001I saw one of those commercials. >> Yeah. >> All right. At this time, we will reconvene our November 5th, 2025 Lame Mesa Spring Valley School Board meeting. >> Um, we'll go into our announcements. Please be advised that Well, this is just jumping around on me. Please be advised that this meeting is being recorded. If you are on Zoom and would like to make a public comment, please use the comment form linked on our website by 610. The form is available at lmsvschools.orgboard. That takes us to our pledge of allegiance um which will be led by students from Kasad Oro Elementary School. >> All right, come on up guys. >> Good evening everyone. Please stand. Face the flag. Put your right hand over your heart. Ready, begin. I pledge allegiance to the flag of the United
002States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. You may be seated. >> Great job. >> Good job. >> Thank you. Okay, which takes us to item 3D, the approval of the minutes of the previous meeting. >> I'll move to approve the minutes from the meeting on September 30th and the special meeting on October 21st. >> I'll second. >> Any questions, discussion regarding this? All in favor say I. >> I opposed. Okay, which brings us to the approval of tonight's board agenda. I move to approve uh tonight's uh board agenda. I'll second. >> Any questions or discussion about this agenda? >> All in favor say I. >> I. Opposed. Okay. So, that brings us to communications. We have spotlight on Kasa Deora
003Elementary School. >> Well, I'm super excited to welcome Kasa Deoro Elementary. So many of you are here today and I want to I want to invite principal Carrie Faulk to come up. Um we're first going to play a video that I have not watched yet. So I'm super excited to see and um and then we're going to ask um Principal Folk to speak about the school a little bit and introduce your kids and everyone else. All right. Good morning studio cougars. We are glad that you are here. When family teachers and the community work together, every student can discover who they are and what they can do. Welcome to Kasa Deoro Elementary, home of the Cougars, where cougar pride shines bright. At CDO, cougar pride is more than school spirit. It's about findings, confidence, and
004connection. Catherro is a community school. That means families, teachers, and neighbors work together to help every student succeed. It's a team effort because when our community grows, all our students grow, too. Being a community school means this is a place to learn and it's a hub where students, families, and the community grow together. Every day I see how powerful it is. When the school opens its doors to families and to partners, we bring support, learning, fun, and relationships under one roof. That's what makes our school so strong. >> You can see Cougar pride in the way we treat each other. Like at the Room 21 Science Fair, students from every class came to cheer on their friends with special needs. Everyone was included, everyone had fun, and everyone felt proud. >> Cougar Pride is also
005about families feeling a part of our school. During our fall into readon event, parents, grandparents, and little brothers and sisters filled the lawns. We read together, shared stories, and filled this place with smiles and laughter. Our cougar pride brings life and energy to our school. That makes us feel excited to learn and proud to belong. When you feel loved, when you feel like you belong somewhere, you you want to do your best. And I feel like every day when these kids come to school, they feel loved, they feel welcome, and they feel seen. Not only the kids, but families. I feel like we're really building a strong community here where everybody feels that they belong. >> I love our kids, our families, and the community. My goal is to make every student feel confident and
006to let them know that being a cougar means that you matter. >> At Cassid Deoro, being a cougar means helping others, believing ourselves, and celebrating every success, big or small. Cougar Pride is the heart of Casadoro. A place where families, teachers, and the community work together so every student shines. Because we all know that this is a place where we all belong. >> Good evening everyone. My name is Carrie Faulk and I'm a proud I'm proud to serve as a principal at Casa Deoro Elementary School. Thank you leadership for leading the pledge of allegiance. Kasa Deoro is truly a unique and special gem of a school. I want to first take a moment and celebrate our school by recognizing all of our community members that were here that are here this evening. These individuals make
007CDO what CDIO is today. Just as I shared a gem. Can our CDO tribe, students, staff, community members, and parents that came here tonight please stand so we can celebrate you. >> Thank you. You may be seated. It kind of made a reverse because I was going to say this is CIO now. Everybody give him a round of applause. [laughter] Just a little adjustment. I love it. I love it. Um, thank you for being here tonight. You deserve to be recognized. You may be you may be stated. Sorry. Um I also want to shout out to those that were unable to attend tonight, but they are watching. We know that you are here. I know that you and we want to recognize you, too. So, those of you Cougars that are watching via Zoom, I
008don't know, Matt Shy where that is, but >> we're a round of applause for you. >> Tonight is about being celebrated, and there is a lot to celebrate. I also want to thank Ron and Karen Cook for really capturing the heart of CDO. Casa Deoro is truly a place where everyone belongs and that was seen in the spotlight video. Everyone supports each other, is ready to step up, help at any moment in time, encouraging problem solvers and inclusive. CDO is a true family. Sorry, went a little long. At this time, I would like to ask our leadership team, Elizabeth, Aubrey, and Kimberly, and Francis to please join me as they share the amazing happenings here at Studio. >> Right. >> Hi, my name is Elizabeth and I am treasurer of our CDO leadership club. Every
009staff member at CDO has a different way to teach and show how they appreciate every single person. We feel know that we belong because of how this entire community makes people feel welcomed every single day together. It makes CDO an amazing school. Hi, my name is Kimberly and I'm vice president of leadership at CDO. All our staff members are kind and helpful to all our students. They help us when we are stuck. They make us feel they make us feel proud to be here. Every staff member makes sure to keep their eyes on us and makes us feel safe. I am proud to be a Cougar. Hi, and thank you for having us here to share our special school with you. My name is Francis and I'm the secretary of the leadership club. Our school
010mascot, Carlos the Cougar, says it all. We are tiny but mighty. Our school is strong in the way we treat each other and our ability to make good choices. Our school staff encourage this wonderful environment made to thrive. Hello everyone. My name is Aubrey and I'm the president of leadership. One thing I love about CDO is that all the teachers and staff always try their best and work their hardest. They put their heart and soul in everything they do and our students are very appreciative. For example, one time there was a cafeteria worker that was bringing milk to our school. He tripped and all the milk fell. Immediately after students came racing to help. This just goes to show that how our school is full of unity where everyone belongs. We are proud to be
011Cougars and we are proud to be at CDL. On behalf of CDO, we would really like to thank you for spotlighting our school. Before we end, we really wanted to include you in our cougar pride and teach you our cougar chant. Every Friday, our cougars come together in the amphitheater. And we start off the day with this chant. We really want you to feel all the energy we have at CDO. So, I will share how this works. First, Mrs. Faulk and the leadership team will start us off by saying, "What do we want? Then we will we will say cougar pride. Yeah. >> And then Mrs. Faul and the leadership will say when do we want it? And then we'll all say now. We will do this three times. And our community, our cougar community
012and the crowd is there to help us out. So please join us. Ready, Miss F? >> I'm ready. You know I'm ready. Where do we go? On the count of three. One, two, three. What are we Now that is cougar pride. We hoped you felt a piece of ma of the magic we have every day. Thank you for joining us. Sorry you left me. I had one more thing to say, but that's okay. >> All right, that was so awesome. Cougar leadership team, you are right. That is Cougar Pride. Thank you again for spotlighting CDO, our tiny but mighty gem of a school and the opportunity to celebrate all the greatness that's in this room today. Thank you. All right. Hey, can we uh ask everyone well I think our leadership team and principal fall
013come forward so we can get a picture with all of you and we have some uh little swag for the kiddos. Hold it down. Thanks for so many of you coming out tonight. That's so cool to represent CDO. It's awesome. Love it. So, what we like to do at this time is we will do a little pause if you guys want to spend your night doing something other than sitting in a board meeting. >> And so, that will give you a chance to kind of go out and then we'll continue the meeting or you can sit and we have some reports tonight. >> Exciting stuff. >> Facilities master plan. >> Yeah. >> Summitative assessment data. Come on. >> [laughter] >> And they brought out the whole place. Yeah. shifting. >> Okay, we can move on
014to item 4B. Other staff communication and information. I show nothing listed. >> Yeah, nothing tonight. >> Okay. Um item 4 C, report of action taken in close session. >> Right. In close session, uh the board unanimously approved student expulsion files 252603 and 252606. >> Okay. Um next we have public comment. During this time, individual comments are limited to three minutes per person. Please refer to the timer displayed on the screen. White um while board members are not permitted to engage in dialogue or respond to questions during public comment. Please know that we value and appreciate your input. Questions or comments requiring a response will be referred to the appropriate staff member for followup after the board meeting. If you would like a response, please be sure to provide your contact information on the comment form.
015Do we have any public comment cards? No. Um, and any online? >> There are no online comments. >> Okay, that brings us to our public hearing. And I do have a card for the public hearing. I have Arthur Congo. >> Hello. Um, would it be possible for me to speak after the school has presented the >> I think >> is that possible? Okay. Yeah. I just don't want to like reiterate and take away their thunder. So, >> thank you. >> All right. And then, um, tonight we have, uh, the public hearing is actually for a, um, charter petition that we received for College Prep Middle School. And I swear that it is a just a um a coincidence that CDIO happened to also be presenting tonight cuz College Prep is just across the street from
016Casoro Elementary. So I'm going to invite uh Mitch Miller and Christina Callaway um the co-directors at College Prep to please come up. And I know that you guys brought some slides to share about the school for us. >> Thank you so much. And yeah, go Cougars. Yeah, but we don't have a vision. So, >> yeah. >> Darn it. Well, thank you so much, uh, Superintendent Feliciano, staff, and members of the board for giving us this opportunity to talk to you about one of our favorite places on the planet, College Prep Middle School. Um, we've presented our our charter uh renewal petition, a little bit of a light read, shall we say, for your consideration. And again, we thank you so much for uh your time this evening >> and because Oh, this clicker. Okay, >>
017that's helpful. Okay. Yeah. [laughter] >> Um because you have a lot of the uh data, we're going to talk more about what school is and who we are, just to kind of give you a kind of overview. >> So, what we're hoping our short presentation uh reveals today is a little bit of background about us, about our our charter school, also our history of strong academic achievement, our school culture, what our program is all about. And in doing so, we're hoping that we're able to hit those salient points that are critical to um the charter renewal criteria. There we are. We were so young. [laughter] Um my name is Christina Callaway. Um I did the calendar math and I this year will be 30 years in education. I started out as an instructional aid as
018many teachers do. I became a teacher. Um I taught biology at the high school level. I became a a high school biology or high school guidance counselor. Um after that uh got tapped to do some administrative stuff and became a vice principal and a principal and then went on to uh write and found and open college prep middle school. >> And I am Mitch Miller. Uh I came a different route. I came through more uh children's mental health services. I am a school psychologist. Um, I'm the school uh uh the director of school operations as well as the school psychologist that oversees the program as well as the website administrator uh uh uh student pickup, parking lot attendance, ballet, all that good stuff. And I >> I don't know math, but probably 20 some odd
019years in education. >> And there. >> So that's our beautiful building. Uh we uh moved in in 2019 uh as we were moving in very excited had uh new students, new staff, new building. 2019 this is going to be the year of college prep. >> You may have heard of a thing called the pandemic in 2020. So shut our doors uh went to distance learning and then went through that and then got back. Uh we kind of joke around that that's why the school still has that new school smell because we are the Um, so, uh, we are currently, uh, approved through the state board of education. Uh, we kind of joke around that we currently have, uh, the superintendent, uh, Tony Thurman, overseeing our school. Uh, that was March of 2018. Uh, we have
020400 students, 100 students per grade, serving grades 5 through eight, and we're directly funded. Uh, like most public charter schools, we're open to the public. We serve families throughout San Diego County. Um, as I mentioned, publicly funded, no tuition. Uh, we comply with all state and federal uh, education mandates. We participate in state testing and employee credential teachers. Amazing teachers. This one I'm calling the disclosure statement. [laughter] CPMS has been designated, just for the the board to know, as a high performing charter school, not by us, but by the the California Department of Education. And of course there's special considerations in ed code for schools that um are considered and designated as high performing charters. So as part of that uh compliance or those criterias for renewal, we put up a couple slides there that
021show our dashboard data. So you can see this is for our 2024 performance indicators. Those are our colors. Our ELPI rate because we had um a smaller uh cohort than 30 students. um it it's taken out of the the dashboard. However, I have a few slides that speak to um the achievement of those students a little further in the presentation. Um this also shows us our local indicators on the on the dashboard. This is a little table that shows our demographics. We uh did some comparison with other schools in the community as well as schools that are within a five mile radius of college prep that are similar in size or similar in demographics so that you could see um some comparison of demographics. We um also have broken it out by what are our
022significant subgroups for college prep. That's our EL students, our English learners, our English learners which are considered for dis or distance from standard which are students that have been recently ARFEP. They're continuing to be monitored. also our socioeconomically disadvantaged students and our Hispanic Latino group. >> Um so a little bit about our academic program. We follow traditional school calendar. Um our grades six through eight have a 50-minute bell schedule. Our grade five has a little bit longer just to allow for more practice and uh more review. We follow a quarter system. We do have an afterchool tutorial four days a week. Uh that's for students to have an opportunity to work directly with their classroom teachers just on homework or catchup work. Uh some additional supports as needed and then we have after school activities.
023Um we do have a very academically demanding program with a strong literacy base. Uh we have a positive collegebound focus. Uh we have even our fifth grade students talking about their GPA and uh what that means. Um we have small class size. Uh that is a priority for us. 25 students per class. Especially at the middle school level, we really feel as though it's important for our teachers to know all of our students and their families and very helpful for our students to know that their teachers know their families. So it really allows for that good partnership uh and again allows our students or our teachers to really know their students uh both areas of strength and areas of need differentiate instruction uh data driven decision-making and we do have two to one Chromebooks um
024part of the outcome uh of the uh pandemic we saw the difficulties that students had bringing their Chromebook from home to school. Sometimes it would not be charged or they would forget it. Uh so we actually got a grant allowing our students to have a Chromebook at home that they keep at home and then one at school. Uh we offer the full complement of core subject matter uh following the state standards. Again, we focus on foundational skills. We really focus on building those skills so by the time those students get to high school, they're ready to rock and roll. Uh we do provide enrichment for those students that are able to and ready to move on as well as supports for those students that may be having struggle struggling in certain areas. Uh we also
025offer uh grade level uh electives. We follow rotation giving our students kind of a taste of each elective in each grade level. So by the time they get to high school, they kind of know what they're really interested in uh pursuing. Um we prepare our students for high high school level coursework um study skills and organizational skills. Uh that's probably as important as the academics to be honest with you. Um we are students coming back from high school and now college uh talking about how important the building those skills were. Uh we talked to students and they're like Mr. Mitch you know we were this is a high school student Mr. you wouldn't believe that, you know, some students didn't know that there was a test going on and they didn't even have a planner,
026you know. So, again, those are the things that um we really find are tr truly important to help our students be successful in high school and beyond. And then we articulate with the local high schools as well >> and we measure everything. So, um measurement and data, that's that's kind of our our our big thing. um not just the CASP assessment, of course, the the yearly um state testing, but also um as Mitch mentioned, we're on the quarter system. So, every four weeks we have a progress report, every nine weeks we have a quarterly report card. Our parents are kept up to date um with our parent portals, and our students are kept up to date. As Mitch mentioned, we have kiddos that run up and tell us about their GPA and excited about their
027grades. Um those get updated as soon as a teacher puts a grade in a grade book. So, a lot of parent communication and we like to keep it where there's no surprises. Um we do um we utilize I Ready as our primary um language arts and math uh curriculum and we utilize their um instructional platform as well. Um we start each year with a beginning of the year diagnostic. We do our mid-year diagnostic which is the one I really enjoy seeing because that really informs us how we're doing, how our kids are responding to our program and any um changes we need to make in the program. Again, this stuff really just informs our program and helps us to see those areas where kiddos might be struggling. maybe we need to create some intervention pieces
028um and put it in the day to help our students to be successful. Um ongoing monitoring um again interventions and then um we do two sets of parent teacher conferences where we meet with every family twice a year to uh discuss how they're how they're doing and how they're progressing. We have a history of strong academic achievement. This is as evidenced by our CASP assessments. This is 2024 and uh just this past June 2025. Um, you can see we're super proud. I can't even begin to articulate how proud we are of the hard work of our students, our families, and our staff. It's It truly is. When we all work together, we can't be beat. And so, um, we're really excited and proud proud to share this this information with you. Going back to that
029criteria, we're looking at the dashboard again and those academic indicators. Um this is uh outlining the distance distance from standard um uh achievement of our students and it's in comparison those parentheses the data in the parenthesis are in comparison to the state averages. So if you were to look at our significant subgroups again, the ELE, the soio economically disadvantaged and our Hispanic uh students, you can see if you look at say 2023 in ELA, our EL students scored on average 35.9 points uh from standard. So that's just the where the cut cut mark is for standard meeting standard. That's 103.6 points above what the state average um DFS uh was at that year. And then again in 2023, you'll see there's our ELPI. This is our language learners proficiency and their progress. Um 64.7 points
030above um distance from standard and 16 points above the state. Here's another look at our dashboard looking at those community schools that are near us as our comparisons. And you can see um it's broken into all of our students and then again our our significant subgroups. And then this is that ELPI or English language progress indicators. These are the percentage of students that scored either at where they were the year before on their ELPAC or have increased their score. >> So we're going to humble brag just for a second. Um so uh because of these scores which again we're so >> proud of and they really represent all the hard work uh we uh were uh nominated and recognized as the California State National Schools to watch in 2023. And then just recently on US
031News and Report we were ranked number seven best charter middle school in California uh and then number 64 out of all middle schools in the state. So again, this just represents all that amazing hard work by our uh school community. And then last but certainly not least, uh just two weeks ago, um we were uh awarded the California Blue Ribbon uh school. Um this was an outcome of being nominated as a national blue school ribbon blue ribbon school. Who said that 10 times fast? [laughter] Sorry. I have a list. Um so uh national blue ribbon school nominee. Um and unfortunately that was uh disbanded. So um Tony Thurman uh was able to uh recognize those schools and again award us as the California Blue Ribbon School. So um because of our students come from all
032over San Diego um we really uh focus on the school being all of our school uh kind of like what Kiora was talking about really where everybody belongs. So um not Cougar Pride but we do have Tiger Pride. Um, we also have a uh dress code. Our students wear uniforms and that's really to kind of level the playing field. That way, not everybody's like kind of checking out what everybody's wearing. It's more uh about focusing on learning. And that's really what we wanted them to do. Um, we have a dress down day every quarter. It's a minimum day. And there's a reason it's a minimum day because when they're kind of dressed in their their regular kind of uh clothes, uh, they seem kind of more laid-back whereas when they're in their uniforms, they they
033seem more ready to work. Um we also uh understand that middle school is a time of learning both academically as well as social emotionally. So we really focus on building good character and helping them to be good citizens and guiding them through middle school experience. Uh and then also uh we have a real close homeschool partnership. To be honest with you that is the key. That is why we have all those amazing scores and all those awards because of the close relationships that we have with our families working together to support our student success. We also collaborate with a lot of community agencies uh to support our families who have needs beyond what's going on in school. So uh we have positive behavior supports obviously that uh we understand that when you reinforce positive behavior
034it begets more behav positive behavior. Uh we have expectations of students being prepared, respectful, engaged and professional. Um we also have a tiger's den which is kind of like a home room uh where we focus on character and skill building. Um, we have two full-time school counselors who do an incredible job again supporting not only our students but also our families. Uh, we have a great student government association. Uh, just as cute as as these kids were. They were amazing. Um, and then parent teacher student association that really helps support our school and enhance our programs. >> And under that banner of school culture, of course, is our chronic absenteeism rates. Um we've have those listed for the years 22, 23, and 24. You can see um that we've had low rates. Um we attribute
035that to uh the proactiveness of our our counseling staff, our teaching staff, everybody working together to see what we need to do to support our families and and help them out with early outreach. We've done even things as much as finding good car pools situations, uh things that we can help to to get kiddos to school um and with us each day. And also under that banner of culture of course is our suspension rate and our discipline. You can see those are listed for 22, 23 and 24 from the dashboard. Um again proactivity. Um we walk around, we say we have our radar up, our teachers, our staff, everybody's kind of listening and if we hear something that just doesn't sound very friendly or or something that's conducive to to a good time, we we
036tend to sweat the small stuff. We try to intervene, see what's going on, see what we can do to again set our students up for success, and uh prevent it from going to a place where we're talking about referrals or suspensions. >> And we're from we're both from back east where they have a motto of if you see something, say something, and we really instill that in our staff, students, and families. >> Um, speaking about our finances, now switching gears a little bit. Um, college prep and the details are all all in this this thing. So, with our short time tonight, um we just wanted to kind of hit the highlights. Um CPMS has enjoyed a positive fund balance each year. We have a clean audit history. Um stable enrollment. Um we've been full at
037full enrollment for many years now, including um having a weight list um at each grade level. Our retention rates are typically about 97 98%. Um every now and then we'll have student um leave us. And so it's kind of a rare thing that happens. So, we're really excited when we get them in as fifth graders. We tend to see them walking across the uh the grass at their promotion ceremony in eighth grade. So, we get to really um bond with those families, bond with those kiddos, and really watch and see their growth and uh enjoy their progress. Um we that beautiful facility that we showed you um during the pandemic, we took on a little project of getting some bond financing. Basically, in uh kind of plain English, we took a situation where we had
038a very adjustable rate mortgage on our facility and we're able to turn it into more of a fixed rate uh situation for us. Um and that's been just such a blessing. Uh we have an amount of a lease amount that we can count on for the next 30 some odd years, which I hope I'm not worried about that 30 years from now. So, that's enough about that. Um we've made some smart facility improvements even though we've only been in a while. Um we've taken advantage um we have you know on their grant funding we've taken advantage of things like the the solar rebate. Um we just put solar on a couple years ago. We were able to take advantage of that rebate. Um we took a $10,000 utility bill every month and turned it into
039more like three. And so again that's enables us to focus on the things that are super important to us and that's people in program. Um we also replaced our turf. um we had a grass field that was costing us and water and maintenance and just a mess and so we're able to uh um save on those things. So we're always looking for ways to make sure that our focus that people in program thing is always first and foremost in our mind. We have a wonderful board. Um they come to us with a diverse [clears throat] experience uh in business, finance, uh school, um education, leadership. Um they're just as missiondriven, um as you know, they they know what college prep's about and they really live that mission. Um we're very student focused. If it's something
040that we know is good for our students, then we're really all behi about it and our our board is very much behind that. We have clear policies of course for oversight and transparency. We're very compliance-minded. Um, as Mitch mentioned, we're a state board approved charter and we um we are are looked at and scrutinized quite closely with regard to compliance and so um very compliance-minded. Um they believe in continuous professional development themselves, all of us um investing on our educations to make sure that we're doing the best things the the best job that we can to support um the the goals and the program of college prep. >> Um as Chris mentioned, uh we have a strong community need. Uh we feel blessed and honored to have a wait list in each grade level. Um
041we've gone to a lottery for the past few years. Uh we continue to have students apply. Uh and again just really shows that there's a want and a need for um our program. Uh we're aligned with state and local education priorities such as closing achievement gaps as you saw in our test scores and uh other data, expanding college and career readiness, promoting strong high school ready freshmen. Uh and we continue to have students uh excel and achieve after they leave us when they go to high school and beyond. As I mentioned, we have students coming back from high school and now college. Uh not only telling us all the amazing things they're doing, but wanting to give back. We uh work with our students to give uh provide community service hours. Um we had a
042student who was working on their Eagle Scout uh uh project came to us and uh was able to get a brand new flag pole and flags installed. Uh it was just a beautiful thing. Um just today um I was out in the community and saw two of our former students who actually are working uh with the 6 to6 program uh with La Mesa Spring Valley. And again, just wonderful to see that they continue to be successful after uh college prep. >> And we love hearing the kids that have just left us that they've just promoted last year and they go into the high school and they come back and they tell us high school is so easy. And I go our evil plan is working. It's wonderful. and uh that they're so successful and they're
043doing well because as we know when if they can get through that freshman year successfully, it's likely that they're going to stay the course and do really well in high school. And that's that's what we want. >> Yeah. And to have a high school student come back and say thank you and not want to borrow the car keys, it's a real positive thing. >> Yeah. >> So again, we want to thank you so much uh for your time and your consideration of our charter. Um and and just we're very grateful. Thank you. >> Thank you. Thank you. Do you want to add your comment? >> Uh good evening everybody. Um my name is Arthur Congo. I'm the senior director for uh CCSA, the California Charter Schools Association. I am responsible for local advocacy here in
044San Diego County. Um I saw my letter that I sent you all is including the board materials. So you have those comments. Um, but I just wanted to provide just um some I guess additional context as to why College Prep Middle is here before you all. As you saw in their presentation, they talked about that they're currently authorized by the state board of education. Um, back in 2019, the state legislature signed Assembly Bill 1505, which kind of restructured the charter authorizing process, removed the state board of education from being a authorizing authority and really only acting as sort of like a Supreme Court for a narrow exception of pathway for um being able to be renewed on appeal. um up to that point or I guess up to this point uh College Prep Middle has
045been able to operate as a school authorized by them. But one of the things that was carved into 1505 was this um I guess idea of local control and returning local control of uh charter authorization uh to local districts. So that's why uh College Prep Middle is here before you all uh for renewal. um as they talked about, they are a hightra school and there are very very narrow denial exceptions um that are carved out into that law um to you know deny the school. If they were denied they would then go directly back up to the state on an appeal where the appeal would be a denovo review standard which is a fresh set of eyes um and then if they were approved at the state uh they would then choose to where they
046would want to be remanded to which would be either to the county or back to you all. Um, so just context for you all and I guess some history on 1505. Um, and anything else that you know I can help with. Um, I'm here as a resource. Uh, our schools uh, like College Prep Middle, they have an access to a full suite of resources through CCSA um, to help provide um, you know, best practices, accountability, um, as they prepare for their charter renewal. Uh, schools typically start about a year and a half out. Um, and that's when we had our first conversation with College Prep Middle with the with the Chris and Mitch. So, um, they're they're very well prepared and you know, their school is doing great. So, um, I think they meet the
047legal standard to to receive a renewal. Um, so those are my comments. Thank you. >> Thank you. [clears throat] >> Okay, which takes us into our reports. 5A is our report on facilities master plan um, update and school bond feasibility survey. All right. Um, so I'm there's going to be a a multitude of people coming up to speak on different sections of this presentation, but I'll have Dan Young come up first and he'll kick us off giving us a quick update on the facilities master plan. >> Thank you, Tina. So, as Tina mentioned, we'll do a quick update on the facilities master plan. We'll talk a little bit about what a facility's master plan is, uh where we are in the process of our facilities condition assessment as well as the master plan process itself.
048Uh and then some of the emerging priorities that we're starting to see out of the process that um we have ongoing. And then um >> can you bring the mic down a little bit just because I know it's probably not picking you up online. >> Sorry. Is that a little better? >> Yep. Way better. >> Perfect. Uh and after that then I will turn it over to um Fieldman for an update on a bond overview as well as bond fil uh feasibility study or survey uh that will be provided by team civics and true north research. So initially I know some of you have been through the master plan process but just as a quick update as to what a master plan is uh I like to use a lot of automotive uh analogies and
049so really a master plan is our roadmap and so we know what our destination is. Uh from a facility standpoint it's providing facilities that support our purpose statement that's behind you there on the wall. Um, in order to get to our destination, we first have to start with understanding where we are. And that's a condition assessment. And we'll talk a little bit more about that in the next slides. And I like to distinguish the difference between a facility's condition assessment and a facility's needs assessment. Um whereas the condition assessment is really a snapshot in time perspective of where our physical uh structures or what what our existing what is the existing condition of our physical structures today as opposed to a needs assessment that helps our facilities align with our educational goals. Um so really
050our master plan is a comprehensive view of where we are with our facilities, where we'd like to go with our facilities, um our projected enrollments, making sure that we have our needs um aligned in terms of u what might happen with enrollment in the future and then also as Adam will talk about a little bit here in the f in a few minutes u what the funding strategy what the um bond strategy might be in order to fund those capital projects that we do as part of a master So in April uh we started the facilities condition assessment um process and I'm going to ask you to direct your attention to the blue column in the middle first. Uh we did on-site evaluations as part of the scope of this and I need to um
051give a big thanks to the maintenance and operations department who helped us um conduct these surveys. They met at each and every one of our sites uh with the evaluators and they were able to bring just a wealth of knowledge um from you know years of historical um data from what they know about our facilities that we were then able to capture into our facilities condition assessment. And we're able to collect all of that information and bring it into a online database that we have tools uh that allow us to um manage our assets but also manage the the budget of the projects based on the facilities conditions that we've u been able to document. And so this process really gives us uh databased uh information that we can make decisions moving forward about which
052projects we should do, which projects will be most impactful in order to reach our goals of our overall facilities master plan. So jumping back to the the first column in green, uh we evaluated 23 sites uh that included all buildings, interiors, exteriors, major building systems, so HVAC, carpet, paint, windows, doors, you name it. if it's part of our building. We evaluated it. Uh all told, it's a little over 1.1 million square feet of space and about 300 acres of land. So to kind of give you some perspective on that, if you think about the San Diego skyline, um One America Plaza is the tallest building in downtown. Uh our square footage is equal to about two of those. Uh and it's also equal to our our uh land area is equal to about three of
053the San Diego Zoo spread out across our 25 uh square miles of school district. Um the main takeaway that we've uh seen or the main impact that we see to our facilities based on the facilities condition assessment is simply age. Uh our schools the median age of our schools is 67 years right now. U 16 of our 21 schools were built before 1965. and four of our campuses have been serving students students for 75 years now. Uh so as I had mentioned before distinguishing facilities condition assessment from uh needs assessment uh when we work with Rena Clark architect who the district brought on in June of this year to do our facilities master planning process uh we started on the needs analysis as opposed to the facilities condition assessment whereby we uh met with all
05421 principles as well as multiple directors of different departments across the district. And just to give you an idea of what we do in these meetings with the principles, I usually start them off telling the principal something along the lines of dream big, but understand that we have limited resources. And so at the end of this process, we're going to ask you to give you give us your top priorities for the master plan. Uh because we all understand we have more need than we have resources. Uh and so what we do in these meetings and they're very enlightening. Uh we start off with a um aerial campus view of the um aerial map of the campus and we work our way from the outside in and we look at everything from student drop off bus
055turnarounds um perimeter security which we did a lot of as part of measure V uh all the way into the campus playgrounds, the um outdoor play areas, the field spaces. And then we shift gears and we go to the campus uh maps and we look at all of the uh learning environments, the uh common areas, the core facilities of the campus, the multi-purpose rooms, offices, and things of that nature until we understand how each one of those spaces is used, what's working and what's not from the principal's perspective and from the site's perspective. uh so that we can capture all of that data and put that into our needs analysis and align that inventory of space with the master plan and the needs of the master plan. Uh simultaneous while we're doing those things we're
056also collecting historical data from all of our projects whether it's internal data from the district that we have or we're reaching out to the division of state architect to collect um plans that they have regarding our facilities. Uh we I mentioned we are developing the space inventory. We're also looking at a historical um enrollment of our campuses. And then the next steps from there, we'll take the facilities condition assessment as well as these needs assessments. Uh we'll integrate the demographic studies that will u give us future enrollments of our campuses. Uh as well as we'll start to put some cost estimating to u the facilities condition assessment as well as the projects that get identified as part of the needs assessment. uh and we'll create a draft plan and review um with the idea that
057around the midspring we should have a draft comprehensive master plan. Um with that I was asked to be brief so we were going to jump [laughter] I'm going to jump quickly to some of our emerging priorities and these are things that we've learned as we've gone through the facilities condition assessment and the master planning process. So again looking at the age being one of the biggest factors u that's impacting our facilities. You can see here that the average age of an air conditioner in this district is a little over 20 years old. That's just beyond its useful life. Uh majority of our roofs are um beyond their expected useful life. As with our electrical systems very much the same thing. Uh nearly 60% of all electrical systems are beyond their uh use expected useful life.
058So I want to pause here for a second because there's a couple of takeaways there. There is uh an alarming number there saying that we have aging facilities. However, there is also a silver lining that I think is important to point out and that is with the age of our facilities and the age of these conditions or the conditions of the uh some of these equipment, the fact that we're not experiencing overwhelming failures across the district at this point in time is a testament. Yes. Thank you. Knockwood [laughter] is a testament to our maint maintenance and operations team who is out there every day maintaining, fixing, repairing these older systems. Uh they're getting harder and harder to maintain. I kind of look at it if you buy the most I like my automotive analogies. If
059you buy the most reliable car on the market and you don't change the oil and rotate the tires and take care of the car, it's not going to last as long as you expected it to. If you do those things, you may get a little bit of extra life out of it, but eventually even the best car on the market is going to wear out. And so that's kind of the the indication here is that we definitely have some aging facilities. Uh the silver lining is though that um our maintenance team and and our operations folks are taking care of the assets that we have in our district. Um so with that said, it's not surprising that from the focus groups, the principles and the directors, one of the things that we're hearing is we
060need to rebuild our core infrastructure. Um that's one of the major recurring themes that we heard over and over as we talk to the different directors and um principles in the focus groups. Um other things that we hear, themes that we hear across, there's always um some unique things that are sight specific, but right now we're looking at some of the themes that we see and that's uh multi-purpose rooms need to be updated or modernized. Many of them do not currently have air conditioning. Um we're looking at outdoor learning spaces and additional shade across our outdoor um play areas and then also inclusive early childhood and special education spaces. So again, these are just some of the preliminary emerging priorities that we're seeing as we go through the process. These will continue to be updated
061uh as we finalize the master plan. U but just kind of an update as to where we are with this process at the moment. Before I turn it over to the other team, I just wanted to make sure or see if there are any questions. >> Yeah, I mean obviously you have your um couple pages back your plan. uh the the end goal being in April having a master master plan. Uh I think I think none of this is surprising. I think my few years on the board and I've talked to a lot of principles and also walking through campus as you can see kind of the challenges pretty clearly. I know that the last bond really we talked about a lot of the infrastructure stuff that needed to be fixed and the future bond
062would hopefully be more kind of internal spaces, but it's also appears that infrastructure issues are still [clears throat] going to be the focus. Uh which obviously if if your roof's going to fall apart in the next handful of years that that's a priority. So um obviously it'll be interesting to see once we get the pricing analysis of these aging infrastructure and in the kind of the what's and just to clarify with this focus group takeaways the dream big uh limited resources what's the priority that's that's kind of the summary of what is the result of it. Yeah, I wouldn't necessarily say that I said unlimited resources, but >> unlimited limited resources. Sure. >> I know. I know it's we all know it's unlimited. [laughter] It's not unlimited. It's limited. So, is that the is that
063kind of the key priority takeaways with that that that caveat you gave the principles? >> Yeah, this is these are the themes that we're starting to see even from the principles, even with the the dream big. Um they understand and they I have to, you know, just thank all the principles for taking time out of their I know they're all busy and we come in and and start asking them several questions about their facilities and um kind of ask them to take a look at something that they're not necessarily into on the day-to-day basis. So, for them to come in um to these meetings and be prepared to to talk about what their priorities on their are on their campus. Um when I say, you know, dream big, we want to hear the big ideas
064um because it makes sense to include them into a master plan. But the bigger um priority is to make sure that we hear their their top priorities. >> Um because we know with the limited resources that we're probably only going to be able to get to their highest priorities in this in this online database, this cloud-based is is there going to be like criterias of like criticality, you know, this this steering committee, are there going to be ratings that are going to be used kind of prioritize or dep prioritize built into the cloud-based system? The nice thing about the cloud by system is we have control over how we want to prioritize things. So if we can look at a system and say yeah this is critical in nature in it increases its priority within
065our analysis. Uh if it's something that's aging or if it's based on price there will be cost associated with all of the things that are in this database. Uh if we want to break it down by system, by priority, by the critical nature of um the functionality of the school district, we have the ability to to sort and um um I want to use the word manipulate, but that's not right. Um to uh sort the data into the way that makes the most sense for us to use uh as a planning tool moving forward. >> I have a couple questions. Um, one on this slide you mentioned that you're part of the next steps is integrating demographic analysis. Could you speak to that a little bit more? What is that looking at like trends of
066folks looking at the census and and different forms of data of what who you know are we getting young families moving into the area near such and such school and so likely there's going to be an enrollment bump or what kinds of demographic um analysis are we doing there? >> Sure. So the the key focus is to look at what our enrollment projections would be. And so they take everything from live births to what we see coming through the TK. Um they have yield factors that they build into, you know, how many students do we see generated from each housing unit. Uh they use geo tagging to make sure that they're assigning every uh student to the um boundaries that they're uh living within. And then they also take into consideration any of those crossboundary
067transfers that uh occur within our district. And then they're able to take that data and and tell us with some degree of certainty uh for the next 5 to seven years what our projected enrollments are. >> Gotcha. And then um separately on the last slide you mentioned um electrical systems being one of the places that we're lacking. Um, is that I mean I can imagine that that's across the board with schools that are 67 plus years old. Um, is that power upgrades that are needing to happen on some of the school sites or what what are we talking about when we say electrical upgrades? >> So the condition assessment is is only looking at the existing conditions. So when we say we have 60% the number one indicator of what causes an electrical system to
068fail is age. And so [clears throat] we're looking at only the equipment that's currently existing in the district. As we look at um the needs assessment, if there are additional um needs or say for instance our multi-purpose rooms who currently don't have air conditioning to air condition those spaces, they do require additional electrical that may spiral into an electrical upgrade bringing uh additional service onto the campus. Uh we won't know that until we go further down that planning process. Um but to answer your question, the 60% is specifically to the existing conditions that we have right right now. >> Gotcha. So that some of that could be that you know breakers are going out because they're overloaded because electricity that you know amount of electricity that we're using now is not what we were using
06960 plus years ago. >> Yeah. I I don't think I would categorize it quite like that. I don't think that we have uh an overloaded situation. What we have is an aging infrastructure um that is just timing out. You can you can think of the recent emergency that we had at Steam Academy where we just had um electrical feeders that are just beyond their useful life and and they gave up. >> Got it. Well, thanks. >> I was a quick I don't know if it's fully connected, but when talking about the electrical upgrades that are needed, is is there any already established work happening with the the solar the solar infrastructure that's going to be coming into the schools? I know we have the plan for um the solar coverings within preserving spaces. Is that
070going to can going to can already facilitate some of the upgrades that are needed for the electrical system? >> So, it won't necessarily facilitate upgrades to our existing infrastructure that powers our campus. There will be upgrades uh to the electrical system that are related to the solar, but it's primarily just for that solar infrastructure. >> Yep. Nice. One last little note, the um building information, the um one point the examples that you gave of this is nearly two uh one America Plazas and three San Diego zoos. That is fantastic analogies to be making because I like looked at I was like, "Wow, we have like Yeah, I know we have a lot of schools, but that's a lot of land that we have." So, um [clears throat] yes, thank you for adding that in there.
071>> Absolutely. Okay, now we're going to bring up Adam Bower who's our financial adviser. And now that you kind of hear what the emerging themes are, what can we do about it? That's the next question. >> Great. And uh certainly we'll show that opportunity, but also show why some of those resources are limited that we heard about a moment ago. On our first slide, what we're focused on here is a historical assessed value. And what that means is this is a taxable value within your district boundaries. So, for example, that apartment building that's across the street, that would have that would be included in here once it's fully built and and done. This building would not. This building would have a zero um assessed value. So, all the commercial and residential property was is within
072that. Um some positives here is you have a remarkably consistent growth pattern. If you look at that middle box right there, you can see if you look at a 5year or 30-year average, all of those are very close. Only that 20-year average is a little bit lower. And that's because it c caught the great re recession there. But that's a function of prop 13 and um having some pent up value and two having a very stable um community. On our next slide, what we show here is your 2002 measure M. In here we're showing you the tax rate and each uh on the vertical axis is tax rate, horizontal axis are years and then each color on that bar chart represents a series of bonds that were issued or draw depending on how you refer
073to them. And keep this one in mind because this one's important for a later conversation when we talk about the tax rate extension concept. But you can see here over between now and 2028, the measure M would be paid off. Your 2020 measure is working exactly like it should. That bottom chart is very similar, but this one um we see we're right up against that red line, but that's that's just fine. That's exactly where it should be. Um and so your 2020 measure, measure V, not much to do here, but certainly is uh continuing to function like you'd expect it to. Here is all that data in a graphical form. But what we also did on that bottom chart was show you what it looks like when both your bond measures um what they look
074like on a tax roll. And so we have instead of breaking them out in two separate charts, we have them both detailed there. Light blue being at 2002 and royal blue, darker blue being at 2020. And you can see it tapers off at that 2028 um as a result of that previous measure tapering off. But here what we want to show you is that opportunity that we spoke to and those hash marks in that graph there you can see that is on the those are on the tax rolls or will be in the tax ro bonds are already sold on those and um then you can see after that we have those other colors that get layered in there and here is that opportunity to talk about tax rate extension where we're not increasing taxes
075over what the taxpayers are already paying. And in this situation, if you look at that bottom table there and you go to total, you can see between 2027 and 2033, a program like this would generate approximately $130 million for projects. So, those are the slides we have on the finances. I too was told to be brief. Hopefully, you felt like I did. So, um Dr. McClarney uh will be up next, but if you have any questions, please let me know. >> Did everybody like get because he went through that really quickly. So ultimately, I just want to make sure that everybody understands and if they have questions to ask, but but because we do have a bond measure that's dropping off, we potentially could extend a tax rate that wouldn't have an increase or an
076impact on taxes for current property taxpayers or current taxpayers because of the fact that we can just extend what they're already paying. And and it by doing that, it would allow us to get 131 million. Right. >> Yeah. That that's in essence what I just wanted to make sure everybody kind of understood that. Okay. And sorry if I was too brief. >> No, no, no. [laughter] It's dense. That's a dense topic, Adam. Um, and then we have um Tim McClarney, who's >> Sure. >> I'm sorry. Just to see if the board has any questions about that that side of it. Great. >> All right. Well, you told me to be brief. So, >> we didn't. You're right. I didn't tell you to be brief. you're gonna get a little longer version here, just so you
077know. [laughter] >> That's great. >> Uh, so I'm uh Tim McLaren, president of True North Research. Uh, we're a firm that specializes in doing uh statistically reliable surveys for California cities uh and school districts and community colleges and other types of public agencies. Um, tonight's presentation just covers the highlights of the survey that we recently conducted for the district on the feasibility of a potential bond extension. Um, as I go through this presentation, I welcome questions from the board as I go at the end, whichever is your preference. Okay. So, quickly in terms of the purpose, the goal of any revenue measure feasibility study is really to address the three bullets that you see here. What we're trying to do with these studies to understand is it feasible uh to move forward with a measure.
078And what I mean by that is if you as a board were to choose to move forward uh with a bond in 2026, does have a reasonable chance of success? Right? Sometimes we do this research and no matter how you look at the data, you don't see a clear path that gets you from where you are today to where you need to be to be viable on election day. And if that's the case, I'll be the first person to tell you that. Um, when we do see feasibility, that second bullet kicks in gear, which is to understand how might you go about structuring this measure in a way that it's consistent with the type of measure that your community is interested in supporting. Uh, there's a lot of components to a bond package. there's what's
079the price tag going to be both in terms of the aggregate bond amount as well as the underlying tax rate uh how you going to spend the money, what types of accountability provisions are built into this measure, etc. All of those are questions that ultimately the board would have to answer as you move forward and place a measure on the ballot and the research can help guide those decisions. And then uh lastly here, it's an opportunity for us to understand the role that information plays in shaping voters opinions about this proposal. Um, in terms of the methodology or how we went about conducting the study, anytime you're doing a revenue measure study like this, the first question you kind of want to ask yourself is what election are you thinking about putting this measure on?
080Different elections have different turnouts. And as you expand and shrink turnout, you get a different profile uh and makeup to the the folks that are actually casting ballots in that election. And so in this case, you have two opportunities in 2026. you have that June primary as well as that larger turnout November 2026 election. So we chose the November universe um so we could look at that universe as well as the subset of June inside there. And then we use a process called stratified and clustered random sampling. I will not get into the details unless you really ask me. Uh but suffice to say that what it guarantees us is that at the end of this process, we have a sample uh for our survey that is balanced and represents that larger likely November 2026
081universe on all the dimensions that we know are related to how people vote. So the balance by age, gender, partisanship, household party type, where they live within the district in our sample matches that likely November universe. Um, from there we reached out using three different recruiting methods, email, text, and telephone. Everything's pin protected so that only those folks that we randomly selected and invited to take the survey could access it. They could take it one time only. They couldn't forward their invitation to their 100 best friends. Um, so everything's protected. Uh, and they had the option of doing it online or by telephone as well as in English and in Spanish, whichever was their preference. So we were, uh, set out and contracted to do 400 completed interviews. We walked back in the door with
082574. So, we had a really good response from the community, which was great. Um, and with a sample of that size, we have an overall margin of error due to sampling in this case of plus or minus 4% at the 95% confidence level. What that means is we can be 95% confident that the results I'll share with you today are within 4% of what we would have found had we spoken with all of your likely November voters. Okay. So, on to the results. Uh we like to open up these surveys with what we call the importance of issues question where for each of the issues you see on the left side of that slide, we simply ask folks to tell us how important is this to you? Is it extremely important, very important, somewhat important
083or not at all important? They're asked in a random order in the survey, but we've sorted them from high to low here based on that combined percentage of folks who said it's either extremely or very important. Um, great warm-up question. Just kind of gets folks into the groove of taking the survey. But it's also an opportunity for us to understand how education as a topic stacks up against some of these other issues that also compete for tax dollars, things like maintaining local streets and roads. And in particular, how does the topic of improving the quality of education in local schools stack up against the issue of preventing local tax increases? Kind of a rough rule of thumb. Makes a lot of sense. the more they care about the topic of improving the quality of education
084in local schools relative to the issue of preventing local tax increases, the better positioned you are to move forward with some type of education related measure. And what you see here, that gap is about 30 points, right? The very top of the list, we have improving the quality of education, local public schools. When you go down to second up from the bottom, preventing local tax increases at 60%. That 30 point gap is a good one. that's actually a little larger than what we typically see. Um, and so that's great. Um, you'll also see in the middle there repairing and upgrading aging school facilities. It's a bit lower as you can see than improving the quality of education local schools. I pointed out not because it's unusual that we always see that, but it's kind of
085a reminder that although bonds are about your facilities, right? What are you going to build or fix or construct? At the end of the day, when it comes to education, what voters really care about isn't so much the facilities as what happens inside those facilities, right? And so, anytime you're moving forward with a bond measure, you want to be connecting the dots between kind of what it is you're building and fixing, but ultimately, why does that matter to your core mission of educating students? So, after the importance of issues question, we get right down to business with what we call the initial ballot test. And the idea here is before we get any deeper into the interview and we start talking in more detail about um the types of projects that could be funded, presenting
086arguments pro and con related to this proposal. We want to present to voters a mockup of what we think that 75word ballot statement could look like if placed on the ballot and get their reaction. The initial ballot test is a really good gauge of where your community is at on the natural with respect to this proposal because they haven't seen anything other than the language itself. And if you read through this language, by the way, on the ballot, it's a one long run-on sentence in a paragraph, but if you read in this, you'll see that below the bullets sort of second line in parenthesis, you'll see this statement without increasing current tax rates. This gets back to what Adam was just talking about, which is you have this opportunity to pass a bond while keeping
087the tax rate the same that as uh your property owners are currently paying. So, it's not actually going to increase the tax rate. is just going to extend that tax rate out into the future. And so, and that language being able to use that in the 785 words um is is potent as you'll see. So, this is the initial ballot test and here are the results. So, at that initial ballot test, we had 70% of your likely November voters tell us that they would support this proposal. You had 21% opposed with the rest unsure. In the state of California, for a Prop 39 bond to be successful, you need 55%. So, right at the initial ballot test, we are sitting 15 points north of that 55% threshold that's required for passage. Now, not everybody um
088when you see that long paragraph and you know that's in parenthesis without increasing tax rates, not everyone necessarily clues into that concept, believe it or not. And so, what we do after that initial ballot test is we clarify by saying voters approved a bond in the past to construct and repair local school facilities. The current tax rate for that bond is $22 per 100,000 of assessed valuation. The measure we've been discussing would not increase the property taxes uh tax rate that your household currently pays. It would simply extend that current 22 $222 tax rate previously approved by voters for an additional period of time to make priority repairs. With that clarification, support ticks up to 74%. So, at this point, we're a full 19 points above that 55% threshold you need to be successful. So
089after um this we take a quick sort of side step just to ask them overall how they'd rate the quality of education in the school district. Uh we do this for a couple reasons. We tend to find that the the better job they think uh you're doing in terms of your core mission of educating students, the more likely they are to support these measures. The other thing we look at though is what percentage are not sure, right? They don't know enough about the district to be able to answer this question. And so what we see in this slide is that among those with an opinion, right, you've got really good numbers here overall, right? You've you have I think 43% who would rate excellent or good compared to just about 10% who would say poor
090or very poor. But that great slice of 26% that's on the large side, right? From what we normally see. And so sometimes that plays into the communications moving forward for some of those voters. These are likely the voters that you know they don't have kids in your school currently. They maybe never did, right? they moved in later, so they don't just have any history with the district. And so sometimes we want to fill that gray area in with some good news stories about your accomplishments of the district um as part of this process. So after that, we [clears throat] uh turn to what we call the projects and improvements section of the survey. And the goal here is really twofold. One is we're now going to start to educate this respondent more about what your
091measure will accomplish. in that 75word ballot statement, we can only say so much about how you could use the funds. Here, we get to unpack this bond in all these potential uses. Um, and in that way, voters are getting a better idea about what this measure is about. The other thing it allows us to do is to say for all those ways you're thinking about spending the money, how do voters feel about these ways? Um, you know, what are their priorities? And is there anything on your list that's really unpopular? Right? Voters don't really see the merit of the project. they aren't enthused about raising their taxes or extending their taxes to pay for that um type of project. The good news here as you see this slide is um there's nothing on this list
092that is unpopular. Even the lowest rated item had more than 70% of voters say that they would favor spending some of the money on this item. Um, and as you can see at the top, a lot of the basic core infrastructure improvements that were talked about earlier that are needed in your facility, believe it or not, those are the things that when push comes to shove, voters prioritize as as uses for these funds. And so the very top one was repairing, replacing, deteriorating roofs, plumbing, sewer, and electrical systems where needed, right? But again, everything on this list really well. So, if you as a board choose to move forward with a measure in 2026, there's going to be an election cycle. And during that election cycle, there's going to be a lot of discussion and
093debate in the community about this proposal, right? You're going to have some folks who will step up and advocate on behalf of this measure. They're going to go out and talk to their neighbors and friends about why this is needed and why they should vote yes. You might also get opposition, right? They step up and say, "We shouldn't be doing this and here's why." For this survey to be a reliable gauge of the feasibility of a bond measure, we need to simulate that discussion and debate in the space of the poll through positive and negative arguments. That way, we have an understanding not only of where your voters are at on the natural, which was that initial ballot test, but what happens after they hear positive and negative arguments like they will during the election
094cycle. So, we test a series of positive arguments. And I've just broken them into two tiers because um it's just a little easier to see. It's still not easy to see, but it's a little easier to see when you break them into tiers. Um, and you can see here that um, you know, all of these positive arguments in the top tier had better than threequarters of voters say that they think it's at least a somewhat convincing reason to support the measure. But the when you get to the top of there, like the number one argument, it's all back to that core sort of the age of your facilities, helping voters understand that and some of the problems that come with it. And so, you know, the top argument there was, for example, some of our
095schools were built so long ago that the underground clay and cast iron pipes and infrastructure are failing, resulting in gas leaks, water leaks, and uh sewage backups. Last year alone, there were 95 roof leaks. When you can just add a little specificity to, you know, some of the infrastructure challenges you have, it makes a big difference. That becomes your number one argument. Um, so we tested some other additional positive arguments, but um, at this point in the poll after the positives, we get to we call the interim ballot test. And the idea here is now they've heard more about this proposal. They've been exposed to this concept of a bond extension. They've learned more about what projects um, could be funded. And we've also exposed them to positive arguments. We've yet to get to negatives.
096Right? We circle back. We present that same 75word ballot statement and we say, "Now that you've heard a bit more, where you stand?" You can see at this point we check in at 75%. So we are a full 20 points above uh the 55% threshold that's required for passage. Then we get to the negatives. And the idea behind the negatives is I'm going to put my opponent hat on, right? I'm going to >> pepper respondents with a series of negative arguments. The kind of arguments that you would expect to hear from an opponent from a bond. And we do this because I need to pressure test voter support for this proposal. Right? I need to have a good understanding of if you move forward, should you get opposition, should they be vocal? Should they be,
097you know, uh, able to get their message out? How might that impact voters's opinions about your proposal? So, we test this series of negative arguments. Um, the number one being, I call it the now's not a good time argument, right? And you always hear that, right? In every election, now's not a good time to be raising taxes. The reasons may vary from over time. And in this case, we had local residents and businesses have been hit hard by inflation, high interest rates, and rising costs of living. Many are struggling to stay afloat. Now is not the time to raising taxes. This is the kind of argument you would hear and in the voice of an opponent. And so we want to be true to that in the poll. And so we test these uh various
098arguments. You can see some of them get traction. The real question is what happens afterwards, right? And that is here. So, at the final ballot test, we present that 775word ballot statement one more time. We say, "All right, now that you've heard a bit more where you stand, uh, you can see that the negative arguments cool us down a bit as you would expect." Well, we still land at 70%. Right? That is 15 points above that Prop 39 threshold that's required for passage. So, what does all this mean? I've just got two wrap-up slides here. I'm going to circle back first to that overarching question I mentioned at the outset as to why we do this kind of research, which is the answer to the question of is it feasible? If you as a board
099were to choose to place a measure on the ballot in 2026, does it have a reasonable chance of success? The answer to that question doesn't get any clearer. Uh when it comes to this kind of data, that's a resounding yes. Um the reason for that is everything you see under the positive signs there, right? We see that education improving the uh improving the quality of education in local schools was a number one issue in the community. Um we had solid support at 70% when we presented them that initial 75word ballot statement once we clarified the bond extension concept that jumped to 74%. um popular projects, all the positive arguments resonated. And the most important part is each point in the poll when we came back and we presented the same 75 words and we said,
100"Now that you've heard more about this measure, where do you stand?" Every one of those ballot tests was well above the 55% threshold you need to be successful. And that was even after we tested opposition arguments. So that's the kind of pattern that you would hope to see, right, if you were thinking about moving forward with the bond measure. and they certainly suggest you've got a a path to a successful measure uh in November of next year. That said, um we always want to be conscious of some of the challenges that uh can you can face as a measure. Um one of the things we saw is not everybody gets the bond extension concept out of the 75 words, right? And we saw that because after we clarified it um in the next question, we
101saw about a four-point bump. Um, I would say your language does a great job of of of actually clarifying that concept for voters in general. I've I recently tested another bond extension another district where we had different language and their bump was 12 points and that's because they didn't get it out of the 75 words. They only got it once you clarified. So, it's nice to have that 75word ballot statement carry a lot of that information. Um, negative arguments, you know, they they got some traction. We lost five points between the interim ballot test and the final ballot test. Um, and so that's something to keep in mind. The bigger things are more the unknowns. Right? Here we are. We're in November of 2025, right? November of 2026 is a full year away. A lot
102of things can happen in a year, right? And so we don't know where tariffs are going to be over the next year. We don't know how that could impact inflation or the economy or what other measures you might be sharing the ballot with. Right? We know that this next election cycle is going to be hyperartisan just like the last ones have been. And so I bring up those things not because they're something that's going to derail your your measure necessarily. You've got really strong numbers, but you know what we want to do is have a measure that can withstand some of these headwinds, right? We and yours is one I think that can do that. So um last slide, few observations and recommendations. I think the first thing to keep in mind is especially when
103you get poll results that are this strong is to keep in mind that you know a poll like this is not a sha is not a crystal ball right it's not looking forward to November of 2026 and saying you're going to get 74% on election day it's a snapshot in time tells us where your voters are today where they're likely to be once they uh are through the election cycle based on the way we structure our poll but ultimately what happens on election day isn't dictated by what your poll says today it's everything that happens from this point forward. And I mentioned that just because your numbers are super strong and that always makes me a little nervous because I have seen in the past a few boards kind of, you know, they they their
104eyes glass over and they they start counting their eggs before they're hatched, right? The reality is, you know, you still got to make smart decisions about how you structure this measure so that it's consistent with the type of measure your community is interested in sporting. And you got to put the work in. And what I mean by that is the communication side. Both what the district can do and non-advocacy communications as well as what an independent campaign can do to carry the ball through the election cycle. And I know Charles is up next and he'll he'll say more about that. So if there's any I guess I don't know what the flow is here if I should stay for >> I just had a comment. This is really encouraging to me just talking about our
105community and how important the schools are to our community. So, I think that this is great and I know like you're saying it's not a crystal ball, but just the fact that that percentage of our community values the school, I think is really amazing. So, >> yeah. >> Okay, >> Charles, you're up. You only have one slide. >> I do. I I will be brief. I promise. >> Um, so, uh, good evening. I'm Charles Seath. I'm a partner with Team Civics. Uh, I was fortunate to be the consultant on your Measure V, uh, bond back in 2020. Tim was the pollster in that effort. Um I think it's remarkable that we stand here today with numbers even stronger than we went into that that campaign with. I think that's for a couple of reasons. One,
106you've clearly done a really good job with Measure V and delivered on your promises and the community is rewarding you for that. Um and we have the fortunate uh opportunity to be able to do this uh bond measure without increasing people's taxes which is obviously an attractive proposal. So, um, we, you know, we've taken a close look at the the polling data, sort of [clears throat] the, um, the landscape in 2026. Uh, our recommendation is to begin preparing for a bond measure on the November 2026 ballot. Uh, for a couple reasons. The when we compare the support levels between the June electorate and the November electorate, you get about a 5 to 7 percentage point advantage, but with the larger turnout that comes with the November election. Also, you heard a little bit about the
107facility master planning process tonight. the November election gives us time for that process to play out. We'll have a fully baked plan when we go to the voters with the funding mechanism that would bring that uh that plan to reality. So, uh just wanted to share with you tonight a little bit about the timeline and the process that we would go through to prepare for a November 2026 election. We've completed the first step here, which is the feasibility assessment. As Tim said, you know, it's it's it's a glowing green light for us. that looks very positive to uh pursue uh the bond extension measure that we've been talking about. So with those types of results, what we do next is we begin with an awareness building campaign. Uh you saw in some of Tim's data,
108there's about a quarter of the electorate that doesn't seem to know a lot about your school district. That's not uncommon. They probably aren't parents. You know, they're not directly connected to your schools, but they're voters. And so we need to make sure that they're hearing positive things about your district, how kids are doing, what you've done with measure V and they also understand your needs so that your bond proposal makes some sense. So we would work with you to put together a communications program to tell that story to the community as we prepare to uh bring a measure to the ballot. Um the other the next step in the process is to take what we've learned from the survey research, also take what we're hearing from the community, take what you're learning from your facility
109master planning process, and to build the measure. So those of you that were around for measure V in 2020 may remember that a resolution ultimately comes back to the board that has the actual language of the bond measure, the project list that dictates how you can spend those dollars. We're going to build that to make sure that it captures the facility master plan, but also reflects the priorities that Tim's survey tells us are the top priorities for the community. That's how we kind of optimize the bond measure to make sure that it's in close alignment with the community. Um, and then that will come back to you for approval. Uh, to qualify for the November 2026 election, uh, the board has a deadline of 88 days prior to election day to adopt the resolution qual
110qualifying for the ballot. That's August 7th. So, we're likely looking at sort of the June July time frame for taking that formal action to place the measure on the ballot. And then at that point, the process switches. So, um, school districts can use public resources to educate and inform the community about your bond to plan and prepare a bond for the ballot, but you can't use public resources to advocate for the passage of the measure. So like we did with measure V for the last three or four months of this effort, we would recruit and organize an independent advocacy campaign committee, raise private resources so that we that group can go out and advocate for the passage of the measure. So that would start coming together in the late spring, early summer uh in preparation
111for that fall campaign. So that's just a little preview of uh what we're we're looking ahead to. Um but the numbers are great and uh looks very encouraging. Thank you. Do you guys have any questions? >> Uh, no questions. I think all of you did a really good job uh explaining a complex topic in in a very clear way. So, I appreciate that, especially your your sampling techniques and the steps you took in the in the process. I think it was all very clear and helpful. Thank you. >> Um, with the I have a couple questions on the survey actually. Um, with that, do we have or does the district I guess have access to some of that data? I think it'd be interesting, especially it looks like you did some subgeeographic data. So seeing,
112you know, subject what what if thoughts especially around priority of issues was different based on, you know, if a surveyor was closer to X school versus Y school and um does it break down? Can we get that kind of a data? we can get that data to a certain level of of granularity. You can't every time you segment and you create these new subgroups, the margin of error or the reliability of the data is based on the subgroup sample size, right? So if we have 500 I think it was 74 completed interviews, you might be able to break that down into sort of five sort of equal areas or you know um you just the smaller and smaller those areas get the less reliable the data gets. >> Yeah. Cool. Yeah. But like generally or
113especially I think that some of our schools that are a little bit older might be you know closer to each other or you know kind of where where they are in La Mason Spring Valley. Um I think that that could be interesting and yeah even at a larger um uh geographic level. >> Okay. >> So cool. Thank you. >> Thank you. >> Okay. Are we good? >> Thank you so much. That was very well done. >> Thanks guys. Great job. which brings us to our next report which is our report on summitive assessment results. >> So um I'm happy to introduce Matt Shai and Allison Long who are our executive directors and um I'm not going to say their whole titles because it's late and I will jumble them. Um but they are going to
114present on the district summitive assessment data for um this last spring. >> All right, I'm going to channel my inner uh principal. What do we want? Year and data. When do we want it? Now. Fine. You gotta connect it. Uh, I also think you guys all need a stand up because you've been sitting for a really long time. So, I think maybe just a little stretch break. Yes. You guys will all benefit from it. You're welcome. You're welcome. >> All right. CDL inspired me this morning or this morning. Was it this morning? All right. Good. Good. I got to stand up and it felt good. So, all right. Um uh Alice and I are here to present the uh last year's summit of academic results. Uh and so thank you for having us here. Um
115I'm going to break our our presentation into kind of some chunks. So we're going to start off on like what were some key district initiatives that were implemented districtwide last year as kind of a review. Um and then I'm going to I'm going to speak a little bit about the summit of assessments in detail on what they are as a review and how our students did last year. Then I'm going to kick it off to Allison. She's going to do the same thing for I Ready and then she's going to really speak about what we currently are doing in the month of November um to address some of the data that we have. All right. Um so some of the key initiatives last year that I'd like to highlight is uh our continued work with
116our instructional focus. Um kind of dive into a little bit about um the common formative assessments uh last year that were implemented in all grade levels. Um our focus our strategic focus on our English language development with our teaching staff. Um and then really kind of speak to um the first year of sixth grade at middle schools. Uh last year was a big year. We moved all of our kiddos from elementary school or sixth grade and middle school and what that impact had on our district. Um our instructional focus statement. Um we stood steadfast for the last four years on on on a framework for deep implementation of powerful practices and we haven't wavered from um this targeted instructional area of comprehension offormational text. What we have tweaked is each year we layer on a
117new powerful practice on how we get better at students being able to comprehendformational text. I won't read the instructional focus statement, but it it is uh key to the work that we're doing. Um the right of this graph is is that cycle um and and the cycle of it is is really a way uh and a system to deeply implement an instructional practice in a school and in a school district. Um, I'd like to highlight the the the professional learning is the one piece, but the the piece that's different than a lot of cycles is that peer observation where teachers get to go into other teachers classrooms and uh not critique, but see what's going on and adjust and learn from one another. Uh it's much easier to learn in that fashion than being told
118what to do. Um it's that collegial um tough conversations and getting better at the job that they do. Um, and so that's a model that we've been using for deep implementation for the last four years. Common formative assessments have been around since a long time. Like you teach and you want to know how are kids learning. Um, the difference last year is we needed to calibrate um and evaluate how students were were measuring up to our instructional focus of comprehension informationational text. Um and so we implemented um three formative assessments uh for grades two through eight. It came from I Ready Standards Mastery. Um and then our primary grades created their own um assessments that were specifically targeted targeted towards the comprehension offormational te text standards. Um the real power in the standards mastery is
119I think it's twofold. It allowed teachers to see the real rigor of the standards and how students are assessed at the end of the year um and to kind of be in alignment with that. And so it allowed teachers to see that and allowed them to start adjusting the level of rigor that's needed in the classroom to match that. But it also gave students the exposure to the level of rigor that's at the end of the school year. Um, so if you teach in a certain way and you aren't to that rigor when a student gets to the end of the year assessment, it's like it's like you're playing flag football or practicing flag football all year and then you're playing tackle football. It's it's not very fair. So, it's really an equity decision that
120we made to really integrate these common formative assessments in all of our grade levels. I think I hit all of the points for that one. Uh our our next uh strategy that we focused on last year was getting our teachers uh their their toolbox in their awareness about integrated English language development for all of our teachers. Um so when when you're instructing English in public education, you have designated and you have integrated. Last year we really focused on the integrated. So that's the scaffolds and supports that are needed in like the tier 1 and tier 2 instruction that allow access for English language learners to understand the content and language. So you'll see maybe some front loading of some vocabulary, sentence frames, peer models, and um strategies to get those students the access to the
121grade level content that they need. Um, and so all of our teachers went through some professional learning opportunities to build their repertoire and skill set and knowledge around integrated ELD. Um, a [laughter] a second a a second area around English language development. Um, many of you have been to our DAC and understood the reclassification process. Um, and we revised the criteria this year. And I just want to provide a little context of why we revised the criteria. Prior to th this last year, it was only grades three through eight who could reclassify because we were using CASP as that gatekeeper um as the data source to get them to reclassify. Um, and what we noticed is that there were younger kids who were ready to reclassify. Um, and so what we did is we started
122to use some of the cut points within I Ready to help us reclassify our students from grades K to two and then also our grades 3 through 8. Another byproduct of that reclassification is we administer the the I Ready Diagnostic three times a year. So there's three opportunities for our English language learners to reclassify throughout the year. Um and then the last part that uh we focused on last year is we had um we purchased an ele elevation. Um elevation is just an online tool but it's made a couple of things easier for us. One it it's it allows us to track our English language learners and their progress more easily and efficiently. Um and it also allows us uh to monitor our RFEP students. So students who were English language learners and who had
123reclassified we have to monitor them for a certain number of years. Um the other part that really makes the efficiency is it streamlined the RFIT process. Um prior to last year the the RFIT process is a lot of papers. It goes to a teacher. It's it's it's a little old school. Um and now it's within this platform. It is a change for teachers but it's a it's much more efficient way of tracking um the reclassification process. So that's elevation. Am I going too fast? All right. Perfect. All right. So next I'm going to get into cast data and do just just a little background to make sure that we're talk we understand the assessments that we're talking about as it relates to the how students performed. First one is we're going to get acronyms out
124of the way. What's CASP? California assessment of student performance and progress. Education's full of them. Um that's one of them. Um so that's the big umbrella of a lot of the assessments in California that measure student progress. um annual summit of assessments that measure the student progress. We'll talk about two tonight. One of them is ESPback which is the smarter balance assessment consortium and that's the big test that our students in grades three through eight take at the end of the year. Um this one is in English language arts and math. Um and we're also going to talk under the CASP umbrella is that the ELPAC which is the English learner proficiency assessment of California and those are for our grades K through eight. All right, little deep dive on our ESPback assessments. Um, they're
125aligned to the ELA and Math California Common Core standards, which are the benchmark for each of our grade levels. It's a non-addaptive test and it's administered one time a year. Gives us that summitive snapshot on how students are progressing towards standards. Um, students receive four levels of score on the ESPback from standards not met to standards exceeds. Um, for tonight's presentation, we're going to be talking about the percent of students who have met or exceeded the standards in English language arts and math. ELPAC, uh, again, one more acronym for you. It's aligned to the California English development standards or our EL standards. Um and this assessment really measures like language acquisition under the four domains of listening, speaking, reading and writing and the development of multilingual English learners. This one is administered one time a
126year between February and May. Um I want to spend a little time here because when we get to the data it might help. So um ELPAC levels have four proficiency levels emerging to bridging. And we look at these scores a little bit different than maybe like percent proficient advanced. So we look at them in two ways. We look at them as like annual growth. So if you have a newcomer who comes to the school and has very limited English, they're going to score in emerging. And what we want to see for that student is the next year that they take them ELPAC, they will be developing. And so that that that's that annual yearly progress that we're looking for in our English language learners. And so we kind of track that. And that's one data
127point that we're looking for. Students who are twos, next year they need to be threes. Those who are threes need to be ready to be bridging as fours. Um, and then we also look at that last level, that bridging level. That means this kid is cons is considered based on their ELPAC scores that they're ready to be reclassified as English language proficient. That's the kind of the gatekeeper for that process. So, they have to be language ready and then they also have to be academic ready and they have to have a teacher aspect to that as well. So, the reclassification rate, it's pretty rigorous. Um, like you're ready if you're ready to reclassify because you've hit the bridging on the ELPAC, you've showed proficiency on an end of the year assessment and your teacher is
128also recommending you for reclassification. Um, and that's what we really are trying to work towards as students have been in the system for four years is that they we want to get them reclassified so that when they get to high school, they're able to have the electives that they want and have the the experience as a high school as any of their peers. All right, so that's the background on the assessments. Now, the results. Um this graph shows um we we broke it off by elementary, middle school and all. Um because this is the first year that we have equal amount of grade levels tested at the middle school and the elementary school as we move sixth grades to middle school. And so we kind of wanted to see what that impact had overall in
129our district. And so in English language arts, we had a 3% increase of students that are proficient or exceeds proficiency um in ELA. In middle school, we had a 1% which equated to a 1% gain in proficiency level across the district based on the number of kids in middle school versus elementary school. So, we had a 1% overall increase um in ELA on the CASP assessment. I'm excuse me, the ESPback assessment. In math, uh elementary school, middle school, and all were flat in mathematics. The student achievement was flat. Okay. um we wanted to see the impact of sixth grade across that that that changed and so this is not a cohort of students but this is sixth grade over three years and it's a positive effect. Uh our sixth graders moving to middle school did
130well 6% increase from that pre not that previous group but the previous sixth graders um and a slight 4% increase in mathematics. So that question that we all had was like what was what would the impact be on those sixth graders moving from an elementary school to middle school? it it the data flushes out that it was a positive effect on those sixth graders moving to a middle school here. Okay. Um my mom tells me comparison is the thief of joy. Um however uh it is. But in education we do need to compare because we do need to kind of see how we're doing. Um and this one illuminates how are we doing? How did California and San Diego do and how did La Mesa Spring Valley do? And there was minimal gains in language
131arts and small gains in math across California and San Diego. Uh California and San Diego are very diverse. There's a lot of districts. So that's kind of a big global comparison. I think the more real comparison is um the similar schools comparison. Uh when I was teaching or principal at a title one school, I was trying to find schools that were very much like mine to see how how am I doing as a litmus test. Uh I was at high achieving school, low high socioeconomic. I wanted to see kind of similar. So these comparison schools um are schools that have similar demographics to us, similar like student numbers. Um and they're also used by our labor groups for negotiations because they have similar um yeah, similar funding sources and and things like that. Um, and
132the pattern is that that La Mesa Spring Valley is is performing at the upper echelon of those similar schools. So, in this case, comparison isn't the thief of joy. Maybe it's like we're we're doing all right with the demographics in the groups that we have. Uh, saying that we still have some work to do, but the pattern is similar between language arts and mathematics. All right. Next, I'm really good at the the language arts and math. I'm going to have to spend a little time here to kind of show what this is. So when I talked about the how we score our multi-ingual English learners, um this is the a graph that shows that we had 30% of our students who grew a level. So you have x amount of students who were multilingual multilingual
133English learners. They made their years growth 37% of them. Okay? And that's a pretty good jump from previous. So although that's not the number we want, we want to see 100% of our kids make that annual yearly. That focus on integrated EL is supporting um that we're doing better things for our English language learners and they're progressing. Uh and then the second graph uh is this one's like this is great. Um we had 23% of our students reclassify. Now I gave you some context on why that is because we were able to reclassify more grade levels. Um, but I also kind of illuminated the rigorous nature of the reclassification. So to go from a 8% and an 8% over the last couple years to a 23% that means we're training in the right way and
134supporting our multilingual English learners. Okay. Um, I'm going to pass that off and u my partner Allison's going to talk about I Ready. Do you have an icebreaker for them too? Well, I was I was gonna say >> wait, take your phone there just in case. I was gonna say that, you know, they saved the best for last or I drew the short straw. I don't know which one it was that I am the one who is um last to present, but I'm happy to be here. So, hi. So, as Matt explained, he shared our data for our students uh grades 3 through 8. I'm going to share some information regarding I Ready. And as a reminder, we use I Ready as an assessment tool for our students grades K through 8, but for tonight's
135purposes, we're going to use it. We use it as our local measure for our kindergarten through 2 grade students. Oh, wrong button. There we go. And these are just a couple reminders uh about I Ready. It is based on college and career readiness standards. It's adaptive. Um this is the diagnostic that they take three times per year. It's adaptive. So as students answer questions correctly or incorrectly, the questions adjust. We administer it three times per year. The first establishes our baseline data where students are. Our second and third administrations measure growth over time. It also gives us um a stretch grow a stretch goal for students and a growth goal of where we want them to be and then a stretch goal of what what the possibility that there is that they could achieve. And
136we truly use the diagnostic to identify students strengths and areas for growth. There are five performance levels on I Ready. They're listed here. And the one that we really look at is level five, the mid and above grade level. It is a correlated predictor of ESPback performance. So when we're looking at our students grades three through eight, we're looking for students achie achieving level five on I Ready because that's going to predict how they're going to perform on CASP or on ESBACK rather. So, here's our data for our K2 students who are mid or above grade level. You can see that we had a 2% decline in English language arts and a 1% decline in math. And then we when we look at our targeted instructional area of comprehension offormational text, as Matt spoke about,
137we um remained flat at 45%. And I think this is the most important part is our plan for continuous improvement. and really what we are based on the data and the successes that we've been having as a district, what are we going to be doing moving forward to um grow this data? And so Matt alluded to what we did last year and I'm going to speak a little bit to what we did or what we're doing this year. So as he mentioned, we are continuing with our uh targeted instructional area of comprehension offormational text. Our powerful practice this year is gradual release of responsibility. It's an instructional framework and it's for to simplify it. It's a I do as the teacher, we do together, you do collaboratively and then you do independently. And truly from
138what we saw last year, we recognize the rigor of the standards and students abilities to access them independently. And so this model supports that. We're going to scaffold and support you so that you're learning from the teacher as a whole class together and then independently. So, it's that access to the um to that rigor to the rigorous standards that they're able to do independently. Uh tier one and two instruction. Tier one instruction is for everyone. Tier 2 is targeted instruction for students who need systematic reteing. And so, we are um working, we're embarking on this work not only with our site leaders, but also with school teams. They're coming from elementary and middle schools two times per year to focus on these tier one and two instruction. And truly the goal is best first instruction
139and meeting the uh needs of our diverse learners. Second, we are in our second year of spotlight student refinement. So last year we selected spotlight students and this year we're being I think a bit more intentional around who these students are, why we're choosing these students as a broader representation of the students in the classroom. So using a lot more data to look at these students, also having conversations um between principles and teachers about the students that they're choosing and why they're choosing them. And truly the the purpose of Spotlight Students, as I mentioned, is a representation of the class as a whole. I'm going to pick a couple students. We're going to monitor them throughout the year. We're going to see what successes they're having and then how can we replicate that in the
140classroom. And Matt mentioned standards mastery, our common formative assessments. Last year we selected three standards mastery in masters in language arts and it's exactly what Matt said. We recognized the um the need for students to be able to access standards independently and the standards are rigorous and so we saw success when students were able to engage with standards mastery and teachers were able to look at that data to inform instruction. And because of that, we're going to this year be moving into standards mastery for language arts and math because the data data is telling us that's the next place to go. So I'm going to talk a little bit about what we're doing at our middle schools. And our middle schools are unique and so we've spent a lot of time talking about our middle
141schools um not only amongst our team but with the site leaders. Our middle schools have uh unique needs that we're kind of making some tweaks to address those. The first is the adjustment of I ready diagnostic 3. So historically we've given the diagnostic three times per year. Feedback from our teachers and from our site leaders is that students end up especially in our upper grades having testing fatigue at the end of the year. The standards are more rigorous. They're more complex. They take longer. And so what we've done is remove that diagnostic three. And that's going to allow students and teachers to focus on the ESPback assessment and really focus. Now, if we have multilingual English learners that need that diagnostic three um with the hope of recl not hope because that's not a strategy
142to reclassify before they go to high school, then of course we'll give that assessment, but that it's going to be optional. The second um the second thing we're doing with middle school this year is choice with standards mastery. So last year it was prescribed. We gave three standards and everyone gave those throughout the year. This year we're allowing the schools to select the standards that they're going to be giving standards mastery on and this is going to allow them to align to their instructional scope and sequence at their school. Additionally, for middle school, we heard from language arts and that they want to um work alongside their science and social study co social studies colleagues to select standards that they can all give the assessment and look at the data. So standards that kind of
143align across content area. And so we're giving them that flexibility of which um which standard to choose and when just with the the guard rails of those three per year. We also have a grant-f funded principal on special assignment this year, Jacob Lander, and he's working with our middle schools and his primar primary focus is around student behavior and he's really working with schools to um improve their systems of alternatives to suspension. So last year we had a centralized um I'm blanking on the name of it diversion program and this year each of our middle schools has their own program and so he's really helping them to guide them through their process and work through that. And then finally our middle schools their focus this year is really on school connectedness. We know that in
144middle school it belonging is such a big piece of middle school. And so it's really putting practices and opportunities into place to make our middle school students feel connected and motivated in middle school. For our elementary schools, we're doing similar with standards mastery. So um our elementary schools will also choose the standards for ELA and mathematics and they'll give three for each throughout the year. And again, that's truly to align to their instructional scope and sequence so that they're choosing and it's pacing with their instruction so that they can then look at the data and plan next steps. This year um we are implementing our reading difficulty risk screener um and last year the board approved dibbles. So this is a screener that is going to be given to all students in grades K through
145two. and it's a quick screener that gives us actionable data on reading and where students need support. So, [snorts] we adopted last year all of our K2 teachers, including our general education and special education teachers, will be trained on January 5th, and then schools will have a 3-w weekek window that they'll select between January and March to give the assessment. Um, our data is definitely telling us that we need to focus on early literacy. And so because of that, these are some of the actions that we're putting into place this year. We have a teacher on special assignment at each of our elementary schools this year. So historically, we have had an instructional data support teacher that's really focused on de building a data culture and that is often running at all of our schools.
146And so now we've transitioned to this TOSA position. Their role is truly to support the K2 teachers at the school sites around early lit literacy. And this includes smallroup differentiated instruction as well as many of our schools are implementing evidence-based supplemental resources for early literacy and foundational reading instruction. So programs that uh support phonics and phonological awareness because we know that the students need to be reading by third grade. It's a predictor of student success and we want our students exiting third grade being fluent readers or going into third grade being fluent readers. And finally, we're adopting our um we're currently in a math curriculum pilot and we'll be adopting um you'll be hearing more about that next year. But what we've realized and the data, not only does the data tell us um but
147we need a math program that's aligned to the new math framework. California just put out a new math framework and really a new um math adoption is going to got to get my notes so I make sure um is going to provide deep conceptual understanding procedural procedural fluency and problem solving skills for our students. So we're in the process of piloting one curriculum right now. We have a group of teachers who are piloting. They'll do a second and then you'll be hearing more about that in the board report um upcoming. And truly we feel that these we have been spending um a lot of time thinking about these and we feel as though these initiatives will really foster continuous improvement for our students and empower our educators and most of all um help our students
148to reach their full potential. So do you have any questions for us? >> I have a few questions. I guess I'm gonna jump to one of my later questions. Um, so for middle school, you're getting rid of the third assessment for I Ready. Will the kids continue to be using I Ready and know there's lesson that they do regularly ongoing in class and and they won't have that final marker before they leave sixth grade before they're reassessed in seventh grade. There'll be a gap between the the second. So, is the second one going to be moved later in the year or is it going to just be still midyear assessment, nothing at the end of the year? I'm just curious. Um, I believe we're having Are we changing the window? Sorry. That's what I thought.
149Okay. I just wanted to make sure. So, no, they will have that second diagnostic. They will continue the pathway. That's the personalized pass pathway that you were talking about, but they won't have So, that third diagnostic typically happens right at the end of the school year. So, it's truly not going to interrupt. We'll have diagnostic two and then they'll continue their pathway. >> Right. Right. Obviously, they get reassessed the beginning of the next year. says is that gap between is going to be mid year January, February, and then they wait until August or September to >> Yeah, it's a different it would be a different assessment. So the the diagnostics are it it sets their personal pathway, but it's actually just kind of a benchmark for us. It doesn't really I mean aside from goal
150setting with the student, it isn't really doing anything for them. So each new year when they take the diagnostic one, that resets their personal pathway based on that new grade level. >> Yeah. So the the yeartoyear comparison from third to the first it doesn't really matter. >> It isn't. No, it's that's like apples and oranges. >> Just checking. Just checking. And then um why for middle school only and not for third, fourth, fifth? Uh they they both take the sback but there's not burnout for third, fourth, fifth graders then. But six, seven, eight there is. >> I think you could make the argument that it would be any child. Um but right now part of what we have one for our local measures for our LCAP is continuing to have that data. The second part
151is um there's a different approach perception of assessments and their value when we are working with elementary students and and their connectedness and what they the effort that they will put into it than we um when we're working with middle schools. And so this change right now and this approach we're going to try it with middle school and see how it goes. >> Okay. >> Yeah. Uh I was curious because obviously you're showing K through second um the I Ready scores. Um is there a similar study with the I Ready scores for third through eighth when in comparison to the the the ESPback results. >> Yeah. I I think that the pattern is that um students perform not as well on I Ready because the criteria is that dark green is what we would call
152is the the exceeded but what the predictability is is that there's a cut point within the light green and the dark green if I can just be blunt that those students do p do >> um present as proficient or advanced on I already so there I'm sorry on CASP so there's there is this like there's this like little area between scale scores that do predict pretty strongly to a CASP proficiency level. Yeah. >> And I got I have a question. I'm thinking back on previous presentations. Uh I know we did with a presentation I don't know if it was last year or the year before was kind of the the the close reading and then the the the small groups that were broken up. Uh is that is this a plans for improvement when it
153comes to the reading? Is that just a continuation of that or is that a different plan to address performance? >> Continuation. So all of those those powerful practices build on one another. So the close reading, the short constructed response, the collaborative conversations are all still in place and we're still implementing and monitoring those. This is just adding. Additionally, this is an instructional framework. So those are um instructional moves that you do in a classroom. This is more of a systematic framework that you use to deliver instruction with all of those other powerful practices embedded. So in the gradual release of responsibility framework, you're still having students engage in collaborative conversations. They're still doing close reading. They're still doing short constructed response. It's building upon >> Okay. >> Yeah. >> And I guess quick clarifying question.
154So the the adoption of the new math that the state did is that is that like I guess maybe I I I missed it in a previous meeting but is that like a drastic change to the standards and like the way we teach the math then or is it just like kind of a refinement of I call it new math because I don't understand half my kids math anyway to be honest. >> So it's still [laughter] the common core standards 2010 those came out and it's still the common core standards. It's just revisions to the framework and really it um it does look different in that the way that the lessons are presented there's a lot of exploration by students a lot of collaboration. So think of it as less like a problem full of
155math pages and students are really grappling and engaging with a math problem and discussing it deeply with the teacher as a facilitator and we've heard really good things. So, the two programs are very similar, and I don't want to give anything away because you'll get the full presentation at the um when we bring it to you, but the students are really enjoying it because they're getting to talk. They're getting to work together. They're using manipulatives. It looks different than the math that you and I probably experienced growing up. >> I would say any new book that has a parent cheat sheet to understand the questions. >> Yes. Yes. Many parent resources, videos, they all of the things. Yes. Yes, math stories and what's the new 10 and hundreds? I'm looking at my kids work. I'm
156like, I can solve the problem in my head. I have no idea what they're asking me. So, we we text our teachers regularly be like, can you clarify this for me? So, uh I will be a fan of anything that has a little teaching for parents. >> Yeah. >> And and you didn't miss anything, Nathaniel, that's coming up. >> If we've discussed it before, I might have missed it, but uh thank you very much for going through all that data. Um obviously seeing that we are doing well compared to the the similar school districts. you obviously seen I know you guys did a lot of work with reading the flat and math obviously I think math's probably challenging for most kids so um appreciate you once again presenting a very difficult topic or a complex
157topic in a very clear way thank you >> thank you >> I was going to ask about math curriculum but [laughter] >> I'll share with you yeah >> oh wait >> um I was going to ask about the dip that the K2 to um I Ready was showing this year and um >> and initially I was like oh maybe Nathaniel's question um answered that about the or the the response that Matt had answered that of like oh I ready shows lower you know levels generally than what we actually see in the um ESPback but um then I was like wait this is I ready versus I ready data and there's a dip what do we have concerns about this dip or what what what's going on with this dip? >> No, I you know to
158be honest we were a little disappointed because that's not typically what we see. The trajectory is usually that we grow. Um I think that overall we had a 1% so when you take K through 8 it was a 1% decline so looks a little bit better but still um I think it also informs what we're doing with our spotlight students and and really thinking about how are we preparing our students? We learned this with spotlight students. How are we preparing our students when they're taking these assessments, having conversations with them, having data chats, showing them their scores, showing them their growth, showing them the opportunity. And I think that there's been greater um recognition for needing to do that to really talk to students and have those conversations of look, you're right here and you're
159getting ready to take the diagnostic and here's where you can have the opportunity to be. Um, so I don't have an answer as to why we were a little surprised to see that as well because that hasn't been what has happened the last couple years. Um, and just recognizing that and seeing what we can put into place, especially between diagnostic 2 in preparation for diagnostic 3. >> And just a correction, Alison, overall K8 we had a 1% growth I read. So it's the same in language arts K8. Okay. So I it's any if you compare even individual schools some they went up in CASP and didn't go up in I ready or there sometimes you know and sometimes you don't and this is one of those I would say no I'm not sure um but
160what's our plan that's what the principles keep coming up with I'm not sure either let's see what can we roll I I know our teachers are working really hard >> can tell you that >> and we've talked about it before that test taking isn't always the best indicator Um, and then I think I ask this question every year when we have the comparison of us next to Santi. Are we looking at what Santi's doing? What what >> we've had a lot of conversations. I um >> I think there's I think when you continue to move forward um >> I think there I would say a few years ahead of us in the work. Um, so I'm optimistic that um, we'll continue to make steady growth and it's move forward there. >> Definitely encouraging seeing the
161growth that we've made this year. So that's good. Um, and then I think I've asked this question before as well. I can't remember. Um do we do any kind of longitudinal like you know we are looking at we see that sixth grade went up this much amount um or has this much um pass rate and then do we look at okay last year's fifth graders because that's this year's sixth graders and see obviously we'd hope that there'd be growth and growth and growth and growth every year. Um is that information that we look at and take into account? Yeah, we look at the cohorts. I mean, starting in third grade when they start ESPback, we look at the cohort data across and track the student groups >> to see how they're performing. >> And are
162we seeing a growth for the most part or >> Matt's trying to jump in? >> I'll be I'll be blunt. That's like the one of the first things that we look at is that cohort match to see how our kids doing at each of our schools. And I will say that in some areas we do see that trend. I will say the the some of the change in middle schools is we don't see that change into 8th grade. And that's that that factor of like motivation and fatigue and burnout of like capable kids not doing well on a test like but can so a kid who was advanced and now is below basic in a year that's not a that's not a learning that's a motivation thing. So and especially in the middle school we
163see some building from sixth to 7th and then we do see a statistical drop off in 8th grade. Hence some of the changes that we're trying to do to adjust to that child and age of child. I think actually it' be kind of cool, Matt, if um you and and Brianna, and and then if any of the other board members were interesting one-on-one to sit down with you because the way that you go through the data and you look at um you know, class by class and looking at that longitudinal data is really you nerd out on it in a good way. >> Not for a board meeting, but definitely for a session. Yeah. But it has it's it's also it's been really um a a big deal to to help our principles get there
164and and have that data culture in their schools. So >> I guess do you do a presentation with principles? Can we just be invited to that then and check it out or that need to be a special group? >> So our our principles go through the data but um actually they come one-on-one and have data meetings with us. So I don't know if you >> probably not but yeah that might be a little intimidating. >> That's fine. I I unless you have another question >> I have one more question. So I know we spot the student spotlight I'm not sure sure sure if you went through all the criteria of it but it says you know spotlight refinement. Is there is there a need for spotlight expansion? Like are we are we are we capturing
165and meeting all kids who kind of fit the criteria to be a spotlight student? Is there a gap in like resources and ability to reach all get all of them or um and do we need to expand it to kind of capture the kids who aren't currently spotlighted or expanding the spotlight maybe a little more being that you know we have some flat some flat um results or you know some decrease for the lower grade than I already I know you said refinement maybe I don't know if >> the purpose of it isn't really to highlight all the kids that we want to focus on because we we want to focus on all children. >> It's really to try to highlight one or two that represent a broader group. >> So that if I pick
166these one or two and and really deeply understand what their needs are, um they they will represent if I can meet that child's needs, I will be doing what I do for them, I will do for many. And that will then have a ripple effect. Um and so the purpose of that sort of focus is to try to focus on the small to impact the many. Um because it feels overwhelming to have that kind of com every student is and and every student is a spotlight student but for the purpose of what Allison is speaking about. So the refinement is to really get down to who are the kids that represent the many that that's the purpose >> that I wasn't clear on that so I appreciate it. Thank you. Can I add just just
167an additional I I think last year the the re word refinement is last year spotlight students were like getting to know kids individually and seeing what their strengths were and starting that like what does that mean about my best first instruction and so we're getting to know these kids for for a variety of reasons why they were selected depending on the school but that that practice of really getting to know a kid deeply and then this year we we've walked them through so knowing these kids and their attributes what do you need to do differently to your first best instruction that's going to allow access to this kid and kids similar to this. And so that's like that's just it's a it's a tool for differentiation within that first best instruction. And I think that's
168the refinement piece is that applying from what do I know to actionizing it in my lessons and of course and that would trickle into what is that like small group need. But really, if we can get really solid best first instruction that is is accessible by more than just the 30% um we're we're going to get more bang for our buck with students being able to access the grade level standards. So I guess just a clarification on the definition of the adjustment. Thank you. >> I appreciate it. Thank you. >> And can I just cl get some more clarity on that the specific student? So did each teacher at the beginning of the year say okay I'm going to pick these two students that I really want to like again like we're not talking about
169just focus on them but focus on them for the benefit of the whole group and then is that the same two students in the following year or is it just one year? So, it's year-over-year. And I think the other piece I'll add to Matt's is, and we could get geek out and talk about this all night is the refinement piece is I think that we were more there was greater intentionality with who we chose. And we put some practices into place last year that we didn't highlight. For example, looking at student work. How do we look at student work? And last year it was like maybe a random sampling of students. This year it's how do we look at our spotlight students and look at their work and see what they need. and looking at
170student data when they do that standards mastery. Let's bring our Spotlight students data and look at it and see how they're doing and how does that inform our instruction. I also think that our principles realize that the com the one-on-one conversations that they have with their teachers and selecting those students and we gave them some criteria. We'd like you to choose a multilingual English learner. we'd like you to choose like we gave them some examples and just those those intentional conversations of sitting down and looking at the data and our principles are confident and more confident I would say in doing that and having that conversation alongside their teachers to really think about hm if we took these students and we really focused on looking at their standards mastery and we looked at them throughout
171the year some are re repeats from the year before and some are not. So the teachers chose them or the Okay. The teachers chose. >> The teachers chose. Okay. Yeah. And it was a conversation like a conversation with their principles, with their teams. >> Each school did it a little bit differently. >> I think that's great. Yeah. I just wanted to clarify. Yeah. Awesome. And I say this before, too, but thank you for I Ready. I love that the focus is really on growth because with CASP, it's so challenging because by the end, by the time you get the scores, you're like, >> "What? [laughter] >> That was like six months ago. You have a whole different teacher." Like, you know, and there's so many different factors. And so I Ready really does focus on
172in the moment and it focuses on growth and I love that across the board schools are celebrating growth. So even if a student is behind in grade level, it's their own personal growth and I really appreciate that about I Ready. >> Yeah. Same. >> I have one more question about the LPAC numbers. Um obviously there's huge growth there and I think that um that can't just be attributed to increase in number of students that we're we're in in including in this um but I do have a question about that with the reclassification rates from 22 23 and 23 24 the 8% and is this 8% of we are looking at all of the elpac students or students that qualify for yeah all of our ELPAC students and then we're only taking like our numerator is
173only the folks that um >> reclassified and then or is it that our denominator was only the third through eighth graders that are the subset that we're looking at >> all English learners >> so by yeah so okay that makes that makes sense so I mean there yeah it's a huge growth in Yeah, that's huge. And I think that that says a lot of um I want to shout out Lydia here because that's like a lot of what the work that she's been doing and you know helping with with that. So um good job. >> Yeah. >> I mean in the younger grades it's easier to reclassify the younger you are the alpac the actual test >> is pretty like if you're a third grader. Yeah. >> You have to take this. Is it still
174this where it's the same test that the fifth grader takes? Yes, I'll ask I'll let I'll defer to the X-ray here >> because I know like if you're a first grader to reclassify the reading and writing portion of the ELPAC is not very difficult, right? But by the time you're a third grader, the reading and writing portions on the ELP [clears throat] >> Yeah. Yeah. Mhm. >> Yeah. So, ideally you would work to reclassify before third because what a third grader and what a fifth grader are doing academically is >> very different. >> Yes, >> absolutely. >> I just I have like a really random question like always. Um, do do you guys expect because I know like the the kiddos that are coming into the school now, like the little ones, they're more techsavvy
175and I'm starting to see like there's kids like now like my granddaughter, she's 12 months and she knows how to FaceTime. Mhm. >> So it if you guys see a significant jump like when these new kiddles are coming in, would you guys attribute it to like them them being techsavvy and being to um being able to look at different resources online or anything like I was just curious >> if I can answer that Minnie I think I would say the opposite. I think that the exposure of technology for younger the younger that kids are on technology actually is help it's causing kids to have shorter attention spans and it's harder for them to focus on the things like that that take more time and it's the it's the instant gratification piece that they get from
176technology that is actually makes it harder. >> Okay. And that's what I was curious about because I know I've seen other kiddos that you know well the iPad kids I guess you could say it. um that you know they're doing things, saying things that like they're making Tik Toks and I'm like okay like well they know how to read or they because they they're navigating things and you have to read and all that stuff. So I was just wondering if maybe we'll see a jump in that. >> I think it's high engagement for them. I'd love to replace it with books. Um, and I love to see those kids um at the at the restaurant reading a book instead of on the iPad because it is such a reward system and you see that like
177engagement level. U but I'm just an advocate of reading and I think if kids could read and explore that uh we would be having different conversations here about our kids ability to read and access complex tech. So that's just my little two cents. >> Yeah, I was just curious. >> Thank you. Okay, any other questions? That was excellent. Thank you. >> Thank you. >> Um, which brings us to Let's make sure I'm in the right place. Um, 6A, board policy updates. 6A. >> Move to approve item 6A. >> I'll second. Any questions or discussion regarding these new well board policy updates? All in favor say I. >> I. Opposed. Okay. Um, next item 6B. This is to schedule our board of education organiz organizational meeting for Tuesday, December 16th, 2025 at 6 pm. I'll move
178to approve the organizational meeting date. >> I'll second. >> Any questions, discussion? >> All in favor say I. >> I. >> Oppose. >> Okay. And next is a first read of the proposed meetings for 2026. Any questions? And we don't need to vote because it's the first read. >> Correct. >> Just put it out there. Okay. So, I'm moving on. Are we okay? >> Okay. Um 7A is our business consent items. >> Item 7A. >> Second. >> Any questions regarding these business consent items? >> No. But I would like to um point out or thank Souls for Souls for the donation of sneakers for our community schools. >> Excellent. >> All right. All in favor? >> I oppose. Oh, I opposed. >> Okay. Next would be the authorization to extend the joint use agreement with
179All Kids Academy Head Start. >> I'll move to approve item uh 7B. I'll second back to Kasa. Yeah. Um, any discussion, questions regarding this? Um, all in favor say I. >> I. Oppose. >> Okay. Bringing us to item 8A, our educational services consent items. I'll move to approve item 8A. >> I'll second. >> Any questions regarding this? All in favor say I. >> I. Opposed. Okay. Um, human resources. Item A is our human resources consent items. >> I'll move to approve item 9A and um thank human resources department with and the bargaining team um for their work on all of theseus. There's lots of them today. >> I'll second. >> Any other questions? All in favor say I. >> I. Opposed. And that brings us to our closing communications. >> Just wanted to say happy
180Thanksgiving to everyone in the next couple weeks and enjoy your week off. >> Yeah, >> that's it. Easy. >> I guess it is. Yeah. Happy Thanksgiving. Yeah. Yeah, it is close and I I'm nowhere near started planning for it. So, [laughter] for those for those who get the week off, enjoy. And uh yeah, for us who have to go to work, we'll just enjoy the one or two days. [laughter] >> Um I'll say I mean I guess we're a couple weeks back, but welcome back from fall break and um I hope everyone has a good Thanksgiving in a few weeks and then um it's been you know since fall break's been back. Um it's been cool seeing all of the fall festivals at our schools and the exciting things happening. I think tomorrow night Laamesdale
181has multicultural night and um yeah, all sorts of fun things happening at our schools. It was great. What was that last last week that we did the ribbon cutting? Yes, uh ribbon cutting at Parkway. It was um exciting to see that work done and um and yeah, that looks great. It'll be a great change for the campus. Um, and especially around safety, being able to enter that campus from the front instead of having to go through the campus to get to the office. >> Um, so yeah, very exciting. >> I just want to say thank you to all the PTAs and to all the parents who put all the fall festivals and the trunk and trunk or treats together. Um, I went to Kemp and it was a really good turnout and all the kids
182had fun. So, it was a really great thing to see. So, thanks to all the PTAs. Sorry, one last thing. Also, I wanted to just comment that I know that community schools has been doing a lot around sharing. A lot of our families are impacted by the federal shutdown and not getting paychecks. Um, community schools, our school district social media has been posting things around food banks if um, your family's being affected by that. So, please keep an eye out and um yeah, reach out to your school if you need assistance. >> Okay. Well, again, welcome back from fall break and we're leading up to another break, but we can't forget that before that break will be parent teacher conferences. >> So, there's a lot that goes into um those and it's great for all
183the families to have an opportunity to come learn about growth, you know, where their kids are growing and ways they can support them. So, that's always a big a big week. So, Um, how about David? Do you have anything? >> Just wishing people happy Thanksgiving makes me panic because I feel like I don't I'm living in another place or something. Time is just flying by right now. It's It's crazy. Um, no, it was really neat to see uh so many from CDIO out today celebrating the school. Just so proud of um Carrie and what an amazing job she's doing there and what a great staff we have at CDIO. It really is the the um I what does she say like a gem on the hill. It's for sure just love that school. So um
184thank them for being out here and um yeah um thanks to Parkway and Academy and um it was great to be there for the ribbon cutting. Thank you guys for coming out for that. And um this I I didn't I never realized how exciting it would be to be doing um all of these projects associated with the bond and everything. You know, my head was always in such a space of like we just really need this work. Um but it's really exciting to see our schools um benefit and I too in seeing the um survey results just felt a sense of um gratitude that people feel as supportive as they do about our schools. I think it really says a lot and um it says a lot about the incredible work that our bond team
185is doing now and um and will continue to do in the future. >> Okay. So, I think we can adjourn this meeting at 8:22 p.m.