performance? Say we reclassified you know some fifth graders you know are we able to see if they've been able to maintain performance by you know seventh or eighth grade or if they have declined does that >> that would be something I would have to look into because currently we can see as a whole that they have increased our reclassified students have increased for ELA and for math as a whole but to take um certain students and then follow them that would take me more time to do. Yeah, totally understand. I know. I know. I know. I'm ask I ask a lot of these things. >> Um, but that would be great because that's a big key for me is to make sure that we're not just

066trying to push them out as reclassified and then not continuing to follow with their ability to maintain progress, if that makes sense. But thank you. >> You're welcome. Any other questions as we move into the next uh goal? It is switching over to Dr. Ruby's department. So, any other questions at the moment? You can always come back to them. Okay, then moving on Sean to goal four. Okay. So, goal four um focuses on students so meeting so uh the social emotional needs um our climate and um we'll start by looking at chronic absenteeism. So, we do continue to decrease year after year which is great. We're following the state average. Um we had a huge bright spot with Shalom Peaks this year. Um they dropped from 20% to 12%. So, I'm gonna let Miss Henson

067talk about um talk about that, celebrate that. So, what I did last year coming in is um really followed our chronic absenteeism students that with edode, chronic absenteeism is when students are missing 10% or more of their educational year. So we kept pulling every month students that were missing 10% or more. We would create a list and once a month I would be holding parent meetings to discuss chronic absenteeism. How does that affect their education? Um provided them also the resolution that our district has for thirdparty verification if the students continued under that path. It really allowed me to connect with parents and find some issues of the parents are at work and they're not there to wake up the student and brought in my family liaison and brought her into the mix as well

068to help our families and discovered also some medical issues with some students that we weren't aware of that then I was able to um maybe recommend looking at them for a 504 or what other things that we can do to help those students. Um, next we'll look at our suspension rate. So, as you know, when we presented back in December, the suspension rate um did did go up. Um, overall as a district, we increased by 2.3%. Um, we knew this was coming. Um so again, as was just stated, while we are in the red with this percentage, it's because of the dramatic um decrease in suspensions we had previously. Um I'm going to let Angel talk about what we're doing at the middle school to try to mitigate the suspension rate. So this year in

069particular, at the beginning of the year, we got together with our counselors, Miss Henson, myself, Miss Baltazar, and then our um three school site counselors, as well as our CHS counselor and talked about restorative practices and looking at what we're doing to work with the students that are h having some struggles and making better choices and having those conversations with them and documenting the conversations we're having. And then we also started working with our MTSS teacher that we um provided this year and having those conversations further uh sometimes during the time of day when they tended to make the worst decisions so that we could give them a break from where they were being encouraged to make bad decisions as well as um lunchtime opportunities to have an adult that you can have a conversation

070with. Currently, our MTSS teacher is housing two students one-on-one support um and making some good choices and guiding them through some of their work and activities. Uh it's been great because we can have conversations with them about the choices they're making and also why they might be making the choices are feeling the way they're feeling and then providing them with some extra support. So, it's really about building those relationships and continuing those conversations and kind of getting to the root of what's driving them and then being able to provide some support either through counseling um outside counseling or further areas of interest as we see fit to seek out other supports. So to support our students at the tier 2 and tier three levels, uh we are continuing with Harmony at home at elementary. Um

071or I'm sorry, we're continuing with Harmony at home sticks and stones. Um we provide group support for students. Um that's a tier 2 support at our elementary level. And then we have our bully prevention program which reaches all um elementary and middle school students for tier three. Oh, I'm sorry. Veronica was gonna talk about Harmony at Home. >> So, I'm going to give you a little bit of information regarding um Harmony at Home, which includes two of our programs as um Dr. Ruby mentioned. The first one is the Sticks and Stones Counseling Services. And that um service is for trauma based needs. So when students go through a significant trauma um and we are informed of that either by the student or a parent or just the teacher is aware um we do a referral

072for um our services where they get um and they go through a screening or evaluation and then it's determined whether they're good candidates for services. Um they go through cycles. It's six to eight week cycles. Um and then they get re-evaluated after that time to see if the need is still there or if the student is stable and can be closed out and give the slot to another student. Um our other program that we have is the bullying prevention program. Um this is um led by Miss Maris Sylvvia Lobos um who works with I believe all of our school sites. Um and so her program provides three different types of services. So, one is she has an open door policy during lunchtime on the days that she is assigned to your campus or to one

073of our campuses. Um, and during this time, students can come in with their peers if they're having any kind of conflict and she will help go through conflict resolution with them. And this is by choice. She also supports um by being out on the playground just making herself visible and supporting students. Another thing that she does is she does um monthly lesson signups. Um, so she does share uh digitally with teachers like a signup sheet which includes a link for them to view the different topics and resources that she uses during those lessons. And what she does is she pushes in for 15 to 20 minute sessions. Um, and she teaches students about different topics, whether it's making friends, dealing with emotions. Um, teachers can also request a specific topic if they're having or noticing

074a need in their classroom with their students. And then finally, the third is a referral for individual students. Um, that would come from staff admin, staff or admin. And that's for any students that are specifically showing signs of uh are exhibiting bullying like behaviors towards others or are experiencing um situations where they feel they're being bullied or harmed by others. She does pull them into the counseling room for sessions where our Harmony at home they at our campus they share the same room. um and she works with the students. Uh we also have uh for a tier three support, we are partnered with MCBH this year. Um we've had MCBH services the last three years um as part of our MHSSA grant. That grant did expire, but we did go ahead and decide to partner

075with MCBH this year to pro uh to continue to provide those services for our students. Um it is a smaller group of students. This is again serving just our tier three. Um it does tend to be fluid. Um the students go, they get services and then they are exited as they make progress. Um opening spots for other students. Um, Angel was going to share a little bit about MCBH services. >> I thought I was talking about CHS. Uh, okay, perfect. MCBH uh does service every school site. Uh, we do have the uh IEP service provider on our campus four days a week in lie of the five just because we have a higher case load on our campus. Um, we were able to secure spots for them this year, so they have some good spots

076for them to be able to meet with their kids, which is awesome. And they do coordinate with staff and administration as needed over some of the students needs. We've also continued to partner with community human services. Um, she provides our counselor um provides two different programs. This is at Shalom Peaks only. Um, and again, Angel's going to speak to this program. >> She's currently on m uh maternity leave. If you saw my update last week, she had her baby boy. So, we're super excited about that. That she had the baby boy and everybody's good. We want her back, but she'll be back in June. We do have a um intern. Thank you. It's been a long day. Um we do have an intern um in her place on Fridays who's taken over her case load

077and then we can also consult with. But the services that they provide are our vape ascent our vape offense workshop and also um it's like a road to success program but it's not the same as sun street. So it's a modified version of students making healthy choices and working on anger management or decision making and um she can also tailor it depending on the students need which is really great. Myra is very active on our campus. She works very closely with all admin as well as our counselors and she's out there at lunchtime doing activities and interacting with students and building those relationships whether they're on her case code or not. So she has really been a great contribution to our staff as well as a support for the students and an additional support that

078we've added this year is um we have started utilizing conscious discipline. So, we've we were introduced to this through our TK um curriculum uh Frog Street. This came with their program. Um, and so I took a look at the book and I really uh I liked the way that it focuses on the neuroscience, the the brain develop uh brain science and and and the um child development, but also it there's a focus on the adult brain and um so it's a support for teachers and students um to create kind of a classroom community. So, we decided to um I used our Cal Hope grant to purchase the books for elementary. Um and then um Beverly and I um decided to send a team to Las Vegas in June to uh go to a very lengthy

079conference. Um quite quite intense. Um so I'm gonna let Tiffany and um Veronica are going to share a little bit about that. We have used this. We we it has come back. We have utilized it in our staff PDS um and we will continue uh with Shalom Peaks um receiving the books and and diving in next year. She she did state what most of what I already wanted to say, but I did um it's very important to to remember that conscious discipline is an adult first approach. So there are three brain states. There's the executive state where you can make good decisions, you're calm, there's a survival state, which is fight or flight, and then there's the emotional state where your emotions are very heightened. So when you hear a child screaming, they're probably in

080the mo emotional state. And so um it's very important for teachers to remain in the executive state so that they can bring students back to the executive state. And so um when we have done trainings we've talked a lot about uh rema trying their best to remain in the executive state and to uh remain calm only talk to children once they've come back to the executive state. give them some time to um to get out of that fight or flight or emotional mode and um and become in the the state where they're ready to to listen and ready to talk. And um at KAM we incorporate um strategies related to conscious discipline at every staff meeting. Um some of the things include brain spark starts um and or things like um um uh how to

081uh bring students back to that executive state. Uh if you notice in my office sometimes if you come in you may see students who um are playing with toys. I have lots of toys in my office, uh, Rubik's cubes, puppets, that kind of thing to help them, uh, come back to the executive state so then they can have conferences with me. And, um, and so it just it's it's a matter of taking time, keeping the adult in the executive state so that they're better able to interact with students. And, um, we have seen some uh, transitions to some conscious discipline uh, strategies at at our uh, in our classes. And um like she said, we've done um uh two or three conscious discipline trainings with our full staff. Anything to add? >> And that's goal

082four. Any questions? >> One thing I had uh requested sometime before just to keep in mind unless you already have it with you, is um these programs are things that parents agree to have their kids involved with. So, one time I had requested to see if we could know how many students were referred versus how many students were actually going into it. So, just to um be able to get those numbers as well because I know that's obviously going to be higher than what's actually been accepted by the parents to fulfill the program. So, so you want to know how many referrals were declined by parents? Is that okay? >> I think for us at the middle school, it's a little tricky because once they're 12, the student can also choose to decline. And what

083we do in that situation is while the student may say, "I'm not doing it." We still check in with them. our counselors will keep a watch on them and check in with them once or twice a month and once a week or every two weeks so that um we're still reminding them that the services are there but that we're keeping an eye on them to kind of monitor their need. >> Yeah. And the reason I mentioned that again is because I think it's it's something important to excuse me be able to um bring out to the parents. Again, it's just I think it's something that has to be put out there because a lot of parents feel like that's kind of intrusive to their personal life or something like that. But knowing how many we

084actually have, if there's 50 kids that were referred yet only 15, it's like, you know, if we have these conversations, again, even if it's through the through the night sessions that we have, it's like again explaining these programs and what it's for. But um it's important to to see that it's like wow we have a lot of kids that are in need of these type of services and that's important social emotional we've seen that how much it has grown and and for parents to see um even if we present some stats in a general in in a general talk is just knowing like hey you know in our school we have these needs and these are many kids we've tried to help and refer yet they don't but this is how it's beneficial and I

085think we unfortunately we have to keep on reminding reminding parents of the importance of these type of things. So, yeah. So, just the total versus how many actually accepted it. And just to piggy back on what you're saying, um not waiting to inform the parents of what these programs are about when they need them, you know, like in hopes that they're going to accept them, but maybe, you know, doing like a beginning of the year type offormational meeting where we can let the families of the district know what is going to be available in the district. So if they happen to get a referral, they're more familiarized with what the intent is behind them versus you're getting a referral and this is what it means. >> So we do actually have them um at tables

086for at all of our um large events. Um and then KAM for the second year did have a resource fair where they had everyone there to talk about them. Um, but that is something that we can look at at maybe our first capacito when we do talk about all of the kind of nuts and bolts of school. We can add that topic in there and make sure that parents do hear about that. >> Were you going to share about the cost team related to this goal? I think were you going to share what it what it is because that's a new addition. So cost means coordination of services team and it's something that we've been working on implementing um at our at our sites and we're all kind of at different levels of implementation but

087I think we've all been enjoying um what it brings to the students. So coordination of services team is a group of individuals that are really focused on getting those resources allocated to students efficiently. So, um, we started at Del Re. We used to call kind of like our tier 2, tier three team for PBIS, but have now moved into what we call the cost. Um, and so cost, uh, involves myself, our school psychologists, the behavior specialist for the district, a family liaison, sticks and stones counselor, bullying prevention coach, MCBH therapist, a district nurse. Um, and we are now in the process of inviting our pr youth people as well. And we meet monthly, sit at a table. I think it's differently for the middle school. Their cost in MTSS happens twice a month. Um, but

088we sit down together as a team and we look at requests for assistance. So any teacher, parent, staff member or student themselves can submit a request for assistance from areas um anywhere from speech, academic, social, emotional um resources they need at home and they can request those services and it gets brought to the cost team which then chooses a case manager and moves forward with providing those services for that student. So it's been um it's been a great way to make sure that we're getting the resources that we need out to those students. And every site has a cost team this year. Any other questions around goal four? Okay, goal five. Goal five is our expanded learning programs goal. um we've presented quite a bit of information this year on that um and and discussed

089quite a bit about it. Um so I won't go through much more um just to say that we are um always looking to improve and we have you know our next steps are to um build on our continuous improvement um plan which is creating a teacher team to um kind of go through and talk about what's working, what's not working and how we want to improve for our kids. Um, other than that, any questions about goal five? >> Just want to clarify the numbers for pr youth, were those prior to our information from Dr. Pinto or >> No, those were from Thursday. >> Okay. >> Um, but the information that Dr. Pinto gave, we'll change those numbers later this month, but these are our numbers at this moment, but they are set to change. So

090hopefully by the board meeting uh in my board report I will have the numbers that they projected at their in their presentation. those students, right? Because I know last time we were at 51% CIA. >> Yes. So, they have um I would have to look back at my email to see, but they have they put their whole plan in there and it was this it was in line with Dr. Pinto's presentation. >> Zero. they're supposed to have zero. >> So with our expanded learning, that's one of the things that, you know, we've been seeing different programs at different events that we've been going, which, you know, now we had this conversation with Dr. Pinto, hopefully we can keep our numbers to where we're offering a program that our students want. And I think that's one

091of our focus that I would like to see moving forward. You know, how we were talking about perhaps incorporating somehow Dr. Rio's book with our middle school level. So trying to get the students involved at a younger age, making the program more meaningful for them. So once they hit middle school, then I mean because most of them are like, "Ah, it's boring. I'm just going to go home." So if we start in the middle school offering programs that are actually more engaging for them, >> then we can perhaps try to retain them once we go into the middle school era. because I think that's one of the things that we're focusing a lot with our middle school is yeah there's a change in mentality and whatnot but if they want to engage in the elementary

092level then it's just going to be downhill so hopefully we can continue moving forward making it more meaningful rather than just like a daycare >> because for the most part a lot of the after school programs are daycare and it shouldn't be viewed like that but sometimes they see it that way so with our ELOP program they're doing things that they actually want to do. So if we can try to incorporate that with our after school program, then we can perhaps have much more success in it and have more of those challenging students in there rather than out in the streets. So hopefully moving forward with that and then I'll look at your numbers next at our next board meeting. Any other questions for goal five? Okay, goal six. So for goal six, this is

093our um family engagement um family and community engagement and uh the goal is always to increase um attendance and um and and support for our students. So, we offered opening doors this year and it just kind of maintained the attendance. Um, we are going to be doing a second uh series in the spring. Um, and we will be inviting all of our students as the new enrolles into TK and kinder. Um, hoping to get the parents kind of locked in right from the start. So, um, looking to continue to grow on that. FLI grew by about 15 parents for the fall. So, we're hoping for that same um to keep continue increasing um for the upcoming um session that's coming up in two weeks. Um Dia de los Muertos uh doubled in attendance this year

094and Las Padas over doubled. So, those those events are going well. our um community is definitely attending and and enjoying those events. Um our cafesito attendance is is growing um little by little. Uh but we are seeing increases and um uh we had our scholar system keynote the other night uh last week and we had 44 that attended which was up by about 20 from the previous year. So that was a really um encouraging increase. Uh we have a few other sessions that'll be coming up um that our um liaison will be presenting and that's our parenting partners curriculum for our CPMS families. Um they'll be working with those families through those sessions hoping hopefully having a much larger attendance than last year. Um and then our sites have had their own events. So, um,

095we'll talk about, uh, I think Mallerie's going to talk about ELAC. So, we've seen a lot of success in growing our numbers for our ELAC meetings. Um, we've done a lot of things like including um, having snacks and offering child care. We've actually been working with um, our le my liaison has been working with the high school to bring volunteers in. does like a coloring table with um kiddos in the back of the cafeteria while we host our our meeting. So, that's been really nice to have the community involved that way. Um but we've also been working on inviting public speakers. So, we have pulled our ELAC parents and and tried to find out what it is they're interested in seeing. And so, we've really just been piggybacking off of all of the amazing resources

096that we have from the district. So, we've had Jump into English um present. Selena's Valley Health talk about reading nutrition labels. Blue Zones have come in and done cooking demonstrations. Um and we've also have the bullying prevention coach come in and talk about her program. So, it's been nice for parents to have a say in what they would like to see. And then we have our um our ELAC family, as we call it, come in and they actually make personal phone calls to our other parents. That would be parents of English um learners. And so they're getting a personal invite from other parents because when it comes from me, it doesn't really mean as much. So it's been good. >> And now Mike's going to share about PTO. >> Um I want to touch base

097on ELAC as well. I'm you're taking notes after hearing what Valerie's got going on. Um yeah, we've um had a a spike in interest in ELAC as well. um we shifted the way that we are scheduling meetings that was more convenient for the parents that are particularly interested in being part of that. So that's been impactful. Um I wanted to touch base a little bit on FLI too. It's just been really impactful. Um the sessions the parents come and they're really engaged. There's a lot of great growth and participation and I can say without hesitation that parents from our site that have participated in that have displayed a different appreciation for school and in managing communication with school and things like that. It's been really it's been great. just the the trust building and the

098connections that come from that have made a big had a big impact. Um, in terms of PTO, that's something that, you know, we're still working on that as a side ourselves. And what we'd love to see is to take that energy and the support and the excitement we have from our uh DLI parents and try to kind of merge that together and get our PTO a little bit stronger. Um yeah, and then in terms of events, the spring carnival's coming up. Our um leazison been working on on getting that rolling and it'll be hosted at Sanina. So we're excited for that. >> Thank you. And Angel will share a little bit about the CPMS family nights that they've been hosting. So, we do hold our family nights monthly with the exception of December because we

099didn't want to cross over in that short time period with Los Posatus. Um, we did at the beginning of the year hold a family night about our mental health resources. And so Myra, our community health services counselor, did present on not just what she provides, but that importance of mental health for our students and how it she really did talk to the families about breaking down that barrier of we don't talk about our problems, but yet we do. We should because our kids need that, but so do our families. And um offered other opportunities for what resources are out in our community. So we will keep building upon that to make sure we get that message out to our our families. Um each month the counselors pick a topic and then they do a presentation

100on it and usually they do have outside families or outside community members come in. We had our um school resource officer, Officer Hughes, also present on gang awareness and vaping. And um we had a back to school reset just this last month so that families could come in and understand the dynamics of middle school and grading and parent square and power school so that they're informed on how to use a lot of the services that we provide to keep on track of the students progress at school. Uh bringing our families in for more involvement is kind of my challenge this year but also a goal of mine. uh working on my clear credential for my admin credential. I have definitely made it an inquiry cycle for me to solicit feedback from our families. So, I've

101collected surveys last week and I'm looking at the topics that they are interested in and we're going to provide some opportunities to really hit those family nights on what they're interested in and what they want to hear more about. um so that we're meeting their needs better because my job is to build that community and bring our families in so that we're working better together. >> Angel, um what are your outcomes when you hold these presentations to parents? So when you had the mental awareness and the um gang awareness, what would you say your percentage of parents that show up is? >> I would say on the gang awareness night we had um we probably had 15 more families there than we normally see. Um our our range is anywhere from 20 to 30 families

102coming in. And it's usually the same families, which is I kind of put the survey out there to like how do we get more? And part of the survey, we even tried to entice like, would you be willing to bring another family with you? Just to see if they could get them to say yes, maybe they'd commit to that and remember that moving forward. Um, a lot of questions privately at the end of the presentation. So, parents are asking questions and they are wanting the information, which is great. And then I have a couple of parents that will come in and say, "Oh, I was talking to my friend and I told them they should come talk to you or I gave them the information we got, but um I said if they had questions,

103they should come see you." Um so it is opening doors and I think anytime we do something like this, it's going to build as we grow as we've seen with some of our other programs we're doing like fli. What about for the mental health awareness where the um counselor spoke on the programs that were available and some of the >> things that were available? What would you say the outcome of participation or involvement was with parents? I would say that that we had a lot more again personal questions at the end, but in meetings with parents, we do offer some of those outside services and talk about the importance of mental health. And when we kind of talk it them into the idea of understanding that like our kids have a lot, especially when they

104have school to worry about and the dynamics of being in middle school and the social pieces on top of the grades and then sometimes families do struggle and that's normal. Everybody has a struggle, but we're here to provide support for that struggle. Parents start to become more open-minded about using the services and wanting to seek out help. We've been able to give them information to um MCBH so they can seek out outside family therapy if they were interested in that. And we've also shared with a lot of families the um and I'm totally going to blank on what the that card is that we send to the families that kids can text and get instant help. Yes. Thank you. And there's another one starts with a B. I want to say Bright Life Kids. >>

105Yeah. So depending on the students age, we share those postcards weekly with families and they're receptive to hearing about it. We do have some that are resistant, but I've seen more families kind of almost like drop their shoulders in relief. Like, I have I have an option here. It's not just me doing it on my own. >> And you had mentioned that you entice or you try to entice families to will you bring another family, but do we create those opportunities frequently? because I know that sometimes we'll hold um you know meeting orformational items but then the time that laps between the next one and I know you just reset on the back to school recently for the >> I believe it was for the games but like for the mental health say we recently

106had one December before going back but how more frequent would you suggest or would you think it would be >> to repeat the topics >> in order to create that opportunity to entice families to bring another family for the information. >> Yeah, I think that that is definitely something we can look at and that is needed because the more we hear it, the more we learn it and we know that as learners ourselves. Um so it's definitely something I can work with my um counseling team on and this was general for all the sites. That's just that angel zone that's presenting right now, but I would of course want to generalize this across the district. I think the fine balance is figuring out when is the best time for parents to meet. You know, shuffling

107around the time periods, offering that uh child care and snacks. At our family nights, we always have activities for the younger students so that the parents can feel like they can hone in on the conversation and focus on the um information being provided while we keep the kids on the other side. But we are looking at ways to bring in snacks. So, I may be talking with Mallerie later. And then I think too to consider when it's the off season for our families really taking advantage of that time frame to not just do programs like the FLI uh but also provide these kinds offormational items both in daytime because we have you know fluctuation of how many parents are avail or you know the type of parents that are available at daytime versus evening. But

108definitely starting to take advantage of that off season so that we can kind of spread as much as we can across the community and the district. >> Yeah, I agree. >> And the final thing to share here is um that we have started the community engagement initiative. Um that was a grant that I had applied for last year. When we got it, I um I asked Angel um if that would be something that Shalom Peaks would be interested in. Um, not to say that everybody wouldn't be, but when it comes to middle school, we tend to see the the engagement drop off. Um, and so we did start that work and um, we are moving towards building that community engagement and and creating some authentic trusting relationships and that that's kind of the goal that

109we've set as a team and um, we're looking forward to continuing with that. I just got to apologize to Angel really quick. I should have been looking at Dr. Ruby, but because you were the one that was speaking on those things, I was talking to you, but >> it was directed out to you >> for site things for the site meetings >> for >> just in general like the the creating the opportunity of topics to re recreate that opportunity to entice families to bring more families in to take advantage of all of those offseason times. you know, we're having the um the FLI uh but it's my understanding that we're having another daytime. So, we didn't create the opportunity for the evening parent. >> What? No, this is this is my concern, not a question.

110>> So, things like that. And again, sorry, I wasn't trying to I was just having dialogue with you because you were the one that was talking. >> Okay. my next next question. Yeah. Okay. >> Um tag ding ding. Okay. Um I am grateful for what everyone is doing at their sites and trying to engage their parents. What I do want to remind everyone is a topic that we have addressed before is to please be very considerate on not double booking events or anything like that with the sites. and then what the districts are trying to do here. Um, not saying that's happening right now, but just be careful. Everybody's looking at their calendars or Ruby or your liaison as they're talking to each other. We're trying to get our parents involved as much as we

111can with all these activities. But, um, you know, we did put in some funding for Dr. Rios. We did put in funding also for our other program. And we want our parents to get engaged with these as much as we can. Talk to your liaison. Liaons know their parents more than anyone. What they will know more in what days what times work best for their families. Um we had talked about having as an example our FLI having a time where it's through a day daytime FLI classes and then we talk okay we'll do one for daytime the next time we'll do evening. >> Um so just being wise on what days are being done the times that we're accommodating things and ensuring that we're checking with sites and making sure they're not having their own

112events at their school sites that will affect what we're trying to do here at the district. We want our parents at every um area. Uh, one thing just as a notation that um I thought of if it hasn't been done before is normally for parent conference nights that you know the whole world goes I just talk um I just thought about CPMS right away even though pointing to you over here um because you just see a bunch of parents just like walking everywhere right and and my thing was well if we host something when it's done at the cafeteria it's like hey now come in here we're going to have a little talk with parents whoever likes to be there they tell us at work all the time if you feed them they will come.

113>> So it's like you know just trying to think outside of the box while you already have parents there what is it that can be provided at the time but again for everybody it's being considerate of the other sky of the other sites and what the district is also offering in regards to a parent night or anything like that because we do these these class I had not come to Dr. Rio's session, I was able to come in for partial uh with and I was here with Tony and and and um Dr. Ruby. Um I had even told her, "Please bring out some more tables." Like, "You think we need some more?" I think so. Bring out some more tables. And I'm thankful for that. And I'm sad I couldn't stay, you know, the whole

114time, but people have interest in it, right? And and and they can pass on the word, but we still need a little bit more. Um I'm hoping still to con um continue to open um I do see the need as Mr. Rub had said about CPMS. Um the reason I bring that out now and I can publicly say it now um because a lot of word has been going around and that way none of them have to say it. We we there there was an incident that occurred in Solidad involving a juvenile a juvenile that was a part of our school district as well. So CPMS students get hit hard and that's where a lot of things are occurring or they begin and we have to switch our mindset as Miss Ruby said and we

115really got to figure out what can trigger these kids in a positive way and what is it that we can do and offer and put out there to get them off streets. Um, obviously I cannot go into detail, but that I can say. So if you all not, you could look through it through Facebook. An incident that occurred at Soul with a juvenile was one of ours. So we can't I personally I don't take it lightly. Um, talking about social emotional services and all that, it's it's something huge. It's something important. and we can't put a blind eye towards that. So, we got to all work together even if that means with other sites because those kids are going to be end up going to CPMS as well. And you all know the kids in

116your schools that are already having some difficulty and then we'll start transitioning over to CPMS and that's a huge concern. If you already have concern of already some fifth graders now who will be transitioning over to sixth grade peaks that We got to think about them. We got to think about those kids also who are transitioning over. And um I know it's difficult. Um but let's let's all work in unison and definitely talk to your liaison. You all have some great liaison who really try to put it out there. I don't know how many times I received the message about Dr. Rios over and over and over again everywhere. where I could like bling bling bling and it was from they're trying right to put it out in in different avenues. But um yeah, do

117as as best as you can in your sites and try our best not to book things at the same time as others. That way our parents can be everywhere. Remember we have kids at different ages, some from elementary and some from CPMS and all the parents want to be involved but how if they're going to be pulled to different directions? they can't be at both places at the same time. So, um that's it for me, but um again, thank you for all that you all are doing. Um I feel like I mean Dr. J was a great success, but um it's always an area for room for improvement always. And just one more thing in terms of scheduling. Um we kind of have to look at the community scheduling as well because the library has

118a lot of events and we've actually booked over or they've booked over one way or the other. Um library events and it just impacts everybody's attendance. So just keeping track of things that are going on in the community in terms of events and things. So that that's also something that we don't step on the toes of other organizations. Um, I did want to clarify because uh earlier in the year when Dr. Ruby talked about the FLI, she did talk about the fact that we'd be having it three times this year. So this is the second and the third has always intended to be the one that's um hopefully because uh staffing wise our presenters for our fli um so the intention is that the third event will be evenings and if possible include a weekend

119and that has been I believe you when you presented on it earlier in the year uh but um we cannot require our classified staff to work after hours or weekends. So that is something else that we're trying to work on between now and that third event. On that though, if we are able to try to recruit our classified staff earlier on then again waiting for that clo that date to get closer, I think we have a better chance of filling those bodies. But I get what you're saying. We can go back and forth if you want. >> Okay. Goal seven, dual language immersion. All right. We are excited that we are at this point of the year where we are expanding to our two new second grade classes. In working with HR, we have a

120job posting and we have scheduled to attend some local recruitment fairs at Calpaly Slow and CSUMB. We have conducted three enrollment meetings so far. We have two coming up next week. We're trying to capture families that works best for them. So, we've had a 1:00, a 5:00, and the last one that we held last week was at 11:45. We did that strategically at our preschool, although we invited everyone from the community. That's their dismissal time and that's when families are there. So from that meeting, we actually added 11 new commitment forms. So we're excited. We have 17 commitment forms for TK, 12 currently for kindergarten. Each school year we will continue to have 20 students for TK and then we will have 28 openings for kindergarten each year. I'm going to pass it off to

121Mr. Jones to share some of our successes with our DI team and our parents. >> Um yeah, I mean the most exciting part of the DI program really is going through the classrooms and seeing it in action. So, if you haven't had an opportunity to come visit, I invite you to come check it out because there's nothing more. It It's just fun. It's really fun to see. They're little because we just started, so it's all of our littlest ones, but just to see the interactions and how students are getting comfortable using their Spanish and the way that, you know, they kind of bounce back and forth sometimes and it's it's very heartwarming. Um and in terms of engagement that is been the the greatest part for our our parents is just there's a huge ground

122swell of support for the activities that we do around DLI. Um the cultural committee has been working on different events and parents come out in force to support the event and to participate in the events. um the Christmas parade, there was two flatbed trucks to hold all of the the parents and students that wanted to participate and it's just been I mean over the years our PTO has struggled and to see this level of engagement just like flood in it's amazing. So that's exciting for us. At the midyear point, we held um just a mid-year informational meeting for our parents just to remind them of their commitment because when they sign that form, they're committing to seven or six years depending on if it's a TK enrollment or a kindergarten enrollment. We also reminded them

123of the importance of attendance just in general in their child's education, but more importantly within our DLI program. We are so fortunate to continue our partnership with ATDLE and the executive director, Kevin Chavez. He has just shared a wealth of knowledge with our team, with our TOSAs, with our teachers and our parent educators. So something new this year is we're also offering training for our parent educators so they understand how to work with our students as well. Through ATDLE, we have created co-created a walkthrough tool that discusses negotiations of meeting comprehensible input. What are those teaching strategies and best practices that we want to see within our DLI classrooms to ensure that our students are maintaining their target language, which is Spanish, and opportunities for them to turn and talk. So, we continue with that

124form. Mr. Jones and I, our next step with that is to use that form not just when Kevin is here visiting our site, but when we go in for an informal walkthrough where we can give our staff immediate feedback. In our last DLI collaboration, they expressed wanting to have something instead of just a generic conversation during our debrief at the end. So that is our next step. We are also looking, we currently work with um Lula Libros for grade level classroom libraries, but as we look at our LCRS funds, we're looking into how do we expand bilingual books within our school library. So that's something that we're excited to spend some money. So hopefully we can do that here soon. Continuing continuously conducting check-ins with our DI staff. What is it that they need? What

125are the areas that they think that they need more help in? So B readers, as you heard of the last one, they're in the beginning stages of that. We have phonics curriculum that the students are showing progress. We also have Shunia kids. Now what's happening is because we are working so closely with Kevin Chavez and he is like the person of ATDLE, he continues to make wonderful remarks about our teaching staff and our students and he's constantly saying, "Oh, here's a new partner, here's a new partner, here's a new partner." So I'm working with the staff to ensure that they understand, I can do this pilot, I can take on this other thing or I need to wait next year until I get my, you know, feet in the ground. Um, as director Carr stated

126earlier, we are in the middle of M-Class and I Ready testing. However, when we do pull the data for our kinder and first grade classes, there have been improvements, 100% improvement in MClass from beginning of the year to middle of the year for every student that has been tested. And we're seeing an increase in I Ready Math scores as well. Um, going back on the being big on the parent commitment and making sure so with all of these parent meetings that we're holding, it's still mandatory for them to attend at least one of those meetings, right? So even if they have because you said that that they're having to recommmit six to seven years, right? So even if they have say a first grader now they have a TK student coming in they still have

127they're still we're still requiring them to attend these meetings and make that commitment to us. Right. >> That is correct. And also yes for everyone and even you have your third kid and it's second grade first grade and then you have a TK we still that's a part of our framework. I had a parent approach me today at dismissal at Santa Lucia and she said hey I know that there's another meeting. do I need to go to that one too because I can find like a babysitter and I can get that done. And I just looked at her and smiled and said, "No, ma'am. You only need to attend one." So, we have people in the community that are excited and interested. They want their spot. >> And I believe at our first your first

128couple of meetings, that was where we saw the most of our current parents. Yes. >> That were coming to um to sign the commitment form for the next sibling coming up. >> Yes. And so, >> including some of we had some staff members that um had to make the time to get over here. >> Correct. Um we will continue to hold meetings until we're at capacity until we reach, you know, a third, a third, a third what we're looking for. I understand last year there were meetings all the way until April. My goal is to possibly be done by March. Um tried a couple different things. Number one, posting to parent square. We all get them and we kind of just go next thing. So instead of just posting to King City as a district,

129I've now posted to the individual sites. So that might put out some feelers there. Printed flyers for every school, English and Spanish, got those posted. Thanks to the leazison for helping with that, Arlin here doing it for our district office. And just kind of being present and saying, "Hey, are you interested in this thing?" Um, the next step would also be to connect with our local preschools besides our King City Early Education Center. and Anna Alvarez and I are excited to go and chat with them and see if they even want to host us one day. >> I've been trying to get superintendent to do these kinds of messages, but have you considered like a video message? I know you're posting to the sites, but maybe having like a video message of explaining of what

130the the program is. And I mean, I would generalize this for whateverformational items we want to host, but >> it's definitely a possibility. And thanks to Cinda, I now how to now know how to post to Parents Square and Facebook. So if you got a good makeup artist and you know cuz I sweat when I talk. Um but it's definitely something that we can do and we can keep it under 60 seconds so that it doesn't take up too much. >> I just think that that's the most personable unless you're going to handel the writtenformational item that parents can get as opposed to just getting another message. You're actually getting someone that's directing the message to you. >> Yes. And mini flyers work too. So just standing out there being in the traffic with Mr.

131Jones in the morning has been great. So that's also an opportunity where I can come by and do that too and just chat with people because they really want the face to face interaction. And I do like that you mentioned the phone calls. I forgot about that piece. >> That's a great question. I am going to make an assumption right now, but unless Mr. Jones has an exact response. >> I don't have an exact response, but I have a general one. Um, I think that some of our first grade students might be starting that, but typically AR doesn't get going strong until midway in first grade anyhow. So, the TK and the kinders don't typically access AR. So, it would be something that's just getting rolling across the board in first grade. But there are

132there are some materials that are available for that. But um it's definitely something we need to start looking into because it hasn't been an issue really until now. >> No. And that was my question. U more or less when do we expect library books because we saw the library books and there's really no selection and especially for first grade. Moving on to second grade, you know, how soon can we actually get books in there because the library is not equipped for I mean when they go to library, I'm assuming they check out mostly English books rather than Spanish because there's really no not much of a selection for them. >> One of the things that we didn't touch base on was in one of the slides was what we did talk about a little bit

133LCRS grant and that is our literacy grant. Um this is coming up to the final year of it and our staffing the um the funds for the staffing is secure and what we looking at now is what types of things that support reading can we purchase that will have long lasting effects beyond the cycle of this grant. And one of the things that we're really looking at is supporting classroom libraries and our school library as well so that there's materials that the kids can access and um yeah especially for our Spanish books. Yeah, because more than anything, I mean, thinking for an extra second grade, they're more into they are at that point. So hopefully we can get that ball rolling quickly. Thank you. >> These materials we purchased before the end of this year

134and they'll come probably before the end of the year. >> Correct. I have it already as a task for the month of April to connect with Lulule because they create a curation for each grade level and that way we can have them before school the school starts. Okay. Then, oh, and in case um you're wondering the expenditure to date there, obviously our staffing is not listed here at goal seven. Remember back on goal one, that was any student walking in the door. And so that's where and as Betty pointed out, you saw the staffing cost included there. Okay. So, goal eight, just a um as in as in last year, goal eight is where all of our federal funding is listed when you look in our LCAP that supports goals 1 through 7. So, goal

1358 doesn't include anything. you're looking at an example of some of the things that our federal funding does support, but um it doesn't have actions that are any different than what you've seen in goals one and seven because again this is where the federal funding is in included. So the final slide, our next steps. All of our four sites go back and they hold meetings at the sites with their school site councils, their PTO's, their elacs, their classified and certificated staff to gather additional input, share the information, the updates with them. And it's that opportunity for all of those educational partners to also have any feedback as we start working on our annual update. Then at the end of the year in June, you have two very close together meetings. So in June n on

136June 9th, you'll have the draft of the annual update presented to you. And then June 16th is when it's returned to you for your approval. Again, it's just an update of this year's um progress and then we must send it to MCA for review and approval. At that point, you are required to have one meeting in which you present it and then a second meeting which is also the same meeting in which you approve your budget and have the local indicators presented to you. So that's why you have the two different meetings in June. Any other questions around the LCAP? Okay. Then if you go back to our agenda um Trustee Garcia, do you you still have a quorum. Do you want to move uh take us into the next information item or would you

137like to wait for trustee pot? >> It'll be uh information item B. So that'll be the CSBA uh board policy update first meeting. >> Okay. So, we needed to add this this evening. Um, we have some items that have specific to response to immigration enforcement. There were new rules that went into place on January 1st and regarding what needs to be updated in your board policies. So, we needed to get that to you now so that in two weeks we can bring it back to you for your second reading. So, that's why you have this added on there tonight. and it's around um includes various things such as the postings that are required that we have in our offices. Again, we've talked about before the procedures for training our staff and how do they respond

138should uh enforcement be on campus um as an example there, but that's why you have it presented tonight and then it will be brought back next week so that we're meeting the required timelines. >> Any questions? Oh, we're not going to have CSD. Oh, okay. Wait until I'm gone. We will now move on to action items. Um our only action item is approval um of consent to representation of conflict waiver with DWK. So as um as we've all discussed in some of our previous meetings for our unification uh potential unification process and now that we're at the point of working with the county committee which will bring all that information back um at our meeting in two weeks. It'll be an item on your agenda. In addition to you, we'll still have your newsletters coming

139out in between them. But as we move forward in those meetings, we will want our own legal representation for our district, especially as we look at things such as fiscal matters and uh property. Lozano Smith cannot be our representative even though they are representative so many other things because they represent all three districts as well as the county. So each district needs to have their own representation and DWK is someone that we already do have a contract with for all things related to our bond and construction and they are available. Joanie and I met with the attorney that would be representing us. However, we do need a waiver because they also represent for construction matters Greenfield. So, we need to sign a waiver that we are agreeing um that we are not going to have

140a conflict of interest with them representing our financial primarily again our financial um items that we'll be looking at on behalf of KCUSD. Greenfield also has to sign a waiver. >> Any questions or comments from anyone? Okay. Having no input, I'll go ahead and bring it back to the board for a motion. Hi. Okay, that moves us down to advanced planning. Our next regular board meeting will be Tuesday, February the 17th. Uh board members, if you can look into your calendars, your schedules, and come up with some dates for a retreat, that'd be greatly appreciated. With that said, I'll now entertain a motion to adjurnn.