3.18.25 Board Meeting

001Good evening. Welcome. So good to see everyone here today. This is the March 18th board meeting of the Board of Education of the Livermore Valley Joint Unified School District. Our boardroom is open with an in person format. However, we will continue to broadcast our meetings over zoom to provide the opportunity for our community to observe in real time. The Board of Education of the Livermore Valley Joint Unified School District is now can be convening to open session, and it is 708 p.m. Please be advised that our board meetings are televised on local channel 28 on Wednesday and Saturday evenings and on Monday, Friday and Saturday mornings. All of our actions approved in closed session must be reported in open session, so I'm going to ask trustee van and who will, if you would please report

002during closed session the Board of Education took action regarding the stipulated expulsion for student G, the board voted unanimously in favor of the superintendent's recommendation to approve the stipulated expulsion and recommendation of student G. During closed session the Board of Education also took action regarding the expulsion of student H following an administrative hearing, and the board of board voted unanimously in favor of the superintendent's recommendation to improve that stipulated expulsion recommendation Also during closed session the Board of Education took action regarding a stipulated expulsion for student I, and the board voted unanimously in favor of the superintendent's recommendation to approve the stipulated expulsion recommendation of student I. Thank you. Okay, we're going to move on now to our Pledge of Allegiance. And we didn't practice this but we're going to ask if all of our

003spelling bee students would come forward and help lead us in the Pledge of Allegiance. Do we have. Yes, come up. Put your right hand over your heart. Ready, begin. I have allegiance 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. Wonderful. You guys are professionals. Yeah, that was great. I'm going to ask Superintendent Gibson if there are any changes to the agenda. We just have one item that has an updated attachment, and we will when we get there we'll talk about it further but it's item 13.5 AI. It is a board policy, and we have two versions now in there but we'll discuss that when we get to that part of the agenda. Okay, thank you.

004We're going to move on to our recognitions, we're first going to invite Miss Andrea Tapia, who will present the recognition of the ultimate creek elementary intervention specialist. Okay, good evening. Board President Pruso members of the board, Superintendent Gibson cabinet and community I am Andrea Tapia, proud principal of ultimate creek. Tonight, I have the honor of recognizing an extraordinary intervention specialist and educator who has made a profound impact on the students of ultimate creek elementary are dedicated and compassionate intervention specialists specialist excuse me, Virginia. Virginia's work is the very definition of transformative she meets students where they are, providing them with guidance, support and encouragement to come. But the encouragement they need to overcome challenges in both reading and math. She does more than teach she inspires confidence builds resilience and fosters a love of learning

005with each student that she works with her ability to identify specific needs and provide that targeted support is nothing short of remarkable, whether she's working one on one in small groups or collaborating with all of our teachers on campus, Virginia brings a commitment to student success. Her patients expertise and genuine care, ensure that no child feels they're behind, and that every student feels that they have the ability to grow and succeed. Beyond her instructional role, Virginia is incredibly kind and spreads positivity around campus. She's always smiling. She lifts up those around her, not just our students but our colleagues as well. Her presence makes ultimate creek a better place for everyone. Virginia on on half of our entire school community are wildcats thank you for your dedication, your heart and your relentless pursuit of student

006achievement you make a difference, every single day and we are so grateful for you. Let's give a round of applause. I will now invite Miss Sarah walk forward she's going to present the recognition of the adult adult from our adult education school that was hard for me to say. Welcome. Good evening. President Prusso trustees, Dr Gibson members of the cabinet community. Thank you so much for this opportunity to bring forward members of our school community for your recognition. My name is Sarah walk, and I have the honor to serve as the principal for livermore adult education. There's so many wonderful things to say about our students and teachers so I'm going to apologize in advance for talking a little bit too much tonight. The William Webster dictionary defines the word pathfinder as one who that

007discovers a way, especially one that explores untraversed regions to mark out a new route. Each of these individuals that I have that I present you for recognition tonight is a pathfinder. She's over here. I need to and her family live here in Livermore. She has a middle school student who attends Mendenhall and a kindergartener who will start at Smith next year. In India and need to was a math and science teacher, like so many who come to the United States she's faced difficulties and challenges having her degree and transcripts translated. To keep moving forward, Anita had decided to take the GED tests and earn a high school equivalency certificate from the state of California. While continuing to work on getting her degrees transferred Anita works as a classified substitute for our district. She is a

008diligent student, a dedicated mother, and an asset to Livermore adult education and to the Livermore Valley joint unified school district. Congratulations Anita. Mursal Mursal Wali Zada came from Afghanistan, the land of beauty and challenges. Many women in her country struggle to pursue their dreams for Mursal education is not just about learning is a source for hope and a pathway to a better future. It is important because it helps her understand the world. She believes that education is the key to unlock her potential and empower her to be her best self. In her house, learning is a family affair. Her parents are currently attending our English as a second language courses, her sister goes to Granada and her brother is a student at Joe Mitchell. Mursal successfully completed the GED tests, and is now attending Las

009Positas College. She wants to work in the medical field so she can help and inspire others just like her. Congratulations Mursal. Jonathan. Jonathan Garcia joined our high school diploma program in August of 2023. He is a hardworking dad with six beautiful children. He works full time to support his family, and yet he carved out time to finish his classes and earn his high school diploma. With our Livermore adult education student first student centered program. He worked closely with the instructor and completed the required high school courses credits for graduation. Jonathan has set a great example not only for his children and his extended family, letting them know that great things come from hard work and perseverance, and that there are no excuses. Congratulations, Jonathan. Minerva Campos has wholeheartedly pursued her educational journey at Livermore adult

010education. This year alone, she has taken English as a second language courses, computer literacy classes, and citizen preparation classes. On February 14 2025 Minerva passed the United States citizenship and immigration test. She's looking forward to the naturalization ceremony while she will take an oath of allegiance to the United States. Next year Minerva will begin to prepare to take the GED tests and earn a high school equivalency certificate. Congratulations, Minerva. All right, on this side of the aisle. I have Amala Nuna and Sumayya Nori. And one of their compatriots is not here, or colleagues I should say, Mamta Kumari was unable to join us tonight. These two women are students in Livermore adult education's early childhood education program. In addition to their English as a second language classes, they are completing early childhood education courses, classroom

011volunteer hours, and are building a professional portfolio, all with the support of their teacher on Monday, Wednesday and Friday mornings. In addition, these three students have applied to the school district, interviewed, been hired, and completed all of the pre-employment training. This is no easy task, especially when English is not your first language. These individuals work as lead teachers or assistants in Livermore adult education's on-site child learning center. The child learning center allows Livermore adult education students to attend their classes while their children receive age-appropriate literacy instruction. The CLC operates much like a preschool with a daily schedule of activities designed around educational objectives. It is Amala, Sumayya, and Mamta's job to help plan and prepare the educational activities, follow the daily schedule, and communicate with their parents. Congratulations to Amala, Sumayya, and Mamta for their

012success in their courses. And finally, I would like to recognize two of our wonderful teachers, Laura Barrett and Dr. Carol Liu. She hates it when I say that. As you have heard, our students come to Livermore adult education with diverse experiences, educational opportunities and needs, and life goals. Although there are well-established guidelines, there is no single path that will serve all of our students. First, Dr. Carol Liu. Carol began her adult education career in Minnesota, where she taught and earned an EDD focused on the use of technology in adult education. When she removed to Livermore, her children were young, and in order to continue to work and be close to her children, she worked as a paraprofessional at Smith and then as part of the office team at Mendenhall Middle School. While working at Mendenhall

013during the day, in the evening Carol taught high school diploma and GED preparation classes. Four years ago, Livermore adult education was able to bring Carol on full time. Carol continues to teach high school diploma and GED preparation classes, working one-on-one with each student to develop their unique learning plan. Based on her observation of students and her conversations with colleagues, Carol offered to teach a computer literacy class focused on basic needs such as how to turn on a computer and how to read and send email. Carol is the type of person who sees what needs to be done and does it. If you're not paying attention, it would be easy to miss all that she does for our students and staff. Our school is a better place with Carol in it, and although she does not

014like to be the center of attention, I feel it's important to take this moment to recognize her for all that she does. Thank you, Carol. And finally, Laura Barrett. Three years ago, I approached Laura and asked her if she would be interested in developing and implementing a career technical education program focused on early childhood education. She accepted the challenge. During these last three years, Laura has researched, written, implemented, and modified a curriculum designed to help non-native speakers of English pursue careers in early childhood education. In addition, this year, Laura transformed our child care program into the Child Learning Center, providing both a laboratory classroom for her ECE students, but also high quality standards aligned learning experiences for the children of Livermore Adult Education's adult students. Livermore Adult Education, I am extremely grateful and proud of

015all of the work that Laura has done. Livermore Adult Education is the only adult school in our area that provides support for the children of our adult students. Thank you, Laura, for all you do. I told you I had a lot to say, but thank you very much. Thank you. That was so inspiring. We're now going to invite Mr. Jason Krollikowski to please come forward to present the recognition of our spelling bee winners. I'd like to ask all the students who are here for spelling bee to be acknowledged to go ahead and stand, stand up, come behind me. Good evening, Board President Prusso, members of the school board, Superintendent Gibson and cabinet. My name is Jason Krollikowski. I'm director of secondary education and tonight, I'm proud to present our school champions for the Livermore Valley

016Joint Unified School District spelling bee. We had two competitions, one on January 29th for our elementary, which is grades four through six. And then on March 5th, we had our seventh and eighth grade spelling bee. So while you will see grades four through six and some middle schools on there realize that is the grade bracket for the elementary spelling bee. So I've asked the students to step forward and raise their hand when their name is read. We will reveal the names of all the winners from each of the schools and then identify the Livermore champion. We start with Altamont Creek, we have Sharia Acharya and Darsh Advani. From Arroyo Seco, Liam Hirsch and Hudson Hua. From Christensen, we have Delaney Amador and Ajay Gurup Prasad. From Croche, it's Dia Menon and Ellie Van Gent. East

017Avenue, John Govea and Zara Maros Bennett. From Jackson Avenue, we have Noah Cusmillo and Owen Comadina. From Joe Mitchell, TK-8, we have Kai Fang, Zachary Gonzalez, Aria Hodge and Moksheeth Sai Kapala. From Junction, TK-8, we have Isabella Cho, Cora LaFever, Julian Madsen and Evelyn Nye. From Lawrence, Adderall Premkumar and Joseph Song. From Maryland Avenue, Isabella Fries and Daniel Smith. And from Mendenhall, Manny Hasika-Vanama and Raghav Manavalla. And the 4-6 spelling bee champion for Livermore was... Oh, excuse me, a few more names, excuse me. I thought that was my big reveal. From Rancho, Logan Cook Van Hoos and Mason Townsend. From Smith, Leo Elahi and Botan Negi. And from Sunset, Rishan Menon and Tanay Renee. And now, the winner of the grades 4-6 spelling bee is Manny Hasika-Vanama from Mendenhall Middle School. Next up is our

0187th and 8th grade school champions. From Christensen, we had Misha Jobi, Nishant Sahoo, Sunil Sajja, Menki Kalwamura from East Avenue, Connor McGuire and Samita Velnati. From Joe Mitchell, TK-8, we had Scarlett Bell and Jax Blayshack. From Junction, we had Jairo Miguel Barcial, Arman Panu and Samuel Williams. And from Mendenhall, we had Rizwan Mohamed, Nived Panchal and Henry Rosenbrock. And the winner of the 7th and 8th grade Livermore champions was Sunil Sajja from Christensen Middle School. We had a lot of effort put in on this. As you can see, these are the names of our spelling bee coordinators at each of the sites. They do the preliminary rounds of their schools to send us their winners. And on top of that, we have a lot of support at the district office who sit on as judges.

019And we had our Mr. Hart reading the words and Mr. Connor being our emcee. So it's been a full district affair, but we're very proud of all of our students, although we can only have one winner. Every student up here is a winner in our book. So congratulations, students. We'll have you come up and shake hands with the school board. Families, we'll take pictures in just a moment with the school board. Okay. All right, we're going to we're going to move on to our next agenda item. I know everyone's excited about the spellers. We're going to move on to our student board member reports, which is also very exciting. Normally we have two student board members here, one from Livermore High School and one from Granada High School. But Addie Hart, who is our representative

020from Livermore High School, I believe she's on a field trip. Is that right? Oh, OK. She's she's doing homework or something important. Yeah. So we're going to ask Gabriel Benitez is going to read for both of them. So that's very exciting day for him. Thank you. He is our representative for Granada High School. All right. Good evening, board president Pruso, members of the board, Superintendent Gibson, cabinet and community. Granada High has had a busy and exciting month. Our boys soccer team placed second in the North Coast section championships and advanced to the CIF Northern Regional Semifinals, marking an incredible season. Baseball is off to a great start with victories against Cardinal Newman and College Park. And we look forward to continued success this season. Academically, CASP testing begins March 20th for all juniors. An important

021opportunity for students to demonstrate their learning and qualify for honors like the State Seal of Divine Literacy. As well as this, Granada administered at SAT last week with over 100 juniors taking the test. In music, our choir performed at the LVEF Festival of Choirs and our band and orchestra will compete at the CMEA Festival this weekend. On March 15th, Granada hosted the annual Granada Fiesta, welcoming color guards, percussion units and drum majors from 41 schools across Northern California for an impressive showcase of talent. Finally, congratulations to Kate Wang and Citi R for their achievements in the Daughters of the American Revolution Essay Contests. Stay classy. Now for Livermore. Good evening, board president Pruso, members of the board, Superintendent Gibson, cabinet and community. My name is not Adi Hart, and I'm representing Livermore High School. Livermore

022High School's Grace Gallagher was a National Merit Scholarship semifinalist and has advanced as a finalist, placing among the top 1% of high school seniors nationwide. Alyssa Ramon and Sreesh Premkrishna are Rotary Students of the Month for Livermore High School. Our March Madness Rally was on Friday. This... Oh, Thix Thevin won the tournament and played a great game against our teachers. LHS hosted the Alameda County Office of Education Wellness Collaborative on March 12th, where several of our students spoke about the Wellness Center programming. All spring sports went into full gear last week. Beach volleyball had their first scrimmage of the season last week. Our baseball team is 5-3 and our softball team is 2-2. March 13th, we had a cultural fashion showcase at lunch. Juniors took the SAT on March 12th. Band, orchestra, and choir performed

023in their winter concert on March 12th as well. Our winter play opened on March 15th and was a success. Our spring fling is on March 22nd. Livermore ASB is hosting a prom and ball suit and dress swap on March 21st. We are collecting donations of formal attire for students to swap and wear at our upcoming dances. Livermore Alumni Association held their annual crab feed on March 15th. We were able to raise a lot of money for our amazing school. Class of 25 is selling lays and lawn signs to raise money for safe and sober grad night. As well as this, we are deeply saddened to share the unexpected passing of one of our students. While we respect the privacy of the student's family and are unable to share specific details, we recognize the shock and

024impact this news has, especially to those who consider this student as a close peer or friend. Thank you. Nicely done. Great job. We're now going to move on to our Employee Association reports. We're going to begin with our president of our Livermore Education Association, which is Amy Thompson. We're going to invite her forward. Tara Lutz is her vice president. I think she might be here tonight. I can't see anyone so I'm just guessing. So we'll bring her up. Then we'll have Amy Christovich on deck. I have to say, Tara just won reelection today. Yay. Okay. Good evening, board president, Pruso, members of the board, Superintendent Gibson and cabinet. I'm Amy Thompson, president of the Livermore Education Association, representing teachers, nurses, counselors, psychologists, speech pathologists, social workers, and teachers on special assignment. LEA is interested in

025participating in a collaborative process with our district for determining staffing ratios, as we are working toward a well managed position control system. The documents I shared during the March 13th board meeting showed staffing ratios for vice principals at the high school of three per comprehensive site. At least part of the reason that we currently have four per site is that LEA advocated to increase that number based on need. Our members have insight into what is needed to best serve our students, and we are happy to share that in a collaborative process. There have been several restructures to management positions so far this year, such as breaking out the position of director into director one, two or three. We would like a seat at the table as these decisions are made, which will help us understand

026the rationale for decisions. Plus, we might have information that is helpful. Staffing ratios for most of LEA's positions are defined in our contract and based on designs to best serve students while being compliant with education code and best practices. An overly simplified example of this is if we're a district of 13,000 students, and we have an average class size of 30, then we need 434 teachers. But what is the formula for determining staffing ratios for other types of jobs in our district? Do other districts have ratios? And what is the basis? Should the basis be number of students? Should it be number of employees, number of school sites? What is the process to determine staffing ratios for new programs with restricted funding, such as our new ELOP program? We are happy to see that our

027district is embarking on this endeavor, and we really hope that we, as well as the other interested groups such as CSEA, SEIU, CMC, LMA, and other interested groups, are invited to the conversation. With staffing costs making up 85% of the budget, it is imperative that we implement a good system of position control to successfully manage our budget. And to do this, we need to have input from all of our employee groups. Thank you. Thank you, Amy. Now we'll invite the president of CSEA, Mamie Christovich. Good evening, President Prusso, members of the board, Superintendent Gibson, and cabinet. I am Mamie Christovich, president of the Livermore chapter of CSEA, the California School Employees Association. Joining me tonight is our chapter's vice president, Victoria Storti, as well as other dedicated CSEA members. At our February 18th board meeting,

028the board approved resolution number 025-2425, which included the reduction of 15 employees or 11.12 FTEs in various CSEA classifications. That was four weeks ago, and CSEA's demand to bargain the impacts and effects of proposed layoffs got rescheduled from March 14 to March 26, upon the request of the district with the district's attorney present. CSEA had not planned to bring an attorney, as that sets the stage for conflict and does not bode well for collaborative negotiations. When I sat down to write my report for tonight, it was disheartening to realize that once again, just about everything I stated 28 days ago has not really changed, and some things have gotten worse because they have not been adequately addressed. CSEA is still waiting for the district to begin identifying additional non-employee reductions and collaborating with us as

029promised to reduce the number of layoffs and mitigate the impact of the reductions. Morale remains low, as CSEA classified employees are anxious about the layoffs and how the reductions will affect their daily work and their colleagues who received notices. The tension is palpable, and the frustration and tears are real. In the past few weeks, various vacancies have surfaced, and they brought a glimmer of hope that has not materialized. Employees are eager to hear if the vacancies mean their job will be saved. For example, an IT technician submitted his resignation last week, and we are hoping that the district would be willing to retain the network technician who was given a layoff notice and eliminate the vacant IT technician position instead. Unfortunately, my efforts to engage in that conversation with the district have so far been

030unsuccessful. As before, if there is a plan, CSEA has not been invited to collaborate. Between Thursday, March 13 and Friday, March 14, layoff notices were handed out or sent in a mail. It was traumatizing for so many. On Friday night, the board agenda for this evening was published, and CSEA classified employees were treated to item 13.1, approval of 15% increases for child nutrition workers with no change in job description. I want to be very clear that CSEA members appreciate the work of child nutrition employees and in no way wish to diminish the work that they do daily. We support pay increases for these hardworking employees, but the issue of equity is on the minds of everyone who is not receiving a 15% increase the day CSEA classified employees were given layoff notices for lack of

031funds. We understand that the funding source is not the general fund where there is a deficit, but the optics and questionable timing are disconcerting. The proposed salary increases mean that child nutrition assistants would make a higher salary than campus supervisors and instructional assistants. They would also make the same salary as office specialists, child welfare attendance aides, instructional specialists, and paraeducators who risk their physical and mental well-being daily to help educate students with special needs. Child Nutrition Leads 1 would make the same salary as intervention specialists. Child Nutrition Drivers would make the same salary as administrative secretaries in school offices, paraeducators in the adult transition program, and senior program assistants. Child Nutrition Leads 2 would make the same salary as accounting specialists, administrative secretaries in the district office, bookkeepers, library media specialists, registered behavior technicians, registrars,

032and our transportation specialists. Child Nutrition Leads 3 would make the same salary as child welfare attendance specialists, the data specialists in special ed, and executive assistants to the principal. If a 15% increase is approved for child nutrition workers, we wholeheartedly congratulate them and ask the district and the board for 15% increase for all CSCA classifications to preserve internal equity for employees with jobs that hold significant responsibilities, accountability, and risk of physical harm. In the past several days, I have received numerous emails from CSCA classified employees expressing their frustration with the district for not valuing the work that we do and the despair that we feel. I ask you, our Board of Trustees, is this the sort of work environment that you support, or will you stand with us in our quest for basic respect and

033fair treatment? Before I close, I'd like to inform you that against my specific wishes, the district sent an email to all CSCA members with a negotiations update yesterday before we even have a tentative agreement. In fact, our negotiations team has not seen anything in writing. We find that this is dismissive of CSCA and a violation of confidentiality, and I hope the board does not support this type of action. Once again, I implore you to listen closely and with empathy to the concerns of our CSCA classified employees who ask for equitable compensation, basic respect, and professional courtesy. I look forward to the day that I could come before you to report that the district is finally collaborating and negotiating with CSCA to resolve layoff concerns and contract violations. Thank you. Thank you. So just as a

034quick update, I just want to let the board know we have we do have an update regarding some of the statements made this evening one of the state one of one of the things that we do have a negotiation session, so that with CSCA for next Wednesday which has been scheduled for the last couple weeks that's first thing. The second thing is in relationship to the tentative TA that we have. It is, we are in the process of getting that in writing we were, it was requested of us by CSCA that the TA not be written that particular day, but with regressive bargaining that TA that we have agreed to 100% stands legally and we are in the process of putting those documents together. CSCA requested that all the documents be put in one in

035one place and provided to them as a whole group. Even though that is not past practice, and going forward we will ensure that moving forward anything we agree to on that day at the table will will receive signatures just to make sure that that is short up going forward, but that is not something that we, we plan to change that is for the reclassification of two particular jobs, and I'm going to let Miss Robbins tell us exactly those titles because I don't want to misspeak. Those two job classifications are the library media specialist as well as the executive assistant to the principal. Both of those in the in that tentative agreement are for reclassifications up for both of those positions for CSCA. Just one point, just a point of personal privilege. From just a little

036bit of experience in negotiations, one thing I just want to make sure that we don't close in on is direct bargaining, and that it sounds as though both sides might have a perspective here that differs. And I would encourage, at least for my support as one member that if it's a relationship thing that rather than air negotiation strategies and words in a public forum, where it's normally very close to direct bargaining, that we, if we have to bring in a mediator someone that can come in and sit down and bring the sides closer together. The district has long enjoyed great relations with our labor groups, and with the support of our community where public school district, and we are very, very fortunate to have the public support and the support of our rank and file.

037And I want to preserve that at all costs. So if it's just a matter of working something out and bringing an extra, an extra set of eyes and ears in a neutral third party, I would greatly be in support of that. Okay. Now we're going to invite Kirsty Governor, the president of SEIU to come forward. She, yeah, press the button on the microphone so we can hear you. Yeah, perfect. You got it. Good evening Madam President, President Prusso, board members Superintendent Gibson and cabinet, thank you for having us. We would like to encourage you to approve the MOU. We don't. We don't feel that it is out of reach to be equitable in our unit with our members and child nutrition has historically been paid less than everyone else in the district. We came to

038this negotiation in November, early part of December. And here we are tonight and we hope that you will approve it. We would like everybody to make more money. There's no one person that is less important than anyone else that includes the superintendent all the way down to us. Everybody has a role to play, and we all keep this district going for our kids that attend these schools. And we want a. We want it safe and nurturing place for our children to learn. And everybody plays a role in that. And there's no one that's less important than anybody else. Thank you. Thank you. Thank you. Also, as a point of reference, I don't see her tonight here tonight, Lily Lopez is our representative for CMC. We're going to move now on to our public comments on

039our non agenda items. So these are topics that are not on this evening's agenda. Now is the time where we're going to call you up. We ask that you limit your comments to three minutes and that each speaker can speak one time. I do have four cards so I will call you up one at a time. We'll begin with Melanie Mason. Is Melanie here. Oh, come on up Melanie. And then on deck we'll have Tara voice so just so you're prepared. Good evening everyone. Thank you so much for this opportunity to speak. My name is Melanie Mason. I'm a parent of a fifth grader and a third grader at Junction Avenue, and I'm heavily involved in the PTA there. I'm working really hard to revitalize their school garden so that way our little bulldogs have

040a really fun place to go learn. So, outside of my wonderful junction community. I'm also a healthcare provider and believe greatly in evidence based medicine. As a clinician I rely on researchers to bring forward pertinent information so I can then apply it in my everyday life for my patients. I understand PBIS is the research arm of education that addresses behavioral issues within the school system. Junction has received accolades for its implementation of PBIS, and I'm thankful to our administration for maintaining its high standards and reducing incidents of educational disruption, especially as we move further from the depths of coded the students Our district and particularly those who attend a title one school need our support to help them develop social, emotional and behavioral competence, so that they can excel in academics and become a thriving

041individuals of our community. Our children cannot learn. If they or others around them are not equipped with the tools to help them overcome social emotional and behavioral obstacles. I respectfully asked that the school board reconsider its decision of cutting the instructional aid position at junction. My understanding is that this position funded by LCAP is instruct is instrumental in supporting PBIS efforts, such as Wednesday school, which provides alternatives to suspensions without this position position who will do this important work. When we have PBIS and evidence based program that has proven to be beneficial to our socio economic disadvantaged population of students, it doesn't make sense to take away this valuable resource. I appreciate your time and consideration, and I trust that the board will continue to prioritize the well being and educational success of all students

042and thank you so much for your dedication to our school district in our community. Thank you. Thank you. We'll have Tara Boyce. And then on deck, we'll have solar. I think I'm on right. Yeah. Good evening everyone. So I am going to not repeat anything Melanie said, and speak a little bit. So this is in regards to the letter that I sent to the board yesterday. But since the PDF will not be attached to the agenda I thought it wasn't important to read it into the record. I am actually here in support of all the kiddos on the campus just as Melanie spoke of every day, we walk into chaos because it's a K through eight TK through eight right so lot of energy, Mrs Garza Mr Wilkins they're out on the apron, every single

043day So that they have a great day, we have a school that's dual immersion we have high amounts of socio economic challenge families and English language learners, and we do get challenged by this very board and the district office for scores that are deemed too low. Oftentimes it's due to misunderstandings about the nature of dual immersion education and how that affects scores and scorecard indicators not moving quickly enough. So, when we went through the budget reduction process, the vice principal from junction was on the chopping block from the very beginning right. So although funded by LPAC. We decided as a community as a cabinet as a board that because Joe Mitchell only had a single vice principal that junction only needed a single vice principal, but Joe Mitchell injunction very different for the reasons I

044listed, as well as Joe Mitchell having no feeder schools going into the middle school, right, we have three feeder schools I think at junction that come into the middle school from the neighborhoods. We have complications in our neighborhood right now because of the immigration issue. Everybody on the board I'm sure remembers the eight police cars that were parked in our neighborhood when school was getting out, not three weeks ago. Right. So if we get through, if we get rid of our vice principal, and we get rid of the instructional specialist that is doing such a fantastic job with the program that Melanie spoke about who is going to take that on. So, what's the impact analysis, where is the impact analysis. Did Dr Gibson do one before bringing both of those positions to the board

045to understand who was going to assume those responsibilities. Will it be Mr Wilkins will be Mrs Garza will be somebody in the front office. Right, so it's important that we understand that. We just ask the board, as they do order of magnitude listings for the positions that will come back into the budget, as we continue to do budget reconciliation that junction is front of mind. We have a board member who touted their relationship with the junction community. Oh wait, I see I thank you. And that we need to really keep it front of mind. Every single member of the board and understand that without that support in the front office we're going to have stagnation, and we will have reduction in the strides that we've made these past years. Thank you. So I've been informed

046that solar had to go back to work so we will move on to our last comment which is at least Alicia Thorpe. Yeah, hit that there you go. Good evening, President Bruce so trustee superintendent and staff throughout history, tough decisions and endurance have been required in our families, our employment and in our lives. It's never easy, while navigating through this process at times it may seem that we're all alone, or questioning if if right decisions have been made. This can be daunting. I wish to share a quote by William Bradford, who wrote, who was the governor of Plymouth in 1621. He was an esteemed leader, a man of great character storewalk courageous and historian. Governor Bradford led the pilgrims through the exceeding difficult times during the founding years of Plymouth, including illness starvation and death.

047Governor Bradford stated all great and honorable actions are accomplished with great difficulties, and must be enterprise and met with great ansible courage. We have been praying for the livermore school board trustee superintendent and the employees. There are so many facets to take into consideration. We have been in our prayer is Lord grant the trustees, the superintendent, the wisdom, courage and strength to meet the ongoing challenges, guide them in their decision process for the common good of the employees and school district for the employees. Lord give them peace, courage, strength, while they are walking through these difficult times. Lord, encourage their hearts and their families, let them know they are not alone and provide for their every need. I asked you in Jesus name. Amen. Thank you. Thank you that that concludes our public comment we're

048going to move on to communications. This is the formal written correspondence to the board. This is acknowledged if received by the board or the superintendent's office by 4pm on the day before the meeting. Formal written correspondence received after after the cutoff time will generally be acknowledged at the following meeting. Please note that our, our board electronic communications received via the Livermore Valley joint unified school district website by accessing the formal written correspondence to the board education link with all fields completed and verified shall be treated as formal correspondence. So I'd ask trustee drew in if there is any correspondence and if so if he could summarize for us. None. Thank you. We're going to move on to our discussion action items, so I will turn the time over we're at 13.1 to turn the time

049over to miss Amy Robbins. Good evening President pre so members of the board superintendent Gibson and cabinet. Tonight I bring to you as the you number 1021 reclassification which consists of three items. The first item is the mo you between se you and the district, which addresses the desire to reclass five positions and eliminate an old position a former classification, the cashier job classification from the salary schedule. This mo you is as written included in the packet, which would be effective retroactive to July 1 2024. The second item it's a whole package on the second item is addressing that mo you and the job descriptions that are included of those five positions that are proposed this evening to be reclassified have the reclassifications denoted in those edits. And then the third item with this would

050be those reclassifications being revised on the salary schedule. So that is the revised 2024 25 SEIU salary schedule before you this evening. And with that we're happy to answer any questions, and the superintendents recommendation is to approve the SEIU one to see me 1021 reclassification which includes the approval of the mo you regarding SEIU 1021 local salary schedule 2025 2425 the SEIU reclassified job descriptions and the approval of the revised 2024 2025 SEIU salary schedule. I do have a blue card, so I'm going to invite Jennifer. I'm sorry. Sorry if I said that wrong, you can correct it. Okay. Come on up. Good evening President Prusso members of the board, Superintendent Gibson cabinet members and community. My name is Jennifer and Vincula and I am the executive assistant at Granada High School. Tonight you will

051be presented with a motion to approve an increase in salary ranges for five job classifications within the CEIU bargaining unit. In summary, this will increase these five job classes by 15%, with retro payback to July 1 24, resulting in a fiscal impact of approximately $323,000 in the 2425 school year. After discussing this with multiple classifications within the CSC membership at my site, I would be remiss if I failed to bring to your attention concerns that were voiced. The timing. This is literally falling on the heels of layoff notices being delivered last week. And while we appreciate that the district is working to rescind as many notices as they can. This leaves a bad taste in our mouth given that CSC was directly affected the amount 15% is a significant increase. How was that percentage determined,

052while we appreciate the thought of an increase and don't deny that they deserve it. We also recognize that determining the value of different roles within a bargaining unit is complex. The source. This allocation is out of fund 13 and as we understand it a portion of this fund is federal. What happens if federal funding is suppressed, will this increase have to be supplemented out of the general fund. While none of us question the intent of the increase and certainly aren't implying that child nutrition isn't worthy of an increase. It's also a matter of equity and fairness. Let me ask you to consider this one example. With this increased child nutrition assistance could be paid higher salary than our high school campus supervisors. While recognizing that the CN assistance deal with a certain amount of shenanigans

053during the 30 minute lunchtime, the prepping cleanup time required to service our student body. Our campus soups work alongside our SRO and admin, and are our first line of defense in the event of a lockdown shelter in place, or any event that causes confusion on a high school campus. Please don't let other classifications feel invalidated by your generosity towards another. So if you're listening, Dave, Patrick, John, Diane, Rick, Vanna, and Jason. Thank you. Thank you for what you do every day to keep our site staff and students safe and to the team that works diligently to feed our students and tolerates the riff raff of high school. Thank you. We appreciate you. Timing can be crucial in these decisions and considering the recent layoffs and in anticipation of the governor's may revise budget. It may

054be beneficial to focus on the stability of our district first. Thank you. Thank you. Trustee Bueno. Go ahead. Evening. Thank you. On this particular issue, I'm in support of placing our hard work and folks in a better financial position, and I realized that this raise is for some of the folks that are making the low on the lower side of the pay scale. And negotiations is always based on the ability to pay. In this instance, these are federally restricted funds, as I'm told, that allow for the district to adjust some members upward. So I do see the bad optics and not blind to it. And also the benefit to our food service workers. I understand, and I and I trust that we are not taking from one to give to another. Optics have put the

055board in an unwinnable position, but it's not about winning. It's about doing the right thing. My affirmative vote would be solely in support of the SCIU brothers and sisters that have negotiated this. And I would urge those who are responsible for bringing this to us through the negotiating process to be more keenly aware of optics. Those optics are bad for the community. They put us in a precarious position. And we're basically having to pick it's a Sophie's Choice thing. The difference, the differentiating matter here is that the funds are restricted and were identified and can be used in a very narrow thing, very narrow window. But I do look forward because I do believe that the district has always been fair and equitable through negotiations. So I do encourage the district to continue when money

056is available to make sure that this isn't disparate treatment, but that we're doing the right thing when we're doing it. And my apologies as a board member to the members that feel as though, and they can see it, that there's nothing on the table for certain people and there is for others. And we've been put on that limb. And so personally when I go to vote here, I'm not going to vote to take away from what others can benefit by because I realize how vulnerable and how much on the margin some folks are. Steven. Yeah, so I have kind of a series of questions and I'm not sure if I direct them to Amy or to Kayla but so can you remind me and clarify what is fun 13 and what fun 13 where it

057comes from and what it can be spent on. So fun 13 is our child nutrition fund and all accounting within that fund is for our school meal program. These are very restricted funds that can only be used for child nutrition salaries food for meals any supplies needed as well as some basic infrastructure needs. So no large infrastructure projects can be funded out of fun 13 only things like ovens refrigerators and small supplies as needed. And then we go through annual regular audits for our child nutrition program to ensure that we are spending them appropriately. And then it's comprised of both federal as well as state funded portions of revenue, based on our universal meal program that saw substantial increases to our meal program in the last couple of years. Given, given this, how do I

058say it, what is the reclassification. Are we. Are you confident that we'll be able to meet the those other needs rights the. I think you know what I'm asking. Yes, we still have funds available for the infrastructure needs that can be funded through this fund, as well as some other remaining kitchen infrastructure funds that were allocated from the state that we are working to spend to address the needs of our sites. And thirdly there's concern about the loss of federal dollars, generally speaking so are these funds susceptible to elimination by means of executive order or what would need to happen for these funds to disappear. In order for the USDA meal program to go away it would require an act of Congress. And today we have not heard anything. There's always I think potential given

059our federal government state but as of right now, we haven't heard anything that the Congress is planning to eliminate our federal meal program. Do you know historically speaking has this ever been given and taken away. There's, yeah, so it's not it has not ever been taken away from the federal government and we did have the universal meal program but California is supporting that fully funding it and adding money each year to continue funding this fully for the state portion as well. So, last question can fund 13 to be used for other bargaining units. Only as they apply to child nutrition staff. Nothing. Trustee Kaplan is do you have any comments. So just for the current state with regards to fund 13 and the child nutrition program. I would say that it's only eliminated through an

060act of Congress so currently, what's going on at the federal level it's we've seen that it's more of elimination of people, not necessarily program so we could feel confident that this would stick. Correct. Thank you. I think Stephen asked all the questions that I had but I just did want to take a minute and address the, the people in the audience who are here for this item. When COVID hit in March of 2020. I volunteer to go to East Avenue to help hand out meals, because I needed something to do. And I stood there, I'm sorry I'm going to get emotional, because this was a great experience that I had with the child nutrition staff. And I stood there with Becky and Sandy and Jolene, Connie and Sue. And every day we handed out lunch

061as cars drove through. And I cannot tell you how much compassion. These women had for these students for their willingness to be working when no one else was and remember at the time. We didn't know what was happening. And it was weird and scary time. And those women were there every day, handing out lunches, and the students were so excited to see them they knew every student's name. And I just want to say that I will never forget that. And they, I've had many experiences in this district as a board member to witness teachers and office staff and child nutrition, all over. And all the things that they do for our students but I did just wanted to say that I will never forget that, and I. I understand the concerns of some of the

062other members from other units but I feel that this is well deserved. And I has my full support. At the same time, I hope that we can continue. Now that we're righted that we can continue over the next few years to really bring bring everyone up. So I just wanted to say, I just wanted to make those comments and that I am happy that we have this opportunity to do that and I wanted to say that I really appreciate your work. So with that if there aren't any other. Oh, go ahead. I just want to address one thing in relationship to the timing because clearly this is not the best of timing for this particular item to be brought forward and it's going to give a little bit of the historical perspective of how this

063came to be this conversation between the district and SCIU began back in September and October, a formal negotiation session was held with the members of SCIU some of them who are here this evening to have the discussion around the funds and the success of funds that honestly should have been put in the pocket of our staff long ago. It shouldn't have waited until we got here for that money to go into their pocket. We successfully negotiated, and I'm not going to go into the details of that because I think we're missing the point of the discussion that through that process we successfully negotiated the process. When we were waiting for ratification SCIU has a process that they go through every bargaining unit has a process that they have to go through within their unit in

064order to then give the district, the green light then to put it on a board packet. So the timing of that can always be tricky. It can be the day before a board packet is going out and it's not it's not quick enough for us to get it on so then they have to wait sometimes a month. So SCIU patiently waited, we signed it in December, we patiently waited. And then our new president was sworn into to the White House at that point, within a matter of 48 hours, educators experience what I call severe whiplash. And you can ask our principals and our district office administration what that felt like for us. We didn't know what was happening it was, we were scrambling to download money from the feds, so that those funds couldn't be

065pulled back we were told minute by minute that we were going to lose these funds instantly that carries our staff on a daily basis and this isn't just our classified staff it's also our certificate of staff and counseling positions and key critical positions. So, it's our magnet grant it's all the function so when people ask you know how we had these conversations have we discussed these these impacts of course we have we have these conversation and in depth conversations with the site that are impacted every day, and often the sites are the ones who are making the decisions. When we went to SCIU we explained the situation to to both the president as well as their SCIU rep. And we just said are you willing to put a 30 day pause on this while we

066wait to figure out what is happening with the federal government. This was on or around January the 24th. They gracefully said not a problem we want to make sure that this this funding is secure. We don't want to put the district in a hard place. February beginning of March, and Matt who is the SCIU employee reached back out very graciously and said hey can we talk about this we just want to update. We had that conversation. Along the way we've had numerous conversations around timing, you know the federal government situation, all the things that are just unknown there's there's many unknowns for the next three plus years that we will navigate. However, had this money been provided to the staff that it is sent to the school district to give to back when we received

067it. None of this would be a topic of discussion. And that's the part that I think we have to remember it's not about one versus the other. We are working with CSEA, they're a completely different bargaining unit, it's a totally different need the jobs that they do are insurmountable. But so are the jobs of our SCIU employees, and so pitting one against the other is, it's just hard and it's not the intent at all. These people work in a classification that has just a different funding source. We have the funds and over time those funds should have been provided to our employees then. Just in, in, like for our options you mentioned, Trustee Bueno. Sophie's choice is a little because it was about taking away this is about giving to one over another. But yeah

068there's the scarcity model here doesn't apply. What, what are our options, like what timing would benefit our nutritionists, as well as other units better. Is there a timing that would work better is it. I don't see that much I feel like what our superintendent just explained that this, this is long overdue already. And I think that if people have been in business, people have worked in government, know that one of the things you know how you make people feel is what they remember. And I think that it's a matter of that. And people who work in organizations should be cognizant of that empathy is tied directly to feelings and if you make someone feel valued, don't remember that. So, in this case. Yeah, it should have been done, but it wasn't. I think that when

069I say timing, it's, it's, to me it's right in front of us. There's nothing we can do we're in, we're in the position. I think it would be a, it would be a bad move to deny the benefit to the SCI you folks who have funding it's targeted funding and, and the people deserve the money to get. But the optics of that if it was delayed, if it was delayed if it was a couple of weeks later was in the next meeting, if it would have been done a month ago. But we can't do that now. And so it's come to light and it's in front of us. And that's why I that's why I'm issuing an apology on my part because I'm part of this. And by doing it, and doing it in this

070manner. There's nothing we can do. Yeah, I mean we could we could vote against it. But, and it is, and I say it's, it is kind of a Sophie's choice, because I do see it that way is that we're letting one group down, even though it's a feeling issue. Well, in the literal sense it's singular funds. Yeah, I know I know a lot of teachers and a lot of people who work in the district and my sense is that they're going to be celebrating. People that work on their sites, who work with child nutrition, and that is going to be a tie that's going to rise other boats as well. And I just hope that they hear from us over and over and over again that every single one of their jobs is, as we

071heard from these two parents from junction, it's essential we're talking about one person who, you know, is going to be essential is essential to that site and the site's going to feel every student going to feel it so we've got to fight for every unit, every employee, and make sure that they get what's, you know what they deserve as quickly as much as possible. And there is the silver lining that I see in this, because what I see in this is an illustration by the district that when the funds are available, that we're going to pass those along to our employees to compensate them as best possible. That's what I see here. And we're trying to do the right thing. Unfortunately the funds are limited and they're targeted to one group. So I would hope

072and encourage that when the funds do come and when our budget changes that we do the same for all employees. That's the silver lining that I see here is that philosophically that we will become aligned. Thank you. So I'd entertain a motion. I believe we can move all three together. Yes. Okay. Okay, I'll make a motion. I move that we approve 13 one eighth memorandum of understanding regarding seiu 1021 local salary schedule 2425 13 one be seiu reclassified job descriptions. 13 one see approval of revised 2425 seiu salary schedule. Second. So I have a motion by me, seconded by trustee drew in any discussion on the motion. I'd ask the clerk to please take role. Trustee Bueno. Hi, trustee Kaplanis. Hi, trustee Vanden Heuvel. Hi, myself, I President Pruso. Hi, that motion carries five oh.

073Thank you. Okay, we're going to move on to our next item. And we are going to invite Mr Krollikowski and Miss Julie Duncan forward for college and career readiness. Let's give everyone a minute to thank you for coming. Hey, good evening board president Pruso members of the school board, Superintendent Gibson and cabinet. My name is Jason Krollikowski director of secondary education. And I sit with our superintendent of the Tri Valley regional occupation program is Julie Duncan tonight we are here to speak about our career technical education program as well as the TV RLP partnership that we have. The Tri Valley educational collaborative has existed for 30 plus years and is considered one of the top collaborative models for offering CTE and RLP programs for students. As you may be aware, our district offers students a

074wide variety of CTE and RLP courses for our students that are able to access them from any of the three districts within the collaborative including Dublin and Pleasanton. In recent years the state helped to place the proper spotlight on the importance of having a vibrant career pathway options for students. Completing CTE pathways is an additional way that students can be can prove that they were college and career ready or CCR and meet the CCR indicator on the California dashboard. I start here with our LCAP goal that's been in existence for well over six years. And the first one is goal one which is to increase the number of students the percentage of students who have the skills and knowledge to graduate from high school, college and or career ready. One of the goals that we've

075put in place for Livermore has been to increase college and career readiness by 5% until 60% is achieved and to increase CTE pathway completion rate to at least 40% by 2025-26. So tonight I am proud to share that we are making great strides in that direction. As you will see the college and career readiness from 22-23 to 23-24 has increased 4% and below that is our CTE pathway completion percent which you will see has risen to 8% which meets that 40% which is one year ahead of schedule which is contributing to the college and career readiness. You've seen these measures before about understanding the college and career readiness measure and there are eight different ways to qualify the state will deem college and career ready. Not long ago there was a distinction between career ready

076and what was formerly known as vocational education. Educators realized the skills needed to be college ready are in the fact the same skills needed to be career ready. So that we now intertwine the two by striving to have our students college and career ready. Our state has emphasized this metric as an indicator. College and career readiness means completing rigorous coursework, passing challenges exams or receiving a state seal of biliteracy. The following measures are approved as indicating if a student is college and career ready you'll notice some familiar data categories such as AP exam, A-G completion, SBAC proficiency, the state seal of biliteracy, and all of these are focus areas for Livermore Unified. This is one of the ways that a student can be deemed college or career eligible and what you'll see is they need

077a pathway completion with a grade of C minus better plus one of the additional criteria which is the Smarter Balanced summative assessments and a passing score. As well as one semester or two trimesters of college credit with grade of C minus or better in CTE subjects where college credits are awarded for those courses. Once again, this is a metric that we've been tracking yearly to see our CTE pathway completion and we're proud to see an increase in that. That shows a commitment from our school district and our teachers and our staffs to make sure that our students have opportunities. Tri-Valley ROP plays a big role in that as well. And with that, I will pass the presentation over to Julie Duncan. Good evening. Thank you very much for having me here. Every year I do

078the circuit as I call it. I visit all of our member districts boards and talk about the great things that are going on in ROP as a result of the works of every district as a part of the joint powers agreement. I want to welcome our new trustees. I haven't got a chance to meet you, but I'd love to show you our programs. I want to thank President Prusso. She is actually on our board. There's one board member from each district that represents the Tri-Valley ROP and thank Superintendent Gibson for right from the start coming to look at our programs and looking at them as well as Dr. Prasad as well to come and take a look at how she could support the programs and making sure that those completion rates and we keep getting

079more courses and getting students interested. I'm really excited. I know you probably heard about this, but to me, it's a really big highlight. The governor's office asked he the governor has currently a master plan, regional master plan. As with anything from the government, they always think they've, you know, created it all on their own and we've said, you know, there's a lot of regional systems in place already, instead of reinventing the wheel. Would you like to come and look at our area? And they looked at all around the state and they chose to come to look at Tri-Valley ROP because we have a middle college high school program. Dual enrollment is the governor's number one, number one initiative when it comes to career technical education to have students college and career ready. And in that

080visit, we had the Senate Pro Tem's office. We have the Department of Finance, who I have worked with them before. We've had our students present to them. It was the result of COVID funds directly given to the ROPs in 2020 because our students here in the Tri-Valley presented to them. It resulted in $1.9 million to the ROP, Tri-Valley ROP, and that was due to our students telling their stories and how much these programs, CTE, really does affect their lives and puts them on a career of choice and not by chance. Some great news as far as securing funding. We once again received the Middle College Early College grant, which has provided our coordinator, who is sitting behind me, Ms. Amy Brown of Middle College, to get support services for our students. You know, a lot

081of people think that our Middle College Early College program are students that are on their way to Harvard or they're all 4.5. We take a range of GPAs from 2.0 to above 4.0. And we need to make sure that our students are successful in high school while they're on a college campus. That is their present. We have to prepare them while they're there right then and there. And so those funds have greatly helped that initiative. We've been having parent nights. We've had a lot of our materials translated for us because that grant provided it. I'm really excited that we received that. Our CTE Senate grant was just approved round 10. Today I was up in Sacramento. As a lot of you know, I have really dove into the legislative work. I speak routinely on the

082education committees for both the Senate and the assembly. And today I met with the assemblyman's office, Mayor Succi, to talk about his proposal that I hope that you will all support. You'll be receiving a letter from me tomorrow to please pass on to that committee for AB 401. It is to ensure that if you were awarded this year, which we were for the following year, that this bill would say that we will then receive CTEG funds guaranteed for the next four years. It's not a guessing game. We can look at a multi-year and know what that's going to look like. So he and what's so great about Mayor Succi, who is the chair of the assembly education committee, he was a former ROP board member. He 100% understands how we're funded. And he has been

083a champion of any bill that comes that comes his way. So I am often asked to meet with his office on those bills. And that puts us in a really great position. As a matter of fact, all three superintendents of ROPs in Alameda County. I invited them to join me today in Mayor Succi's office. So it was a great day up in Sacramento. I'm feeling very encouraged by that. We also just received today news that our Workforce Investment Act that supports the Alt Ed schools and every district that we support was renewed for another four years. We received more money. So we're very excited to be able to offer those mentorship opportunities that sometimes, you know, when you're credit deficient, you don't have time to take a CTE course, but you could really benefit for

084mentors and job shadows. It's just the program that we have because of WIOA is incredible. And there are students at the Alt Ed schools that constantly say, you know, I'm, I don't meet the requirements of WIOA, but can I still come to this class? Can I still be a part of it? So we're finding ways to also make sure those students have those have the availability to have a mentor. We also wrote CCAP. Those are agreements where if you we work with a college that we either have a teacher of our own that can teach a college course. We received $100,000 grant for that that we're going to be working with DelVal and Vineyard on to get a course that the students receive college credit, as well as high school credit. So we working on

085that through this next year. And then I was so excited. We were at a meeting. I think it was last week. The days are escaping me. We were at LPC, Las Pesitas College, and they had an articulation agreement projections. And in that, just understand articulation. So we have all of our courses are articulated with Chabot or Las Pesitas College or Ohlone. Articulation means if you get to be your better in a course that's an R.O.P. course, you will receive the high school credit as well as college credits called credit by exam. And when they put out the stats of the students to register because sometimes students don't have to we're like you, you never know it's college credit you'll never know when you might need this. There was a big push a big effort this

086year for students to do that and really showing the value. We saw the numbers 800 LVJ US students signed up to receive that articulation credit that ranges anywhere from one to nine units depending on the class that they take. That is the most articulation units we have, we will have ever seen. And since I've been here I've been here on 13 years so I'm really excited about that. Lastly, teacher job shadow externship one of the big funding streams that we continually fight for a strong workforce, working with our member districts. Those dollars are, I like to call them projects because you have to write to something specific what And we wrote to green sustainability type of jobs the future where's that going to go and in part of that is having fairs for students to

087go check out what what's here in Livermore what's here in Pleasanton in Dublin, and as well as our teachers Our teachers can't help our students as they know what's going on in the industry. So we had the most ever 30 teachers do job shadows last week with innovation Tri Valley. We had more businesses, new businesses start than we've ever had before as well innovate and it's every teacher gets up there and says, I didn't really know this business existed here. But there were a lot of small businesses that were really into green and sustainability. So we're very excited. And then if the teacher that did the job shadow is interested in going with that business, the grant provides a $2,000. Externship scholarship for that teacher to spend a week at that business so they can

088take that back to their classroom. So lots of exciting stuff going on. Middle college I this is, I can't believe it's been this long. This junior classes are 10th class to start, which is unbelievable. So we've had over 470 graduates, which means they've completed almost 15,000 college units. This semester, we would like to brag. This is the highest GPA we've ever had out of middle college. And I really think that's due. I mean, obviously, Amy Brown back there. But to the supports that we've been put in place due to the grants were able to have how we're able to support those students. We have 100% graduation rate. We have the highest academic honors, the highest we've ever had 13% of our students. We serve our socioeconomically disadvantage and 22% of the students we serve our

089first generation college students, which typically is higher than our member districts rates. That was the goal when we started middle college. Again, it's from everyone everyone deserves a chance at a college education. We haven't we last year we had our automotive programs come and speak, and it's been a while since middle college has been here. And when we first started, you know they gave us like you know 10 classes we could take. Now we have the whole catalog and students are taking advantage of that and our very first student is Abigail I'm going to have her come up here to speak along with Brittany she'll be next. But currently, Abigail is in the fire science program as a junior. Hi everyone. Um, first I'd like to begin by thanking President Pruso the board and Superintendent

090Gibson for this opportunity to speak with you guys today. My name is Abigail Gloria and I'm a junior at Livermore High School. And ever since I was like about five years old I always knew that I wanted to become a firefighter. And my family and I were looking for some new opportunities to really like, get that going on. And in my sophomore year of high school, in the mail, I got the letter of the middle college program. And when we did my research, I figured out that this would be a really good opportunity for me to get a head start on my career. So, I took the chance and I applied. At first, I was nervous and kind of scared because none of my friends were applying, so I was going to be all by

091myself, and nobody was gonna. I wasn't gonna know anybody. But then, when I got accepted and I joined the middle college program. I made really good friends. And I know everybody in the program. We all help each other and encourage each other to keep pushing and becoming our dream jobs and reaching the goals. And in fact, I'm currently working with other middle college students who are also passionate about going into the medical field. We're starting a club named the Red Cross Club. And this club is basically in association with the Red Cross program, where we organize events to promote emergency preparedness, such as CPR training, earthquake kits, stop the bleed workshops, and flood preparations. Together, we're going to make up the officers for the club, and we think that this experience will really help our

092future careers. And as I continue taking classes like emergency medical responder and other courses in fire science technology. I feel like my passion for helping people and becoming a firefighter grows every single day. And I know that this is what I want to do for the future. And the courses I take also help prepare and they support each other like I'm taking a chemistry class this semester. And the stuff that I'm learning also support my fire science class I'm taking. So that's really nice too. And in addition to the knowledge I've gained from all of my classes, I've also earned very valuable certifications, such as the stop the bleed CPR and emergency medical responders educations. And I think these skills aren't just something I can use in the classroom but also something I could use

093out in the day basis. Middle College also has given me many meaningful volunteer opportunities like for example last month, I helped host an informational meeting for Spanish speaker families who are interested in applying to the program. I feel like these experiences have helped me a lot with being more comfortable and confident with speaking in front of large crowds. This opportunity has allowed me to begin my future with without any financial burden, it's not just giving me a head start is transforming my future. I believe this program has the power to change many lives just like it changed mine. Thank you so much for your time and supporting programs like Middle College. This opportunity has been a huge difference to my life, and I'm very grateful to it for it. Hello everyone. Excuse me coughing in

094the background. My name is Robles Camacho, and I am a class of 2024 graduate from Granada High School and Middle College. I am a political science student currently at Los Positas and I will be transferring this upcoming fall 2025. Hopefully to UCLA UC Berkeley, which are my top schools, where I want hope to continue in corporate law. I applied to attend Middle College, mainly because my older sister attended Middle College and as any younger sister does, I do whatever my older sister does. My sister really paved the way for me and my family, because now my younger brother, who is a sophomore going into his junior year has also applied for the Middle College program. I saw the benefits of the program from my sister, especially because I saw her on the zoom calls because

095she was a 2020 graduate so she was on the zoom calls with all the middle college teachers and I always saw how engaging and different the environment was compared to my classes in high school, where it was not as engaging it was not as fun. My sister went to UC Berkeley and graduated a class of 2023. And she is now working as a legal assistant, but mainly what why I chose Middle College was because I'm a child of five. So college is a very expensive thing. And I'm also a first generation student with parents that have limited English proficiency. So I knew that enrolling into college would be a very difficult process. So with the help of Amy Brown Julie and all the support from the middle college staff. I was able to transition into

096that process very smoothly as a junior in high school I was very scared to enter the college campus, but it was a very welcoming environment, especially because Las Positas does a really good job at welcoming all middle college students. I actually have a really good relationship with President Foster from Las Positas. And I had a meeting with him today where he was just raving about middle college. Even my mom is like we need to make middle college bigger. But currently, I have two jobs at Las Positas. I work as a student ambassador, and I also work as a student assistant for undocumented student support. I am also a Spanish tutor for five kids at Junction K through eight. And that is a really fun job to have, especially because I was a student that attended

097Junction K through eight, and it was a really great program to have as well. I was also able to have a lot of many opportunities due to middle college that I don't think I would have had if I stayed at Granada. For example, I got to speak with the governor's office, which is a great opportunity for me especially because I'm a political science student and I love everything about politics and law. I am also part of four clubs at Las Positas, and I play three important roles for those clubs. I am the secretary for the Puente Club, which is a learning community at Las Positas. I am the secretary for the Student Ambassador Club, which is separate from my job as a student ambassador. I'm also the secretary for and treasurer for the Poly Law

098Club at Las Positas and I'm also a member of the Honors Transfer Program and the Honors Transfer Program Club, which is another great opportunity that I got to experience a little bit earlier because of middle college. As a graduate, I graduated with 42 college credits, which meant I only had to take 20, less than 20 college credits in order to transfer, so I was also very thankful for that. Middle college has provided more than education, it has provided a community for me and my peers, so thank you. Some of the things that Brittany didn't say, she could have. I listened to her like 30 minutes the other day and I sat there and thought about all the people that made middle college happen and she was looking at me like Are you crying, I mean

099I really was to just hear her story she didn't share everything. One of the things I wanted her to definitely share and I we know we told her to keep it short but she was accepted to every UC as a graduate, and she chose not to accept. She chose to stay on at Las Positas because she saw the value financially for her family. And that's pretty amazing. I think to turn down UCLA, UC Berkeley, that took a lot. And as you see she's embraced the college, and she's pretty confident she is what they call tag to many universities. So, I mean I'll let you if you want to just explain that real quick because I do want you to talk about. So I have tagged to UC Santa Barbara, which is one of the, I

100think, six schools that allows tag tag is basically a transfer admission guarantee, which is a contract that you do with your college. It's for UCs only. And if you meet a 3.2 GPA or above, and you have the major completion and the GE completion, you are able to tag which means you're guaranteed a spot in that school, which is great because I don't have to worry about whether or not I'm going to get into a college. Are there any questions for our students. I don't have any questions and just applaud you guys. This is awesome. I love hearing about this and you guys have really taken advantage of a great opportunity. And I think you guys inspire others, so continue on the good work I'm excited to see the bright future you guys have ahead

101of you in both your careers. So thank you. I just want to say that in the midst of all the craziness that happens in the world of education is, you ladies got to see this evening that sometimes just has some rocky moments. The two of you are perfect examples of why those of us go into education. So I just want to thank you for that reminder. Tonight was a perfect night for that reminder so keep up the good work and congratulations on all that you've done. Do you have any questions or comments. Any comments or questions I have no blue cards we'll start with Christian and then we'll go Stephen. We'll just go down the line. Yeah. So with 800 of our students earning these articulated units from Los Angeles and then the strong success

102of middle college programs how can we further expand, because there's some momentum there that's what I'm seeing momentum. How can we further expand opportunities for students who may not yet be aware of or engaged in these, these pathways. It's a great question. And I know Miss Brown behind me probably has a lot of answers but I will say to you that, you know, there are a lot of students actually apply we just finished doing all of the interviews and meeting with the students We've done 160 applications for 70 spots for next year for middle college. Los Angeles college can really only take 140 at this time without their construction still, but they're really, I say this every year but in the end I think 140 is the right number, because a lot of those students

103sometimes think that the opportunity is to get them to on a And really, that's not what middle college is all about. So we've been really doing a lot in what communication with the parents that come like you know what if you really like your high school, stay there, but there are concurrent enrollment opportunities And we are working on Dr. Peshat and I are on this committee, where we're really talking to Las Vecitas about sharing those opportunities as students can come take college courses and there's a lot of legislation right now, offering those opportunities to students maybe can leave school to go do that the school would still get the full ADA, and the college would get the FTES, so that students could maybe not part of middle college but they're taking those courses to help

104them get them on that path so with the grants that we received We've been talking about parent nights in the last few months about all the educational options there are to get college credit, because we're really behind in the state of California when compared to other states in the United States. I think one of the more interesting emotions as a board member is having pride and recognizing that my function is mainly oversight and as such pride seems a bit misplaced as the lion's share of the work is done by staff faculty and administration. You and your team's creativity, collaboration, networking, advocacy and leadership is paramount. And I just want to say that I'm proud of you and all of the, it's just a phenomenal program and opportunities that our students get to engage in so

105thank you. Thank you. Thank you so much. Thank you. And thank you both for bringing it forward. Having been in this community for 40 something years. I think that sometimes people lose track that Las Positas is like a hidden gem that sits there and that we have a link to it through our ROP. And while many ROPs struggle for support, our ROP enjoys the support of the districts that feed it. And so you've done a good job with that leadership, nurturing that. The community supported a billion dollar construction bond over at Las Positas College. We've got a great person wearing that and Dr. Foster, who just engages and I mean, for a student to come in and say, oh yeah I just met with him today. I mean he's like your neighborhood guy who presents

106like your neighbor but he can rub elbows with doctors and no one would know that he's not a doctor. He's a, we have a really really good synergy in town, and to just be able to come back and report it I share in that sentiment that there's a there's a feeling of kind of glowing pride but I take that not just as a, you know I'm on the school board, but just as someone who's a member of this community. I think this community should really, really take pride in what we do with education and we have two national laboratories, a phenomenal, you know, school in Las Positas and we've got a school district that ties all that together so really appreciate it. Thank you. Thank you. And then I want to invite you all to

107May 20 at Las Positas College from six to 8pm. We're having an Explorer Fair put on by our high school students for our middle school and elementary students up at the new manufacturing center which is also where the fire science program is, they're gonna have all their doors open. So that's May 20 six to 8pm so I encourage you to come check out that facility is phenomenal if you haven't been up there. We have a board meeting we're going to cancel it. So we can be. Yeah, we have it there. Do you know anything else to say. Pretty much what everybody's already said but you guys are doing this awesome work I'm in full support of anything that elevates students opportunities for their education and their future and I'm a huge fan of RLP to

108begin with. So, this is exciting, and I really like to see the progression of how many students are utilizing this program. I did have one question though. So out of the 140 spots that are offered for all students is that the whole Tri Valley, or. It is what makes so we're part of a joint powers agreement with Dublin Livermore Valley joint and pleasant unified school district so our budget is the member districts contribute to our budget and our budget livermore and pleasant and unified. We do it we call usage formula use it the most 36% so they contribute 36% to the budget Dublin 28% and for the middle college spots that's how we allocate it so we do 5050 and 40 so livermore pleasant to get 50 spots and Dublin gets 40 and we don't

109necessarily do like you know 25 one year 25 the next because it all depends on who applies and where we get openings because sometimes students, you know, maybe one or two, it doesn't work out for them and we do we want them to be successful it goes on your college transcript stays there. So, if someone's not successful we will have them maybe go back at semester. So sometimes the numbers are a little bit off but for the most part that's 5050 40 that's how it percentage goes. Okay, thank you for that breakdown. Thank you for for coming and presenting and I just wanted to echo what everyone has already said. I've been on the ROP board now for a few years. And just so everyone understands that the art TV ROP and middle college is

110run by a really small group of people. And so I just wanted to acknowledge those people, some of them are in the room tonight, that their impact on on all of this with just a small group of people I know it's a ton of work, and they were many different hats. But, as you can see, by the students who are here tonight, and by many of the other students, it is definitely well worth it. And I just wanted to also say, Julie, Julie's being modest she has quite an impact at the state level, it's very significant. She tirelessly tirelessly lobbies and engages with senators to advocate for CTE and ROP and the middle college programs. As you saw the governor's office came out because of all the work that she's done and they came specifically

111to look at our ROP program which was very exciting they came to the auto shop to live more high which was really fun and also visited middle college. But just her administrative administrative expertise and then also her team's relentless pursuit of funding. They are constantly as you heard they're constantly getting funding, see take workforce, many other grants and funds that they're getting to the point that there's very little financial investment from our districts because they're able to pay us back. So I just wanted to put that out there. There's very little financial impact to us for what they do and for what they're doing for our students is just really incredible so I just wanted to say thank you again. So thank you. Thank you very much for having us. We're going to take a

112short break. Yeah. Okay, welcome back. We're now going to turn the time over to Mr. Krollikowski for our approval of new and updated courses. Okay. Good evening school board President Prusso members of the board Superintendent Gibson and members of cabinet. I'm here tonight to present six new courses for approval. The if the course is new the slider will identify it as such if it's updated it will be identified as such as well. The first new course we have is the art and history of floral design. In this CTE concentrator course the ornamental horticulture pathway students engage in floral design, using it as a medium to enhance their creative abilities and perceptual awareness. This course encourages exploration of the artistic process while promoting a deeper understanding of the historical and cultural context that shape design practices.

113By the end of the program students acquire valuable skills that are not only applicable to higher education, but also to potential careers in the ornamental horticulture industry cultivating deep appreciation for the aesthetic value and impact of their craft. You will see that this is a pattern of courses that complete a path that pathway that we had just talked about the next course in the pathway is advanced floral design. This CTE capstone course develops expertise and high level floral craftsmanship business strategies and artistic creativity. Students will learn advanced arrangement techniques pricing strategies and marketing principles and industry standards. Students will strengthen their plant recognition and design construction while incorporating historical and cultural insights to align with them professional expectations. Next new course is ornamental horticulture. This is also a CTE capstone course within the ornamental horticulture

114pathway aimed at equipping students for careers in the ornamental horticulture and nursery sectors. The course covers topics such as plant structure, growth needs, classification, reproduction, and common plant issues. Students will also learn about plant identification, propagation, chemical use, irrigation, landscaping, and plant and care management. The next courses while they are new in terms of title and the year long course we have had a foods pathway before but these are a culinary arts CTE pathway that we are changing to meet those needs. So this year long course is part of the food service and hospitality career pathway within the hospital hospitality tourism recreation sector of career technical education. It covers the basics of nutrition food safety equipment use and consumer food choices. Students gain hand on experience in food preparation plant plating and presentation, enhancing both

115technical and creative skills. The course fosters critical thinking problem solving and refines their culinary abilities and navigate professional kitchen environments while mastering the essential practices for success in the food service industry. The second course in the pathway is culinary arts. This is a year long course that is emphasizes sophisticated cooking methods contemporary cuisine trends and technical technological applications and meal creation and presentation. As part of the food service and hospitality pathway participants gain a hands on experience and safety sanitation tools and culinary fundamentals through project based learning they'll explore planning budgeting execution service and evaluation. The coursework incorporates practical academic global culinary practices and career preparation equipping students with versatile skills and a professional portfolio. And the final course concludes three years of culinary training with advanced culinary arts equipping students for industry roles or

116further education participants assemble a comprehensive portfolio featuring their credentials documented work and essential business components. The finished collection highlights dedication and expertise in the field. Superintendent's recommendation is to approve all the new courses. Okay, thank you. I have no blue cards, any questions or comments. Comment. My whole family grew up with horticulture and florals but all my first couple of jobs were, you know, and there were an uncles and the enemies and the roses and all that so I'm super excited about this is this for both high schools, or right now this is offered at Livermore High School and it's very cool. Love it. So great. Any other comments. No, make a motion. Okay. I entertain a motion. I move progressively. I move in support of super intense recommendation on new course introduction to culinary

117arts. Second, we should we move them all the way move them all together, are we doing a one at a time. Last time I think we can do them all at the same time. Yep. Okay. Try it. You want me to do it. I'm fundamentally opposed to it but I'm in support of all the measures, just on consent, you move everything together and it's expeditious. I just think that it calls attention to a board member who might want to vote differently on one item. And so it would be an exception and that's all it's just, it's a principle. If there's ever an item that you want to pull though off the list so we're going to actually do that for the board. Oops, shoot. I just messed that up. We are going to actually pull

118one of the board policies and vote on that one separately from the others. For that reason, but if nobody has a different vote other than what is on the table then yes. So does anyone, maybe I need to just ask is anyone like, would anyone like to pull one of these. Yes. And if not, then I would entertain a motion to move them in their entirety. Does that sound right. I'll make the motion to follow the superintendent's recommendation to approve all these new courses presented by Mr Krawlicki. Second. So we have a motion by Trustee Vanden Heuvel and seconded by Trustee Kaplanis. Any discussion on the motion. And that's the clerk to take roll. Trustee Kaplanis. Aye. Myself aye. Trustee Bueno. Aye. Trustee Vanden Heuvel. Aye. President Prusso. Aye. Okay, that motion carries unanimously. We'll

119move on to our next. Our next is the adopt, sorry, our next item. Sorry, it's, I know it's not even that late but I'm going to ask Mr Chris Connor to please come forward to present the adoption of the reading screener assessment. Good evening Board President Prusso, board members, Superintendent Dr. Gibson, cabinet and community. My name is Chris Connor. I'm director of elementary education, and I'm here tonight to formally recommend and seek approval for M class tables as our new state mandated reading screener for kindergarten through second grade. Before June 30, school districts are required to adopt a state approved reading screener at a Board of Education meeting. Rotably, California is the 40th state to implement reading screeners. So before we get into some of the details, just a little bit of background here. Senate

120Bill 114 added Ed Code 53008, which required school districts to screen students in kindergarten through second grade for reading difficulties including dyslexia, beginning in the fall of 2526, and then annually thereafter. In addition to that Ed Code mandated that there was a state reading difficulties risk screener selection panel, and that had to be convened. That's quite a long title for a panel. And the purpose of that panel was basically to evaluate all of the reading screeners that were submitted, and then put some on an approved list. And they did that in December, and then they communicated with all of the local districts. What criteria did the state panel use for evaluating screeners? So it was a very lengthy evaluation rubric, but these are some of the main criteria here. So you can see it's comprehensive

121screening for reading difficulties. And they also wanted to make sure that we're including some key reading skills like phonological awareness, decoding, vocabulary, fluency, comprehension. There are also important considerations given to linguistic differences, so students who speak English and Spanish. And also there was a special attention given to communicating well with families regarding these results, and then just in general making sure that the assessments were sound reliable and valid. All that to be said, after looking at 14 reading screeners, the state panel only approved four. And important to note that EZCBM, which is our current reading screener, is not on the approved list. These are the four. So we have Roar from Stanford, which is only for grades one through two. And you'll recall that the criteria or the requirement, I should say, is for K

122through two. And that's also only in English. And then we've got M-Class, Devils, 8th edition, and then M-Class, Lyctura, which is the Spanish version, K-2. That's in English and Spanish. And then Amira and Multitudes are also K-2 in English and Spanish. So here's a timeline of key events. So in December, the state panel for the reading screeners sent out a letter to all local educational authorities, making it clear to them that they have approved four reading screeners. And that districts then had to proceed with identifying one of those screeners and bringing it to a Board of Education made for approval prior to June 30th. So after December, you can see there's a cascade of activities there for us when we basically backward planned and got organized. Our overarching goal is to make sure we set

123our teachers up for success. We want them to have one of these approved screeners be trained and supported, ready to go for the start of the new school year. So January through February, we convened our own reading screener committee, and they evaluated each of the approved screeners. We had presentations from the publishers. We devised our own rubric that pertained to our specific needs here in Livermore. After valuing all screeners, we then identified one, which is M Class Devils. And then from there in March, we have been creating a professional development plan. We already have a draft plan in place, which is at the final stages. Now we're at school board approval. These esteemed educational leaders here formed our reading screener committee. If you happen to know any of these wonderful ladies, you will know that

124they have extraordinary experience and expertise in literacy. So I felt very honored to work with these individuals as we started to consider kids needs and look at each of the reading screeners. So we had five criteria that we felt was important. And please bear in mind the approved screeners already went through rigorous evaluation at state level. But for us, we felt it was important to look at it through a student centered lens. We also wanted to make sure that the reading screener would support our current PLC work and early intervention, namely UA time. And then we wanted to make sure it was compatible with our district data programs, Illuminate and ClassLink. Always an important consideration when we're looking at new curriculum assessments is, is it going to work well for our teachers? Does it provide

125good support? Is it user friendly? And then finally, and also importantly, will it work well for our families? Other pertinent information we considered, and that was part of ed code, is right there. So just, I'm not going to read each of these because they're all critical for this new requirement. So first of all, it's not just about doing the reading screener. We actually have to provide targeted support for students on the back end. Thankfully for us and for our teachers, we've had our PLC systems with UA time for three years now. So our teachers are well used to that whole practice and delivering those targeted interventions for student groups. So once we have a new reading screener that we find. Additionally, after giving the screener, we have to notify parents now within 45 days. And

126what the results are, make sense of those results and what are the next steps. Best practice is the general reading screeners three times a year. That's what we currently do with our ECCBM reading screener. With this ed code, it will introduce a dyslexia screener. So that is a key difference and that will be something new for teachers. And that dyslexia screener part is to be done once a year in kinder, once a year in grade one, once a year in grade two. It is important to note that the dyslexia screener is not a formal diagnosis. It's just a piece of information that educators will consider amongst multiple factors. You know, developmental history, other assessments in class, and they will use all of that to determine the best way to support students. And then finally, ed

127code says you must train teachers on how to administer the assessment, but then also how to interpret the data after they give the assessment. We are meeting all of that criteria with the work that we're doing. So our Livermore reading screener committee did the final evaluation with our rubric in the five criteria, again with student centered, support for PLC systems and UA time, compatible with our programs, teacher support, and then the parent, guardian, communication and support. We scored each of the four screeners with a 3-2-1 based on that criteria. Three being strong, then two is adequate, one is weak. We did teen consensus scoring, so everyone had a good agreement on our final decision. And then M class devils and the Spanish version M class lectura scored top marks, so 15 out of 15. Just

128some of the strengths. So in addition to the quantitative scoring of 3-2-1, we also had qualitative data for strengths and limitations. So I pulled some of the comments that our committee had put down for strengths. So they believe that M class devils is a very rigorous screener that aligns with the science of reading. Some of the folk on, not some, just about every one of the people on our committee are letters trained or letters facilitators, so they are experts in their field. It's also very user friendly for teachers. The data reports are very easy to interpret and use to support students at the individual level, small group, class, school, and even across the whole district. It's very clear for teachers and how to use it, but also which parts of the assessment you give in

129kinder first and second grade. And then crucial for us, we wanted to make sure we had an assessment that wasn't just English and Spanish, but also worked really well for our students who are biliterate and the kiddos at the DI program. We had representation on our committee from the DI program. Okay, so the PD plan to make sure we're compliant with the ed code and supporting our teachers. In May we have four dates that are tentative, but we're trying to finalize that with M class devils. And that will be a half day in person training. We could have done virtual, we want to make sure teachers have the very best training to set them up for success. And then after to give the beginning of year reading screener, M class devils, at the start of

130next year, we'll then have the interpreting the data training after that, which will be in our three hours in the fall. We'll be giving ongoing support as needed. So costs always an important consideration. We were able to secure a three year license with M class devils for just under 72,000. They actually gave us the first year of licenses free, which was good. We are currently taking a hard look at EZCBM screener, you know, teachers in K2 will not be doing that screener. Once they began with M class devils, you know, like for like, with the exception of dyslexia screener. So if we were to eliminate EZCBM screener, I just included the cost saving there over three years, which would be 165,000. And then the state did provide us approximately 50,000 to support this mandate. So

131the superintendent's recommendation is to approve adoption of M class devils 8th edition and M class Ligtura as LVJSD state mandated reading difficulties risk screener assessment for kindergarten, first grade and second grade. Thank you. And do you have any questions or comments? I have no blue cards. So any comments, Stephen? You answered most of my questions, but I have to say that I'm pleased that we are screening for dyslexia that is being implemented. I think that as you pointed out, Mr. Connor, our status was behind the curve on this. Texas implemented in 2017. And so I think that we're behind the curve, but recognizing the complexity of the tasks. So I am pleased that the state went through a rigorous process of identifying acceptable screeners. I'm further pleased by the collaborative nature of adopting the screener

132that is best for our students. So kudos to you, your team and us as an institution to not just choose this is right or having cost be a factor of that. And next, I appreciate the complexity of implementing and supporting this work. I recognize that we're setting precedent for the future that this is changing. I mean, we can see, you know, now when we look at school site reports that easy CBM data is now going to be comparing apples to oranges to some extent. So I think that but, you know, we can't. And then lastly, my question was that I was waiting for the answer was, is this an unfunded mandate? So I'm pleased to see that the state is kicking in most of the funds for it, which I think is the right thing

133to do. So again, thank you to you and your team for the collaborative nature and all of the teachers and people that helped choose what's right for our district. Thank you. Anyone else? So this is a partially funded mandate. What's the total cost for us? Because I looked at that last slide. I was like, I don't 72,000 is what we're paying for the three year license for M class tables. However, you know, that may not be the net cost. We're evaluating easy CBM as a screener for K5 right now, given that we now need to replace K2. So potentially there may be more saving if we were to transition away from easy CBM. Does that make sense? So currently we are doing easy CBM reading scanner and mass screener K5. And we do it three

134times a year, just like the mandate here. But now the state is saying for K through two, you can only use one of the four approved screeners. So that's why we're moving to M class tables, which will prompt us to have a hard look at how easy CBM is working for grades three to five and so on. I just don't see I since we're having a three year savings here and annual savings of this. So is it just as easy as just twenty, twenty one thousand dollars for the for the year? It's three years, seventy thousand dollars. So let me just I'm going to try and break this down is there's a lot of in and out going on here. So we received twenty one dollars and you can write this down. I'm going to

135let me it's a lot. Twenty one dollars per K through second grade student, which equated to around fifty thousand dollars. That's once one time we received that. This is ongoing, just FYI. So we are now looking into our easy CBM because this is going to replace part of it. So we are looking into easy CBM. So the replacement costs are not we're not the district is not incurring a huge ongoing cost. Now, sometimes I'm looking at Miss Wasley, the state when they give us mandates, we'll add to our mandate block grant, which will then give us these the ongoing costs that are incurred with these unfunded or these now funded mandates. We just can't guarantee that. So we have to make sure that we have ongoing costs. Now, put all of the money aside. This

136is an amazing step in the right direction educationally for our students. So I just want to state that. Just, you know, it's it's the it's needed and it's great. And it's I love you said this is going to bear its fruits over over years. And this could really change the game in the next 10 years. It's really cool. Another question, maybe because I couldn't I couldn't make out is this is not an annual screening event. This is ongoing throughout the year. Do this do are this taken out throughout the year? The dyslexia screener. Yes. Once a year in kinder. OK, once a year and first and once a year and second. OK. In addition to that, the general reading screener is done three times a year. And that's best practice. That's what we currently do

137with our easy CBM screener. We do three times a year. And then after a general screener for kids who have get areas of need, we do diagnostic assessments and then we create targeted student groups for you a time and we give them interventions. Nice. So because we have that whole system in place for responding to students needs through the PLC, you a time. Once we bring in in class, that will be able to continue. Can you also tell me what Dibble stand for? Yeah. I couldn't find it in the document. It's out of the University of Oregon. It's just a minute. It's not that important, then, I guess. It's dynamic. Dynamic indicators of basic early literacy skills. Thank you, Stephen. You know, Dibble has been around for a long time. It's a very reputable screener.

138I used it as a teacher and then was a principal. My teachers use it as well. But with this new version that's approved by the state, the M class Dibble, there's a whole platform now, a digital platform that makes the whole process much more efficient and just increases the data analysis capabilities. Is this along the same schedule that we do other screenings for like sight, for hearing? I know. So the nurses ensure that vision and hearing is screened each year. When we're looking at kids needs, we do want to make sure they can see in here. But it's not combined or anything. It's not the same pull out. We have the nurse here and then you're going to go to this. I don't know if you had the same thing where in first and fourth

139grade, we were pulled out for a full screening, full physical, every kid. So if a kid is struggling and they're responding to interventions before we look any further, we take a look to see that they pass their vision and hearing. So that'd be the only way that would overlap. But they're two separate systems. I appreciate that. I just want to clarify. I hope I'm not missing it. What's the total cost annually? Annually, well, it's a three year contract. OK, so it's $72,000 is three years. It's a third of that. $22,000 is what we're going to be paying for the three years. And that's it. Well, no, no, it's every three years. You have to renew the contract. But yes, yes. No, but I mean, we have stipulated agreements on kids. I mean, how many kids

140do we have with dyslexia, roughly? Well, I couldn't tell you a number of Tom had, but typically in a population of students is anywhere between five to 15 percent of students. Right. And we have over 10,000 kids. You know, I mean, that's I think when you break it down, it's not even this isn't even the cost to me is secondary. It's just I mean, I'm nominal. Yeah. I mean, the fact that we got the bill signed, it was a Senate bill. And I think that that to me, there has to be a minute of gratitude when we were going through funding issues, everyone reached out and we were lambasting the state because of funding issues. He did the right thing on expansion of the T.K. And they signed this in the law and it might

141be unfunded now, but there's absolutely no way in the best state in this union that they're going to leave this unfunded. This is this is a great thing. Tremendous work. Love the way the staff, everybody collaborated on it. And it's a benefit to kids that, you know, if you don't know that when a kid's young, I mean, everyone knows someone who's dyslexic. And if you don't know that, and then we diagnose them wrong and we can't get them the right help. It's remarkable, just remarkable, really, really good work. If I can add as well, it's not just, as you said, this isn't diagnosing for dyslexia, but it can say, you know, you're exhibiting dyslexic like tendencies or that kind of stuff. So, boom, intervention, city population. When the key part is the early intervention. Right.

142So it's starting as early as possible and significantly increases your chances of making sure kids can read professionally, even if they're showing some risk of dyslexia. And at that age, even parents. And I mean, I had a son who we got him glasses in third grade because of a really sharp teacher at sunset. 4.0 kid, but he always sat in the front because he couldn't see. And when we got him glasses, he said he didn't realize that trees had leaves on them. And you don't know what you don't know. And so for these little tiny kids that we're talking about, if it can just steer them towards a diagnosis. And it's like, that's remarkable. The fact that we're able to do that really good stuff. Yeah, it's really exciting. This is really great. I'm glad

143that we could have the possibility of implementing this into our, into our state, but more specifically into our district. This is this is a big concern, not only that I hear from parents, but also teachers like they wish they had some type of system that would identify the students that may be struggling or have a diagnosis later with dyslexia. I know it's been a huge need. And so I think a lot of people will be really happy in our community and for the students ultimately that they don't have to struggle if they didn't, they get the help and the intervention. So, I think this is fantastic. Thank you. Thank you. If there's no other comments or questions, I'd entertain a motion. President Prusso, I move to support the superintendent's recommendation to approve the adoption of

144M-Class Dibbles 8th edition and M-Class Lectura as LVJUSD's state mandated reading difficulties risk screener assessment for K-2. I second. We have a motion by Trustee Drouin, seconded by who gets it. I heard you. Trustee Kaplanis, we'll give it to her. Any discussion on the motion? Then I ask the clerk to take roll. Trustee Bueno? Trustee Vanden Heuvel? Aye. Myself, aye. Trustee Kaplanis? Aye. President Prusso? Aye. That motion carries unanimously. We're going to move now on to our board. Thank you. Thank you. Sorry. Thank you, Mr. Connor. Okay, we're going to move to our board policies. I believe that this is... Kayla, these are yours? Yes. Okay, before we go, I'm just going to, as a procedure, and if anyone has any opinions, let me know. My suggestion is that we go through all of the

145policies, then ask questions on any that you want, and then I'll ask if anyone wants to take a policy down. And how does that work, to pull the policy? Can we go in that order? So we'll listen to all of them, then ask any questions you want on any of them, and then I'll ask if anyone wants to pull one, and then we'll entertain a motion. Does that sound like a good procedure? Okay. All right, we'll go on. Good evening. I'm presenting to you this evening, nine board policies, two new board policies, and seven revised board policies. So I'll quickly go through some of the key revisions and details of these board policies. So we have board policy 3100 budget. This had extensive changes regarding budget processes, including alignment to the prescribed CDE format for

146budgets, alignment of the budget and LCAP, as well as information on criterion standards, fund balance information, and long-term financial obligations. In addition, this board policy now has an option for a district budget advisory committee. This board policy is being recommended to approve with option one selected for the budget advisory committee. New board policy 3110, transfer of funds. It establishes guidelines for transferring money between funds in addition to setting rules for temporary transfers and year-end procedures. Revised board policy 3230, federal grant funds, has minor revisions for updating to align with federal uniform guidance, as well as extending final performance reports from 90 days to 120 days. Revised board policy 3260, fees and charges, adds guidelines for collecting student debt and updating the policy with relevant laws and codes pertaining to fees for participation in educational activities.

147New board policy 3280, for the sale and lease of district-owned real property. This governs the sale, lease, and exchange of district property, ensuring compliance with state laws and prioritizing community and educational needs. It also outlines public notice requirements and the use of proceeds. Revised board policy 3312, contracts, has extensive changes for public contract and education codes, requires contracts to be publicly accessible, as well as adding provisions for personal service contracts, as well as digital storage and maintenance of student records. Revised board policy 3320, claims and actions against the district, was extensively updated based off of government code changes and covers timelines, claim review, late claims, and amendments. Revised board policy 3400, management of district assets and accounts, clarifies accounting standards and fraud prevention measures, adds conflict of interest language, as well as includes FICMAT for

148consultation in fraud cases. And revised board policy 3452, student activity funds. This is the board policy that was referenced that we presented two options based off of some minor language, some language changes. In addition, the key revisions are strengthening the oversight and fraud prevention, ensuring fundraising compliance with nutrition standards, aligning funds with gender equity commitments, and mandates student activity funds to be reported within the district's financial records, in accordance with accounting standards. The differences between the two options on this board policy is a change in the third paragraph from the end of that board policy. This paragraph states, when student body funds are expended for equipment, supplies, or activities that support the district's athletic program, the superintendent or designee shall ensure that the expenditures are aligned with the district's commitment to provide equitable opportunities for

149male and females, or the other option is to end the sentence with equitable opportunities for all students, regardless of sex. Any questions on those board policies? Yes. Questions on, on A, and it's hard to track these. On number A, there's quite a bit of, is blue language underlying new language? That is correct. Okay. And I don't know how much of it is like right out of, because it gives options. So on page two, under the edited version, it shows the budget advisory committee appointed by the superintendent, which I have no issue with. And it says that's the recommended option. Option two would be the budget advisory committee appointed by the board. That's all crossed out. The question I have, the board representation on any budget advisory committee shall not comprise a majority of the board,

150which would mean we'd only have two people. And while the board would get it, to me, having it set up like that, because I'm accustomed to over the years, where when we do these budget workshops that we're going from ground up, staff would usually put some things together. And my concern just on that component is that in theory, the superintendent, a superintendent could put two selected people on a budget committee, run through, and you'll never get to the depth of it. And I'm just concerned with that component. Rather than having the whole board or anyone who wants to attend a budget workshop, we would have this committee, which would be a selected two people versus all. So three of the five of us could be excluded by choice. Could you say to his to his

151point, what is the budget advisory committee, or who is on the budget advisory committee, or who might be, I guess. I would say this point, we don't have a formal budget advisory committee we do have an agreement with LEA to have a joint advisory committee for the budget that we work directly with LEA for their contract, and tentative agreement that we have with LEA. But as far as a budget committee, I wouldn't say that would preclude us from continuing our practice of having budget workshops and budget study sessions, specifically for the budget. I think this is looking long term at kind of what our budget is where it's at. And I can look. Yeah, traditionally what what most districts do once they adopt this particular item is you would have representation from all of your

152bargaining units of course. So then that way, as we're working collaborative instead of doing it individually kind of like it's, we do it here now it would be one group coming up coming together to work collaboratively together. But that's different from a budget workshop, right, essentially this, this body may make recommendations that we, we as a body would then look at and discuss in a board workshop. Correct. Correct. And we can, if you would like, because I do agree with what trustee point I was saying, we could update option one. We can do a table change right now to incorporate language or we can even bring this one back if you wanted me appointed budget advisory committee composed of staff, we can put in here, a staff from all collective bargaining units represented throughout the

153district, which would make it more clear for sure this is this is straight CSBA language. Okay, and rather than you, I mean, I would rather see it rather than unilateral on the selection, like I completely agree with the collaborative piece of the labor groups, but I would also think that of the five equally elected board members. That it would come from us, we would say we need two people, and the board would collectively agree to say, we would like, you know, Mr drone and you know, we would pick, as opposed to being appointed, because there could be a deliberate attempt at some point to eliminate three people, and then that committee because the depth of the work is going to feed the workshop, so you would be getting, you know work that is so far

154progressed, you were never there to ground level. I'm not sure I follow. I agree with that trustee Bueno is saying is theoretically a superintendent could select two people to be on the budget advisory like stack the deck is creating it. So, he's suggesting, I believe that the board chooses who's the two board representatives will be on on the Yes, I see what you're saying. Because right now it says that you get to pick the two, I would think that what we would want to do that's a great point I wouldn't have thought of that, because what I would normally do is put that as part of your committee assignments and create a committee that the board approves. So just like only two of you go to this or that or whatever right. So we could

155add this then to our committee assignments. On to that list that is board approved each year. So then that way the board actually approves, and then it rotates also so everybody gets that experience as well. So we can just make sure that that goes on that list. But then, so who's choosing the board because you choose the list we bring it to the board on consent anyways. Yes, so we'll add it to we will make sure that we add the board representatives to that list of committee assignments. Okay. We have a quick question too and so you superintendent would choose the bargaining unit representatives, the board would choose everything. So the superintendent would reach out to or designate, whoever it may be will reach out to the bargaining units and say who would you like

156to have sit on this on this committee, they we always have them select their who they want. Sometimes it's also just because of who's available. And so they would select their own individual people, right, it's just put together. Yeah, yeah, it's just put together by the superintendent. Okay, and then who would choose the members of the community. Superintendent. Yes. Should, should that be spoken to in terms of who specifically when we have LCAP, there are certain mandated positions that need to be filled the bond oversight has certain mandated positions person from the taxpayer association. Should this committee as important as it as it is also be structured in the same manner, so that it is, you know, at, at minimum, let's say one of the bargaining groups chooses not to be on there. How do

157we address that. Right. Because, you know, otherwise, you could look at these things you could whatever from today ever but this is where everything hits the road, if budget doesn't work. Nothing else works. So if it's a choke point in the system. And to me, it's. This is one of those things where. Why don't we do this. Why don't we pull item a poet, and I think just more specific way to add more specific language for option one so everyone's okay with option one. Yes. Okay, that's half the bottle modified. Perfect modified option one but let's we'll bring it back to the next. Okay, we'll bring back in April. Let's do that. That's fine. And we'll put some real specific language in there around the committee that committee and selection and that the board will

158select based on their year like what we do. We'll put our language into that. Okay. Does that work for everyone. Yeah. Yes. Okay. Thanks. Yes, it does. So we're going to pull a. Okay. Okay. Also, go ahead. Oh, I'm sorry. Go ahead. No, I had just F. And I had one about D and D goes before an order. We definitely should go in order. D. Who, which one of our students have student debt, what we're talking about here. So student debts would be things like lost textbooks, Chromebook damage or lost Chromebooks, things of that nature that then we charge for and that we don't always collect on could also be in the past like paying for lunch. That was a big deal. A lot of cleaning up. I mean, on a broad scale. Yeah. We

159don't have at least the student lunch desk. Oh, my question on the. The student activity funds. I think somebody had a question on. Oh yeah. I would go out of order, but the president insisted on going in order. I forgot you had. I am the queen so contracts. Okay. It's the bottom of page four, they're not labeled but it kind of floats when you scroll through it here. And I don't know what it's not really an outline so I can't really tell you it's just the bottom of page four contracts for personal services. Yes. This all appears to be new language, not planning or changing or editing existing language. And I'll go through reading it just because the verbiage on it. In order to achieve achieve cost savings, the district may enter into or renew

160a contract for any personal service that is currently or customarily performed by classified employees. If the contract does not displace school district employees and meets other conditions specified Ed code with the 45 to enter into a renew such a contract the board shall ensure that the district meets the numerous conditions specified in Ed code sites it again 45103.1. In addition, and this is like that might be bad, but then it says in addition the district may enter into a new enter into or renew any contract for personal services, without meeting the conditions described above, if any of the following exists. And just like the first one, the contract is for new district functions in the legislature has specifically mandated or authorized the performance of work by independent contractors, the services contractor not available within the

161district. I just wonder with language like that that's boilerplate not mandated not legal. If we're going to get ourselves in trouble with collective bargaining and it just, it just seems like if it's not currently be now what if what if that position is currently on a not open. I mean it's an open position we don't have an electrician. And so now we contract out we bring in contract services because we didn't fill it. It to me this incentivizes leaving unfilled positions within our classified ranks, it would incentivize it, because there's not really a penalty, the way that the language is written. And this one is pretty much taken straight from education code 45103.1 that calls for exactly the classified customer like former classified employees, and we can enter into contracts as such and then list

162all of these reasons within the code so this is a provision provided I would say it's more trying to actually put restrictions on because I think what the legislators were finding is that there were a lot of times the districts were going more towards service contracts instead of employees so I think it is trying to put some parameters on serve contracting out those services. Okay. So this is a little bit more restrictive than what it was. However, to your motivation. Aren't usually the outside services, a little bit more expensive than using in house personnel or is it depends typically but it depends. Well, just something like that to me this would have been on policy a long time ago to me this is something that someone that's here would have caught, not not our administration

163but if I don't want someone to read this down the road and look like we're trying to pull a fast one, because it's just talked about and say like you know publicly, it's not the intent of the district to replace employees. This just allows for this. And then to make sure that if there is a sentence or something that makes someone feel right, and okay yeah we're working collaboratively, then we would insert that. Yeah, and I think the one piece that does protect our employees is that the services contract are not available within the district and cannot be performed satisfactorily by district employees. I think that does offer. That's number two on the last page, I think that does offer some protections to our employees which I do believe is important as well. So, I

164think that's a good thing that we make sure we have those bases covered as well. Which is why Ed code was updated. So this is actual one through seven is, is a code language. Just ask. I was just going to say for g h anyone. We go to I want to go to I, I prefer the, the second option, and I don't know if we need to option to. We don't have a recommendation at this point. Okay, unless somebody has something different our recommendation is to choose option to. And then if anybody, if the motion is made and somebody disagrees with that, then we'll pull that one. Okay. I. Yeah. So now we have be through I, yeah, with option to fry being the recommendations we pulled a. Okay. Any other any other questions or

165would anyone like to pull anything else. If, before we have a motion. I would entertain a motion to support be I guess it would be be through, I, with option to present proof so I move to support the superintendents recommend. Superintendents recommendation and approve board policy updates. Be through I, with I revised board policy 3452 student activity funds being option to. I second that motion. Okay, so I have a motion by trustee drew in seconded by trustee Vanden Heuvel, any discussion on the motion. Okay, I'd ask the clerk to please take role. Trustee Kaplan is I myself, I am trustee Vanden Heuvel, I trustee bueno. President person. I that motion carries unanimously. We're going to move on to our final discussion action item, turn the time over to Dr. Gibson for the CSP a policy

166development workshop. So this came about, as we continue to ask the SBA to provide us the historical knowledge that they have about board policies. And finally they just said can we get on the zoom and have a conversation so I said sure this is what we this is all we need. So they had recommended, after they learned the number of policies that we have to update. They had recommended that anytime you're at this number. Getting caught up is almost impossible so they provide this service and I'm going to ask President person also speak to this a little bit. She's had experience with this recently in the last year or two I believe. Through this process with our on the ROP board, but essentially what would what would take place, and I was speaking during the

167break actually with one of the members of our community who sits on our policy committee and she was excited but she said, oh we talked about it so I'm not going to stay but what we would do is we'd pull on our policy committee, we would, again I would ask probably for. Well I think, trustee drew and I think you are a policy board member correct so we'd ask for you to attend, and then staff would come and go. So CSBA would physically come here it's three days, we would sit through or cross side by the time we're done but essentially what happens is when we come out on the other side, everything is updated. I would then recommend that we do just like you would do for new curriculum adoption, I would recommend that

168we bring it to the board formally as discussion only just in the sense of it being a 30 day view for the public. And then let it sit for 30 days the entire manual, and then we bring it back to the board for formal approval so then when the board formally approves the entire updated manual, then we are up to date, then all we're doing our quarterly updates as those come along which we just received new quarterly updates that we now have. We've just added to the list that we just fixed tonight so that's why it's important that just like one big long consent item then it's just one big document. Yeah, yeah, it's one big document. Yep. So that says we had a great explanation just around you know this happens frequently for districts.

169And this is their way of helping us kind of dig out of the hole that we're in so they were very supportive. So, who has been through this process. Yeah, so we did do this for RLP, the RLP policies were extremely out of date, and so they brought in CSBA they did it over the summer, and which was was good. And then again it had three days you have a CSBA representative who's there assisting you the whole time. What, what we did is, I came in as a board member, and one of the days worked with the superintendent, just on the board policies related to the board, then they had someone there and all of your, all of your different areas, you were working, they, you, you were. The CSBA rep was there to assist,

170and it was just a big update. There were a lot of things with RLP that were challenging because the language isn't made for RLP so they did have to make a lot of changes but the process I felt went smoothly. It was definitely not a shortcut. It just was condensed. And then what we did is we had when we had our board meeting to approve. We had a little bit longer of a board meeting planned. I like Tori's idea of having, you know, setting, having it out there for a month or so for for the community look to look at, and then just kind of went through the ones that were. We went through, you know, we touched on all of them but we, we really only specifically talked about ones that were maybe sort

171of tricky or different and again because of RLP there were sort of some languages that we had to change there. All in all, I felt like it was a good process and then we were up to date. Again, it didn't feel like a shortcut to me it felt like a lot of work but also it was just condensed into one time and then now we can just stay on top of our policies I think it was good. So you said it was accompanied by some sort of workshop where we can after 30 days digest it has come with all of our questions all of our underlines all of our hey what you know what is this going to look like 10 years from now if we have if this falls in the wrong hands type

172of stuff. Right. Yeah, you really want to only write rules. Right. That reason. Yeah. Yeah. Is that so there's a workshop and then we can all bring our. We had like a just a longer board meeting plan that that evening. We just met a little bit earlier, and went through. So I mean, I imagine maybe it would be like a workshop for us I don't know. Give us a little bit more time and a little bit more time is in like an extra hour, or just like you know our work our Thursday workshop. You know we have that entire workshop. Okay, great. Yeah, yeah, we could just do it. What I would really want to do is make sure we do a 30 day review for the community they can give any written feedback to

173us so that we can look that over during the workshop as well. Just make sure that we're really going through that now we have our policy committee that will also be involved so that's going to be extremely helpful as well. But I would want to put it out there for 30 days, similar to what we did for the by trustee area, where we just continually kept reminding people about the process and that we wanted their feedback. And then that way then we could review all of that at the same time that the board looked at it at a workshop, and then I would take the final manual after the workshop to a formal regularly scheduled board meeting, who take the entire manual to the board then for formal approval and it's CSP just called it

174a reset. That's the term that they use so it just gives the district a reset and updates everything but it will be a it'll take us a couple months it's not just the three days and magically we're done. It is a process but you see they know what CSBA, I feel like they understand and they know what they're doing, and they really helped us through this. I was gonna say something else but I forgot what it was. It comes back to me, but trustee, why not. There's two points. One, and it might incentivize CSP when they come out, is that if we at least had a contingency to have them come back out. This is a voluminous thing. I mean it's 300 policies. I know from years ago being on that thing that there's a

175lot of nuance. It's not just all boilerplate it's not just literally, here's what CSBA does and here it is. There are some things that are unique to Livermore. So have it come back for that workshop or have them come back. Maybe in between I don't know how you order it, but that you, let's say the work. If you needed it. Let's say it's the 30 day posting and we get a lot of feedback. Did we just create a monster. Now they already have it all and they're all set up to filter it and run it through their sifters. We've got a contingency if we just approve it once that if it is significant and the board deems listen we'd like to have them have a second view at it. And there's 50 policies that might

176need further revision that we had the money allocated to actually have them do that review come up for a single day. I think it might alleviate some headaches that my second point and last point would be that some of these policies, as in this one where it talks about supplanting, you know labor things like that, that if there was reps that, because we have had that in the past I don't know what the current status is, but if there's labor reps that are in the room that can actually be part of that process when they're sitting there. You have our managers that are there, and there's a labor rep that they pick, and they're there and they say well that's in conflict. How do we work around that you do this. Okay. And it would

177just keep us from getting down to the end when we go to vote on it, and we have opposition to something that there's no need to oppose. Yeah, that sounds great. I remember the thing I was going to say, and that is that, as I think as they already said, we're still going to be updating policies even after I noticed that several of the policies we updated tonight, we updated in December of this year, this last year so Yeah, yeah. We're behind. I was gonna say I think the similar to the by trustee election where they had the widget, more people could provide feedback I think that doing something like that would be a fantastic way so it's very clear, because as you know as we all say this It's a big lift I think

178trying to be very transparent maybe kind of like what we did, you know district policy reset as part of the, you know what, what, Miss, Miss Dawson did for that just kind of mimicking that transparency I think would be great. So if, if we are give us a go, how soon when we see this happening at this point we would probably plan for in the summer. Yeah, because by the time we get back from spring break we have about seven weeks of school left which is extraordinarily busy so we'll probably just take a take a breath and then we'll get it scheduled now with CSBA for the summertime, as well as that gives everyone on the policy committee time to plan as well. So this is an approval of an agreement, or what. Yes, I

179think we it's falls under the threshold of requirement but I, I really wanted to make sure that the whole board was supportive of this because they're your policies so that's why we brought it forward as maybe some of that contingency language. We'll make sure that that happens that's it. This is their standard. Okay, this gets us started. Great. Yep. And then if we need, if we need to come back again, it would, if we need that let's say we had somebody come back it's not, it's going to be maybe a couple dollars we have the permissions to do that anyways. Yeah, so we would just make that happen. This is really not about approving the funds the funds it's really about really I want your approval of the process more than anything else because they

180are your policies. Yeah, I think that this, the way we're doing this is good governance. We realize that we have it in in in the, and I appreciate that the dollar amount is actually listed. Yeah, because it's just kind of transparent you know why are we spending money on, well, we have that discussion. And I do understand that you have the authority to spend up to a threshold that's far exceeds this without even coming to the board. But it, but it builds especially when you're in crunch time that this is something that we have to do. And I just think I like this form of governance. I appreciate it. I'd entertain a motion if there aren't any other comments or questions. Oh no, I thought you had a good language around that so please go

181ahead. I feel like I'm doing them all. But as the, you know, member of the policy committee. I President Bruce I moved to support the superintendent's recommendation to approve the support from the CSB CSBA for a mass policy manual update. So we have a motion by trustee drew and seconded by trustee components. Any discussion on the motion. I'd ask trustee to take one thing. Just provided as part of the record when we vote that it is as discussed. Okay. Right. Take role. Myself I trust even in Google. Hi, trustee Bueno. Hi, trustee Kaplanis. Hi, President Russo. Hi, that motion carries unanimously. And we're going to move on to our consent items. If there's anyone wish just to pull a consent items for further discussion. Otherwise, I don't know how many we have one to nine.

182Nope. I don't know. Anyone else get that. We have the minutes, and the ones under his business services, anything else. Oh, personnel services and personal. These are just different than we've done in the past I know we've been doing it for a while but how, how should we. It would just be that you, if you make the motion, like we've been doing is just that you make a motion to approve the consent agenda as presented okay, unless somebody has a call we can talk about questions unless someone wants to pull something something out to vote on it separately. I think it's just that the format is different. It's not that it's different. We used to just go straight down, but I like I like how it's split up but I just not sure how to.

183It's nice to break out. It's just departments. Yeah, yeah, it's nice to break out that way. Perhaps in utilizing how we outline it. If we outlined them and didn't have to drop downs. You don't know it was just, there's item one there's item two there's item three, so we're going to move items, two through 13, because you have all the little sub drops, right and we do that because we are required to have those specifically listed on the agenda that way. So in the past they were all listed they were just all listed as 123 they weren't broken out by department, we're breaking them out by department just because going back and when we're looking for documents in the know I like how it is, which we do do, then it's easy if Kayla's looking

184for something and Michelle's looking for something they just go look at theirs to where before they were just all listed. However they came in they were just all put onto the consent agenda. Okay. So currently we have minutes, which are technically the superintendent's office then we have the business services which is, which are the numbers under 14.2. We do not have anything under Ed services at this point. So there's nothing for three. We have item for for 13.4 under human resources, six, and nothing on seven I think so we have placeholders with nothing right out of state field trips is a place out of state field, because sometimes what happens without state field trips is we post the agenda. And if somebody panics because they forgot to put I've had this happen so many times,

185they forgot to send us the forms and what they need. And if this isn't an agenda item we can't add to it if it is and we get something today at 9am we could have popped it on here. So some of those items we, we, if it's, if it's let's say an out of state field trip. So I think if we say to move the consent items as presented. That takes care of it. Okay, correct. I'm fine with that. I would like to. Did you entertain a motion, I would entertain a motion, you would. Yes, I would. Okay, I got some. Okay, I would, I would like to move to approve all consent items as presented. Okay, wonderful. I second. So we have a motion by trustee Bannon who will seconded by trustee Kaplan is

186any discussion on the motion that we already did that. I would request if you are entertained. Trustee. Hi, trustee Bueno. Hi, trustee Kaplan is I myself I trust event and who will I present Pruso. I that motion carries unanimously five zero we have our board member reports will start with trustee Bueno. I went to many things relative to the school. Since the last meeting. Good job. Trustee Kaplan. I realized it's already passed down buttons. I'm just really happy I was able to be in attendance for the middle school district spelling bee. Young scholars family social views site visits I don't have to name them. Oh, this is really exciting for me I made it to this CME a orchestra festival at LHS. I'm trying to make my rounds to all the extracurriculars. And then something

187exciting to I'm starting my mic to masters in governance classes and you guys does really help so I'm very thankful that I get to do that. Trustee drew in. I attended Tri Valley Selma with assistant superintendent me. The experience is somewhat eye opening given the fact that our rates of special education students are significantly higher than our neighboring districts Dublin and Pleasanton is difficult to speculate the cause, as there are so many stakeholders associated with classifying individualized education plans, but was what does seem to be clear is that a systematic evaluation is necessary. Thankfully, trust, not trustee, Dr Gibson has begun that process, and is taking clear steps to evaluate our sped ecosystem. Through the sped workshop, which is happening tomorrow, and to raise the voice of special education to the cabinet level. I participated

188in avid field trip, I saw the fight the people was it Abigail that was talking about being in the fire science program that spoke. They were out there chainsawing so I wish her luck with chainsawing when she gets to that part. And I'm pleased that we are able to provide opera, so I went with avid to Los Pesitas Community College as well as CSU East Bay. I'm pleased that we're able to provide opportunities for such students many of whom would be the first generation their family to attend college, and we also have that cool special board workshop. That's all. Thanks. Thank you for the Pedro Z foundation, and the impact that they have in this community very cool to be there for the young scholars family social. Mr Connor invited me to this cool live

189math lesson at coachy which is just, it's super eye opening and I love that. They represented the school board at an interfaith if tar. It means break fast so during the month of Ramadan. At the end of the day, they break fast and have a big feast and so there were people there from all faiths and, and all these elected officials and it was really neat. Yeah, just event and to be together and to recognize how much we have in common very very cool. And then I went to the orchestra festival where are living more students did so great. It was really fun I got to volunteer there. And then I just attended a live more live more high staff potluck on St. Patrick's Day, where they had really no green food, it was all

190just delicious. You know, normal colors, you know just deliciously brown and yellow. It was great. And the staff there is so great and it's really fun to hang out with them and get get to hear what's playing on the ground with them. So, yeah. I wanted to mention we had I had two ROP board meetings over the last month, because we had a, we had approved a salary and then lose stipend increase retroactive to July 1 2024. With additional increases on July 1 2025. These adjustments align with the raises that our member districts provided last year, helping to close the compensation gap, or to start to close the compensation gap and support the recruitment and retention of the ROP teachers and staff. And importantly, thanks to the TV ROPs we have a 12 and a

191half percent reserve that these increases are not currently having a fiscal impact on our member districts at all because we have plenty of funds ourselves in our wide reserve. I wanted to thank the assistant superintendents and all three districts, my fellow board members and the other districts and the staff for making this possible it's it's a well deserved step forward for employees and TV ROP. This month also where Michelle gave a talk on the LCAP discussion LCAP and and also today with many other board members, we attended the elementary math leadership. The SVMI live lesson day at crochet elementary with Mr. Connor and it was really great to see the kids doing math and the teachers teaching math and it's just really a great program. Dr. Gibson. Just a couple quick things. We've been diligently

192working on master scheduling with our high school administrators. It's been a great process. Already mentioned was the projose young scholars night which was just fantastic. We had another successful PC IC meeting we meet monthly LCAP was presented Saturday I attended the Granada Fiesta worked 41 schools competed in various different music categories, it was really exciting because we had a couple different groups, but one in particular that and I went to go pop into watch and it were, it was our two drumlines teams from both high schools were competing under the Livermore city drumline. And so they came together from both high schools and they it was it was really good it was remarkable so it was just it was great to see all the different schools but 41 schools from across the northern state so

193it was, it was pretty phenomenal. There was also a water polo game happening at the same time so that was fun. I know there were there were other events that some of our staff attended over the weekend. But for sake of time here. We do have our third sped work group meeting tomorrow from 830 to three here in the boardroom board members if you are in the neighborhood and interested pop in any time you can pop in for five minutes or an hour. We will continue the work that we've already started, and that will be tomorrow from 830 to three. I'm really looking forward to at least I'm looking forward to our much anticipated strategic plan planning event next that starts next week, I feel like this is like putting on a wedding for 180

194people. And we've been talking about it and I'm planning for it and anticipating for it and it's finally going to be here so we are so excited for that event and our community is excited I think we have 100 confirmed. And then just wishing everybody a fantastic spring break. We have a week and three more days eight more wake ups until spring break. So wishing everybody a great spring break I know we're all really ready for just a little bit of a breather so I hope everybody gets to spend some time just decompressing and enjoying their family hopefully we'll have some good weather, and we'll see everybody back in April. So, that's it. Thanks. Okay, our next regularly scheduled board meeting will be Tuesday, April 15 here at the district office open session begins at

195seven. The meeting is now adjourned at 1021 p.m.