001You too. >> Yeah. Yeah, I agree. Evening everyone and welcome to the What day is it today? The what? 14th of April already. Good evening. Welcome to our board meeting. We are so excited to have Ral Meadow with us. Thank you. And uh we have we have a few um housekeeping items first and then we are anxiously awaiting to see what students are going to do. So welcome. Um will everybody please silence their phones? Keep them on because parents are going to want to take pictures. But let's silence phones. And at this time I'm going to ask Ethan Ray Rayan. Hope I said that correctly. Ella Estrada and Olivia Crowley to come to the mic right there. And everyone who's wearing a hat, baseball hats, any hats, please remove your hats and please rise for
002the flag salute. To the flags, one nation under God, indivisible, with liberty and justice for all. You may be. >> Okay. Well, that was just adorable and effect. Thank you. Okay. Oh, let's give them a round of applause. Great job. You know, >> at this time, I have nothing to report out of close session and may I have a motion to approve tonight's agenda. >> So moved. >> Is your mic on? >> I'm the second. I heard you. Okay. Okay. Thank you. All those in favor, student, welcome, Mr. Seagull. >> I >> Thank you, board. All those in favor? >> I I >> Okay, we have uh an agenda now. I'd like to ask uh to approve the minutes from the meeting of March 10th. May I have a motion, please? >> So move. >>
003May I have a second? >> A second it. Thank you very much. Student, do you approve of the minutes? >> I. >> Board, all those in favor? >> I We have minutes. Uh Dr. Steinowski, superintendent communication. >> Madam President, members of the board, I think it's time for the main event. So, Principal Monat, if you can come on down to the microphone, and the board and cabinet will come around to the side. We are ready to see the cults in action. >> Good evening, board and distinguished cabinet members. We're so excited to present to you our awesome TK students and what they've been learning with Mr. Gonzalez in music. And I believe he has a little bit of an introduction about what he does. If you want to come over here, but if we can
004just give a really, really warm welcome to our TK student. Good evening everyone. Thank you for coming tonight. I'm Mr. Gonzalez. I'm the TK and kindergarten music teacher. Um I also teach at Chaparel and oh Willow. So many schools. So we are teaching using the code die methodology. In a nutshell, it is teaching kids through singing and movements. We want them to be able to master skills like steady beat, rhythm, and intonation in the hopes that when they get to middle school and high school, they think, "Wow, I must be a natural at this music thing." All right, without further ado, if everyone is ready, I'd like to invite the students to come on up here to the stage. All right. All right. So, the first thing we always do is start with a warm
005up. All right. Everybody do a big yawn. >> Now you're on a roller coaster. >> Now get on your motorcycle. Now echo me. Oh, very good. I can't catch you. All right. Very good. Now, let's say for a beautiful audience. Oh, let's sing. How do we sing that song? Here we go. Oh, very nice. Now, let's sing our next song, Teddy Bear. Here we go. Teddy beared. Don't fall asleep. We also practice rhythm through clapping and rhythm sticks. Everyone echo me. Ta. Audience, feel free to participate if you'd like. All right, friends. Can you follow me? Walk behind you. We're going to walk in a big circle. Here we go. And echo me. Oh, everyone. We found ourselves in a big circle. You know what song we can do now? >> Sally, go around the
006sun. Yeah, let's do that one. All right, friends. Let's walk this way. Oh, there we go. >> I'll go somewhere. Oh, very nice. Very silly. There we go. And here we stay. Oh, very nice. Very nice. Now, everyone, let's find a buddy so we can do Everybody, >> let's do Choco Latte. Ready? Go. Choco Choco la Cha Ch. All right, we got one more song for you all. This one's called John Kaka. It's an oldie book. All right, everyone. Face your buddies. We're going to do Here we go. Very nice, but today we'll work tomorrow. All right, everyone. Can we turn and face the audience? And I want you to come exactly right. This is a very important part of performance. This is the first time I'm teaching you this. So, everyone, let's bow. Thank
007you everyone for your continued support. This is such an important thing for the kids. As you can see, they are really coming along. We're so proud of them. >> Just to give a little insight, TK is all about play based learning, right? So you kind of get a peak into the classroom and how kind of naturally open to us. >> So in all of their playing and moving around, they're figuring out how to collaborate, how to work with each other. So we hope that you guys can see also just a little bit of the learning that's happening while they're having so much fun. But if we can just also give an a round of applause for our awesome and thank you so much for giving us the opportunity to share with you a little bit
008of our cult energy. And that's all. Thank you. There are a great bunch of kids. >> Yeah, I have done that. Thank you. Yeah, I have done that. Um, but yeah, this is just one day >> 50%. >> Yeah. That's not Thank you everyone for coming out and bringing your fabulous ador. >> We appreciate you. Yeah. Thank you everyone. We will continue with our meeting in one or two minutes. I know. >> Isn't this great? >> See, it's really connecting. >> Dr. Stepp calling Dr. Steppp. Aging Dr. Stop. >> Thank you. Yeah, me too. >> Okay, everyone. Everyone here? Okay, everyone's here and accounted for. Okay, Dr. Steppp, uh, superintendent, board communication continues. >> Madam President, members of the board, it's my pleasure to congratulate Mr. Alan Lazar on completing his masters in governance. Outstanding.
009We'll pass that on down the road. >> Thank you. >> There are, I believe, five modules in the Masters of Governance course as through California School Board Association. They cover school finance, human resources, policy, governance, and communic uh community relations. So, we appreciate Mr. Lazar putting in the time and I think you completed it yesterday, maybe. >> Yes, I did actually. >> So, it's hot off the presses. Uh, next slide, Mr. Klein. Uh, the foundation has its 15th, I believe. I can't believe that's possible. But 15th event coming up on April 25th at the Calabasas uh community, get the Calabasas Event Center, Calbasis Golf Club. Um the tickets are available there at the foundation lvus.org. Uh a lot of fun, great event. I think this is their second event at this location and they've got
010a heck of a lot of sponsorship. So uh I will be there. I know a number of board members and cabinet members will be there with me as well. Uh next slide. Congratulations, Los Virgin. It was my uh joy to celebrate uh and receive the green ribbon school award. There were only 4% of schools represented. And pass that down. Um across the entire state, the ceremony was a national school district in National City down by San Diego. Uh wonderful ceremony and is a hard work of our EM department, hard work of our ED services department as well. It encompasses um environmental stewardship, reducing carbon footprint, student and staff wellness um as well as curricular elements as well. So congratulations uh to us on that wonderful award. And next slide, Mr. Klein. Final slide. Um we
011had Eva Perman out at Lindereo Canyon Middle School. This was um quite some time ago, but after our most recent board meeting um and she has been at three of our schools now, Gora, Calabasas, and Lero. Uh you can see Mr. Anhol brought in the eighth graders, so 250 or so students. You could hear pin drop. Uh she of course is an amazing speaker um gifted and talented. She's a light uh for the world um and lifts everyone up. She was born in Berlin in May 18th 1932 and by the fall of 1933 Ed of Hitler come to power in Germany. Her father was an attorney for was forbidden uh to work in Germany of course. So the family moved to Paris. She and her entire family were forced to hide in homes throughout France
012as Germany and the Nazi Nazi Germany expanded across Europe. Uh her father eventually joined the French resistant resistance and she narrowly escaped a number of um instance where she would have been um captured. Uh her most her message her most important takeaway of course from the Holocaust is to remember it tell the story uh just as she did for Linder students, Agore and Calabasa students. Um this is the way she's described to ensure another one doesn't occur. Fight against her quote is fight against ignorance and transmit what we know and what we see to the next generation. She also advised the students be loving, be caring, be grateful for everything that happens to you. That is the key to being happy. So it was a joy to have her out at another one of our
013schools. That concludes staff communication. >> Thank you very much Mr. Seagull. Madame President, members of the board, Agora has been busily hosting events, including our annual lip sync competition, which I think is at year 35 or 40 or something like that. It's really long. Uh we got over 200 ticket sales. Over 150 people were in attendance. Um election season is now over for ASB. Next year's president is going to be Sam Rosen. The vice president is going to be Ryan Madison. And next year's board representative is Dylan Milm. Uh we are also host uh hosting our final uh fundraiser this year at seas candy. You can order online to support. And also senior night is being hosted for numerous sports on campus including girls lacrosse this Friday versus Calbas and boys volleyball next Tuesday. Uh
014lastly, end of the year events are starting to ramp up with eighth grade visits and senior events planned for next month. Calbas is also in the middle of a spring spirit week with today being tie-dye Tuesday and tomorrow being white out Wednesday. They also just finished their ASB elections with uh Blake uh oh Booen far as president uh Isla Goldfarb as vice president and Sophia Katz as board rep. On April 29th, Calabasas will also be hosting a blood drive. Anyone over 16 may donate. And that is it. >> Thank you very much. Mrs. Mingz, >> Mike, sorry. I hope everybody had a very nice and relaxing spring break. And um prior to the spring break, I was able to get to Loopen Hill Elementary and toured um there and see their outdoor world lab and
015see some several different classrooms and um got hooked up with their social media so that I could see the owl eggs and I saw one hatching yesterday. Um they had six owl eggs. It's kind of fascinating. Um, also was able to go see Susicle the musical at Calabasas High School. It was fantastic. The talent there is just amazing. Um and then um first day back from spring break, didn't realize it, but visited Mariposa and uh it's fascinating to see um it's such a different environment and all the classrooms were um just magical in them and they're teaching them knitting and they're teaching them uh ukulele and um it just was a fascinating um eye opening. It's a Waldorf public Waldorf school and it was fascinating to tour. Thank you very much, Mr. Lazar. >> Um
016hope everybody had a wonderful spring break. Uh it's been quite a busy month. Uh excellent uh data and finance committee meetings. Um also attended SDC uh for the first time and it was great spending time with our very hardworking uh PFA and and PFC uh presidents. I attended college and career readiness night at CHS which was put together by our outstanding CHS and AHS counselors and also our friends from Oak Park and uh it was a a really fantastic night with so much information for the the parents and students. It was definitely very inspiring. I also attended Susicle and you know I got to say this to all of our LVUSD families you know don't spend hundreds of dollars getting tickets for the pantageous and shleing into the city because let me tell you you
017can go and see a wonderful musical at CHS or AHS Mary Poppins is coming up at AHS professional standards close by you have a wonderful time with the whole family I I cannot recommend it enough uh and then finally I went for another visit at Agura High and uh I had such a great time I visited ed nine different classrooms. Uh I won't mention all of them. I know I know we're short of time. Uh but so many great teachers, uh inspiring folks, and so many great programs at at AHS as well. Uh so it was an excellent visit. Thank you very much. >> Thank you, Mr. Lawrence. >> I'll be brief. I just want to thank all the staff for all the great committee work that's under uh that we had all the time
018here. It's had been it's been busy two months um since I think our last meeting last couple weeks. I've had LCAP meeting which is great but that it's great to see that process that came together and um the the room that came together for that the calendaring committee was fantastic um was great to see that process come together and we'll be exciting to see the calendar in two weeks um for the next three years uh and the data meeting was always great to to dive deep but I know all those require a lot of work and I also know for people who are watching at home it's not normal for school boards to be this involved at the committee level so it's a it's nice thing that the district does and that we are able
019to do a lot of the policy work before it comes the board and have a really good sense of of how the direction things are going before it gets here. >> Thank you very much, Mrs. Cutill. >> Uh I'll forgo because I don't really want to be duplicatives because there's so many activities going on. So you don't need my laundry list and a lot of committee work. So thank you very much. And um I just also want to echo and congratulate u Mr. Lazar on the masters in governance program. Besides being a schoolboard member, you also work full-time, own your own company, and it is a huge time commitment. It's basically a two-year program, and you knocked it out quickly, and it it really is about the board's responsibility, uh the role of the board,
020and it thank you very much for always continuing your education and your growth. So, thank you very much. I do have to also give a shout out to Susicle. I mean, I these things these things were built in these these theaters were built, I think, in 2010, somewhere around there. And every time I walk into our performing arts centers, I get the chills. I still do. They look spectacular. They're maintained spectacular. And what these teachers can get out of these students that are so talented, it's unbelievable. Mary Poppins is coming up as as they said at Agora High School. It is running uh April 29th through May 2nd. And really I I echo Mr. Lawrence, get your tickets, go see it. Uh these productions are out of the world. Um Mariposa, like Mrs. Manga said,
021I joined her. The depth of knowledge that these students are learning in the Waldorf, again, it's rare to have a public Waldorf in California. We are one of only two or three. Um it is it is just amazing. So with that, we will close staff board communication. And at this point, I do have some speaker cards. Uh Mrs. Crest, you're going to wait until since yours is on the on an item on the agenda, we'll wait for that item. And now we're going to take um ones that are not on the agenda. So, first up, I have Isabella Gonzalez. You have uh please come and state your name and you have three minutes and the clock will be right there. And I don't know if there's one here or what, but you have three minutes.
022Thank you. Welcome. >> Uh, good evening, Madame President, board members, district staff. Um, I'm here to speak about screen use in our Oh, my name is Isabella Gonzalez. I live in Calvases. Um, and I'm a parent of two kids, LVSC parent. Um, and I'm here to speak about screen use in our K2 classrooms. And I'm joined with some other people from U Schools Beyond Screens. Um, I am not commenting for a blanket ban on technology, but about developmentally appropriate instruction for our youngest students. For the ages four to seven, we have a critical window for learning language, attention, social skills, math skills. Um, and these are built through conversation, readalouds, interaction, manipulatives, and time with peers and teachers. most importantly not through individualized screen time. We also know that pediatric guidance recommends very limited screen
023time at this age and for many students school is now their largest source of daily screen exposure. My request is twofold. First, please set clear developmentally appropriate limits on screen use in K to second grade classrooms. And second, please allow families to opt out of screenbased learning programs and provide non-digital alternatives. I'm going to keep it short because there's some other commentaries, but thank you very much. >> Thank you very much. >> Next speaker is Mallerie Reese. Please state your name and you all have three minutes. We cannot discuss this item as it's not on the agenda. Good evening. My name is Mallerie Reese. I'm a mother of three with my oldest in first grade at Lupen Hill Elementary. I apologize. I'm recovering from a cold from my toddler, but I'm compelled to come because
024I feel very strongly about this issue. When I see children in elementary school sitting alone with wired headphones and individual iPads in school, I feel like we're letting them down. They all look like they've been given a sedative. These children should be playing, using manipulatives, handling tactile materials, moving their bodies. as we saw today and learning through the kind of direct human interaction that no screen can replicate. Dr. Jared Kuni Horvath, a neuroscientist who specializes in the science of learning, shows that we have evolved to learn from other human beings. A teacher can notice when a child is confused or disengaged, but an iPad cannot. Platforms like I Ready compound this by using gamification, points, rewards, bright graphics, the same mechanics used in video games. Research shows that when learning is gamified, children focus on
025winning rather than on understanding. And even when students appear to progress within the program, they then struggle to transfer that knowledge to any context outside of it. The skill stays inside the screen. When my family used this Lexia QR code that the school sent home last year in kindergarten, my daughter would throw a tantrum when I said the time was up. She wanted to beat the level. She loved the graphics, the funny penguin. But this is exactly the kind of emotional disregula dysregulation that I limit screen time at home to prevent. Learning is effortful. There is no shortcut. You cannot bypass it with a computer game. Our district now uses I Ready. And I want to ask this board where is independently funded gold standard research showing that this works. Not the vendor commission data,
026which is all that I've seen. Dr. Horvath reviewed the literature on IRA specifically and he found that there are no highquality peer-reviewed studies supporting it. None. I do not believe that I Ready presents any meaningful educational value for my child and the expectations around required minutes on this platform are at odds with my desire to limit my children's overall time on a device. I've been told these devices are necessary for individualized learning. The teachers cannot reach students at many different levels without them. But that argument only holds if the tool actually works. If these platforms don't produce transferable learning and the evidence suggests they don't, then we are not solving the problem of differentiation. We're just adding screens. The edtech revolution has had decades to prove itself. At this point, the evidence shows that it's
027failed. If our teachers cannot reach students at different levels, the answer is more people in the classroom. Human support. Our children should not continue paying the cost of an industry that is oversold as promised to our schools. I am asking the board to redirect the I Ready budget towards classroom aids towards human support for elementary school students. And at a minimum, there should be a formal parental optout process for edtech and elementary school. I want to send my kids to school knowing they're learning from each other and the teachers who chose this profession because they love kids, not sitting alone on headphones behind a screen. We're doing our part as parents and we're asking you to do your part as a district to follow the research and do what's best for our kids. Thank you
028very much. >> Thank you very much. >> Next up is uh Taylor Callaway. State your name, please. and Freeman and thank you for coming out. >> Thank you for having me. Good evening. My name is Taylor Callaway and my daughter goes to Sumac Elementary. She's a first grader there. Um, I'm going to very much reiterate what we've already heard, but I want to be clear. I'm not against technology in the classroom, but I am for evidence. And tonight, I want to ask this board about I Readyy's evidence problem. I Ready is used by over 13 million K through8 students across the country. roughly one in three elementary and middle schoolers. And given that scale, you'd expect a deep body of research proving it works. But neuroscientist educator Jared Cooney Horvuff recently spent two weeks research
029searching for that evidence and found zero randomized control trials and zero top tier peer-reviewed studies supporting Irey's effectiveness. What about the studies Irey's own company touts? The John Hopkins research conducted in partnership with I Readyy's developer found no statistically significant association between I Ready use and reading achievement on math. Students using I Ready improved 7.8% while students not using it improved 7%. Less than 1% point in a sample of about 7,600 students at roughly $70 per student. That's over half a million dollars spent for a difference experts describe as clinically meaningless. There's also a deeper problem. Research shows formative assessment works because it gives teachers real time information to adjust their instruction. But with I Ready, teachers only see summary dashboards, not the actual student responses and misconceptions as they emerge. The tool removes the
030very mechanism that makes this kind of assessment effective. So, I'll leave the board with this. We have a program with 15 years of use, hundreds of millions of dollars spent nationally, and still no meaningful evidence it moves the needle for kids. Wouldn't those dollars be better invested in experiential learning programs like at Waldorf and Lupin with the outdoor program? Uh, project-based work, hands-on exploration, the kind of learning that actually has a robust evidence-based behind it. That's the conversation I'd love to see this board have. Thank you very for your time. >> Thank you very much. Next. And our last speaker is Julie Ferman. >> Thank you for coming out. And again, three minutes. Great. Hi. So, I wasn't going to speak, but you know, do this all the time now. So, here we are. Um,
031my name is Julie Fman. I'm a licensed marriage and family therapist in private practice. I have LVUSD students and parents from LVUSD on my case load. I'm also a mom to two children in CVUSD and the aunt and best friend of students who are in LVUSD. Um I have been working with distraction free schools policy project for the better part of a year. So I've been working with districts across the country to see what's been going on as far as um how people are starting to have this conversation. it is new. Um, and it really kind of began because we took the phones away and then we realized that the kids are still g-hatting each other and um, looking at YouTube and Tik Tok on their Chromebooks. So, um, you know, it is a conversation
032that needs to happen. Um, the edtech industry is a very very wealthy industry that has a lot of bells and whistles, but um, as we've been seeing it, not not a lot of evidence of improvement. Now, students are going to learn no matter what. That's the beauty of the human experience. And so you have to look at education research differently. And some of you probably know this that you can learn just staring at the wall. So the the bar is different for education research. And if you even look before Jared Kuni Horbath, who's like definitely the name of right now, um back to John Hadtie's research, he shows that human beings learn from empathy and other human beings. We learn from teachers. And so all this money, all these data, all these data stealing devices,
033all these devices um have increased overall screen time, which is harmful especially for our poorest performing students and for our um students that are struggling the most socioeconomically as well. Um so I'd just like you to um gosh, I have so many things I want to say in one minute, 10 seconds. Okay. So what I will say is imagine you're trying to manage several several kids and they all have devices and maybe some of you have children right now in school so you know what this is like but I will tell you I don't even work in the evenings so that I can be with my children and I cannot manage multiple devices. I cannot I actually opted my children out this year of devices at CBUSD. I was able to do that because AI
034popped onto my child's screen and offered to do his homework for him. So that was a little bit upsetting. But I will say that Beverly Hills right down the road has come up with a fantastic um new policy. I don't know if you've seen it, but they're trying to reduce the use of digital devices, including onetoone tablets for early ed through 2 grade. They're oper operationalizing how parents and guardians can annually consent or optin for each application rather than a blanket opt-in. They're encouraging the use of paper and pencil assignments, particularly TK through 8th. They're providing recommendations and strategies to safely prepare students to utilize digital tools. and they're going to provide expected and maximum daily and weekly screen time limits for each grade. So, I think that those items um which are happening in
035other districts too are a great place to start. Thank you. >> Thank you very much. We appreciate everyone. We we appreciate everyone. That's it right on the east. Okay. We appreciate everyone coming out tonight. This is a very important topic to us to uh nationally to our own ed our own children and it is something that we are starting to discuss as you know we we're very um uh very upfront and out there with our cell phone policy and that is going very well and we have invested in activities for our students to do while they're at school and not on their phones. So, uh, this is absolutely a conversation that we are having in in different departments in our district and we will continue to do so. >> Can I make a request is
036for a a committee? >> Yes. I was going to say what I'd like to do is send this to the data committee and I know you're looking at it in the data committee, >> but can I make a specific request just for the teams? I'd like to get a I'm going to look at doc uh Dr. Klein. I just promoted you, Mr. Klein. Uh, could you do some research into the Beverly Hills program for us? Um because one of the things that we've dug into in the last data committee meeting was trying to use our own technology to identify the amount of screen time. As Miss Stein said, this is on a rare screen. Um so just two months ago, we dug deep to try to understand where we were with uh on in-classroom device
037usage, what apps are being used. Uh it'd be great if we could take a look at the Beverly Hills, what they're doing. Obviously, you know that district very well. Um if there's anything we could learn from that u for lessons for us. um the district has not shown any um nervousness about leading on this issue. Um the last thing I would just say is I I'm a big believer in the choices we offer parents. Uh and I think that you know Mariposa doesn't have I ready. Um so if you're a parent that does not want to have your child taking these programs. Our oldest went to Mariposa. We made that choice. We wanted a screenfree environment for her. She had no screens at home. We have to sign a contract. Um, so for the parents
038that want that, we are a very very rare minority of districts that have invested in it and made that an available option. Doesn't mean there's not more we can do, but I think it's it's it's important for us to make sure we're >> Thank you very much. Okay, with that, we're going to continue on with our meeting. And may I have a motion to approve um consent a items 1 through 39. >> So moved. >> May I have a second? >> A second. >> Uh any questions, comments? Um yes I had uh just two brief questions. What are the uh the temporary outdoor restrooms at CHS4? Um I think I saw that on the consent. >> So we have >> is it just because we have measure S construction going on and stuff or >>
039do you do you have an initial Lazar to have the number front of you? >> Oh sorry I should have that ready for you. >> Number 18 >> 18. >> Yeah number 18. So, uh, up at, uh, Agore and Calabases, they have not had they don't have plumbing currently up at the fields. >> Um, so we are actually trenching as part of the measure S projects. Uh, we're trenching sewer lines uh, out to the HS and CHS fields. So, the temporary restrooms are temporarily permanent uh, but they're they're modular. U, but they'll actually be flushing toilets uh, uh, bringing us up to 2026 out of the sports fields. >> Okay. Sounds like a good idea. >> Uh, and just my other question was I wasn't aware of what the AEW heart lab was. I was
040just interested what that that was. I didn't know about it. >> Yeah. Ah, Aite has um a CrossFit um center for kids to work out u inside. It's a um an inter interior space. It has um uh equipment from the 90s that we're going to bring up to 2026 standards. So, uh, part of the purchasing is to renovate the floor, the walls, and put brand new equipment in there so the kiddos can, um, do their workouts with modern equipment. >> Okay, great. Thank you. >> Any other questions or comments? I'll >> make a motion to approve consent A. >> Thank you. May I have a second? I thought we already did. >> Oh, I'm sorry. Consent B. >> We already have a motion. >> No. Okay, we have a motion. >> Okay, we did have
041a motion in a second. Correct. Okay. Uh, with that, I'm going to call for the vote. Student in favor. I >> board in favor. >> I I just I had a comment that I haven't been able to get in >> and I just want to wedge in how many notices of completion there are, which is a testament to how much M and the bond people are doing >> uh at at lightning speed. So, thank you. >> Thank you very much. Um may I have a motion to approve consent B? >> So, moved. >> Second. >> And this is a board um vote only board. All those in favor? I >> that passes and action items. The first one is the um EL master plan. Dr. Ste, >> Dr. Anderson. >> Yes, thank you. Here tonight
042to present on the English learner master master plan is our coordinator of curriculum and instruction, Danny Ker, who uh led the team in creating this proposal for us tonight. Okay. Thank you uh madame president, superintendent, board members, and our distinguished cabinet. We are here to present our multilingual English learner master plan, which is our which provides our district's vision and framework for our English learners. The plan is meant to develop proficiency for our English learners academics academic success as well as give them access to rigorous instruction. It was written collectively by our lead e coordinators at the elementary and secondary level. We have two of them here today, Amy Walsh and Sherry Given. Thank you for all your support on the plan and for all of your hard work with our multilingual learners every day.
043We are thankful for you. The plan was reviewed and approved by our DI district English learner advisory committee on February 18th and then it was presented to pathways on March 18th. This plan really built on the 2023 2026 um master plan. It still has the same district framework but with updated guidance that is informed by our education for English learners board policy and administrative regulation that was newly adopted on March 10th. And really this plan shifts from just having a compliance uh based master plan to now we are really focused on having an asset oriented multilingual learner vision for our students. And you'll see in the past our plans have been three-year plans. This this plan is strategically a four-year plan so that in year 2030 it will align with our LCAP cycle. So beginning
044in 2030 it will help with coherence between the two plans. Key updates to the plan include annual targeted LCAP aligned goals that are progressive and measurable um and they will grow from year to year at the suggestion of our board members. There is clear support and guidance for our dually enrolled students in special education and who are also English learners and we have also added enhanced uh support for our long-term English learners um giving them additional monitoring additional support classes as needed. One of the major updates is to the reclassification criteria in the in the um in the area of basic skills. So, traditionally, uh, in the area of basic skills that English learners need to show proficiency in, we've we've primarily only used CASP. Um, and some of our students were not reclassifying. So,
045we've added multiple pathways to give them multiple opportunities to show that they're meeting grade level expectations. So, for some of our students that have IEPs, they can show that they are meeting grade level expectations with the CAD, the California Alternative Assessment. And we have also added our district assessments as an additional way for them to reclassify as well. So we have I Ready at the elementary school level, Common Lit at the middle school level, and Study Sync at the high school level. And we really feel that allowing our students multiple opportunities to reclassify um will really ensure their long-term success and get them reclassified as soon as possible. Right now, we're at about a 25% uh reclassification rate. With the new changes, we're hoping to be our our goal um at the end of this
046plan is to be at a 40% reclassification rate. I also wanted to let you know just passed hot t hot off the presses there is a new law for our TK students that beginning in the 2027 2028 school year um all TK students that are coming in that have a home uh home language that is other than English will be taking the TK multilingual learner screener so that we can further support our youngest students. So thank you for all of your support. We're excited to continue supporting our multilingual learners through this plan. >> Thank you. Okay. I have one obvious question that you just said. So TK will have to take a screener. They don't read. So I assume there's no reading involved. >> Yes. Uh they haven't, as to my knowledge, they have not
047shared the screeners. There's two screeners that we can choose from. They haven't shared them yet, but in um in the past TK students have taken the LPAC. They no longer take the LPAC. So, I know that this test is going to be developmentally appropriate for them. >> Terrific. Thank you. Any questions? >> Um, we obviously went to this in depth in committee, but what I guess what I want to say is, um, uh, I'm impressed, shouldn't be impressed, I guess, that's what we do for a living here, but how much time and energy is spent on such a micro fraction of our student population. I mean, we're talking in some cases about dozens of students um, in some of these cohorts that we're trying to identify and lift up. And I think that's the sign
048of a district that really cares because it's it those are very easy to get lost in the shuffle. So I I appreciate all the time and energy and effort and the creative programs and the ways we're engaging to move these folks forward. So thank you. I'll make a motion to approve. >> Do I have here a second? >> A second. Thank you for all your work on this. Any other questions or comments? >> Um I actually had a question when I was reading through all the documentation. Um, I noticed that the top four language groups because we have many foreign languages spoken in our district, but the top four were Spanish, Russian, Hebrew, and Forsy. And you know, obviously we have groupings of Spanish speaking students at at schools like Sumac and uh I'm just
049wondering if if the other sort of groups tend to gravitate towards one particular school because like do do kids coming from one specific language have specific issues when learning English? because I'm just thinking grouping kids you know together according to their home language might be beneficial in some way or but I I'm just interested it's not uh you know a big question but I'm just interested how how that's viewed in the district >> right so families can obviously choose what school that they you know want their student to attend but I we do see at certain schools that uh certain students who speak another language they all gravitate towards the same school I know for example Lupin has a large Russian population. So, you know, I think sometimes the families talk and um you know,
050once once they say they find out, oh, you know, uh we all we all speak Russian and you know, let's all go to this school together and then it's great for the kids because you know, they're not they're not alone when they're learning English. They have somebody that they can talk to in their uh primary language. And then also just with with long-term English language learners, which we we don't have many in our district, but you know th those that exist like what are the factors that lead to that situation where they become long-term uh you know English learners? Is is it attendance issues? Is it uh I'm just interested what are the factors which cause that you know. >> Sure. Yeah. So some of it is attendance. Um there's there's multiple factors. Um, we
051also, you know, found out we we're getting a lot of students who maybe attended a public school in kindergarten, but then went to a private school, you know, up until middle school, and then when they get into middle school and they start back in the public school system, it's they're popping up as long-term English learners, even though really they, you know, they're not, but they haven't been in the public school system since kindergarten. So, attendance, um, that's a reason. Um, you know, another thing that we noticed was that, you know, only having CASP as reclassification criteria for the area of basic skills, um, in high school, they only take CASP in 11th grade. So, we had some students who were ready to reclassify, but didn't weren't taking the CASP. >> That's right. question is a
052key thing that we discovered, at least I learned in the process, is you would be forgiven to think to look at a long-term English language learner in our district and say, "Well, we failed >> because they should have been moved out of the long-term program if we were doing our job right." And a couple of things we discovered is what just to tie it together to bring so uh just because they're a long-term English language learner does not mean they've been longterm with us. So, that was one of the issues you identified where they've we may have had them for a year, but we track them as longterm. the state looks at us and says, "You've had too many long-term like we've had this person for a year." Wow. >> Um so that's that's one
053of the things. So I think part of what we're changing here, those processes are identifying those opported to be addressed. So um it's very helpful. >> I I do want to compliment you on the the plan overall. It's uh I can see a lot of thoughts commented and really appreciate. >> Thank you. >> Yes. >> What a very thorough uh job that you all have done. Your team, Dr. Anderson and and Danny, thank you so much. And to the teachers behind you that are on this. This is so important. We want all of our students to have the opportunity to succeed and this is great work and you've set some wonderful goals and thank you for diving into this and excellent presentation. Thank you. >> Excellent. Thank you for aligning it with the OCAP very
054good >> forward thinking. >> Yeah. And with that, I'll call for the vote. Student >> I. >> Board. Thank you. We have a plan. >> Thank you so much, guys. >> Now go home. >> Great. >> Okay. Next up is we have uh approval of resolution 36-25 declaring salaries indefinite to authorize retroactive pay changes. Dr. Stepp, >> Dr. Gleason. Madam President, members of the uh Madam President, members of the board, uh this is a routine agenda item that we bring forward every year as we go into uh the summer uh and we begin negotiating with LVEA and LBCA. The board needs to declare that salaries are indefinite um based on the budget um so that we have the ability to negotiate um in all directions. Motion to approve. >> May I have a second? >>
055A second. Any questions or comments? Hearing none. This is a board vote only. Uh board. All those approved. >> I. >> Thank you. It is approved. Okay. Next is approval of the award for enrichment services to Head Start. Dr. Stef, >> Dr. Gleason. Madam President, members of the board, uh this uh the RFP that is referenced in this resolution was for enrichment services. Uh we uh engaged in that process. The board approved a RFP earlier this year. Uh we had 10 providers submit to uh submit a proposal that was qualifying underneath the RFP guidelines that the board had passed. Uh Head Start set apart emerged through independent scoring based on the board's criteria as our recommendation. Um the reason that they emerged as the top candidate, one of the many reasons was their quality, their
056references, uh but also their ability to engage with certificated staff for their enrichment um opportunities which will provide us not only a revenue share but also attendance recovery. Uh so a partnership with them will be a win-winwin and uh will only complement LBSD plus and the work that we have at our sites. >> And this is a one-year contract. Uh the RP was structured as one year with the option for up to four one-year renewals. Uh we wanted to structure it that way so that we both can make sure it's the right fit before we renew and have a longer contract. >> Thank you. May I have a motion? >> So moved. >> Second. >> Any questions or comments? >> Um I'm just curious how how many schools are they at currently and will they
057be at all elementary schools next year? >> Yes. So um by the board takes action tonight and approves them. They will be at all elementary schools. They're currently at Baural, Round Meadow, and Chapperel with very very strong reviews. Um so they would move into the other elementary settings. Um they have serviced the whole district last summer in um uh what was our now our boost program now LBSC plus um and they were awarded the RFP if you were to fall for interession uh services as well. This allows for us to really have one streamlined contract um uh given all those services. >> Question. Um it says elementary and middle schools. Do our middle schools have after school enrichment? >> Uh middle schools don't generally have after school enrichment. However, um because of the partnership with
058ELOP where sixth graders are served under that grant wanted to leave the option open from a language standpoint so that if we ever wanted to uh op have their support funded as an ELOP service, we would have the we would not open ourselves up for any exposure on the RFP side. >> Terrific. Thank you very much. Any other questions or comments? Hearing none, I'll call for the vote. This is a board vote only board. All those in favor? passes unanimously. Okay, now we're up to a public hearing. >> A motion to open the public hearing. >> I'll second it. Thank you very much. Uh this is a board vote only. May uh all those in favor? >> I I >> Okay, the hearing is open. Anybody wish to speak? And I would um suggest that
059Miss Crest come up. We have a speaker card from you. This would be a great time to speak. Thank you. Good evening, Madam President. Uh members of the board and cabinet, it's hard to believe that another year has passed already. We're incredibly incredibly proud of the work we did together last year um as our teams came together over the summer and in the spring for negotiations, and we're looking forward to another productive and positive year together. As always, this collaborative process between LVEA and the district is essential to our shared success for all staff and students. Our team is committed to working together to ensure that our schools provide the best pos possible environment for everyone. Thank you for your time and considering all of this tonight. As always, I'm here and our team is
060always available if you have any questions. Thank you, Miss Chris. And you are the chair of the bargaining team. >> Correct. Thank you very much. We appreciate the spirit which always has been of collaboration. We appreciate you and your team and all of our employees. Thank you. So, with that, I'm going to have motion to close the public hearing. >> Thank you. May I have a second? Second. >> Uh, all those in favor of closing the public hearing. >> Okay. The public hearing is closed. >> Next item is the presentation of the joint initial reopeners for LV uh LVA and LVUSD. Dr. Stepp. Madam President, members of the board, uh these four agenda items are standard elements in beginning the bargaining process with our two associations, certificated and classified. Um Dr. Cipher has the next
061item and then the last two items will be with classified and Miss Chambers. Dr. Ciphers, Madame President, members of the board, as always, as yourself and Miss Crest articulated, we're looking forward to getting together together with our bargaining partners from the association. Uh we're deeply appreciative of the collaborative relationship among the two teams. Uh the district and lva as is tradition have uh prepared joint proposals in the uh joint format for the board and the public's review. Staff is available for questions from the board of the public. Uh what we're looking at this year the joint reopeners before you outline articles 67 89 and 13. >> Motion to Oh, sorry. Go ahead. >> Thank you very much. May I have a motion? >> Uh >> is it motion to approve the presentation of joints openers?
062Is that what it is? It's kind of weirdly worded. >> Just to uh approve the joint reopeners. >> So moved. >> Okay. May I have a second? >> A second. >> Thank you very much. Uh any questions or comments? >> Nope. >> Okay. Thank you. And uh all the best you as we go into head into negotiation season. With that, I'll call for the vote. All those in favor? Board only? >> I. >> Okay. Contract has been opened. Next item is the >> motion to open the public hearing >> for LBCA. >> Thank you. May I have a second? >> Second. >> Terrific. Uh, all those in favor. Another board vote only. >> I I >> Okay, the hearing is open. >> Motion to close the public hearing. >> See no one wishing to speak.
063We have a motion as a second to close the public hearing. A board vote. Board. All those in favor? >> I. >> The public hearing is closed. >> Mr. Seagull, aren't you glad you came tonight? It's very exciting for you. Doing a lot of good work right now. >> But wait, there's one more. >> There is one more. Okay. The presentation of the joint initial reopeners for LBUSD and LBCA are classified organization contract agreement. Dr. Who? Dr. >> Dr. Who? >> Miss Chambers. Madame President, members of the board, we are submitting for your review the joint reopener the LBCA and the district wish to discuss during our upcoming negotiations. The proposed articles being brought forward this evening include article three salary and welfare benefits, article 5 pay allowances, article 7 vacation, article 8 leads, and
064article 10 procedures for evaluation. We appreciate the board's support and look forward to engaging in a collaborative process. Motion to approve joint initial reopeners with LBCA. >> A second. >> Thank you very much. And again, we look forward to a collaborative and successful uh negotiating uh season. And with that, it's a board vote. I'll call for the vote. All those in favor? >> I. >> That passes unanimously. And with that, we are adjourning tonight's meeting. Thank you.