001ready isn't >> I'm gonna call to order uh tonight's meeting September 9th, 2025 uh and start with the flag salute which I will lead us. If you could all rise, place your right hand over your hearts. Ready? Begin. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Uh, thank you very much. I have nothing to report out of close session. With that, may I have an approval of the agenda? And I'm going to ask for the agenda to be approved with two changes. Right, Dr. Stephanowski? We are going to pull up um information item number one, cell phone update. And are we also doing active performance data or what was the other one
002you want to pull up? >> Yes, please. >> All right. So, we're going to bring up both. Is everybody here for that one? Are we moving too soon or? >> Uh Mr. Watkkey is hopefully on the way. We have Mr. Listo. >> Okay. Uh so, we'll move both information items up to fall before uh action item C. It'll fall after consent B. >> Uh so moved. I'll second. >> Great. There's a motion, a second. All those in favor of the agenda, student vote. >> I board. >> I. Motion passes. Approval of minutes. Uh we have minutes from the August meeting, August 5th, 2025, the special board meeting. >> I move we approve the minutes of the special board meeting. >> I'll second. >> This is a board vote only. Uh all those in favor board.
003>> I I >> I. >> Motion passes unanimously. If I can have a motion to approve the regular board minutes from the August 12th, 2025 meeting. >> To approve. >> I'll second. >> There's a motion uh by Miss Rosar and second by Miss Mangus. All those in favor student vote. >> I. >> Board. >> I motion passes. Um with that, Dr. Seowski, a student board communication, hand it over to you. >> Mr. President, members of the board, uh Mr. Klein, first slide. Congratulations to Mayor Posted. They were just selected as a public Waldorf school. uh the only one in all of LA and Ventura County. That's 100 school districts and to my knowledge the only the second in the entire state of California. They were recognized by the Alliance of Public Ward Waldorf schools and
004it really was a three-year process, a rigorous three-year process they've gone through. So, up until now, we've referred to them as Waldorf inspired and now they are fully certificated as a public Waldorf. So, congratulations to them, Miss Martinez and uh their team and their three years of hard work. Is there like a Waldorf website that we can now get added to and people who are looking for a Waldorf school find us because it's a real Waldorf school? >> I'll check. It becomes part of their network though and they they attend meetings. It is um a wellorganized um community. >> Are they doing a special celebration? >> I'll check. >> Yeah, we talk. >> Is their website the district's website marketing materials been updated or will they be updated? >> They will. >> Thank you very
005much. >> Yeah, Miss Martinez was working on that. and she was super excited about it and she had rolled out a comms and um um website in social media. >> It seems like something that be fun to have acorn covered. >> Exactly. From the from the be from inception to this the >> sorry acorn. >> Yeah. Yeah. It's already been shared with the acorn. >> The evolution of it. >> It's wonderful. Thank you. >> You know I visited Waldorf for I visited Mariposa for the first time this year with Miss Cut Bill and I'd never seen Mariposa before and I got to say I just love the school. I love the community. It's a wonderful school and um they were really hoping for this and uh I'm so proud of them. I think it's really
006great. >> It's exciting. Yeah, good stuff. Uh next slide, we've got our parent ed series. Um super excited to bring this back again. Miss Johnson's help led this. This is about a $70 per family value. Loses covers it entirely. It's available for free for all of our parents. They've got nutrition, stress, screenfree um talks. They've got a panel discussion with school psychologists. Really outstanding. Um they've got um um Khan Academy talking about AI instruction um how to succeed tips for success in school. Some really fantastic topics with great authors. So um that's out on social media and available to all of our families for free. And of course we've made great progress over the last two years regarding attendance. I just want to remind everybody uh September is attendance awareness month and our uh team
007is pushing out comms to all the parents. It was mentioned in my welcome back video. You know the number one indicator for school success and academic achievement is being in the classroom with your colleagues, classmates, teacher. Next slide. Also carples Mr. Klein put together this together several years ago. We retoled it and um are relaunching it and it is um there's a document uh essentially an app where families can connect regarding car pulling um so that they can find out who lives around them uh in a safe you know and relatively confidential fashion so that we're not giving any addresses away but you know relatively reasonably close locations. So that uh was pushed out on social media all channels today as well. Miss Thomas also sent an email to all parents with that information in
008it as well and all of our high school principles have it and we'll be pushing it out Friday in their letters as well. So, we've had this for a number of years, but we did retool it uh really to improve it and uh make it better. >> Do you have any sense for usage in years past? >> Uh it's been pretty well used actually. We've had, you know, 30 to 40 families usually from every school at least get involved in the carpool >> from every school. Seriously? >> Yeah. We have huge lists of of parents on each each one and we go through it every year to clean them out. Clean them out again. So >> Oh, that's great. >> We do pretty well. >> Dr. Steppp, do you want to share that information with
009the cities, you know, we have we have corridors and areas that, you know, the traffic bugs up on both sides of the district and that would be good for them to know. And it would be good for them to know that, you know, historically 30 40 families have taken advantage of it. That's cars off the road. >> I have already shared it with the city. >> Thank you. >> Moment I saw it. >> We'll do. And last I was on Calabasas yesterday for lunch helping out with um lunch dismissal and checking supervising and was just overjoyed to see the students interacting, playing. I mean the ping pong tables um are a huge hit. Um non-stop uh smash ball. Um, I um did manage to challenge Mr. Young and Mr. Mikey Young in Cornhole, maybe won
01011 to four, but that's just pure speculation on my part. The gym was packed. I mean, of course, the temperature in the gym is fantastic. Um, that photo doesn't really do a service. There were there was tons of kids in there um playing games. So, it was a lot of fun. Uh, I did not see any cell phones yesterday while walking around yesterday at lunch, but um, fantastic. Appreciate the principles. I know they're here. Uh, Agore's got the same thing. their 10 their ping pong tables are in, you know, non-stop demand. It's just great to see the kids um interacting with each other and not seeing any phones. That concludes my communication. Before we go to board communication, I think I saw a couple people fill out cards, but no cards have made their way
011here. So, are they being Oh, okay. Great. Um uh you done >> uh Mr. President, members of the board, Agora and Calabasas are getting back into the swing of things as the school year continues to begin. Over at Agora, students are getting back into their academics and extracurriculars. Students are attending sports triyouts and attending clubs and other extracurricular meetings. Our freshman from the class of 2029 are in campaign mode as voting for freshman class office occurs tomorrow during school. Agora football won their first game against Oak Park in the Cananan Bowl, which is a big win. Uh this week, Agora will also be hosting numerous different events such as our annual open house, freshman and senior meetings to go over this year's plans, and of course the Calabasas, which versus Agora football game, which Agora
012will of course win. Calabas has been getting settled after beginning the school year. Students have been trying out for sports, auditioning for the next play, and attending meetings like theformational club meetings and also freshman ASB election informational meetings to get involved. This year, Cowbas's football team won their first game of uh the won their first game of the season during the first week of school. This week, seniors have their senior spaghetti night on Wednesday, and all parents are invited to the back to school night on Thursday. Next week, the sophomore class is hosting a matcha Monday fundraiser in which students can buy matcha and lemonade after school. And of course, the seniors have their senior uh Sunday event to get uh ice cream after school. Thank you. >> Uh Calabasas has the matcha or Gordas.
013>> Calabasas. >> Why are you going to go? No, I was just curious. Uh uh. Excellent. Thank you, Miss Lazard. >> Uh hello everybody. Uh so I have experienced back to school as a board member for the first time and of course experienced it as a parent with my kids starting fifth and nth grade. Uh happy to be part of the CHS community for the next eight years I expect. Uh and just a big shout out to everyone in the district and uh the principles, the staff at all of the schools. It feels like it's been a really good and positive start to the year. and uh just so appreciate everything that everyone is doing. Uh I did just want to touch on the fact that I'm so excited there's a new math curriculum across
014the district uh and that it's moving forward. Uh shout out to Dr. Scott and Mr. Davenport once again for everything you did to move that forward. And I'm also super excited about the fact we have music at all of our elementary schools for all of our kids in all grades. Something I've hoped for for a very long time. uh really excited about that uh process and um you know often folks say to me because I'm in the entertainment industry, oh that's why you want a music program, but actually that's not the reason. Uh there's such a strong correlation between strong music programs, academic success, and positive mental health benefits. Uh so uh I'm I'm I'm hoping for all of that. Um I did uh visit Agura and we'll speak about that more during the section
015on cell phones. It was a wonderful visit. I got to say the best part of the visit was going to the auto shop. Um, and it's uh it's joined my list of classes that Allan wishes he had when he was in high school along with jazz band which is also much desired. Um, I I got to say the whole journey goes so quickly as a parent uh and uh just trying to appreciate every single moment of it. Um, building on autoop uh related to that of course is traffic and bikes and stuff like that and I feel like ebikes are uh an accident waiting to happen. Uh, and I I've I've encountered them so many times myself in Calabasas. I'm hearing of incidents all around involving ebikes and just really encouraging parents out there please
016to be mindful. you know, when you give your kid an ebike, this is like a motorbike and um I I I'm scared of what is going to happen with these things. Um the other thing is there is a lot of traffic around uh CHS. One thing I've definitely noticed as a a new CHS parent and uh Dan, that's really great uh that we've put out communications for car pooling and uh really hope that parents across the district can embrace this uh because it will cut back on traffic and it also makes everybody's life easier. We started a carpool this week and calculated it saves us almost two hours a week actually being in carpool. So it's it's good for families in terms of their schedules as well. I think that is about it. Uh yeah,
017hoping everybody has a really great school year. >> I would just add it's not just an accident waiting to happen. It happened last week and we had a Lindereo student airlifted uh uh from the accident site um in an ebike. Uh, so these are incredibly dangerous and it's something I was going to put on my list of things to ask what we're doing about on our campuses to try to get a better sense for I mean it's shocking to me. You have to have a license to drive a 45cc motorcycle that only goes 30 miles per hour, but you don't need a license for an ebike that goes 50. >> Um, so it's something I think we ought to be adding to our list about. >> We got in front of this issue before school
018started. Miss Thomas shared out a flyer with detailed information about all of the um specifics from each of the four cities. The four cities have great and clear policies relative to this to keep children safe. Um we also have had to partner with Lost Hill Chev. Uh the J team has done an excellent job on this. They stepped it up over the summer towards the start of school year. We've had them on campus uh to meet and talk and train kids up on it. that literally have deputies at the bike racks and kids show up at the schools, all secondary schools, and they're there, you know, day one to talk and say, "This is what's legal, this is what's not legal, this is, you know, what you should be doing." So, um, excellent work on
019their part, partnering with them on an education campaign. I >> I know we had a big problem with like parents on their cell phones in the car lots like at Sumac and Mariposa back in the day, and we told the sheriff and they had like ran some patrols up there. I don't know if we can get them to run some patrols on Thousand Oaks Boulevard. Um, that's where that's where the kid was hit and that's where parents have reported regularly seeing kids popping wheelies, racing up and down right in the hour after school from 2:50 to 350 um, in the stretch from basically the Lero down to the the the Ralphs. >> Miss Thomas is taking notes and is going to reach out to LD. >> Thank you very much. I want to welcome everyone
020back. Seems like we've been back for a while, but it's only been a few short weeks. And uh it does feel like it's a smooth opening, at least to I guess us or some of us. I want to also officially welcome Ben Seagull, our student board rep from Agora High School. This is your first meeting. >> Welcome. Welcome to the day. We're happy to have you. If you have any questions, reach out to Dr. Cypress or Mr. Lazar. They're h, you know, we're all here to help you. So where your voice is important to us, so we need to hear from you. Okay, you represent all the students. No pressure. >> Okay, so like Mr. Lavar said, it's back to school season, back to school night season, and I've had the um absolute pleasure to
021attend Mariposa where it was announced they were they are now a public Waldorf and Sumac and Willow. And I will tell you that it's standing room only at the schools that I've been at. and the communities that these schools have created, the parents, the food, the the camaraderie. It it's just wonderful to see the friendships and the communities that the schools um have and and how much our teachers and our principles and everybody um cares about kids. My message was simple at back to school night. It was everybody, every single person that works at a school site, works in the district office, your board, your cabinet, we want one thing. We want your children to be successful. How that looks for you and your family is is entirely up to you, but we are here
022to help your student student be successful. And if there are bumps along the way, please reach out to your teacher, your principal. We want the same thing. So, thank you and welcome back everyone. >> Uh just echo everyone's comments. A really smooth start to school. Back to school nights have gone really well and wishing everyone a successful school year. >> Thanks, Um I uh would like to echo what my uh um partners here on the day have been saying. It's um always so exciting to go to back to school nights because there's um excitement from the students and excitement from the parents and um and just to see all the different personalities of each campus that you go to and um see it unfolding and the excitement for the year to come. Um I also
023was able to go to the carnival that um the foundation put on. And I think we had nice weather for the whole weekend. Um, and it was great seeing a lot of um, foundation members there as well as other members from the community and uh, even ran into an old neighbor of mine who has a daughter who's a senior at Agora High School this year. And um, and then uh, this morning I was able to sit in and listen to Dr. Stephenowski present to the Califas um chamber ed meeting and um he pushed out a lot of very positive information about our school district um to all the chamber members and um uh Mark Maddock, the president of the foundation was there. Um, and I think Mark was able to get some resources for publishing
024the foundation through the chamber and also um trying to get new board members for the foundation and sponsors for their upcoming events. >> Great. I'll be brief. Um, this was a hard first year for us because our first one without kids elementary school and that's the fun years. The other schools don't want parents around. The kids don't want them there. The there's no there's can't do anything. So, this was a hard one for us. Um, first time in like 11 years we haven't had a kid in elementary school. Um, uh, but what was equally great about that was just the seamless transition from uh, elementary to middle school. Um, you know, I I think we're very lucky that we were in the dual language program that has that connection handoff, but I heard it from
025all of our friends. It's it I mean this I'm super jinxing this year by saying this, but it really does feel like it it has been the smoothest year I've seen in 11 years on this board with regard especially considering the huge sea change things we're taking on from a culture change perspective that it seems to have gone fairly smoothly all throughout the district. So, we'll hear about that a little bit later, but um thanks to all the staff. I know these things don't happen um by themselves. It takes a huge uh literally does take a village to get it done. Um something I did for the first time that was super fun. I encourage everyone to go do everyone goes to Friday Night Football. I encourage you to go to flag football. The the
026the the girls flag football team was awesome. Um uh it was so fun to watch at Agora High School. Um and so if you have an hour, I would encourage you to stop or even half an hour to see um what flag football has become as a sport, why it's going to be the Olympics in 24 months. you can see when you see our girls uh our young women on the field playing that this is this is not your grandfather's flag football. Um it is it is really impressive and a lot of fun to watch. So um encourage folks to get out there and do that. Uh and again thanks to the carnival folks and the foundation. It was a blast. It was hot as heck as it always is. >> Yeah. Um >> uh
027but um the kids had a blast and based on what we spent, I'm sure the carnival made a lot of money. So I I'm assuming I'm assuming the district did well >> for for >> Thank you, Mr. Lauren. Uh, all right. With that, we'll move to consent A. >> I move to approve consent A. >> Oh, actually, you know what? I'm sorry. I have comments. I have comment cards. My apologies. I'm so excited to move into consent A. It's just so much fun. >> Um, I have four speaker cards for hearings uh on items not on the agenda. Um, which means um, according to California law, we can't engage in a dialogue with you. So, you're able to come share your comments. Um, but we're required by the Brown Act just to simply say thank
028you and uh note what you've said and it'll be known in the record. Obviously, we'll take it into our future deliberations. You'll have three minutes. There'll be a buzzer at one minute left. >> Yes. >> Okay. Goes three minutes. Okay. So, it'll be on the clock there. Uh, and I'll go ahead and start with Mallalerie Reese. Thank you. Go and state your name. >> Hi. Um, my name is Mali Reese and I'm a mother of three. My oldest is a first grader at Lupin Hill Elementary and my middle child will be in TK next year. Um, I wanted to start by thanking the board for passing the off and away policy for smartphones last year. But, um, I'm here today to discuss some of my concerns about the other education technology that's being used in
029the classrooms. Um, I've seen firsthand I've taught um as a PhD candidate at UCLA how difficult it is for college age students to maintain focus in the classroom without limits placed on their technology use. This was something I was envisioning being more of a battle as my kids got further into school. But it took me by surprise last year when my daughter started kindergarten and the school supply list only had one mandatory item. It wasn't crayons or markers or scissors, but headphones for an iPad. Um, the American Academy of Pediatrics states that 5-year-olds should have less than an hour a day of total screen time that's viewed in a collaborative manner with other adults. Um, my daughter was on a device multiple times a week, sometimes daily that sealed off what she was doing from
030teachers. My husband was even a volunteer in the class. He was sometimes assigned to the iPad table where he said he couldn't even really help the children when they had difficulties because they were all using their own individual headphones. Um, I haven't seen any independently funded peer-reviewed studies and I've looked that state that edtech is a useful tool for children in this age range who are learning basic skills like reading and math. Instead, from talking to my daughter and seeing this, it appears these apps are rooted in gamification, which are the techniques and psychological tools developed to maximize screen time for teenagers and adults. Um, our family is a slow tech family. I believe technology should be introduced carefully and gradually. But when I reached out to my daughter's teacher this year, she said that
031I could not opt her out of these devices because there are district minimum amounts of time that she's required to be spending on the device. And even more concerning for me, um, my middle child, who's slated to start TK at Lupin next year, a program that is really supposed to be play-based and which research shows should be play-based will also be put on an iPad. Um, I don't know any parent who would select a preschool that is putting children on iPads. And I would honestly rather my child play, color, do any other activity than being put on this device parked on this at four years old. Um, I've seen ample reporting showing that tech executives in Silicon Valley are sending their own children to tech-like private schools with computer labs or no tech at all
032because they know these products are not beneficial at these ages when students are learning really embodied skills like handwriting and reading. I'm a big believer in public schools and I want to attend and support my neighborhood's schools, but I really believe I should have the right to opt out of these devices for my really young children who benefit most from hands-on learning, face-to-face interaction, and physical books. So, I'm just urging the district to re-evaluate the use of edtech for elementary school years and wave these minimum requirements for um small children on these devices. Thank you so much. >> I can ask clarified that only had uh headphones on their or earphones for their school supply list. What grade level was that? >> That was for kindergarten. >> And right now at Hill, the TK and
033kindergarten list is the same. There's only one mandatory item and it's just the headphones. >> Okay. Thank you, >> Mr. Klein. I was hoping you could do me a favor. So, this is kind of like the next horizon of things I think the board are looking into on on technology, right? everyone's we're tackling cell phones and then trying to look into like this is a bigger discussion. Um I would love maybe to suggest this goes to the safety and wellness committee. Um and what it would be great is if you could bring in an al miss you're on that right and yes if you could >> clarification on uh yeah >> I'd love to know >> a lot of questions >> I'd love to know about this required screen time for TK and kindergarten. I
034don't know if that's because they're taking statemandated tests but I don't know that kindergarters take any mandated tests. Do they are they required to take tests in kindergarten? So, I can't think of I don't want to have that discourse here, but I'd love to just maybe have that go to that committee. Um, it's not helpful to you, but I would tell you we do have one school that is screen free. Uh, it's Mariposa. It's where my oldest went. Uh, and you can't even have screens at home. Um, so you signed a pledge to not have screens at home Monday through Friday. Uh, so that we do have that option for those parents who really want that screen for environment, but I think we heard your concern more broadly. So, but I'd love to have that
035come to safety and wellness. Maybe get that in a Friday letter. Thanks. >> Thank you for coming. >> Thank you so much. >> Uh why don't we stick with EdTech because we have two people on this. Uh Julie Fman. I didn't see you here. I didn't have my glasses on. >> Hi, my name is Julie Fman. I'm the aunt. It's my sister. Um of an LVUSD student and two more on the way. And I'm a licensed therapist who works with local families navigating the children navigating the challenges of raising children in a techsaturated world. I also praise your decision to pass the Belltobell phone ban TK through 12th. But I'm here tonight to talk about privacy issues, safety, and cheating that's brought on by technology use and education. Just this summer, the Federal Trade Commission
036filed an amicus brief in a California case against a major edtech platform who is accused of illegally collecting and selling students data. The FDC was clear in their brief. schools can no longer act as the party giving consent for minors under 13 when it comes to the sale of their data. Also, California's AB1064 seeks to ban AI companion chat bots for minors. Common Sense Media's recent report found these tools to be quote completely unsafe for all minors end quote. With tragic stories of chat bots even contributing to teens suicides, three out of four teens have already used AI companions and half are using them regularly, including my young clients. And most parents don't have a clue what they are. I just asked at my book club. No one knew. Another major concern with AI is
037cheating. My 11-year-old son showed me just last night on his schoolisssued device the many ways his peers are using AI to cheat with. Not only can they see the answer, but the AI available to them now shows them how to show their work at the appropriate grade level. Finland and Sweden, techforward countries are pulling back, returning to mostly analog methods of teaching. Here in the US, the school district in Burke County, North Carolina, just passed a resolution stating pen and paper instruction should be the primary mode of learning, particularly for note-taking, reading comprehension, writing, and assessments. They base this on research showing that handwriting and reading from paper materials improves comprehension, memory retention, and focus compared to screens. Tech isn't banned at these schools, but it's used as a supplement. Here are some ideas for
038LBUSD from neighboring districts. Ending the onetoone device program TK through 8th. Instead, using a cart model with devices that stay at school. Two, restricting use during unstructured times like lunch, before school, and after school programs. Three, exploring a white list for the internet. Four, exploring an opt out choice for families. Five, setting screen time limits and not minimums by grade level. Six, blocking YouTube and all social media on district devices. And lastly, building a robust digital literacy program that includes these new challenges brought on by unregulated AI. I appreciate your time and attention to these very important issues for kids. Thank you. >> I'm going to make the same request, Mr. Klein. I think this is a great topic to come to safety and wellness. I think I I just read a fascinating study that
039showed that tracking brain waves uh people who are utilizing AI incorrectly and showing that AI is actually making us dumber as a species. Um and so the whole concept is teaching kids and people how to use it correctly um if at all and when to start using it. But I think anecdotally from what I'm hearing from my children, it's the wild west in our schools on how AI is being used. Um, and I think that we ought to I think that'd be a good topic for us to tackle this year as we're wrapping our arms around broader stuff. >> Yeah, I I second what Mr. Lawrence is saying. I think it'd be a very good topic for safety and wellness. I I'm hearing about kids using it all over the place and some of it
040is not good. That's all I can say. >> Great. Thank you both for coming. We appreciate it. Um, let's see. Uh, Tom Johnson on uh fund 20 retirey benefits. Actually, is that on the agenda today? >> It is. >> Yeah, it's on the agenda. >> It's on the agenda. >> I'm gonna have to make you wait. I apologize. I didn't realize you're on agenda item, so we have to have you wait till that comes up. Is that okay? Can you wait a little bit longer? I'll move that item up if I can so you don't have to wait long. I apologize for that. Um I thought that was not agendaized item. Um cafeteria health and food. Dylan Stein, are you a member of the Stein family? >> No. >> Thank you. Hi. >> How much
041do you love our cafeteria food? >> Go ahead. >> Okay. Uh, hi. My name is Dylan Stein and I'm a student at Agora High School. Um, I want to talk tonight about the food served in our cafeterias because what we eat every day affects our learning, health, and performance. A typical lunch consists of corn dogs, nuggets, cheeseburger, fries, among other items. These are highly processed, salty, and often wrapped in heated in plastic. >> This isn't just about taste. Much of our food is heated and stored in plastic, which can leech chemicals into meals. Research actually links these exposures to hormone disruption, heart disease, cancer risk, and even reproductive harm. Repeated exposure during childhood is a serious health problem. When I brought up this question of what happens when kids are still hungry at my school
042site council, the answer I got was that students who are still hungry can buy another meal or get supplemental snacks from the snack shack. These supplemental snacks consist of cookies, chips, brownies, and rice krispies among other nutritionally unacceptable items. We know better and we deserve better. The cafeteria program is funded almost entirely by the state and federal government with about $ 1.5 million for food and almost and nothing contributed from LVSD's own general budget. At first, $1.5 million a year for food sounds like a lot, but when you spread it across the entire district for a whole school year school year, it works out to roughly the cost of less than a dollar per student per day, which is pretty gross. Meanwhile, the district spends millions from its own budget on technology and equipment, raising
043the question of why student meals aren't given the same priority. I'm not asking for fivestar chefs. I'm asking the board to work with students, parents, and staff to improve both quality and quantity. If LVSD claims to prepare students for success, then our food should reflect that promise. Thank you. >> I think we can um provide some clarifying information if I can call in Dr. Gleason to maybe discuss some of the basic on nutrition. I will say for some of the things like uh cookies, pizza, whatever, there are very strict nutri nutritional requirements like they they cannot have the same salt, sugar, sodium, you know, whatever content, fat content that those same items even sometimes from the same manufacturer have. Right. >> Correct. Yeah. Anything that is salt, sugar, fats, all those things are highly regulated.
044um everything that but I I think the speaker's point uh is definitely well heard. There is new money coming in from the state for fresh fruit and vegetable programs. I know uh I know Mrs. Under Mrs. Thomas' leadership, they're looking to hire a chef um and move in the direction that the speaker is looking to move. >> We're trying to get to scratch cooking at our schools. Um, and I would just as an informative thing, um, we have, uh, new terrific leadership in the child nutrition department and you can follow LVUSD child nutrition and maybe, um, reach out to Kathy Solommani and have a conversation with her. She's terrific and about some of the you can share information. So, I think um somebody could get you her information um or you could reach out to
045her through the LBUSD child nutrition social media >> account. What is the um >> I hear this every day at home. So, uh and I've voiced it before some concerns about the food. Uh but I also understand the constraints that we're under. Uh we have to provide a free meal now to everybody versus those who need it and we have limited funds to do it. Um, right. We're still under the same state. This the feds are still fully funding us with the assumption that free meals meals is not free for everybody, not just based on income qualifications. So, >> yeah, the state budget does include funding meals for all students who request it is no longer income based or based on um paying for it. A challenge, you know, some of the challenges we have
046that we're facing um as Miss Cut Bill said, moving to scratch cooking. So, right now, much of our food is prepared centrally in AC Stell. That does limit the type of menus that you can have. Um, if you watch the um coming to no spoiler, but the next board meeting, we're going to have our facilities team do an update of all the kitchen upgrades so that we can uh start having our more local cooking at our elementary schools. >> But even ordering pizza, uh we when we call Domino's, they have to send us a special type of pizza that complies. >> I know. Why? Why are we ordering dairyfree cardboard? It's like it's this it's disgusting. I >> Well, I think there's two levels to it. One is um I'm sorry, sir, I missed your
047name. >> Dylan Stein. >> Dylan. So, Dylan brings up great points. We do have more funding. Um it has been a uh to move the menus is to move not just the um the budget and the purchasing of food but also those that prepare it and the allocation and the equipment under Miss Almani's leadership um they're definitely moving in that direction but we do have the money under the fresh fruit and vegetable program um to do more with our menus. We do have some spend down in those programs and I'm excited for what Mrs. Thomas' leadership brings. Do we have any type of like last question? Sorry. I I love one. You're very articulate. Great presentation. Well written. Thank you for coming and and speaking very confidently. It was fantastic. Um uh is there any
048type of like focus group that you would consider doing on on the on the campuses, finding out like what the students want? Uh you know, because I I think they'll tell you whether or not they don't want cookies and Oreos. They actually want I mean they want acacia bowls and things like that but uh but had those >> um be have you done that type of work? >> We have. We've done it before and I I know Mr. Salman and Mrs. Thomas would be really excited to speak to it. Um if you remember when Miss Abbott was here uh and took over the program we did a lot of food tasting as bowls. Um they're bringing in sushi uh to the menu. The challenge is taste if I'm being honest. Right. And this sol is
049a dollar per person sushi because I'm not a little worried about that. If you can't have the sushi is one of the great things about it is the salt the umami flavoring. >> So to not to have regulations against that make it tricky. >> That said there's creative options mov. >> Well yeah for the sushi too like there's certain requirements we have to have like whole grain rice that it's on and then adding like peas to it and stuff to meet the vegetable requirements that the government requires. Um so but we are looking into all of that and bringing back the sampling at the school sites. um bringing in the fresh fruits and vegetables. And as far as the plastic goes, we're preparing a lot more at our central kitchen and then it's not wrapped
050until it gets to the school site. So, it's not sitting in that. And we've changed to biodegradable um containers that they are going into. And we have a wellness committee that does meet so that we can review some of these same concerns that you have brought up. That was what I was going to ask is the wellness committee since you mentioned wellness committee. Uh I I think it would be great if we could have a student from each high school or students from a from the high school level to be able to participate so they you know they always have great ideas our high school students and I think so that Miss Thomas if you can if I'll reach out if Mr. Young Mr. Stein there my relative can um give you his contact information.
051>> Mr. Thomas is going to reach out to him. >> I understand. Um, someone mentioned that there's new money coming in this year. Um, is that the $1.5 million or is there >> not sure where you you received the 1.5 >> the adopted budget of 2025 2026? >> Yeah, I'd have to there's a it's not just fund 13, it's fund 01 that you have to look at. Um, in fund 01, which is the general fund, there's $250,000 of fresh fruit and vegetable money. Um, in terms of the per pupil expenditure, the amount that you and I I think we should be careful because we're getting into a point of dialogue, which is >> uh and I I love your advocacy too. I think you've got great points and um we can get that clarification, but
052the the number you raised of under a dollar or a dollar. Yeah, it see that that is >> but that would that's assuming every student in the district takes lunch which >> that's yeah that is assuming every student gets lunch which I wouldn't be surprised if they did. >> It's not uh that's not the participation rate. >> So um I say next steps um we'll connect the two of you take this forward. Thank you for raising it so well. Uh I'm sure we're going to have some new and improved food. The students have you to thank for it. So you can take that back and say that you're a big reason why it's coming. um be engaged. Uh because I think we we think that the I mean the eternal truth of school has been
053we all thought kept food was terrible 25 years ago. It's it's just this thing and I think we've tried very hard to make it better here. We have actual cooking programs. People are passionate about making it better. Um and if it's not working, it's helpful to get that feedback. So thank you for coming. >> Yeah, that's it. Um, we're going to go to the agenda. Uh, and we will take um consent A. >> I move consent A. Oh, that's right. >> I'll second. Okay. >> Uh, there's a motion in the second to approve consent A. Any discussion? >> Uh, yeah, I just had one question. Uh, I was interested. I saw there was new software purchased for construction, Procore, I think, and I was just interested in it. Uh, how does it improve what we
054do? I'm presuming it's to help all the measure s projects and and so on right >> yeah procore this is a renewal procore we've utilized it is a project management software the very it's an industry standard that um for construction it maps out the timeline of a project of when it's handed off from architectural design to construction it's very helpful uh for our facilities committee and also our oversight committees to share with them project scope and timeline and then also to have the same language with our architects >> I see so it's It's a renewal. It's not a new system. >> Renewal, we've been using it. Uh the board initially approved uh the utilization of it, right? When measure S was passed a couple years ago. >> Great. Thank you. >> No further questions. All
055those in favor of consent A. Student vote. >> I board. I motion passes unanimously. Consent B. Do I have a motion? >> I move consent B. >> Second. >> A second. Uh student uh no student vote board vote only. Please. All in favor board. >> I motion passes unanimously. That brings us to information item number one, um, cell phones. >> Mr. President, members of the board, I shared my comments earlier. I'll turn it over to Miss Thomas for the presentation. We also have our two principles in high school principles with us as well. >> Almost three full weeks. Uh, >> sorry, while we're pulling these last two items because they're here. Uh, and then we'll we'll come back to it. uh almost three full weeks of school um with the implementation of our connect and
056reflect at our high schools and the implementation of our off and away policy. So, we're just going to provide an update on that tonight um with some of our our data at each of the schools, some of the trends we've seen and just rollouts uh from our principles. So, we'll start on the next slide with data. Next two slides. Um so week one at Agora High School we had a total number of 35 infractions. Week 2 87 and week 3 58. Um of those the ones during class, week 112 were in class, week 28 in class and week three in class. Week two we saw uh five second infractions at Agora. Um no week three had five second infractions. No third infractions yet at Agora as of Friday. Uh moving on to Calabasas on the
057next slide. Week one there was um 50 total infractions. Week two 166 and week three 103. So week two had 19 second infractions and one/3 infraction. And week three had 23 second infractions and one/3 infraction again as of Friday. Uh, of those in class, week 1 was 18, week 2 63, and week three. And I think maybe important to note is um week one is those three days, Wednesday through Friday. Uh, week 2 5 days, week three four days with the Monday Labor Day holiday. Um, so on the next slide, the majority of the cell phones um were collected outside of class. So 499 versus 187. um majority during passing periods, lunch, nutrition, and and bathrooms. The most common reasons students were providing where they were checking a schedule. Um they anticipated maybe only a
058warning or they were connecting with a parent um was one of the highest ones. Um or like getting my ride figured out, something like that with a parent typically. um 10 second infractions so far as of last Friday at Agora, 42 at uh Calabasas and again zero um third infractions as of Friday and two third infractions at Calabasas High School. So so far the grade with the most collected is 10th grade with 165 and the least collected is 12th grade with 102. So, just to interject for the my fellow board members, one of the things we talked about in committee with this update was that there really shouldn't be a lot of warnings. We were hearing like a hey, put your phone away. It the because that won't do anything. That it should be um
059enforcement effectiveness, right? uh and that often away did not mean in the back pocket because it's very easy to to do things quickly. So the request out of committee was that we clarify that um those two things. Sorry, continue on. >> Well, no, that's great. Thank you. I appreciate that and and I agree. I mean, not to give secrets away, but many teachers start the year with stricter rules because it's harder to unwind to go on, >> you know. Um, so I absolutely thank you for doing that. That's great. And thank you to our principles. >> Do you want us to wait for questions or ask us we're moving along? >> Do you want more? >> Either way, I will say we we do have more slides and so and the principles will go over
060some of those um nuances. Um really after day one and especially out on campus, there weren't any warnings. it was collected and for the most part that was um implemented in the the classroom and as um principles and administrators got into the classrooms if they were noticing that it wasn't something um you know they worked individually and specifically with those teachers that it's not a warning it it it follows this pathway. >> Why do you or you guys think I mean I think we're fairly homogeneous on both sides of our district. students are fairly same background socio economic. Um why are you catching twice and I don't think you have twice as many students doing it. I think you're catching twice as many. Um why do you think your enforcement measures are catching it more
061than perhaps at Agora? >> I actually think it's more of a the physical layout of the school situation. At lunchtime, all of our kids are in two spots. >> Everything funnels into two bowls in the lower and upper quad where Agora has a much larger campus to look at. >> So, I really do think that's probably the reason. So, three people can see so many kids at our school where on their school there's just buildings everywhere and kids have to admin would have to be moving a lot more to be able to catch what we can see. >> Understood. >> That's really insightful. Thank you. >> Yeah. And as cabinet while we were on campus, we noticed that too. Just the footprint of walking around um was much shorter at Calabasas. So that leads me
062to sorry a question um just exploring out loud just a thought when we have uh when the district has hired um or done um I'm not trying to say you know ratios of of um aids you know yard aids and things like that we take into consideration the campuses like chaparel is on three levels so you may you might not have the same or you might have more campus supervisors than you would at let's say B laurel because of the layout. >> So it begs the question what you just said Mr. Woodkkey is does Agorah High need more campus supervisors? >> He's gonna nod yes principles always supervisors but >> I know >> so because my end question >> that's a good question we we because we do it for a number of students do
063and we do take into account layout of of >> so I would like to think about that if this if this trend continues that Mr. Lawrence raised um Miss Thomas, I think that is something that um that if the board agrees that we would like you to think about as you you know move forward with with this um because my end question, my last question not now is going to be what supports do you need from us to you know make sure that this is successful because this is the best thing for for kids for students and their academics and their mental health. So we want it to be successful. >> We'll let you finish your slides. Sorry. >> Yeah. Thank you. >> Okay. I think we'll continue to look at the trends and it'll
064be an ongoing discussion in safety and wellness, too. So, that's a a good thing to consider. >> Um, okay. And then, um, uh, just some updates on the the rollout. So, we did have, uh, we do have additional staff supporting at both of the high schools. There's three secural team members added at the high schools through the end of October. Um, we completed tra training with them and we have ongoing communications. Um what we noticed we really had to work on improvements with student interactions because they're not necessarily um educators. Um they are law enforcement and so working with them on how to um engage with students and keeping what's important to us a very positive culture on campus. Um we really wanted to focus on the students you know connecting with each other. Um
065and so making sure we are having consistent practices across the campuses with like not getting into that power struggle and just moving to you know an area and having admin to come support you if you need that so we can keep a positive culture on campus and making sure we were aligning those protocols. >> Okay. >> And then on the next slide um what's working. So Bennett and Garrett if you guys want to maybe take over this a little bit. >> Yeah. Thank you. Uh Mr. President, members of the board, thanks for having us today to talk about the roll out of the of the new cell phone policy. Um, at Agora, I do think it's going well and students and teachers and staff are on boarding uh quite nicely so far throughout the year.
066Um, during the first week of school, uh, we recognized an issue with students accessing schedules. Um, muscle memory is accessing the Aries app um on your phone as a student. And so with that, we shifted quickly to print schedules for students, remind them they can access schedules via their laptop um to get to class. And and so that the first day um that was one of our uh concerns and something we addressed um the next day. So going into next year, um we'll get ahead of that and make sure we have printed schedules available to students and also reminding them they can either write it down the day before uh the first day of school or print them from home as well. Um one of the other challenges was we use fivear the app for
067students to check off of campus last year um during uh the off-campus lunch pass. And so for some students muscle memory occurred again when leaving campus at lunch. We had addressed that really quickly as well and now students are doing a great job using their physical student IDs that has the barcode so we can scan students that way from campus. Uh connect >> if students forget their IDs, you have a printer nearby where they can literally print out the ID and the barcode which is a five fivestar system. >> Correct. If students forget their physical ID in the attendance office that we can print their schedule with the barcode to confirm that they're able to leave campus at that time. Um, connect and reflect is going really well. Uh, the the unstructured times, nutrition and
068lunch is really administratively the heavy lift and working with campus supervisors and our admin team uh to enforce the policy but also provide meaningful activities for kids. You see the pictures and if you do come visit us at at lunch, love to show you around. Kids are doing a great job. And in talking with a teacher today, they shared the lunch period's loud now. and she said that in a positive way. Um students connecting, talking and and really enjoying the lunch period and each other. And so a lot of organized activities are going on. The gym is open. The media center is open. Every lunch period the ping pong tables are used throughout the entire lunch period. >> I have a question for you about that. I had a little focus group this weekend of
069middle school and high school kids as we do every weekend. Uh um and um they all had the same feedback for middle schools and high schools and they said they would love it if the pingpong stuff was organized like if you had a bracket tournament or something because it's kind of like first come first serve squats on it and that's it and it's done for the lunch. But if there was like an organized competitive bracket it could be more fun engaging. So I don't know if we have the staff time to do that or >> we're going to work on that actually and provide kind of tournaments on certain days of the week. Okay, for all the games that we're providing. So we're working with student council on that as well, right? Um, but that
070is something we talked about kind of offering >> tournaments and I hear you. Some some folks may be kind of taking over the ping pong table and that's it. >> Um, so thank you for that feedback. We can definitely work on that. >> What ping pong tables do you each have? >> We have three. We still are putting together one more that's going to go in our cafeteria space. Cafeteria spaces. >> I was going to say look. Yeah. Yeah. These things are not expensive. Dr. Gleason. Um, >> and the the c our cafeteria space is You know, it's also expensive that also that expensive, Mr. Klein, is air conditioning. Could we turn the air conditioning back on in here because it is really hot. >> That's really expensive, by the way. >> We have we
071have two ping pong tables out right now. One of them is in our athletics center that we've had since last year. >> They're playing indoors and then we have another one out right now. >> But we also have a papa shot, which is that sideby-side arcade basketball game where there's actually more kids lining up for that than ping pong at our site. Uh, but we have two more ping pong tables ready to go in case this one falters or when when it gets too busy, we'll we'll be able to roll them out. >> And and I think for us, we're also trying to provide a lot of different opportunities. Um, and so we kind of opened that up this week as well from a crocheting class at lunch, uh, which kicked off. We have a
072guitar class, um, jam sessions with our music teacher every day at lunch. >> That's cool. >> Gyms open for basketball. uh and we're providing more of those opportunities. We're onboarding some art teachers at lunch to provide some activities that are different from the regular class. Um so we did did roll out the menu of items. You'll see that um on another slide. Um and when we do contact parents, just so you're aware, for let's say it's a second offense and the parent has to come pick up the phone, we receive mostly positive feedback. Um one parent even shared it was on a Friday. why don't you keep it for the weekend? Um so, >> okay, >> that that support is is nice as well. >> We've heard that a few times. We can keep the
073phone for a few weeks. >> Um so that's tempting. Uh we actually have stroke deals with parents in advance to them getting to number three. The parents have said, "My kid's going to turn it in anyway before they get there." So, so that's been really great. Um, anecdotally yesterday when Dan was visiting and beating Mikey at at um, Hornhole, I was looking around and I'm like, where are all the kids? Like, it just felt super empty. And then I went in the gym and they were all in there and they were playing soccer and they were playing basketball. There was a huge circle of like 20 kids just hitting a volleyball back and forth. It's more than one time I've had kids walk up and suggest other things that we can purchase, which we're going
074to do. One kid wanted air hockey, so we're going to get air hockey. We have >> That's great. Bring it to facilities committee. >> Yes. So >> no, just get it done. Don't bring it to committee. Just buy them. >> Yeah. >> Well, I don't mind actually putting you on the spot then. It's your first meeting. But there's no wrong answers here. I good, bad. I The value of our student board members is the honest feedback we get. So if you can tell me, I would love to if you can share with all of us your observations of how you think it's going, what's not working. Uh, I mean, I think we're doing an awesome job. And I'll tell you this, um, I'm off for lunch because I'm an upper classman, so that's a lot
075of the time that's what I'm doing. Um, but I think Agora also already had that culture of, um, I used to play basketball with my friends a lot in the gym beforehand. So, we already kind of had that culture and I'm seeing kids now engaging in all the activities we're doing and knowing that we could also we can put out more, right? I mean, we can cater to different students and I like, you know, right, we have that art stuff going on. So, I think, yeah, just keep doing that. We're doing well. >> Would you say without you don't have to put your individual teachers on the spot, but what your experience or heard is it consistently policed in the classrooms by teachers making sure that if they having a no cell phone policy is
076>> referencing the phone. Um yeah, I would say so. It's decently um policed in all my classes. Um I don't think there's anything else I can tell you. It's pretty Yeah, it's pretty consistent. You know what I find interesting that you know somebody that's been doing this for a long time my children are grown but I I come out at your schools every year and I never thought about this until I went to Lindera and as we were talking about and beginning to order this got the district or the sites were beginning to order ping pong tables is uh Mr. Anhol said to me is that you know parents come here on tours right and they go to your schools on tours and especially going to middle school but this is now also at high
077school is you know you're coming from elementary school where at lunch there is things to do at elementary school then they go to middle school and there was nothing to do and they were looking for that and if I can be so honest is they were you know as shopping between media creek and park who apparently has lots of stuff that was really um he said eye opening that that was a lot of parent questions and concerns. So, having all this stuff, I'm excited. I can't wait to come out and see it. I I I will have Maria schedule a visit soon because I really want to be there and see this. And um it's it's just so exciting to see kids engaged and talking to each other and eye contact and playing. >> I
078want to make sure Oh, sorry. I was just going to say our CHS rep, Leighton, if you have anything you want to add, feel free to come. You don't have to. >> You don't have to if you >> but you know up to you. >> No, you can come up come up with >> hang with the principles >> and uh one of the things that um Mrs. Cut Bill and I have sit on uh safety and wellness and one of the things that they brought up was a a first world problem and and um is that students tended to have all of their IDs and everything attached to their phone because they knew they always had their phone with them. So now they need to separate the two. >> And so and I I will
079say that up >> to address that really quickly um we are ordering wristlets for students so they can hold their ID that way. A lot of students mentioned they'd probably have it with their keys for our students that are leaving cabinets at lunch and yes, they put it in their phone case because that was just they they knew they'd have their phone with them every day. >> Sorry, Leighton, did you have anything you wanted to love to hear from you? >> Um, I just wanted to say I've heard positive feedback about the cell phone policy at Calabasas. There are some people that dislike it, but I think it's just like a getting used to it thing. Um, when I leave campus for lunch, I see a lot of kids, as you guys mentioned, at the
080ping pong table, which is really nice, and I see them on like the yard. Um, the only thing that's like a big concern for me is, uh, if you get your phone taken right before lunch and like you don't have it when you're driving, how should we handle that safety issue? Because my that happened to my friend and um, it's not exactly comfortable to be driving or be going off campus without your phone. And I guess the best solution would be not to go off campus, but I don't know. >> Don't you don't you lose off-campus privileges if you are violating campus policies? >> First infraction, >> not in fraction. No. Okay. >> I thought it was further. >> Okay. >> That's a good point. I mean, yeah. I mean, if if she has a
081Tesla, she can't drive her car without her phone. So, uh, >> also like if a parent has to come pick it up, like at the end of the day, I don't know. I just see it as like a safety issue. That's my only thing. That's interesting. Just like what are you going to do if you get it in an accident? Um and it seems like with all the traffic um at the schools, it just seems like a safety issue, but other than that, I've heard positive feedback. That's really my only concern. >> Thank you. There's always things we don't think about. So, I appreciate that. >> Do you have a more slides you want to whip through? >> That's a great concern to share. >> It's very important. >> Yeah. So, we we did have
082some areas of growth. Um we noticed after the long weekend um that um there was more collections. Um so just being able to be proactive and more mindful that if there's like longer breaks that we'll have to communicate um more frequently. Remember we're coming back. We have the off and away. Um and just reminding so that you know hopefully that decreases the increase of cell phones out. I >> I think it's important here to send a message to the two of you. Uh maybe I'll speak for myself but the board can chime in. When I see 160 confiscations, I don't think you guys are failing at a at Calabas High School. I think yes, you're doing what you're supposed to be doing. When I see two confiscations, I know you're not looking hard enough. Uh
083because I have a teenager who's stick to a phone. And I know how often at dinner I'm having to pull that goddamn device out of her hand. Uh so, pardon my French, but I mean it's that's it's it's that addicting. These things are terrible. So, I I know that our kids aren't going to all of a sudden come to school, >> new human beings, and no longer want their cell phones. >> It's changing habits. >> It is. So, but knowing that this is constantly there for them is what's going to bring that change about. >> Um, so I I I I hope you don't feel like that we're looking at the sheets saying, "Oh my gosh, they had 70 phones confiscated today. They're not doing their job." Like, it's the exact opposite. we're looking at
084that saying, "Yes, that is the enforcement we need to >> to get the other 2,000 kids or 1600 kids on campus to know that I have to break that cycle." >> Oh, I we appreciate hearing that. And to echo what Dan said earlier, um we're seeing less fewer and fewer phones, so we know it's working. They know that we're watching. They know that we're serious and it's going to they will be losing their phone if it's out. And we legitimately aren't seeing it because they're engaged in something completely better right now. I just wanted to mention uh you know I visited Agura uh and Mr. Leisto very kindly showed me around Dr. gone and I also kind of went undercover checking out what was going on and uh you know a couple things >> you
085went 21 Drum Street style the >> I got to say it was kind of fun but um a couple things you know first of all for a board to make a policy is one thing the implementation of it and what it requires pragmatically is a different thing and everything that has happened at a district level but also at your individual schools the principles have had to do and the pragmatic changes and the small changes to to daily routines that have had to occur because of this. I understand it's been a lot and uh I'm very very grateful for it. Uh I know you've you've worked really hard to make these changes. Uh that said, I have to say I left Agura with joy in my heart. I felt deeply inspired. I felt bullish about the
086future and all I could think about was wow we are making such an incredibly positive difference uh to the lives of all these kids at our high schools. You know it's not just the 40 minutes at lunch it's the 40 minutes at lunch every day for four years at school. >> Uh and what I saw I saw a lot of kids that I'd known since elementary from from a writ uh who were ninth graders at AHS. I recognized a bunch of them and they were sitting on the grass. They were chatting to their friends. They were joking around. They were laughing. So many were playing games. You talked about loud. Uh I went into the media center. It was rockus in there and I loved it. Uh it's what I just feel like we giving
087so much to the kids. So all of this hard work is is definitely you know worth something. Uh and a new study was reported recently in the economist uh the first broadranging study on on cell phones uh and the effects on academic success. And uh you know it's often the kids who struggling to meet grade level that are actually helped the most by these type of policies. And the other really interesting tidbit I saw in that study is that after 6 months the largest group of students were those who were saying that a bellto bell ban uh on phones off and away was the best solution. So I understand it's been an adjustment for students as well. Uh I've heard a lot of you know individual complaints here and there. There's trade-offs when you make
088a new policy. >> Um, but I'm I'm really really confident that um the majority of our students are really going to be behind this in six months. Uh, but I'm I just feel so positive about what we've done and just thank you to everyone for for implementing it and uh I know it's going to be a big success. >> I know that just anecdotally from the back to school lunch I went to there was loud applause uh from the parents middle school and high school. We'll see what the freshman parents do tomorrow. Uh but uh there was so I think this being more and I think the way you guys have handled it has been wellreceived as well. You have a couple more slides. >> Yeah. And so both sites have gotten used to making
089sure that you know learning connect and reflect spaces are set up and making sure there's a plan in place if there's the you know short staff for some reason. If administrators are out and about doing other things making sure there's a plan to have it set up because they are so popular. Um and then continued communications and reminders to staff during class time. uh particularly I think maybe with newer staff who you know maybe thought they might get empower struggles and just empowering them that this is the policy and it needs to be consistent across classes. Um so that's one of the areas of growth. Um again I won't spend too much time on this there. It's been great the connect and reflect spaces. There's just so much. But I think um what's important to
090note is that they're seeking student input um to continue to build um and then opening up even more activities in the classroom with designated teachers so that we can continue to grow spaces for students to go and connect with each other during lunch. This is just a sample of what Agora has already put out for September of um activities that students can do um during lunchtime. um it is linked on that slide, but essentially um you could see almost every day has something that students so they know ahead of time where they can go. Um which is helpful because some of the things we heard when we were on campus was students saying, "Well, I can't text my friends to find out where they are during lunch." But you could in the morning say, "Hey,
091I'm going over to the wellness event in room whatever. See you there." Right. Well, as Miss Cutill said, it's changing habits. >> Yeah. And you know, kudos to you and your team and your entitle and your entire teachers and staff because this this represents the level of commitment that your teachers have that they're taking lunch and that they're offering, you know, places for students. So, please share our appreciation with them that we really appreciate their commitment to this >> and and I would hope if you guys come up with new ideas that require funds, you would come to us if you don't have access to them because I think as we've said, yeah, go to Ryan. If he says no, come to us. Uh because I think that we to Miss Lazar's point, we passed
092the policy, right? >> You're implementing it. If there are things that we haven't anticipated that are working, >> we do want to provide activities and and you know to uh lightens uh Miss Westerberg's point of view if if things need to be tweaked, safety, anything like that. I mean this is three weeks into this and you know you you are just doing amazing. You're killing it. It's just amazing what is going on at the school sites in such a short period of time. Thank you. >> Anything else? >> Yes, we're getting there. So, we we talked about next steps. Um, continuing just that social media output, parent square weekly letters, announcements. I just we found that the communications, especially when they're proactive, have made a difference. Um, making sure we have the equipment purchase built,
093set up, ready for each day. Um, calendar of events is something they're going to continue to work on to put out there and just adding those classroom activities. And then just a few things from students. Um, like we said, it is that muscle memory. it is breaking a habit. Um and um Dr. Scott and I went out to the high schools and we interviewed a bunch of students. These are just some of the things they were saying, but students are noticing that they're more focused on their schoolwork during the classroom. Um they had said when I'm engaged in the classroom, I don't even think about my phone. Um and I also see that my friends and I are engaged more with each other at nutrition and lunch. Um they did they were saying about how
094it was difficult to find their friends at lunch or communicate with their parents or I want to be able to check my schedule or text my mom. But even when we interviewed those kids, they acknowledged that um they just didn't know other ways before. So it's about thinking through what are the other ways and how you can do that, you know? So I I guess I learned I have to go to the attendance office or I guess I learned I have to make a plan in the morning of what I'm going to do. Um and so they're just figuring out those things. Um but with all of the the you know proactive measures put in place and learning as we go along um and getting the student input I just think it has been um
095really successful and I agree with Alan. It's it's a great feeling to go on a high school campus and see kids engaging with each other. Thank you. I have a couple more things. One is Dr. Anderson and I were at Mariposa, our notet school for um back to school night and they're doing some incredible things that I don't know if you're aware of um uh Miss Dan Vanport and Dr. Scott and Miss Thomas um that you may want to learn from them. One is they're doing a landline club which I thought was just the cutest thing ever where they're encouraging parents to get landlines and like they had a picture of elementary kids. So, you know, think about in that vein where they're teaching them, you know, how phone etiquette, how to, you know, instead
096of texting, they have to call, teaching them how to order a pizza instead of ordering it online. So, you know, these are wonderful life lessons. Um they also have a mindful tech committee at the school, which I thought was interesting. And the last thing I want to leave with you is they're doing a parent ed um night on a they're screening um an award-winning documentary called Screenagers. You can get it at screenagersmov.com and I know that um Tina Johnson has looked into it before for parented. Um, but if you want to speak to Leslie Martinez, the principal, and find out everything about it, there is a movie for elementary students, I saw on it, and for older students, but it might be something for the school, the district to put on. And um it's it's
097focus, it challenges families um to face, you know, what or it it addresses the challenges families face in this digital age. kids stress, anxiety, depression, social media, and it gives teens skills to deal with their emotions around all this. So, I thought that was something interesting to that you might want to look into. >> It's fun being at the new tech school. >> Well, thank you for all that you guys do. We appreciate um very very important. >> Um if you guys will uh I'm gonna swap things because a difference to our retiree who's here. What I'm going to do is if you're okay with it, I'm going to move to item three just for his public comment and then we'll go back to close out the second the last information. >> We have to
098deal with that item. >> We don't have to. We can table it, come back to it. So, we can go to it, let him speak, table it, then come back to it. So, we have to wait another half an hour if that's right with you guys. Yeah. So, I don't want to keep you waiting. I appreciate you coming down. So, with that, um I'm going to move to item number three, action item approval resolution 9-25, establishing fund 20, special reserve for retirey benefits. We have uh public comment. will take uh Tom Johnson. Uh go ahead, sir. You have three minutes. >> Thank you very much, especially for >> Yeah, I I I should have thought of that sooner. I'm sorry I didn't interact. >> Um this is the first time in well over a dozen
099years that I've stood at this podium. Uh I only see one or two faces I recognize. So, by way of introduction, I am a past teacher. I spent 36 years teaching in this district. uh 10 years at Linder Middle School, 11 years at Agora High School, and 15 years at Calabasas High School. I also sat on the negotiating team once or twice. And so I have a little bit of background and sensitivity to negotiations. And that's why I'm here to speak about the uh fund 20 for retirement benefits. Um the decision to leave Kalpers, I'm sure, was not an easy one. At least I hope it wasn't. Um, it's creating a lot of a lot of stress and a lot of anxiety. Um, excuse me, but I I wasn't at the table, so I don't
100know all the different considerations that were talked about and how they were weighed, but I can tell you that the impact on retirees of this decision was tremendous, very, very significant. It's basically a loss of lifetime medical coverage. The effect of that has been very sub substantial. U in place of this the board is proposing I take it though from the letters that we received is a limited cash amount for six years. Now that's going to affect different retirees in different ways but just as one example I'm 76 years old. When I talked to my financial planner he says you better plan for living till you're 90. And I'm looking at this and saying, "Okay, but these benefits run out when I'm 82." And so I've got to think about going back on the market
101and when I go and get out insurance for myself as an individual, I know what the premiums are going to be. They're going to be skyhigh compared to the group premiums that Kalpers was getting. Also, I haven't found anything in the language of the what's been handed to us from the district uh whether spouses are covered. Under Calur, my wife is covered, but I don't know if that's going to be the case. The uh solution that has been proposed also strikes me as a little bit of an empty promise because when I read this, there's no guarantee or no language in the contract that protects this. And what I mean by that is the way it looks like it's worded, this board or a later board could go back and change anything just by a
102board decision. And at that it doesn't leave me feeling very comfortable. It doesn't leave most retirees feeling very comfortable. Honestly, it kind of feels like we were the lowest rung on the totem pole and we've simply become an afterthought. One other thing I'd like to address is the process, how this was handled. And I think there was a significant oversight and an opportunity missed. If teachers and and the retirees had been invited to at least participate in the discussion, that would have created, I think, a much much better result. uh teachers wouldn't have had a vote obviously because they're not currently and and I understand the district and LVEA both would say wait a minute current employees are the ones we have to respect and we're working for them not the retirees but that doesn't
103mean you have to ignore the benefit that the retirees have provided to this district I mean it was this district's reputation and for good teaching was built on the service of those employees that are now retired Time's just about up. I'll let you wrap up. Go ahead. >> Yeah. Yeah. I I I urge the board to strongly reconsider this proposal and to figure out a way that was much more Well, you're trying to show the retirees that you value their services and you respect what they have done for you. The package that's offered doesn't do that. Thank you very much for the time and for listening and my thoughts. Thank you. Um um do you want to clarify anything there or do you wanna Nope. >> Yeah. >> Uh yes, we can discuss this because
104it's on the agenda. So one thing I'd like to know, Dr. Galisson, is um so a future board can um terminate this, change this. I don't think so. It's in the con it's in the contract with LVA. So, uh, what's important to know is that this was never in the contract. Uh, this was always a requirement of Cal. >> Calh has what's called the Public Employee Medical Care Health Act, EMA, which requires and stipulates that a minimum contribution to retirees must be made. >> Um, in our uh first first off, this is not to disregard the what the speaker is saying or their service. is just to share perspective and context in the open enrollment packets every year. The uh health benefits um that information that went out to our retirees had shared that if
105ever we were to leave Kalpers we um that that benefit would go away. Uh to the intent of what the speaker had shared, we didn't feel right about just eliminating that overnight. And that's the recommendation for six years carrying not only the uh fiscal and and take this word in the spirit of which I intended burden of carrying and trying to meet two masters is really challenging the the hard uh and sir I know you've you mentioned being at the negotiating table and I appreciate you recognizing how hard these decisions are. Um the unsustainable challenge that we were facing was uh that the uh our our population is aging to where our OPED liability was getting to a 2 to3 million o uh annual payo payment over time. But as importantly, our current employees were
106subsidizing um the uh co our our growing retiree pool in a way that was not sustainable for their um day-to-day paychecks. Uh and the calculus that was made was that in a uh for the post 65 employees who are Medicare eligible, Kalpers provided a supplement and you're absolutely right, it provided access to the pool. that was probably the greatest advantage. Unfortunately, we can't offer that through a base skip, but in in determining the best for all and really looking at the future of the district um and where we are headed on an uh from a demographic level as well as the cost of health benefits. This was the calculus that was made. So, but I do think that the last thing I'll say is um the decision to continue to fund for six years was
107an obligation that the district did not have, but chose to out of good faith to the retirees. So, um, delighted to have you stay for the discussion. If you like when it comes up in a little bit, but if you'd like to stay for when we actually discuss this item a little bit, you can. I'm going to revert back to our previous item. We will hit this item in probably 20 to 30 minutes if you want if you want to stay for it. So, you hear the discourse, but I want to have you I don't want to make you wait if you did want to wait for the chance to talk, but I want to get back to our other folks if we could. >> Thank you very much. >> Um, so I'm going to
108table this item and move back to information item number two so that our principles can speak and then uh we can go back to our action item. >> Thank you. Mr. President, members of the board, uh, next info item up is academic performance data review. Um, we appreciate the board's focus on this. We're excited to be rolling up our sleeves working on the data as well. The data is not finalized. It won't be finalized by the state. Um, until early Novemberish, I think November 13 or so. Uh, but Dr. Anderson has put together a spreadsheet to analyze it and bring this forward for the board. Um, positives in there, uh, concerns in there. We're looking at two years of growth in math, which is very exciting. Um, a testament to our two directors, elementary and
109secondary, over there, concerns with how the high schools have fared this last year. Um, Dr. Anderson, >> thank you, Dr. Steinowski, and thank you for allowing us to work. I mean, in my world, the main focus of everything we're doing is student achievement. And this is not the sole measure of student achievement, but definitely an important one. And I want to thank Dr. Scott and Miss Davenport for their work in helping to put this together for us um today. So, as Dr. Steinoski said, this data we have raw data scores that have been provided. We're able to download them. The state will not release the dashboard until November. So, they're going through and making different calculations. So, this is our best estimate predictions that we are making. Um as we're going through and kind of
110to keep it consistent, I used the same methodology and did it for the previous years as well. So that way the growth if there's a little bit of an error it'll show it in all the years but it's only going to be plus or minus about one point if there's a little bit of a difference as we go through. The first um way we're going to look at it, this is the way that generally the data has been presented and how it's commonly presented is you have these different standard levels um standards exceeded, standards met um that we are looking at. And so if you're this is the 2025 data. So if you're looking at English, you know, we're at just over 67% 67.69% of our students are meeting standard, which is a decline of
111almost about 2% from the previous year. If you're looking at math, uh, we're just under 60%. So 59.85%, which is an increase of a percentage point from last year. Science, and I'm going to go through each of these, dig into them, um, in just a moment, a little bit more. We're at 44, just under 45%, 44.76%, which is a little decline from the previous year. There are some caveats to science. Um, and I'll talk about those as I get to the science section of it. But as we've looked at it this way, I want to shift the way I share the data. So it's a little bit different. And so I'm going to if I lose you, stop me and tell me to back up and um I will do it. So when we look
112at this, there's big um when students take the test, they get a scale score and then for each grade level, a score is determined. That's the meat level score. So let's say like 20, you get 2,200 points, then it means you met the standard. It's different for each grade level. And then those spans sometimes are as much as a hundred points between each of those grade level uh bands. So between getting to standards met or standards exceeded, it's a 100 point difference. So when we look at it this way, we only see a change if a kid crosses a band. I'm going to look at it where we're going to take the average score from the distance from the standard. And what it allows us to do is to dig in deeper. So if students
113are moving within the bands, we can narrow in on that growth a little bit more. and it helps if his students are very low and moving up um that we're still seeing their growth even though they're not crossing a band. So I think it gives us a little bit more accurate way to look at it and it is also the way that the dashboard presents the data for our accountability measures. So it is good for us to be looking at it this way because this is how we're being held accountable to the state. >> You also see the opposite of that. You'll see people within the band moving down that we might not capture as decreasing. >> Yes, the converse is also true. Um thank you. So the first way to look to look at
114it and I'm going to go through. So this is an overall for all three. Then I'm going to take it and I'm going to go into by grade level and by school um for English, math and science. But to give us the understanding. So we take the grade level. That's the big green arrow right down the middle. That's the grade level standard. So you could see in English what it that 38.2 does not mean 38.2% of our kids are above grade level. But the average score is 38.2 points above the grade level score. Um, and similar to what I just said, it slowly went up in 2024. That was 43% or 43 points and then it dipped down this year. So, we went down by 38.2 points um at grade level. You're seeing that growth
115in math where in 2022 we were below grade level standards um and then we've moved up to 16.4 points above grade level standards. And you can see signs remaining a little bit flat and just below grade level standards. So our students are scoring on average 3.4 points below grade level standards. Um and so as we break it down the grade level line that's you know zero that's if we met it we're at zero. Anything is points above and things are points below. >> How far back does your data go >> to 2022? >> That's it. >> Well I stopped there on purpose because then we took a break in testing because of COVID and so it's just easier that was a good place to pick back up. Just interesting for us to be able to
116see the pre-COVID baseline. Ah >> because we know 2022 was the lost year. These are the kids who are coming in who basically the year before education was not what it was. Um so you're going to expect to have a lower uh baseline with which to start from. It's interesting for us to be able to see in the year before COVID were we above where we are today. Have we now come back to CO? Are we above are we above pre-COVID levels? So you want to look you want to look from 2019 spring 2019 testing. >> I I just like to know and just for future anecdotally >> I'd like to know like where was the baseline precoid >> we want you to dig into more data more. Yeah. >> It's okay because you're asking
117about student achievement which is our most important focus. So it's all good. Um so we could look at that. Uh the test did change in 2021. Um the state made a change to the test so you still can compare it but it is a little bit different. So 2022 is a good fresh start, but I value what you're saying and I could uh get that data and bring it forth again too. >> Um, >> so this has a lot. So I'm gonna I'm going to show you this and then I'm going to break apart this slide into different slides. So don't feel overwhelmed when you're looking at it. >> Okay. >> The top slide >> too late. >> The top is actually the LVUSD scores and then the bottom is the state averages. Now because
118we the state has not released 2025 data. I don't have state averages for the state. Nor can I compare us to other districts because it's not released yet. I only have access to our own data. So, but the reason why I want to show you the state averages is because it tells you kind of where they should be performing. So, if you'll see at the top of the state average is a flat purple line. That's 11th grade. The way the test is set up, 11th graders should be performing higher than all the other grade levels. That's expected. That's the difference. If you look up at ours, you'll see that 11th grade was not the highest and then it took um a dip this year and was our lowest performing. So the only the difference in
11911th grade is just about 20 points between the state. Yes, it's higher, but it's not as high as our other ones. >> But this is our nose dive. >> This is our ongoing problem with 11th grade. 11th grade is is generally accepted to be the busiest year and kids know these tests are not directly tied to their their future right so they put their energy and efforts into AP IV other things so in fact we have kids who you know don't even >> take it so we try to get everyone to take it but I can remember a few years ago when we lobbied um in Sacramento hard to please don't test 11th grade for very good reason. Um and so for me I always take 11th grade results with a 5B bag of salt
120because it is such a a problematic year to even test. Right. >> Well, and Miss Cup is 100% correct. And one of the main reasons we lobbyed for earlier testing was assessment data in ninth grade. Yeah. You've got then you're dealing with data on seniors. So assessment data for 9th or 10th grade gives you three or two years, you know, of runway to make, you know, corrections. And of course, for high performing districts, junior year is a high stakes year as you're prepping for, you know, your next step in life. >> Yes. No, thank you. And we'll address that as we get to the high school um portion as well. >> And again, as we're looking at the gold line is fifth grades. You can see that's our highest performing grade. If you go down
121the state averages, fifth grade should be performing the highest. the test is written that way that they would be a little bit higher. So, I mean, yes, they're doing great, but also though in our case, the fifth graders are 67 points above the grade level standard and we're usually about 55 points. So, we're even outperforming. So, I think great job to our fifth grade teachers, our um fifth grade families that our gap in fifth grade is the largest between all the grades. Um, and then you'll see third grade should be performing the lowest. Our third graders are the ones that are the lowest. So, it's not of big concern that they're scoring a little bit lower to begin with because that's happening statewide. Um, the teal line that kind of starts low and bounces up,
122that's eighth grade. Um, so we see this eighth grade seen big growth in the last two years and we want to commend the eighth grade teams for seeing that growth. But I want to narrow in now in just the elementary schools. So, I'm going to present this slide two different times. the first one, the y-axis, the vertical axis, down to negative 80 points up to 80 points. So these are all the schools. I'm going to zoom in so we can see them a little bit closer. But the reason I wanted to show it like this, when the state creates a dashboard, they give us colors. So blue being the best, and then green, then yellow, then orange, and then red. If you're in orange and red, that's when you get um differentiated assistance from the
123state um etc. So we want to stay above that. So this is the color breakdowns when they're going to assign it. So very low is you're down below, you know, the 70 threshold. Um the low and I say you're a low performing school if you're negative 10 down to that, you know, negative or negative five negative 5 to 10 that's the medium and then 10 to 45 that's high and then 45 to 80 above that's very high. So I wanted to give if you're looking at that threshold, we don't want to get lost that our schools are performing very well. They're generally all up in the very high and the high area where we would expect them to be. So, but it's a lot. Um, so I wanted to just narrow in the graph. So,
124I cut off the bottom part without the low performing because that's not where we are and just start at the negative 10. If you're looking at these scores, you'll see Bay Laurel, which is the blue line, had big growth this year. The biggest growth is Lupin um which is the gold line which went from one of the lower performing to now our highest performing school in the district. >> Yeah. And I noticed that on math as well. It was kind of extraordinary. >> It well spoiler alert but you got um Yes. >> Sorry. >> It is a math. Um >> so so can I ask a question because th this really excites me when you look at that and you look at blue. This is a really good way to look at And so my
125um question just that I have to ask is how can how can other schools learn like what's their secret? What's the secret sauce that maybe they can share with other schools? >> Yeah. So the first >> and aren't we doing that talking to each other? >> So it's a great question. The first one I want to caution is let's celebrate loop and their staff, their students. Um but it's one year and so we want to make sure is it sustainable growth um as they're doing because you can see white oak is also doing very well then you know dipped a little bit um but you know the loop and staff I don't think they're doing anything revolutionary or or secretive it's really a focus on data and data conversations and our principles are very collaborative
126and bringing it together and so Dr. Dr. Marzuk definitely has a strong instructional focus and the teachers are very committed to raising all students. What I was going to point out um and not I don't want to highlight that the Loopa ones aren't implied that if your school didn't improve you're not they all are. But when I talked about why we changed the way we look at it the between White Oak and Lupin White Oak actually has more percentage of students that are performing at grade level than Lupin. The reason Lupin's mean went up higher is their ability to move up the low performing students. So they really moved up all students um and didn't just focus on the ones that were at the bands and you really saw their low performing numbers really reduce
127and that raised their mean and so that's how they're able to that's why their mean went up so high is they took out low numbers this >> right. I was going to say and don't you get your most bang for your buck on these numbers if you can move those lower ones up. >> Yeah. It it's in my mind it's a little bit easier right um to move it up. it's harder to sustain because there's not as much if you're already at the top there's not as much room for growth. Yeah, there's a lot more room for growth um down there. And if I do the overlay, you could see that um what is it? Six of the schools are in the very high performing. This is excellent. This is excellent news. Um you know,
128three of our Oh no, it's five of the schools and three of three of the schools are in high, which is great. And Mayor Posa, which went up and then down, is sitting just below grade level and and at the medium um where we are right now. And again, is there a reason for that? >> I'm sure there's lots of reasons. It is sometimes difficult to isolate out with like a control group like, "Oh, this happened. This didn't happen." They are a smaller cohort of students. So, if one or two students don't do as well, it skews their data a little bit more. Um, there could have been some testing anomalies. Uh, students less comfortable testing in technology. >> Supposed to go down or is it pretty consistent? It's pretty flat between 24 to 25,
129but they've, you know, they did that big bump. So I talked about be cautious about big bumps. They took a big bump in 2023 and then came back down to where they were for 24 and 25. So, you know, it's important to mention that obviously looking all the all of this data is is important and test scores are a very important indicator, but for they're not the only indicator and a school like Maraposa, for instance, is doing fantastically, you know, overall and uh you know, you this is not the only judge of of whether a school's >> right. No, I appreciate that. >> But I think it is important to American also has a different pedagogy. So they they they specifically don't teach reading at the same level at the same ferocity that other school
130districts do. And what we saw what we've seen for >> 15 years is the kids are behind their peers until fifth and sixth grade and then they slingshot ahead. Yep. >> One year they like scored perfect on it. I think middle school or something in LA. Shocking. >> Yes. And so you know it's a different methodology and so I appreciate you guys recognizing the roundedness of this is one data point. It is one that we get major on >> looking at tonight. >> Yeah. And different schools have a different focus for it. Um if we move to our middle schools, >> sorry, I just want to make one more point on the elementary schools. You know, to have that amount of schools in the blue there is is pretty impressive. I mean, being in the
131green or the blue on the California dashboard is doing very well. So, uh this is this is positive. >> Yeah. No, it it is uh very positive. Thank you. For the middle schools, there's the grade level um standard where we are. Again, you could see that AET has had consistent growth. Um Mariposa and Lindereo seem to have bounced up and down each year and AC Stella seems to be growing a little bit each year. If I overlay where the levels are, >> we're sitting with AE Wright in the very high performance level and then Lindereo, Mariposa, and AC Stell are all in the high. So that is, you know, great commendations to the staff, the leadership, the students and families at those schools um of their growth with the the mean from our standards, >>
132particularly I mean for LA County to be in the green and blue at a middle school level is is pretty pretty good. >> It is. No, it it is. Um when we look at the high school, and I think uh Mr. Lawrence, you alluded to this in 2022, our scores were very low. We were penalized by the state for not having enough students test. We took a pretty big penalty hit which is why our scores are so low there. It went back. It went up for 2023 and then stayed similar. Agore is the blue and Calabasas is the red. I guess if I was smarter I could have done their school colors. Calabasa should have been yellow or something, but I just thought of that right now. Too late. Um but then they both took
133the dip in 2025. This is the this group of 11th graders. They hadn't taken a CAST test since sixth grade. So, this is a long time that they've tested. They haven't been monitored. It is interesting to me how both schools dropped almost identically um as they went down, >> but when we the levels are a little bit different for high school. >> So, because I mentioned they're supposed to perform higher in English on the CASP. Um the very high is 75 points and above. So, we were in the high, but we if now we're right on the cusp between medium and high, if the adjustment from the state is just a couple points higher, we will fall into high. If not, we're going to be in medium um for our high schools on the ELA
134CASP this year. So, many of the things that you guys discussed earlier, it is this does serve as a placement test if you're going to the Cal State system. A lot of people, well, I'm not going to go to Cal State, I'm going to go to UC. I'm going to go to private. So, then they don't care. And um at the end I will share the AP and the IB data for that where there is emphasis we are seeing growth and so part of our work is how do we help give emphasis to the students um and taking this test with the same importance they take the other high stakes testing >> there there will be a lot of kids going to Cal State schools as well though that is a consideration >> it is
135and I don't know how many of them know that that this is your placement into your English and math classes how you do on your cast test. Um >> so then let's move to mathematics. So you guys can ask a question for for ELA and um math. So math we just adopted new um curriculum and I know in a couple years I think we're going to be doing ELA. So when we do ELA and math hasn't kicked in yet. We just adopted it. Thank you. You're doing lots of trainings everybody. We were reading about that. Lots of great training. Um so so you know a and we assume in a way or think that because now we are aligned with the state standards and math that we may see jumps in math but ELA as
136you look to um new curriculum that is aligned with the standards. Do you think there's an area for growth in that as well? >> Yes, I think um you said that very eloquently. So thank you. I >> felt like stumbled. >> It was beautiful. uh as we have you know working with this aligned math curriculum right one of the things is >> you have to balance you want well not really balance you want equity so it shouldn't matter who your teacher is or what um school you go to that you're getting grade level curriculum um that everyone is reaching and then you have that flexibility for teachers personalities and flares to come in with it um and so as we move forward let's get through our math adoption and then if next up as we
137start discussing possible ELA adoption if that's where we So then it would bring some consistency around what are the skills taught? Um what are the consistent writing skills that we should see at each grade level at each time? Um what are the literacy skills that we want to see taught? And that would help improve um our scores. And again looking at the elementary schools, they already are very high. So that would even help strengthen that and sustain it. And then how do we sustain it into the high school level? And that would be a great way to do that for mathematics. Now, this one, if you remember back to when I showed English, there's a bigger separation between us and the state. There's not as big a separation here. Um, and I'll, you know, call
138out the highest state, which is at 13, which is a blue line kind of right in the middle. That's third grade. Our highest, you know, is also third grade. So, that matches. You'll see though that the very bottom line, that's 11th grade. The state average is almost it's like almost down to 90 points below standard. So, we're sitting at 30 points below standard, which is not good. I don't want to say it isn't, but we're still sitting at, you know, 49 points above the state average. So, you see, as the state average drops, it's not unusual to see your high school numbers drop either. >> So, I appreciate this approach to the data, but I also know that that they're I also don't love the approach um because it's taking our eye off the ball
139that 40% of our students are below state standards in math. If you look at your next slide, it looks like we're doing great. You have a slide that shows us all above high across math standards. And the reality is all is not great in Whoville. We have 40% of our kids are below the state standard. So, I'm trying to understand how do I marry that fact in my head that 41% of our kids are failing to meet state standards and one of the wealthiest high performing districts in the nation. And I see a chart here that tells me everything is high or very high for math cast distance from the standard. and and that somehow that's what we should be focusing on versus the fact that 40% of our students are actually I don't care
140how far they from the standard they're below the state standard. >> Yeah. So, um you're comparing it differently because you jump to the next slide which is solely focused on elementary schools and you're going to see when you look at 40% which is the whole entire district. Um a lot of that is coming from the secondary schools where the students are performing below standards and at the elementary schools we're seeing higher performance in math data. So that's why you're seeing that little bit of difference. >> But even this, even if I look at if I look at middle school, nobody's low. And if I look at high school, nobody's low for 2025. So is medium below state standards. >> You're medium. What you're calling medium. Again, I'm just trying to look. I would expect to
141see charts with a huge swath of red with a blinking dash that says 40% of these students are below the state standard. And when I look at these slides, I see cotton candy and bubblegum. We're all high and everything looks great. Um, so I'm trying to understand how does this data help me tackle the fact that four and 10 of our students are failing to meet state standards of math. Almost six and 10 are failing to meet them in science. Three and a half out of 10 are failing to meet in ELA. I'm missing that how it helps me understand as a board narrow into that because we're never we can't get into the weeds at the level of um you know the classroom X is not doing why right that's not our role we're
142trying to look at the macro picture and for me I feel like this loses the macro forest through the trees a little bit I could just it could just be new I need to have my hand walked a little bit more but I'm trying to understand how I marry the fact that four and 10 kids are not passing the state standards of math and all these charts don't show anybody the red zone. >> Sure. Um, and I will go through and explain it as we go because you know you're a gate student so you jumped four slides ahead of where I am, but if you let me stay where I am, >> the nice way of saying I have ADHD. >> I will I will be able to tackle um your questions as you go
143through. So, as I was pointing out, the one I really want to highlight here is eighth grade. So, if you see there's like a blue line that cuts up. Our eighth grade has made the biggest difference between the state average to the um to where we are. It's almost a 100 point difference between, you know, our state average. So, >> great job. And it is remarkable to see our eighth grade um move up and to perform that high. And then now to break it down so we can get to Mr. Lawrence's um points. This is the elementary math. And again, I'll show this graph twice because this first one, you know, as you're seeing, it's a little bit hard. It's clustered up. The ranges for math between very high and high are smaller than for
144English. So before medium was above grade level, the state has moved in math medium below grade level um as because the math test the students just perform lower on it than they do in English um as they go through. So as we get to look at this a little bit closer. So here's um all our schools. Again, Lupin has risen up to be our top performing school in math. Um you'll see a slow decline um or in Mariposa. You'll see Bay Laurel also had some big growth, a little bit of up and down in Yerbuena. Um, and then some big growth in Chapperel this last year as well. But these numbers are much lower than what they were in English. So we're looking at, you know, 19.6, you know, 29.3, 31.2. In English, we were
145up in the 50s and 60s. We're saying that we're above standard. So we're much closer to grade level standard, which is what that previous was showing. We haven't separated ourselves or differentiated ourselves from the state in math the same way we were doing it in English. >> So, so, so, so I understand what I want to make sure I've been clear. I think the crux of what's bothering me about this is your benchmark for rating success is how high we are from a standard comparing us to districts that are based on most assessments 98% lower performing than we are. So that baseline that your diff your difference from the mean right so when you're saying like sumac is up 19.8 8 above the state average. Correct? >> No. Above grade level. >> Above state average
146grade level. >> No. Above grade level >> because most of the state is under grade level. >> Yeah. Most of the So, >> so again, how is it? So, so let me >> We only have our own raw datas. We Yes. Right. We don't have anybody else's data. >> So, how is it that for every single one of these >> Tell them which >> that we are for all of your math ones we are above. They're all plus, right? So let's see what slide you want. >> They're not all above. >> Where's the elementary slide? Uh math. >> That's the one that's up. Number 12. >> So every single person here is above, right? >> No. >> So if you break it down, >> Maros is below. >> Marapost is below. Now they're all performing
147their their mean average is they're performing above grade level, which means the average score is above grade level at our elementary schools. Now, before where almost all our schools were in the very high performing, now we just have three schools that are in the very high performing and most of them have fallen down to high. High is still good, but it's not where we were before. Um, and we're closer to the grade level standard. So, we haven't superseded the grade level standard to the same level as we did previously. So, is is the takeaway from this then that the what's pulling down are the 40% of those below state average All of them are in high school. >> No, but most >> most of them are in high school. >> Well, I'm just I'm just
148looking because every other school other than Mariposa and K through eight is showing positive in math. >> The average is above the state. So, you have the state level standard, which is that line, right? The bolden one, the big green arrow that says grade level. That's the state standard that they're saying, have you met it? So, if we're looking if you're 20 points, if your average is just above it, you could have students that are scoring 100 points below, that's bringing down the average. You could have students that are scoring 100 points above, that's raising it up. If 40% of the students are performing below it, that's less than 50%. So, you're going to see an average that's higher than the state or that's higher than the grade level average. It's going to be higher
149because more students are performing above grade level than below grade level. If you had 60% of your students that were performing below grade level, then you would see it drop down below the grade level standard because now more students are getting scores down that are below the grade level standard. But because most of our students, 60% are performing above the grade level standard. That is why you're seeing the mean difference in points be above the grade level standard. >> I I I don't mind the data being presented like this because it cor it corresponds to California school dashboard. That's what I like about it because I know a lot of parents look at that dashboard and they see a green on their school or blue on their school and it's it's positive. But however, I
150think the thing is and uh it references what Mr. Lawrence is saying is that in our LCAP uh we we used to uh you know saying 40% of the kids are not meeting grade level. We used to that sort of percentile which you showed in your first graph. Um and I so I think it's important to look at things in that sense as well simply because it it points to our LCAP goals and you know I look at the at what we've achieved in math. We've we've gone up 5% uh based on that figure over the past two years and I think that's positive. It's moving in the right direction. We've been putting emphasis on that but we also have a way to go which I hope our new curriculum is going to help. Um
151but we have a way to go still in terms of what our LCAP goals are. Um but I I think that focus on math, the fact it's yield, it's actually has pushed the needle a little bit that if we do the same in ELA and science, we can we can push the needle a bit there too because our LCAP goals are are also to increase uh for for English and science. So I I just think it's important to also correspond the data to what's going on. >> I just feel like the CASP data, especially when we first get it, the raw data, it's always like being in a funhouse hall of mirrors. you turn and look differently and now it's a different angle and it's different information. So I appreciate this approach because it does
152match the So thank you. >> But from a from a I appreciate all the comments but what Dr. Anderson is trying to help us too is >> shift >> I guess for lack of a better way to say it to speak state >> right we're looking at the CASP data and both system both approaches and and Miss Faulk you know was working on the shift as well really want to um understand where the state's going where the state expectations are where we are >> and we've always resisted they've always said we don't care about that data we don't care about the dashboard we just want to look at this and we do need to we do need to have that lens of how the state's looking at it >> and and to Mr. Lazar's point,
153you know, the dashboard is something that's easy for parents, successful to parents, which it should be. And these this is the data that's driving that. And so it's important to, you know, understand what's driving those needles on that on that dashboard. >> Yeah. >> And I will say our LCAP actually has both. So it does our LCAP does talk about percentage, but it has it written just like this as well. >> Um I just find that people focus what we're comfortable with. And so that's what we've >> I've been very tuned into the percentages. This is definitely new to me, but I do think the percentages give a good overall assessment. It's like, yeah, we've made improvements, but we have a way to go. Like, uh, I think they're helpful. Those percentages, too. >> They
154are. >> I think they're I think they're beyond helpful. I think they're critical to remind us the macro number of students that are being left behind, which get lost in these charts. So when you see that 40% of our math students are below state level and it's helpful for me then to see if what you're telling me is that the that it's not 40% of LVUSD math students are behind. It's 100% of LVUSD 11th graders are behind and that number I'm not saying that's the case and that number is then pulling down those across the board whereas our middle schools are actually 90% or above. Then it starts to become helpful. we could start saying, "Okay, yeah, >> what we've been hearing consistently is a major problem is math in our high schools. We know
155this. This is an identified problem. We have we're rearranging schedules. We're moving different teachers into classrooms. We've put a record amount of taxpayer dollars into student teacher support, teacher support in the classrooms so they can learn from each other. But if that's not moving the needle on the high schools, we need to pull some different levers." >> Right. And I appreciate what you're saying and I I agree with it. What this does show is so when you get your color on the dashboard, it's actually two indicators. This is just one. The other one is movement and growth. Um, and this shows that movement and growth. And as I said in the beginning, if you're just looking at ranges, you're only focused on kids who can move those few points between the ranges. By looking at
156it this way, it helps us focus on all students. Because if I could take a student who's forming performing 200 points below grade level and get that student up a 100 points closer, it's not going to show a difference. They're still going to say that 40% is failing, but it this allows us to see that there was growth in that student who was doing very poor before, but it's getting closer to that grade level standard. >> If I'm looking at high school, sorry for I'll stop asking question. >> Let him get there and then we'll talk about Yeah, >> that's good. So, here's we're almost there. So, here's our >> here's our middle schools and again looking at negative 100 points below. When they break down the colors, our middle schools, you see AE Wright
157moving up and doing very well into the very high. Um AC Stell has made some consistent gains again. Um Lindereo is kind of going a little bit up and down, but they're in the high level right now. And Mariposa is right on that cusp between medium and high. But notice where the grade level standard is. It's changed from English. Before the grade level standard was below medium. Now the grade level standard is above medium. So the state has changed it because they recognize that to score higher points to get above grade level in math is more difficult than it is in English. Um and so that is why the grade level line is a little bit different here. >> They make that change. That's interesting. >> It's always been that way when they set it
158up. Yeah. >> Pretty interesting. >> Um as they do it and consistently that the schools are performing lower in math. So now the high school so you'll see the grade level line. We're consistently below the grade level line here. Um what I was pointing out before is that the state is performing at negative 90 points below. Um it's really low. So I'm not happy that we're below, but um with the big drop in the state at 11th grade, we would expect that there is going to be a drop. That 2022 score is skewed because we took a penalty in that score. Um we've gone up, but we're still scoring with our averages, you know, 24 points for Agora and 35.66 points for Calabasas below. again that grade level line if you're above grade level the
159state says that's high already. So even being below grade level kids not performing the state is calling that medium on their accountability report card um that'll be um given out as we go through. So that's the the high school and that's where our students are below me for uh below proficiency more than the other grade levels um they're at the high school. Any other questions about math? Um we you know we talked just briefly about the fact that the curriculum's just been introduced. I mean we've seen uh five using our other figure we've seen a five 5% increase over the past two years with math. Do you anticipate the curriculum is going to um you know see see further boosts there or like what other levers do we have to pull for math? >> Yes.
160Um so yes we do foresee that the curriculum will help. Um the teachers are getting targeted training at the both the elementary, middle and or all three levels and high school level. Um pull up data collaboration. At the end I will go over some next steps but part of it is the regular assessments. Um CASP should not be like oh I wonder how we're going to do luck. We should be able to predict ourselves and provide interventions throughout the school year and not wait until the end of the year. One thing is I'm going over data. These are students that are no longer in that grade with that teacher anymore. Um they've moved on. So we can't intervene with them. We could just intervene with systems. So with the new math curriculum that allows real-time
161interventions for us to be able to help the students. And so we would anticipate seeing that growth. And by having the consistency of standards and curriculum across all teachers and the whole district, we would anticipate seeing growth continued growth over the next few years. It seems like maybe we ought to wait for some of the super in-depth questions until we have the state specific numbers and keep this more top line and maybe move it up because I think a lot of what we're >> smiled at that a lot of I mean we talked about this this is probably a little cart for the horse but it's great to have it um here but I think I think I think I think >> I think we're digging in >> I would I would unless people >>
162there's a lot more stuff to be filled in >> unless there's violent disagreement I would say feel free to move in a fast clip. I'm gonna stop asking questions because we're gonna be back here in six weeks with state data probably in a presentation and then a data committee meeting and that's where so >> yeah and then two minutes >> I'm gonna self police myself. I'm sorry. >> Can I one question though with this on math? So like what you just which you just but this is bigger picture which you not looking at data but you um mentioned this you know there's formative or the interim assessments that we're doing. So you're going to be monitoring that you know and at the high school level we changed the bell schedule. I think a couple of
163years ago where now they have a lot of of um PLC time and so you know we're going to want to know how that is being spent how that time is being spent how data all the way you know K12 how is the data we now have power school which I'm hoping at some point well we have had demonstrations I think in in pathways but maybe even as part of the next data uh information item or whatever we can have a slide on powers school. What that shows our teachers how the teachers are using data. Exactly. Because these are the driving forces hopefully to help inform instruction and to increase achievement whether it's cast scores or what or grades or whatever. >> Right. No, I appreciate that. Thank you. And I've duly taken notes to
164make sure that we bring that back. I'm going to go to science. Um so as we as we do science, you'll see the grade level. So, in science, um, our mean is below the grade level for all of them. I did put the state averages, but one of the things, and I said this in the beginning, you need to take science a little bit differently. Reframe your mind. This is the first year it's going to be reported on the dashboard. So, it hasn't been reported. So, we haven't necessarily been testing all our students across the state. So, as we're looking at averages, it's hard. And they haven't released yet what will be the measures for very high, high, medium, um, low, and very low yet. Um, so that won't happen until November. So when we
165look at the elementary schools, and this looks like there's a lot of variance, but you want to see my bottom number is -10 and my top number is 10. Before we were looking at charts between negative 80 to 80. So this is actually a little bit flatter than it looks, but you'll see again Lupin is the one that scored the highest performing. Um, but our schools are staying a little bit flat. Three of them are above grade level. The remaining are below grade level, but not very much and not very much difference between our schools. I think now that it's being reported at the state, we'll be able to get more data to help inform us to um perform better and show our knowledge of a science instruction. >> Now, at the elementary level, which
166is um what this is, um you know, the district invests a lot of resources into a four five science program. So is that being looked at when you look at scores and again achievement scores standards um you know are we looking at that what we're teaching in four five science >> yes so um as we're going into it is we need to analyze our resources getting the bang for the buck that we would like them to get um you know are students performing higher because they have targeted resources would they perform higher if it were integrated um into their other curriculum um and being taught by and those >> are all things that I think we look at when we're looking at uh academic data and then we choose to isolate and focus on certain
167things um each year to really sharpen our best edge so we can do better each year. That's a great question. Thank you. >> If we look at our middle school again, there's not that much variance. This is just a scale from -10 to five. So just 15 points. So it's not like So they're all very clustered quite close to each other with Mariposa and A.E. Wright being slightly above grade level and Lindereo and AC Stell and uh being slightly below grade level. Again, not much difference in the science they do take. I didn't say this. In elementary school, the science is only fifth grade and in middle school the science is only at eighth grade. For high school, you'll see that we're slightly below the standards. >> Say that again. In elementary science is when
168>> we only take it in fifth grade. >> Okay. So they've had four or five science for two years then >> and well they should have had K5. >> Well you're right. Okay. >> Um and then we do have we take science only in eighth grade. Okay. >> And so now high schools where this data if you were to look it up yourself it's a little bit tricky. The rule is you take science sometime between 10th and 12th grade. You could take it whenever you would like. we generally give it to an 11th grade student. Sometimes we miss them. We catch up with them in 12th grade. The data that's going to be reported to the state is from the graduating class of 2025. So what I put here is this is the data from
169the students who are gra who just graduated. It doesn't mean they just took the test last year. They could they most likely took it their junior year, but the way science data for high school is going to be reported is after they graduate, not after they take the test. >> Interesting. Um, and so if you look if you pull up the CAST like on the CASP website, it's showing you the scores for who took the test last year. So there's going to be a variance in how it's reported on the dashboard versus how it's on the CASP website as well. You put on your glasses. That's not a good sign. >> I'm saving the rest of my questions till November. >> Oh, good. Write them down so you remember. >> I've already read the rest
170of the slides, so >> Oh, good. >> Is your date? And so as we as we brought up in the beginning there are multiple measures and I want to yes the high schools did not perform as well as we would expect on CASP but I want to show that where they put their emphasis there is growth and there is success. So it's a lot of it is not lack of knowledge emphasis or teaching it's just are we are we able to emphasize and give value to CAS as we are in the other areas and this is great to celebrate. If you look at Agora and Calabasas, look at the total AP students. Number of kids that are taking AP tests, it has grown in two years by 354 students. That's incredible. More students getting rigorous
171that and I really have a passion about open access and recruiting kids in and you could clearly see by the data that is happening at the schools. >> Yeah, that's really great. I mean, just with the ninth grader, they're all starting to talk about APs already and it's a big deal for for high school students. It's really great. >> It is. If you look at the number of exams between the two schools, it grew in those two years. 668 more exams taken um as well. And then >> that's huge. >> Yeah. AP students. So these are students who at least got a score of a three or plus one passing exam. That grew by 389 students. That means almost 400 more students got college credit in the last two years than we have before at
172the other schools. If you look at then the AP exams that got scores, 518 more exams were passed in 2025 than in 2023. So we're seeing huge growth. So we know that there's capability and these are not niche populations. Um these are big swasts of the school. Yeah. So it can be um so the growth can happen in CASP. >> I think a lot of it by just putting that emphasis on doing your best on the CASP as well. >> And we're very proud of the AP capstone program which is really rigorous. You have to do the It's almost a dissertation really. Yeah. A research project plus passed four other exams. It's grown up into the 30s at Calabas High School. >> Yes. I remember when it started. So um yeah. >> Yeah. I mean
173>> it's a very nice slide. >> It is. >> Thank you. >> Then then you know Agora has the international balorate program and so we've seen the number of IB students. This isn't students taking an IB class but actually taking the IB exam grew from 96 to 137 changed to 41 students. The exams taken is growing by 53 up to 287. And our diploma recipients, which is very hard to receive. You know, it's low, but it is growing. We saw it jump up to 16 for 2025. >> That's correct. >> So, we're seeing our kids access this college rigorous curriculum. Um, how do we get more kids to access it and all kids to perform and get all our students to go up as our next work? >> Um, graduation data. Actually, the first goal
174in the LCAP is our graduation rate. Um, >> that rate is huge in 2020. >> It is. And some people graduation rates can be calculated lots of ways. I think most people assume on the last day of school that 96% of those kids graduated. That's not what this means. It's actually from the first day of their freshman year 96% of those kids graduated which makes it even more incredible um that our high schools have done such a good job getting that score up. The state average is like 86%. So um it is very difficult to do that. Our A throughG completion rate, these are the students completing the eligibility requirements to go to college. It grew this last year up to almost 65%. Our goal is 75%. We will get there. Um but this is
175great and the work of the teachers, the counselors, but definitely um you know, Miss Faulk and Dr. Scott did a lot of work cleaning up our data entry to really help make that growth as well. >> Um >> thank you for being so >> that's tremendous. And little clap to Mr. Watkkey. Look at that. I mean that AG completion rate. >> Yeah. Yeah. Going up from 54 to 66. >> Yeah. >> So that's excellent work. >> So our next steps, this is the last slide >> is so what are we going to do with all of this data? >> The first one is there's these interim assessments. They have been required before. Not everyone quite did them. Um but we are requiring that there's going to be three math IABS interim assessments, three English and
176two science that will be given um at the grade levels. But more importantly, we're going to make sure administrators and our teacher leaders are trained in formative data dialogue around the results. So I give this test in January. It's not just an exercise in giving a test. It's what am I going to do with the data? How do I modify the instruction to help kids be more successful when the end ofear summitive um test comes up? So, that is a big emphasis that we're working and training our teachers and our principles on right now. >> When will the test be given? Will they be given at the same time a year for every student? >> Yes, there's windows that are given and they have to give it in a certain window. So I will make
177an observation after having watched your presentation that you get very excited talking about data. Um which I think I think is a very good thing. I think it's possible to overemphasize data. Uh that I think there are a lot of factors we should always be looking at. Uh and student well-being and uh student success uh plays out in many many ways. But I also do think it's important to look at the data and use it to inform decisions. Uh so uh thank you for this. I would just say I think that >> the board formed a data committee three years ago, two years ago um and uh you know I look at the data point this is before your time so you don't have this history but it was in that committee where I think
178it was you and me sitting in that room maybe it's you and me I forget who uh where collectively we identified that half of our students were walking off our campus with a useless diploma because it couldn't get them into a UC or CSU system. Our graduation, we were having 53% of our students graduate in some schools that could not get into a UC or CSU. Um, so if they're private schoolbound, great. But they were not eligible. And so it was in that data committee that we've been pulling the weeds out identifying staff dove in and began identifying tons of miscalculated courses. It should have been A through G. >> It's been going on that work's been going on since Mr. Gleason arrived. I mean, we've >> you started that way. We've seen slowly and
179steadily tightened that up and we've gotten a lot of courses we were already offering approved and really >> that's been going for the jump has been enormous in the last 24 months. I mean, you're seeing >> 25% increase uh in A throughG eligibility uh for these kids. And I think that the the my point was to Mr. is kind about the data. The power of the data is us getting it and tearing it apart and going deep and then putting a spotlight on it and then tracking it and putting it in the >> LCAP >> and saying that we are going to move we're going to make uh A throughG eligibility a 75% rate a key benchmark that this district is going to rally all of its resources around. >> And when you do that
180you start to see huge movements across the board. You start to identify things like we didn't have I think Spanish was we didn't we didn't have a Spanish wasn't cataloged right or something. So, we had kids who were graduating with two years of Spanish but couldn't get into a UC, so we fixed that. So, there's a lot of this stuff was has been uh a lot of hands been on it. Um it's been really helpful that you've identified that. I Yeah. Uh everyone at this table's had a role in that. Uh my big point is like this is why I think tagging stuff like this then putting it in the LCAP and then holding our feet to the fire and then coming back to consistent metrics, not necessarily introducing new ones, but saying this is
181a metric that we as a value as a district want this diploma when you cross the threshold to be able to get you into any UC or CSU um as a as a baseline. >> So I I'd like to make a suggestion if we bring this back when you have more data. So it would either be the November, we have one meeting in November and one meeting in December. What I would like to suggest is that it's brought to the data committee first. You guys really flesh it out. You know what we're looking for, what we're all looking for. Flush it out there and then come here first. So is that okay? >> Yeah. Okay. >> Yeah. I would add though to that. I think that's great, but by the time it would get here,
182it probably be December, January. So half the year >> whenever it is. Yeah. But to add to that which is to go through this slide is based on that data we will have interim data by then now we'll have data for 2526 and I think then that's more data we could do something with around how are we preparing for the 2026 CASP as we come forward and that would be >> and I love that emphasis on preparation for the next CAS test. I mean I I definitely saw at Bay Laurel just how CASP scores improved so much just through detailed preparation and that might be effective at the high school level as well. >> Right. uh just preparing kids for those you know getting them ready to take the test so it doesn't come out
183of the blue and it's considered serious. >> Yeah. So and we will again the full focus is you know student achievement all the things that all the decisions we're making that we're talking about this evening is hopefully because it's going to help students focus and be better in student achievement and I do agree that data is numbers and the stories around it are just as important that we bring in >> I just want to thank Dr. Anderson for I think an excellent presentation and >> um your insight and I'm very excited about >> going forward with with you guiding us on what this means and um giving us that perspective that we need as board members of our kids learning and how do we know that? So thank you. >> The passion is appreciated. >>
184Yeah. I've been reading a lot about the Mississippi miracle. I've been like following it very closely and how they've got ELA test scores up there and data has been such a huge part of it. you know. So, uh >> yeah, that's a >> Yeah, this was an excellent presentation. Thank you. And you stuff. You really did. Thank you. Or you do. >> Uh excellent. Um >> down with him. >> That brings us to our action item of the evening at 7:41 p.m. Um approval of unodudited actuals um fiscal year 2024 2025. Do you want to take the retirement thing first or not? Or do >> Sure. >> Or do you feel that flows on? >> I think we're fine just to go in order at this point. >> What do you want to do? >>
185I think we'll just go I think we can just go run through the order. >> Okay. Okay. >> Um is there any reason why you're still here or Mr. >> Is he Mr. Wy? You You're always welcome. >> Yeah. Yeah. >> I just you about a day. So >> we were worried about you. Just lucky that the unodituded actuals that you're waiting for about to start soon. >> All right. Uh item one approval of unodit actuals. Uh Dr. Se >> Mr. President, members of the board, the unodituded actuals are presented annually. Uh this time of year they represent our final financial statements as the board knows very well as it relates to uh school year 2024 25. They will now go through um a rigorous uh uh review by an independent auditor that was selected
186by the board of education and those results will be presented at the same time as the first interim uh in December. The pleasure of the board. I know you've had a deep chance to review this ongoing and throughout. Would you uh like the quick clip or the uh extended cut tonight because I could offer either >> happy or my colleagues want I think it's important for those watching at home to know this has come through. >> Yes. multiple committees, a full audit. Miss Mangus and I on the finance committee spent a decent amount of time with you on this and actually on all the items coming up which are all intermixed. Um so for those watching the home game at home is there's a lot of complicated stuff that we're about to hit on new
187funds being opened, accounts being moved, reasons for that and I think it's important for folks to know that a significant I think there were 20 people in that meeting two weeks ago dug deep into each reason why we did those things. So but uh happy to go as deep as my colleagues want. No, I think that's well said. Most uh a lot of this has been touched on through other committees, so I think you're you're not hit parade. >> Absolutely. And also for the folks watching at home, the board knows this very well. This is a story that is edited four times a year, right? There is the ledger and the financial payments are plenty of >> all all those assumptions are continually updated. Uh starting off with the uh overall on the state level,
188state uh tax returns are coming in ahead of uh expectation. However, the G and the GDP is up in California. However, it's misleading uh due to um the uh overemphasis on imports and now the lack of exports. Inflation is in a decent place although the jobs report is not looking good. All those factors will affect the assumptions in January. In terms of our run out of the actuals, we presented our estimated actuals in uh June at the adopted budget. What's important to know is we uh I can't go what we need to continue saying is we adopt a budget as a board. You are mandated by law to adopt a budget as a board. Sometimes before the state has an adopted budget and on June 30th we still have large incumbrances as we pay the
189bills. We have until August 15th to pay all the final bills and also reconcile our revenues. So the deltas the differences you see between estimated actuals are predictable not always in terms of size but in terms of uh the direction that they're heading. Uh we take a conservative approach to ensure that uh we report good news to audit actuals as opposed to the reverse. Um so in terms of our revenue adjustments largely they are uh on the local side they're related to the new programs from summer our LBUSD plus we recognize our international student tuition at closing our lottery funds uh the last few years have continued to outperform estimates there's some federal variability with the workability grant that is a grant that is uh really awesome grant that supports postsecondary students with workplace skills
190in terms of expenditures uh this can be misleading. Um, expenditures are related to when a good or service is received. So, I had booked math adoption. The math adoption is um uh eight years of uh curriculum. So, I booked it in 24 or 25. The reality is is you can't you can't book an expense if you haven't received the books yet. We didn't receive the books until after July 1st. So, that expense was deferred uh to this fiscal year. What that looks like is a recognition on the uh on the textbooks and expenditures, books and supplies as um being more positive, which is great when you're looking at this fiscal year, just shifts the cost the next fiscal year. The real savings are on the 5,000s. Uh we're always paying, you know, those we have
191a lag in utility bills. Uh the high the programs for students with disabilities invoice and bill late, so we get those in July and August. and our uh we carried those incumbrances through our estimated actuals because of the conservative approach. Uh in terms of when you combine the new revenues with the um saved expenditures, we have about uh eight we're 8.2 million ahead of where we uh had projected at estimated actuals. Again, we knew we were being conservative. Uh fund 17 has grown in interest over the last three uh three years since the board's initial deposit. So, it's almost at 15 million. Our total reserves are $46 million. So in an era where we are navigating and need to be nimble for the economy, declining enrollment, utility costs, insurance costs, we do have some tools
192available. But we also need to be mindful of the depths >> enrollment. This is a great slide right here. >> Zero. >> Uh realize there was animation on it. Let's see what happens. Oh. Uh so uh we were initially going. It's funny. It shows up on the printing and doesn't show up here. If you recall a few years ago, we were going to be uh below 9,000 students this year. And so, uh the board's efforts and the district's efforts to rebrand, to attract enrollment, to be active on tours, if we hadn't made those efforts and we were continuing on the enrollment trajectory, we would have $14.3 million less than we do now. And so, that's the tough challenge. How do we sustain and maintain enrollment? Um, while we're also going, we are also navigating high
193cost of living, lower birth rates, and an aging uh workforce that is not having as many children. Uh, I I put this slide together uh uh mid last week. And so our total ADA incurring enrollment is 9921. Built the budget at 9826. So we are 100 over the adopted budget in terms of ADA incurring students. um when you include uh tuition paying and ADA students today it's now 9995. So we are tether or teetering right around that 10,000 number. We'll see where it lands. Uh in terms of how this >> we got to round up some kids and >> I uh I personally stand outside Trader Joe's with a stand board every weekend saying enroll in LBUSD. Um but we are in a good place because we um we recognized 9826 at uh adopted budget.
194Now that we're 100 over that's a $4 and half million dollar delta over the next three years in addition to the $ 8.2 million of savings from the estimated actuals. Uh you know uh in terms of enrollment uh there's a lot of construction going on. Uh if you live along Kanan, you're going to have a lot more houses uh coming to the neighborhood near you. These are proposed and current projects. Most of these are proposed. If they move forward, we should see a lot of growth on the west side of the school district. uh if that enrollment manifests uh the demographic studies suggest we'll have about 550 more students uh by 2028 2029. So much of that is dependent on when the shovel hits the ground and if these actually get the approval. In terms
195of multi-year projections, if you remember in the adopted budget, so I've shared this uh that we're head-on enrollment. We have an $8 million uh positive delta from estimated actuals. And in the adopted budget, we didn't include the kindergarten add-on or the one-time uh discretionary block grant. So when you factor all those elements in, uh, what was originally going to be a $10 million transfer in from fund 17, given the conservative estimates at estimated actuals, it's actually going to, right now I'm projecting it might be a million dollars, might have some cash flow uh uh cash flow elements to address in November, December, which could require some inter fund borrowing, but outside of that, um, our strong fiscal position should sustain fund 17 uh for uh whatever anomaly is ahead. head. Uh we still have a
196deficit built into our budget as we uh continue to adjust to enrollment and also the sugar high of the u co and one-time funds. We're working closely with finance committee and of course in our interim reports. We'll keep updates with the board uh as to how uh that is shaping out. Our strongest budget is our second interim budget. Um these are just initial projections as we look at the year. As you look out three years, fiscal picture is uh uh stronger of course than estimated actuals for the affformentioned reasons. And as was said previously, there is a 150 page packet that my mom said was really well done. And you can read uh you can read that at home if you want the extended cut. Uh however, I would just share uh gratitude and appreciation
197for the guidance and direction from the board to maintain a strong position. >> Thank you very much. Um, we have a motion, a second we can discuss if you like. Is there a motion to approve the unodited actuals? >> I move we approve >> the unodudited actuals as presented. >> Thank you for the team. Appreciate as always. I know you Ouija board out when you do these things and it seems like they make it more complicated every year. So, we appreciate that. Um, this is straightforward for me. Others have questions. I I just want to note it's really positive to see that the projected deficit that was in the budget and where the deficit has landed um has definitely gone in a very positive direction and I think that's testimony to good budgeting and I'm
198also very happy to see that the the deficit shrinks again over the next two years. Uh we definitely moving in the right direction which all feels good for fiscal sustainability and you know maintaining an excellent district. Yeah, big part of that deficit was we had those surprised colas over the last two years where the cola was projected at close to 4% and was reduced and that made us have to be nimble. So it's good that uh the board has established some strong reserves. >> Are you seeing any cuts from the federal government? Uh today I read something special ed may get cut. >> We haven't seen any cuts manifest from the federal government. Okay. To date. >> Okay. So I Yeah. Again, I know we all share that uh your conservative projections with the uncertainty
199of the state budget and the federal budget. So, thank you. >> I mean, we say conservative, but you were pretty darn close, right? You're within like 1.5% of where we for this of where you showed us. So, you're I mean, I think you're you're pretty darn good. >> The the cultural challenge we have is we negotiate in the summer. Yeah. before we have enrollment, while we're waiting for the state to adopt a budget, while the governor and the legislature don't agree. And we um encourage supporting our schools, which means not having POS close in June. >> Um but that also leads to we don't know where some of these final bills will come out, especially for students with disabilities. >> Well, thanks. Any other questions? >> With that, a call to vote. Uh student board
200vote. I board >> I motion passes unanimously. Thanks again for the work. I'll see you six more time. >> Thank you to your team. >> Yes. Thank you to your team >> 100%. Um approval resolution 825 adoption the gam limit. Dr. Stepple has the next four items. >> Yeah. >> Mr. President, members of the board, uh the adoption of the gam limit is an annual thing I look forward to. It was a resolution put before the board standard procedure. The GAN form GAN is in that 160 page report for deeper analysis. Uh the essential intent is to affirm to the board that we're not spending uh less money on children each year than I can affirm that we >> Yeah, we do this every year. Um is there a motion to support? >> I move
201to approve resolution 8-25 adoption of the GAN limit as determined by article uh 8-B to the California Constitution. I'll second. >> Any discussion? Seeing none, student board vote. >> I board I >> motion pass unanimously. Item number three, returning back to our tabled item approval of resolution 9-25, establishing fund 20, special reserve for retirey benefits. Dr. Kiso, >> Mr. President, members of the board, these next three items are in order of operations and uh put the sequence together with advice from both uh LA County Office of Ed as well as our auditors. Uh I just want to uh share I I know our our speaker from earlier, Mr. Johnson, is uh still in the audience. I want to first u appreciate your endurance for sitting through a data presentation followed by my unodudited actuals. That
202is a that can be a tiring endeavor. Um but I want to I want to highlight the a few things. One is uh the the resolution and the action that the board uh took at the uh prior meeting had us exit from Kalpers. Uh the board also adopted a resolution for the six years of additional funding for retirees that was not obligated by any contract. Um uh and that six-year amount was at a higher level than was provided by PEMA. You know, it's it's tricky uh the circle of viewpoints. I I certainly uh would want to acknowledge and affirm that uh our retirees definitely have a perspective on this. No doubt. uh when looking at the macro view sitting in the chair today um knowing that uh this this resolution not only provides better coverage
203to current employees but also future retirees from this district while also trying to take care of retirees that have Medicare access and our benefit was a supplement. Um and so that's the that's the tough thread. What I can say is that children over the next 20 years will have $20 million more available to them as a result of this. And the the challenge that exists in this current era um and I wasn't in those prior eras, but I'm grateful for those that uh shoulders that we stand on is that it is hard to attract employees. And we, you know, with Kalpers, we had family plans, PO plans approaching $40,000. And so it's it's all those factors that had led to uh the decisions that we made tonight. Operationally, fund 20, opening it or closing it
204will have no impact on the decisions that have already been made. We do need to honor the commitments to retirees. We do need to establish a fund populate that fund with money with cash so that when our retirees submit the reimbursements at that >> uh rate that is north of PMPA uh there are funds there. Uh the initial uh recommendation for the deposit is the $1.8 million which comes from the deferred maintenance fund which is no longer needed with uh Senate Bill 937 having been passed and us being able to use fund 25 for uh capital repair and improvement. That's the second resolution. Um and we need to demonstrate and uh that fund 14 the deferred maintenance fund which is in the next resolution uh it's technically restricted but as the board knows very well
205it's a restricted fund a fund from a vestage of a prior era and is the product of unrestricted uh contributions and transfers each year. So the second resolution closes the fund puts the money in fund one only to put it back in fund 20 should the board want to open it. Uh Dr. Cypress Mrs. chambers, the human resources team have done a phenomenal job setting up systems to communicate with our retirees to reach out. We understand there's still unanswered questions and are very willing to answer those. But also part of that is to try and create a seamless system to ensure that when our retirees both pre65 and post 65 want reimbursements that they have an easy and accessible way to do it and not a lot of red tape. Establishing fund 20 operationally will
206allow us to continue to uh feed those reimbursements. Uh $1.8 million if every retiree makes those claims will not cover it. Um and uh it's important to note that. But keep in mind also we are not no longer going to be making the Kalpers PMPA PGO contribution that was going a million 1.2 million 1.5 million over the next few years. recommendation to the board uh will be to take what that contribution would have been to fund fund 20 as needed until we hit a place where um we have leveled out on that fund. >> What was the um the LVA ratification vote on the on the contract? What was the percent? >> Don't know the exact percent, but it's uh in the neighborhood of 98 99%. >> Okay. And this was a negotiated part of
207that. Correct. It's is part this change to the benefits. >> Everything we did in the PA and all those things is always negotiated with both associations of the EA LBCA. That's I think I think I I understand that we didn't have to do this piece, but it was part of that discussion changing the healthc care benefits, right? Am I correct? Leaving Kalpers was negotiated part of the benefit package. for this part this particular discussion that we had a joint session with the district LVA and OBCA so all three parties were in the room at the same time >> but the the ultimate vote of the union members the 98% that passed included the change in healthcare benefits >> the shift the shift from Cal first to ACF included the ratification the vote from LVA >>
208LCA I mean that speaks very powerfully to me like I think because we have a disproportionately large older percentage of LVEA members who are not long around the corner from looking at retirement who are voting for this knowing they're going to be voting for something that was going to be directly impacting them in the not too distant future. So I I think that's we spent a lot of time discussing this and trying to understand uh it only made sense if it made sense for the for the employees of the district and and so that's why yeah I I I heard everything that was said and it and it and it speaks to me that we have a commitment to those who were here before. I like your analogies those shoulders we stand on. Um but
209it also seems to me that we have a commitment to those who are here now. Uh and we did a very good job of trying to balance in an untenable situation where staying in the course was not an option. Uh if you have some families potentially paying their entire post tax salary to healthcare benefits to work here um just wasn't wasn't >> we couldn't turn our back on them. I we spent a lot of time over the summer although um we were not in negotiations but understanding the changes that were being discussed and I know Miss Stein and I spent considerable time with you in your office Dr. and going over all the different ramifications and honestly as a fiduciary um when you tell me we're going to save 20 million over 20 years for
210kids at a time when we are in the bottom 15% of per pupil funding of 943 public school districts. Uh I would be foolish not to grab on that with both hands because this is money for kids in classrooms. Um, and I so I appreciate the establishment of this to make that um longer off-ramp and go above our our obligations here, but the reality is in a time of incredibly decreasing in my years on the board, I have seen um that unfunded um liability from the state get shifted on to us from I think at one point like something in the manner of around 1.8 8 million ironically to over 18 million. I mean it was just increasing exponentially every year. So um I appreciate you doing this. I appreciate all the thought that went
211into this, but um in order to um see our current employees not get bankrupted by their health care and to give them better options and to increase our savings for kids um made this a very quite frankly easy decision. And so I appreciate that we're doing this because we do value and care about our retirees. Um >> yeah, and I appreciate that. And and and one thing I heard uh earlier tonight and it's an important consideration is this was never in a contract. This was just part of a CalPERS obligation moving forward. The retirey roadmap is in the LVEA and LBCA contract that was ratified. And that's important um that every current employee will know where they will land in their planning. Yeah. >> And that's why we wanted to give at least six years
212so every current retiree could have a long runway for their planning. So just to be clear for the board, we are not relitigating or discussing or opening whether or not we're moving to out of Kalpers or whether or not we're establishing a six-year fund. Those are done. Those are this is a this is simply a financial lever mechanism we have to now set up because of the actions we've previously taken. So maybe we can I >> thank you for that. >> I think it's important for us to scope the discussion on that. The absence of setting up fund 20 will limit the efficiency um that uh we will be able to reimburse uh through a third party vendor our retirees. And so this this fund will help ensure efficient reimbursement and as least frustrating as
213possible um uh requests for claim reimbursement from our retirees. >> So with that, I'd be happy to call you question. >> Just want to say one thing and you know if this was stated I want to reiterate it is it was a requirement under PERS to to uh have this um benefit for retirees. It's not under a skip and it was our value as a board and as a cabinet and as LVA um and LVCA to make this available to have a easier bridge for uh retirees who retire in their let's say 50s or before Medicare to ha to continue on a contribution for them to have uh to reach Medicare. I don't think that our attorneys would have would have advised that we did this, but this was our value to continue this on
214for six years for all retirees. So, um you know, I wish I I like, you know, Miss Cut Bill said, unfortunately with the um financial landscape from years ago when the state, you know, shifted the pension burden on us, health care costs, which we hear about in the news every single day. we need to be able to uh retain and attract the best talent and and not have them like Miss Couple said not have them go bankrupt because of health benefits. So I do um commend you Dr. Gleason and Dr. Ciphers for all of your work on this working with um our retirees and answering this question. This is a this is a tough change for them and I appreciate you know your outreach, your communication um and the fact that you are setting up
215this fund. so that you can make this, you know, less bumpy for people to get their money. So, thank you for that. >> With that, I'm happy to call for vote if we have any other questions. Um, >> we don't have a motion. I move >> approval establishing motion second. This is a board vote only. Uh, board all those in favor. >> I motion pass the embassy. The one thing I think we all heard and agreed with is if there's more outreach that can be done, uh, if we have retirees, they're not getting direct answers. I'm sure we've done webinars and those types of things. It may be a town hall meeting that might be easier for some of them to come in person to sit around a table and talk like we had a
216I'm sure you're already doing that, but I would I would lean into over some very logical questions. Is there spousal benefits? So, those continue make sense. If we don't have an FAQ that we've we've developed for this, um we should address one and make it be as maybe add some of these to it. But I assume you're doing that. I'm just Yeah. Okay. The more we can share it, the better. All right. Thank you. Uh item number four, resolution uh 1025, closure of fund 14, transfer of balance to fund 01. >> Mr. President, members of the board, I I did share all three of these in a package. Uh so this is uh this would close our deferred maintenance fund which has approximately $1.8 million in it. Transfer the balance to fund one as an
217unrestricted uh to demonstrate that it is unrestricted funding. Uh, and this would be the money in the next resolution that would now go back into fund 20 that was just established. >> I move to accept. >> What is it? Resolution 10-25, closure of fund 14, transfer of balance to fund 01. >> Is there a second? >> A second. Uh maybe I'll speak for this dragon because I think I got a little wrapped around the ax on this in finance because there's a lot of funds being opened, a lot of money moving, a lot of funds moving around. So um if any board members want to take some time to take it apart, we can. We spent a lot of time understanding the both the logic and the state requirements for why we're doing this. U
218we're not spending money three times. We're not we're literally having we're because of this the systems we've set in place the money has to sit in certain types of funds that have certain types of regulations over them. So all of this is out of an abundance an overabundance of transparency and making sure we're accountable. Um it it it seems like it's a lot of movement. So if there's questions feel free to take them Ryan if you want to spend a minute or two on it but you've already kind of touched on this but >> you're absolutely right. The uh intent of these types of resolutions is to ensure that the transparent movement of money across all accounts in the LA County Treasury. Uh this is the order of operations. Uh someone at home might be
219wondering why it can't be one consolidated simplified item and it's just because in order to have these initiated um actions, we need separate board resolutions. No, no staff can move money from the fund one fund to another without the u majority of the board signing off on. >> Any questions on this one? >> Now I'll call to a vote. All those in favor of uh resolution 10-25 closure, excuse me. Resolution Yes. 10-25, closure of fund 14, transfer of balance to fund 01 of board member only vote. All those in favor? I >> motion I motion passes unanimously. And now for the hatrick, the third one here, approval of resolution 11-25, transfer of now fund 01 to fund 20. >> Mr. President, members of the board, the $1.8 million that just uh lived in fund one
220for three seconds, we recommending putting into fund 20. Uh if uh the board approves this resolution tomorrow, we'll initiate uh the connection to that third party administrator so that on January 1, we are prepared to serve our retirees with quick reimbursement. >> Is there a motion to approve? I move to approve resolution 11-25 transfer of fund 01 to fund 20. >> I'll second. >> Any discussion? >> Seeing none, board member only vote. All those in favor say I. I. >> I. Motion passes unanimously. >> Number six, approval of nomination of representative to Laxa. Um, I asked for this to be put on the agenda. I we >> I'm about to say something. >> Sorry. >> To a nominee. >> I'm about to put my name forward. >> I love it. I was hoping this would
221happen. This is my master. >> I got to tell you, I will not I will try. >> Yes, >> they are notorious for having things at like 5 p.m. at at at like like they have on Monday. They have a meet and greet in Elsagando at 5 because that that'll be the time for the good traffic to go down for a 30 minute meet and greet. But I will endeavor >> so great afford myself on this grenade. >> I was gonna actually suggest the president do it, but >> change of minds. I'll make a motion to to Angela to be the uh >> I go to one thing >> then I've increased our participation% >> the vote >> but in all seriousness the thought was in talking to Dr. asking others is that we've noticed
222over the last year or two that there are some interesting decisions and thought processes happening at at at LA County on those conversations. >> We need we need to have I agree. So I thank you to I love it. >> Uh there is a motion and a second. All those in favor of student board vote >> I board I >> I motion passes here unanimously. I have to say that's a birthday gift right there. >> You can thank us later. >> Yeah. And and you see it on your birthday as well. That's very >> I know. I think it and also says I think what we've learned in the last year is um >> Yeah. They don't want to be left out of their competition. >> They need some suburban compet so big. Yeah. >>
223I just wish they'd be more creative about how they win and how they meet. But I'll do it. >> Um we could even think about an alternate for you if you wanted to to have some backup tags off for you, too. Or maybe someone will keep you company and go wait you >> no uh public hearing certification of compliance education code 60119 textbooks and instructional materials if I could have a motion to open the public hearing. >> So moved. >> There's a motion. Second. There's a motion to second. All those in favor of opening the public hearing. Student vote. >> I board vote. I >> I uh Is there anybody here? Seeing nobody here, may I have a motion to close the public hearing? >> So moved. >> Second. >> Okay. Uh student board vote
224to close the public hearing. >> I >> board vote. >> I. >> Now to consider resolution 7-25, certification of compliance education code 60119, textbooks and instructional materials. Dr. Stephenowski. >> Dr. Anderson. >> Yes. As part of the Williams Act, we must certify that all our students have received their instructional materials. This could be physically or digitally. Um we are for the first time in the history of less virgins to my knowledge receiving a visit from the county next week to two of our schools um to verify this as well. >> Why? >> Well, going back to the data presentation, we did not pay attention to the um state ratings and we were in red in two areas and so that is why we are receiving the visit. >> In what two areas? >> It was.
225>> Didn't you see from that chart about the uniform? >> It was not It was not academics, it was attendance. >> Oh, attendance. >> And it's not just overall, it's by student groups as well. So, um, two student groups at two schools did not meet the attendance threshold and they were in their red. So, that is why we're receiving the physic. >> Very good. But we have enough books and stuff. >> We did. We sent out a survey. Everyone has received all the core books. I know there was concern about some math workbooks and the last of those were delivered today. >> They arrived today miraculously. My kids came up and said, "Guess what arrived today?" I'm like, "I have a sneaky suspicion. I know what arrived today." Uh, thank you for that. I I
226know I mean we had new curriculum and all these things, so this is not an easy accomplishment. Um, any discussion? This is pretty straightforward. >> No, we have a motion. >> I'm asking for one. Uh, is there a motion to approve resolution 7-25? >> So moved. >> Second. >> The motion is second. Get punching here at 8:15 p.m. Uh, all those in favor of student board vote >> I. >> Board vote. I I assume you have all your textbooks. Okay. Um for older >> we've audited at least once. >> Yeah, we audited reports on our job. We've asked two students. Um item number nine, approval of provisional internship permit credential for preliminary educational specialist mild moderate Lindereo Canyon Middle School. Wow, that is a mouthful. Dr. Stephanowski, >> Dr. Cru has the next two items
227which are some of my favorites, tips and pips. >> I love a good stip. Mr. President, members of the board, staff is seeking approval for a provisional internship permit credential. This particular candidate has been a valued pair educator with us for six years and is currently working towards completing her credential. >> Fantastic. >> Great. Uh motion to approve. Is there one? >> So moved. >> Second. >> The motion is second. All those in favor student vote >> I. >> Board vote I >> I motion passes unanimously. Thank you very much. Ben, you can vote twice. That's fine. Uh number Oh, you somebody voted twice. >> Okay. All right. Sorry. Uh item number 10, approval of provisional internship permit credential for preliminary educational specialist at mild modern Agora High School. Dr. Cipher. Well, more to go.
228Mr. President, members of the board also looking for a approval for this provisional internship permit credential. This one is at Agora High School uh looking to fill a special education teaching position. This candidate holds a bachelor's degree in science and is working on earning their master's and teaching production. >> Excellent. Is there a motion to approve? So moved. >> Second. >> Motion second. All those in favor of student board vote. >> I >> uh board vote >> I motion passes unanimously. Thank you everybody for a great meeting. Thank you Dr. Stephen team a lot on the agenda tonight. Appreciate it. Uh Dr. Thank you for uh the your inaugural coming in big data and coming into the lion's den. That was fantastic. You did well. Um uh Mr. Gon you could work out a little
229bit. Sorry. >> Oh never. >> Just kidding. Whoever motion meeting a dirt