Mt. Diablo USD Board Meeting 6/25/2025 Part 2

001Good evening everyone. I'd like to reconvene the meeting of the Mount Diablo Unified School District Board of Education. Um this is June 25th uh 2025 and it is now uh 6:02 p.m. First we will have the uh preliminary business. 6.1 is the land acknowledgement. We recognize that the Mount Diablo Unified School District sits on the territory of the Confederated villages of the Lassan, the ancestral and unseated land of the Bay Miwok and Northern Yokut, the successors of the s sovereign Verona Band of Contracasta County. As members of the Mount Diablo Unified School District community, it is vitally important that we not only recognize the history of the land on which we learn, but also we recognize that the land we inhabit and learn on is the ancestral land of these people who are alive and

002flourishing members of Mount Viable Unified School District and the broader Bay Area communities today. Would you please stand for the pledge of allegiance? to the flag of the United States of America. see here turning too many pages. Um first we will consider 6.3 the review and potential approval of minutes of the board meeting June 11th. Are there any corrections? Sorry. I move that we approve the minutes. Second. We have a motion by Trustee Ini with a second by Trustee McDougall regarding the approval of the minutes held for the meeting held June 11th, 2025. If there's no further discussion, we'll move to the vote. I know it'll take a moment for the technology to catch up with us. We all need to make sure we've joined the meeting. So there was a motion by trustee ani

003with a second by trustee McDougall to approve the minutes. Okay. The motion to approve the minutes is adopted on a 400 zero vote uh with one board vacancy. Uh we 6.4 is a review and potential approval of the agenda. Dr. Clark, are there any adjustments? No changes, Madam President. Thank you. I move we accept the agenda as presented. Second. So we have a motion by Trustee Mason with a second by Trusty McDougall to approve the agenda as presented. And that motion is adopted on a 400 vote. Um, next item is 7 uh zero organizational meeting items. 7.1 election of the board vice president due to the resignation of a trustee. Um, so uh at this point in time I will open the floor for nominations. I nominate trustee Debbie Deborah Mason. Okay. You accept the

004nomination. Are there further nominations? All right. Um, all in favor of uh Trustee Mason serving as the B board vice president, um, please vote. Do we need to um do you want a motion and a second to make the system work? I couldn't hear. Okay. Okay, there we go. All right. So, congratulations. Trusty Mason is now vice president of the Mount Diablo Unified School District Board of Education. Welcome. It'll be exciting to serve with you. All right. Um Pom uh public comment. Oh, I'm sorry. First we have to do 8.0 report out of items uh taken in closed session. So um in close session by a vote of four to zero with one board vacancy the board took action to approve the resignation of one employee per the separation agreement. Um, per in uh closed

005session by a vote of four to zero with one board vacancy, the board took action to resend the reassignment of one vice principal to another position for which the employee is appropriately credentialed for the 256 new year. I apologize. Um, the next item is the board met in close session with legal counsel to discuss a matter of existing litigation pursuant to government code 54956.9 by a vote of 4 to zero with one board vacancy in the matter of JS versus Mount Diablo Unified School District Office of Administrative Hearings case number 20250. 5041068. The board approved a settlement up to the stipulated amount and according to the settlement terms. And the final item to report is the board met in close session and by a vote of 4 to zero uh with one board vacancy voted

006to reject a liability claim for damages pursuant to government code section 54956.95 by MG against the Mount Diablo Unified School District. And then uh immediately prior to the um um close session, the board met on a special meeting to receive information around the requirements for uh title 9 requirements and it was a very informative session. So thank you. We'll move on to public comment. Uh the board the public may address the board regarding any item not on the agenda. And um speakers must submit a speaker card to the board secretary. These presentations are limited to three minutes each or a total of 30 minutes for all speakers or the three minute time may be shortened. All right. Thank you. We have one card. I think we'll uh it'll be fine. Um our speaker is Kimberly

007Vanna. Welcome Kimberly. Good evening, Madame President, board of trustees, board trustees, Dr. Clark, and all of the Mount Alo Unified School District community, including all of the students, all the staff, parents, and guardians. I'm retiring next month and I wanted to take this chance to thank all of you for the time and the opportunities that have come my way while serving the Mount Diablo Unified School District. Thank you, Dr. Clark, for validating why we are here. all of our students. Whether it is in your superintendent report, your administrative meetings, or the words shared to individual students on a campus, or while receiving a certificate, you've been steadfast on championing the purpose to help all of our students. You have given us the tools to care more, and I cannot express enough appreciation for all of

008that. So, thank you very much. Okay. Um, we will move on to uh communications from district organizations. At regular board meetings, a single spokesperson of each recognized district organization may make a brief presentation. Mrs. Ortega I moved my spot so I figured you were going to be looking for me. So, good evening trustees, Dr. Clark, members of the audience. For those who do not know me, my name is Linda Ortega. I am the president of the Mount Diablo Education Association. I would like to wish my media members a happy summer break. If you are listening, please enjoy your muchdeserved time off. To our students, if you're listening, I hope you enjoy your break as well. As a teacher for many years, I'm sure as as I am a teacher for many years, I am sure

009your caregivers and teachers would appreciate it if you spend some time reading. Summer was a time where I would catch up on all the books that I never had a time to read during the school year. I also want to give a shout out to the Conquered Art Association. They have informed me that they have awarded over 30 grants to many of our elementary and several secondary school teachers for art projects. Thank you on behalf of my members for your donations. In regard to the ongoing negotiations between media and the district, both parties have been engaged in mediation these last two days. I would also like to share that I have now witnessed a conversation involving the attorney that the district has hired to lead the district in their negotiations with media. What I witnessed

010was the attorney appeared that he had something better to do. He appeared that he already made up his mind that there was nothing more to say and was unwilling to listen to my bargaining team. I was very disappointed. Armadilla's bargaining team members are all full-time teachers, educators who are working over the summer volunteering their time to make sure Armadia members get a fair contract. I would like to repeat, my bargaining team is not getting paid. Instead, they are giving up part of their summer break to do this work. I want the community and those listening to let that sink in. Our media bargaining team members are committed to do the work to settle a contract. On behalf of my members, I want to thank our media's bargaining team for their continued work and I want

011to thank my members who are listening, who are taking the time off. We are we are continuing to do this work. Finally, with the continued unrest across the country and the world, I would like to suggest that we take some time to be kind to one another, especially our immigrant families, our LGBTQ plus community, and those who are suffering from any traumas. Thank you all and have a good summer. Thank you. We're ready to move on to recognition and resolutions. Uh 11.1, Dr. Clark. Yeah. 11.1 is going to be taken by our human resources team, Mr. Shehy. Good evening. Yes, tonight we have some v a variable term waiver which allows provides applicants with additional time to complete certain requirements for the credential that authorizes service. Uh the requ the waiver request is made when

012there's not a properly credentialed person to allow more time for that. And so with this item, we do have one one individual. Is there a motion? I move I move that. Sorry. I move that we approve uh board resolution 2425-74 for personnel with variable term waiverss. Second. So we have a motion by trustee and sewi with a second by trustee McDougall regarding uh 11.1 which is the approval of a board resolution 24/2574 and that motion is adopted on a 400 vote. Yes madam president we now have um item 11.2 two resolution 24/25-75 uh pro provisional internship permits and Mr. Sheh he's going to take this as well. Yes. The California Commission on Teaching Credentiing is no longer issuing emergency permits. However, the commission replaced the emergency permit with the provisional internship permit which provides applicants

013additional time to meet subject matter competency needed to enter into an internship credential. And for tonight, we have eight individuals in front of the board. Madame Chair, I would move to approve resolution 24/25-75 for provisional internship permits and note that one of the people on here I hired when he was just out of high school. Second. So we have a motion by um Trustee Mason with a second by Trustee McDougall on item 11.2 2 which is resolution 24/25 PN75 for provisional internship per permits. And that motion is adopted on a 400 zero vote. Madame President, I now have item 113 which is resolution 24/25-78 authorization to make yearend intra budget transfers and we have uh Mr. Adrien Vargas for this. Good evening board. Uh this resolution is related to year-end closing. So this is a

014yearly thing that we bring to the board so we can do that work over the months of July and August. Thank you. Madame President, I move that we approve um resolution 2425-78 for authorization to make year-end intra budget transfers. Second that. So we have a motion by trustee McDougall with a second by trustee Mason on the resolution of 2425 number 78 the authorization to make year-end intrabudget transfers. Further discussion we'll take it into consideration and the motion is adopted on a 400 vote. Thank you very much. Oh, I was just going to say, Madame President, we have 11.4, which is resolution 24/25-79 to um allow us to establish temporary interfund transfer. And we have Mr. Vargas with this item. Again, again, uh this resolution is related to year-end closing. So, if we need to borrow

015funds from another fund, which we don't anticipate, um we're just putting this before the board and this is a yearly resolution that we do. We'll make a motion to approve resolution 24/25 number 79 to establish temporary inner fund transfers. Second. So we have a motion by trustee Mason was a second by trustee and zi regarding resolution 2425 number 79 to establish temporary interf fund transfers. Further discussion not we're ready for the vote. And that motion is adopted on a 400 Z um is adopted. U public employee appointment. Dr. Clark. Yes, ma'am. We have um we have one appointment this evening and I have uh Kim Bayana is going to um present this item as we bring forward um the next principal of errors elementary school. Hello madam president of trustees Dr. clerk. The human resources

016department is bringing for the board's review and potential approval for the appointment the appointment of Jennifer Mcola as the principal of Ayir's elementary school. Jennifer is an experienced elementary school leader. Over the past three years, she has served as vice principal in the Pleasanton Unified School District where she led initiatives focused on student achievement, equity, and schoolwide systems of support. Her teaching background includes places from Seattle, Colombia, the Boston area, and San Ramon. She has served as a teacher on special assignment both in the administration and as an English language arts intervention specialist. Her work is rooted in her commitment to supporting the whole child through multi-tered systems of support, early reading intervention, and positive behavior intervention and support. Jennifer holds a dual bachelor's degree in elementary education and sociology from the University of Massachusetts

017Amherst, a master's degree in elementary curriculum and instruction from the San Diego State University, and completed her administrative credential program from Cal State East Bay. Jennifer lives in conquered with her husband, two children, and beloved dog, Gracie. In her free time, she enjoys hiking the Diablo Hills, spending days at the beach, and traveling to visit her family on the east coast, and making memories with friends and loved ones. Jennifer is honored to be chosen to serve the Ayers's community. And with that, I lay this appointment in the hands of the board. Thank you. Madame President, I move that we accept the appointment of Jennifer McCulla as principal of Ayes Elementary School. I'll second that. So we have a motion by trustee McDougall with a second by trustee Mason uh regarding the appointment of Jennifer McCulla

018as principal at heirs elementary school. We're ready for the vote and that motion is adopted. Congratulations. Please come forward. Please introduce your family. I see you have a crowd. Thank you. Um Dr. Clark, members of the governing board, and the Mount Diablo Unified School District community. I am deeply grateful and honored to be here in front of you today. Um and to accept the principal position at Heirs Elementary School. I am so honored for the opportunity to lead such a wonderful school community. Um, it's not without the love and and encouragement of my family. My husband John and my children Arwin and Ellie are here with me today. We weren't allowed to bring Gracie per board policy. Um, thank you so much. I'm so grateful to be here. And go Bears. Thank you. We're ready

019to move on to reports and information. Uh Dr. Clark 13.1. Yes. So, we're very excited tonight to bring forward um a report on the annual update of to the district strategic uh technology plan for 2526 and also um the AI initiatives for teaching and learning in MDUSD. So, uh we have uh Mr. Vargas is going to introduce his team and the team is going to take it away. I I thought you were going to take that over, but So, yes, we're doing an update on the strategic um technology plan. And tonight we have um Matt Roso, our incoming director of technology innovation, and our outgoing director, Robert Sidford, along with Erin Vo, our um educational tech coordinator. So, they will do the presentation. Uh thank you, Adrian. Um as he mentioned uh uh we are

020here uh to proudly present the uh I think it's the fourth uh revised uh annual uh version of the district strategic technology plan um which we will um discuss briefly. We're here to do that and also to um for Aaron to talk about um artificial intelligence initiatives in the district. Um, I wanted to uh just mention that um that this is uh something we uh that that we initiated when I uh first got to the district and I was really happy to have the board support in um really a lot of the initiatives that we were able to do as uh in the IT department uh which are continuing uh and um really happy to have to have been part of that. Um the imperatives that we established at the time uh really are focused

021on students, on teachers, and on maintaining um systematic systemic support for technology uh throughout the district. And I think we've been able to move a long way towards that. There's still plenty to do as you'll see in the tech plan um that we've we we're presenting today. Um I also wanted to say u just because as you're aware, I will be um resigning from the district very shortly. Um and I wanted to just take the opportunity to thank the board for for your support um throughout my five years in the district. Um I leave uh from from my point of view on very good terms with the district. I really um have have loved working here and working with all of you um and and appreciated your support. Uh I am actually returning to the

022classroom um to be a uh seventh grade history teacher. So I'm really proud to be doing that um and looking forward to it. Um, most people say when you're going to go to do middle school, it's like bless you. Um, but I've got uh um a number of years doing that in the past and I had a ton of fun doing it. So, I'm going to go back and do that for a while, but you may see more of me in the future. I don't know. All right. Anyway, thank you. You will be missed. Thank you very much. Um, I will pass it over to uh Mr. Roso who is succeeding me and um he has my full support by the way. He is a fantastic human being. Um, very dedicated to the needs of

023students, has students in the district, and I know he'll do a fantastic job. Uh, maybe not as good as me, but no, no, better. I'm I'm quite certain. Um, but he's going to talk about the highlights of this year um with the tech plan. Well, thank you. Uh, that's all to live up to now. Um yeah, some of the highlights we've been working on uh the network modernization projects. We've been working along alongside uh the M department to basically upgrade the networking for a lot of school sites um which were badly needed. Um working on the digital tool approval process so we can get a core list of applications and we can provide support so that we're not overwhelmed with so many different applications. Uh we've got the uh Can you speak more directly into

024the mic? Sorry. Uh the professional development for our Prometheian smartboards. Um and then we're just going to be focusing on the thing that everybody's hearing about, which is AI. um uh going forward. Good evening. We um felt it was necessary even though we have a lot of language in our strategic tech technology plan speaking about digital tools to specifically call out AI because it is a very um trending and very important aspect of education that um is on a lot of people's uh minds. And so we do have a new action step that we've added to the the strategic technology plan uh specifically calling out AI to ensure that we are making um AI available to our students and to our teachers um in a safe and educative uh way. Um and uh we have

025in order to provide that framework and structure for our teachers um we do want to uh look at the different platforms that are being offered specifically um after going to I've been I've been working with AI for a really long time with edtech and I've gone to a lot of conferences when it was sort of this gray area and not very well defined to where it is now and it's moving quickly. Um and Brisk and Magic School AI are both um educationspecific AI platforms that have kind of come to the front. Uh we are piloting uh paid versions, the full the full robust version um districtwide uh through December of this coming school year. Um we are focusing on professional development so that our teachers feel comfortable using it for their own purposes. um but

026then also instructing our students on how to use it in safe and educational ways. Um and then we're going to be doing a lot of surveys to get some feedback and some information from them. Um, part of the reason why we chose these two these two specific platforms, um, is because, and I know you can't see this, but just to give you an idea, um, both of those programs give us a lot of analytics. And we found when talking with both Brisk and Magic School AI, that about 25% of our teaching population is already using those platforms in some in some way. So, some of them are paying for them to get the full version um, and then some are using the free options. And so, um, given the number of people that are already

027using AI, we think it's very important to provide guidance on how to use that, um, with our students, um, and to make sure that there's equity in the use of that, um, that those platforms with our students, um, and with our with our staff. So, Magic School is a website. It has over 90 tools. Um, this is just a a quick shot of a a couple of them. Um, you can do lesson planning within here. As you can see, it's very userfriendly. Um, it has icons for everything. Um, it does have a chatbot just like chat GPT. Um, but because it has that educational lens, it's more focused on giving educational feedback versus just chat GPT which goes out and pulls from all over and does not have that educational lens. Um, it also is

028customizable. So, we as a district are able to customize those chat bots. Um, as you use these, so as you're as a a teacher is using these to make a lesson plan, instead of it just being an open chatbot where they can just put in the prompt, it scaffolds that prompt. So, it asks them what the grade level it is, it asks them what the standard is or what the objective is. And so, it kind of helps in a way to help them build the prompt in order to get a really strong response. uh rather than having to do multiple iterations in order to get where they are. Um there are also teacher facing tools which um we can again customize for the district so that they're aligned with our LCAP goals. Um and then

029there's also studentf facing tools and these can be provided to students as necessary for a particular activity that they're doing or if they need additional supports. So, if they have an IEP or if they're an emerging multilingual learner um and they need a little bit um they need some extra tools to help them uh to accommodate them, then those can also be made available through the AI system. Uh and just to call out, it does lesson planning. You can also create your own images. You can have it write your own short stories. It has sentence starters. Um it has uh um uh behavior intervention suggestions. So there are lots of different ways in which all of the departments and within our district could utilize it. The second is Brisk teaching. This is a Chrome extension.

030Um so it works and lives within Chrome. Um it is more teacherfacing in order to provide instantaneous feedback. Um that feedback can be customized. It can be student-based. It can be based on a rubric that a teacher creates. it could be based on um a particular standard that they are working on. Um and so as a teacher from secondary perspective, I saw this and it changed my changed my vision of how fast and how easily I could have it help me help my students to grow as writers. Um also because it lives within Chrome, um anything that it accesses online can be um can be used. So there's a level changer. So if for instance you find an article that needs to be made available in a different um reading level for your students um

031it is right there in the browser and can be done with a click of a button. Uh same with translation. Um and it also will watch YouTube videos and create quizzes and lessons based on those videos. Um so it's a great tool as well in order to inform our decisions as we are looking at the AI platforms. Um we are uh going to be collecting a representative group of admin uh of instructional staff, community members, teachers um in order to get feedback so that we can um provide um information and recommendations as we move forward to support our teachers and our students. So we will be um collecting surveys, testimonials, and then also working with the student advisory committee in order to get their input as well. Um the task force the main priority is

032to analyze the uh pilot progress to identify what's being used effectively what is missing um where we can um make a definitive decision on what might be best to support the students. Um and then also just make sure that we are aligning um with our goals as a district and making sure that we're aligning with our strategic tech plan, our dig digital citizenship and then overall the technology scope and sequence. So having them go through that survey data to make informed decisions to support our teachers and students. And with that, thank you Erin. I appreciate that. With that, um we uh leave the plan in the hands of the board. We would like to ask for a motion for uh that to be approved as the um uh the plan for next year and we're

033happy to entertain any questions or suggestions or input you have to the plan or on the AI initiatives. I just have a comment for you Robert because I remember when you first came and you had this huge plan and about 50% of it I understood and I asked at that time are you going to keep coming back and updating us and you have and I kind of even understand what we're doing now. So, I really appreciate that you stayed to your word and kept coming back and letting us know what was going on. So, thank you. Yes, it's very true. My gosh, I would just thank you for all your time here because you came in the thick of it in the beginning of of the pandemic and trying to get tools into every child's

034home that needed it and you did that like despite any bumps or bruises like we did that and then the next year to one to one um and the years following for each grade however it worked. I I don't remember now, but I just know we've had a Chromebook at home for five years almost. So, that's amazing. And I just really think your thank you for your vision and your leadership in in doing that. Thank you. I just do want to add one thing to that. Um and you you see members of the team here, the IT team, and that is the um that's the thing I found when I came here is the IT team is a phenomenal team of people. They are so focused on students. They are so focused on the needs

035of teachers and staff and they are out there every day. Um, a lot of the folks are in the back room there doing things you don't see and and I don't understand a lot of either sometimes. Um, but they are they are a phenomenal team and they are in really good hands with Matt here moving forward. So, thank you for thank you for everything. Well, I look forward to uh hopefully being able to observe some instruction using AI. So I hope you maybe we can arrange a a site visit at some point in time for board members because um I'm not sure that even parents understand what's will be happening and it's important for us as board members to observe it. I've also attended conferences uh where there were presentations about AI but it's not

036the same as being in a classroom and seeing how it's being used. So uh but I'm glad that we are addressing this and moving forward with it especially if 25% of our workforce is already uh using some component of it. Okay. I just um again Robert I just want to thank you of course for your for your service and what you've done with the department. I also just want to um really call out the strategic um technology plan that I remember you presenting it to us when we used to have to meet next door and things like that and it's and I just appreciate the fact that it's an it's a working document right as as things change when this first came about we were not discussing AI at all um at the school level

037and so to sort of be responsive to that need and I'm and and I am glad as a district that we are not running from this that we are embracing it and that we're going about we're going about it the responsible way and and that's how we have really address technology um under your leadership. So I just appreciate that and um and again I'm very proud of this of this technology plan that we have. Robert and I spoke at length today just about some of the things that have taken place over the last five years and it really has been pretty amazing what's been accomplished. So, thank you. And the team that's um been involved with you all this time is uh a robust list of individuals that I recognize. Are we ready for action?

038I move to approve the annual update to the district strategic technology plan covering the 2526 school year. I'll second that. So we have a motion by trustee and zwi with a second by trustee Mason on the uh annual update to the district's strategic technology plan for incorporating artificial intelligence initiatives for teaching and learning in Mount Diablo School District. Here we go. All right. The motion is adopted on a 400 vote. Thank you very much. Um, Dr. Clark, we're ready for the literacy monitoring. That's 13.2. And Dr. Agiley and Miss Hartwig will be presenting this item. Thank you. So, good evening, uh, Dr. Clark, members of the board, President Mayo. It's great to see everyone tonight and uh Wendy and I will be talking a little bit about um a very brief overview of the work

039we've done to support early literacy which I know we're all impassionate about. Um as you know if we are doing anything it will be squarely rooted in at least one of our LCAP goals tonight with our literacy and the work we've been doing. We're definitely in all three of these uh LCAP goals. You've seen that before. And um I wanted to do a quick little look at our literacy vision which is come to us by product of a lot of collaboration with our um teachers, our TOSAs, our district leaders. There are principles on this committee and you'll see it in English and Spanish. And we're very proud of this vision. And uh all of the work we do hinges upon not only our LCAP goals but also this important literacy vision. U my favorite word

040in the literacy vision without reading it all to you is relentless. A relentless commitment to making sure that our kids can move forward with literate lives. So tonight we'll be talking to you um about two main components of student learning. As you see, curriculum, instruction, assessment, and intervention are all very important parts, but tonight we're mostly talking to you about instruction and intervention. We may bleed into other places, but this is where we are tonight. So, to give you some color and background on where we're coming from, over the past several years, we've been piloting and exploring options for reading difficulty screeners. And uh we landed last year, this very time. um on MClass and so we um were thrilled that we were able to purchase it um and then wow we had the big

041initiative to go ahead and start training for it um because it was a big it was a big lift and it was a very worthy lift. Um so just to give a little bit of the language around it can get confusing with screeners and diagnostics and assessments. Just want to be very clear that this is a a reading difficulty screener and a reading screener. the MClass is and the MClass is the platform and it's a product of Amplify. So, you might hear those interchangeably, but I want to make sure we don't conflate and um that we're very clear um when we are messaging what's happening and what we're using for these K2 and soon to be 35 students. So, McLass is the platform. Dibbles is the actual content of the assessment. It was developed by

042the University of Oregon um and their scholars up there. And so um that is the actual content and then we have lectura which is the Spanish version of all. So we also have the Spanish language arts and then in December of this year the CDE put out their approved reading difficulty screeners list uh and it will be ensuring that all students get the proper screening and we know where students are so we can act appropriately and apply the resources and the targeted instruction as we need to. And um of course MC class is on that list. It's a very short list. So um you uh are going to now learn a little bit about how many teachers we trained this year. It was a lot and it was um it was again a very worthy

043lift and uh and it it came with a lot of um time and effort on a lot of different people's parts. Um but just wanted to say that these are the people that we um comprehensively trained in MClass itself. Uh and it's mostly at the beginning it was the K2 teachers, our psyches, our elementary site admin, MLL support teachers, intervention teachers, reading specialists, SDC teachers. So it's very comprehensive breaking down silos, lots of different departments working together for the one common outcome that we're looking for, which is high levels of literacy for all. Um it's never enough to just train in the assessment or do the assessment. We've got to apply the targeted instruction. So we launched into a similar effort which was a comprehensive teacher training uh unlocking language and literacy the science of

044reading and wonders which wonders is our our core curriculum. So it's a nice blending and it's the same it was the same teachers being trained. So key features of MClass Dibbles are the benchmark which is just basically the assessment itself. And there's a beginning of year, middle of year, and end of year to monitor student progress. And then progress, this is my favorite part other than the home connect reports for President Mayo, of course. Um the progress monitoring is basically a shorter window between the beginning, middle, and end of your windows. So that's where the place can come in and really give the more targeted instruction and I think that that is actually where we're going to be exploring and going much deeper next year in the year to come. Um so the instruction is

045a really handy piece for the teachers. It allows teachers to basically write a read a report and find out who the students are and the system groups them and they can also apply lessons, print out lessons and teachers can go ahead and use those to apply targeted support. Um finally the home connect reports. These are really really great. Uh and we um the comb connect reports they create parent letters and you can share how the students are doing and the progress they're making and then also even apply with little lessons and things that they can do at home. So it's a very good thing. So here's for the exciting news. I will say that beginning of year, middle of year, end of year, that's the regular um way that we're that we roll out the

046three assessments. Um, we always want to see the red and the yellow go down and we want to see the blue and green go up. This will never be enough. It will never make us completely happy, but we are glad and pleased with the results of where we are going. Um, the middle of the year got a little dicey and we were wondering um, you know, what's going on. So to explain very briefly, um we liken it to the national norms making the test harder as the as students go from beginning of the year to middle of the year because the student is growing and so so do those national norms. So it's not static at the beginning of year. You're not going to get the same test at the beginning of the year that

047you will at the end of the year. So it's almost likening it to like the goalpost gets pushed back a little bit. So just wanted to make sure that was clear. that this is these are good results in terms of where we want to be going and those are both the same sets of data. They're just two different ways. And this is just more information. I'm going to move through quickly. We used some more um data and it was feed feedback from teachers. We took that very seriously. Aaron D. Martini, director of elementary um took that very seriously and wanted to make sure we were responding to teacher data. And uh these are some of the reports that they found to be most helpful and uh this is what we're going to be moving forward

048with and letting it inform the decisions we make. So using that feedback to shape the 2025 26 year. We'll be using the the reading difficulty screener uh to inform and support and moving into tier 2 and three uh interventions if necessary. Um, also that grouping for instruction which we've talked about with the progress monitoring in shorter windows with targeted instruction and then aligning assessment data with curriculum and report cards so that everything's kind of talking to to each other. Um, then we are talking about um additional ongoing support and the continued implementation um is going to ensure that all teachers have what they need and students also get that because their teachers have it. Uh we're going to be doing the regular progress monitoring and hitting and training that pretty hard um so that we

049can target on smaller windows and then ongoing training and support um to use the resources that we already have. Um we're going to be piloting the use in select three to five grade levels at certain sites and that's exciting so we can see the effect on those three those third to fifth graders. And then finally, our district team will be attending when we will be there too and many others um a literacy leader network reading difficulty screener workshop series in partnership with Arise Project Arise and the county office of education. It's just not enough to have the information without knowing what next. So um I'm going to hand it over to you Wendy. Okay. All right. So thank you. So, I'm going to fill in with what's next and thank Susan and her team because

050literally they took the ball and ran really fast, really hard, and we had good results. So, um, now we'll be rolling on to the next part of it. And what I wanted to address is the specific part about this. What's important about MCLCS is we're not just using it as our reading difficulty screener for those students who have dyslexia or other reading difficulties. We're also using it as a benchmark tool to measure the literacy of the students as we go. We've all heard about um some of the other platforms we've used over the years and now we've seem to have moved over. We've done it successfully. But there's really two parts to this. So when we talk about the dibbles, it's important to know that there's multiple subtests of it. There's the six that are

051sort of the basic suite and then four more that create the reading difficulty screener. um that's important when it comes to implementing the rest of the regulations for the difficulty screener. And so for example um on the left hand side is the actual education code but I've summarized it for you in the blue. Uh you're welcome. And um really we need to pay specific attention to our students who are becoming our multilingual learners and how they are using this tool so that we don't overidentify them um as having reading difficulties when it's just simply a language acquisition much as we do for children who have IEPs already. Um, and then as we're also required to share the information out for parents, we will be sharing information out about how that language acquisition can impact reading.

052And again, we talked about um the different subtests like I mentioned and students with IEPs are exempt from the mandatory screener, which makes sense. If you already have an identified eligibility as a child with a learning disability, you probably don't need a screener to tell you that you may be at risk of reading difficulties. However, we still expect all of our children to continue to make progress in reading at whatever rate is appropriate for that child with that level of disability. So, we will continue to do that first um monitoring test, those basic suite with them and then continue to follow the rules so we can make sure that those children are getting the instruction that they need in becoming more literate. Um again we will be giving information to parents regarding opt out as

053required by education code. Again parents can opt out of the dyslexia um reading difficulty screener part of this but we will still be participating in that basic um progress monitoring for the students. Again we've talked about the um parent portal and what that will look like. They'll be informed of this. Um, every year when our um parents um come back to school with their children, they have to go into Aries and complete a whole suite of um paperwork and um data validation we call it. That will be where that information is found. And also now through our um system, we can share confidential documents as attachments. So they'll be receiving reports that way too throughout the year. And um again we will going to be using this for instructional purposes and the state has identified

054some of the ways that we can support um the instruction of the students again including additional progress monitoring intervention small groupoup tutoring etc etc and those are the things that are already in place by Susan's team and we're continuing to expand upon. Um the only other piece I wanted to touch on here is that I always find it ironic that they say that the um this cannot be used for any high stakes purposes, right? Such as teacher evaluations, English language learner reclassification, eligibility for special education. To me, there is no greater high stakes purpose than kids knowing how to read. So I find it a little bit silly, but I have to include that in there. And then I just wanted to include my perspective on it. And so in a few minutes you'll be

055hearing about reclassification criteria. And so that's why we really wanted to clarify um about the different subtests and how each one of those will be used. So we're looking forward to continuing to roll it out and um expanding on our program and improving literacy across the district. And I'm happy to take any questions. Any questions? Thank you for the excellent report and we appreciate all the hard work that's gone into this. I know it's been a long journey. Ready to move on to 133, Dr. Clark? Yep. So, we're bringing uh bringing Robert back. So, he's going to give us a report on the district's uh potential transition to a new enterprise resource planning system. So, we got the team back. Yes. We we thought you were done with Robert, but he has one more presentation.

056So, uh, Robert and I will be talking about, uh, the work we've been doing on transitioning to a new ERP system. Um, so with that, I'll turn it over to Robert. Thank you again, Adrian. Um, this is going to be by far the most exciting presentation of the evening. Um, enterprise resource planning is definitely a thing. So, no, it is actually um it's uh we're we're really pleased to be able to present uh you with the progress of our ERP um planning uh committee um that has been meeting since January. And so, I wanted to to to share this with you um as a well, Adrian made me do this anyway, so I'll say it I'll say it like that. Um but, uh basically, uh enterprise resource planning ERP systems um business plus is our

057current ERP system. These are the core systems of the district. These are the things that do our um that allow for us to do appropriate budgeting. Uh accounts payable receivable, payroll, uh h uh many HR functions, position control, stores and inventory. All of these really core things that are so exciting to anybody on the outside, but so critical in terms of making things work, paying our our employees, all of these things that um on the outside you just see happening. Um but there's a ton of stuff behind the scenes to make this all happen. So they are this is probably if you had to say anything this is the most uh critical system that we have in our district and so the decisions around how we proceed with um with the system that we have

058versus um uh options is a very important decision. And so uh Adrien tasked me uh very early this year with leading a group to explore um our current system and make recommendations on how we move forward. um with that. So, uh we're here to present very briefly that today and I know that the work will continue uh in my absence and we will be making some really good decisions for the district moving forward. So, um I wanted to acknowledge the members of this committee who have put in um a number of hours uh working on this. Um there's been some really robust conversations uh in in in this in these meetings. Uh and obviously Matt will be taking my place uh which will be fantastic. he has a very um strong strong background uh in

059working with the ERP system, especially on the server side of things. Um and we'll be picking that up very quickly and and I know you're in very very good hands uh with Matt there. Uh but I did want to call out the the individuals here um to make sure that they're acknowledged because it's a ton of work and a ton of thought uh go that goes into this. These uh these are the meetings that we have had so far and these are multi-hour meetings that you're seeing there um with a ton of minutes and all sorts of uh really um like I say robust discussions about the the current system. Um we've met with uh P schoolool is the is the vendor that um provides us with our business plus system. Um so we've met

060with them uh on uh these two more formal occasions and then I've met with them separately as well throughout this. So not all of the work is represented here. Uh and then we've had technical meetings with our power school um partner as well uh on this. So uh the findings of the committee at this point and as I say this work is ongoing um and uh Adrian will be talking to you about next steps um when I'm done um presenting the findings and recommendations of the committee. Um but just to kind of go over this and I won't read all of these of course uh but we we have found sort of across the board uh that that the the committee determined that you know we we have been experiencing significant and ongoing issues with

061our business plus product. Um many of those things are things related to setup um that occurred initially uh and and over the years. We've had this product since about 2003. So, it's been a substantial amount of time that we've had had the product and and these setup issues have been an issue since we have uh have uh had the product and so that those are those are ongoing and you can see some of those there. What I've done is I've I've um we've included the impact of those of those issues there. Again, I won't read off those. Um but a couple couple to call out there um you know that last bullet there, you know, heavy reliance on manual workloads. That means that instead of a system doing something, those things are are creating paper

062processes or spreadsheets. Those sorts of things, things that really ideally would be done within a system rather than exporting data, manipulating the data and then putting it back in. Those sorts of things are happening. Uh we have experienced slow system performance. Uh and I do want to call out um as well a lack of consistent report, consistent support, training and documentation. Um and that's been a been a a concern for us um for a number of years. Uh certainly since uh the ERP came into the IT department, we've been you know unable to really get good documentation of the existing system and setup um and and those sorts of things. And so that's been uh created struggles for us in supporting um the needs of the district and departments on that. Um so in in

063in some there uh the committee has really determined that business plus isn't really the the most effective option moving forward to serve the needs the ongoing needs of the district. When we look at the selection criteria for a potential replacement, uh that is uh the these are the criteria that the that the committee has discussed. Um really prioritizing vendors with successful implementations in a in a TK12 educational environment. ERPs are used across all large uh large and medium businesses, uh education um agencies. They're they're the things that as I mentioned they're the core systems that do a lot of these core things that are that are so critical to organizations. So they're used everywhere but but um we have specific and and uh specific needs in an educational environment that need to be met. Um

064support in terms of training and documentation is key. We need vendor support with that. Um those are things that we don't always have the resources staffing and sometimes not the expertise as well. Uh so we need to make sure that those are in place and robust. Um integration capabilities obviously an ERP talks to a lot of other systems and a lot of other systems talk to it. Um so when we think about just a very simple example when we create an account for a user that is initiated by an HR process where we onboard an employee and provide them with a pay screen and those sort of things and that actually creates an automated workflow largely automated um that creates accounts for folks and so um these things are critical um critical this is critical

065functionality that we need to make sure that that these are working well. Total cost of ownership is obviously another thing. is not just the cost of the product, it's the cost of supporting the product, the cost of working with the vendor, the cost of internal resources that we have um staffing, all of those things. So, we need to explore what is the total cost of ownership, not just the cost of the licensing for the product. Um so, that's a consideration in choosing um a new vendor. And then the last one there, and uh Adrian and I discussed this at length, um this is uh uh the most critical thing. support, support, support, and I would add support. Um, we need vendor partners that really are um have our back with with making sure that these

066systems work effectively and that we can um do all of these other things with them that we need to do. Um, absolutely critical that we have that that we have folks on the line. You know, we can provide a lot of the support internally. Fiscal can provide a lot of the support internally. HR can provide a lot of the support purchasing and warehouse, but when we need that additional help, we need that additional help. So, that's got to be there um as a regular thing. With that, I will turn it over to uh Adrian uh to talk about next steps. Thank you, Robert. Um so, moving to the next steps. So we we really looking to two products. One is Escape who is um pretty well known throughout school districts in California. I talked about

067their estimate that we received which is roughly about 1.5 to 1.6 million. Um we also Robert or actually Matt and I um and Robert and I have met with the county but Matt and I met with the county u for their system which is Munis. um we're still trying to finalize the costs with them, but from what I can see in terms of the ongoing cost is a very significant difference between Munis and Escape. Um but again, we um want to finalize those numbers that we received. But I would tell you just in terms of that meeting, um it looks like we probably will join the consortium with the county. Um, you know, based off the criteria that Robert went through, um, we have all of our districts in Contraosta are on that particular system.

068Uh, West Contraosta is independent, so they're not linked directly to Contraosta County Office of Ed, but we are looking again, we're going through the the initial discussions about how we would link up with them, whether we would be independent or there's some kind of uh I don't know, uh, combination of the two. Um, but again, I think in terms of the cost that they've shared, uh, it looks like we're probably going to go with that. And with that information, um, you know, we're looking at an imple implementation planning during the next fiscal year. So, uh, hopefully by August 13th's board meeting, we might have something for all of you to approve. Um, and then our roll out would be July 1st of 2026. Um, and what that would entail is that we're running two systems

069at the same time, so side by side, and then a projected full launch by July 1st of 2027. Uh, so again, um, Robert's right. I did ask him, I need you to do this before you go. Um, so we, you know, we he he developed this for us. Um and uh with that we will take any questions uh regarding our transition. Mr. McDougall. Yeah. Uh Adrien, um you gave me a briefing on finances several months ago and we started out by talking about the computer software programs that we have with the district and that we're not talking to all the other uh areas or districts I should say like the other areas around here do. So this looks like there's progress. I mean I mean we still have to wait till July 2027 till this

070is operational but this means that we can finally enter the world and talk to all the departments and do it like the other school districts are doing currently. Um correct. I mean it it would position us a lot better relative to the system we're currently on. I I think the biggest um is the manualbased workarounds and the example I will give you is when I come back and do the PowerPoint like nothing changed for the budget but there was an error on one of the slides that I had to correct and I was thinking about that I'm like well that's a manual spreadsheet that I didn't carry over the summation of two line items but my point is you know we're working our staff is working on larger spreadsheets s and there you know my

071little my little summation that didn't go there there's a lot of room for error in the work that we've been doing um so most importantly I think going to whether it is escape or munice it it will mitigate some of those issues that we have but it will put us up there with the rest of the districts but also going through this process that's why Robert and I kept the support support um ultim Ultimately, that's what I've learned in this process. It's about what the vendor is going to provide to you and then also the response time. And um that's why probably that's the most important aspect of choosing a new vendor because most vendors, they're going to give you what they give you and then you're going to have to work with what that

072system provides. So, let's sound to these last two. This Escape and Ununice Munis Mu Nis. Okay. And you think you can make a decision by August um board meeting? You think? Correct. On one or the other. And and really it's going to come down to the county office just kind of sharing their consortium agreement running through that you know what you know what we're agreeing to and then also finalizing the cost. Okay. Wish you success on that. Thank you. So it appears that um the providers are um what do I want to say? talented and available to help with um and I'm I'm not going to say this intelligently uh provide updates to the software when there's changes in the SAC system that's required for reporting all those kinds of things. Um correct in the

073system. Correct. So that'll be good. And and again I you know Robert talked about the criteria being uh built to handle TK through 12 environment and these two products do that. Again I I think I've mentioned Business Plus. We're one of two districts that remain in California that are on that system. Any other questions? So, um, with that, I I would like to take the opportunity to thank Robert for all of the time he's been here, and I I've been working with him for, you know, two and a half years. um you know going through his recruitment it's kind of I I didn't realize all of the work that Robert has led uh in the district but when I went through the recruitment like I started you know asking all the questions and it's almost

074like if you you take you you take for granted the things that are being done really well and um but I just want to thank Robert for all of his time and all the things that he's done for us in the Mount Diablo community. So, I don't know if you had any more words you wanted to share. The only thing is I of course neglected to uh uh to thank my my supervisor Adrian who has uh and I'm feeling bad for that now, but but he he has been an absolute uh uh incredible support. um he trusts his leaders to lead and it's been a really um refreshing um opportunity for me to work with him um to be in an environment where you are trusted and um you know rewarded for um the changes

075you want to to try to bring um to the district and so thank you Adrian you right thank Thank you. All right, Madame President, we now move to 13.4 and that's going to be review and potential approval of updated reclassification criteria for our English learners. And we have Miss Catherine Fireman to present this item. Welcome. Good evening, Dr. Clark and board of trustees. Um, I would like to share Oh, I think we have a slide. Hopefully, otherwise I have it right here. Um uh just to remind you all I was up here in April and we talked a little bit about the optel and kind of the direction we were moving. Thank you. Here's our slide. I have just one tonight. Last time we had many. Um so our department along with other departments have

076been working to make sure that we are updating our reclassification criteria appropriately. Um and so in the state of California there are four um required criteria. I have them listed here. So there's criterion 1, two, three, and four. And in the uh middle column, you'll see what our current rec uh reclassification criteria has been. Um and so we don't get to play with ELPAC. That's a state required. Everybody's got to get a four. So that um that will remain the same. Um we are proposing um no changes there because we're not allowed to. Um in our second criteria, that is um the category of teacher obser or evaluations, excuse me. And up until now in Mount Diablo, our LEA has had grades as our um teacher evaluation. So for high school, that means that you

077needed to have a C or better in your English classes. Uh that's middle school and high school. And for our elementary schools, that means you need threes and fours um in your any of the ELA standards. Um and so what we're proposing to you tonight is um to use to to broaden that. So we can use grades or OPTEL. So I I did speak to you um in April about Optel, but Optel is basically the observation protocol of teachers um of English learners. And so it is a rubric and a protocol that we have piloted um and we have a survey where we have uh 20 of our elementary school principles saying yes, we want to do this next year. So it's a really heavy lift because our teachers really know how to need to

078know how to utilize it in a way that's valid. Um, and so we are um asking you all to consider having grades or Optel. We'll take the best of either one so we can help our students reclassify. Um, Optel is a really amazing tool because what it's looking at is truly language proficiency where grades may or may not indicate language proficiency. Maybe you forgot to read your novel or you just didn't whatever the the the point may be. And so sometimes we do have students who will get a foreign lack but then they maybe have a D or an F in their English class and therefore we can't reclassify them or same in the lower grades. Um our criterion three required by the state of California is also parent consultation. In my four years in

079this department I have never once come across a parent who does not want their student reclassified. So that's pretty pretty standard and and we're not going to make any um changes to that. So when we see that our kids hit all the other criteria we call. We say we're very excited to let you know. We want to make sure you're in agreement and that's always a fun call. Um and then finally, and this comes um on the the tales of um Dr. Gily and um Susan Hartwig, this is kind of the big change here. Um as you all know in the past, we've used I Ready and we used I Ready as our basic skills um criterion because the idea of that is that there's a test that all students in the district take and

080we're comparing our English learners with their English only peers. that is a requirement of the state. Um, and we as an LDA get to set that cut point. Um, it used to be that everybody took I Ready. And so we were I was a little nervous last year knowing that our kids were not going to be taking I Ready to kind of pull that too quickly from our English learners for reclassification because knowing that MCLS and STAR were coming, there's a little bit of teacher learning curve as well. And so those scores could be wonky as we're learning how to give the assessments. um and we didn't want our students not to get kind of a solid footing on it. So now all students have taken and um kindergarten through second grade M class as

081you heard earlier and all of our third through 12th graders have taken STAR for a whole year. So hopefully our students are pretty familiar with it, comfortable with it, our teachers as well. And so our um our proposal is that we leave I Ready um and move to um for kinder to second grade MC class as part of our basic skills um component. And then for the STAR test for our 3rd through 12th graders um which is good because um you know the our multilingual learners have to take LPAC as and other students don't and this last year our students had to take MClass or STAR sometimes both and I ready in addition. So we're like really over testing our English learners and also we want to compare our kids to the general population. So,

082um I do on a side note just want to say that I'm excited to uh share with you that our district uh increased 3% of reclassification for this year. So, last year we had a 9% reclassification rate and this year our students came in, we just kind of wrapped it up this past week. Uh finding all those pieces for all of our kiddos. Um and so we had about 780 students reclassified this year. That's K through 12. So that's a 12% overall. Um so a 3% increase and we have a lot more to go and we're hoping that some of um these proposals proposed changes um can actually um positively impact that number. Um so I'm open to questions and then I'm going to ask if people are in agreement. So congratulations on the increase

083our students and teachers. Any questions from the board? Excellent presentation. I move to approve the updated reclassification criteria for English learners. And I'll second that and just say that I don't know that everybody understands the importance of our high school kids to get reclassified before they get to high school so they have more options and choices to make. So I've been very excited listening to DACA all year and glad to see this is finally moving forward. So thank you for those comments. So there's a motion by trustee enzy with a second by trustee Mason on the approval of the updated recclassification criteria for English learners. I believe we're ready for the vote and that and that motion is adopted. Congratulations. Thank you. Okay. Uh we're ready for uh board member reports. Trustee Enzi. Have a

084great summer. I saw you at Junth. Oh yeah. Well, yeah, that was I feel like I was there. That's my town. I was there for that. I mean, I was there and supporting uh students from College Park with a booth. It was great. Met the new principal. He's cool. kids seem to like him. He's he chatted them up forever. I know they were thinking, will he just leave? But um that was a great community event last Thursday on Junth. Thank you. Uh Trusty McDougall. Thank you. Um let's see. I attended two webinars uh produced by leadership institute um for new board members which I am. So it was very useful to talk across the country with board members who are in a similar state and u talk about uh frustrations maybe we can get learning

085curve better and so those are two meetings like that that I've attended the last two months and on a webinar and then June 21st last Saturday was the longest day of the year. I always enjoy that. Uh, I hate it because it means the days are going to be getting shorter now, but um, I always have a competition with my wife to remind them who is uh, who reminds them on each quarter, whether it's the longest day of the year or the solstesses. So u and then finally yesterday morning I had a meeting with uh the LMA Vista adult education director and had a very good discussion about the programs they're offering which is very extensive and the challenges that they're encountering which um are quite unique compared to the district and uh because they

086get funding from the district but also from so so many other sources uh that it uh it's unique challenge that they have to uh manage. So uh that's my report. Thank you, Trusty Mason. I haven't had any schools to visit, but um last week, well, last back up. Last summer there was a fire in Shore Acres and I was very grateful district office was looking to see if my house was involved and but it occurred to the residents that live in Shacres that if there's a fire where you can't go up Driftwood Drive or go that out that part of town we're not getting out because the people just trying to come home from work to see if they needed to evacuate had backed up Port Chicago highway. So I'm also on a community committee

087called the Baypoint MAC Municipal Advisory Council. So we happen to have someone from MCCO come to our meeting and I said, you know, if there's ever a fire, particularly when our kids are in school, we're not getting out. Is there any way we could work with you that if that were to happen, you would open the gates and let us go out and around that way? So they said they'd consider it and we had our first little practice on June 17th. So, we try we wanted to try to get the school buses involved, but it's the military and there was so much paperwork. But the good news for Bayoint is if there's ever an evacuation, and it's not like if there's an evacuation, you automatically go to the gate and wait. You wait till you

088get the call from the county on your phones and we will be able to have an another route to get the kids safely out of all those schools that are right there off Pacifica if there's ever a fire that does not allow us to exit via Driftwood. So, that was my little homework and it looks like it's going to work out. And I'm sure no one from MCO is listening, but if they are, I really appreciate they're being open to it and leading us through. It was kind of scary because we had to have our cars checked and you had to just drive and follow them through, which was kind of nostalgic for me because I remembered when you could always drive through because it was an open road. But anyway, it looks like we

089made progress and hopefully made our kids a little safer. Well, thank you for your community action and foresight in that regard because it's important to have those uh separate avenues. Let's see, find my glasses. Um so on June 16th I attended the Contraosta County School Board Association election meeting and um I'm happy to report that Demetrio Gonzalez Hoy from West Contraosta Unified School District was elected as president. Um first vice president of programs is Annette Lewis. Second vice president of legislation is Sarah Butler. I'm continuing as third vice president for communications. Secretary is uh Stacy Swep from Akalani's Union High School District and treasurer is Yolanda Mendrich from Liberty Union High School District. So we will be uh providing a survey to board members on topics that you would be interested in having presentations on

090um during the year. Usually there's two, one in the fall and one in the spring. And then um there's usually uh the introduction of the governor's budget in January and then a May revives report. So there might be four meetings next year. On June 18th, I attended the budget advisory meeting. Um and there was a presentation and discussion on the 2526 budget that we're going to uh um be discussing later. and um five members attended and um there are still some vacancies to be filled. So please promote um interest in regarding uh regards to the budget advisory committee. Uh June 19th I was there for a few moments and uh trustee and Zwei didn't address the fact or at least I didn't hear it that her daughter also was one of the evening performers. So

091uh it you must have been very proud when she was performing. Um and I want to cong congratulate uh Horizon Center for Independent Study, Crossroads High School, and Prospect High School for receiving a six-year WA was accreditation. That's something to be very proud about. All right, Dr. Clark. Thank you so much, Madam President. Just a a quick couple of um couple of thoughts tonight. Um no presentation. Um I want to thank our um our elementary, our middle and high school principles uh for the last week. Um uh almost all of them came and presented a PowerPoint to myself and um and some of cabinet and uh essentially they had 15 minutes to share um the story of their school for the year. So I wanted to hear specifically how they were meeting the needs of

092all their students and um both academically and also uh with social emotional learning. So the way that that looks is academics, we looked at English language arts and math. And then for um social emotional learning, we looked at chronic absentee rates and suspension rates. And then also many of them um rewrote their mission and vision for their schools and during a collaborative effort. And it was just very um it was very engaging to hear um just all of the things that are taking place out at our schools to meet the needs of all students. And so I was very um very pleased with that. Very very impressed with a lot of the work taking place. um our our state testing data is not um is not official yet, but we were able to they were

093able to share some of their unofficial data. And we have multiple schools that have um shown growth in both ELA and math. I actually sent that chart to the board today. Unfortunately, we can't share that yet with the public, but when the state does release that, I will be sending home a parent square so every single parent can see where their school was last year and where they are this year. And then they can go and have conversations with their students teacher, with the administrator, and find out um what contributed to the growth or why there wasn't growth and what the school has planned to address that. So very pleased with um with a lot of the progress that we're making throughout the district. Um I'm happy to say that all of our middle schools

094so far um except one showed growth in both ELA and math. Um middle so middle schools get the get the special um get the special prize. They got the golden star. Um high schools uh high schools did very well also and elementary schools did well also. So, but I'm going to be sharing that with the entire district so everyone can see where their school landed and um and and where they are. Um uh President Mayo shared about our WASK accreditations. Um also we received um we received um notice about Olympic as well. So, um I am extremely proud that um when you look at a district or you look at a school and you see how that school serves its most neediest populations and when we can do that at an excellent um at an

095excellent level, then I think that really aligns with what our mission and and vision is. we all attended the graduations and so we know that we have students who are attending um you know the UC schools, state schools, uh the privates, um Ivy League schools, things things in that nature. But what's so special about this district and the work that we're doing is that we are uplifting all of our students to meet whatever their goals are, whether that is college or whether it is career. and um and just really um really excited and extremely proud about that about that work. I know that this is our our last meeting until um until August 13th. And so um we will still be here at Dent. We will still be operating. We are still um we're still

096hiring. We're still finishing up plans. We are um right now in in the in in our world, we're already somewhere around October. So, so we really don't get a summer. Um, and we go right back into welcoming back our administrators on um on July 21st. And um we will convene all of our administrators over at Mount Diablo High School on July 23rd. You all are invited to that where I do a a state of the district to to a um gym full of our administrators and all of our departments are out there and we go through trainings for for that day. And then as the as the weeks go on, we will have a whole menu a whole menu list of of different trainings and welcomes that that we do. And we will make sure

097as we're finalizing that that we send you all a copy. You're not required to come. I know it's technically your summer, but you are always invited and always um and always welcome. And then just in in in closing, I um I again just want to give thanks um for your for your leadership, for your dedication, for really setting the example of of how a functioning board works. Um as as board members, you are faced with um you know, with always two different sides of a of a problem and you have to listen to all of your constituents and you have to always rely on policy. And then also keeping that northstar of what's best for kids and and often um we forget um in in in organizations um you know in public education organizations that

098we are here for kids because usually the um the adult voices are are the loudest. And um but I think if we continue to focus on kids, then whoever the um the fifth board member that we that that comes to join us, I I believe that they will fit right in if they have that that heart and that um dedication for improving outcomes for all students. And so really looking forward to that and looking forward to our our new student board member joining us. and um and just hope that you all take some take some time to to rest and relax and rejuvenate and then um we will be back. You know, we'll we'll we have some business to do over summer and stuff like that and we'll we'll come up with that a little

099later. but but also just um it's been an amazing year and um and I'm extremely proud of the of the 30,000 students that we serve, of the nearly 60,000 parents and families that we serve, and also the 3,800 employees that we serve. And I think that um that we do an extremely good job at that. as as always, there's going to be um you know, there's going to be a handful of folks or or people who don't agree with some of the things that we're doing, and we give them a space to to share that and we listen and and and we try to make um you know, we we we try to make concessions where we can, but we cannot we cannot um you know, go away from our values when it comes to

100supporting our students. So again, thank you for for your leadership and I'm just extremely fortunate for this governance team. So thank you. That's concludes my report. Thank you very much, Dr. Clark. All right, we're ready to move to the consent agenda. I'm trying to move this along because I know some of you are waiting for uh items on the agenda later. Um we have a public comment card. Okay. Uh items listed under the consent agenda are considered routine and will be approved and adopted by a single motion. There will be no separate discussion of these items. However, any item may be removed from the consent agenda upon the request of any member of the board and acted upon separately. And we do have um one um public comment, Dr. Sarah Adams. Good evening, uh board.

101I'm actually here representing a student in oh sorry I'm here representing a student is the mother of the student and MDUSD and it's specifically about um the agenda item 1645 which is the funding for wellspring school um I stand in in full support of the funding for wellspring school for special education students however I have real concerns because the particular student that I have had contact with um is a student with a rare genetic disorder. It's it's so rare it's a one in a million and he has experienced uh there was a request made by a a neurosychologist to have him placed in Wellspring School and the district has denied that request stating that they don't provide any funding for Wellspring School. So I'm a little bit surprised at the I as I say I

102agree uh that that well you know it's a good idea to fund students in that school. However, it would be very nice or good to clarify how it is a student can be effectively placed um in Wellspring where it has already been um advised by an entire clinical team that the child be placed there and the district is currently litigating against the parent to prevent them from being placed in Wellspring, the child from being placed in Wellspring. Uh and I do believe I did uh email the board on this issue. um because I'm gravely concerned as to the um the litigation strategies that I've witnessed as a parent advocate. They are quite frightening. Um indeed just one day last week 17 emails from their lawyer representing the board and I don't know if the board

103agreed to those 17 emails but for one parent to deal with that just so they can get their child placed in a school on the same day the contract for Wellspring was signed that lawyer was litigating against this family to prevent their child from getting admitted to Wellspring school. So, I just want to be clear that this situation is I think as I state it's great. I believe Wellspring should definitely be funded for those children with special educational needs, but there needs to be some clarification as to how it is then a child can be placed there because this family for the last two years has been in an uphill struggle with this school district doing everything in their power to prevent their very very seriously disabled child from having the kind of education that

104he needs and deserves. And I thank you very much for your time. Thank you board members. Motion to anything to pull. Motion to adopt the consent agenda. And I will make a motion that we approve the consent agenda as presented. Second. So we have a motion by Trusty Mason with a second by Trusty M. Doug uh to adopt the consent agenda as presented. And the consent agenda is adopted on a vote. Okay. Madame President, I am extremely excited to um to present item 19.1 um review and potentially approve um the Mount Alba Unified School District 2526 local control and accountability plan, the LCAP, and um coming back to um present this item and it is an action item this evening, but that is um um Miss Samantha Allen and Miss Christina Filios. Good evening, Madame

105President, Dr. Clark, and board of trustees, and thank you for having us back this evening to uh bring to you for approval our uh finalized and updated LCAP for the year 2526, school year 2526. Great. We are going to make this really quick because you have seen much of what we're presenting tonight, but I wanted to make sure that uh not only our board and our audience here and our community um but our families at home have access to all the information they need to know about what we're doing um utilizing our ELCAP to support our students at school. So again, here's our goals. Um and if you remember goal five, we revised to include uh Glen Brook Academy. I wanted to bring back for the board to see this is a three-year plan. Um

106the the visual that's in front of you represents the three years of a PDSA cycle, which is how we implement um our monitoring of our actions and our outcomes. So, I wanted to remind um our community that you can find our LCAP on our website. If you log in to the Mount Diablo Unified uh website, you would go into our family link at the top. Click on that. Um and then you would click on our local control accountability plan and you will see our LCAP plans there for your review. And we did provide uh hard copies at the front desk as well as in the superintendent's office and my office. Um we only had uh one copy in Spanish and one copy in English and so we we were asked to make a couple more

107for some people who were interested in them and so we have done so. Um okay, we are going to Oh, we'll pause for a second. This is not our updated slide deck. So, we are going to pause for one second. What I can share with you is that um tonight we're going to share with you some of our um Do I need to do something, Laura? Are you good? That's good. Thank you. Uh we're going to share our local indicator outcomes and our reflection tool that we utilize as a team to um discuss the outcomes for our students that are not necessarily um defined by the metrics that we have in the LCAP. There is a request by the state that we do a local indicator and reflection um task with our teams to take

108a look at some of the areas that don't show up in our metrics. And so we're going to share that with you this evening. And so the revisions for the plan uh that was posted with this docket, they were highlighted in yellow throughout the document. So, I appreciate that and the ease in finding what uh things were changed and reconsidered. So, that was great. Good. And I want to while we're while we're Oh, go ahead. Go ahead. I was just going to say while we're waiting, I'm not sure if it was a different format. I read the whole thing from page to page, but it was very well written and and very clear. So, if I were you to, I just take credit for that. I don't know if it new format, but it was

109was very clear. Thank you. And that was with the help of our county office of education. Just so you all know and I'll just fill the space while we're waiting. Um we are in partnership with our county office of education and um we work really hard to um fill out the document and do provide the metrics in the classroom and uh take a look at the metrics and uh provide outcomes to um in the document. But our county office of education um reviews the plan. So, we submit it to them and then they give us feedback and we provide those updates in the report. So, um that's very helpful and they too said it was well written and I'm just going to tell you right now, Christina Felios is a grammarian and a wordssmith and

110she has been an excellent support as we've been writing this report. Appreciate that. Do you want to just do you want me to just move forward and Yeah, I'll I'm just I'm just gonna keep going. So the next slide would have been sharing the uh eight priorities, the eight state priorities with you. Um again bringing those back, we have our Let me put my glasses on. Excuse me. Our basic services, implementation of standards, family engagement, student achievement, student engagement, school climate, access to courses, and other student outcomes. Um and the reminder of that is because we're going to go through our local indicators. Uh following Oh, there we are. Thank you team. We have the best team. So, I'm going to hand this over to Christina who's going to swiftly go through our local indicators

111for you. Thank you and good evening board members. Um, so Sam listed the eight local indicators and as she shared before, state data is not available for all of these priority areas. So, for example, for academic achievement, it's easy. we have our CAST testing, but for some of the other indicators, it's not um or priority areas, it's not quite as easy to measure. And so the local indicators are the opportunity for our district to self-evaluate where we are um in our implementation of these expectations. Um so this um affects priority 1, 2, 3, six, and seven. And so I'll be going through our local indicator self-evaluation tonight. So again these are actually included within the dashboard. So we um we complete our self-ealuation and then we upload that and then it becomes part of the

112dashboard the public dashboard for our district. Um and then these must be presented to our local board uh at the same meeting at which we're presenting the outcome. So for priority one, priority one is appropriately assigned teachers access to curriculum aligned instructional materials and safe and clean functional safe clean and functional school facilities. So the way that we report on this is um how many students do not have access um to their instructional materials and that is zero. We have um full implementation of our instructional materials and availability. And then we do have 45 of our sites not meeting good the good repair standard yet. And so we are holding ourselves to a very high u metric. We are using a new tool that started last year and a new company helping us to um

113measure our um uh the repair of our sites. What I will share with you is that of the 45 schools, 40 are scoring in the 80s and at 89 we're at good. So we are we are creeping very close to our goal. Um I do we do we know our maintenance and um operations department is doing a great job and in updating several of our facilities at this time. So we're going to continue working on this metric. For priority two, this is the implementation of the state academic standards very closely aligned to our LCAP goals one and two. And so some of the areas um first I'll note there's a rating scale from one to five. one being exploration and research and five being full implementation and sustainability. And so you'll see we've rated ourselves

114in um the different areas. The first area focuses on providing professional learning in the standards areas. The second one is making instructional materials available that are aligned to the standards. The third rating is um supporting staff and identifying areas where they can improve in delivering instruction. Um and then the fourth area is around our other academic standards in areas like career technical education, visual and performing arts and it's our progress implementing each of those areas. Also included in this priority two is support for teachers and administrators which is really focused on professional learning. Again, this aligns really closely with LCAP goal two for us focused on professional learning. Priority three is parent and family engagement. That is our goal three of our LCAP as well. So closely aligned again. The first area of rating, the

115rating scale is the same as previously. The first area of rating is building relationships between school staff and families. So we've rated our implementation there. We're proud some of the growth we've seen in this area. And then also for each of these areas, we um also provide some narrative responses about how we've built relationships. Just a couple of highlights. Um our outreach through Parent Square and our social media platforms, our weekly newsletter, our APAC advisory committees, growing significantly across our school sites. Um we're working on diversifying our district workforce, adding our counselors and social workers. Um, and we've expanded our language supports beyond English and Spanish to include more of our families. Um, and we're really proud of our um, advisory committees, but our also our student recognition events which are very highly attended by

116our families and um, very important to our celebration of students. The second area in priority three is building partnerships for student outcomes. So again, we have our um our rating here and again some of our narrative highlights. Again, we utilize various platforms to reach out to our community. We've established our association of Raza educators. Um and our Lum Vista Adult Education Center continues to offer a variety of parent workshops as well as the annual parent conference. Also in priority three, seeking input for decision makingaking. And here is our rating. What we see is an increased participation in our site level activities, especially those that recognize students. Right? Anytime we're recognizing students, our families are going to be there and celebrating together. And our goal is to con continue to increase participation even at our district

117level um events and also engagement in our processes here. Priority six is focused on school climate. Um, and I actually really um love the way that this priority is set out. So, the first prompt is around data. And in this priority for school climate, we are specifically looking at our California Healthy Kids Survey data. And what we've done is drill down into two areas. looking at how students are rating um feeling safe at school and how they are uh rating feeling like they're a part of school that school connectedness. So the first prompt just lists our results from um the data and it also disagregates it. So we have fifth, 7th, 9th and 11th grade data and then we also have our student group data listed as well. So we take the what the data

118and then we look at the meaning of the data. And one of the things that our data really clearly shows is first a decline in feeling safe at school and connected between fifth grade to secondary. Um and then one of the other um trends that the data shows is that there's a there are clear gaps in feelings of school safety and school conductedness when we disagregate for student groups and in protect pardon me in particular for our black African-American students and our Hispanic Latino Latino students. And this really underscores our continued um need for efforts to create safe and welcoming environments for all students at our schools um and to continue to focus on physical well-being as well as um mental health um and safety. So where do we see this happening? Well, this data

119is shared with schools. So schools can look at their school level data and act upon it as well as integrate it into their SIPA plans. But this is also integrated into LCAP goal one where we continue to focus um on supports for student wellness um and uh counseling and social work support um as well as in goals four and five where we call out the needs of specific student groups and some of our um underserved students with equity gaps. LCFF priority 7 focuses on an access access to a broad course of study. So prompt one asks us to list our local measures that we're going to use to determine if students have access to a broad course of study. We have a wide variety of metrics here from CASP all the way to um A

120throughG course completion etc. In prompt two, we summarize the extent to which all students have access to and are enrolled in broad courses of study. Um, and in this section, we also highlight some of our specialized programs, AP, IB, AVID, dual language. In prompt three, we identify some barriers that might prevent students from being able to access a broad course of study. for example, master schedule constraints or even um the bell schedule if students have access to six classes versus seven versus eight. And then in response four, we talk more about what we are doing. And one highlight I will add here from um that's different this year is that in our 2526 LCAP, we've actually added a metric for the college California college guidance initiative platform. So we can track student engagement with the

121platform and completion of activities in that platform. So again these indicators will be uploaded into the um online platform become a part of our California dashboard. Um as you know after we presented at the public hearing or LCAP we also asked for community feedback and as part of our community feedback we received a question about our survey process for the community. So we wanted to just highlight some things um for the board and for our community so they could understand our process better. So um we used community staff and ser student sorry surveys for feedback. This slide shows an example of a question from the student survey for goal one. So very similar across all three surveys. We listed our goal. We listed the actions from the previous LCAP plan and we asked the respondents

122to uh rate those actions from very valuable all the way to little valuable, little value or unsure. Um so these matched our previous LCAP. Also for each one of the questions around the goals, we also had an open response prompt. So for example, students were asked if there are other programs or activities you think your school should change or add to help your learning, please write them in the comment box below. So we had some open response. Our Qualrex platform in which we collected this data provided uh results in a few different ways for us to analyze. So this is an example of one type of report. It's hard to read, but what I will share with you is the red bars on the bar graph equal very valuable. So those are the number of

123responses that rated that action very valuable with dark blue being valuable. So the um the longer the red or dark blue lines, the more valuable that that action was um rated by our respondents. And for example, you'll see the green arrow pointing to the highest valued um activity. This is in goal three on the student survey. And that green arrow is for support for basic needs, food, clothing, and housing. That's what students rated highest as being helpful to their families. The next highest response was the pink arrow, help with projects and homework. And then the third highest response um is the blue arrow, translation support. So that's one way that the data was disagregated. And then a second way is by average rating. So this is a student sample question from goal one. Um very

124valuable the answer the rating of very valuable was assigned uh four points and little value was assigned one point and then all of the responses were calculated and an average taken. So what you can see here are the five highest rated by average responses um from our students for goal one with field trips being the highest 3.45 average. And again, these are some of the highlights of our survey results which are also called out in our LCAP and which we shared last um time in our slides. Per goal um we have included not only our community and staff priorities but also our student priorities. Oops, I'm sorry I'm dropping all my papers. Um, as the trustees um commented, we have um indicated any changes or removals from the um original draft with a strikethrough and

125anything that's been added is with a yellow highlight to make it very clear for our community. And also on this slide, we're just summarizing these are some of the changes that you'll see in this draft plan from last year's LCAP. Just a summary of those changes. Um, as Sam um shared, we've received our initial feedback from our community and our initial feedback from the county. Um, the county will review our plan again in July and August and may provide additional feedback. We may be back in August um with some additional changes or updates. Okay. Okay. And now I'm going to invite Gustavo Aguilera, our executive director of fiscal services to come up and just um talk about the LCAP budget as well. Okay. So the um the total projected revenue for 2526 um is 470.7

126million uh which 353 million is projected revenue from LCFF funds um which represents 75% of all revenues. Um within the LCFF 33 million is allocated uh through the supplemental grant and the other funding sources include other other state funds at 82.5 million uh local funds at 16.7 million and federal funds at 18.2 million. The total projected expenditures for um is 515 million. Of this 67 million is directly tied to the LCAP goals and actions. Um there is there was a a variance from the prior year to the upcoming year and that's largely due to the carryover that was used up for for 2425 and the one-time funds that expired. Um the remaining 448 million is allocated for uh general op uh operational costs which include employee compensation uh facilities maintenance transportation special education legal and

127other administrative uh expenditures. Um so now I'll turn it back to Christina. Thank you. I'll just wrap up by, you know, Dr. Clark talks a lot about what makes our district special and I feel like the LCAP is the place where we really document what distinguishes us as MDUSD from other districts, what what we are offering to students that is unique to us and to the needs that we're serving. So, thank you members of the board questions. Yes, I have a comment. Um, has to do mainly with timeliness. I'm wondering why we're getting this information to approve in June. I would like to see this earlier in the year so that we can get time to review it in more detail. I was um sitting in front of it for a couple hours looking at

128the detail just as the agenda had been published last Friday and I thought my eyes are going buggy because it's just too much detail to absorb and digest. So, I ask that you try to do this earlier, not complete data, but at least start the process so that we're talking about this maybe as early as the fall and have meetings uh or reports on this more than just getting it for the two meetings in June when we've got to approve it or not. Uh we need more time to digest it. Um I mean, I like figures. I don't mind looking at them, but when it starts making me go buggy, I just think I need more time. And so that's what I ask you to do is to see if we can get these at

129least preliminary reports on what you expect the LCAP to be doing earlier in the year. That's my request. Thank you. Thank you for your feedback. Couple comments. I would say that every meeting I go to parent advisory DAC they're talking about the LCAP always all year long we're talking about it and but I think the June thing is set by the state is it not yeah so okay well what's jumped out at me was um what Christine was saying in her final comments it really reflected I think what we're doing and what we're doing is what the kids want they are saying Now, well, USA Today says 45% of the kids that are graduating aren't going to four-year colleges. They want to get out in the workforce. So, we've got that component in there. The

130other thing that really jumped out on at me is that when the kids got to write in what they wanted, they wanted field trips, number one. Then the next thing they wanted was more our electives and the le last thing was credit recovery and grade improvement. So, they get it. They know where we're going. We want them to graduate ready to go to college or to go to the workforce and to experience new things such as field trips. So, I was thrilled with it because I thought it reflected what we want. And more important to me, I I love adults, but I'm there for the kids. The kids get it. The kids really get our plan and where we want to see them go. So, I was very happy. Thank you so much. It was

131amazing to see the number of comments or students that commented. So, uh, that's a tribute to everyone's work and involvement in this and on your part for sifting through all their responses, especially if there were a lot of written responses. Further comments. Are we ready for adoption? A motion that we approve the ALCAP report. Second. So we have a motion by trustee Mason with a second by trustee in Zwi regarding the adoption of the 2526 LCAP and that's adopted on a 400 vote. Thank you and thank you for all your hard work. Yes. All right, Madame President. Um, another exciting item 19.2 is review and potential adoption of the Mount Diablo Unified School District proposed budget for the 2526 academic year. All right. Thank you, Dr. Clark. Um, so we're not going to go through

132the PowerPoint. It's the same PowerPoint with a couple exceptions. So with that um I kind of mentioned earlier that this particular slide was updated. Um we basically moved we had commitments in the proposed budget but we're not required to do the resolution. So we moved those two commitments to the assigned column. So that is the one change and then um the second change is on the multi-year and so you will see other assignments and so in the proposed budget year it's 56.8 million roughly. So those are the changes that were made from the proposed budget to the budget adoption. And then the only other thing that I would give you an update on is that there is a deal on the enacted budget. It's still not enacted. Um but there is a deal between the

133governor and the the uh Senate and legislature and the two proposals that are up here um will be in they should be included in the enacted budget. Um but again we have a the next item is the resolution that we will look at reductions and build those into the second interim report. Uh we still need to do that resolution uh to accompany our um proposed budget or adopted budget for the county because we still do not have a state enacted budget. But just an update from what I read this morning, those two proposals that are referenced on this uh slide should be part of the budget. Yeah, but we can't book them until that's correct. In the legislation, correct? So, with that, I'll take Gustavo and I will take any additional questions, but like I

134said, nothing has changed other than the commitments to assignments. Mr. McDougall. Yeah. Um, again, this was in the same agenda as the LCAP and so trying to go through a lot of figures here, but I I still see something that scares me and that's this overspending where we're deficit spending at 44 million this next year, 27 million the next year, and 16 almost 17 million the last year of the three-year projection. And uh so we start at a beginning fund balance of 158 million, but by the time we're deficit spending to the tune of 88 million over the budget in these three years, we get down to a 70.7 million budget. There, there it is, the middle of the last column. And if we spend at this rate, I averaged it. It's 29 million average

135overspending for the 3 years. That means that in 2 and 1/2 years we spend through that 70 million and it's gone. Uh sounds like uh it might go out in the year 2031. And um I'm at the age when I'm worried about will social security make it past 2031? Don't know. But it sound it looks like the school budget is not going to make it past 2031 if we keep spending like this. And that that's my concern. How can you alleviate my concerns on this? Because I can't do this in my private budget. Correct. Um the the only thing I can I don't know that I'll alleviate that concern. I I have that similar concern. Um I think in terms of how we present budgets in schools and the three-year multi-year the assumptions change so

136much um that when we look at the third year out um I don't know that that is going to happen but this is what the projection is with the assumptions that we know today and again I mean I think to the point of being concerned is that these three-year multi-year give you the early indic indicators of what you are looking at if these things are going to happen in the second year or the third year out and that's that's why I say in terms of closing out 2425 we have a projected uh deficit spend I think it's close to 50 million and again you know we are spending down our fund balance and I'll remind everyone that that's why we did the 9% salary increase starting July 1st 24 of 2024 for um is to

137spend down that fund balance that had built up over the prior years, but also um we we have provided for the full Kaiser rate at all tiers. So single single plus one and the family with that same intent like we we knew that we had this large fund balance and we are spending it. It's a strategic spendown. But again, I mean, in terms of alleviating that, if we didn't have this this mechanism of providing three-year multi-year, then, you know, then we can't see what's coming our way. But things change so much in terms of, like I said, a second and third year out. the last time I was here two weeks ago. I think what really concerns me is is the budget year in terms of what is going to come down from the federal

138level as well as you know is the state economy going to be where we think it's going to be. Um I think it's it's always in the past been pretty safe outside of the pandemic to count on at least one year of those things happening. um you know the the CDE just certified P2 this past like in the last week you know and I'm looking at that just want to make sure that our LCFF that we projected at second interim is the number it it is the number or actually with our estimated actuals and so we'll go through the year end closing uh we do all the the things that we need to do and um we'll see where fund balance ends up in September uh but again this this is supposed to show us

139those warnings of what we are looking at. And again, those those deficit spends that you just referenced, they include the $2.75 million in reductions or revenue enhancements. And over that threeyear period, it's a total of like 8.25 million. Mhm. So again, I don't know that that alleviates the concern, but at least we have a blueprint of what things could look like with the current assumptions that we have built into our budget. Almost like shooting crabs. I wouldn't go that far, but but it it it's it's something that is of a very big concern for me and and so I hope that we can get away from this trend in this district. we haven't laid off teachers. Um, and so I would like to keep it that way so that we don't have any layoffs like

140we hear about most other school districts around here. But when I see spending like that, it scares the dickens out of me. That's all I wanted to say. Thanks. Thanks for trying to alleviate my concerns. Maybe I can alleviate a little bit just because a lot of those districts are in that situation because they gave raises with one-time money and the onetime money went away after co we have been very careful not to do that. Some people don't like us because we do that. But I'll just tell you, welcome to the school board. It's an impossible job because we know what we're going to get in a year. We can budget our money. It's a crapshoot here. what we get is what we get and we do the best we can. But you're right, if

141it comes to a point where they suddenly take money away, it will be people's jobs because that's basically what we have here. So, it's hard, but I appreciate Adrian always giving us the the long shot to look at it. Um, I think through Dr. Clark's leadership and our backing him up, we've been able to hold the line a little bit. I'm I like I just saw what was 114 million San Francisco had to cut because they use part-time funding. We're doing our best not to get ourselves in that situation. And having said all that, I will move to adopt the 202526 proposed budget as presented. Second. So we have a motion by trustee Mason with a second by trustee and uh to adopt the 2526 proposed budget. Is there further discussion? I want to make

142sure. And there were no public comment cards. All right, let's call for the vote. So, uh, the motion is adopted on a three in favor, one no, one no abstension, no absent, and one trustee vacancy. So, um, thank you very much Adrienne and Gustafilo for the presentation and all the hard work that was involved in this and the sites too for providing input. I want to add my thanks to that too because I know you guys are working very hard on this and we do appreciate that because we can't operate as a board unless we have the hard work you guys put in. You just scare me sometimes. Okay. So, um Madame President, um our next item 19.3 and and um I'm disappointed that that we have to bring this um resolution forward. We've really

143worked hard to try to avoid this. But again, in being responsible and legally what we have to do um we have to bring forward a resolution to identify the amount of uh either enhancements or budget reductions. Um, and unfortunately, I mean, Adrian, off the top of your head, I the percentage of our $515 million budget that goes to salary and benefits unrestricted, I believe it's 92%. Yeah. So 92% of our budget is for salaries and and benefits. And so um so will you take this resolution explain what this is, please? Well, basically this this is the the amount needed to meet the 3% reserve in the third year out. Um, we're spreending we're spreading out the net savings over a two-year period. And as I mentioned earlier, this is a total of 8.25 million. But

144I will uh also add that this was in place of not being able to include the two proposals of the TK additional add-on and then the onetime block grant because with those particular proposals we would meet the 3%. So to ensure understanding um as far as we know now in the budget deal those proposals are included but the legislature still has to vote the the um governor still has to sign by the 30th at which point we'll know that it all survived at which point we would not have to do what this would allow. Um, but if it doesn't survive that, which is unlikely because they came to a budget deal and it's all in the media and stuff, but if they if it doesn't survive to the governor's signature, then this allows us to

145have the flexibility to make the reductions we need to do despite just passing the budget. Correct. I move This is long. I move to adopt resolution requiring identification and planned implementation of revenue enhancements and/or budget reductions for the fiscal years 2627 and 2728 and require that a detailed plan be submitted with the 2526 second interim report. I'll second that. So we have a motion by trustee and zi with a second by trustee Mason regarding the um resolution 24/25 number 77 which would identify the amount of revenue enhancements or reductions and that is adopted on a 400 vote. Thank you very much, Dr. Clark. I think we're ready for um the resolution on the education protection account. So, the next item is related to the budget adoption. We're required in a in a public uh meeting

146to identify the the amount that is budgeted for education protection account. And those uh amounts are, I believe, listed on the resolution. Okay. I make a motion to approve resolution 24/25 number 76, education protection account. Second. So we have a motion by um Trustee Mason with a second by Trustee and Zwi regarding resolution 2425 number 76, the EPA account. We're ready for the vote. And that's adopted on a 400 Z vote. Thank you. Thank you. Next, we're just moving right along. We have um Dr. Agiley who is going to um talk about our SULPA um our uh Selpa annual service plan. I am okay. Um this is the plan that we do every single year. Every three years we update the entire um program of delivery for SULPA and then every year we update our

147services which are a reiteration of ED code and then we reiterate how we plan on spending our special education dollars. Um over time more of our work is going towards our contractors just because that's how things are going in the state. But other than that, the documents are in front of you. I'm happy to answer any questions. I move to approve the Mount Diablo Unified SULPA local plan for 2526. I'll second that. There's been a motion by Trustee Enzi with a step by Trustee Mason um on the annual service plan for SULPA. Any questions? Let's go for the vote. And this item is adopted on a 400 vote. Thank you very much, Dr. Keely. Thank you. All right. Another exciting item that we have. No, but it is really important is the is the review

148and potential approval of the 2425 um school site comprehensive school safety plans. And I know that Miss Filios will explain why we're approving 2425 right now. Thank you. We are bringing these a little bit later to the board um because there is a special addition that we must include now in safety plans and that is the instructional continuity plan. So um we must have an instructional continuity plan that addresses how students will have access to learning if there is a natural disaster emergency. um we need the plan to be in place and approved by July 1st. And then going forward, the instructional continuity plan will become part of the regular school um safety plan review, revision, and approval process at the site level. Um which usually happens in January, February. Um so um tonight I'm

149bringing forward the instructional continuity plan for our district. Um, I'll just share we had something similar in the pandemic time, but some differences are that this plan really focuses on um, first some strict timelines for communicating with families and getting plans in place and also the priority is returning to full in-person instruction as soon as it is safe and allowable. Um, so this is a way for us to be able to mitigate the emergency. And I think it's in response to recent wildfires, for example, the Eaton fire and other school districts having to um create plans or put them in place. And so the state is asking that all LEAs have this in place and be ready for such an for such an event. Um, in addition, I'm really proud to also bring forward three

150examples of our school safety plans. All of our sites have completed those. they are available in the linked um redacted plans um and they will all be posted after approval. Um but um I just wanted to highlight for our elementary program um we're highlighting the sunrise safety plan. Um if you read this safety plan, you really have a sense of how special Sunrise is and all of the different ways in which they support um our students with their academic, behavioral, and social emotional needs and all of the different um ways and personnel that they have in place um to address those um needs. Um we are also very proud to bring forward the Pine Hollow Middle School safety plan um which highlights the peer court system that was put in place at that site and

151also um site met their reduction in suspensions uh which was a goal for them and I'm very proud we have principal Andrew Strawbridge here representing Pine Hollow. Thank you for being here. Um we are also bringing forward Mount Diablo High School's plan as a sample. Um I uh in this plan we really see um what I think all three plans and across our sites the plans show that safety is not simply about hardware or emergency drills. Safety is an everyday practice. It's about creating the safe and welcoming environment where students are engaged with their learning and where they feel like they're part of the school. And highlighted in Mount Diablo's plan is the use of the yonder bags to reduce in uh distractions and increase engagement. So, um I just wanted to highlight um the

152good work. And we have Liz Manglesdorf, vice principal from Mount Diablo here representing their school and u principal Vargas sends her regrets. She's sick tonight. So, I'm here representing Sunrise. And um Miss Phillios, I just want to bring to your attention yesterday I was on a um I was on a webinar with CDE about supporting students and um our own Mr. Strawbridgeidge was brought up by the William McGee from the um California the state. Yeah. From the California Department of Education about that uh about that peer court and when they were administrators together and what that what that did to the culture. So glad to hear that highlighted. So I um I do have a question. Um I certainly agree and support the fact that um for this public-f facing review that there are certain

153sections of the plans that are redacted because we want to keep that in information as close to the school as possible. But I was curious why the locations of the AED devices is considered confidential through you don't have to answer it now, but uh I would think that that's something that we would want our community school communities to know unless we're concerned about um them being stolen is the only reason I could justify uh keeping that information confidential. I will find out for you. Okay. Thank you very much. Um, and I want to give a shout out to Sunrise like you did. Um, the they increased attendance from 53% to 83% this last year. And um, of course, Mount Diablo High School decreased uh, the suspensions by 50% and increased attendance by 6% and the

154yonder pouches, like you said, were discussed. I was curious. Um there were two drills where the yonder pouches were unlocked in the emergency and I'm just cons uh was wondering how successful the unlocking of the yonder pouches was if if um because that has been a question by some parents is how quickly and effectively uh are they unlocked. So we make sure that all classrooms have an unlocking and locking device so that um in any emergency all pouches can be unlocked inside the classroom. So I think it was very successful. Uh I stress to the parents and guardians that during the actual emergency the most important thing is that the students are listening to the teachers and the adults in the room. And so once everything is safe, we assure the parents that we will

155always unlock the phone so that the their children can contact them. Um and it was very successful. We had no complaints. Um students were able to do it during both um intruder drills. Okay. Thank you. There was a just for the public awareness, there was a drill in the fall and the spring. March was the spring one uh where the yonder pouches were part of the uh intruder drill and unlocking those. Yes, that was good to see. And then of course, Pine Hollow had a major drop in suspensions like uh Christina mentioned, but they also had 11% increase in special education attendance, which is uh great. Uh we we want to always increase increase attendance and when it happens in special ed with special ed students and their families uh that's high praise indeed for

156the involvement of our students. Other comments besides mine? You could tell I was enthusiastic about this. Yeah, I will. I'm enthusiastic because my granddaughter's school partially burnt down this year and they didn't have a plan. So it was kind of confusing for them for a while. So, I think it's important to address this. So, I move to approve the 2024 2025 school site comprehensive school safety plan and the district instructional continuity plan. Second. So, we have a motion by trustee Mason with a second by Trustee and Zi on the adoption of the uh school site safety plans for 2425 and the new addition I should say too. And that is adopted on a 400 Z vote. Thank you to you and to all of the sites too because it involves not only our school staff

157but also community members and our local law enforcement. I'm waiting for our two uh hardworking folks to get on out. All right. Escape while you can. Thank you. Okay, here's another very exciting item. Um, board, this is a review of potential approval of resolution 24/2572 delegating authority to the superintendent for continuing operations during the summer months in advance of the board meeting on August 13th. So, just so you understand, um, we we still have a a few people to hire terms of administrators and teachers and things like that. So, I will um I will give conditional approval of those. And then we also although you would think that we got every single contract approved tonight and during this extensive list, but there are things that that come up. Um, but anything anything that I approve

158or put my stamp on, we will present to you um in starting on August 13th and we'll roll that out so that you all then can go back and undo if I've made a mistake or support the the um the authority that you've given me and I and I I take this authority extremely serious and obviously we'll work with my team on on doing this and verifying the work. So, thank you. Madame President, I'd like to u offer up the resolution 242572 delegating authority to the superintendent and through August 13th. I'll second that. We have a motion by uh Trustee McDougall with a second by Trustee Mason on the uh resolution delegating authority to the superintendent for the summer operations. Good point. We're going to rewrite some policies. So, that motion is adopted on a

159400 vote. Thank you. All right. Um unfortunately we're we're here but um but you know we again at our last meeting um Vice President K uh resigned her post to take a a new post over with the Walnut Creek Planning Commission and she was sworn in and so therefore we have a um we have a vacancy on the board and um and we have basically possible action to either call for an election or pursue to a provisional appointment. And so with that, I'm going to have um Suzanne Streky Kim um present this item and answer any questions that you might have around the process. Okay, I can do it from here. So, basically, you have two options here. I'm not going to go into all the details, but you can either call for an election

160or you can set up a process for a provisional appointment. the the the key one of the key differences is um establishing a committee, reviewing qualifications, and then ultimately if it's a provisional appointment, you interview candidates here in open session and then the four of you would vote on who would be selected. Um the other option is to call for an election and that costs um somewhere between around $500,000 essentially. So those are your two options. I'm happy to answer any questions you have. Sounds like a long process to do these committees and uh bring the candidates for interviews. That wouldn't happen until the next board meeting, right? Or would we have a special session? So, you have to do it within 60 days. Within 60 days. Within 60 days. And so, per resignation. Correct.

161Yes. Okay. So it's got to be done by the the way the process would work is you would accept um nominate or applications for about a month and then you would have a committee that would consist of one or two of you likely the president the vice president and some district staff that reviews all the applications and then there would be a special meeting where you all would interview the candidates and then appoint and then select one. Hopefully you all could agree on one. Um, in theory this could happen before the next board meeting in August. It has it has to essentially it has to happen. And so we'd have Okay. So it has to conclude by that time because 60 days from Exactly. You have 60 August 11th. Okay. The the other option is

162to call for an election. That would be a special election and that would then occur in November. Correct. So, we would have a board member earlier or we would have to wait until November. I'm too cheap to spend a half a million dollars on elections. All right. I would like to move that we uh I need the right word. Sorry. And it wasn't in there. uh move to pass resolution 24257 um to adopt a process for provisional appointment to fill a board vacancy. I'll second it. Okay. Trustee and Zwee has made a motion to make us work harder and cheaper, right? No. U it's a um it's a very important job that we would be undertaking and trusty Mason has provided the second where we would pursue the process for a provisional appointment and the

163uh under the resolution 2425-73. Is there further discussion? and that's adopted on a 400 vote. Thank you very much board. I think we're going to be busy this summer. All right. Now, um I mean this agenda has just been one exciting one exciting thing after another. But um we are we are really pleased that um you know we have we have so many strong partnerships throughout um you know throughout the county and the state and whatnot. But um we made the we made the tough decision to um to basically give up our lease on KBHS, but I think we've worked out a solution that's going to make everyone happy. And um Miss Allen, are you presenting this item? All right, this item tonight. So uh Dr. Clark. Madame President, a board of trustees, I am

164very, very happy to bring to the board for your approval um the asset purchase agreement between Mount Diablo Unified School District and our educational partners uh the Contraosta County of Education for KBHS. Thank you. And we Oh, we have the county here tonight if you have any questions. Sorry about that. Yes, they are here. Oh, I'm sorry. I didn't see you, Marcus. Yeah, come on up. Introduce yourself. Welcome. Welcome. Yeah, welcome. Uh, thank you. Um, board president Mayo, members of the board, Dr. Clark, my name is Marcus Walton. I'm the director of communications and special projects with the Contraosta County Office of Education. Um, and on behalf of County Superintendent of Schools, Lynn Mackey, we just want to say that we are uh proud and privileged to have the opportunity to continue the work KBHS

165has been doing for more than 50 years. Uh it's has a history of being a training ground for students and we hope that we're able to work with our community partners and education partners uh to return it to its its very uh to its historic past and and continue doing that work. We've already started conversations with uh Diablo Valley College, with uh our CTE department, um the Contraosta Youth Journalism Project, um as well as the folks over at CCTV uh to figure out how we can return KVHS uh to a resource that will allow students to uh be trained for not just terrestrial radio, but for all of the new media that is out there. Great. Thank you for being here. This is great news. Uh I was disappointed when we voted to sell it

166for a buck, but I'm glad you guys took it uh because it can live on here. and and I think I'm a big proponent of the CTE plans and I think this is one area where with some uh help from the public because there's a lot of people out there who like KBHS and they're willing to put in hours and money to uh help make this a reality and I hope that it can continue to the point where we we do include it in our CTE program so that we are giving those opportunities to students to learn um communication trade and I think this is one of those avenues that you have kept alive. Thank you. Well, thank you. It will take an effort from the entire community uh to continue KVHS and continue its

167long history. And uh Madame President, if I may take just a quick moment, um I'd be remiss if I did not remind you all that two your two teachers of the year will be honored on September, Thursday, September the 4th at the Hilton Conquered uh in the annual teacher of the year celebration. Um we are returning to a dinner from the gaylas we've had. Um and we encourage all of you to come out to support uh Dr. David Pentado from Mount Diablo High School and Elizabeth Swanson from Silverwood Elementary School. Tickets are on sale now. So, thank you for that point of of that. It's already on my calendar. Thank you. Thank you. All right. Okay. I'm ready for action. I will make a recommendation that the board of education approve the asset purchase agreement

168between the district and the Contraost County Office of Education and approve and delegate to the superintendent or designate the authority to execute all necessary and related documents to facilitate the sale in accordance with FCC regulations. I'll second that. So, we have a motion by Trustee Mason with a second by Trustee McDougall regarding the sale of KVHS to uh Contraosta County Office of Education. Further questions or comments? Didn't give trust and that's adopted on a 400 vote. So, thank you very much and thank you to our general counsel for all the work in regards to this. You're welcome. Our next item 19.10. I was going to do a cruel joke and say that's it journs the meeting, but I know we got we got a group here that has showed up. I'm not going to even

169joke. You guys have been very patient and very Thank you for waiting. But we have item 19.10, review of interd district transfer process updates. And I'm guessing that we're going to be discussing the the Braftoft split. Um that the Braftoft shirts gave it away for some of you folks. Um but I have um again this is an info only so just we're not taking action on anything but we're going to talk about it and this allows us to talk about it by agenda in it. So I'm going to call up Dr. Gily who oversees not only special education but student services where our um where our um transfers and all that stuff is is housed. So we're going to hear from Dr. Regilly, then we'll do the public comments and then we'll then we'll have

170the discussion. So, and thank you for your patience tonight. I don't think I'm quite as excited as everyone else to share this presentation. All right, but let's go ahead and get started. So, this whole presentation began because we've spent much of the spring um listening to students and their families come and really um share their opinions and their feelings and all of those are valid regarding what ends up happening in this particular case this spring. Um was particular to the people leaving Bankraftoft, transferring in and not getting accepted into the Foothill Northgate feeder pattern. Some of the people were coming about the foothill, some some of them were coming about Northgate, but it's the same pattern. So, I just want to preface this by saying that this is in response to a lot of those

171community comments. We are listening to what people are saying. Um, and I also want to acknowledge that we have created a situation where we've we've created a bottleneck. There's a certain number of seats available in certain feeder patterns and there's a certain number of people that want to get into those feeder patterns and they do not align. So no matter what we do, somebody is going to be not included in the lists. So as a result of that, we went through a lot of work. We watched I spent time watching videos. I spent time going through documents. I spent time talking to parents who were residents of the split who were not residents but um transferring in students, reviewing policies, reviewing ed code. Um there are a couple of changes I do want to make

172in the presentation as we go through it as further um review has um and conversations have happened, but the fact remains that um this is a tough situation that we just need to move forward on and understand. So currently we have um our board policy regarding enrollment priorities and we have these priorities that defines cohort as a group of students metriculating from one school level to another within a school split feeder pattern including various feeder patterns. You'll also see that is cohort priority number five. Below that is cohort priority number six which speaks to a a program. So init this is not the initial um board policy that was created to define cohort. This is the current one however but I included it because it does define a definition of cohort but I really want

173to spend a lot of time on today is the last time the first time that the board adopted cohorts and the reason why is because that was the one where most of the discussion took place and most of the backwards and forwards went around. So that one came into play in 2018 and there were a lot of backwards and forwards on it based on was the original version what was presented and amended. Um there was a lot of discussion about um were all of the priorities needed because of certain ed codes such as the um statemandated transfers. But nevertheless it still talked about cohort being defined as a group of students moving from one level to the other. But this one was more specific. It included schools such as Riverview to Mount Diablo High School,

174Valiba College Park, El Dorado and Conquered, and includes various feeder patterns from elementary school to middle school. It doesn't really mention the split feeder patterns there, but what cohort did is it defined it to a group of students who were in one school moving to the next school. It didn't address how they got there. It just was the ideas that it would keep students in continuous cohorts with their peers. And that was the language that was written. That's the language that was adopted regardless of the conversation backwards and forwards. And again, that superseded academic programs. But at that time there was a lot of discussion about academic programs particularly the two-way dual immersion programs as the original idea was that that would expand into foothill which did not materialize in the intervening seven years. Okay.

175There was um also um a definition of a magnet program which is interesting because again it talks about magnets not having a complete feeder pattern. However, magnet is not mentioned in any of the priorities. So maybe there was a little more words smithing to do on that policy at that time. So what we did um again we looked at that and it was supposed to be a multi-year pilot with metrics brought forward to the board and as you saw we did update the policy since then and there's was encouragement by the board at that time that we would um continue to have discussions about updating what that language meant. Um, right now the the we're talking broadly about the transfer policies, but to narrow it back down again to Bankraftoft, right now we have 667

176students at Bankrooft as of the end of the school year. And 220 of those are current transfer students. And there's a note on there that um transfer students are considered residents of the school. I don't want that to imply that those students have the same residency transfer status as students who reside in that area. And that's a clue to um sort of the intent of where we're heading with this because um the board policy actually states that the students are considered residents through the grades span. So through grade five. It does not grant residency status past that point. The other thing I want to be really clear about though is when you do have a school with a lot of transfer students, there's a tendency to other those students. These are our students. These are

177transfer students. And I want to be really clear that when students transfer into a school, they are residents of that student and that school. And I don't care where their address is, they should be afforded the same rights as any other student living there for the duration of that time that they're considered students at that school. There should be no us and them. So I think that that's important to note there that residency status is in place. At this point in time, you can see I broke it out for how we have our English only transfer students and again transfer students are still residents of the school for that span. two-way dual immersion transfers, Englishonly residents, and two-way dual immersion residents. So, you can see that um across the years um the resident of the

178um bankrooft school um tend to for favor more of the English only. You can see 4923, 4431, etc. And then the um two-way dual immersion transfers um kind of go the other way. More of the transfer students are transferring for the dual immersion program, which is what you would expect, right? That's why they're going to that school. What we can see is this year um this is not a new problem. It's not like this is just a one-year problem. Every year we are in this same problem where we have more kids trying to get into the foothill feeder pattern than we have spaces for. And those blue numbers are the numbers that were approved and the gray numbers the ones that were denied. You can even see even in the year where we didn't actually

179come to a physical school because of the pandemic that was our first year back. We still had transfers transferring to that feeder pattern. And again, it sets people on that path to maintain the cohort. So, I understand that part. Um, it's also really important to note that every one of those students in those gray boxes is a person who for whatever reason wanted to transfer to Foothill. Um, whether that was because they had friends who they had gone to school with for the past several years or whether they had just moved into the community, I don't know. But, um, it's important that those are not just numbers. They're actual people who could have been standing before us. This year so far, we've had um the last count I looked at it, we had six um

180sibling priority. It was initially four, but then two of them were mis um identified, so they were reclassified in the right category. 35 priority transfers um approved um under the cohort and then those are the numbers that we still have waiting to go. 15 on the cohort priority and 41 others. So, um, slim to none that 56 other students are going to be accepted into Foothill. We are still reviewing those numbers on an ongoing basis. As we're receiving our results from the survey that we do send out to our families every year, will you be returning to school? And as they're not coming back, we're making sure that um they are their spaces are being filled. Um what's also compounding this, not for the um Foothill necessarily, but the the um Cocoa Spa closing um

181led to an increase of students um that are also part of that Northgate theater pattern. So that we were not um we had not planned for that back in January because we didn't know they were closing when we did the staffing. So that's also compounding this making it a little more tricky. So right now when we look at the transfers approved into Foothill, what you'll see is that um 37% of them are residents of the Bankraftoft um area. Um 34% of the Bankrooft transfers and 29% of them are coming from other elementary sites, right, that entered the lottery in the same way. So um they also would be in a cohort of beers schools that are going to um foothill from the other elementary schools. Um and the reason why that um at this point

182the policy is including about the same number of the children who live in the bankrooft split and the children who are transfers in is because the way cohort is defined which is a group of students who go into a school and transfer to the next school. So even though when the policy was introduced there was discussion around the people who were residents of the split area that's not the way the policy was written. The actual policy does not differentiate. So that's what we're aiming to do today. Um and again here's the transfers in actual numbers. What I do want to point out um the important number on here is the fact that um we talked earlier about the process by which people could apply for um either under the cohort or under the program model

183and the idea was that people um would transfer to a program at Foothill um and although that program didn't materialize fully there is a Spanish program over um an advanced accelerated Spanish program over at Foothhill. But the number of Braftoft students who left Brooft this year and transferred over to Hullbrook, which is the um continuing option, one of them transferred over for the year. So I'm thinking that probably the program continuity is not as important as the feeder pattern and that's just based on data over the years. So again, um this is the part that I wanted to clarify. Um there were several speakers there. One of the speakers spoke to um the plan containing a lot of errors and how it needed to be cleaned up and those types of things. The next one

184requested that um there was clarification around Monty Gardens and Sequoia. When I transcribed my notes I put in there about Northgate and uh College Park being the feeder patterns. That was a different um comment, but that um speaker did want to speak to um why Monty Gardens and Sequoia was in there. And then the third one was about um talking about the um cohort model because again the two-way dual immersion was not built out yet and was really encouraging the buildout of the two-way dual immersion. That person actually was a resident of the Bankraftoft area um was not not a resident. And then there was just continuous um acknowledgement again of all of these things how it was still needed to be tweaked. So basically the way we've defined cohort is the way it's being

185implemented. it's a group of kids moving from one group to the other. What we are asking is um we have to do something to address the issue on an ongoing basis. Um every year we are in the same position and every year we are um we're asked to clarify the cohort policy. Are we implementing it as it is written or as implementing it as it was intended? So, what we uh we've got some different options and the first one we looked at is we could just do status quo, do nothing. Why would we do that? We've spent a long time here. The next one is going to be the one that's um mildly controversial and that is depending on what type of student you are at Bankrooft, if you're a transfer student or if you're

186a person who is living in the Bankraftoft split. Because what we're asking is that we um there's a board um policy for your consideration for information only, not action because it's an administrative regulation, not a board policy. And what that does is it does very much specify that um the people who live in a residential area of the split would take priority for transfers over the people who are in the cohort but who are transfers into that cohort. The reason um why we're doing that is severalfold. One because that was the original intent of the policy even though it was not written that way. And the other one is that if you are a resident of the split, you don't have a choice if you're in that situation. Whereas if you're in a transfer and

187you know you're going to be in that situation, that could be part of your calculation ultimately down the road. Um the other option would be cons to really can look at those boundaries to determine if we should just undo that split and you just get an automatic yes the bank split students go to Foothill. Um I think it would be a poor time to do that. Um just simply based on the fact that there's about 400 more houses being proposed right now in that area and we don't know what that will look like. Um, I don't think we'd need to wait for 400 houses to be built out, but I would like to start looking at that down the road. And another option to consider is really looking at um that two-way dual emerging program

188and keeping it at Bankrooft. If we know full well that there's a bottleneck every year going to Foothill, um that might be something we could look at doing and we wouldn't do that overnight with one fell swoop. just pick up the whole program and move it to another school. That would be something that would be done through attrition should we decided to move that way. So for example, if we decided in two years to do that or three years then or next year, then the kindergarteners would go to the new school and then the following year the kindergarten and the first grade and it would just phase out so as not to interrupt families. And um for children who already were in bankrooft, they would already get to um apply to remain as transfers to

189bankroft under the second category for priority transfers, which is siblings. So it wouldn't impact siblings either. So those are considerations for further um further steps in order to address the issue. And I'm happy to take questions, comments, um public beatings. I'm sure it's a hot topic. Yes. So, we have three speaker cards. Um, so the first speaker is Kristen Katigar. Say cardigan. Everyone calls me a sweater. Hi, my name is Dr. Kristen Kadagan and I would like to thank the board um for this opportunity to speak regarding the current intra district transfers. I would like to propose that Braftoft Elementary be automatically enrolled into the Foothill and Northgate schools. The current transfer pattern requires a very small core hoot of kids at the Bankfra to apply for an interd district transfer to stay with their

190neighbors and friends in the school district. I have found this to be detrimental to the children and families who are in this small cohort. It is very mentally distressing to be separated from their friends and their residents and their neighbors. Um they're also excluded from their educational opportunities. And more importantly, it's also been extremely unsafe for at risk children like my child. My child has um not one but two potentially life-threatening medical issues. And because she is one of um one of this small cohort of kids that was denied enrollment to um Northgate from Foothill, um they were actually neglected to even initiate her 504 transfer to her new school of YV where she was not enrol or where she's now currently enrolled because she's not allowed to go to Northgate. This is a serious

191violation of 504 and it's a protocol that's supposed to occur every time we transfer. I actually then personally reached out to her new potential school and was ignored by the staff to get a 504 meeting um to occur because of this um current interdist transfer procedure now and it being such a small group of kids that were affected by this current transfer procedure. My child no longer has any friends that are going to a school with her to keep her safe and she now has no faculty that are aware of any of her life-threatening issues. I strongly encourage you guys to um not let this happen to other families for them to feel very insecure and unsafe going to their school and have no friend or faculty support. Thank you very much. Thank you. Next

192speaker is Christy Palutin. Welcome Christie. Good evening, Dr. Clark, board of trustees, and staff. Um, I really, really want to thank you for agendaizing this important item and issue for our parent group and community. Um, my name is Christy Palutian, as you just said, but I'm also speaker number three. And I I have to correct something, Wendy, but it's kind of like the telephone game. Um on speaker number three that you saw up there, I am a member of the uh resident of the split community. Um I did support the cohort uh model back in 2018 when we decided the board voted unanimously to allow the cohort priority to continue on um and be used in the next uh transfer lottery. And then also um then the program was also created there. is it it

193was a placeholder. I suggested because uh speaker number one was clearly stating that the two-way dual immersion and the magnet feeder program and development was not ready and they were asking you to hold off and I did push that forward. So I just wanted to correct that and I did not have children and too late dual immersion because unfortunately they were too old for it. So um and then also speaker number two asked me to make a correction. Um they did not ask um as it is stated here it says request for Sequoia Middle to have a feeder high school for either College Park or Northgate. What the person actually said um was that they just asked that the Sequoia middle part be removed because they felt that it gave the impression of Sequoia middle

194um having a feeder and it was a magnet and magnets currently don't have feeders. Maybe someday they will, but um and what they did and uh board member Derky actually crossed that off when they wrote the board policy. Some of you probably remember and then they just corrected it. So it said Sequoia Elementary and Monty Gardens fed into Sequoia Middle and then that was that. So I just had to make those corrections. Um, and I I think for a while this cohort priority seems to have worked from our side, but I think it's been a lot of work on the staff side and it is creating a bottleneck. Um, and this year it has been made clear to a lot of us um that the cohort priorities no longer working and it's not enough. Um

195families have shared with you um how the policy is failing them and sending students away from the only school community they've ever known back to home schools that feel unfamiliar and disconnected and it sounds like unsafe. Um families are moving away from Mount Diablo School District as a result of this and I know that's not what we want. Um but I do feel this is all making and tonight um is all making a big step in the right direction. So, thank you again. Um, but please don't remain status quo with the way things are. I urge you to continue listening to feedback that you've heard. Um, and also making those two corrections. Um, and also allowing the process to move forward in a meaningful way. The fix is a is possible, I believe, and um,

196staff has already invested a great deal of time and that was imparent um, and thought into identifying solutions, which I really appreciate. And I think staff really needs your support now. So I encourage that. Thank you. And uh the last speaker card that I have on this topic is Sarah Rhodess. Welcome Sarah. My legs are asleep after this long meeting. Um I obviously echo what has been said here tonight. Could you move a little closer to the mic? Thank you. Good evening, Dr. Clark and the board members. And I want to start by thanking you all and Dr. Aguili for addressing this issue tonight. Um I have made previous public comments on this issue. Um this year related to the impacts to my student and the handful of students in the split feeder pattern. Um

197as Dr. Agile's presentation mentioned even at the time of adoption, there was acknowledgement from the board that it was a goal to work towards keeping cohesive K12 cohorts and to continually review the process and improve the process. And as Dr. Clark mentioned earlier tonight in his superintendent report, it really is all about the students and and supporting them. Um, split feeder patterns have impacts on students. um especially one that's as skewed as ours where 80 to 90% are going one way and 10% are not. Um so I would ask that the board uh direct the staff to look at these changes. They've come up with um some options available but don't maintain the status quo because it's not working. Um so please support the staff in reviewing the opportunities they've identified to address the issue

198uh with a near-term effort looking potentially at updating the definitions. And please don't just send 80 to 90% of residents one way and leave separate out our 10%. Please keep us together um as they move forward into that cohesive cohort as was um identified as a board priority going forward. Thank you. Um, the comments made a lot of sense to me. I think we're all on the same page. Thank you. Questions from the board or comments from the board or next steps? I think it's we're like Solomon having to split the baby. No matter what we do, someone's going to feel like we ruined their child's life. And I understand that. You know, my kids had to go from Bay Point to Mount Devil High School where they were like, "We don't hardly know anybody

199over there." And I'm not making excuse. I'm just telling a fact. To this day, my oldest daughter's two very best friends that she stays in touch with, she'd have never known if she stayed in Bay Point and went to Pacifica High School because she met him at Mount Devil High School. So, we will definitely be listening to your input and doing the best we can, but I can guarantee you someone's going to hate us and that's okay. That's our job to do what do our best to try to meet the needs of all our students. So, I appreciate you're being so polite and sitting through all this and we'll just continue to move forward and hope we can find a solution that at least makes most people happy. for the comments. I think um Miss

200Mason um summed it up. Um I do agree that we do need to bring something forward as a staff recommendation for um amending the policy and uh um I look forward to hearing what your priorities would be um in regards to this. We look forward to learning more about the 400 new homes and making um that recommendation after that's determined. Right. Um it was um we always welcome new families to our school district, but um and we always want our enrollment to go up, but to understand how it impacts a particular feeder pattern in one of our schools uh in our areas, it's it can be um what do I want to say? Saddening. It's it's discouraging. Um, we we welcome new families and uh but we also have to consider whether we we have

201enough housing, whether we have enough staff, uh whether we have enough play equipment. Uh all of those factors go into how we determine the boundaries for our school sites and it's important that there is space available for our students. So thank you. Just Dr. G, what will be the next steps? The next steps will we will be to continue monitoring the homes within that area and then also um exploring um does it make sense to relocate that program through attrition to another site um to really reduce that bottleneck on that feeder pattern. And then for um for parents, families that have applied for transfers and maybe they've been denied right now, are we continuing to look at enrollment over the summer in case spots open up and and we can get some kids in? We

202continually look at that. Um we get that updated every few weeks and then we update it with um we we send out a survey to all of our families. So, as those students are notifying us they're dropping, we are um removing those from the system which then opens up space to grant more transfers. Okay. Yes. And in your email, some of these folks here know how to get in touch with you to to give input. I have met with some of these folks already. They knew where my office is. Okay. Good. Good. And and just like I I do I do appreciate this and and I think Dr. Reguly summed it up. We do read the emails. We do listen to the comments. I know we can't respond when the comments come here, but we're

203constantly working on this stuff. And as Trusty Mason said, it's often difficult because no matter what we do, there's not enough room at at at a couple of these schools. And so, someone's going to be upset, either a new resident moving in and there's not room at their school or someone who's part of the cohort. But we will do our best to meet the needs of of as many students and families as as we can. And if we have to revisit some of our policies, we have no problem doing that, right? We are not so stuck in them that that they're etched in stone and they cannot be adjusted. So, um, we will work together on this and and we'll continue looking for input and looking for solutions. And I'd like to thank the community

204members behind me because some of them did share some of the ideas with me about things to look at and um share a lot of the past history with me and we're always very respectful, polite and um solutionsoriented. So, thank you. You're going to call a 504 for you're going to we're going to do a 504 meeting. Did you write that down? That was my number one comment. Okay, good. All right. Thank you. Thank you very much and thank you for um staying for this item on the agenda. I know it was very important to you and we welcome your input. Okay. So, uh we don't need a meeting extension. Um we don't have a carryover item. Um so, future agenda items for the board of education. Nope. Dr. Clark, any closing remarks? Again, I

205just want to thank I want to thank staff who who shows up each and every every week. I want to thank Lindor Ortega for showing up and and and giving input and um want to definitely thank the parents for sticking it out even though they saw this item being the last on the agenda. They were here 15 minutes before the meeting started. So, um thank you all and we'll be we'll be in touch with some of you over the summer, but um have a good have a good break from every other week meetings. And to all of our retirees, um, thank you for your service. Uh, for those folks that are returning, I hope you have a couple of days or several days of a a welldeserved break. Thank you. Good night. Meeting is adjourned.