Board Meeting

001Good evening, ladies and gentlemen. We're going ahead and reconvene back to open session at this time. If you'd all please be so kind to join me in standing for our flag salute. Ready, begin. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Great. Thank you very much. Has us move to agenda item number one, which is the adoption of our agenda. Is there a motion to accept this agenda this evening? I move that we um adopt the agenda as presented. Thank you very much. Is there a second? Motion made and seconded. All in favor? I oppose. Great. Thank you. Motion passes. Um reports and communication. I would like to read um action taken

002from close session today. Um, the RUSD board of trustees met in close session this evening and voted 50 to accept and adopt the recommendation stipulated expulsion for student 24-25A. This has us now moving on to superintendence report. Mr. Schumake, you have the floor. Yeah, good evening. Uh I have all three of the reports tonight. So I'm going to apologize in advance that you're going to be listening to me talk quite a bit, but I've got some really I think enjoyable uh information to share this evening. So uh superintendent report. Um again, just align to our our our uh board focus goals that we adopted in December. You can see those there. Um this first one um Michelle and I last night actually had the opportunity to we're talking about just this continuous improvement. Michelle and

003I and Matt Ryan, our director of um technology, were at the Elor County School Boards Association deep dive into AI, I think is what they called it. And so it was a fascinating uh presentation. Lasted about an hour. Michelle and I had some an opportunity to talk afterwards. And I I just um so interesting just in the room and just with Michelle and I talking just the divergent thinking related to this. I think one thing we walked away and if you want to chime in feel free but the high schools um their board is really wants to lean into this and and really I mean uh get pretty uh definitive on what the what the expectations are and uh I think the K8s that were in the room and I know I spoke for our

004our district but uh Buckeye did the same was just um we do not want them to create a position or a um processes that are different than what we're doing that you know TK through 8 we're teaching kids this is how you are expected to use AI and what we allow and then all of a sudden there's no pathway 912 they got to relearn a whole new system or new processes new protocols and so I think there was some their board president came up and spoke with us afterwards and up uh thanked us for reminding them that this is really something that should have a TK through 12 pathway I don't think we're going to be on the same page as the high school just cuz they're dealing with a lot of older kids but

005um I just appreciated the time and um you know Matt lives all the way out in Lincoln and was willing I asked him gave him every opportunity to not attend like I know this is far away it's on Monday night and he was there and um so we haven't had a chance to debrief with him he sent me a quick little text this morning about it but Michelle did you is there anything you want to add to it or on a schoolboard level I just thought that it was um I thought that I think the county is looking at it very intentionally in terms of how to implement or roll out AI um in a three-pronged approach which they which they talked about which was policy um educators and students and so I thought that

006that was very thoughtful. Yeah. The other piece I did appreciate on the policy part was that everyone agreed that we we're not going to write this ironclad policy that's going to be obsolete in three months. like we're going to have to be very thoughtful and nuanced with whatever policies we adopt. I know that CSBA um Christina was sharing that those their suggestions come out here within the next month and we'll see. I don't know if they've have if they've thought out something on that or not. We don't always just adopt what CSBA puts out, but it'll be just interesting to see what they come up with. On the right hand side, I referenced this in in um with you earlier. Uh this is our team meeting with and I I took so many pictures. There's

007no great picture if you know at some point someone's face doesn't look great on on Zoom. So, apologies in advance uh to if anyone watching is upset with the picture that I got snapped of them. Um, uh, oh, shots fired here in the, um, yeah, but, uh, what I appreciate about this is we're adding some additional staffing at Lake Forest next year in recognition of the fact that, uh, that school, um, needs some additional resources to deal with some of the challenges that they have with the programs on their campus. And, um, this was just our preliminary meeting. We're having a uh we're calling it the um student and staff uh support team. And really what we're going to be doing is looking on on June 5th, we're going to sit down with uh we've

008got their uh psychologist, their TOSA, uh maybe their PBS facilitator if we have them hired, their counselor, two teachers, and two classified staff, the principal Dustin Jen Renee I, and our coach from Stutter. just sit down and talk about can we define everyone's lane because you're going to we're flooding the zone here and everyone needs to know where they're supposed to be on any given play to use a basketball analogy. And um so really to define roles, talk about expectations, and then really just sit back and say what are our processes going to be for kids and supporting them. And also for staff that um are going to be that experience challenging students in their classroom. with this additional staff, how can we support them in their roles? I'm really excited about what we're gonna

009um what we're going to develop and what we're what we're going to see there. I know the staff is is ready to tackle this issue as well. Um so appreciate the team again just wanting to look at how do we get a little bit better and how do we not just throw staff at it and say, "Well, guys figured out I hope it works. We added more people, you know, like how do we get really intentional?" I'll be at that meeting as well. Uh on the culture of excellence, the student support, this was our unified um basketball game. Jamie was there to uh watch for quite some time. We've got kids on the right hand side is just you've got a student that's got a disability and then they're being supported by a student that

010does not have a disability. And so in this particular case, the kids just pointing at which way to go. Dribble fast. Go score. You know, being super supportive. It's um it was really fun for me just to even see just how our gened students supported these kids and how loving they were and thoughtful and encouraging. Lots of parents there. There are some IAS in our district and that from our EDCO program that in fact Jamie you and I were watching this late. I went up to her I'd never never met her before and she's not with she's with the county. I just went up and told her like you are gifted at what you do. I was exhausted watching her about five minutes. I was like, "Oh my gosh, you do this all day." She

011was just assigned to one kid. And the kid was a challenge, I'll just say. Um, but she was so loving and just it was it was just a great event. And you can see there on the left hand side, Michelle Kuster and Dustin uh Bailey uh uh led this the last two years. Takes a lot of support from our staff. um a lot of um our special ed uh support staff, behaviorists, psyches, they they coach a team at a school site. Um we partnered with Walk with Austin, the the mom from Walk with Austin. You could see he's in their There he is kind of in the middle right. Uh he's got like a pink sitting his wheelchair there. Um, we partnered them with them on the shirts because uh she's got a a I

012don't know if it's her own business or a vendor that she works with, but she's been great. I I think did she donate the shirts? Do you know or a reduced cost? It's okay if you don't I shouldn't have I believe the shirts were purchased by the district with the money that we um we received back from Special Olympics. Oh, okay. Gotcha. So, but super fun event. We'll be doing that again. And our unified uh track meet um is two two not this Friday but next Friday I want to say um this was just something I grabbed off of Dustin's Monday memo that's my favorite way to start our the Monday is just to look back on what what was accomplished and some of the neat things we do this was just an example I

013think of how we're trying to support our staff um earlier in the year we put out a document for staff about how they could utilize AI with with report cards and helping crystallize their thinking and really provide um thoughtful whole uh and really um pointed comments about a about a child. But you know, I watched my wife and others just struggle with the exact word and how to write it and how to make it seem personable. How not seem personable, how to make it personable. And and this gentleman um and that was very wellreceived because people were able to type in just some key thoughts about a kid. I've got a, you know, he's a fifth grader, loves sports, great to be in class, talks a little too much, you know, academically successful, you should

014be very proud. And it just get kind of gives you some sentence starters where you can go, that's exactly what I want to say. Or I like that as a starter, but I'm going to massage that a little bit. And just, you know, we had staff that were going from 30 hours of to-do report cards to 10 or three just because they were a So this whole idea of time and staff support, this was a unique thing that I had never even thought about as a teacher. This gentleman records himself when he when he has a sub. Um he uh sits down with his sub plan, puts his camera up, records himself, walks through what the expectations for the class are, reminds them that, you know, I'm not there today, but I'm going to hear

015about how it went. Be on your best behavior. This is what we're working on. And um I just thought it was a great way rather than typing up a fivepage sub plan to be very personable with I'm not there today. I wish I was and here's here's what you can do. So, I just thought it was a really cool way that we're just thinking outside of the box on how to use technology to uh and also to um improve the learning that goes on when there is a sub because it's not the same. Uh our commitment to community, this was our community event. Um I'm hoping um SSDA, Small School Districts Association reached out about how do districts celebrate the end of the school year. We submitted an article um about what we do. So,

016we'll see if that gets picked up and and published. But this was our event had about 120 uh folks as and you can see there's just a lot of joy um and raffles. This entire event is because of our um community partnership with school services which has grown from we can help with the raffles to we can help with the rental to we can help with the food to we can um uh help with the drinks complimentary of schools for so they pay for the entire event. This event doesn't happen without Christina. She there's so much work that goes on behind the scenes for this this event to happen. But I I get that so many people are so complimentary at this event and I think Kim and Michael were both able to attend just

017it was it was lovely and we lucked out with the weather. Jim, I was wondering if I can lean in for just a second in regards to this community partner that really supports what we're doing in our schools at the root with our teachers, right? And I'm curious if either at our next um countywide um gathering or here in our chamber we can recognize them and just demonstrate our appreciation what they do and and help um express our appreciation what our teachers do for learning. Yeah, I'd love that. Um and classified. Yeah, thank you because I was just going to say we had uh we had three I think three custodians that worked with their principal to alter their hours. because they came in extra early so they could get their full day and then

018they came to the event and they just they had a great time. It was really and they're um three of them there three of our newer staff so it was just really fun to see them there as well. Uh fiscal accountability as you know we have settled with um our teachers association and thank you to our bargaining team. We have a as I shared with you there's a tremendous collaborative spirit that exists when we bargain with our teachers. There's also a tremendous amount of trust in the budget and um I know that that doesn't just happen. So Lisa, thank you. And then Dustin both and on that team is also uh Dustin Bailey is on that team as well this year. So the three of them there's a lot of work to get to that

019handshake. Oh yeah, I know Michelle. Michelle and Michelle Winberg is on there as well. Um sorry Michelle if you're listening, but there's just a tremendous amount of work that just gets to that handshake and I'm really happy for our team. There's moments where you just think it's not going to happen today and then there's additional conversations that go um one of the things when I was doing that role for another district it was when you get stuck keep talking like don't walk out of the room mad just we're going to figure this out lock the doors and so uh we still have some work to do with with CSEA we have a bargaining unit u meeting coming up with them but as of as of um once the teachers association ratifies. They'll start their process

020tomorrow. I'm I'm comfortable that they're um going to be able to get that ratified. We'll have all of our employees, our administrators, our confidential, our classified management, our certificated management, they'll all have been essentially settled with a plan for next year um with just CSA to um um hopefully um get there uh as soon as possible with them as well. Um, and you're probably I know Jamie, you probably see the uh Lake Forest going up every day. They're up now. Um, all the work now it's like, "Oh, they must be done. There's we're there's a lot of underground work that goes on and we're a little bit behind schedule at Lake Force just cuz they're, you know, there's every time they cut and dig, they find something new that's not on the plan and they've

021got to uh figure around. So, I think our I think the the gates come off on the 23rd. Uh they were supposed to come off on the 9th and I think we're now out to the 23rd. We are working with the team uh the solar team to remove the fencing for our three high travel days openhouse um gradu and then fifth grade promotion and I think kindergarten promotion is the other big one that we're uh looking to take the fencing down. And then on the right hand uh excuse me uh the left hand side is is Pleasant Grove. Most of the fencing is down. you, if you were on the campus, you'll see a ConX box that's uh roped off. We had the street cleaner come this last Thursday night after their open house, but

022um we're we're we're cruising along and we we met this Monday to talk about uh the start for um Jackson, Green Valley, and Rescue are really going to be the next ones up. And then the last uh two will be um Lake View and and Marina. Marina's going to be like there's gonna everything's going to have to just hit perfect for Marina to happen. Um, and we do not want to do everything we can to avoid starting the school year with the traffic there. There's just not a lot of offsite parking like there is at some of our other schools. It's just a major thoroughfare right there. So, um, we're not going to say uh we're ready set and not ready to say go quite yet on that one. We'll find out in the next

023couple weeks, I think. Jim, on the solar real quick, if I can ask a question. Are we waiting for all seven sites infrastructure to be complete before we flip the switch or are we pulling energy per site independently as they're available? You want you want respond to that? Yeah, they will be in um individual. Um they're not so PG still is not quite there yet. Although everything's there, we're still getting all the underground stuff. Same with Lake Forest. I think their underground stuff, we hit some delays with that as well. Um, but their switches will be flipped, so to speak, um, as they come up on board. Great. Thank you. Yeah, and the company we're working with is highly incentivized to flip the switch as soon as possible either. And remember, this is a local

024company, Exite Energy, Parents at uh, Jackson. They've been fantastic. We meet with them every two weeks now roughly and then we correspond in between as issues arise. I think oh and then something to make you smile. Um this is Abby. I may have talked about Abby before. Uh this is a dog um that uh Stacy Gman went through some training with to make sure that the dog could be on campus. Um, they surveyed the entire community to see if anyone had dog phobia, allergic to dogs, so they knew everyone they could advertise. They put a sign up when the dogs on campus so people know if they've got an issue, they don't go in. They have had zero issues. Uh, and the dog is beloved. The the traffic in the Lake Forest um main office

025in the morning is just a line of people coming in to just say good morning to Abby, pet Abby real quick. And then one of the rewards that um so she's there um not primarily but she does a lot of uh with kids that are just disregulated. They're they have to get pulled out of the class because they're just not able to get it together. I I think it was in a Monday memo that Dustin sent out. I might have put her on one of mine. It was a kid just basically almost asleep laying on top of her. He did that for like 10 minutes and then he got up and went back to class like and that's a kid that we would have really been sending home. We would have been calling the parent

026say let's try again tomorrow got back into class. These are kids that are working on their reading and they got to one of their rewards was when you get to so many words you can go down and read to to Abby. So they got to they all picked out dog books and went down and read to Abby. I just thought it was a cute um a cute way to that that this and this dog has been such a become such an integral part of the campus which is really fun. No, no, we're not allowing cats. I think that's it. Any questions on No. All right. Well, let's just roll. Oh, actually, I'll let you introduce the Sorry. This has moving on to public comment. It's not on tonight's agenda. This is placed here on the

027agenda for providing members of the public and bargaining unit representatives the opportunity to address the board items here on the formal agenda. However, we value our public's thought and so we can refer those questions to superintendent. Sorry. Um, for items that are on tonight's agenda, I'll identify the appropriate time for the public to be able to speak on that. I will say that there is no one in the chamber with us at this time from our community to speak. Uh, this then has us leading into agenda item number two, our ELCAP. And um, our superintendent has the floor. Yeah, I'm really excited to share this information with you. I say this every year, but when this survey goes out, goes out to about 11,000 people, I hit send and refresh, refresh, like just watching them

028kind of come in. I was sharing with the team this morning that, you know, the the unique thing about this is it's anonymous. They don't have to uh they don't have to um log in and we can't track any of it. And so they can put whatever they can respond with however they feel about our district. They can give us a not likely or unlikely or whatever. I forget what the terminology that unsure or strongly disagree. They could do that click click click click and just and walk away and they can write the meanest things they want or they can be thoughtful and say the nicest things. And so um predominantly it's this is a celebration of what's going well in our district and which is my word of the year. We have work to

029do still. You're I'm going to list out um you know you go through the number of comments that we get get. Let's just say we get 300 comments 250 comment that people actually leave comments. Some of them can be quite um vicious and uh like almost inhumane like at least from my perspective. I'm like seriously like you don't know one person in the entire district that you like like type of thing. No one said that, but I mean just really and then you read the most beautiful things about the impact that the kid and that they they don't even think about the school because it's just part of the fabric of it's not like oh I wonder if the school is going to do this well. I hope they do this. It's just like I

030don't even think about the school because it's just everything runs well and that's predominantly what we saw and again and we have some work to do. So I'll share just dive into this. So first part is just um the agenda. We'll go over the LCAP real quickly again remind you where we are in the process and then we're going to spend most of the time on the data and kind of some next steps. Um after this present immediately after this will be some the revisions that we are proposing for the LCAP which are extremely small which is a good sign because we're in the after year one of a three-year LCAP. we should not be making some significant changes or else we didn't do our work at the very beginning or something really um crazy

031happened and we have need to deal with it. So as you know everyone has to do the LCAP plan. It just talks about our goals, our actions, how we're going to spend our money. It really focuses on um all of our students and in particular some of our uh neediest learners. And it it does require that we have some meaningful stakeholder engagement. Um and that uh uh for us our educational partners are you're going to see here in a second are um uh what's going on with my clicker here? There I skipped one here. Nope. Uh so meaningful stakeholder engagement and then again it's um our our funding everything is driven through the LCAP. Um, we do this every June we sit and refine and then every 3 years we actually sit down and say

032we're going to take the whole thing and we're not doing any refinements like let's get let's reset. We've been very fortunate here. You're going to see the amount of work that we've done over the year that informs our LCAP every year. We This is not an an This is not a oh a compliance in June. Let's talk about the LCAP and change something just so the state goes away. Like it's something that we march along so that when we get to it, there isn't a bunch there aren't a bunch of families in the room arguing that you didn't listen to us or the board saying, "Wait, what is this about? What what how did how did you come up with this?" So, you'll see some of the significant piece. So, the process here is we've

033got these annual board presentations and study sessions. We analyze our district data. We um talk with our educational partners. You're later tonight, you're going to hear two recommendations that come from um uh for the uh next year's LCAP that'll just be refined into it. And then in June, we'll have our public hearing on June 10th and our uh approval is is scheduled for June 17th. These are the groups that we engage with when we're developing. I'm not going to read all these to you, but they're quite extensive, I think. The first two are just kind of on the natural. We're always talking with these groups. But at the bottom there, you can see, you know, we have our climate and culture survey. Again, just a reminder, this used to be the California Healthy Kids Survey.

034I think it served us well with the board um agreeing for us to do our own survey. And that is that data has been shared the last two years by Dustin. Um we we've got our parent survey, our LCAP survey, the student listening circles. I've taken to when I go read to classes that the student listening circles are they're not as easy to organize, but the going into a classroom and participating in a classroom assignment and then the teacher's giving me time to ask kids questions or if I go in to read and there's time I'll I'll say I've got four, you know, three or four questions for you depending on the grade level. Um that's basically where a lot of this is being generated. And then I'm also not getting a handpicked group of

035students that oh the superintendent wants to meet with some kids. How about you? Oh, you you you know, it's we're getting it's just a a a wide a wide sampling and I'm I'll point to myself as a principal that would have the superintendent come and do listening circles like I always knew who was in the room. This this just avoids that. It makes it really easy and and it doesn't put any extra work on the principles to try to write passes and pull these kids out of class and disrupt the learning environment. uh you can see our our ELAC, our DAC, our PTO and PTC uh meetings with the board president and then obviously we do our employee experiences survey. So lots of opportunities in this district for us to for to provide feedback and

036that tonight's we're going to focus on just the parent survey. So we do this every spring. We had 374 people take the survey this year. That's down 33 people which is 8%. We got pretty close. I mean when you look at 374 to 407 you that's pretty close. the 8% like that's a I'd like to see it less than that. Um, but you know, you can only send out the reminder. You don't want to sound like a broken record either. Like I think we sent out I think I sent it out three times as a reminder like every week and a half and it's and I just left it open so people said, "Oh geez, I forgot to do that over spring break." They could go in and still and still take it. And so

037our goal tonight is I'm going to give you a four-year comparison on the parent survey questions. questions have not changed the last four years. So, you can kind of see some patterns that are that emerge. And then at the at the end, I'll share some themes and some um both positive and some areas where our community is telling us, you know, I think you guys could do a little bit better in this area. And feel free to stop me at any time as I'm going through there. So, at the top here, we're going to go over three our three goals. So, at the top will be the goal that the survey really tries to measure. And then the question on this one, uh, my child's teacher provides quality instruction and I the the percent up

038top there is just strongly and somewhat agreed. So I didn't I didn't pull out who disagreed. It's just you can figure that one out. 9% either were unsure, somewhat agreed, or somewhat disagreed. So you can see what you want to see is the blue and the red growing. And ideally, you'd like to see the blue growing as much as possible. So, you can see our our blue has shown some pretty steady improvement. Um, over the four years, it's had some incredible movement, but we're getting up to a point now, I think, where I think these increments are going to be, you'll see tonight, they might have moved just a little bit, but there's just a general consensus that the over the last two years, 68% of our family are saying absolutely. And if you add

039it up, 91% are consistently saying uh that yeah, my child gets a quality instruction. Um, my child's actively engaged in school. Again, really uh positive number. And you can see that blue and the red pretty much stayed consistent. The blue nudged up just a little bit, but 90% um I was sharing this with the principles today. I mean, I don't know what you can survey people on and get 90% to agree. Um I mean, there's very few things I think you can get that type of consensus. So, these these numbers are quite high. um that my kid is challenged in their in their learning. That's at 86%. You're going to find that that's a theme that's going to get called out a little bit later. And it's it's really about why don't we have like

040an advanced pathway at our from TK through three, you know, like they're just looking for some type of acceleration. So, we have I'll reference that when we get into the uh uh positives and the areas need of improvement. my child's average class size is met. This is a question I I joked today with with the um principles like I I don't know why this question is on there unless we get down to 10 to one. Um I just don't think people are going to say that's a great class size. You walk into a class it's a lot of kids. Doesn't matter if 22 kids which is a very low class size is a lot of kids and we're well above that in almost in all of our classes. And so I this question I've just

041left it on there because it was part of what we were asking that first year when I got here. Um and so you can kind of see we're kind of stagnant over the last three years on on that. I think that that 2122 that was Lisa Dustin and I's first year and that's what we added some staffing quite a bit actually because we had some COVID money. Um and so the classes were um that next year, excuse me, we did and so I think people were like, "Oh, that's a lot better than last year." Um do they have access to academic supports? Again, doing really well there, 82%. Um that's a theme that comes up as well uh throughout the survey. So I'll share that uh some more detail. This is um I'm really pleased

042with this one. 92% of our families say that their child feels safe at school. That's a really um high number. Uh and considering that we don't have fencing, you know, the things that you think about like single point of entry fencing around all you know around every a sheriff a school resource officer. The things that you think about for safety for the most part our families are dropping their kids off and saying I feel safe when I leave my kid on campus. Well, not for the most part, overwhelmingly. Uh my child, this is my I say this every year. This is my absolute favorite question. Can my child name an adult? Because I think this question requires the parent to go to the kid say, "Hey, do you who do you who cares about you

043at school versus I think they do. I'm just going to answer. I think I I know if I'm a parent, I'm going to stop and ask my kid, do you feel safe at school?" Okay. Do you have someone that you that cares about you? So 94% of our parents said, "Yes, my kid has an adult at their school that cares about them, which is great." And then this asked the parent, can I name someone at the school that cares about my kid? And again, it's 94%. Um, you can you can see the uh uh the blue is uh predominantly in this category for sure. My child feels connected to their school, 91%. Um, again, pretty stable the last three years on this question. ticked up a little bit in the blue each year, but some

044nice gains. My child's this this is a real testament, I think, to our custodial staff and our facilities team and they know they have some work to do um as well, but that the fact that um people are reporting that their child's school is clean, you know, 500 kids to a,000 800 kids can do a lot of damage in a day to make a school not look clean. Um, you know, you go to most of our campuses after lunch and you can hardly tell that there was that lunch went on or that recess was happening because they there's not a lot of litter. It's just wellkept. And our facilities team is done a really nice job over the last couple years of trying to get really thoughtful about trying to have the campus look as

045good as possible. We don't just don't have enough people. I mean, that's just part of the struggle that we have. Um there my uh school's response to the social emotional needs of my child and family. I was a little nervous about this question last year and this year because that seal component has a little bit of a there's some folks that just gravitate onto that and say that's not what I want you to teach my kid. What do you what do you teach just I just want reading, writing, arithmetic. We haven't had that in our community like has existed in some of our neighbors and I'm I'm thankful for that. But we've done we've done some work in this area for sure and this is going to be a tremendous focus for us next year

046uh with Jan and our MTSS work that's going to and our principles that are going to be leading that. And you can see the blue just continues to creep up on this one as well. Uh this one's nice as I'm just I sound like a broken record. This is a nice one too. Uh that you're being communicated families are being communicated with in a timely manner. I can set my clock to when when the the ones that go out in a blast. Like I know when Rescues goes out. I know when Jackson's goes out. Michelle's go Michelle Windbergs goes out every night at 7:00. And Rene's usually sends hers out on a Saturday. I mean I like it's like clockwork when I get these. And it's it's nice because you just know it's it's going

047it's going to arrive when I know it's going to arrive. And I could say that right if I left the school off. I know when you're when you're when you send these out. Um, and you can see we just continue to creep up in this area, too. I think this goes to in part two to just a lot of our our office staff and our leaders just thinking, okay, where's an area where I can get better? Like when you're predictable, you're pleasant. Like, I'm just going to schedule this thing to go out at the at a common time and I don't have to wonder as a parent like when's this thing when am I going to get the next email? Just no, you get it on this day. Uh, the school staff promptly responds to

048my calls message. This is beyond teachers. So 90% there. And you can see this one. Um took a little dive last year and then pop back up. This is the one I always put the caveat on there. This is the district office. There's the only reason I do that is because we don't not everyone calls the district office. Like so 33 a third of our group said I don't know what happens when you call the district office or department. I never I never call them. So if you were So take out that unsure piece on there which I think is fair. Uh that puts us at 96%. I don't hear the phone in our district office. I I mean I I'll hear the phone and it doesn't ring for more than one or two rings

049and it's getting picked up and there's a thoughtful response uh to it. And I know that Dustin, Lisa, and I I get CCD on a lot of emails and so do they. And the prompt reply is is um we do I think a really nice job of getting back within 24 hours and usually same day. And I'm almost done here. um high qu access access to high quality instructional materials and technology resources, 88% there. And so here's just some of the themes that emerged. So one was just the strong um communication and family engagement piece. And you can see kind of the bullets a lot of people talking about. I get frequent and clear updates from regardless of who my kids working with, the principal, the teacher, and it makes me feel informed and that

050the home to school events that we are doing. And I'm really excited. I'm not going to ruin Jen's um plan, but she shared we're partnering with some local organizations. In fact, the first one's tomorrow night actually at Green Valley. We're going to see how that goes. But we've got a plan in place to do some monthly um where there'll be an activity at the school site. Um students and families are going to be invited that have a need. I think your wife's going to be there tomorrow night. Yeah. With Aspire, you will be too. Um and then we're also going to have a food distribution that's going to go on monthly. And then I believe we're going to be doing that um trying to ramp it up. So over the holidays, some of these families

051that we know about will go home with a week's worth of food at Thanksgiving, two weeks at Christmas. Um so this is a space where um we haven't we've done a lot individually at the school sites like they are constantly plugging into kids but we haven't systematized it from a district level and I think we're going to um this is this numbers that's going to get reported on with a much higher score next year just based on what we've already um planned out for next year. Uh, and then caring and supportive staff. The comments are those are the funnest to read because they're just there's so many people that just say, "I love my teacher. I love my school. I I love how caring everyone is. My child loves going to school." There's just all

052of those uh really nice comments and just nurturing and people investing in kids and again that connected to adults and then this enriching and positive learning environment. So which which is which is going to be interesting because in a moment they're going to talk about wanting more like advancement and but we do most of that right now comes through our enrichment programs like if you want to it's may not be like a gate level enrichment program but it's usually something that takes the learning just maybe a little bit some of it's just fun but some of it get dives in a little bit deeper. Um so they do like the diverse learning uh opportunities that we have including the enrichment the field trips. We had five schools at farm day today. Um the art, the

053music, the STEM that goes on. Uh it's it's our families see that and they're very appreciative of the fact their kids have so many opportunities. In fact, we were talking with the Michael and I met with the PTO presidents and they're like, I I think we've gone a little like we might have to scale back a little bit like we just don't have the bandwidth to sustain this because we don't have enough people volunteering. So, I think that we'll see kind of a reset um in the next couple of years as people realize we don't have to do all of this stuff like what what what can we strategically abandon? So, we'll see. And then that word joyful came up and that's the word that our visitors from uh China said, remember the teacher said,

054there's so much joy in your classrooms. That was a word I hadn't heard really to describe classrooms. I mean, it's it's true, but it just wasn't what I'd heard. I thought that was when I saw that word, I thought that's interesting that so many people mentioned joy and that's what we heard from our visitors. Um, and just, you know, also that we're here for the academic growth and also just this social growth. Here's the areas that we need that our community is telling us you could do a better job on. Um, so lower class sizes clearly that is not going to be in the LCAP recommendations that I'm making and it's simply because we just that we there's a unpredictability with the state budget and there's also a lot of inequity with the way the

055budget is funded. If we were getting the same funding as an Ntomus, uh, a San Juan, a Folsson Cordova, an Elkrove, an Oakland, an LA, a San Diego, uh, we would we would have about 30% more of a budget than we do right now. They're just funded differently. And so as a result of um the additional monies that are applied to schools that have uh they call it concentration grants, it it just puts us in a not a very competitive playing field because we're just not being funded the same. And I understand why we fund some of these schools differently. They just have higher needs. But we we have a lot of needs here, too. Um so I go off on a soap box on this, but they so there is a desire for lower

056class sizes and all of us agree with that. It's just uh at this point ours are very competitive with the county and in the region and um we'd love to go lower when we can. Uh this request for more instructional aids counselors and support personnel. We do have a counselor at every single site. We have two um here at Green Valley. Uh that will continue and and next year we are adding um we added a PBIS facilitator here. We're adding one at Rescue and one at Lake Forest next year. Um, so we are making and and we always are evaluating our instructional aids and what kids need additional supports if anyone needs one-on-one aids. Um, so I would agree with that too. We'd love to be adding more uh supports. At this point, we're just

057happy that we're keeping everything and not pairing it back due to layoffs. Uh, advanced to struggling learners. This is a really an an interesting one um on the advanced pathway because we're dealing with some much younger kids at the middle school. it kind of starts to you can understand why they want that. The concern has been if we start if we start offering advanced pathway. We've got a lot of families that would be demanding that their child be in that pathway and we don't have the the staffing and the ability necessarily to have a pathway of half the school in the advanced pathway. So we are exploring like okay how do we address this where it doesn't just fundamentally change what the whole master schedule looks like and the expectation like well why isn't my

058kid in the advanced pathway that's why gate it no longer exists in the state or is not no longer funded so this lack of differentiation uh is we're hearing that some of our advanced students are feeling a little less than challenged and we I've got we have some thinking related to this and then again this call for a gate type programs tutoring, targeted interventions. We are doing the the the uh tutoring with our EL students. You saw the impact that that had this year. That's going to continue. And these targeted interventions is part of a lot of the work that our school sites are doing related to our multiple multi-tered systems of support. uh the gate, we don't receive gate funding and so we have not been running any type of gate programs, but clearly

059our community is telling us like they they'd like to know more what what could that look like in a K8. So we're going to start to tease that out. Did you do you want to ask you do too on the differentiation? I understand you know um to try to create an entire pathway for half the school might be very challenging um but what are we doing just in terms of I don't want to call it regular differentiation but um are we still for example um if we have three fourth grade classes um looking at you know kind of evaluating our students and kind of grouping them to their skill set I don't want to use the word you know blank, medium, and high. Yeah. Yeah. Yeah. Um and um therefore allowing uh potentially for kids

060within their their you know group that at their level to continue to move up and same for um not just math but for reading and other instruction. Are we doing that? Is it supported by teachers? And I've got I've got a fan. I'm gonna I'm gonna call a friend over here that's waving. I'll let him answer. So um so thank you for asking that. So um traditionally we our teachers differentiate that's something that they do our primary teachers you've been in their classrooms where they will through assessments they will build out when they do their centers or their rotations they will have students that are based that are group based on and I would say not based on I think the word you were going to use tracked out but b like they're tracked into

061a group but it's based on what their needs are and so they will have their grade level uh standards that they're being taught to ensure that they've received that instruction But then we have um and I'll give you some examples. We have students that are um participating in math where they um when they take that diagnostic assessment and grades three through five, they will um be assessed on their grade level standards but then receive recommendations on what they can work on. That's above and beyond, you know, things in those areas. We have reading groups where we have students that based on the levels that they're reading uh and the way that they're assessed receiving um you know they'll be in a group if they need extra intervention or if they need acceleration there are those

062teachers that are that are providing that for them. So, so that is that is happening on the regular on the natural and so it isn't like it's a new program. We've been doing it and when and I because I've been here for 12 years I remember when we had that conversation about gate and about the importance of differentiation. Right. Yeah. You were there and we talked about that. So it's not like we're not going to challenge students but we're going to on the natural identify with our assessments where they are make sure that they're mastering their grade level standards and then providing what they need whether it be intervention or whether it's acceleration. I wonder are we doing it not just within the classroom but I remember um there was a time when we would

063actually move classrooms. So you would have like three fifth grade teachers and one would teach one group and so you actually you know the kids would actually physically some sites are some sites are doing that. I wouldn't say it's universal. It depends on the site and it depends on the grade level where there are some sites that are to your point. Um I know that fourth grade um at a couple of sites that they do that for math where they will level for math. I think that's what you're referring to and then they will group the students where you'll have the three teachers and then they will level and then the students will move around and they do that um it's not a universal practice but but I would say some some teachers some sites

064are doing it. Okay. I I just mentioned it because it seems that you know what you were saying before you know and then they're provided materials that they could do. it's almost like on their own. Whereas if we keep it within school and we have them going to a different classroom um you know having different again based on their abilities and whatnot and um if that is something that our staff is interested in doing and if it's something just that we can do I think it just gets more um from a parent perspective and a child's perspective it just makes it better as opposed to just saying hey you know actually you're really smart you're doing well on this why don't you take home these uh you know these workbooks and see what you can

065get done tonight. Um, you know, in between practice and you know, I I I will tell you that the sites that aren't necessarily doing that, it isn't because that they don't want to. I think that in the conversations I've had with teachers is that they because those students are on their role, they want to be able to speak to the instruction directly to parents. And so they may not feel as comfortable if another teacher has their students, even though they're collaborating, they don't feel as confident. they want to have them in front of them and then provide that in in those those rotations, those groups and do it that way. And so I think it's a preference. I think that there are teachers doing a variety of different models. There's just there isn't a universal

066per se, but students are getting what they needed whether it's an acceleration or whether it's an intervention. Jim, in regards to this last bullet in number two, I think there there's a couple of opportunities really to explore here. um one being in class during school hours and one after class from an enrichment perspective and really tapping into the program coming out of the state and that's this is apprenticeship program where there's funding um and utilizing some of the talented um community members maybe even within the STEM arena where I I understand how parents want more for their students and and sometimes there's not enough bandwidth for this enrichment activities after school We offer a lot of different fun activities after school like cooking and and um instruments and stuff but but if if an opportunity

067could present itself where our focus is more towards STEM and academic based not that cooking and instruments isn't academic based but um I think there's businesses within our community through our apprenticeship program that they can come to our sites and provide these enrichment opportunities for our students inside of our STEM uh alignment um and expose our kiddos to some really high level um real application learning opportunities um much like some of the stuff that's going on in the summertime on our campuses, right? Um but if if we can have some of our businesses maybe through partnerships coming onto our campuses and offering these things, um I I think it it could be things that a lot of our parents would like their children to participate in. And I know every family and their kids have

068such busy schedules, but um I'm just curious if there's a lane there for that. And I know this apprenticeship program is already built out in in regards to what it looks like um and that there's funding for it. and and I don't know if maybe some of these businesses could reap the rewards of these financial incentives to participate on our campuses after school hours for kids um for these enrichment activities that are really geared more towards um dreaming vocational futures um and maybe even aligning with some of the programs that we have at the high school level from CTE. Um there could be some value in that. I totally agree and um that is something definitely that I think that we should continue to pursue. who I know that a number of our sites do

069offer and I wanted to put a plug in for Pleasant Grove who I know that Jim had spoken about their career day that they had where that they had their career fair that started with them talking about our AVID students where they want to go to college but then they had folks from um our community and the business world come in that actually talked about what they do for a living which I think is a great start to I think what you're talking about. Um, and currently as we finish our state testing over at Rescue, our fifth grade students will be participating in researching jobs that they're interested in or careers followed up by how to build a budget, how to maintain a budget, and then they actually get to participate in an actual job

070interview circumstances where they get that um, experience of dressing the part, answering questions, and you know that that speaking with a grown-up, you know, we all know what that looks like, you know, that anxiety. So, so there's definitely some uh some work to be done and I I I think your point is well taken, but I just wanted to kind of plug those those things are getting ready to happen or have happened. Hello. I'm going to be sharing some um initial thinking as well here in a slide or two. Uh the the third area just that um our community said they felt like we could do better is just this concern about the open access to our campuses. I think I shared with you a parent from Davis that called me said he's moving to

071Lake Forest and wanted to know when we're going to have the campus completely fenced in. I said that's not h like single point of entry. And I said that's not happening. And I explained to him that that's not just our decision. The sheriff's department doesn't want us to do that. The um office of emergency services recommends against it. And I explained that to him and and he decided that he was not going to be moving to the Lake Forest communities. But I do think there's an element of if we build a fence that'll be safer. And um so I I understand that the this idea of this unlocked doors and incon inconsistent enforcement of security protocols. I'm going to touch on that in in a moment. We've allowed some choice with do is your door

072going to be cons consistently locked? And what I hear from our many of our teachers is I don't want kids, my kindergartener or kindergarters have a a restroom inside. Let's just say a first grader. My first grader leaves to go to the restroom then comes back and the door's locked. I got to knock on the door and the first thing they're thinking of is why is the door locked? And is this is something unsafe? Is you know like it just creates this why is every door locked and I got to ask an adult to open it up. So part of it was just I don't want that environment. I have the magnetic strip. If I need to lock my door, I can lock it literally within seconds. I I I don't want my door locked.

073Um, and then there are others that no, I'm I want I want my door locked and I've got the kid that sits closest to the door and he can get up and pop the door every time someone knocks on the door. And we've allowed for that. Um, and I'm I'm I'm not going to be bringing forward at at this point any recommendation that we systematize that because I do think there's some value in both voices and we don't have we don't I don't think have consistency at all in how people feel. Um, and then these this concerns about uh aging portables, outdated playgrounds, limited shade structure. Shades uh the amount of people that would like shade is pretty intense and it's very expensive. you put something over a kid's head and the state gets really

074nervous and hyper involved in what's going to go on. And so, um, it just it's not easy. Those these shade structures we put up are quite expensive. And so, um, we we get this and I think this is going to be part of the larger conversation about, um, now when the dust settles, I know Lisa and I and Dustin are going to be sitting down to talk about like, all right, uh, we need to probably go out for a bond and and just rip the band-aid off and maybe go for it and start having this conversation again. Like, I know we went through it. That was the last election. Now, part of this continuous improvement work is uh, let's look at it again and maybe with enough lead time and a ramp up we can

075see where we get and maybe there's some tilling the soil we could do in the next year and a half that gets us to where our we feel more comfortable authorizing a bond. Um so then uh just some initial thoughts based on the the data and I hate ending with the with the like areas of need improvement. I want to go right back to 94% of our kids feel safe on campus and have a trusted adult but this is the flow of the thing. But we're going to keep doing what we do in these areas that are positively highlighted. Uh clearly it's resonating with our community. We're not going to be doing bringing any wholesale changes to that. Um on the class size and staffing, we don't currently have a plan on that. And that's

076not because we don't have an interest. It's simply because our we're impacted by the California budget. So, and I think that's a a fair enough talking point for families like we agree with you and we can't do everything right now. of class sizes is one that we're not currently tackling and it is quite expensive. And the support for advanced and struggling learners for advanced learners, these enrichment activities and acceleration at the middle school level. You know, we do allow for kids to accelerate in math. I met with a family today with Levi that's a sixth grader that wants to start taking some eighth grade classes and we figured out today we talked through it and figured out a way like we can make that happen. Like this is a this is a student that that

077could can happen for. I know we've had kids that go to the high school from the eighth grade. they get driven over. So, we we are always open to not saying, well, that's not what we do. You're you're a sixth grader and you have to you're going to seventh grade next year. It's like, well, maybe they can take a more advanced class. And it's not the norm, but we are open to the conversations. We are exploring options at the elementary level. And part of it is could we turn these enrichment classes where it's not um Play-Doh or Legos, could it be Legos with some type of end product? That's some advanced thinking. Um like how do we not lose the fun part of these enrichment activities, but how could we make them maybe a little

078bit more academic where it doesn't even know the kid doesn't even know they're doing that piece? I know in um when I was at uh Churchill Elementary, we would have we' have like these uh people come in that would host like a science day like there was a an unsolved case on the campus and there was clues and kids had to use some critical thinking and um and so maybe you maybe there's opportunities like that because relying on our staff to create these things, it's just not going to happen. They're like, "Hey, I'll I'll teach an enrichment class where um like one of the most popular classes is the ukulele class at at Rescue." And the teacher, that's what he plays. He go, "I'll absolutely host kids and we'll play ukulele all afternoon, but if

079you're going to ask me to to create a a murder mystery, or maybe that's not a great example, but a mystery on the campus." Ah, I'm gonna I'll pass on this one. Um, and then the universal design for learning. I know UDL's um Jen has already signed up for a seminar this summer on that. Um she sent me the uh invite. It's in the middle of July. I'm going to try to attend it as well, but it's just talking about how do we plan for a range of students in the class kind of what we're just this differentiation piece, but I know you're heavily involved in that. Um and then continuing on this with our struggling students. So, uh the topic was advanced and struggling. So, this is now we're talking about our struggling students.

080We're doing a lot of work in this area with SPED, our MTSS, our tier 2 targeted interventions. You uh you can see how we move the needle with our EL students. Again, our our SPED supports have gotten um quite robust and there's still a lot of work. Thus, the letter that we just sent the superintendent sent to the state about sped funding. Um and then also just um th this this has changed a little bit because of um our EL teacher is took a position at um a full-time she wanted a full-time position and we weren't quite able to offer a full-time for the EL support piece. Um so she's going to be taking a full-time uh kindergarten position at Rescue. And so, um, I'm not sure if the increased staffing part because we were

081looking at that up until what, Thursday, I guess it was. Um, so when this went out to you, but we are we're not going to let the existing staffing go. Um, and then campus safety, we're always looking at ways to just get a little bit better and just to be as consistent as possible, but at the same time, again, just allowing some choice and voice with the how the classroom is regulated. Um and then again we're going to be exploring some funding sources and budgets. We we've done a really nice job um I think as a team our government's team and with Lisa just setting aside monies for capital fac uh facility improvements matching bond funds and you can see the work we've already been able to accomplish without having matching funds and a bond

082at this point. I mean it's been quite significant actually the last couple years. So we'll continue to be um looking at that with our campus safety. you know, if you're asked by someone, are we going to fence campuses? That's not the plan at this point. And then, uh, so our next step is our very next presentation this evening, which is on just what are some potential revisions that are going to be coming to you. And then, um, we'll have a presentation, a public hearing on June 10th. And on June 17th, um, this data that's in here will be will be reflected in what you what comes to you in our LCAP. So um we don't just do this report and then not bake it into kind of the thinking related to the LCAP. I think

083that is the last. Are there any questions about our data positives areas to work upon? I know we answered a few. We kind of had open discussion throughout that presentation. So I'm not sure Mr. Clarity is there another I just had one comment. I think I think so often we strive to just get better better and better and that can be really hard once you you achieve your goals. So I think I want to I want to compliment us on consistency to get to that that higher level go bowl of you know 90% plus in a lot of categories in it was amazing how consistent it was right big increase from year two to year three and just really consistently high strong numbers from year three to year last year to this year. So you

084know kudos to the team that just incredible numbers very hard to get there and also very hard to stay there for it's just Thank you. Any other? Okay. Uh this was just a discussion item. No action needed. So therefore, it opens up the opportunity to move on to agenda item number three, which is the 24 through 27 draft LCAP revisions presentation. All right. And this slide deck is not nearly as long as that one. So, uh, so tonight is really just an opportunity for us to, um, reaffirm the work that we did this year and, um, kind of tee up what's going to happen on June 10th and June 17th so that it doesn't feel like it's just dropped on you. It's just a reminder, um, more than anything and then just a kind of

085a forecasted as to what's coming to you. So, we're going to have a recap of our LCAP development. I'm going to present you just two uh um revisions that you've already voted on. They're just going to be baked into the LCAP or I'm suggesting they're going to be baked into the LCAP. And then we'll talk about next steps timeline and then if there's any if there's any questions or comments. So I got there's three pages of work of of these slide decks that we did. So I just want this is just a reminder to the board like like this LCAP development and the budget development and the thinking that goes on it. it's informed throughout the entire year. It's one of the reasons we have now the uh when you get your board packet, you

086can see what's coming in in September, October. Like we're just we're just trying to get more methodical about this is how we do things and this is how we move from uh learning where where we're doing really well and where we need to work on so that when we get to these final few months and to the plan that it's like, well, of course we're doing that. We've been talking about it like ad nauseium with all these presentations. So you can see here August, September, October, November, December, we had things that were being brought to you, updates from departments, our EL master plan, we had study sessions, a budget uh um has been brought to you. And then even in December, we were in the middle of the year looking just at our board goals

087as how they might want to inform the LCAP six months later. And so we were way ahead on let's let's talk is this really what we the work we want to be doing and then we've adjusted as a result of that conversation. Um and then you move on in January and February. You can see February is a very busy month for the board to sit and there's a lot of reporting that comes to the board. Um but you can just see we we have our school dashboard data update and then school calendar report cards, our culture and climate survey results. I mean, there's just a litany of data points that come to the board throughout a school year that get us to tonight just kind of coalesing around where are we at. And some of

088these we don't even wait until June. Like there are there are some things where we just say we got to we got to do this now and we'll act on it. Now like the PBIS facilitators, we're not like well should we let's just wait and see what the board says and like oh no there's a grant. this is clearly an area where our community is telling us we could get better. Let's apply. We don't need to have a study session and a work group about this. We already have one that's that we know it's working really well. Let's just implement. So, not everything has to wait until uh the end of the year, but for the state, they do require an end of the year kind of a recap of or where you're headed in

089the next. And then you can see here we talked after we did our board goal, we then had to look at our LCAP because we didn't have we added a commitment to community and we did not have goals in our LCAP aligned to that. And so we rewrote those as well and I'll I'll remind you there a slide coming up on that. But you can see February, March, looks like we took April off and then May and June just consistently bringing things to the board so that you so that you feel informed when you get to this point. And the idea for us, at least our team, our goal for you is to get to the LCAP and have that be the shortest meeting of the year because we've already done all the work versus

090sitting down and going, "Well, what do we want to do about our EL students?" Well, that we should have been talking about that when we got the dashboard results in January, right? Thankfully, they were excellent. So, that's not something that we continue talking about. But, you remember the previous year, they were not. And that's when we said, "We need to we need to lean into this." and we ended up hiring someone to tackle that. So, we're in year one of a three-year LCAP plan. Um, and remember, these are just three-year cycles. So, our 24 to 27 LCAP is baked. The state just says make sure you're looking at and clearly we do that throughout the year. Um, and when you look at our LCAP and look at our results, I don't doesn't matter what metric

091you look at. If you look at our our CASSP data, what our students are saying about it, when you look at how our how they're evaluating our our staff are evaluating our departments, what our employees are saying and their employee service, our employee experiences survey, what our community, the data that we just saw, our attendance uh data, our suspension data, that all the metrics that are that we have to look at, we are our LCAP is serving us very well. Like and and in this district, the LCAP is basically the budget. um they're pretty synonymous in this district. And so um again, you I I kind of listed off there all the ways that um that we feel and ideally you do too, that that that our current LCAP does not need a lot. It

092needs some refinement, but not there's not a lot to tackle in there. Uh there's some work to do, but it doesn't not all of it requires a budget um piece assigned to it. So, as a result, our only recommended revision is related to this. Um, the board goals that you adopted in December had a had a new goal that had no action to it. It's like just saying we're going to do this and then like, well, how well I don't know, but we're going to do it. It's like, no, we said we're going to do it. What are the actions that fall underneath that? And so, after you adopted the board goals, we went through a a two-month process where we looked at actions. So remember this is this is what you adopted in December

093and this was just a revised goal and it was commitment to communicate it was commitment to community communication and connectedness and there were two breakout sections in there they delineated a little bit more in the next slide and again this resulted in us going okay does this where where is this where does this fit in our LCAP and it doesn't we don't have one action that is tied to this new board goal so we came back um in March. Well, we adopted it in March, but we came back in January, February, and adopted in March. And we said we just kind of dug into what are two goals that um could fall under this underneath this commitment to community. And it was really just this expanded community partnerships to support student success and increase family

094involvement and community participation in school. So, we've already tonight's not about looking at this and changing. At least I hope it's not because we already we did an extensive process on going. So, the recommendation does Michelle, I don't want to looks like you're reading. Do you want Are you okay? Um, so the recommendation here is just that the Oops. Sorry. is that these the only changes you'll see in the LCAP uh this next that we're bringing to you is that these two goals will be will be buried in there and that we'll be having some met part you'll see in the LCAP plan there's some other work we have to do related to that but other than that we're not um bringing any wholesale significant changes um uh related to the LCAP and part of

095that also is as as you know we are not in a position right now to be adding any anything. We're we're looking at how do we kind of get a little tighter. So, I am proud of the fact that we're not bringing to you any like we got to cut this. Sorry. I know you like it. I know it has tremendous results. It's got to go because we got to cut make some cuts. We're not in that position. So, I don't want you to feel like, well, what do you mean we're only doing two extra things? We're we're also keeping every single thing that's been in the LCAP. um versus a lot of districts in June are going to be adopting budgets and LCA caps that are significantly revised because of their budget. So um

096uh June 10th we'll have the public hearing and the proposed uh budget and then um this is a new report because this we need more reports in the state of California. There's an LCAP local indicators report that Dustin's that's going to go on consent, right? We decide Oh no, that that's right. You have to present that one. All right. And then the other new report, structural continuity plan, that's new this year. That'll go in that'll be a consent item for you. And then we'll take some board action on the LCAP and the budget on June 17th. Also, let's open up to discussion, questions on superintendent report. Seeing none, this is just a discussion item. Seeing there's no discussion test. Moving on to the next agendaized item. Uh number four, which is resolution number 25-05, declaration

097of need for fully qualified educators and our assistant superintendent of curriculum and instruction. I forgot you had something. Listen, Haley, you have the floor. Welcome. Good evening. Uh so each year our district uh works really really hard to find the most qualified teachers to fill vacancies and we are currently in the process of staffing for next year for 2526. Uh and we always at times uh we always strive to find the most qualified folks, the most credentialed folks. Um, but there are those opportunities where we may find a necessary time to hire someone who maybe hasn't fully completed their coursework for a specific credential, but they qualify for an emergency permit. And due to legislative changes for the hiring process for emergency teaching permits and credentials, a declaration of need for fully qualified teachers must

098be authorized at a public board meeting. We do this every year. Uh and so in anticipation for the potential to do that for the 2526 school year, the declaration needs to be voted on and considered by the board that would remain in force until June 30th, 2026. So at this time, it's our recommendation that the board consider approving resolution 255, declaration of need for fully qualified educators for the 2526 school year. Thank you, Mr. Haley. Uh there is no public comment at this time based on the attendance. Therefore, open up to discussion. Seeing no discussion, this has us moving to action. Is there a motion, please, to adopt this we adopt 255 declaration of need for fully qualified educators? Very much. Is there a second? Motion made second. All in favor? Oppose. Awesome. Motion passes.

099Thank you. Mr. Haley says it's moving to consent and there is nothing to pull. So therefore, may I get a motion please on consent? motion to approve the consent agenda. Thank you. Is there a second? Motion made and seconded. You're good. You have to say all in favor. I understand that. I I noticed that you were reading through it. I wanted to make sure if there's anything you wanted to Mic is bad. I know how to tee things up. Motion's been made and seconded. All in favor on consent. I oppose. Thank you very much. Motion passes. Miss Hunter, would you like move to adjournment? Hitting hitting Miss White. Go ahead. Red.