KCUSD Regular Board Meeting 12/17/25

001Please stand for the pledge of allegiance. Out of close session, the board voted to reassign a principal to principal and special assignment. It passed 4 Z. We will now go ahead and move on to our annual organizational part of the meeting. I'm gonna hand it over to Jennifer. So, first up is your election of a board president. Do we have a motion for trustee for board president? >> I will continue with Vina. >> Sorry, nominees. I called for a motion. Do we have nominees? I'm sorry. Vina Terry, I don't know. Vina, >> I suppose I accept. >> Any other nominations? >> We have a motion. I also appoint Dina as our board president. >> I say I get a vote. Continue on. >> You're okay. You can continue. We will now go ahead and entertain

002um nominees for >> I will nominate >> second. All in favor I appointment of board representative to the Monterey County Board Association Executive Council. So with this one, I would ask that we continue to have Susan there until we can reconvene with Susan and see if she would like to continue since she was on a two-year period over at in that organization. So just out of respect if we can maintain her there until we're able to communicate with her and see if she would like to continue as the board's representative for the Monterey County Board Association. >> Jennifer at this time we'll go ahead and hold that on pause. So we move ahead to appointment of board representative for board committees on district organization and LCAP. I nominate Wendy. >> Second. >> You may have

003two. You can have two for this one as well. And as we enter into our future conversations regarding unification, this doesn't have to be the same thing, but thinking that that is um part of our district organization as well. Uh, I think right now we should, well, depending on the on Susan, we might need to appoint somebody else for the MCSBA. So, we just keep it with one. And then >> the same note, I think we got to consider too how much we're willing to put on one person's Um, we can always revisit this. So, if we elect someone today, we can always revisit it and change it. It's not set in stone. >> Well, if we're talking about for unification wise, I think we can I know we have that ahead, but that's >>

004so right now it would be for like the LCAP committee and just any district organizational So even if we weren't talking about unification, we would still have that title. >> Okay. >> So it would just be for board member participation, but if at any given point that would be able to switch it off and having more, we should at least two again. We can always change them and body in one of you. I'll second. So all in favor I and then adoption of dates and times locations of the 2026 regular board um meeting calendar and then we have the example of the third Wednesday versus the example of Tuesday. So Terry, you're good with Well, I think on this one um taking into consideration that we've had last year we had promotion we had our

005board meeting right after on Wednesday. So that's the only reason why. And then some of our staff is the same day, so they're off a little bit early and some stay for the meeting. But again, and then also thinking about you guys that you guys have a very demanding job. So I don't know what your guys' schedule is like for Wednesdays and Tuesdays because Tuesday as of now, Vina can open at 5:30. >> Clarify, teachers get out at the same time. >> Well, yeah, but I mean or four >> on you guys for your guys' work schedule. I'm open to whichever way the board would like to lead. At least for my end, I would rather go with a Tuesday. Keeping in mind that you guys have Terry has kids at the high school as

006well and they have events on Wednesdays and it just we've had she had to step out of concession s because she had to leave and you weren't here. So just keeping mindful that so she can participate in her kids events as well. I would think uh Tuesday would end up working better, especially due to our current dynamic side that we don't know what days Susan can be with here with us and what days she'll be out. So, it might be a little bit easier to have the quorum a quorum on Tuesdays rather than Wednesdays. The motion I move we ac we adopt the third Tuesday of each month for our 26 regular meeting calendar. >> I second. All in favor? >> I sorry. We will now go ahead and well that that closes up our

007annual organizational portion of the meeting. We will now go ahead and move on to our presentation from Salia. Good evening. Tonight, Santa Lucia would like to present our LCRS grant. In the fall of 2024, we welcomed three PAR educators to our team. Next slide. Chana Niko, Ariana Flores, and Kelsey Renegger. Our model focuses on the magic that happens in one-on-one instruction and small group instruction. In these settings, the ELA standards come alive. We weren't just teaching reading. We are developing speaking and listening skills through collaborative academic conversations. >> In alignment with the California ELA content standards and the California ELD standards, our site has implemented a comprehensive literacy intervention model designed to bridge the achievement gap through targeted high leveraged instruction. Since the arrival of our three dedicated pair educators, we have embraced our literacy

008approach from general classroom support to a strategic datadriven schedule serving grades K through five. By utilizing one-on-one and small groupoup instruction models, we provide the necessary scaffolding as outlined in the EL standards to support our English learners in our dual language immersion DLI program, addressing that 10% EL requirement and our students within our special day classes. Our program focuses on the five pillars of ELA standards, which is reading, writing, speaking, listening, and language. Ensuring that every student receives the differentiated linguistic support required to reach grade level proficiency. >> By integrating writing with reading and listening and speaking, our PAR educators are doing more than just helping. They're accelerating learning. We're seeing students who were once silent in the back of the room now finding their voices, some of which you will hear from tonight. So

009without further ado, I introduce one of our PAR educators, Chen Agniko, to present the important roles each of them take on daily. Unfortunately, two of our others could not join us due to finals this week. Good evening everyone. My name is Chenade Nikico and tonight I'll be presenting a little bit about what I do with my groups as well as a little bit as what my co-workers do as well. Um, as was currently working with our kinder through fifth grade, which also includes our DLI and our SDC classes. And some of the things that we've done is we have access to I Ready and the 95% materials that we can integrate into our lessons if we need to do that. For me, prior to coming in to be a literacy par, I was working with

010intervention and I was trained in 95, I'm sorry, 95 rap. I'm well, I had 95 rap. It kind of all goes together. Um, so again, like for me, for my kindergarten classes, we kind of work on letter recognitions, letter sounds. We do all kinds of um Oh my gosh, my brain's freezing up here. I'm sorry. Um, site word recognition. There we go. And then another thing we're trying to kind of integrate with our kids is when we're reading short stories instead of them just kind of looking at the pictures and then flipping the page. It's like for example like one of the stories we recently read a sentence said >> Sam sees a pond and I'll stop like well what else do you see in the picture just besides the pond. They'll point out oh

011well there's the trees there's you know grass there's people. So kind of just kind of getting them to think a little more about it rather than just look at a picture and then flip the page and read the next set of words on it. Um my first and second grade classes are currently intervention classes. So, I do use the kits with them. However, there are sometimes when I might have to like stop and break it down a little more for them so they understand the lesson better. Like, if they haven't completely grasped like what would make a closed syllable, it's like, okay, well, you know, we have the vowel plus the two one or two consonants that follows it and stuff, I'll grab a whiteboard, write it out, and like underline each part so they

012could see it and kind of help them better understand like this is why the word is said like this. This is how we just differentiate between open, close or whatever lesson we are working on for them. Um, my third through fifth graders are currently working on reading practice and comprehension for some of them. Like with my fourth graders, they just need that little push to kind of work on their reading because I have one that is currently here tonight and I'm very proud of her. I mean, when she first started with me, she had such a tiny voice and I could barely hear what she was saying. But as I've been working with her, she's become more confident in her reading. She's spoken up more, and I'm just like, "Yay, thank you." Because I mean,

013they they can do it. I know they can do it. Um, some of my fifth graders, well, some of the examples of the books I have with me tonight are like, we've read we've been reading the A through Z mysteries or Harriet the Spy. Some of my readers are not quite on grade level. So, my goal for them is to try and bring them up a little more. Although, personally, I would love to see them reading at grade level by the end of the year. that may not be completely attainable. So, I'm just trying to take a step by step with them and, you know, keep notes on, you know, what where am I seeing the problems? Are they reading robotically? Are they struggling with certain words? Are we, you know, just not understanding what

014it is we're reading, which is why I have this. I do have a small one that I keep with me, but this is pretty much all the notes. It's not completely full, I promise. all my students from beginning of the year like each student that I've had pri past and present on things that I've noticed with them like if they're struggling to read certain words if they're possibly not at grade level what is it they're missing so that I can also go back to the teachers and have a talk with them and say okay well this is what I'm noticing you know is there anything you can maybe think of that might help them that I'm possibly missing with them and then some of the other uh series that uh one of my co-workers is

015currently reading is the elementary series with our students. And something that we kind of do similarly is we'll read a little bit of the story and then we'll stop at a certain spot and for me I'll ask them okay so what happened in this chapter you know tell me about what happened so far with the story and usually my students will come back like oh well you know like with Harry the spy we figured out that she's a spy she likes you know following these people she had this person with her but now they're gone and it's like okay well tell me more about it and for my coworker who's reading the eerie elementary series you know she'll ask me that stood out to you. What what happened in the story that you know kind

016of you know made a impact on you and stuff and you know they'll talk about like for example she was like well what if your friend suddenly got eaten by their locker? What would you do? Would you you know take off running and screaming or would you try and help them? Like what do you think you would do in that kind of situation? So um that's pretty much for the um reading part of that. Um, as far as trying to keep our students motivated, you know, we have all kinds of different incentives. We, some of us use stickers. We I have some pencils that write in rainbow colors that usually work with my younger ones. I mean, as an example, I have like a crayon. It's like a crayon stick that you change the colors

017out and stuff. They've really like those. Um, for the older ones, we kind of I kind of, you know, ask like, "What kind of things would you like to see?" you know, I mean, would you know, what would you like as some type of reward to kind of like get you keep you interested in doing this because I mean, it's not just about, okay, here's the material, read it, learn it, we're done, you know, I want you to enjoy reading and enjoy learning these things. So, you continue reading and you continue improving. So, you know, like I said, we'll talk to them and find out like what sort of things they like. Um, we did get a vending machine, a book vending machine for our school. And a lot of the students have been pushing

018to get that token so they can get that book. And we try to keep up with them to see like what other books they might like to see in there. We do have some more that we do need to put in. These are the books that we currently have. And again, you know, we have some students that are like, well, I kind of like this series or I kind of like I mean, I have some that told me Harry Potter. I know the Dark Diary series is a big one, too, for them. So, we're looking into trying to get a different variety of books for them and thank you. Sorry, I'm like an hour. So, um, as I briefly mentioned earlier, I do have a student here tonight that, like I said, you know, she

019had a very tiny voice when she first started reading with me. But, as we've been working on and as I've been having her read out loud to me more and more and stuff, she has gotten so much better and she seems so much more confident when she does read. So if um so if I can get Jimea Garcia Perez to come up here. So, I'm today I'm presenting you with a literacy improvement award because of like I said, you know, you you had such a tiny voice and I wasn't sure and you seem like you weren't very confident in yourself when you first started reading with me, but as we've been going on over the months and stuff, you've gotten so much better and I may not tell you enough in class, but you are

020so good. You doing so much better. I am so proud of you for how you've been doing. So, just keep it up, you know, keep it up. Keep going. We're gonna we'll get there. >> Yeah. And you have a token attached for the book vending machine and stuff. I mean maybe tomorrow we can go look and if not then we'll figure something out. And my second student tonight who I'm presenting another literacy improvement award to is Pepe War. Now for Pepe, I had him in my group when he was in third grade last year. He's now a fourth grader with me and he has shown me so much how he puts in so much effort to try and improve himself. And though even though it may be small steps, he keeps making those steps. He

021keeps going. And he's shown me and his teacher, Miss McKe, like that he he wants to do this and he knows he can do this. That's why we were so proud of you and I wanted to present this to you tonight because I know you can do it. You know, you'll get there and you're gonna keep going there. Okay. All right. Thank you. Um, so I just want to jump in really quickly. I Hello, it's me again. Um, I think that what I want to say about each of the students who's getting an award tonight is it's a study in confidence. It's a study in watching these kids find who they are inside, find their voice, and find the drive to be successful for their own sake for its own reason. They're not doing it

022for me. They're not doing it for anybody. They're doing it because they themselves want to be their best version of themselves. And that's one of the coolest things you can see as a teacher is to see a kid say, "You know what? I'm gonna do my best because I want to be the best. And so for all of you guys who are here tonight, I'm more proud than I could ever begin to express to you. I just think you're the greatest kids ever. And I'm so glad I get to spend my days with you. So, thanks for letting me be your teacher. Thank you, Miss McKe. Our next students that we'd like to recognize are pretty um accomplished in their reading skills. So, we'd like to recognize them since it's December. Um, and they have

023come this far at this point in the school year. So, Jesus Santos Perez has read 494,840 words. So, he goes beyond what's in the book uh case. He will get a series of his choice. Uh, the young next young man is Richard Chavez. He also is a high AR Richard at 597,538 words he has read. So Richard, amazing job. Thank you, sir. Parents should be very proud. And at this point in uh this school year, uh this young man has not only exceeded um his record last year um at the end of the school year, but we're halfway through and he has read 1,184,515 words. And that is Armando Cortez Pacheo. CONGRATULATIONS. Thank you. I'm so sorry. We have one more that snuck in there. Um Nazareth Solano Alvarez. She is in first grade. Did

024she make it tonight? did. We're so proud of her. I'm so sorry, sweetheart. She also has come such a long way. And um this was actually from Miss Kamacho's class and literacy era um IAS said nothing but great things. Again, a very very quiet young lady, but has done leaps and bounds and has accelerated and reached her goals for this year. All right. All right. Thank you. I just want to say congratulations to all our students that were here tonight that received awards. I'm I'm astonished by all the reading that has happened this year and I look forward to how much more reading you guys will continue to do moving forward for this year. Parents, you must be so proud. You guys are all doing great and we're just so proud of you and thank

025you for coming out and sharing just the great things that you guys are doing. It's inspiring and I'm glad that you guys are having a good time and finding you know yourselves within these books as well as I'm sure a lot of adventures and ideas. So, thank you so much for spending this day or this evening with us and parents just congratulations on your students. I'm sure that this is a very proud moment for all of you. Thank you for in trusting in our district and in our schools. >> Just echo what Vina was saying, congratulations to the boys and girls who were up here. Some of you guys look nervous, but you guys are fine. One million words. And no, but congratulations parents. Congratulations for all the hard work. Our teaching staff, our administrators

026from each of our sites as well to our eyes. I mean the way Chana was here talking, she seemed that that's her mojo. that's where she has to be and so that goes a long way because that shows you know the support that they're receiving. So thank you guys to everybody who made this happen. Thank you. >> Just want to emphasize the importance of everybody that we have in our team and pacify as well just how important it is to have all of them come in together and be able to help our kids. Um, something that I put on myself as a parent. Um, I do consider important now that I have my own children and maybe as homework for parents out there as well is we understand that reading is crucial and sometimes we

027put a lot of expectations on our children that you guys need to read or you know your teachers are saying to read but we need by example and I'm saying this on behalf of myself is that I've even told that to my kids. It's like I need to read more. I can't expect for you all to do so much when I am not doing it myself. So, we made that as a goal for this coming year. Um, as well, including myself, is that we're going to take time off the TV, off the phones, off the get I cannot ask of you, my kids are bigger now, to do something that I won't do myself. So, I am extremely proud of all the kids are here this morning. Um, but again, just take that consideration, sometimes

028just with anything else, our regular morals and ethics that we our values our kids see us as well and what is it that we do that includes even our Spanish books that we may have at home or at the library you know where we can get our hands on to them is we are also something that they're looking up to as well and and that's important and that's just something that you know little by little um I'm thankful my three-year-old is starting to like books too and brings me books all the time and it's just it's a reminder how how important it is for the literacy, the reading. Um, so I'm extremely proud of all of you, even the ones that seem to be very quiet. Um, but believe it or not, sometimes those are

029very quiet and being some of the brightest kids, I guess, as they grow older with the continuation they have been reading. So, I'm so proud of all of you just contin. But great job. Great job. Congratulations again to go ahead and move on to public comment. This is an opportunity audience. Have one comments and KCPA um on behalf of Sam Smith and who asked me to speak because I I'm here uh wanted to bring to the district's attention that the price of the supplemental critical care portion of our new insurance um when we originally enrolled was 0 and then at some point overnight the prices jumped up to um just under $40 a month out of pocket for teachers and so we wanted to bring that to um the attention of the district and at

030some point get some clarification on what happened there. Um so thank you for their attention to that. Is there any other members of the audience on this? While we wait for our next speaker, just a reminder to the to the public that during public comment, the board is not allowed to engage in a back and forth discussion. So, it's not that we're ignoring anyone. >> Carlos Victoria, classified employee. Not a comment, but a a question and a suggestion. If one of one of you can express in Spanish how proud we are of the not the students but the parents. I know that at least two of the parents do not speak English and I want them to hear that the district, the board, everybody, all of us are very very proud of them as parents.

031Can you guys do that? >> So we apologize. Fore! Foreign! Foreign! No. Is there any other members of the audience wishing to speak on something that's not on today's agenda? Having no further public comment, we will go ahead and move on to superintendent report. Thank you. So, um just a few things this evening because again we had Thanksgiving break since we saw each other last. So, we haven't had very many weeks um in school at this time. Uh first of all, I know you'll address unification later under your board comments, but uh in talking with Dr. discuss there will be a meeting planned for January um to begin those mutual discussions between the three districts and at that meeting we'll be asking that the superintendent and a board representative uh attend the meeting I had

032been asked about more than one representative and Dr. Gus said, you know, no problem. So, when you guys have your discussion later this evening, um you can discuss that piece as well. Obviously, we can't have more than two of you in these meetings. Um at some point, legal counsel does need to be a part of these meetings. And the other two districts that have been in this situation for quite a while, they each have legal counsel. So, we have reached out to DWK to see if that's an area of specialty that they can assist us with. We cannot use Lozano Smith because all three districts and the county office retain Lozano Smith for their legal counsel. So therefore each uh district has to have a different um council. DWK is our bond council. So that

033is um an agency that we do currently have a contract with as well. uh Taylor Farms. Gosh, Audrey, it was either last week or this week. We had a phone um a virtual meeting with a representative from Taylor Farms because Taylor Farms has started sponsoring what they call the golden ticket. And their golden ticket is an incentive based on third grade CASP scores. And so for the districts that have partnered with them, Taylor Farm of Farms awards $250 to every third grader that scores proficient on the English language arts portion of the CAST. And so it's awarded in the beginning of fourth grade because it's based on their third grade scores. And they are considering this an incentive to try and incentivize students and families to really emphasize the importance of literacy in those early

034years. And this is shared uh through assemblies and conversations with families and students beginning in first grade so that by the time they get to third grade um they're aware of this opportunity. So, I wanted to put that on your radar because in January, we will actually uh bring that forward for you to discuss and and vote on whether or not that's something that you would like to participate in because if it is, we would want to pass a resolution that we want to participate in that opportunity for our families. Our SIBO open enrollment did begin as you heard Miss McKe speak to and of course we all understand that this was, you know, a change of this magnitude is going to include some kinks in the system. So, our business and our HR department

035have been working as as quickly as they can to address issues and concerns. We also were notified just at the end of last week that uh pro youth had applied as they do on our behalf and for 21st century funding um at CPMS and CPMS was awarded 21st century funding. So, more information to come on that. Another item I want to put on your radar is all of us in Monterey County received notices that Navigator Charter Schools was going to be requesting and bringing forward a petition to requesting a countywide petition to to open and operate a navigator charter school in Selenus, one on the peninsula and one serving South County. It's a three-year rollout plan. It's all available on the on the MCOE site. Um, and I can link it in a in a

036Friday update for you as well. So, this unfortunately this evening was the first there will be two. This evening was the first public hearing which I believe that's why Sam was not able to be here tonight on behalf of KCTA because I believe he was going to um speak. If not, he was going if not speaking a letter in opposition. Uh Joanie and I also have each sent a letter to be presented tonight in opposition to supporting a charter that would pull students away from our programs here in South County because in reading their petition we provide what they provide if not more. So therefore we are in opposition to that. The second public hearing will be on January 14th at MCOE. So again, we'll be sharing more information with you, but I did want

037to put that on your radar. When you read their petition online, they mention uh looking at opening the school for South County in either Solidad or Greenfield, but it's our understanding that they are looking at King City as well. So obviously if it's in Solid or Greenfield, it has the potential of pulling students, but it would involve uh a transportation challenge for parents versus if they did open a charter school in King City. And obviously that's right here uh in our community. Uh winter break is coming up January Monday, December 22nd, next Monday through Monday, January 12th for students. For staff, Monday, January 12th is professional development for our certificated staff, and we invite our non2-month classified staff to attend as well. The morning will be focused on school and student safety protocols just as

038we did last January. It'll be held at each specific site, so they're practicing um responses on their site in their uh locations that they're familiar with. Then in the afternoon, the elementary grades will continue. They've had training starting last year and continuing into this year. Uh but they will continue with more training in the afternoon on conscious discipline uh which is something we heard quite a bit about at the CSBA conference. And our middle school will have a couple of different topics depending on the teachers content areas. So staff will attend the one that's applicable to them, whether it be ELD and newcomers, um, Summit K12 or, uh, social studies with our new adoption for our social studies department. And then finally, our citizens bond oversight committee is still looking for members to round out

039that. Any questions? reunification. >> Yes. So, this will be the first meeting for all of us. So, in response to the state board redirecting the uh county committee to come back and begin working with the three districts. So this will be the county superintendent and um legal there to explain all the steps in the process not to represent any given entity and then the superintendent and board representatives from each of the three districts. I don't have the date yet. And at that meeting, we will then set the future dates so that everyone that's a part of that committee can have a voice in the dates going forward meeting dates for meetings, not dates for unifications. Any questions? Go ahead and move on to from administrators board members. Is there any questions for any administrators? >>

040I actually have it can be a three-way question. Um Dr. for Mrs. Davidson. I saw one of her concerns being our sticks and stones counselor being out. Um so do we have have we reached out? Do we know they're coming back? I know that we're very limited on our resources for elementary. So, not having that counseling portion of it can be hard. So have we reached out or do we know any Um I did ask Lena uh just to verify and they will be making up services. So when they do find someone, this has happened before. Um and when they do find someone, they make up services into summer as as promised. So um it's never too long. But yes, working. >> That was my my question because I know like we're very limited with

041resources for elementary and I know sick and stones has been something that has been going on for years. So hopefully we can get that. >> Yeah, it it happens. They have people go out on medical had it happen. Um they typically replace um Yes, students have to wait for their services. >> Thank you. Thank you. And then one last one, and it's also Miss Davidson for now, Mr. Daniels. I know I I saw that another concern was our IEPs being um postponed or rescheduled due to lack of translation. >> I have seen it on >> I don't think it's so much the lack of translation. It's just sometimes parents don't show up and they have to be rescheduled. >> Okay. And frequently we try to get them scheduled after school and sometimes during the day

042and having substitutes to cover general ed and teachers to be able to attend those meetings has become a little bit of a challenge. >> So yeah, I just just seen it on our one of our weekly updates that says for >> get rescheduled a lot >> and I was seeing for translation. So, I just wanted to make sure that we were able to find the loophole through there. Yeah. To get >> We typically do even if admin has to cover classrooms, which we've done before, to release teachers to attend the IEPs. >> Okay. Thank you. >> Thank you. >> Any other questions or comments any of the administrators? >> Think about it. I'll go ahead and ask um Dr. Ruby uh regarding your family engagement uh the first uh team attendance. Can you elaborate a

043little more on that? >> Um so this is a um a a grant that I had applied for last year um and it's the community engagement initiative. Uh and so it's about it's it's working it's a PLN type of work but it's with all districts from all over the state coming together and talking about um sharing ideas of how they're building community engagement in their schools and their sites and kind of sharing ideas with each other. Um similar to what we do in here for our PLN with MCE but at a much larger scale. Um so this was the first meeting when um we received the grant. I um had talked with Angel because I felt like really was a good place to start with really um emphasizing efforts on building that community engagement. Um

044middle school in general, that's where it tends to fall off. Um you know, when you have all the little fun and parents are always there, maybe they're not as needed, which we all know they are. Um, and so it's more building them and asking parents to come in and feel more welcome. And that's kind of where we're at is building these trusting relationships. Um, recognizing that we need to the trust in the community with middle school. I'll let Angel talk because I ended up and I wasn't able to participate as I had hoped. So she can talk about the actual experience down there. >> Yeah. So with our first person experience, it was pretty exciting to be in a room full of other educators, community members, uh, families and partnerships. There were over 100 tables

045of, um, groups working on their projects in one room. It was pretty incredible. the noise level but also just the excitement and the energy. Um I think you read that our team consists of community member, a parent and a student as well as educators and district members. So it was a fun perspective of the team that leads us engages us with question to think about what our problem of practice could be. We looked at the school dashboard data as well as some metrics that they asked us to review to rate ourselves and where we feel we are. And it was really fun to hear from those that are not in education their perspective of how we're working on our metrics and where we where we are meeting ourselves. I think our educators were a little

046harder on themselves than um our community members, but even our student asked some really great questions and gave us some really good feedback. And so as the team walked us through this process, it was easy for us to kind of narrow down where we really wanted to focus. And our focus became working with building that trust and creating those longlasting partnerships with our families, especially for our students who are chronically absent. um long-term English learners and um ah I forgot special education. >> Yes, thank you. Students with disabilities um because those are the students who generally fall into our categories with our school dashboard that are in the red and areas that we know we need to address. um and looking at ways we can build those community partnerships with our families and be able

047to support our students best in those areas. So, uh we did work out our problem of practice and it is rough. It was okay to be rough. They told us we're going to need more time to really dig into it and spend some more time talking about it and making sure this is where we want to settle. But we kept Dr. Booby in the loop. Um she had joined us via computer thanks to Patty a few times. Um, but it was so loud in the room because they literally had those 100 tables all working at the same time. And then for the breakout room, we went to the problem of practice and I thought, why couldn't we be here the whole time to have our conversations? But, um, it was really great. Yeah, we were

048texting and back and forth, but the the work was really fun and it was really special to be able to work with the people that were there who are just as passionate about it. I I think you know me well enough to know that where my heart is and it was fun to have that be met with people at the table. Um we also had someone from Monterey County Office of Education, Dr. Donna Smith, whom I've never worked with, but it was really great. We got to spend two days together really talking about our students and their needs and how we all want to work together to benefit our students best. And um I'm super excited. It's a two-year program. um our sixth grade student who attended with us, they it started the meeting off

049the first day like whoever you're sitting next to, you guys are going to be best friends. And I was like, "We're going to be besties." And he's just like, "Ah, I don't know about that." But by the end of the second day, we're besties or we're we're going to make it happen all together. It's super exciting to have that kind of partnership. >> How did we go about the makeup of the team? um only because since it's family engagement and I'm I'm sure that a lot of these people have hands-on but um maybe I'm wrong but I don't see any of our leaison that might have been a good add-on to this team and maybe that's >> yes great question at the time of building our team our family leazison was on tour and so

050to get the work started next best thing we invited our office clerk who's also a face in the front of the office and works with our families and has a lot to do with happening in the office. And so you see Isabelle. My next question was um um you had mentioned having some issues with our vendors. Um, do you have any updates on on any of those issues or is there anything that the district can do differently? Just just wondering. Unfortunately not. Um it's Gold Star and the vendors are um no longer in service and they haven't removed some of the items that are on a lot of it's going to change. Are you going to see new items come forth? But I'm still working. >> Is it impacting what we're able to I mean

051I I understand the items changing, but are you having a challenge with being able to provide you know meals to our students? It's just a lot of substitution items in some of the food. If you do see like a different hamburger patty, chicken patty or not, thank you. um you know trying to head over for lunch happened. >> We did. Yes. We had come over. It was the day of our um end of the trimester barbecue. We tried to get them to stay for the barbecue, but they um went and visited with the students on the playground and left, but didn't have barbecue. I I didn't see probably go. So, I wasn't sure. >> They did. It was a very brief visit and unfortunately I was super busy because I was the one barbecuing and

052so and so I wasn't able to get any pictures and I wasn't able to walk with them but we but we would love to have them again. There's no more questions or comments. We'll go ahead and we'll move on. Is there any items that anyone would like to have? >> I move to approve the consent agenda as presented. >> All in favor? >> I. We'll move on to action items. Our first action item is approval of resolution 2025. meeting author authorized agents. >> This is your annual resolution at this time of year due to any potential changes in the coming year due to your organizational presented. >> Any questions or comments? I'll bring it back to the board. >> A approval of resolution 202526-8. All in favor? >> I action item B, approval of BP

0539320 due to change in radio day. Presented for your approval is an updated board policy adjusting the day of the week of your meetings to Tuesdays in anticipation of your potential approval that you um had earlier this evening. I I move to approve action item B, approval of board policy 9320, update to reflect change of regular board meeting day. >> All in favor? I >> moving on to action item C. Approval of PSD for Shalom. Hello again. So before you you have our school plan for student achievement that we have aligned with our district goals. We collected input from our ELAC parents and then we presented that input to our school site council. We solicited input from our school site council and made some adjustments and changes as suggested and it is before you tonight

054asking for your approval. >> Any questions or comments from the water audience? I do have um so that is I family engagement. And my question was different ways to engage parents like more parents to participate. >> Yeah, great question. I'm currently working on a inquy cycle around parent engagement. And so I've drafted a survey that I will be distributing out to parents uh in January when we come back from break. I will be utilizing our family lethal as well as our counselors to contact parents and have um a few conversations with parents that have attended our events to get some feedback on what they feel is working for the events and what changes they propose we could make. as well as looking at some funds that we can use to provide some snacks and beverages

055for parents so that when they are there they are not feeling overwhelmed or um too frustrated because they're coming from work or their daily and jumping family night but not really having a lot there for them besides the information we're providing or the activities >> a lot of which is why we participate. Yeah, that that would be what I would think about when you're asking that question is messaging and getting the information out to our families. I know that we have shifted some of our family nights for September in particular where we talk about school expectations and what students should bring to the classroom as well as how parents can support students at home. We talk about power school and how to access that and what grades really look like and what they represent as

056well as parent square and using that as a form of communication. So within that idea of looking at our back to school night or our family night, our cafesito, we can bring in information about our school play council and committees so that we can share with parents how those are structured and how we would like to build those relationships and bring our parents in to hear from them as well. Um to create those partnerships that we're also working on. Any other questions? >> Can you can you go to the podium only because people that are tuning in might might not be able to hear it. >> But but we're doing it for the audience purpose. Sorry. Just wanted to ask if for next year you guys would be having elax meetings at your site cuz

057I don't know if you guys have because I usually use parents square and they're really good at getting those messages but it's been a while that I haven't hear anything about elax meetings at your site. Yes, we have not had as many ELAC meetings this year as we have had in the past. Uh we're transitioning over between myself and Miss Baltazar taking those pieces over. So, it's been a hit and miss with the meetings, but we will definitely make sure that we get that information out better so that more parents have the opportunity to attend. I move to approve action item C approval S the SPSA for Shan Peaks Middle School. >> I thank you. Go ahead and move on to action item D. Have the excuse me, we have the uh 2526 KAM uh

058school plan for student achievement presented for you tonight. Um many of the goals remain the same as last year. Um actually much of the content of the goals, the strategies and activities remain the same as last year and all of our classified positions remain the same as last year. Um currently our title one and title three allocations do not cover fully cover the expenses that we have included in our plan. Betty and I are working on that. Um and many of you'll see many of the strategies remain unfunded for because of that reason. pretty much all of our money is tied up in our classified staff with the exception of about $1,200 which is a mandatory allocation for parent involvement. So we did meet with our school site council our ELACS. We um we got

059their input for the plan contents during a joint meeting on September 30th and the ELAC and the school site council approved the plan on November 4th. So, um, I present to you our single plan for stu a school plan for student achievement and request that you approve it. >> Any questions or comments from the board audience? >> Sorry, I'm gonna ask what would be done differently to try to parents. >> I really appreciate you asking that question because that actually came up at one of our school site council meetings. We had a joint school site council ELAC meeting and the parents actually asked if it would be possible to have some capesitos in the evening especially during the uh months when families get off earlier in the evening so that they could come to those

060meetings the winter months. Um we also during we also have more of a PTO driven a parent driven PTO this year. We have had a lot of it's been kind of the to but we have a lot more parents involved this year including many of our youngest the the parents of our youngest students. So they're doing a great job. We had a really successful book fair and some uh a craft night the other night. So it was just it was a great event. So we're bringing more parents into our PT uh PTO. We also set the expectation at our campus that we would have 100% participation in conferences. We uh uh guaranteed that every parent would be contacted at least three times to try to reschedule and reschedule. And so our conferences kind of went

061into the next week for some some um um families, but I think there were like three parents didn't didn't attend conferences this year. So it was an outstanding number. And then um lastly during our conference week, we did have a resource night that was organized by uh Veronica and our PT our PBIS team where we talked to parents about school site counsel. We talked to parents about ELAC. We talked to them about all the resources that are available to our families including uh what were some of them? We had um uh the library. we had uh our so student council. Um this is actually the I want to say third year second year that we've done this. So the first year last year when we did this um it was done at an at a

062very different evening and we invited some local community um organizations to come and present. It's more like a community resource night. And so we also had some local folklorical dancers and that pulled a lot of people in. This year um the attendance wasn't great last year. So we thought what can we do about increasing parent attendance to this? This is great information. Um, so this year we actually had had it during conferences night in the late evening in the hopes that although some of our staff like our teachers could not attend because they were in conferences and some of our PBIS team couldn't attend, we would have other members present and we would have more parents coming in throughout the night. So we were able to hold it for a little bit longer of a

063period of time. Um and we invited, let's see, 22 community organizations and in combination with our school um teams. So we included PTO, student councils, um PBIS, blue zones, Monterey County Library, um our bullying prevention specialists and our harmony at home counselors provided information. Our parent lazison was there with resources. Monterey County behavioral health was also invited. sold treasures. Um, I had information about ELAC, what it was, and how parents could be involved. We had information about school site council and how parents could be involved. Um, we are also we had um, sorry, let me increase my um, holding on to hope is another person that we contacted. Sun Street, First Tea, Rotary, Kids Eat Right, which our fourth grade teachers um, have them participate in their program. Save the whales, Mac Alarm, the rec

064center. Um and then um of those we actually had about 14 of those that we invited attend. So it was great. Um we did see more parents come in and out throughout the night and we did give a lot of information about how they can join teams like schoolside council and get information about that. Um, I think the best part of the night was not only just the goodies that they got from our local community organizations, but also they got to hear from our student council and the things that they do for their school community. So, I think a lot of parents really enjoyed that. We're still tweaking it, trying to see what's the best time, what's the best strategy to to increase the attendance for that. Um, and I forgot to mention I was

065or I am asking these questions uh because I think it is important to work as a team and figure out what we can do more parents. We know that parents will show district events. So what else can we do? There's any like handing out supervisor and we do do that with our capito. We don't we try to not let them leave. We don't um we don't necessarily do that with our elax or school site council, but we do put it up on our marquee. >> Questions? >> I move to approve action item B, approval of the SPSA for magnet. >> All in favor? >> I thank you. Moving on to action item. Good evening. Uh, as the other sites have described, we're a little short on our funds this year. Uh, we are still able

066to fund all classified salaries as well as partial. We think, actually, I looked at the budget today. We think it's also going to fund all of our interpretation for parent conferences as well. At first, I thought we'd be short and have to pull from discretionary money, but it turns out I think we're going to be covered. I feel safe about that. So, it is recommend I recommend that you uh would you please approve my SPSA for deludience? >> Can I just answer? >> Yes. >> But she just wait. She just found her voice not too long ago. So, we're trying to reinforce that. >> Well, all right. So, we we do try to describe our ELAC and our schoolsite council and our PTO expanded learning our or uh parent leadership opportunities. We uh spent some

067time in the parent cafe uh earlier this year really describing and digging in deep. We try to get to those parent cafes that are early in the morning uh first thing. We also describe it at our title one meeting, but that annual title one meeting is something we do every year. It also describes uh parent involvement opportunities. Uh we we explain it and describe it again during the spring LCAP feedback night that we hold. Um, and then we I used to do coffee with the principles, but now that we have parent cafes in the morning, we've really focused our energy on that and we've been able we've had some great attendance at our parent cafes. Uh, I know for a fact Mallerie has also cast a wider net. Our ELAC is bigger than it's ever

068been. Uh, part of the ways in which we've increase those opportunities is food helps. If you can get donations of food, that's great. Right now, we can't fund food. Um, parent uh child care really helps some parents to be able to uh come and we also like to award our students. Our parents will come and be involved when we're honoring their students in the evening. And so, those have been some great successes that Miss Phillips has had this year with Elac. Elac has always been a struggle at Del Rey for the my career there trying to build up that community because it's it needs to be a big voice at our school based on our population. >> Thank you. >> Any other questions or comments? >> I'll entertain a motion. >> I move to approve

069action item E, approval of the SPSA for race. All in favor? >> I. >> Thank you. >> Move on to action item. The Santa Lucia Sipsa has uh been revised and incorporated title one and title three and ongoing grant funding. All previous established classified positions will remain unchanged including the literacy pair of professionals supported by the grant. Um Santa Lucy will maintain its tier intervention collaborating with those same organizations at home and of course Monterey County Behavioral Health and Lucia Wink um it emphasis on and seven as um I will get into in a moment which will enhance the learning opportunities for our students which we did purchase additional 95% um materials for our students above what the district has already provided um we will foster family engagement again family engagement is important along with

070our DI and we're working on how to work with because we have such a high uh parent involvement for DI um we're trying to transfac um we have seen a significant um increase because we landed right after a parent DLI meeting. So those parents uh went to ELAC and learned exactly what it is all about. And so with that um school site council they and participated in all of the discussions regarding our goals that were outlined in and so the formally approved on October 27th and our Same question. We have such large last night. And so that off last year together. I got a suggestion with me to have more connection between communication. >> Yeah, >> as Mel mentioned, we had taken a look at our kind of attendance patterns in the past and they've

071been pretty sad in the past. So, we have a very engaged core of DLI parents. And so, we decided to change our meeting times to a time that would be a little more um convenient for parents that were already on campus. So, we're going to try and piggyback our ELAC meetings to directly after the DOI cultural committee and the parents. Yeah, that's great. It's a little bit longer kind of two things back, but they're already on campus. our parents are strongly interested in those ideas and so we had a huge turnout for our evac movie was the child robot. >> Any other questions or comments? >> I move to approve action item F approval SPS for action item. Approval of Um, so you guys have the full version in front of you. Um, I have

072a slideshow that condenses it down. Um, so ELO Key requires that we update our plan um, every three years. So, this is the big update. It will be coming to you a lot more frequently um over the next few months as we make changes, update, doision um as required, but these will be consent items. So, this is the only um the only time you're going to see it as an action item is when we have to do the big um revision. So, go ahead and get started. Um so expanded learning opportunities program. Um my the goal that um we've set or the philosophy of of what we're doing. We're trying to keep it local. We're trying to keep it within our schools as much as possible. Um recognizing of course that we do have to

073bring some programs in to make sure that we are meeting the nine hour requirements of the day. Um and you know so right now we have pro youth in for us. They do meet that requirement for us of taking the program to six o'clock. Um but we do have um about 110 plus we're adding it seems almost daily. um of our teachers and par educators working um on supporting students in the clubs. We have about 80 clubs right now and,200 students. The idea behind what we're doing by keeping this in our schools is building our um school culture. So providing um more relationship building with different adults, different peer groups um just creating a lot of a lot more connections than what students are getting just in the regular day. So that's um one of

074the the main goals for trying to keep it as um in district as possible. Um but create but also asking our teachers to bring clubs that inspire our kids, engage our kids. Um intervention is dry and and or can be very dry and boring. And so what our teachers are doing are they're providing very fun um art centered, STEM centered um some math games and games and reading clubs um that really do get the kids excited about coming and staying after school and they don't really even realize that they're building their academic capacity. So that's that's the goal and just to keep building um and and strengthening the program. Again, we have nine hours that we fill um in a day. So we have our um six-hour school day and uh we have three hours

075out after school. Um we also provide 30 plus non schools. So that's all of our interession time. So summer, spring break, fall break, uh we provide programming for students during that time as well. Next slide. Um one of the first uh quality standards that we are looking at here is a safe and supportive environment. So um our teachers and our parent educators are all um trained in big five safety protocols during the regular school day. We have the raptor visitor system. Um we are tracking our attendance currently on spreadsheet, but it's actually being transferred this uh during winter break to uh powers school which will give anyone who is teaching a club access to all of their students information um for emergency pickups, health plans, all of that. Um uh this template has the state

076has added in the emotional support. So making sure that we are meeting students social emotional needs. Um so again just looking at our regular day PBIS work that we're doing and bringing that into the classes or into the clubs after school. Um working through conscious discipline during the regular with all of our teachers and support staff. Um, and then bringing that in, I um, we've partnered with Scholar System to provide social emotional learning, professional development for all of our ELOP staff. Um, and then, uh, of course, just working our, um, having our students build more positive relationships with more. I kind of mentioned some of the club offerings already, but here's some listings if you're um curious what we have. There's more, but um these are just a little a little taste of what we

077have. We're looking to add more. Um you see First T up there. First T is looking to uh do a little bit more. um you just passed the winter break um they do want to look at doing um what they did in the summer um and uh doing that again but also providing some regular um year after school programming as well. So that'll be coming to you. Um, we also have field trips that we'll be working through and working on meeting with teachers in January, going through all of those guidelines, um, and getting those up and running. Um, those will come back to you as a consent item, um, for you to see all of the dates, locations, um, and I will have education plans for all of them. Next slide. Uh the next quality

078standard uh fostering youth leadership. So what we're doing um to try to encourage student voice is of course the easy one is gathering survey data asking students what they want to see. Um the last survey that went out there was a lot of slime. Um so that was fun. Um but knowing seeing what they wanted, we had clubs that were already meeting a lot of those um requests. So we did have some teachers that weren't sure what they wanted to teach. So they just added um at their site. They they wanted to see what the student responses were and then they did add some clubs um on to what was already being offered based on student data. Um we do have Right now, um, we're really focused on the middle school for the leadership institute.

079Eventually, I would like to move into elementary. Um, there's a heavy focus on on middle school. We started it last year and so we're continuing through this year. We did the three-day uh leadership summit in the summer with Slick, which was with um, Consuelo Kickbush's team. And then that has um, continued into this school year with Victoria Lopez leading that. Um we uh you just approved a contract for scholar system. Um part of that contract is uh providing our students with some um uh with the leadership kind of institute or academy during spring break and um and then of course in summer as well um with some parent pieces that go around that to try to help them support the students. Um, and the goal is of course to have a positive impact on our

080school climate, making our kids feel like they belong, like they're heard, like they want to be at school. So that's what we are working for. Um, our family engagement celebrations that we we offer, you're all aware of those at this point. Um those are all ELP showcases. So they have the theme of muertos las padas the spring carnival dia del nino but they are um the intended purpose is to of course show off what we are doing um in our ELO clubs and so we're trying to build them um more and more to show parents what's being offered to show other students what other clubs are doing. Um we've had the Um, at Las Padas, we did have our guitar club at Shalom Peaks. They did um get up on stage and do a little

081bit of um of playing, which uh we will we'll work with them to improve the the sound system next time. But um it was just exciting that they got up there with,400 people staring at them and actually played their their instruments. Um but that's what we really from these evenings is to be able to kind of showcase all of that work. So we are working to build that and um build that up our collaborative partnership. So, pro is our ASUS program. Um, and as I mentioned, they do fulfill our um time requirements to to provide us to uh the ability to have our clubs that don't run all the way until 6. Um, and then we have First T, which I just mentioned. We are growing in our partnership with them. Um, and the things

082that they're offering our students. Uh, the newest piece of that is, uh, they have high school mentorship um opportunities through a scholarship that they're offering. And so what that does for our students is they get to be. And so we are working currently to bring um one possibly two of our um middle school boys into a mentorship um relationship with um a student from Marina who they will be bringing down um to work with these these boys uh once a week. boy. Um, so that's uh very exciting. Uh, staffing requirements for ELOP. Uh, we they have to meet our district para educator requirements in order to um head be the the head teacher of a club. um as long as they pass the test uh or they have the um semester units um they can

083be the lead they can lead a club. So we don't uh teachers it's not just for teachers we also have our parent educators that are leading um we do offer staff development and of course we keep our staff ratios within the guidelines of quality improvement is um a constant work in progress so we're always looking to improve um it's a huge program so there's always places to um to build off of and and um people have great ideas that they bring all the time and those ideas require staffing and um and and there's processes and and guidelines to go in and we're happy to do them as long as we're serving our kids and our kids are benefiting from um the clubs and and what we are offering. That is the main focus and it's

084Again, the end of the day, we're always looking for student achievement, student growth, student success. And so, um, my my hope for this program is that we are, um, pushing our students forward in a positive manner and building positive climate at school. We reduce our chronic absenteeism and our suspension rates and um just have our kids be a lot happier to be at school. Um knowing that they have connections with other peers, lots of adults. Um we have a fun engaging atmosphere. I lost. So, um, well, just one of the key things, you know, how you were showc how it talks about our family nights and what and all that good stuff. You know, going back into what Wendy was asking right now, perhaps we can use those days to give out that important information

085to all those parents because you know how we have them. They can all probably meet in one place and then give them all that information from each site, inviting them, encouraging them to participate into all those because I mean that's when we have the a huge show out and hopefully you know getting that information out at that time. we can probably reel them in them seeing you know positive movement then then want to go back to their site. So um that was one of the things that we had talked about out in our conference that seeing you know perhaps using that night since it's a very successful night to get that information out and then the other one for so for the programs that run ELOP um do the students get a snack or what

086do they get during ELOP programs? >> Yes, they get snack. They have a snack that's provided by food service and juice. >> Okay. >> Questions. Are we still helping or are we still part of the not this year? There's uh some guidelines that we need to make sure that we follow and did not have the capacity to >> okay not this year I'm just trying to see because I know we had mentioned about clubs that were being offered they were being offered by teacher um like be a parent or anything like that so how does it work with the little when you did provide that and if you are planning to bring that back up again that's part of the guidelines that we have to make sure that we're following differently. Um because we do

087have that requirement that if you are leading have to have the educator um requirements. We are holding off on those right now and looking at how can fund that in the future and what that >> and so for the swimming lessons is that one of our teachers taking >> no so that is through um first t and so their coaches because it's through their program they have their coaches their coaches guidelines so they can and then I read a note here that you employees also have to have those minimum qualifications for a parent educator 48 unit or they pass our educator test. So those that are applying for that position will come to the district if they don't have the transcript yet. I've seen some very young people come and apply for pro youth. So

088I'm like are these okay? Um, next question is now that we probably um might be Henderson and Reed question unless you might know but I'm not sure if we have kept track in regards um now that we have added thankfully a bus I was just curious how the numbers fluctuated in regards to the enrollment now for sports um because I know that was an issue before that some parents were not having their kids part programs like that because they had they didn't have the means to be able to transport them. So, how have you seen that those numbers change or have you tracked them at all during this time for basketball? The numbers kind of dip normally. Um, we're getting the word out. So, we are getting kids that to try out that have not

089previously been able to because of that transportation. So it has opened the door to more students to be able to try out for our sports. letting them know what time you know for those who are interested. Now they have possib that was a huge blow for a lot of parents was just need for transportation and more it's out there the more that they would like I I feel that there are students who are willing to like to join just right. So if we could just keep track of that as the sports keep coming along just to see how those numbers differentiate from now that we actually include that. Yeah, wouldn't as well. >> Absolutely. And we'll put messages out like on our parents squaring stuff as this new one starts in January, you know, getting

090the word out there with basketball because then we have the girls soccer, the boy oh track and we're starting boys volleyball this year. So for the next round. So um we'll get it out. So that for that next one will be definitely will be known. I move to approve action item G, approval of EOP plan update. Good evening, members of the board and superintendent. This is going to be a really quick So, we are looking at our first general budget report. It's essentially the first time we've had to make official budget updates to um our current year budget since it was adopted in June. We did minor updates in um the we have something called a 45day budget upd up update for you guys, but it doesn't do this significant um change to our system

091like in our interim reports. So the time frame that we're looking at here is from July 1st to October 31st that we're going to be covering and how the things that happened during that time frame impacted our adopted budget. We're going to be looking at our general fund expenditures and the assumptions that we are looking at that impact those changes to our budget. And we're also going to be looking at the other funds that we have outside of the general fund as well. On slide number three, we usually at this time talk about all how all of our ch our assumptions have changed since the time uh that this the governor adopted this the state budget. But really, we've only had one change in our assumption and it was only by $1. and that our

092lottery went from being projected to be $191 per student to $190 per student. So, it really it's going to impact our budget by maybe $2,400 in the long run. Um, so not a lot to talk about on that slide. Our revenue, um, when taking a look at our revenue, our total amounts come to about $53 million, 52.9 and, um, roughly 53 of that 53 million only 4% of that comes from federal. I just want to point that out to you. Um those are things like our special ed cost or title one revenue or title two title three type stuff. 87% of the rest of our budget um is made up of state revenue. So, the bulk of our money is coming from the state of California. And those are the dollars that we see in

093our LCAP plans, um, our lottery that I just talked about that we're going to be missing that $1 per student. And, um, things like our expanded learning opportunities that Dr. just talked about, 9% about 9% is coming from, um, other local stuff and that's things like interest that we earn on those funds and facilities use um, uh, leases and stuff like that. And also anytime we get reimbursements for things that goes into our local revenue as well. And on slide five, we see how our expenditures are broken down um from salaries all the way to services. Um, taking a look at this, we've got uh our salaries and our benefits take up 74% of all of our general fund budgeted expenses. And I just wanted to point out that's typical for a school district in

094California that it can range anywhere from 70% to 90% in in some districts. And of that, of what you're seeing on this slide here, 16 million of that is made up of direct instruction. So we're talking about teachers and um paras and our essential skills paras of that sorts people who are in the classroom with the students on an ongoing basis. Six million of that is our support staff. Um those are all of our fantastic custodians and bus drivers um office workers things of that sort. And um 3 million makes up our certificated management, our classified management, and all of our confidential staff that we work have working here in the district office. Look on slide six, we can take a look at what our projected um fund balance looks like for the general fund

095and also um what the components are that make that up. So for the current year, we're projecting um our revenue to be 52.9 million, which we just talked about, and our expenses to be 55.9 million. And what I'd like to talk to you about is that when in cases like this, you see that in one year your um expenditures are greater than your revenue. That's actually called the net deficit in accounting. And you can see that our net deficit for current year is projected to be um just a little over $3 million. Um that is right, we're looking at negative. So if you're thinking of a number as going from a smaller number to a bigger number, right, our net deficit is improved in this picture than what you seen in the um the when

096we did the budget adoption earlier in the not significantly, but you know, a couple hundred,000 improvement that we're seeing there. Um, based upon all of the things that we talked in this report, when you have a year that your your resources are larger than your expenditures, that's called a surplus or net positive. And in those cases, you know, you see a growing our case, we're seeing as we have um decreased enrollment projections, a net deficit several years in a row, you'll see smaller unbalanced based upon these projections. Um, you take that $3 million deficit and you add it to your beginning fund balance that you have carried over from prior year. Our projected ending fund balances 71% of that projected ending fund balance is restricted and it's restricted for use with special um programs and

097that we um sorry my my mind just blinked things like special ed and our pension costs and things of such. So we have a 29 the remaining 29% that you see up there is a sign to contingencies for economic downturns. Um and although what you see that $24 million is not ongoing and it's just one time it helps the district to maintain its required state reserve of 30%. So and that keeps us at this time in a positive um standing. So if you look at the next slide, I just want to right out the door just apologize. This is not accurate. I noticed it while we were sitting over there that when I saved this presentation, this slide did not save for some reason. So I'm just going to read a couple of the numbers

098for you and give you the bottom line. um our student body uh beginning fund balance was $4,424 and we're projected that the student body is going to expend that for this year. So of their ASB funds um we do project that their ending balance will be zero after they spend all of that this year. Our child development beginning fund is just a couple of dollars difference than that. Our projected ending balance from the child development is $246,000 after the revenue and the expenditures for the year. Our deferred maintenance doesn't change a lot because we're only looking at interest. So it started out being $161 this year. We project with interest it'll be $166. That's a fund that the state the state doesn't fund anymore. So it's kind of obsolete. it just that was what was

099left over um when the state started fun stopped funding that several years ago and the only thing that we could use it for is deferred maintenance type of stuff because at the time that the state used to fund deferred maintenance it was all restricted so we could close that fund it would take a special board resolution to do it and we it would close at the county treasury too Um, it doesn't hurt to just let it sit there and accumulate two or three dollars a year in interest, but we can't use it for anything except so it's something small that could could utilize like less than $200. Uh, that's not deferred maintenance, that's operations. I'm just saying. Um so our building fund because of what we just did with the um bond that we're we

100started the year at $5.6 million. We have that 12 million that we just or that we had um dedicated um and then we're adding additional monies. We plan on spending all of that because we are doing projects. We're finishing up KAM and we are starting Santa Lucia and the costs that are associated. We project that building fund is going to be zero at the end of the year after all of our expenditures. Um our capital facilities began at 8 million and we project that it's going to end at 8 million with just a little bit of um variance due to interest there. Same thing with our capital our our fund 35. We're looking at it began at um the dollar amount that you see right there and we're going to look at adding $50,000 to

101that in interest. And then our capital outlay projects was 73,000 after um unodudited actuals and we expect to end the year at $76,000 in that. So total out in our other funds, we project that the ending balance of them together is going to be 5.4 million for the year. So again, I apologize that um I guess I didn't hit save. I'm not sure. But that concludes my presentation. And I do suggest request that you approve the first inter. But if you have any questions, I can entertain that. I move to approve action item H, approval of the first report. >> I go ahead and move on to ahead and move on to our information items. information. >> So, um Audra is going to kick off this presentation for you tonight. And keeping in mind as

102in years past, this is the um dashboard high above district level overview because in February you'll have your annual LCAP your update in which we then dig down into um specific site information, student subgroups and things. But this is your large annual the dashboard has now been released. The state is rolling back that release date each month for the next couple of years though that eventually you'll be receiving your dashboard data which is reflecting on last school year at the beginning of the new school year rather than midway through. So go ahead voice won't carry. Um, good evening and I want to apologize in advance because when I'm nervous I typically get tongue tied and since this is my very first presentation to you, I'm feeling a little bit nervous about it. Um, but as

103Dr. Taylor said, um, this is basically an overview and explanation of our 2425 CASP and California dashboard results. And we will dive into more detail in February with the LCAP midyear review. If you can go to the next slide. Um, when we look at the dashboard data, there are demographics that they use to help determine what the performance scales are. And so this is what we have um for last year, our total enrollment across the top, and then I included the prior year underneath it. So, as you can see, um, this is pretty staying it's staying pretty consistent with like just a little bit of dips in different areas, but our enrollment has been pretty consistent. Next slide. And first, I want to make sure that we understand that uh, a little bit about how

104the dashboard works. So, I'm going to go into explaining that process. Um the purpose of the dashboard is to provide parents and educators with meaningful information on school and district progress. The dashboard displays the per performance of eleas schools and student groups to assist in identifying strengths, challenges, and areas in need of improvement. And there are seven indicators that are looked at including English language arts, math, English learners performance indicators, science, chronic absenteeism, suspension, college and career, and graduation rate, which those last two we don't have because of our K8 range. Um, but if you look at the dashboard, they use the color groups from highest to lowest performance with blue being the highest and red being the lowest. And then they get into how do we determine those color groups. If we want to

105go ahead and look at the next slide, the dashboard display performance is based on two factors, status and change. And the status is the current year data that corresponds to the status. And then the difference between the current year and the prior year data corresponds to the change. Um so they use those and what happens is there are 5x5 charts that are aligned with each indicator and we use those charts to show where the um performance levels end up being. So that if we can go to the next slide, this is kind of how it looks. um the performance indicators. If you look onto the side, the left side going up, it shows the status, which is where our current performance data is. And it ranges from very high to very low. And then the

106change from prior year to the current year shows across the top from declined significantly to increased significantly. And so you can see the color changes vary. So I have some school examples. These are just generic schools that I made up. Um, school A scored medium in their um, status level. So, they stayed the same if you look across the change, which is why they're in that maintained category. And so, when you join those two columns together, that's where you get the color indicator that shows where their status is for the dashboard. Um if you look at school B they're they scored status of low and yet they had an increase in their um change. So their scores increased from the previous year. So when you look at those two matches their color dashboard for this

107year would be yellow which means since it's an increase most like that most likely they were in orange the previous year. Now, what I want to talk about a little bit is that the table and layout and color placements vary for each measure. So, there's an 5x5 chart for each indicator and they vary differently. So, the next slide I brought in just to show you a little bit more detail about how that works. This is the indicator slide for the English language arts for grades 3 through 8. So if you look at the status side where it says very high to low, they actually have points from standard rankings there that help you to determine whether they get into the high range, the low range, very low range. And then there's also point increases or

108decrease that occur across the change side to help to determine whether it's a declined, increased, or maintained. those numbers change um depending on the category that we're in. So if you look at this ELA Nope, we're going to go back for a second. Sorry. Um if you look at this example, um if we have like a status level, which technically means the points from standard to fit into the high level, but your points from standard changed from the previous year was only an increase or a decrease of 2.9, you would be considered to be in that maintained status of green. So if you look at the high column, you go across to maintained, it's green because the increase was in that small range. But if the increase, as we'll see when we get to some

109of our information, was higher than 3.0, then you get to shift over a column and that can indicate a change in the color um that your dashboard has been assigned. So going back one more slide, the overall There we go. Um, this is just kind of an overall slide that shows you the different indicators that we are assessed on and that we have dashboard colors on. So, as you can see, we scored in the yellow dashboard for ELA, math, science, and chronic absenteeism. Um, our English learner progress was in orange, and our suspension rate was in red. Next. So, now we'll get into our individual C categories starting with our academic indicators. Um, I'm going to go into a little bit more detail with each of these so that you can understand where we're at

110and whether we improved or not. So, our King City Union increased to the yellow status this year. Our status level was in the low range. So, um, and that yellow status is aligned with the state average of yellow as well. We increased by 11.7 points, which is what helped us move over into the yellow category. Um, and in order for us to make a change from yellow to green, we would need to see in the status area an improvement of 44.8 points to change to green. Now, I brought back on the next slide um that same thing that we were using before so we can kind of see where we were. We were in the low range because we were at 49.9 um points from standard which puts us right on that status side of

111low and then because we made that huge improvement of 11 point something points, it moved us into that yellow category. If you look on here, you can see the different point ranges and see like that's how you can look and say how much do we need to improve to be able to change to green because if you look in the low category there is no green, right? If you go all the way across, it's only orange and yellow. So in order for us to be able to get to green, we have to move up in the status side, not just the change side, which is why we have that 40. What did I say? 40 something points that we need to improve on to be able to get to green. Next slide. In mathematics, we

112also we remained in the yellow for our dashboard. The status level in this one was also in the low category. The state average is also yellow. We improved by 5.6 points, but it was not quite enough to move out of the low range. And in order to improve and move into green, we need to um change our status up by 58.3 points. Next slide. Now, this next one is only anformational. This is the first year that they have included science as a color for the dashboards. They shared information on science last year, but they didn't actually give us an a color score. So, it's not being used to evaluate us. It's justformational, but next year it will be on there as something that is used to evaluate. Um, and so when we look at it,

113we scored in the yellow for science. Uh, this is the first year that we've been there and the state average is also yellow. So, we're right along with where the state is. We improved in science by four points. And I wanted to make a note of pointing out that this this one is special because it's only testing certain groups of kids. We only test in science in fifth grade and in eighth grade. But it should be noted that when they are tested in fifth grade, they're not just tested on the fifth grade standards. They're tested on third, fourth, and fifth grade. And when they're tested in eighth grade, they're tested on all of the standards between that time as well. So, they're expected to learn and remember those standards from the grade levels that they

114weren't being tested in. And next slide. Now, because we're covering the academics, this is the piece where this is our CASP data, our overall CASP data for ELA, math, and science. And it's showing our improvement in each category from the previous year. So, in 2024, we were at 25.4 four for ELA and we increased to 31.3% at or above meeting or exceeding whichever term you prefer to use. In math we also improved but not quite as much as we did in ELA with a about what a little bit over 2% um improvement and then in science we also improved. So overall we had improvements. We know it's not exactly where we want to be and we want to keep working towards those improvements and making more growth, but it is something to celebrate that we

115did grow in each of those categories. Okay. Um then I'm going to invite uh Kristen Pente Leon up here to speak about the English learner progress. Good evening. The English learner progress indicator represents the percentage of English learners progressing towards English language fluency. The CDE measures this measures this by comparing the current summitive ELPAC scores in relation to the summit summitive ELPAC scores from the year prior. Uh when we go into a deeper dive in February, I can share more data points for this. King City Union remained in the orange level compared to our state scores. Uh our state is in the yellow. Uh those who increase in their English language proficiency level or maintain an ELPAC score of level four are counted as part of making progress towards English language proficiency. I'll invite Dr.

116Ruby for chronic absent. Hello again. Um, so chronic absenteeism, we are going in the right direction. We are still declining. That's a good thing when we're talking about absenteeism. So we are uh we remained at yellow. Uh state average is yellow. Um and we are um right in line with with um where we should be and each year we have been declining. So good job. suspension rate. So, this one um this is if you'll remember last year we had we were in the green um we were in the green due to some misunderstandings around suspension and other means of correction. So, we had a much lower suspension rate um than uh what we should have. So that put us in a green kind of in a false green. Um so of course any increases um

117push us into the red. Um we are still working on this. Uh we did correct the the misunderstandings by hosting an all day Lazano Smith training for site admin um on behavior education codes including suspension and other means of correction. Um our overall percentage is 53% which is lower than the previous year which was six I'm sorry the previous year of 2022 not the mistake year. Um and so we are still lower we are still going down. Um but of course it's not where we would like to be. So we're still working on that. Um just to kind of give you an idea of what uh what can happen when our numbers fluctuate so sharply. Uh Audre's previous school uh they actually have a higher percentage suspension rate and they're in the green this year.

118So um just so it it really does depend on the fluctuations and in this case obviously we had a steep uh increase and that's what pushed us into the red. Okay. So next steps are um we will have the results will be reviewed within the sites who will identify celebrations and areas for improvement. um as you just approved their SIPAs. Um they will be reviewing those SIPs and looking to make sure that they include any student groups that were below standard in the red or orange range and analyzing any actions that they currently have that might need to be um made adjust adjustments to so that we can continue to work towards improvement. Um we'll continue the movements that we've started here at the district office um including our um standardsbased learning around math and

119looking into adding it to our English language arts programs. We are looking at math pilot adoption. Um we have continued to work around um professional learning networks with the county as well as looking at ways that we can support our teachers in providing more rigorous instruction and understanding the MA math frameworks as well as the English language arts standards as well. um our sites will be bringing their input from their stakeholders to part of the 2526 LCAP planning process and the LCAP advisory committee reviews and revises goals and actions in the LCAP. So um just a reminder we will be going into more detail about this data with subgroup information when we have the LCAP midyear review in February. Next slide. So, just to kind of wrap it up, we know we have a lot

120of work to do, but we're very proud of our students and staff for the progress and the growth that we are making. And if you found this information really interesting and you want to dive into it more on your own, here is where you can go to get more information, this website right here, and it will show you all of the detailed information. You can type in any school district. Um, if you want to do comparisons or anything like that, you can just do searches in there and get the information. And um, at this time I'll ask I want to thank you for your time and if you have any questions, you can ask any questions or comments. Just a general question. Find that also. So, we um the the the most impact we've had

121this year is our letter one was changed, but the DA's office re rewrote it in a very nice manner, telling parents, you have to send your children to school. They took off all of the um the kind of penalty language. um and made it very warm and fuzzy. Um it is something that I know we've all talked about and we are a little worried about um because while it's very rare, I mean I asked our DDA, I said, "Well, how many people have you actually had to file charges and and it actually went through and everything, you know, and and it's very small." Um no one knows if it's the threat of that does it or if it's just informing. So hopefully um informing parents the way that we are talking about the importance of

122them being at school and why we need them there every day. Um hopefully that's what is getting them to school and curbing all of this. We don't have very many repeat parents to the DA. Um so but no, we don't get anything extra. It's just something that the state has decided to So we just keep informing and educating our parents. How much outreach do we do? >> Uh so what we do we meet we start with truency. Um and so we work with the parents um once a student is truent which means they have unexcused absence um three of them uh the APS start meeting with them have conversations with them about attendance um then that so that cuts some of that down then we go to letter two letter two says if you continue

123this um you know the DA now now made the DA's list. Um they meet with them again. They go through the discussion, find out what it is that's keeping the kids from coming to school. Um and then we um so that cuts the number down again. Then we move on to letter three. They meet with the DA. That cuts the numbers down quite a bit. Um like I said, we don't have a lot of repeat chronic absentee. Um that turns in that's 10% of the school is what is the definition of chronic absenteeism. So, what I've done, um, I started it last year and I'm I'm working on it again this year. I'm giving the sites current chronic absentee list. So it would be 10% of the school year right now. So they can start

124meeting with parents earlier to try to find out what is keeping the kids from coming to school or keeping them from sending them to school before they actually meet the education code state criteria of chronically absent for the school year. That makes sense. So um I've been able to do those kind of by monthly and get those to the principles. The principles typically handle the chronic absentee or they actually meet with the parents or the and the office clerks um and they work with the families. Our liaison are part of that process as well. Um and if we need home visits, we do them. We haven't done too many yet. Um but that is always an option. That is something that we have had to do in a couple of cases. Um we do bring

125in our school resource officer if we need to as well. Um just to try to let If it's a student issue, let students know how important it is they come to school. Um, we have our first parent waiver that we just went through where parents can wave the letter and send because the student is refusing to come to school. They will need um really the whole focus is to educate parents, educate students on why you need to come to school every day. And of course building school climate is a way kids to want to come to school efforts be not you know might not be the ideal ideal but start knocking on some doors I understand the protocol but at some point we need to be a little more proactive our district and what we

126can do to do better in this area Just making specifically for you, but I guess and I I'll be the the bad guy or the villain to see. I know that if I wait until February, it's going to be a long evening and and it will be a long evening. So, just, you know, prepare for that. But um just as as I mentioned for us to start being a little more proactive in this area for chronic absentes, I'm also going to say for our site levels, I mean we we got to start being a little more proactive in a lot of the other areas. So where can we find improvement? What can we do different or what can we do more to align with whatever is working in certain areas? I'm just giving you guys

127a heads up so that when we do meet back in February, it's not will be an interesting meeting. I'm sure thank you. I know that this is your first presentation to us and we look forward to hearing more from you. Thank you. We'll go ahead and move on to our information item B, CSBA board policy updates read. Again, first read, you have quite a few there. Um, you'll see that within these is not only board policies, but it's also the time of year when CSB um starts bringing some of your bylaws forward to take a look at. They're kind of walking us through that process to make sure that we're not forgetting to annually examine this. brought back next month as second. I was going to do it. Um, so KCTA has submitted their request

128to Sunshine the articles for teaching hours, for peer assistance review, and for salary. They're also requesting to add a new article to the contract for safety. Um, our team hasn't come together yet to discuss what what we'd like to bring to the table, but we are coming together tomorrow for negotiations for our benefits. And so we'll have an opportunity to discuss that at that time and then we can bring it forward uh to you at the next meeting. >> Questions? We're going to move on to communication from board members. I'm just putting that out there. But u open up communication I'll try to be brief because I know that it's a long meeting. Um, overall this past month was pretty busy, I guess. So, we have we went to CSBA. It was it was good.

129It was a good experience. Like last year, this is my second year going and obviously we have a bunch of new new ideas and hopefully we can bring that to the table. Prior to that, I did have the opportunity to do an ELOP visit with Dr. Ruby and ELOP, not ELOP. They told us that at CSBA. Um, which we did at SIA and it was pretty good. It was nice seeing um the different programs that we have going and hopefully we'll make it out to Kam and Delray pretty soon. But that's about it. >> I ended up getting Sunday and I still shouldn't have done that. Um, which is why I haven't also been able to work time. Um, took one of our classes and I wanted to bring it out to everyone that um

130in regards to our students. one of our classes that we attended. Um, one of the presenters was saying how how is it that our students um education students always and trying to change the mindset students education student. So and it really did the way we kind of lab and they're all our students and they're just how we approached it and the language that we used for that was for me. Um did that. Um I was um pretty happy I saw a class and I had so um great atmosphere. So, we're done with the year. But again, it's just So it really kind of ins members of our board outside of And um everybody I'm going to see how that one talked when parents would be right. Um even though I have gone to a couple

131right and one learn um in my job for the community um is and that is very true. That is very true. We um that people will come and sometimes even though it is have an expense attached to that is our reality even work but a lot of times will be in that offer that can have how we change that you know or whatever but it is our reality. That's how our community works. You know, um if you have something to offer for them, um that will intrigue hours. Um during this time of year, we do slow down earlier. We will not talk to our parents and see where everybody's at insult more engagement. of course that reach out to January 27. are happening within our district as well as our board has mentioned else and

132always there's always some table goals and ideas. lack of resources. I don't want to One of the areas that I did want to kind of take time to talk about are you leadership and um you know I know that board members usually something that structure but being able to take what we currently have. So for example our bodies and being able to what else to grow their involvement and leadership giving them space even at these meetings to be able to come also present some of the ideas they have for their their possibly with the having a little bit more of an How how they go about it radar because we're all interested in kind of wanting to start this school year. Opportunity honored to be So that was really fun. Um to see just our

133district being part of that and just come out and be supported. Go ahead and move on to >> I think I we should uh further. >> So go ahead and um train on Monday. Yeah. Where's this? Honorary County. Um, my extends to I'm going to be more biased all the North County. Okay. But ideally, I was totally biased one because Most of the reach county >> that's what I was going to say the bas doesn't come to king city right be we so I would go with soul treasures as well as with the mon county agriculture and the Monterey Agricult. The reason I say project No, I did too. Treasures in the Mon County Agriculture. That's right. We do have our students that participate in the Steinbeck writing conference. I'll go ahead and add the

134national sign. only um okay as do we have the person or the representative >> right right so I'm I'm assuming we don't really have any new conversation of of much tonight, but I do need to know who will be joining us. And as soon as I know the dates, I will let everyone know through my Friday updates what date we're meeting, but need to know who the one or two of you are that would accompany me to this meeting. >> So, I I am a strong believer that we should have two because just like how they do in jury selection and they always pick those extra jur jurors just in case they have to bring one in, you know, they're informed. They're and they don't they're not catching how we've always been left out. I

135think that know it's a strong opportunity for us to be a little more agree. I agree with it too. Do you want to have us raise your hand? >> Well, and we have no idea how many meetings there will be. So, in all honesty, for all four of you, thinking about um you're committing to the breadth of meetings unless something prevents you. So, by having two, yes, you have a second voice. But um I think you need to think about for yourselves. Okay. Can I be at the meetings? And I'm not trying to be I don't mean that negative against all of you, but it's not just the January meeting. I guess sorry it's late and I'm mumbling. So, we're assuming that these are the two of you that will attend on our behalf as

136we go through these meetings. Um that then ultimately there will also be whole board meetings. But your who are your two representatives? Think of this as a committee >> and questions. Um, this is happening in an open forum. >> No, these are not that there's only two of you. These are not Brown Act driven meetings. That's why it's two representatives and the superintendent. Then there will also be open forum and meetings, but this is like your subcommittee that's setting the dates, having the conversation, liaison back and forth. We know Venus, you want to be part of it? Um, I don't know, Terry. Hey, we're going by seniority list. >> Oh, yes, definitely. I couldn't hear your answer. I'm sorry. Any other input from you guys? >> Yeah. No, I mean by list the Seniority. Yeah,

137you guys are the ones who have a little bit more of an input. So, >> say seniority. I bullied you out of it. >> Okay. Thank you. What? Yes, I guess. >> January 20th. >> Tuesday, January 20th. Oh, I thought she was adjourning. I thought she was making a motion. Motion to go. Thank you everyone for joining us and happy holiday.