3.13.25 Special Board Meeting

001welcome everyone welcome we are this is a special board meeting the board of education for the little more Valley Joint Unified School District where the primary focus is education and students of the school district and we are going to begin our meeting with our flag salute liberty and justice for all let's have to plan that better yeah okay as I said before this is a special board workshop for the LVJ USD school district and we are going to begin our meeting today with our school site reports so I am going to invite mr. Brian Sharman to please come forward the principal of Christensen middle school yeah mr. Sharman you're doing great sorry I was like what's happening like that all right good morning board president Prusso members of the board superintendent Gibson and cabinet I

002am Brian Sharman and I am the principal of Christensen middle school excited to be here with you this morning to share updates on our progress successes and areas of focus as we continue our work to serve our students and our school community this report will highlight key student performance data the impact of our current programs and interventions and our strategic priorities to ensure that every student is on the path to success in middle school as we prepare them for high school I'll be sharing data and areas for improvement but I also want to take a moment to celebrate the hard work of our students staff and our community as a whole the progress we're making is a testament to their dedication and I'm excited to share both our successes and the steps we're taking to

003ensure continued growth the presentation will cover a snapshot of our demographics a review of key performance data highlights of celebrations and achievements and our strategic priorities moving forward at the end I'll be happy to answer any questions or open it up for discussion if we need to at the end the first slide is taking a look at our school demographics I think this is important because it provides some context for the work that we do every single day this is my ninth year at Christensen I was a vice principal for five and I'm finishing my fourth year almost finishing my fourth year is the principal at CMS and there has been a little bit of demographic shift the demographics of Livermore have changed a bit in my time at CMS as things have kind of

004moved around town and people have shifted from different parts of the Bay Area out into the East Bay so things have changed slightly but not drastically our enrollment has remained relatively consistent and the demographics of our ethnic student groups have remained pretty consistent over time some of the ebbs and flows that have come in time have been our English learners and a percentage of those at our school our students with disabilities and the socioeconomically disadvantaged and truthfully our demographics have shifted quite a bit this school year as we've had an increase of students who have been displaced from other schools in the district so within this school year we've actually noticed some demographic shifts and we expect that to continue as we move forward due to shifting within town and so we're in fact I

005think this is a little bit we had 593 when I finished the presentation a couple of weeks ago we're up over 600 now and so students are enrolling one or two a week right now at CMS which is exciting that we get to welcome new kids in next before we get into the priorities we can start with a big picture look at our performance and I think the California school dashboard does a pretty good job of that overall as you can see we're doing pretty good overall and things are going pretty well over the last year we saw progress in our suspension rate which I'll talk more about later as well as our English language arts our chronic absenteeism and mathematics continues to be an area for growth which again I can address later but

006overall the dashboard shows that we're doing relatively well pretty flat in some areas and showing growth and others and we can get into some specifics there if you were to compare our dashboard with different or with similar schools throughout the state of California you can see that in some ways our challenges mirror that of our peers around the state and you can see that overall in the state of California all the blues and greens under ELA show that that's a relative area of strength statewide whereas math and chronic absenteeism are an area for growth you can see that our suspension rates improved and so we've done a better job of PBIS implementation and we're making progress in that area which again I'll explore later but overall we're relatively in line with our peers they have

007some strengths that we're working on and then we have some strengths that I would imagine they are as well so overall we're relatively comparable to peers that are of relative size and socioeconomic status demographics and like around the state if you take a look at our school board school success data what jumps out to me immediately is it's relatively flat so if you start at the end on the far right of the slide that changed from last year all four within a percentage point from last year so our CASP ELA proficiency rate increased by 1% math dropped by 1% the percentage of passing grades dropped by a percent and our percentage of students reporting positive teacher-student relationships increased by 1% so what that tells me is overall honestly things are pretty flat and when you

008look really into the data and dig in you can see that that's been pretty consistent over time so over a three-year period everything has been within a percentage point so things are remaining relatively consistent which is encouraging in some ways we're able to maintain the progress and the status quo that we have but it's also concerning if we have consistently students 48, 47, 48 percent proficient in math but honestly that's not good enough and we need to continue to improve our efforts to do a better job of serving our students to do that so when I look at the school board school board school success data what that tells me is that things are relatively flat but also consistent and so I think that's a marker of our progress in some areas and also helps

009us highlight what some of our areas for growth are the next slide is a little bit more exciting there's more blue than red on this one and it shows that we increased in all areas on this side that our percentage of English learners who progressed at least one LPAC level was up 8% the percentage of English learners at CMS is relatively small I just shared that we had about 600 students and we have about 30 or so English learners this year that number is a little bit higher we're in the high 30s low 40s so but relatively speaking as compared to some of the other schools in town our percentage is relatively low so between 2022 2023 and last school year we were 8% better in helping our students progress at least one LPAC level

010the percentage of students proficient on the math final was our biggest area of growth last year you can see that we jumped almost 12% in that area I can attribute that to a couple of things I think first and foremost I would attribute it to our math teams work with mr. Kolekowski and mr. Hart where we really dug into the math final to actually do something with the data we in my time at CMS had been really focused on data and trying to make it actionable and I think these presentations and the versions we do with our staff are one thing but when you take it and like truly inform instruction and actually make change that's where you see our biggest growth and I think that percentage of students proficient on the math final jump

011is partially attributed to that but I would say it's also attributed to the fact that we have targeted math support classes which I'll talk about again a little bit later in the presentation and I think that really helps some of our students who need the most support in math demonstrate more proficiency on those math finals and so I think that's an area that we're really excited about our percentage of students suspended slid by 2% and so again I think that is a lot more to do with our restorative practices and our alternate means to suspension I think the honest truth if we're being honest about it is sometimes when kids do something that is in violation of the law or it's so egregious I think suspension is a viable solution on occasion and when someone

012does something we need to make sure that they learn from that however that's not always the case I think a lot of times we're able to divert or do conflict resolution or counseling or other things and so we've really deepened our practice in that area and I think that shows in that and then also in the next slide the current or excuse me in the next row the chronic behavior of students who were sent to the office also declined by 1.3% and I would say the same as my and my co-administrators toolbox of helping support students when they do something incorrectly the same is true for our teachers in the classroom and so I think both of our discipline numbers are trending in a good direction the next slide looks at a couple of specific

013student groups we look at our English learners and our students with disabilities one thing I would point out right at the beginning is 50% of our English learners so that middle column there that shows that 0% were proficient in English language arts and in math that screams off the page to me that's extremely concerning I would note not that it's an excuse or justification but last year over 50% of our English learners were also students with disabilities so many of these students when we're talking about 30 or so have both challenges and so that just points out to me that we need to do a better job of supporting those students both with their English language acquisition but also in supporting them through their IEP most of the numbers outside of the CASP and ELA

014proficiency as far as students suspended and chronic behavior referrals are in line with other student groups on campus but certainly better supporting those students academically is something that we need to focus on I talked about suspensions but this one highlights that where you can see that we went from seven and a half to five and a half things are trending in a good direction for this year so I expect that a year from now when I come back I'll be able to report out similar data that things are going in the right direction as far as suspensions and improving student behavior on campus our targeted math support data is something that I'm most proud of and I'm most excited about we piloted this is our third school year with two sections of targeted math support

015where we can take our most at risk students and we pull them into a period of math support where they can receive intervention but also preparation for the instruction that they'll receive in their math class the one piece of data that I would point out to you is I have the plus or minus three and what that is is that's how close they are to proficiency many of these students are students that are the furthest behind and so it's not really fair to say they all started below standard and they're still below standard because that may be true but my question is how much did they grow within that and you'll see that students across our campus are increasing about four points and just as a reference the scale is about 2500 and so four

016points out of 2500 isn't really that big of a deal but you can see that our students in that targeted math support class are improving at 10 times the rate of our students who aren't and so we're really helping get the students who need the most help the most help and so that's a program that we're really proud of a couple of celebrations and programs we're proud of we were just this last weekend redesignated as a school to watch by the national forum for advancing excellence in the middle grades which is exciting last school year we bumped up from silver to gold award for the pbis and then as i mentioned about math support but we're also really proud of our targeted literacy support where 31 percent of the students in that program received they

017met grade level goals and then they were able to exit and in addition to the 31 percent who met their grade level goals 18 percent also gained proficiency so our plans moving forward we have two priorities the first one is improving math achievements again i mentioned we're at 48 percent proficient on casp our goal is to increase that to get up over 50 percent to get to 51 so the goal is to increase by three percent we're focusing on improved tier one instruction as a way of helping all of our students and then that targeted math support for our tier two and tier three interventions to help support the students who really need the most help and our second priority is improving achievement for our english language learners again only 30 percent of english language

018learners progressed one lpac level and our goal is to improve that by five percent we've expanded our el scholars club which is an after-school program where students can get help and support in their current coursework which will help with their language skills and we also have a power of one program where each of the english language learners on our campus is paired with an adult so they have someone who can mentor them and help support them and kind of check in and do the schoology check middle school has a lot to do with cleaning out backpacks and planner checks and sort of that organization piece and so that power of one program really helps make sure that that connection piece exists for our students who are most vulnerable before i conclude i just want to

019take a moment to summarize we've made great strides in some areas but we recognize and have strong plans to move forward to continue improve our math instruction and interventions as well as supports for our english language learners we have some recognitions and a lot of really exciting things happening but we really just want to dig in and take the next step forward the status quo and continuing to be a quote good school isn't good enough for us we really want to take that next step and shift from good to great and so focusing on that to move forward is really what our priority is over the next several years with short medium and long-term goals so that's what my i and our staff's plan is at this point i'd be happy to take any questions

020you have or if there's anything you'd like me to discuss further i'd be happy to do so thank you thank you we have no blue cards so any comments or questions from board members feel free to jump in jump jump mr charman thank you so much for being here great job um i wrote down just a few a couple questions sure fair i think they'll be easy um what what would you in your conversations just with your team what could you identify as maybe a reason for this flat or the really consistent results on the scoreboard do you know why that it just keeps going the way it why it's remained consistent over time i think truthfully in talking with our teachers and looking at their practice i think because for the most part we're

021doing the same thing and so if we continue to do the same thing as far as the the strategies that we use in class and that tier one instruction it seems reasonable to me to expect the same results and so our team is reflected on that and our math team in particular has shifted towards standards-based grading to where we can help focus on students demonstrating mastery maybe we don't have it today but i can work for the next week and then come back and retake the test and improve mastery in that way and so i think truthfully our practice has been relatively flat and so trying to find ways to be innovative collaborative try new things that would be our path forward that's great um yeah the progress of math finals is super exciting that's

022cool to cool to see angry um what do you contribute the success rate in your suspension rates because that's as it was it just unusually high two three years ago or are you doing something you know your pbis is um something that you're focusing on but what what do you contribute to or attribute to that that's a great question i think two things really for starters i don't particularly like that data because it's non-cohort based meaning we're comparing different groups of kids and so at the middle school a third of my school turns over every single year so if i have a particular busy group of eighth graders and they promote on to high school then that would change what the numbers are and so who is on my campus is different and that's part

023of it right like if i have a group that may be particularly challenging or the opposite of that part of it is that but honestly i think it's the pbis work i think the truth is and the research and data shows that if you make a bad choice making you go away for two or three days and coming back isn't going to correct the behavior at all and i think we really try to treat kids like human beings and to treat them like people who maybe made a mistake or a poor choice which they need to be held accountable for but to really make it a learning thing and this is going to sound like it's fluffy but i literally tell kids i love you man you goofed up but i still love you but

024we got to do better and so when you get back or you got to do this thing and so i think it's the relationship piece is part of it but we've also been super creative kids do silly things like bring matches to school for example and when i was in school had i done that i would have gone away for a few days and come back i made the kid go to the fire station and interview the fire department and talk about fire safety and then do a presentation for me about fire safety so that's one very narrow example but i think creative solutions to make it learning opportunities as opposed to go away will catch you in a few days i think that's been the biggest difference maker for us honestly that's that's really

025cool i really like that and you mentioned something about the overlap between english learners and your students with disabilities do you see any role that this new sped task force is really helping you connect the two and helping you move both of them forward in in your site at your site um i do we haven't seen a lot of that come to realization yet or come to fruition yet i should say but i am super excited about that miss manky and i have already had some conversations about that and really what it comes down to is better supporting language acquisition in those classes one of the opportunities that exist like for example if you're in a moderate to severe or extensive support needs i should say class those class sizes are relatively small and so

026we can do better first instruction and language acquisition i think that honestly is exciting so yes i do see some potential impact the other thing too is working better to make sure that the assessments are fair so for example some of my students who are non-verbal it will be really challenging for them ever to demonstrate proficiency in the english language because they don't have the verbal skills to process and so trying to sort of clean up the paperwork if you will or make sure that we are truly assessing it so that when i'm presenting here the data is accurate so that's another piece but yes i am excited to work with miss manky and then the work coming out of the special ed task force to figure out a path forward to better support thank

027you very much i really appreciate you coming here i really like the work you're doing and the culture you've created at at the site at christianson is really cool so thank you for your work yeah yeah i just want to echo the congratulations um and i was as you were presenting i was thinking they do standards-based math right but i don't know much about that so can you give me a 30 30 second pitch on what is standards-based math and why i'm assuming that that's part of the success that you're having so those two points sure so standards-based grading essentially is we want our students to demonstrate mastery and that's what the grade is based on i'm a history teacher by trade and math was not my jam growing up but i could play the

028homework game and fight my way through it get my c or my b and move on but did i actually learn the math yeah maybe maybe not and so what we want now is for students to demonstrate their mastery and so in short it shifts a higher percentage of the grade to those assessments which sounds big and scary at face value but the reality is our teachers allow students to reassess multiple times if they need to so the kids come in and they take the test and if they don't have it they get a new set of practice problems and then go home and work on it come back the next week and retest and if they have it then then boom their grade goes up and so what it's allowed us to do is

029focus more on mastery and acquisition of the skills that we need them to have as opposed to playing the game of school so to speak and that will give them those foundational math skills and math eight for example to be successful when they get to algebra one in high school we believe that that's our biggest job my students as eighth graders who are in advanced math and then take algebra in eighth grade they're going to be successful in high school math it's more the math six seven eight kids how can we help prepare them to get through algebra one and two in high school and so that's been our focus and yes it has been helpful for us as far as our our growth just kind of broader i think the multiple opportunities to fail

030is fantastic i think that we learn through failure sometimes and so giving them those opportunities too you didn't quite get it but i'm assuming they come back during lunch or after school or some set time to do that yeah and not only that it can be non-traditional ways too so it's not just here's the same bubble sheet do it again it's maybe we can have a conversation through it or you're going to get a different set of problems and so maybe you demonstrate to me that you've mastered the material in a different way but like my job is to find out if you mastered the material and that's what we're actually after right and so it's given the teachers more flexibility initially there was concern that people would be scared because oh my goodness the

031test is such a big percent but the stakes are low because if you if you don't have it you just come back and you take it again and you can keep working at it and so the fact that kids have a way out and they can continue to fight their way through it has sort of helped that math relationship as well and sort of helped with like the pr of being a quote math person and so that's something that we've also seen some gains in as well cool thank you yeah i got a couple just a couple questions congrats again and when you first got the schools to watch we kind of didn't know what that was you were kind of a pioneer in that for the district and so you know moving up to

032gold and i i know that you're able to articulate it and i know that it's something that's uh we saw that the whole backing of that down at csba um and so congratulations on that thank you one of the questions i have it appears as though your sped numbers are higher by percentage than are some of our other light campuses is that true without knowing the specific enrollment at the other campuses i would say that's possible and the reason why that might be is just because of the different programs that exist on different campuses for example i have two sections of extensive support needs classes on my campus and so it's entirely possible that because of programming that may be the case and honestly that's something we're proud of and we're excited about we work

033really hard in the area of special education and i think we do a good job and so i'm proud to have as many students on our campus as possible and i think having students with challenges is better for everyone it's better for the adults it's better for the typically developing peers it's better for the students with those challenges so that may be the case and if it is honestly that would be a point of pride for me and i understand that to be true so and i and i appreciate that because then there's a lot of effort that goes into it and and my question is that when you're rolling up these numbers on school achievement these are aggregate numbers that are inclusive not exclusive that's correct yes and so when you do the breakout

034and we show some of the achievement by those that have maybe some special needs that could not just in theory but in reality push those numbers downward yeah that is possible because i think this our students with disabilities inherently have more challenges than they're typically developing peers so i suppose those numbers could be a little bit different which i think is what your question is that could be a small contributing factor but really what our focus is is trying to improve the achievement for all students and if we can focus on those with disabilities and give them the help and support that they need then that would help those numbers which you saw broken out for you earlier in the presentation which would then you know help the numbers overall but i think the answer

035to the question you're asking is yes i think that would you know to make those numbers change a little bit one direction or the other it's just one of the things that brought it to mind is when you mentioned because it is it's not in the cohort it's when you when a class let's say you have a an overly stimulated class that kids are a little more challenging with discipline your suspension rates might go up but as it runs through then they might go down so the statistics are going to be skewed because the people change you're not measuring the same people so when you look at things like this but kids that might have more challenges your english language learners drop we're not comparing apples to apples and so sometimes when we're looking and

036what i'm looking at what do we do to make the change like you know what actually is it you know one of the board members that was on this board far before me and and bill dunlop what he brought out was when you measure likes to likes you can get real comparisons and sometimes i don't think that we do that and so you know you can if you get high achieving students on an influx your scores are going to go up and we all celebrate it but is that true or is that the effort that changed and i think the thing i would most point to as i mentioned earlier as opposed to looking at the percentage of students that are proficient in math on the casp exam i'm more interested in their growth and

037so what that does is that measures i think that's our job to help students grow no matter where they are if you're already a four and you're you know above grade level but you're just sitting flat i don't think we're doing our job and it's not necessarily getting everyone to grade level but helping everyone grow to what they have the ability to do so i really dig in and look at that i think your overall point of 48 percent may be the same next year but if we're fighting and getting kids from ones to twos that's not going to present on this slide but overall as every kid on my campus growing year over year to me personally and professionally that's what i would argue as a measure of success and i think whether you're

038comparing apples to apples or apples to oranges are my kids growing that's what i should be held accountable for and that's what i mentioned earlier and one of the things i'm most proud about and i appreciate that one of the things that i've seen been on this board for a while now is my opinion is that math is foundational and i don't think that's unique to me but it just appears as though when we measured at the middle school and the high school levels were deficient but on if there's no such thing as a math person then to me it would just stand to reason that if you grab them early and you build the foundation that you're going to get better outcomes at the end as opposed to measuring it midway or towards the

039end and being frustrated and trying to change it it's just it's like building a house you can only build a house based on the footings that you have and it's you know i just i would i've continually advocated for improving the foundational aspect because it just seems like when we have our principals and our teachers at the middle and high school and they measure this we're we're constantly trying to improve but from the same perspective like a lot of the kids are coming in the kids who come in with good foundation excel and the kids who come in with poor foundations flounder i hear you thank you hi good morning um i haven't been to your site but i've heard a lot of good things about it and so i really appreciated this presentation because

040it just made everything you know all kind of meshed together from what i've heard um good job on a lot of the achievements that you've been doing especially in math being a part of the math task force and going to the trainings um i really like to see how you're implementing that with your strategies and targeted interventions i just had a quick question about um how there is a stagnation the question was already asked about how to improve some things but i was just wondering how you're going about to improve the panoramic score so that student connection piece is honestly if you were to ask me which piece of data i was most concerned about it would be that one and the reason is because i think that's what we do best at cms the

041relationship piece the connectedness what that really feels like and that's something that i have the biggest challenge trying to articulate to you especially if you've never been there like once you walk onto my campus you can feel it and then i don't have to explain it anymore and so that piece of data is the one that i want to work on most and so some of the things that we've done is establish our community partnerships um just in the last month i'm driving my staff crazy but we've had presentations by tri-valley haven we've had uh jacob lily and curtis um parnell jacob parnell curtis lily yeah i'm missing their names so different community partnership groups come out to present to our kids on social emotional lessons and skill-based things and trying to establish our programming

042to help the kids feel better connected to school we really focus a lot on that data so we track who participates in everything who participates in the spirit days who does the pumpkin decorating contest for pta and everything in between and then we can find out which kids don't do anything and then call them in with our school counselor and check in and that helps us connect with them and some of them say yeah i do karate six days a week i'm super busy i'm good okay and others are like i don't know we don't really have anything that i'm into and then once we find out what they're into we can sort of add and shift programming to do that and so data based is part of the story but that's something we focus

043on a lot and our staff really spends a lot of time on and so that piece more than the academic data once those survey results come out that's the one my staff really holds on to and quite honestly something that we fight to improve every day because that's a point of pride for us so that's i'm glad you asked that question yeah yeah thank you for answering that i think i'd agree that's a really important piece yeah i would just say especially in middle school right if you don't feel connected and you don't have a reason to come to school and whether it's music or sports or whatever your deal is without that reason to come to school and the connectedness i think the academics won't follow and so we use that as a foundation

044as mr pueno mentioned earlier once we use that and we get you connected then we can support math and english and the other things but i would agree with you i think that's super important particularly in the middle grades i would firmly agree with that too and i think that would also help with the esl students students with disabilities and whatever if they feel connected totally agree thank you so much thank you mr charman for coming uh i just wanted to just a few comments i know we've kept you up here a while but i just wanted to say um i have experienced that walking onto your campus and i do think that that is one of the things that christianson has um that well not one but one of many things that you have

045is that community and it's it's palpable when you come on campus so i appreciate that you are uh constantly thinking about that you definitely have it there um also just wanted to uh congratulate you for your for your math um especially the the proficiency on the math final and for taking the time with your with your math uh teachers to really look at the data um i think that's really important and i think that's why you're seeing the results that you do and i also love the power of one program and i'd love to come and sort of see a little bit more about that i think that's such a great thing that you're doing for your english learners and i think that that is something that will be really helpful for them and we

046just wanted to thank you for coming thank you so much i appreciate the time okay all right so we're going to invite mr mark neill principal of east avenue middle school to come on up and i think we should clap for both good yeah good morning i'm mark neill principal at east avenue um thank you president pruso and esteemed board members and superintendent gibson for having me here today to present information about our wonderful school last week i just celebrated my one year anniversary in livermore on march 1st so i'm quite happy um as mr korokowski will say i am no longer new um to livermore so i'm very happy that i'm here but the one year anniversary was special so i'm going to talk to you about how great east is the things we've

047done and the things that we're going to do to get better our demographics um our enrollment has increased over the last three years incrementally so we have 585 students currently i think next year we're projected to be a little over 600 next year our biggest increase has been our hispanic students but also our english learners we have a substantial amount of newcomers that have shown up in the one year that i've been here so um but overall our demographics is somewhat stagnant as far as percentage wise even though student has student numbers have increased slightly over time our california dashboard information um looks good if you start with english language arts slightly increase over the previous year mathematics also a little bigger increase which is great um difficult with our el progress but i would

048say that has to do with the number of newcomers that we've had and the testing of newcomers within their first year but all that will improve over time our suspension rate it increased but that was from 22 23 to 23 24 that number is already decreasing which i'll show you later on and talk about why that is and what we're doing and our crawling absenteeism is also decreasing i think a lot of that has to do with the fact that our cwa works weekly with our dp to try and track those students who are not showing up to school our dashboard and comparative districts as mr charman said as well it's um we are compared to certain schools around the state our blue area in ela is great for us but also green for our

049suspension rate that has dropped as well but we compare relatively well to other schools that have our similar demographics this is our school board school success data our ela scores have been stagnant over the last two years but it did jump significantly from 21 22 to 22 23 our math proficiency is continuing to climb at three percent that will also increase for next year percentage of grades that are passing grades as well um in our panorama data and i'll talk about that taking the next slide uh drop one year but we did an activity this year to uh hopefully show that that number will jump a lot higher at the end of this year our eo numbers as i talked to you earlier about they did fall but i that is uh a lot of

050work is being done right now on our else um we have a teacher who is dedicated completely to that more teachers i think we have six teachers this year that are doing el achieve in the district and they all come back and rave about that because a lot of it is just good teaching practices and so they're using those strategies in class with our english learners hopefully next year we'll have some more students uh percentage of students on the math final as you see increased dramatically from one year to the next and i think that'll continue i think having um mr hart mr corral calcium come and do their activity at school this year where teachers dug deeply into what they're currently doing and they've taken the data from that meeting and actually have been

051applying it all year long so one of the things that we see that happens mostly in math is a lot of almost all the math problems or word problems so it's very little uh just 42 times 22 it's mostly word problems that creates a whole nother level of instruction and so our math teachers are focused every day on working on word problems with kids and breaking down word problems and being able to complete those word problems to mastery so you'll see those numbers jump higher as well next year the percent of students suspended uh continually drops every year that'll continue as well and also the chronic behavior of six or more major referrals continues to drop as well uh english learners and our students disability data um zero percent is a problem for english learners

052as well students with disability is also a problem but i i believe those numbers are also creeping higher as well um our math percentage is the same as well um one of the things that is concerning but we're still working on that is percentage of students that just progress one level on the lpac so last week students just took the lpac so hopefully we'll see that data increase as well um and the percentage of students on the math final once again overall increase but i think also increased with our el students but our students with with disabilities as well percent of students who are suspended i think our uh special ed numbers are higher than they need to be but there are there are various reasons to that one of the reasons is we have

053a ce class as well and those students have oftentimes um bigger behaviors for lack of a better word but we're working on that we have a school psychologist that's in the room our behaviors is also in the room as well and so we have things that we've put into place over the last year that will decrease those numbers as well our suspension data i included the actual number of students suspended so you can see overall students that were suspended least once so if you look at the total number of suspensions for 2020 for 2324 you'll see 54 and for this year up to this point is 48 so you think to yourself oh that's still rather high and creeping up to last year but the total number of students suspended last year was 41 and

054so far this year it's only 17 so what that means for us is that we've had a couple of students who had some major issues and they've they've contributed to the high number of suspensions and so we have fewer students being suspended so we're just working on the students that have repeated behaviors and trying to bring those numbers down i included these two things because these are really important for east the math final our math teachers are very happy about this data and continuing to work hard to increase that but i think our biggest thing and one of most important things for us is our pbis numbers so the district panorama survey had us at 53 percent for students who had a relationship that was positive between teacher and student so i worked with our

055counselor and our vice principal and we came up with our own relationship survey and so what we did was we took we created a survey and took a picture of every certificated staff member all of our classified staff members our office staff our classroom aides including the kitchen staff and put that all on the survey and we asked the students to go through and check off the people on that list that they felt like they would talk to if they needed an adult on campus that they could talk to so they were able to see those people and they checked them off and at the bottom it asked it said there's no one on this list that i can talk to so 87 percent of our students felt like there's at least one adult on

056campus that they can talk to and that drastically differs from the panorama data but i think the panorama data or the questions they ask in panorama are a little more broad and generic in their in their approach we were very targeted are there is there anybody on this list that you would go to if you needed to talk to someone and 87 percent of our students said yes and so that's a big deal for us because it shows a level of relationship building that we're working on our pbs strategies that we put into place the assemblies that we have um just the advisory lessons that we teach um each trimester that data is important for us so i would hope that it it showed the same on the actual district panorama data but like i

057said those questions are just different that data is very targeted and very specific for east avenue and so that's why it's on this list because 87 percent is a extraordinarily high number and we believe in that and it shows in what happens daily on campus celebrations and program in the one year that i've been here we've had some fantastic things happen for those you know about our wellness center issues in the past those are now solved we are creating a different facility for our wellness center yesterday dina and tori came by and just to visit the school i showed them the room that we're moving our wellness center to so what we've done is we had two rooms 28 29 that were next to each other that are unused kind of like a conference center

058so we're moving our counselor to one room maintenance put in a door in between those two rooms and the door is currently in place and the other room will be the wellness center so the counselor will have constant access to the wellness center and so she'd be able to see and monitor students that go to the wellness center so that's a big deal for us and that'll be completed at the end of this year then we're going to move our wellness center over there and then our wellness center will then become a pbis room which would be a place students can go who earn the reward during lunchtime it'll be somewhat like a game room like a reward room so i had this at various schools that i've been to we have like ping pong

059tables video games a place that kids can just go and hang out pool table but that's a reward system so you earn dolphin dollars and currently we have systems in place like yesterday we had hot chocolate because it was super cold and so we serve hot chocolate and kids had dolphin dollars they earned and got hot chocolate so now they'll be able to earn other things like a trip to the pbis pbis room math counts is a big deal for us this year we we sent 10 students and took home multiple first place awards so big shout out to mr eric lee who's our math teacher that runs math counts the third bullet i believe is uh huge for us and this doesn't come directly from me it comes from the staff that the morale

060and relationship building is at an all-time high for teachers for staff and our students at east i have to brag a little bit and say i believe i'm a part of that but mostly it's because of the work that we're doing just amongst the staff itself but also with the students that people feel really great about being in east right now our students are great we won the spelling bee our math scores are moving up we had a student win the daughters of american revolution essay contest and our advanced band went to cma festival and took home excellent and a superior rating for our orchestra as well so we're doing great just great things going on when it comes to our priority our first priority is to continue to increase our math proficiency and so

061our goal for this upcoming year on the on the casp is 50 proficiency we're currently at 43 and 60 passing the math final so so many actions are already in place and some of the things we're working on next year one of the things that i've been working on is i'm a big believer in vertical articulation and so i've been working with the principal at seiko and also roxanna at livermore high just to coordinate things that are going on there so roxanna called me one day and was talking about stuff she was doing and she has her algebra teachers doing standards based grading next year which surprised me because oftentimes high school teachers don't do standards based grading so i was like oh that's great if you're doing that let me talk to my teachers

062about that as well so that there's some movement elementary already does standards based grading so i talked to my math teachers and they all agreed that we would do standards based grading or at least start standards based grading next year to match what the algebra teacher is doing at the high school so when students leave us and go there it's the vertical articulation and they're doing the same thing speaking the same language so that's one huge thing that we're doing to try and make sure that our students are more proficient as well my next strategy is implement average strategy school-wide and it fits perfectly with the goal of demonstrating great level proficiency in math and english so avid is a big deal for me i've been successful at other schools implementing avid and what avid

063really really does is just it creates a consistency amongst the staff and i think any principal will tell you when your staff is on the same page across the entire school it has an impact on students and so there are various average strategies that are available for us to try and all of it is just good teaching practices and so we've decided as a school site on two specific strategies that everybody would do school-wide and also each department picked one specific strategy that they felt was better for their department strategies such as well so like for instance a school-wide strategy that we agreed upon is organization you might think to yourself how does that help well when students are organized and are able to keep track of all those things so one of the things

064we're going to do next year is put in an advisory period so students when they come to school on this advisory day on monday when they step into the advisory period that's a teacher who's not one of their teachers but it's just their advisory teacher but students will come in and they will check their email they'll check their grades and in the process checking their grades if they have any missing assignments they'll fill out a form it says i'm missing these assignments and then they'll have hopefully a binder at that point in time there's an avid binder it's like a one and a half inch thick binder that keeps all their work organized so that teacher will be responsible making sure students have their work organized because what we know for a lot of students

065who have bad grades most of their bad grades come from not turning in work because if you ever if you ever check the middle school student's backpack it's just papers stuffed down inside and so we're trying to alleviate that by keeping students organized which allows them to go to class every single day prepared and ready to learn and so that's a that's a big deal when you are coming to school you step into class now i can just turn straight to my science notes and be ready to go that's a big deal for us and so we're putting together all these activities to make sure that our students know what's going on in every class and teachers are working together across the entire school so that's a big deal for us and avid is a

066research proven strategy that helps students achieve questions thank you so much we'll start with dina i really appreciate it the visit yesterday and with this presentation i got to see all this in action even visiting the kids in their music class and seeing the little orchestra is awesome so i do like how at the end you were saying how you're doing the school-wide strategies with avid and fostering responsibility and organization i think that's really important for the age group at your school site i like how you said you're meeting with lhs and arroyo to kind of see where the kids are at and set them up for future success as well i just have one quick question you said you're working on behavior and do you think that that is directly related to the decrease

067in suspensions it is hands down so one of the things that we do is we have i say all in quotes all of our teachers at their door during passing period so what that does is that keeps the hallways monitored when students are passing so students see adults and they just go straight to class instead of rabble rousing or playing around which sometimes creates drama and so we've gotten to a point where wherever students are on campus they always see an adult so at lunchtime they look around they see our guard duties they see me they see christina our vp so you always see an adult when you always see an adult then it's kind of hard for you to do anything out of the ordinary and even uh during class time we had a

068bathroom issue for a couple of weeks so i put my yard duties specifically in certain places and even you know going into bathrooms you know just monitoring to see what was going on in the bathrooms and so all of that helps lessen students opportunity to misbehave and so it keeps students in class as well but we also have put things in place where students were teachers in class when there's an issue instead of just sitting kids right to the office they will follow the pbis matrix and then also if there's an issue i created a digital referral system that's for minor behaviors so teachers fill that system out and then me and the vice principal will monitor that and when a student has two at least two minor referrals then we'll call them in have

069a discussion with them and let them know that we're monitoring this and students know now that oh i'm being i'm being monitored as well so i should just continue to do the right thing so it's a it's a process of adults being in place but also keeping track of minor behaviors yeah that's great and i think that you um the students at your site definitely respect you they like having you there i could sense that oh i was visiting yesterday so thank you good job to you and good job on the math achievements and the orchestra awards and the spelling bee you guys are doing great things over there appreciate it thank you um not a whole bunch of questions a little bit of praise and some of these things we all we all have

070blind spots yes i i think that you see some things that may not have been seen and and i and i appreciate the perspective thinking outside the box may not be the best thing all the time but in instances where it's very simple and it pays outcomes when you put people's pictures on there and say that's a great approach and kids come right through and especially if someone's not completely literate or they got adhd and they're not really reading it and they don't take the survey or you just write down the thing it's who do you connect with yeah that's a that's just a unique approach as simple as that might seem um but it's real and there's real outcomes um i love your approach to competing whether it's in the spelling bee the band

071things like that competition i believe that's just life and the earlier we teach it the better as do i and the reward system you know as opposed to the negative reinforcement you know i'm not an educator but i know that those things work as a coach that's coached for 30 years those type of things tend to work um really good i mean you can look at the math stuff and see you're up 18 you know and i think we need to look at those things and that's a great positive um but i i just love the i don't want to say that it's completely innovative because maybe someone else did it somewhere else but it seems simple but just going to a royal seiko and kind of creating that bridge to make sure that what

072you're getting your teachers are prepared for and what you guys are handing off to the high schools they're prepared for and that you can make adjustments um those are good things your the organizational training you're doing uh just really good stuff appreciate it and you're only here a year i don't know how broad your network is but i just want you to know i can't speak for the board just for myself if there's things that you might need i mean like and i've always encouraged principals when they come forward um this is like an opportunity you don't get to get in front of a board all the time but if there's uh things that you might need things that you could draw attention to i welcome that all the time you know it's just i

073want to see success i think most people do and when you do see success i want to make sure that it's resourced i appreciate that just as a follow-up to what you just said um i do feel blessed um that i have jason and i actually also go to michelle quite often and i go to kelly a lot and amy robbins as well and i'm and tori is always open to a phone call so because i do have a lot of ideas and i do things and i blow michelle up constantly about things but they're always receptive to the conversation and so um like you say some things are simple and i think being a veteran principal and being at have been different places has allowed me to be able to see different things done

074in different places and then i come here and i'm like oh okay i see what you're doing but we can tweak this a little bit we can tweak that and add these things to it and that's what i've done in the year i've been here i appreciate what you're doing mr neill thank you very much appreciate it so i student at herbert hoover middle school in san francisco and there was a time where i uh and related to them i'm building to something um i believe historically the state had toyed with the idea or had a middle school specific teaching credential so if you think if you have like a multiple subjects and a single subject they had there was a time that they played with this idea of middle school is something separate and

075different and so i think that you know your your awareness and i should say we've got some awesome principals in middle school um the focus on organizational skills is like exactly what they need when they need it and i think it kind of gets at that idea that middle school is different so i appreciate your care about the culture at the school the creative utilization of resources and your focus on supporting absolutely all students on campus i think that you are and uh continue to win over students faculty and staff and by win over i mean your focus on authenticity on doing what's right for all students um so i think that the biggest question this you can address this if you want to is thinking about the newcomers i know that there's been an

076influx of newcomers and so i as a board member you know want to know how you know you know showed in the numbers so if you want to talk about that or um or you know moving forward i think we all need to you know i've raised this point previously newcomers um as far as our emerging bilingual students is a a challenge um they bring assets but i think it's something that we need to institutionally look at so um i will just just briefly um genus pateri is our eld teacher and um she's exhausted at the end of every day and i've sat in that class um i told tori and dina yesterday about the challenge of that class and here's one funny example there was some drama between some students that i needed to

077do conflict mediation on one student was via the means one student was spanish and they're in my office i have our bilingual office aid working with the spanish-speaking student and i got google translate and me and the vietnamese kid are going back and forth in the phone and they're showing me and i go on and i show him and we're back and forth and as crazy as that was we worked it out like the two kids worked out their differences through the two adults who helped translate it all and honestly i wish i could have videotaped because it had to be insane to watch um but in the end it worked out and so i think having the right and with anything when it comes to schools having the right person in place matters the

078most jean is the right person for us and so the only thing that jean needs is support and curriculum so matt hart just uh just so you know matt the pilot stuff just arrived this week so there's some new curriculum that showed up that jean is going to be using um just because we just need things because when when they show up like not everybody and even if you are an el achieve el achieves more about the students that are just the level two or level three the newcomers there's a specific training you need to teach someone the english language not just conversational english but academic language and that's a training aspect and so uh junction this year um had some training going on and so at the beginning of the year i called him

079and i called uh um carla our eld coordinator i was like can we just jump on that i just need jean to get something to help her out at the beginning of the year and so they said yes and so we jumped on that training jean got a little bit it wasn't enough but it was enough to jump start her and so i think next year we're trying to find some more training some more ways to help just deal with the newcomer population of getting them conversational and academic english to be able to function in a classroom thank you mr deal thanks for your presentation uh loved everything i i also was a little surprised at the uh the math um what was it called the mass proficiency yeah no no the the cool um

080uh what's it called not the spelling bee but the hello math counts yes math counts counts people math counts to see all those people up here and then having east east east called out constantly and i was no shade on mr lee or anything but like i i was surprised like man they're killing it so cool to see uh you just said that having the right person in place is paramount i don't know that wasn't your quote but i think that's why you're doing so well um i think you're the right person thank you for the for the um anecdotal evidence i don't love anecdotal evidence but i do have relationship with a bunch of people on on site and morale is creeping up there's this weird reputation that they're trying to fight and have

081been trying to fight for for a long time a long time and so i think that's what you're bringing to the conversation or you're changing that and i think it's because of your high relational intelligence and the way that you're reaching people and seeing people and so i've got nothing but just applause for you and what you're doing and the rest of this will all i think will all come right these scores and that all that so thank you thank you definitely thank you mr neil i think you can see and for the millions of people who are watching on tv they can see how excited the board is about the things that are happening east avenue and i think it's because we've all known that for a long time east avenue has really struggled

082with community just with but just in a lot of ways and how and i think that my colleagues have put it more eloquently than i am going to how you have really changed and shifted that there's a couple of things i wanted to just touch on that i see that the big jumps that you had that east avenue had in 21 22 to 23 22 23 and how they've been able to maintain that consistency so it's not just this weird little blip i think that's that's exciting um as trustee bueno said also your relationship survey thinking of of that and doing that is also important and then i just wanted to just a shout out to mr krulikowski and mr hart i looked at all three of the um of the math final all three

083of your schools the math finals scores just jumped quite a bit and and i we haven't heard yet from men in hall but it sounds like from the others that a lot of this has to do with the work that mr krulikowski and mr hart are doing and i just appreciate them for that effort and also appreciate the teachers who are willing to just jump on board and really dive into that data and figure out what's happening so i think that's very exciting for our entire district and then i just wanted to say kind of to what mr vanden heuvel said east avenue was my home school it's where my kids went so i know it and i know people on campus there including teachers and they have never felt more supported than they do

084now the students feel safe with you on campus and i think that's really important i don't think that that was always the case so again i just wanted to say that what we're just excited about what's happening east avenue and also the math counts was really really fun to be there there was so much love and support for east avenue from all the schools so i think that everyone there could see like what a great thing this is when we were there and everyone cheered for east avenue and i think that's really exciting so thank you for coming and appreciate that thank you all definitely appreciate it and for our final present school presentation we're going to invite mr eric taylor the principal of men in all middle school to please join us well i

085believe it's good morning still so good morning president pruso esteemed board members dr gibson members of our community my name is eric taylor and i'm proud principal of mendenhall middle school i've been principal this is my second year at mendenhall middle school previous to that i was principal at uh delval continuation high school vp at livermore high school and christianson and taught at both junction and livermore high school i really appreciate the opportunity to share all the good things that are happening at mendenhall and we continue to be a school of excellence with strong commitment to academic achievement student growth and positive school culture so let's get into it demographics we currently serve 857 or 75 students from a variety of backgrounds representing a wide spectrum of cultures and experiences our commitment is to ensure

086that every student has access to high quality education as part of our efforts we actively engage community partners to offer cultural awareness presentations for our staff helping them build stronger relationships and more positive relationships with our students for instance this week our staff took part in a professional development session hosted by the hindu american foundation focusing on hindu community and cultural awareness the presentation was very well received and will contribute to fostering a better understanding of stronger connections with our school community because as you can see it is a very it is a large portion of our population so i want our staff to understand the students in which we work with all right moving on our dashboard we continue to see positive trends in our dashboard which we're very excited about chronic absenteeism english

087language arts and math we're also proud of our decline in suspensions over the past two years this is a testament to our staff and our administration in developing positive relationships with students and parents to foster a welcoming community for all of our students when you look at the next student success did i skip one i think i skipped one there um when we're compared with other schools in the in the state of california we compare favor favorably to many there's obviously areas of growth that look consistent with other schools with similar demographics but we are always progressing forward we're always trying to make a positive trend and positive growth the next slide is our scoreboard school success data our academic shows our academic data shows promising growth in english language arts and math we're also

088encouraged by our positive growth in our panorama survey with our student teacher positive relationships and it's just a testament to our teachers and the work that they do every day with our kiddos i think i should have printed this out and not done it on my computer okay our next slide we are also seeing significant improvements excuse me we've also seen significant improvements in the number of english language learners progressing at least one alpac level by 19 we're also encouraged by our students math progression in the district final we'll talk about that a little bit more this is a direct result of our math department's dedication to regular collaboration planning at the beginning of the year and using our district data protocol which is led by mr krulikowski and mr hart discipline also highlights our

089effort to maintain a positive school culture our suspension rate has decreased and our major referrals remain low this is a testament to our positive behavior intervention team and the work that they do now when we look at scoreboard data for the english language learners and students with disabilities there is a difference in performance between our english language learners and our in ela and math but we also see a slight increase in our students with disabilities 50 of our english learners are making progress and advancing at least one level on the alpac and 40 with disabilities are also making similar progress while these numbers show improvement we recognize that there's still much work to be done to help these students reach their full potential when we look at student behavior we see a difference as well

090while 12 percent of students are overall are suspended the rate of students with disabilities slightly lowered five percent furthermore chronic behavior issues continue to be minimal and disability students with disabilities this shows the majority of our students are positively engaged in our student community which we're very excited about our next slide suspensions from 22 to 23 school year to the current year 24 25 there's been a significant decrease in student suspensions 22 to 23 20 students were suspended at least once with a total of 35 suspensions this dropped to 14 students and so far this year we've had one i believe maybe two since i updated this slide show we attribute this change in a growth to positive student teacher relationships and placing the spotlight on recognizing students positive behavior in our community flipping the

091paradigm and recognizing kids for doing the right thing our celebration and growth we're honored to continue to be recognized as a school to watch as a testament to our ongoing growth in academic and student success this achievement is a result of the collaborative efforts and dedicated staff and the strong systems in place for example we work consistently together as a team with our positive behavior intervention team we regularly recognize school-wide behavior trends and develop strategies as a team to address specific needs additionally we introduce a positive recognition based program our mustang must last year which revolve around being being respectful being responsible and being safe each week staff members are given 10 red tickets to award to students who display these traits students then drop their tickets off in the office and each friday we

092hold the raffle we're incredibly grateful to our community and their generous support as they donate prizes for our students this program has been led by our counselor kelly forgozo and it is very popular amongst our student body our next our first priority is math the area of focus of improvement and math achievement we understand that math skills are critical for success in high school and so we want to commit to ensuring our students are well prepared for high school our team uses data driven decision making throughout the year and this starts with our district-led data protocol at the beginning of the year this helps our teams identify trends and to address those trends throughout the year to support students we also meet regularly as grade level teams with math to identify how lessons are progressing

093how students are assessing we've also been doing the mastery gradebook for lack of a better term for several years now and so it gives students the opportunity to retake the tests and demonstrate their mastering our next slide is english language learners early in the year we take some time as a staff to identify our students with special needs 504s el's and we take time to identify who those kids are and then students are who are in our el class dr fiddler works with them she creates a very welcoming academically rigorous class and shares information with general education teachers on their progress so that way they're able to get a little bit more in class support on various things so it's something that we're building is not perfect yet but this process of identifying students sharing

094information and their progress has been pretty successful this year and so we're excited to continue to grow this particular aspect to support our el students and their progress through the different lpac levels so before we get to the questions and discussions we feel like we're making very meaningful strides academically and with social emotional growth because much of middle school is social emotional growth we're grateful for the support from our district leadership to everybody and teachers and families and our incredible community that support us and our kids every day and we're continuing we're looking forward to continuing to invest and show our students the love and challenging them academically so that they can continue to grow be prepared for high school and then college and career after that as well too so thank you and happy

095to answer any questions thank you we'll start with trustee druin no questions just want to thank you for all of your hard work i think that's you know there's just phenomenal work happening and i think it's i don't know i feel really good about our middle school administrative leaders uh this and you're definitely part of that so thank you so much thank you i appreciate it yes thank you mr taylor appreciate you also going to mendenhall and you know taking on the challenge of moving schools and things like that trying to move the needle um clearly it's a big school um some of the academic the academic outcomes appear to be real high it's an observation and just it's nice it's really nice uh dr gibson when you put all you know middle schools so

096it's it's a little bit more apples to apples a little bit more so even though they're they vary but one thing that i observed just looking at a few things and trying to draw if there's any correlation when you look at um some of the demographic stuff the asian population at mendenhall is 25 at cms 26 east avenues 15 the hispanic population is 19 at mendenhall 27 at cms and 33 at ems but your english language learners are only 2.2 percent and i can't help but try to draw the conclusion that when you look at the socioeconomic differences that socioeconomics is a driver of that when you look at the socioeconomic challenges um sed at mendenhall is 13 it's 23 at cms and it's 30 at east avenue as a driver and that we can't

097forget when we when we have programs that feed kids how much does that affect kids it just appears as though some of the lower outcomes some of the challenges are based on socioeconomics despite all efforts and so when kids don't eat and they don't have a meal does that affect the outcome does that present a challenge to teachers that they can't overcome you know the organization organizational skills needed at middle school maybe to organize a backpack and understand how to do homework and create timelines can you get to that if you can't if you're not eating if you don't have a warm jacket things like that and i just i just want to make sure that we don't because i know as we seem to step back from some of those efforts in the most

098recent years i just don't want it to see uh that we what we end up with is uh challenges that we just can't overcome you know it's just you you've got some really good stats and i want to continue it it's just i don't want to it just by putting you guys all together to me it really shines a light on that that there are just some challenges there and maybe some of our efforts are not let's teach math better maybe a kid can learn math just as good as another kid if he has the resources that the other kid has um i think in in my experience and i'll just speak for myself being at um dalval one of the primary drivers um when building relationships with kids is getting to know them and

099um when we notice trends with students who are typically pretty even we start to see trends one way or the other one of the first things that we um would do is we would ask them hey did you have breakfast this morning you know are you hungry and let's just get through the basic stuff and i think that just applies you know i don't think it matters what grade you know you're in right um and so a lot of the work that we do is you know just meeting them at a personal level how you doing how's your day going and is it a factor it could be i don't know um but the the fact is is i think we're all committed to seeing students first as as people and recognizing that if we

100can assist them with some of the basic stuff right off the bat that creates a positive relationship they know that they can trust us and that we can help them grow and sometimes it's you know little small things like that that make a huge difference and i know all of us are committed to being outside with our kids as much as possible during breaks during passing periods i know mr neil spoke about it being present knowing where the hot spots are so that the kids make better decisions when we're there and that's something that our team is committed to as well too and i think those are all um you know some some basic things that we we do every day so i appreciate appreciate the experience that you bring i think that shared experience

101of you being at del val high performing school you followed mr ovilla over there prior coach and i think it's just sometimes some of the things that we that we can observe uh you know not everyone has the same blind spots i mentioned earlier and i just think that the sharing of ideas allows some people to see things that you just otherwise couldn't see you know it's it's not to say that uh that there's a maybe a different amount of privilege because i mean i coached at mendenhall i coached at granada for 20 years and i know that there's kids who live in 5 000 square foot homes that don't eat because i cooked breakfast on saturdays for a lot of kids and in it's just i don't want us to so narrowly focus ever

102on strictly academics because to get to that there's a whole bunch behind that i think that's to me that's the magic of teachers and public education is that they understand that and that we resource that properly because at the end of it you have a well-intentioned 24 year old teacher trying to teach something to a kid that's disorganized and has a broken family and no meal so i think it's a big broader approach i appreciate what all you gentlemen are doing there thank you thank you well said that's good um thank you mr taylor really great i hope you're really proud of everything that this presentation shows and that you passed along to your team it's really cool i will and and just to the team they work extremely hard and i'm very blessed to

103work with them um they are all very committed and they're very collaborative and you know left right top to bottom you know food services to our custodian to you know our aides just everybody is always working together and so i'm very grateful for that it's it's a wonderful place and speaking of collaboration one of the things that you mentioned that um you want to provide one of your goals is to provide consistent meeting times for math department teachers is that something that was just not happening or is that something that you're just recently doing or um when we when we start planning out the year um i look at our collaboration wednesdays and i look at all the different um pieces and aspects and then i just plan out wednesdays so there's this there's a

104regular department time for departments to meet and handle department things and then there's other times where we meet as plcs we'll meet as costs so we'll do grade level discussions um trying to think about pbis is another one that we'll do so we we just formulated on the calendar and we just put all those times down and we say that's what the collaboration collaboration schedule is going to look like um get feedback from our ilt to see if we need to make any tweaks to anything because sometimes my vision of what it looks like might not be the best for the school so i'm always looking for feedback for that as well too and then just committing to those times and just talking with uh different staff and um making sure that things are moving

105in a positive way so that's how i lay out our kind of pd calendar uh for the year and so it's just something that i've always seen practiced and so that's that's how i developed so that's kind of based on on feedback from the teachers from the departments themselves we like where where are we spending that time and should we be spending more on math or more on pbis or um i think that it we lend an equal amount of time on any of those things but if departments come and say hey we're really working towards something or our pbis lead is like hey can we bump this up because it makes more sense to meet this wednesday instead of next wednesday sure we can flip the calendar around i'm totally open to that um

106and so that's that's how we kind of manage it is working together okay you also mentioned that you have a really low suspension rate and you attribute that a lot to positive uh behavior is that new is that that doesn't seem like it's a new or revolutionary way of approaching that so but you've seen a huge improvement there yeah and i i don't think it's a revolutionary thing believe me it's not something i created um but the just the idea of flipping the paradigm um it was work that we had done previously at del val is and i've carried this over to men in hall as well too is every wednesday one of the requirements that i ask of our staff is that they send home one to three positive emails but just i give

107them 10 minutes every time we meet to send one to three and i'll message staff or all message families or whatever and that's that was the positive thing that i brought it changed a dynamic at my previous school site and it's changed the dynamic at our school as well too because there's more positive messaging that's getting out there which shifts that positive relationship at home so if you have a kid that has a you know maybe a struggle at home you know a simple act that can generate an email can shift that positive shift to a more positive thing at home which results in a positive thing for us and that's how we kind of start with that positive relationship with the kids i'm saying a lot positive a lot but it's it's true and

108then just being able to show kids an example of this you recognition that we do you know i carry around the tickets as well too and so we have a student that is in our moderate class and he's out on the blacktop you know playing lunch you give fist bumps every day how you doing how's your day great and he just plays with the ball and then kids will come up and they'll just start unsolicited just playing with them and they're genuine about it and so i pull them aside and just shared with them you guys don't need to do that and i'm not recognizing you for you know pity or anything like that i'm recognizing the fact that you're a good human being you're seeing a difference in somebody and you're accepting that person

109for who they are and i'm very proud of you for that and so i want you to know that this is that thing that i see that doesn't get recognized a whole lot because we're really good at hey stop that you know the negative behaviors and we need to flip that a little bit to more that positive thing and i think our school has embraced that and they've really taken off with that concept and that idea and you know 10 tickets sometimes is not enough for some teachers because they're really seeing the value in recognizing the good and rewarding that positive behavior so i think that's a portion of why our suspensions have gone down but also i think it's a credit to garrett fitch our vice principal kelly forgozo and the rest of our

110teachers as well too because they're always out there always mixing it up with kids always talking to them having positive relationships with parents as well too to make sure that we're all on the same team we want them to be successful contributors to our society when they get older and this is really where it starts is they start to make decisions at the middle school level and so that's why it's so important and that's why it's exciting to hear mr do and mr charman talk about the work that they're doing as well too that's really cool and you mentioned that you have community partners that will provide prizes and things you have an example of like cool prize and also can we participate somehow yeah uh food oh it was always the motivator for middle

111school yeah and so we have that is so true so shout outs to all of our um all the millions that are out there listening um you know shout outs to the ale house to in and out to habit burger to uh fightable to um robux if i forgot you i'm sorry but you know those are some of the key contributors i feel like an award speech you know academy award um but very much you know it's it's been a very positive thing and you know it's in our newsletter every week we recognize kids by first name uh only the students who win and we clear anywhere between 150 to 200 tickets each week wow that's really cool hey at the at the very end you mentioned that uh middle school really is social emotional

112growth uh a lot of times in these presentations the wellness center comes up you didn't mention that at all is that really utilized at your site as well or is it does it take a different uh place in your school yeah so the the wellness center is again run by kelly forgozo who's amazing and she opens it up at lunchtime um to kiddos who just sometimes need a quieter environment you know because we are so big i mean a lunch is 450 kids and we try to give them as much space as possible but sometimes it's still out and sometimes just kids need a break and so they're given the opportunity and sometimes they'll go on there and they'll do positive messaging coloring posters and they'll post them all over the wall they'll also do

113um coffee cups for the sleeves for panama bay coffee company and so they'll and that was started by jordan key over at um junction uh started that program and so kids will come in and write positive messages so people will get their sleeves at um panama bay and they'll read it and just you know make them feel good so um but we do a lot of front loading as well too so miss forgozo goes into the beginning of the year she talks about how to get access to her and she's one counselor to 900 students so she's busy she's hopping right and she's able to manage that and very proud of her and all of the things that she's doing but she also has the ability to bring in guest speakers so we'll also have

114um we've had faith alpha come and talk about positivity um and then we're going to have the other group that brian mentioned it will be a first time for us kurtis lily and jacob parnell will be presenting in april uh to our student body so again it's just that reiteration of positive positive positive so i i mean i could go on forever yeah that's so cool thank you so much you're welcome thank you great job mr taylor i appreciate it my visit with you um at your school site and then also of course your presentation um applaud you for all the good things that are taking place over there i would say one thing you have almost 900 students on your campus and when i noticed my site visit how you address all your students

115by first name and i think that's so amazing that you take the time to do that um not only them but also your teachers as well and i think that has a lot to do with all the positive things that are taking place and i saw it also with my visit with mr nil how you address your students by a first name basis and i imagine the same thing's happening at cms as well um i really liked how you said that you guys are working on identifying the students um in the el um program like early in the school year i think that's really important for their growth and their student achievement would you say that has um anything to do with like the big jump that you guys um did in like the l

116pack or the um their score recently i i think that's a part of it and i think we're always hopeful to see you know improvement and we build things that we feel are going to be the best success so the early identification of students um communication with teachers about their progress to help support them more so in the classroom are steps that we're taking and if those are positive steps then we'll continue to build on that if um we see you know a decline or anything you know just okay how can we continuously improve that and again just bringing everybody in the team and just seeing what other things can we try maybe collaborate with other school sites as well too is to see what what is working for them as well too yeah that's

117really helpful great job thank you thank you thank you mr taylor for being here i think everyone touched on the things i wanted to say but i just one one thing that wasn't really touched on and i appreciate that you're doing is the cultural awareness i think that's important and i i love that you're doing that for your um for the men in health community and and all the other things that you're doing is really exciting so thank you for coming to present and we will excuse you thank you chair thank you to all of our middle school principals for being here we're going to take a short five minute bathroom break wasn't me that needed it was other people who asked lots of people have been texting me my phone is blowing up so

118if if you don't have to go just try just try okay sure so before we get into the next okay are we ready three two and we're back okay before we go before we go to our next item mr boino has a question um one question i know we have mr hart here and it might he might be able to answer it for us one of the like key things in the presentations that shared is when we show like an upward and downward trajectory within categories and when you look at someone like mendenhall they're comparing to walnut creek poway things like that and then when you look at east avenue they're comparing to temecula temecula martinis and maybe you could just speak just briefly just briefly to what are maybe two three four the bullet

119points to go into that comparison to maybe show the underlying causes after new board board president i'm not ready i don't have the whole the whole thing ready let's just move at it uh yeah so that tool so that tool is developed by alameda county and it's using a thing called to blow which is a very popular data visualization software uh and what um let me show i can maybe i don't know if we do a thing where we show this but basically there's different tabs and you're you're seeing a screenshot from one tab of it that's the comparison there's a separate tab that explains why the other schools are considered demographically similar i've looked through that and this year what it's doing is it's it lists out socioeconomic disadvantaged english learners and then ethnicity

120breakdowns and it weights them to me what it looks like it's doing is it's waiting socioeconomically disadvantaged as kind of like the most important comparison point el students second and then ethnicity breakdowns third that's actually a change from the previous year where it weighted ethnicity breakdowns very highly and other stuff lower i think this one's uh it's a it's a better more accurate comparison okay i appreciate that and it's just it's just one of those things is we as we're going through things that it's it's not always like in years past and that's why i asked the question um it's just it you know like compared to like is way different than you know if you're if you're resourced properly and it's just you know as the district scaled back some things i wonder how

121that has effects negatively and it makes it harder for our educators to get better outcomes thank you i appreciate it okay we're going to move on to our next item which is our position control update this is for discussion only i'm going to turn the time over to miss kayla was like i think don't we hear first and then do public comment yeah that way they have that way they can hear it yeah let's hear it first and then we'll do public comment before the board speaks we'll do public comment oh that's the way they can hear i don't know i don't know either can they can she still address she could still address it because it's on the agenda even after okay on an agenda we're gonna do our public comment first okay okay

122he wanted to make sure we we knew we had a public comment um so i put together this position control summary um at the request of the board and so really since i've gotten to the district i've been working on trying to clean up position control with hr so first with kelly manke and now with amy robbins and her team um of trying to really get a handle on one the positions that are filled as well as all of our vacancies because vacancies are a huge part of how we build our budgets so we want to know one who is sitting in the seats but then we also need to know who were expecting to sit in seats um in positions and so um what i found since being here was that our position control

123hasn't been tightly monitored and so we had a lot of vacancies that weren't actually planned to be filled and no one was really monitoring that and so working on that i've been trying to really clean that up to make sure that what we have in position control is actually positions that are posted and expected to filled and approved positions um and so the summary that i put together is actually based off of who was filling um positions as of october 1st of each year um i chose october because seabed's enrollment which is the enrollment tracking that we do for schools is always in october so that's how it landed on an october date um but so it's not a perfect science knowing that people transition especially more in classified positions in and out throughout the

124school year um so there are some variances of vacancies that we probably had that weren't filled at that time on october 1st um moving forward the plan is to get position control really tightened up and accurate and so that way when we present position control information we see the total picture of what we are expecting as a district to have staffed not just who is sitting in positions currently um so that will be our goal moving forward and so we should be able to use 24 25 data as comparison data moving forward it's just hard to use any of the previous year's data because of those issues that have been found um so on the spreadsheet um it does look at the difference from 2018 so i kind of the reason i chose 2018 is

125because it's prior to covid covid changed a lot of our staffing and such and so i wanted to kind of look at where were we at prior to covid and then where are we at now um in october of this school year in our staffing there are a couple of areas that we had a lot of changes in how we titled positions such as special education teachers and um special education paraprofessionals um we used to break down all of our special education teachers and paraprofessionals into their different programs um now special education paraprofessionals are all just special education paraprofessionals um so those have been kind of lumped together to be able to better distill the data and look at it more easily it was really hard to track when you had all the different titles

126for the two categories um i think that's about all we did have an overall decrease in lea filled positions from 2018 to current an increase in csa positions an increase in seiu positions um an increase in cmc positions and an increase of one in lma over the course of seven years um a lot of the cms or not same i apologize uh the seiu as well as the csa position increases can be attributed to our change to universal meal program for child nutrition um due to our large volume increase in the number of meals produced and then for csa we had the addition of elop in that time period and so all of those positions have been added now are there any specific questions i'll do my best to try to answer if it's kind

127of changes in staffing throughout the years it might require some more um digging on that that i can bring back to the board later on okay so before that then we do have a blue card so we'll invite amy thompson to come up good morning i'm not going to do the whole spiel but i have to say social workers because our second social worker just started we now have two so i appreciate seeing the update of the progress for the work on position control it's helpful to see the year-over-year changes to staffing for example we can see in the report that the total fte for lea has gone down by 13.96 but the decrease is made up of increases in some areas like counselors went up by 6.2 and classroom teachers went down by 45.82

128i passed out while we were on break some a report from prior board budget workshops we haven't had one in a while so it's been a few years but it used to be provided there were formulas that determined staffing um at the board budget workshop and i passed out those copies that reporting was not complete because it only had ratios for school sites it didn't include staffing ratios for the district office maintenance operations and facilities or the bond office but i think something similar to that could be useful for our future planning how do we know if we're overstaffed or if we're understaffed if we don't know how much staffing we need in the first place so i think if we can develop formulas and ratios that's going to be really helpful moving forward i

129look forward to when we have a full and robust position control process and summary report which includes formulas to indicate how much staffing that we're going to need for each type of position how many of the projected needed positions are filled or vacant or how many have we had to fill with contractors i i would expect that the summary report would be provided at least twice a year once at the beginning of the year october 10th ish and then at the end of the year because we know people change kids come in kids go out so our our needs are going to change and with our staffing costs making up 85 percent of our budget i think it's imperative that we implement a good system of position control to successfully manage our budget thank you

130thank you amy okay me thank you for these as well because we had not seen these prior yeah yeah that's really help dina do you want to go first um i was just going to say i really appreciate kayla you working on this and um recently miss thompson for um giving us these things because this makes it really helpful just me being new to the board and to understand um you know the positions that need to be filled over staffing and helps just with organization and of course with budget so um i'll start with that and then i'll continue but thank you trustee vanden heuvel do you have any comments uh no i mean we you know we've seen a decrease in in our number of students that we serve but we don't see a

131decrease total than how many people working you know here and but but i i think that really speaks to the whole child approach that we are not forced but we you know we look at where society is going and we need we need to come alongside students in all sorts of other areas other than just being in the classroom and so um i see where you know a lot of a lot more additional help is needed in other areas in a school and in the district so uh but no i this is this is really good information it's a little bit tricky to know how to compare you know how helpful this is this is very transparent and then also is it i mean because it's it it yeah it's not opaque at all but

132it's because there's so many thank you that's my my brain stops similarly with trustee vanden oh can i go yeah uh trustee vanden heuvel is um i think the question is uh i understand what this is i'm not sure how to use this and um and and i think trustee bueno had talked about well if we know where we are and you know if if we i think my assumption is kind of what miss thompson was saying is that getting an update biannually or something along those lines so i guess my real question is is building from that is uh where and how do you anticipate or i guess how would we like to receive updates on this and i think twice a year at strategic points might make sense unless you think that there's

133something else but if somebody else has other input about okay i'm glad that we have this i can't imagine how much work went into this i think the question then is how do we integrate this so that we as a body can use this tool effectively to govern i think before we get into that i think the next step would be to have kayla explain where we're headed with position control because moving forward this won't be what we use for position control this is just the only way we could get data out of what we believe to be in the system the problem is is the reason like as an example there's an updated version of this because the way people were put in the system in the past weren't always even correct so we're

134still continuing to do cleanup even on this document if that makes sense so i'm gonna have kayla explain like position control 2.0 and maybe even possibly the vision of 3.0 as we rebuild this internal part of our system does that make sense okay okay i would say um we'll always be able to provide summaries of some sort but where we could get into more detail is kind of looking at fte by school site and being able to like actually compare our fte by school site and making sure that we have positions appropriately coded to the correct school site so then we can really look at the full picture versus a summary like we know we have 21.0 fte's of counselors but where do those 21 fte of counselors sit so really working on that next

135step to add kind of a more robust layer because this is it's a lot of just information and it's kind of now what do we do with it um and to me it is using race staffing ratios and making sure that we are um equitable across our school sites as well as we know what our staffing ratios are and how they're put into place looking at it as this large picture it's hard to tell what the staffing ratio would be site to site and so it would really be getting into that next layer of detail um it will be my goal is verifying all that through our departments our school sites to make sure everything is appropriate um we'll be next steps so would that then help with thinking of like uh like para ratios

136counselor ratios teacher ratios not that this is an absolute like we shouldn't govern from you know this document because ieps dictate paraprofessionals not you know this but it can give you a sense of you know this site has 20 and this site has five why is that the case i can give you a perfect example of two situations that we talk about pretty much at nauseam among cabinet members number one is our two high schools are not the same size i know i know everybody kind of cringes when we talk about it but they're truly not the same and they're staffed the same and philosophically it poses a problem one school has more resources than the other for less kids so that's number one number two is middle schools another perfect example christianson is almost

137double the size with the same support staff sorry what did i say christianson sorry and then all i'm gonna blame all of my whoopses today on um losing an hour i don't know i'm just gonna blame it on that i'm i'm gonna blame the fact that we voted to change this and it did not get changed okay sorry yes thank you they're all looking to me like no wrong name i'm like what um sorry mendenhall yes mendenhall so they have over 900 students they have one principal one vice principal the other two sites equally amazing they're half the size not quite half the size but they're 580 and they have one principal one vice principal so it's those types of things that i think philosophically will allow us now to start as a team start

138having those conversations around what is our what is our philosophy around looking at our system from that lens versus um everybody has to have the same even though they're they're not the same yeah i like that i like that a lot because i think if you get stuck with a formula then then you may not actually resource a school at the level that they need to be resourced even though they got a ton less students or a ton more students right well that would depend on the formula yeah if the formula is one principal one vp per site versus a ratio for students you know and when you hit a break point but if but if if if a site does really well because of all sorts of other factors and drivers as you call

139them one one principal and one vice principal in a school that size works great it would only muddy the water to have additional people at the top or not but that's those are like philosophies more than formulas i mean if you look at so just at the middle schools the perfect example there is if we look at just their ips ssts and 504 numbers yikes just that workload at mendenhall versus the other two middle schools for two administrators versus three is insane so it's just those little things like that that that's i mean mendenhall it's a different school than the other two sites however it has other differences that need those supports because of the number of students who sit there yeah so going to um craigs point that's i mean it's exactly that it's

140really around those ratios so we'll get to that point where we're going to want to have those conversations with the board around you know philosophically how do we want to structure things going forward and we'll be having that conversation this spring for sure one of the things trustee druan brought up was you know the value and i appreciate you putting it together one of the things that i've seen position control do in municipal government there's the ratio factor which it lends to but also when you go to make programmatic change so i'm just looking at like one thing on here and when we looked at some of those aggregate totals and we're saying the net loss nest gain csea 26.9 or caught 27 positions but just in the para educators there's 26 and that seems

141to be relatively flatlined for five six years and then suddenly in the last two years there's a spike and to me position control allows for a historical record a chronicling of why was that decision made at that point why is there a spike that's there's no way that that's ratios that's something that we change that's an ideal change that we said we are going to provide resources here and to me what position control allows for especially and if you have unlimited resources probably not really a good tool but when resources are finite which they always are in school districts and you start moving things around you're just you're just taking this piece of the pie and spreading it over here and taking a piece and so when we did the cut sheet and that was

142one of the reasons i asked for a column that shows what are the implications of these cuts and what are the mitigating factors position control is integral to that process where you can say we are going to eliminate this over here and we've worked with our bargaining groups because we believe there's been a shift in education and we're going to put resources here and position control allows you to take your resources and see where they're at and it's just if you have a hundred positions at a hundred thousand dollars a year and you're going to eliminate that how are you going to spread it out but you can't create a hundred and one positions at a hundred thousand dollars per year with the same money and that's all position control really does as a governance

143tool is it allows you to completely track your positions are finite the money that resources those positions is finite and as you start shifting things around you have to account for it so your mid managers when they make a proposal to say we need this well where are we going to get that money well we propose doing this we're going to eliminate these two positions at this and we're going to augment it with some grant funding and we're going to create this and position control allows you to track that and that the spreadsheet with that extra column i just i also want to just put this out there just because i know it's been brought up and we haven't addressed it the spreadsheet that was requested with that extra column was provided to the board

144but it was in closed session because it does have personal information but i know that there have been a couple speakers in the past that brought that up and i just wanted to make sure that the public knew that that was provided to the board as requested but that it was something that was not for public viewing just due to personal reasons okay uh i so we'll keep we'll keep bringing this back and updated renditions and ratios and again thank you to amy for this document because we have never we were i think kayla was digging for this and we could not find this so to know that at least something like this has existed in the past is is really good knowledge for us to move us forward as we're continuing to build the

145airplane yeah i just want to say like everyone else i appreciate this this is really helpful to look at and then that there's a plan for it moving forward uh and also i to amy's point um i i liked amy's idea of having a you know maybe a biannually sort of report the beginning of the year end of the year makes sense to me um you know once we have once we know what's happening registration wise for the next year and then what changes might be happening but i also really like uh kayla your idea of getting really specific site specific and that will help with the formula to knowing okay how many students do we how many counselor per student ratio and that might be different at different schools i i think that that's

146a good point i'm just bringing in bringing in a lot of ideas with our english learners with our socially disadvantaged students i mean obviously you know there's going to be mitigating factors there and then also to amy's point that because this is such a huge part of our budget and coming out of having to make cuts that this is such an important document and something that um we need to have a handle on for us and so it's really helpful um and i think again you know this is kind of like fire hose right but it will get more specific it will make more sense and i think all of those things will be helpful for us as a as a as a board and probably for everyone else as well i just appreciate it

147i'm going to i'm going to recommend that we look at doing the two updates one probably the end of september because we start school much earlier than we used to so usually by then within five to six weeks we're pretty settled and then i would say either late january or early february as we're going into the march 15th piece so that or because we're already starting to project we're already building master schedules our master scheduling planning will will happen at least 30 days earlier than it has in the past so all those expos are going to be in january versus february we're moving that whole process back to an earlier time frame to accommodate just all of those requirements that we have with with the law and so i think those would be the the

148two really good pieces and so i'll ask um that will also put us in line with the other districts who do that earlier in the year yeah so that will be helpful okay great perfect we're good okay all right then we'll move on to our last item which is the update on the property swap so i know this has been um a topic of conversation i've had in some of my one-on-ones with board members as well as um just with various staff members and um some of our union leaders so in 2023-24 school year at least i believe that's when the property swap discussion began correct i'm looking at the three of you that's around when it began was last school year is that when that topic started prior before then okay so sometime a

149year or two prior to me arriving here the that conversation was in place and um in june we were moving forward with the possibility long story short we are abandoning that plan and um our plan at this point in time will be to start doing some renovations on this building although we have significant needs in this building it's a better use of our funding especially as we just don't know what is going to happen with tariffs and different things for supplies in addition our staff can do a lot of the work that we need to have done on this building where we then we do not pay prevailing wage and some other functions so we are planning to stay in this building as we move into the spring we'll be starting to look at more

150of our facility needs i'm going to tap into trustee bueno pretty much on a weekly basis regular basis he's going to be like oh boy she's calling me again um to start working with us on the planning of not only the district office but just some other pieces as we're moving forward between now and next spring looking into a bond for next summer possibly so more and more discussion will start happening around our facilities but i just wanted to update the board that at this point in time any type of property swap is is pretty much off the table i'm happy to answer any questions if you have questions i just have a quick question so if we were to do the improvements at the district office is that still included in any bond funds

151so yes um 100 that can be one of the things that we will be looking at is um the mocho site the city is in the process of doing an updated i always forget the name of it what is it called general plan i don't know why that will not stick in my brain but general plan um so we have requested that that school site go on the general plan um moving forward as a possible rezone in the future that particular site has already gone through what we call the seven eleven committee process um to be labeled as excess property per the district so we'll be moving forward with that all of this will come through the board as we move forward the goal will be at some point down the road in the next

152few years will be to to look at the possibility of selling that property and then pulling those funds in to also help with this building as well as with other um facility projects across the district i know that's a long answer when i could have just said yes but just a little bit more detail appreciate that thank you what what problem were were we able or we were trying to solve by moving everything to one site and how is that going to plague us in the next five years if we don't do this so i think the number one goal was just trying to get all of our staff and our partners in one building for efficiency purposes instead of driving around town and trying to track each other down um one of the biggest

153challenges for the district is just the properties that are available at the size we need about 80 000 square feet to put everybody in one space and that doesn't include technically everyone it wouldn't include mof um when they were planning on purchasing the north canyons building there was not a plan for food services for our nutritional services department nor was there a plan for the warehouse which is a huge problem those are two huge pieces of functions on this property so that was not built into the north canyon's decision either so looking forward we're looking at what properties do we currently have how can we better utilize the space that we already own and put money into the things that we already have here so in the next let's say five year plan we'll roll

154that out to the board as we are starting to to really work on that this spring around okay who's going to be housed at east jack london who's going to be housed at our multiple properties over on lad who's going to be housed at almond who are we going to keep montevina do we use montevina for other programmatic things that are maybe outside agencies those functions but really utilizing our space instead of just let's plot people here there and everywhere and have it not make sense it's a great question all right so trustee boyna i'll be in touch very soon okay actually we're meeting tomorrow so we'll chat about tomorrow all right okay there's no other comments we are going to adjourn now to closed session okay we're back um we just have a read

155out from closed session from trustee druan uh president prusso in closed session today the board voted unanimously to release to release and reassign certificated administrators pursuant to education code four four nine five one which supports the reorganization of staffing voted on february 18th 2025 okay thank you our next regularly scheduled board meeting is going to be tuesday march 18th here at the district office at 7 p.m and this meeting is now adjourned at 12 44 yep