May 28, 2026 Regular Board Meeting

001Welcome to the Selena City Elementary School District's regular board meeting. Today is Thursday, May 28, 2026, and the time is now 5 o'clock and I am calling this meeting to order. >> Dr. Andrade, will you please take a roll call? >> Amy is >> here. >> Argalimba, >> present. >> Jennifer Zanzo >> here. >> Jessica Powell >> here. >> And Belly Garcia >> present. All right. Do we have a motion to adopt today's agenda? >> Move to approve. We have a motion by Trustee Gimma. Do we have a second? >> I'll second. >> And we have a second by Trustee Powell. All those in favor? >> I. Motion passes. All right. On to public comment for close session items. Trustee Zanzo, do we have any public comments? >> No, we have no public comments at

002this time. >> Great. Uh, all right. So, all that said is we will move on to close session at um 501. Well, good evening. We are reconvening in open session at 6:31 p.m. Uh, Dr. Andrade, would you please uh introduce the school that will be leading the pledge of allegiance this evening? >> Yes. It's my uh my privilege and honor to uh have Erica Tuminelli, principal of the Salina Steam Academy, come up to the podium and uh she will introduce the students that will lead us in the pledge of allegiance and I believe they also have a a brief presentation for us. >> Good evening. >> Could you check if your uh mic is on? Sorry. All right. Good evening, President Garcia, board members, Dr. Andrade cabinet. Uh my name is Mrs. Tuminelli and I

003am the principal of SCSA for the past 5 years. I am going to be joined with some of our students and our uh esteem teacher, academic coach and leadership adviser. So can the students and Miss B please come up? We are going to share a little bit about our school and do the pledge of allegiance. Put it right here. >> Please stand >> for the pledge of allegiance. >> Place your right hand over your heart. 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. >> You may now be seated. >> Good job. Perfect. >> All right. I think they're going to get a presentation going for us. Um, so like I

004said, I'm the principal. I've been there for 5 years and we are going to talk a little bit about all the things that are going on at our school um and some of the things we're excited about. So we have each student is going to um share a slide with some pictures and some of the highlights or things that they want to showcase about our school. So um but first I'm going to introduce Miss B. She's like I said our steam teacher, our science um academic coach, leadership adviser, um admin designate, everything. She's she wears many hats. Um so she's going to share a little bit about the things that we're doing at our school and then the students will take over. >> Thank you. So just a few highlights. We started an in-person enrichment

005program this year that focuses on steam in a hands-on way where students come to school uh multiple days a week uh to practice these steam skills. For example, we did a whole sewing unit where the students were learning how to sew, but in reality we were practicing fractions in geometry. And so they loved learning through math while learning to sew. Um we also have a film making club, our esports club. Um and we have family and steam family art and steam meetups where we invite all of our families to come to our school and um get our steam education as well. So our parents get to participate in that which is super fun. And we also uh do take-home science kits. And we did a winter inter session this year that was all steam based

006where kindergarten through sixth grade got to do hands-on kids at home virtual learning, but they were uh practicing their steam skills through their computers which was awesome. I'm going to turn it over to Vrage Bonds. Oh, just kidding. Miss Tumelli. Hi. I just wanted to share a little bit about our 535 initiative that the we have um as a district and just where we are as a school. So first the first five is for math. So proficient in math by fifth grade. So we started looking at our fifth and sixth grade as a baseline um and how many of those students were proficient in math at the beginning of the school year. Um and 13% scored um proficient on um the STAR math test for um their baseline. We just took it for trimester 3

007and of our fifth and sixth grade students 41.8% are proficient in math. So we had a huge increase in our students. Um for the three it's for reading um proficiency proficiently by third grade. So when we were looking at our third through sixth graders to see which students were proficient in reading. Uh in the beginning of the year we had 36% of our students were reading at um a proficient level for their grade level. And at trimester 3, we're at 57%. So each um we're increasing the amount of students that are reaching that 535 goal. And the last five is reclassification by fifth year. We don't have the ELPAC scores yet. Um but our school has 32 English learners, and we do have 14 of them that have already met that 5-year mark of um

008being an English learner. So we're really working to make sure that those students can get reclassified um shortly. So hopefully with the new ELPAC scores coming out um we'll have some more um students that are reclassified. And now I'm going to introduce our students leaders. We have Raj Bonds, Cash, and Bella. Hello my Davis. Hello everyone. My name is Broad Bunch and I have been at this school since first grade. I love this school because we have wonderful teachers and everyone is very kind. There are so many ways so many ways to learn like going to enrichments or meetups. Some of the medium person learning opportunities are the robotics and Lego arrangement classes and the many field trip. Thank you. My name is Cash Dutra and I am in the fourth grade at SCSA. I

009have been at SCSA since third grade. I love SCSA because my school has many strengths that make it a great place to learn. I like all of the meetups and enrichment activities because they help students learn new things and connect with others. I also like that I can ask for help whenever I need it because the because the teachers and staff are supportive such as Miss B and Mr. Gonzalez. Hello, my name is Bella Flores and I'm a fifth grader at the Selena City Steam Academy. I have been at the school since first grade and also I was the first to enroll. Um, this student has provided so many students with so many great opportunities and it feels like a family. Whenever I go in person, which is pretty much three days a week, there

010isn't a single person that I don't know. All of the students, teachers, and staff members all contribute to the well-being of my school. All right, so that is um the end of our presentation, but before we um open up if anyone has questions, um we just want to acknowledge like Bella said, we are a family. Um and one of our students did pass away um in April, and so we just kind of wanted to have a little moment of silence to remember Genesis. She was with us for 5 years. Um, so if we could just take a little moment to remember Genesis. >> Thank you. Um, does anyone have any questions for our students or myself or Miss B? >> No questions, but thank you so much and keep up the great work. >> Thank

011you for being here. Thank you, Miss Tuminelli. Uh families and staff. Um I know that uh it's still a a a school day, so if you wanted to quietly leave, please do so, but do so quietly. Thank you. >> All right, we're on to um item 5.2. This is report of uh action taken in close session. So regarding item 4.1 on a motion by trustee Zanzo seconded by trustee Ish and with a vote of uh five zero in favor the board took action to approve a compromise agreement in office of of administrative hearings case number 2026 to resolve claims against the district in exchange for funding in the amount not to exceed 8,400 for student tutoring services and 7,500 in attorney fees. Regarding item 4.5, the governing board considered the April 22nd, 2026 appeal of

012one complaint originally filed on March 20, 2026 by complaintant Cindy Chavez concerning employee number 162211. This appeal was considered pursuant to district board policy administrative regulation 1312.1 complaints concerning district employees. In close session, the board determined to address the appeal without requiring the parties to appeal before the board in person. Further, after reviewing the complaintant's appeal, the investigative notices provided to the parties, and to the extent deemed necessary, the investigative report and findings, the board determined to deny the appeal. Accordingly, the board authorized the superintendent designate to work with the district's legal council to prepare the necessary and required notifications of this action to the parties and for the superintendent or designate to direct staff to transmit and process such notices in accordance with the district's practices and procedures. This action was approved by a

013vote of four in favor and one abstained with members Ishanzo Garcia in and Powell in favor. Uh no members opposed and uh member Gimba abstained regarding item 4.6 Six. On a motion by Trustee Zanzo, seconded by Trustee Galima, and with a vote of 50 in favor, the board took action to approve the appointment of Christina Chavez as principal of Lincoln Elementary School. >> Oh, excuse me, Christina Perez. >> Yes, Christina Perez. Okay. Christina Perez. Christina Perez as principal of Lincoln Elementary School effective the start of the 2026 27 school year and that was basically uh the extent of the action that was taken in close session is Miss Christina Pettis in the audience. >> Yes. Can you stand? All right. And so we are now on to acknowledgements. And for this portion, I'm going to

014turn it over to uh the superintendent. >> All right. So we're going to start with uh 6.1 which is our invention convention. We have six outstanding students and we are very proud of them for representing us at the state level in the invention convention conference. Um the state and it is nationally recognized program creates creativity, problem solving, critical you know uh thinking and uh innovation more than anything. So um our students show all of these and uh it is a reminder what is possible when curiosity is sparked within. Congratulations to our merit award recipients and I'm going to call their names and if they can come up so that our board president can give them a certificate and a ribbon I believe. So uh Victor Floresa Royo and Pio Gonzalez from Laurelwood Elementary Victor And

015moving forward, Popler Penny Cook from Lincoln Elementary School and Angela San Diego and Zoe Tovar. from Mission Park Elementary School. I think our board president wants the rest of the trustees with the picture. >> And before the picture, if I may, um, if I may, Miss Garcia, we do have, uh, Sophia Lqueen. She is actually from Sherwood Elementary. Sophia is going to represent our district at the national level uh next week. Congratulations. >> Congratulations to all of our students that participated. And um we do have their inventions um displayed here. If the board wanted to later on look at them, I think they they would be willing to share them with us. And I believe the uh the one that is representing us at the national level is a fruit picker invention. So thank you

016Sophia. We're looking forward to hearing how that goes. We're very proud of all of you. Parents, we know it is a school night, so if you wanted to uh make your way home, this would be a good time, but please do so quietly so it doesn't interrupt the board's meeting. Thank you again for being here. So, our board is pleased to acknowledge our SESD student film festival, which is the third year that we're hosting this. We had 166 students from 10 of our schools participating. And through short fir film, students share their creativity, collaboration, and their perspectives on topics that matter to them. Our district has uh developed a short film. Go ahead. pollution is really bad for the earth. You did what's happened. >> We should recycle more and make sure our trash doesn't

017fly away. >> How to treat the world like kind like just to help the world be healthy. >> Oh, I love that. the students have the opportunity to show their creativity and um and it's all about just them and what they can do. >> Tonight's film festival is about more than just movies. It's about a student voice, creativity, and empowerment. Each film represents a student's ideas, perspective, and courage to share their story with others. When students are given opportunities to create, lead, and express themselves, they begin to see the power of their own voice. This event celebrates our students not only as filmmakers but also as storytellers, collaborators, and leaders. Let's give a huge round of applause for our student filmmakers. Your creativity, hard work, and storytelling truly inspire us. I'd also like to take

018a moment to recognize our uh coordinator of innovation, Christa Bradley. um if she's not here, I wanted you to recognize that um she organized the event along with our teachers, mentors, and the community and parents who supported. So, thank you once again. Um 6.3 Asian-American and Pacific Islander Heritage Month. Tonight, the board acknowledges May as AsianAmerican and Pacific Islander Heritage Month. And tonight is special because we are honored to welcome our international educators from the Philippines who will share a cultural and heritage performance with the board and uh those present. I think the majority of our board is um >> Asian heritage. We have another >> We're okay. >> I don't Okay, I guess we do need this space. While we wait, I'm going to just go ahead and recognize the rest of the acknowledgements.

019Uh 6.4 are teacher appreciation week and California day of the teacher. We recognized them at uh the last board meeting in April, but uh this is the month where it is actually uh recognized. So um we honor our certificated staff, including our substitutes for the care, creativity, and commitment they bring to our students every day. 6.5 classified school employee week is May 18 through May 23rd, and we honor our 526 classified employees and our classified substitutes. Uh thank you for your dedication, your heart and your service. And the last acknowledgement is uh National Mental Health Month. Um we are grateful to our 17 school-based counselors who support our students every day and also uh we are uh very proud to add additional supports to our students and families through our partners Kolles and Hazel Health.

020And are we ready? Oh, okay. The anticipation. Yes. I'm not going to say that. >> So, uh for those in the audience that may not know, uh we do have international teachers. um the teachers from the Philippines are assisting us with special education uh staffing um and so we are very grateful for them to be able to be here and uh being able to serve our students with disabilities. So once uh again uh in honor of Asian um American Pacific Islander Month, here are our teachers from the Philippines. Heat. Heat. Say I'm not Go away. Heat. Heat. Heat. Heat. I love you. Heat. Everybody's going to dance. Heat. Heat. Heat. Heat. Heat. Heat. more. >> Thank you so very much. That was beautiful. And uh we appreciated also the uh the traditional blouses and and

021shirts. Um we we conclude with that our acknowledgements. >> Yes. >> Well, thank you. So we are now on um item seven, educational partners. And for this I'm going to call uh Connie Roas Bari, CSA president up first. It was on. I think >> testing one. Testing one, two. >> Dislodged it. There you go. >> Thank you. That was a hard act to follow. Um uh good evening, Dr. Andrade, board of trustees, cabinet, parents, family, teacher, staff. Um I just want to thank our members this year, all our classified staff. It was classified beak last week and I just want to do a shout out publicly to all of them for the tremendous and fabulous great work that they do each and every day and they show up and they give 110% and u we

022had a kind of a rough year this year um with negotiations and comparable worth. I'm glad to say that we did finish negotiations and we did finish comparable worth and our members will be voting on it next Wednesday at a special ratification meeting. If all goes well, then we can present it for the board for next month and move on to 2627. And um tonight on the agenda, we have longevity um that I'm certain you're all going to pass and say yes so our members can um get what they're owed. Um so just want to thank you for a great 2526. Like I said, it was a little tough. We're looking forward and being optimistic for 2627. And I just want to say thank you to all our classified members for the great work they

023do every day. Thank you. Thank you. All right. Next, we'll hear from DAC President Brenda Contas. >> Hello. Good evening, President Garcia, Dr. Andrade, members of the board, and cabinet members, families, and community. Um, today I'm going to share a little bit of what happened on May 13. Let me get my notes up. Okay. So, my name is Brenda Contreas. I'm the DAC president. Um uh we had a quorum of most schools on May 13th. Um Dr. Andrade went to DACA to continue to reinforce the district's mission to continue with the 535 that states that students are prepared by by fifth grade they're proficient in math and the that by third grade students can uh accomplish their reading level as well as being reclassified by fifth grade. Um, she also commented about the next DI

024DI expansion to seventh grade that will be presented later tonight. Um, and I as a parent of Diaz am very hopeful that it happens in our school. Um, she also shared the recent celebration that the district had for all the classified students on April 30th at Compest Church. I was there. So I was able to see all the the happy families um gathering that day. Um uh another thing that happened on DACA was Miss Wuerta did a presentation. Um I was there to help her out a little bit. Um based on federal programs that exist, um Miss Werta also got some feedback from parents. Um and she allowed parents to describe their inputs on the existing programs and they were able to also give feedback on you know other programs that they they wanted. Um

025we also had DAC nominations and votes for president vice president secretary positions for the 2026 2027 school year. I got reelected so I'm president again. And we have a new vice president, Alion Lorsano. And uh secretary, we are still deciding because we have Karina Coronel. She reelected and we chose her for now, but in case her student leaves, we'll have to reelect another one. But for now, we're all um complete. Um we also had a presentation from Sherwood School by their principal, Mr. Marquez. He gave us the demographics of his school, how he keeps high standards for the students, always taking the challenges the the teachers bring to their students. He talked about the grant his school received uh for three years to continue with reading and how the teachers from all grade levels including

026par educators are trained in the letters curriculum. I thought that was very interesting. um this year his school reclassified 22 students and he wants to double the numbers and he believes that their students will have the capacity to do it. He also shared that well as we all know that one of his students is um is the one that that that was in part of the invention convention which you guys already saw here which I'm very happy I met her here. Um and now I have some recommendations for this to this board um from parents. One of them is bringing airtutor more soon in the school year for fifth and sixth graders. Uh that way it doesn't happen around the same time schools are preparing for their for the Elpac camps. Um another recommendation is

027um there's a need for a parent coordinator at Elgabilan. So, some parents were asking for that. Um, another suggestion is that even though Diaz has a we already have a librarian, we want to see it that we we don't want our parent coordinator to be kept away from her position like we want an actual librarian. Um, also Natividad parents also felt that there's a need for a room uh for the cafesitoss. I I'm pretty sure that you guys already know that they don't have a a a classroom, but they were asking to see if you know there's a place for parents to gather. Um that's all my report for DLC. Now I'm going to do it in Spanish. I have 41 seconds. Oh my god. Okay. And Mathemat! Compass. Federalist. Secretary Sherwood Marquez. letters classification.

028for services. Foreign speech. Foreign speech. Foreign speech. All right. Next, we will invite Marissa Dpagno, SETC Vice President, to come forward. Good evening. My name is Marissa Dpano. I'm the lead negotiator for SCTC and speaking on behalf of our executive team tonight. I'm going to begin tonight by once again speaking about star reading and star math. As you will notice, there is no item on tonight's agenda seeking approval for either of these assessments. This leads us to believe that the district's plan is to quietly eliminate them without bringing the decision before the board for a public discussion and vote. Over the years, we have presented multiple surveys and shared feedback from teachers, parents, and students alike regarding the value and importance of these assessments. The message has been consistent. STAR assessments are an essential tool

029in our schools. STAR assessments are fundamentally different from the new Arenda cycle assessments. STAR is both diagnostic and designed for progress monitoring. It is student centered, allowing students to track their own growth, set meaningful goals, and reflect on their progress throughout the year. Star Reading also directly connects to Accelerated Reader, helping students identify appropriate reading levels and supporting teachers in setting individualized reading goals and point targets. Unlike the Arinda assessments, Star provides students with clear understanding of their academic growth over time. Removing these assessments will create a significant amount of stress for teachers because the need for this data will not disappear. Instead, staff will be scram less scrambling to find alternative tools to replace what STAR already provides effectively. If the reason for eliminating STAR is truly financial, then this discussion should have been

030brought before the budget advisory team and openly discussed with stakeholders. Eliminating STAR does not move our district forward academically. Instead, it removes a tool that has consistently supported student growth, teacher instruction, and meaningful progress monitoring. SCTC is formally requesting that STAR assessments be placed on the agenda for the next board meeting so that this issue can be discussed publicly and the board can take a transparent vote on whether these assessments will be kept or eliminated. Next, I want to address the dress code being presented tonight. SCTC requested that the district update the current dress code because it had not been revised since 1997. However, the proposal being presented tonight does not provide the clear, consistent expectations our schools need. As written, the proposed policy lacks specific guidelines and appears to shift the responsibility of creating

031dress code expectations onto individual school sites. Rather than beginning the school year with strong district-wide standards that are clearly communicated and consistently enforced, each school may now be left to develop its own interpretation and expectations. SCTC believes our district should adopt a stronger and more clearly defined dress code that provides consistency across all campuses and leaves little confusion for students, families, and staff about what is and what is not appropriate for school. Clear expectations create consistency, reduce conflict, and better support administrators and teachers in enforcing policy fairly and effectively. Finally, I want to address the proposed launch of seventh grade DI classes in our district. SCTC is not opposed to thoughtful expansion. What we are opposed to is bypassing the proper processes and rushing forward without adequate planning, transparency, or collaboration. Attempting to open a

032seventh grade program this fall does not provide nearly enough time to thoughtfully develop the strong, comprehensive seventh and eighth grade program our students deserve. It denies stakeholders, especially staff and families at the proposed sites, the opportunity to engage in meaningful discussions and ask critical questions before such a major change is implemented. Unfortunately, rumors are already circulating about teachers being hired, classrooms being cleared, and acceptance notifications being sent to families as early as tomorrow. A decision of this magnitude should not be driven by behind-the-scenes conversation and speculation. It should be built through transparency, planning, and collaboration with the people most impacted. SCTC was first informed of this possible expansion on May 4th. Since then, we have submitted a formal demand to bargain and to this point have not received a response. While Mr. Dillinder did reach

033out to our president, Oscar Ramos this meet this week. Mr. Ramos communicated that due to end of the year obligation and his own son's graduation, he would not be available until at least next week. If the board chooses tonight to move forward with directing the district to bring this proposal back in June with the intention of launching it in the fall, SCTC will have no choice but to file a formal per complaint. Our union has not been included in negotiating the impacts of this significant change. Despite our legal right to do so, if expanding into a junior high model is truly the direction the district wants to pursue, then we owe it to our students, staff, families, and community to do it correctly. That means taking the time to fully develop the program, complete the

034necessary processes, involve all stakeholders, ensure that the many unanswered questions are addressed before moving forward. Thank you. Okay. Now, we did receive notice that we would not have anyone here uh from the substitute teachers union. So, we'll move on to public hearings. And at this time, we will now conduct a public hearing on the local control and accountability plan or the LCAP for the 2026 2027 school year. Education code section 42127 requires the governing board of trustees to adopt a local control and accountability plan prior to adopting the district's budget. In addition, education code section 52062B1 mandates that the governing board hold at least one public hearing to solicit recommendations and comments from members of the public regarding the specific actions and expenditures proposed in the ALPAC or the annual update to the ALCAP. This

035public hearing is required before the governing board can adopt the final LC cap on June 16, 2026. The public hearing is now open and the time is 7:21. Do we have any speakers um wanting to come forward uh to speak on this item? Please come forward. Hello. Good afternoon again. Um I do have some um questions or concerns. So the ELUP includes um the training for being provided for for all the employees. Um I do want to know I don't know if this is available yet. Hopefully Mr. Ron will let us know in his presentation. um what types of training are being provided around special education in particular? Also, how is professional development being structured this year to address staff feedback around increased differentiation, classroom relevance and implementation support? Um our staff, teachers, supervisors, and

036kitchen staff being included in restorative justice and bullying prevention programs. Um, what kinds of trainings are parent coordinators receiving? Um, how effective has the attendance improvement and engagement plan at the Selena City STEM Academy been? And what plans do other schools have for family engagement? And one more. Um the district states that the funding for the for nutrition um uh I for the nutrition department I guess you could say um the it has decreased the funding for 10,000 to provide training only $10,000 to provide training only. Um, I want to know if is it still a concern? I mean, are these people the nutrition has the nutrition improved in the past two years or how has that changed? Um, yeah, those are just my my comments on the ELCAP and oh, and one more. Um

037I do want to uh ask for the district to keep um making parents be engaged in the in these processes especially because um parents have work and and it comes along with working along with schools. So sometimes it's important that parents are aware that these meetings are important. I was able to come to the pack meetings and I am there but I don't see many parents at the times. I know I understand that sometimes parents have you know other things but I feel like with community schools coming I think we do need to bring uh more voices to the table like I feel like three four parents in the pack wasn't enough to give feedback. Um, I do know that you guys did receive feedback from DAC, which is a big group there, but I

038I really want this to be transformative where we're all part of this, you know, um, decision- making. Thank you. Thank you. Is there anybody else wanting to speak on this matter? All right. Hearing that there are no further comments, then I will close the public hearing for the 2026 27 LCAP at this time. And it is now 7:24 p.m. All right. Um, now we will uh conduct a public hearing for the original budget for the 2026 27 fiscal year. Education Code section 42127A2 requires the board of trustees to adopt a budget for the upcoming fiscal year and to file it with the county office of education on or before July 1st. The law also requires that the board hold a public hearing prior to the adopting pri prior to adopting the budget. The 2026 27

039original budget has been properly advertised, displayed, and made available for public review at the district office since May 26, 2026 in accordance with legal requirements. At this time, I am going to open the public hearing at 7:25 p.m. Do we have any speakers? We do have someone who filled out a comment card. Coley McBride would like to speak on this item. >> Please come forward. >> Um, good evening Dr. Andrade and members of the board. U, my name is Cole McBride and I am the creator of the ACT after school children's theater program which has been in partnership with your ELO program since uh, 2022. We were incredibly fortunate to partner with you back then and uh bringing a ready to perform program to the many students on each campus. This past year alone, we

040got to work with over 2,000 students across 14 of your campuses and everything the students need for our program is provided. We bring the sets, costumes, microphones, props, equipment, and the students provide the magic and then we have a show. So, I'm proud to say that we are wrapping up our um last two of 35 performances that we've done across your campuses and we are um very anxious to continue that partnership. Um we feel that our work here with your students is not done. We have seen so much growth and um so much popularity with our program and we'd like to continue. Theater is a powerful educational tool. It really is. By working directly with our teachers on scripts and storytelling, we are naturally supporting English learners and increasing reading comprehension and fluency at the

041same time. The collaborative environment also teaches empathy and cooperation which leads to a community building skills and engagement which creates a strong bond to the school itself. Parents regularly share with us how much their kids feel like they truly belong here. And the sense of belonging directly increases interest in coming to school every day. It gives them something to look forward to. We saw the proof of the popularity of this partnership at the April board meeting where ACT was recognized as one of the top three enrichment programs for student participation after school and we were named the number one afterchool choice by umce families and we are so incredibly proud of that fact and I would like to take this moment to thank all of the instructors and teams and we have a handful of

042paras that work with us in our program after school um who also work for ACT We completely understand that the district is facing incredibly tough financial choices right now. As your partners, we want to help shield these kids from losing out on this program. That's why we have reduced our overall budget proposal for the 2627 school year while completely maintaining our highquality instruction and the full student theater experience. We hope to walk handinand with you through these economic challenges so we can keep these irreplaceable opportunities alive for children and students. Thank you so much for your time. Thank you for your partnership and we really hope that you will reconsider funding ACT afterchool children theater. U Michelle Obama just recently said if it wasn't for her time in theater when she was a young person

043that she probably wouldn't be where she is today. And so I think that speaks volumes. Thank you so much. Anyone else wishing to address uh the board regarding this item? Come on forward. Good evening, Dr. Andrade board members and all present. I'm here to speak in behalf of ACT as well. So my name is Alma. >> Just one minute. Um the open hearings about the whole budget. The act comments most of them we have for the next one. If you can wait one minute. Thank you. >> No worries. Thank you. >> Okay. We have a lot. >> This is the public hearing. So anybody else >> does have a card. >> Yeah. >> At least I think so. There's many cards that say act. Yes. >> All right. Well then, um, hearing no further comments,

044I will close the public hearing for the 2026 27 original budget at 7:30 p.m. Now, we're on to public comment on non-aggendaized items. Item 9.1, Trusty Zanzo. >> Okay. So, so those public hearings are for the whole overall budget, which everything people talk about does affect the whole overall budget, but um these are comment cards for people who are not on the agenda. Um items that are not specifically being voted on tonight, and we want you to know that your input is valued and will be carefully considered. After the meeting, the board will work with the superintendent and district staff to review comments and determine appropriate follow-up. We appreciate participants following the rules of decorum by not speaking out of turn or speaking out from the audience and we sometimes limit those comments because we

045have so many on given topics. We ask you to state your name prior to speaking to the board and you will have approximately two minutes because we have about 25 more comments tonight. Two minutes to speak on a topic with no one subject having more than 20 minutes. Uh board members may question the speaker, but there will be no debate or decision on items that are not on the agenda. >> Thank you. >> Oh, please >> me again. I'm so sorry. Why don't we start with our ACT person? I think that was Alma Gando. Yeah. Okay. Alma Gandro and then coming up could be Gwennav Powers. And we'll go from there. Thank you for your patience. >> No worries. Uh good evening Dr. Andrade board members and all present. My name is Alma Gandara. I

046am currently a team member of the afterchool scope children's theater also known as ACT. I'm also an employee of the Salina City Elementary School District. I work as a par educator at Lincoln School Elementary. On any given day, I interact with hundreds of elementary students. I see firsthand the characteristics of the children that are confident, strong, and respectful. It comes down to being good communicators that have learned to express themselves with discipline, consistency, and respect. Those are the skills learned and act. It is very important that the children have the opportunity to participate and learn through theater and expression. Theater builds confidence, creativity, and friendship, which ultimately increases self-esteem. I have seen children going from being shy on day one to take on lead roles at the end of our five-week program. I would like

047to end my comment with a quote by an American actress, Felicia Rashad. Before a child talks, they sing. Before they write, they draw. And as soon as they stand, they dance. Art is fundamental to human expression. Thank you for your time and have a good night. Good evening everyone. My name is Gwynavir Thomasson Powers. I'm a third grade teacher at Cameron. Go Wildcats. I'm also a site leader for SETC, a teacher member of our par parent teacher organization, a member of our district's art advisory council, and the mother of a former student at CAM. I'm here today to share my thoughts and observations about the benefits of the arts in our schools and specifically the ACT afterchool program for performing arts. In my experience as a classroom teacher, I've had many of my students go

048through this afterchool program. They exhibit such pride and excitement when inviting me to their performances. I've enjoyed watching the performances as well. I've also heard from parents how much they appreciate the program being an opportunity for their students. The benefits of ACT go deeper than the final product. Acting is a powerful tool for students. It helps with developing empathy by experiencing what it might be like to walk in someone else's shoes or moccasins. It builds confidence by working through big emotions and performing in in front of a large group. It builds community through being part of a complex production and working with others of different ages and backgrounds. The performing arts builds literacy through reading scripts, working on procity and memorization as well as developing the ability to focus. Overall, I believe the ACT program

049has helped to build helped to build confident, empathetic, and resilient human beings. Thank you for supporting the arts in our schools. Good evening. I'll tell you the next three names and just introduce yourself when you get to the podium. Selena Gonzalez, Rosalyn Book, and Angela Duramos. Good evening all. My name is Sleandra de Gonzalez and I've worked in the special education department here at Selena City for uh 10 years now in various roles. So I'm here today I'm just going to jump right into it. I'm here today to ask our district to move forward beyond conversations about inclusive education for students with disabilities and towards a clear and actionable plan. For decades, education has wrestled with questions about who belongs, who can learn, and who deserves access to the same opportunities as their peers. We

050had these conversations about black, indigenous, and students of color. We had them about English language learners. And looking back, many of the arguments used to justify segregation and exclusion seem unimaginable today and rightfully so. Today, many of the same concerns and debates continue to surround students with disabilities. We cannot continue debating whether inclusion is worth pursuing. The research is clear. It has been for decades. And important and more importantly, our values should be clear. Every child deserves a dignified education. As educators, we don't get to choose who walks through our doors. We don't get to decide whose education is valuable and whose is optional. Our responsibility is to every child. It is our task and our privilege. I am proposing the creation of an inclusion planning committee composed of general education staff, special education staff,

051parents, community members, site administrators, district leadership, and supports from MCOE. This committee would develop a shared vision, identify barriers, and create actionable steps toward a more inclusive district. Meaningful change cannot happen in isolation within a single department. It is only through true collaboration and a shared commitment to the belief that all students belong that we will achieve our goal of providing a dignified education for every child. I urge the is the district to make a clear commitment to inclusion and establish a committee. We are one of the largest districts in the area. We should be leading inclusive education practices and we require a leadership that is willing to support us in that. And I do believe the measure of a district and the measure of your leadership is how well you can support every child

052and support us in doing that. Thank you. >> Good evening, President Garcia, uh, Superintendent Andradi and trustees. My name is Roslin Book. I am a sixth grade teacher and currently serve as president of the Monterey Bay Teachers Association. First, I want to acknowledge the important work of this board. I especially want to recognize educators who serve on school boards. Teachers bring firsthand knowledge of classroom realities, student needs, and school challenges. Despite already demanding schedules, they choose to serve because they are deeply committed to public education. That is why I was deeply concerned when I reviewed the board documents from the April 14th board meeting and saw that one of your trustees, who is also an outstanding educator in my district, was penalized for missing several special board meetings due to previously scheduled school obligation. These

053special meetings were outside the regular board calendar and not scheduled far in advance. Teachers regularly have evening responsibilities, school events, and commitments planned weeks or months ahead. When absences for these non-called meetings are not excused, it sends a discouraging message to educators who want to serve both students and their communities. Board bylaw 9250 states that the board may excuse an absence when there is a hardship deemed acceptable by the board. This usually includes unavoidable employment circumstances beyond the member's control. I struggled to understand how a conflict arising from a trustee fulfilling professional duties to students in schools would not meet these standards, especially when the meetings questioned are special meetings outside of the regular calendar. I remember I also believe you should remember the role of governance. The board directs the superintendent, not the other

054way around. US trustees have the authority to determine whether supporting educators serving in government is a priority for this district. Thank you. Hello, I'm Angela De Ramos. I'm a fifth grade teacher and a former board member of this board. And I was so blessed to to be able to do so. I learned so much and I'm the current board member uh of trustee uh area 2 for Hartnell. So I'm speaking from experience and from what I observed and this is really an address to the board. Um, thank you Rosalyn for for that setup because I am also a teacher who serves on a board and I'd like to remind the board um that it's hard to measure climate and at in your seats. It's many degrees of separation from you to where the actual workers

055are doing their work with students. So when I came onto this board, it was, you know, alarming to know that there was some climate issues. And so while my in my short ter tenure, I made it a point to sort of look at like what what's going on that there was such bad climate between and s such an exodus of of cabinet members and um faculty. So one thing that I noticed was that um when I would go to the labor management there was a lack of communication and one thing that I kept hearing was about retaliation. You will remember that we also got a survey. It was an unofficial survey but it also mentioned retaliation. And when I would ask about this this it was like no one was willing to say anything because

056they were afraid of retaliation. Well, another thing that happened was I would actually do exit interviews with some of our leading uh cabinet members who left because I wanted to get to the bottom of like triangulating this data between multiple places on what why what was this retaliation thing? And again, it was about uh narratives that didn't necessarily match and retaliation. And so it's really hard to interpret the the um decision to to basically punish the Miss Powell as anything but retaliation. You have the power to excuse and you have the power of policy. So please use that wisely. Thank you. The next three, Jennifer Bentley Brabant, Anelica Rosales, and then and Angelica Rosales will be reading a different parents letter as her second. >> I'm coming up for multiple issues. So, I believe this

057one is about the expansion. >> This one says hiring practices. >> Oh, okay. All right. Then we'll do that one first. Um, okay. So, my name is Jennifer Bentley Braybant and I am the current academic coach and steam teacher at the Senate Steam Academy. I've been teaching for 14 years and won the Monterey County Teacher of the Year in 2020. I'd like to share recent experience I had with the board. I decided that I wish to return to the classroom next year because I felt I could have an impact on student success in our 535 initiative and a positive effect on student relationships and belonging in the upper grades. I applied for seven open positions at four different schools. In some cases, I was the only candidate, and in other cases, other veteran teachers also

058applied for these positions. At the end of each round of interviews, I was informed that no candidates were selected to fill these positions. Each school had chosen to leave the position open rather than hire experienced, fully trained, dedicated teachers. The only option left is to hire new teachers or teachers from outside of our district to fill these positions. While I fully support our district partnering with our local universities to onboard new teachers, I feel that new teachers should not get priority or preferential placement over our current veteran staff. According to current board policy, the governing board desires to hire the most highly qualified person available for each open position. Board policy also states that procedures interview procedures should determine the best qualified candidate for each position. I am left wondering how in multiple cases across

059multiple school sites from at least seven different classroom positions, not one of our returning, dedicated, experienced, and fully trained teachers, including myself, were considered highly qualified for these positions. These positions are now being filled by new teachers, some of who are not credentialed, not fully trained, or not experienced in our district. If our goal is student success and the 535 initiative and building a sense of belonging, why are we excluding our veteran teachers from these classroom positions? I request that our board review this matter before the new student teachers are placed in the classrooms in the next few days. They had their interviews today. Our district needs to redefine or needs to refine its hiring practices to be fair, inclusive, transparent, and equitable for all. Hi, my name is Anelica Rosales and I'm a parent

060coordinator at the Steam Academy and I'm going to read a letter from a parent who couldn't be here today. Good evening. My name is Dorothy Gonzalez and I am a parent at the Selena City Steam Academy. Families like myself have expressed strong interest in continuing the independent study model beyond sixth grade as many students thrive in the flexibility, individualized pacing, and family engagement it provides. Sorry, I get nervous. Okay. At present, however, students must transition out of the program after sixth grade despite continued alignment with this learning model. What I would like to emphasize tonight is that exploring an expansion is both a student need and an opportunity for the district. Middle school is a critical transition period and is often where we see declines in engagement, attendance, and academic performance. For students who are

061thriving in a smaller, more personalized setting, being required to leave after sixth grade creates unnecessary disruption. We are not asking for an immediate full expansion, but rather a thoughtful next step. A pilot program starting with a single seventh grade cohort would allow this district to evaluate feasibility, measure outcomes, and make informed decisions moving forward. This approach aligns with the district's goals around student engagement, school climate, and academic success while also responding directly to ongoing family input. I respectfully ask the board to consider directing staff to explore what a phased or pilot expansion could look like and to bring those options back for review. Hi, I'm back. >> But now she's really hers. So >> Oh gosh. Okay. Okay. Now I'm here as a parent, but I'm going to read a letter from a student at

062our school. All right. Dear board members, my name is Adrien Gonzalez and I am a fifth grade student at Selena City Steam Academy. I regret missing today's board meeting because this issue is extremely important to me. I believe expanding SCSA to include seventh and eighth grade is a great idea for students like me who feel safe, supported, and encouraged in this learning environment. SCSA offers many wonderful things including kind staff, strong friendships, and exciting steam-based learning opportunities. Since joining this amazing school, I feel that I have grown and accelerated in my learning. I would love the opportunity to continue attending SCSA through my middle school years. I believe this school helps students grow academically, socially, and as future leaders. At SCSA, I have had opportunities to take on leadership roles, compete in the spelling bee,

063and connect with classmates through hands-on steam activities. We are more than just a school. We are a family. I respectfully urge you to consider the expansion which would benefit me and many other students who thrive in this type of supportive learning environment. Thank you for your time and for listening to the voices of the future of Selenas. Sincerely, Adrien Gonzalez. And now, Melissa Flores. >> Good evening, Dr. Andrade, President Garcia, and members of the board. My name is Melissa Flores, and I'm a parent at the Selena City Steam Academy. My daughter is currently a fifth grader and has attended there since the school first opened in her first grade year. I am here tonight to respectfully ask the board to consider exploring an the seventh eighth grade expansion opportunity. A parent group recently researched this

064possibility and submitted a presentation to the board via email on May 21st outlining our proposal. Tonight, I would like to briefly share why this expansion is meaningful for my family and many others. We chose SCSA because of its strong steam focus, project-based learning environment, and academic rigor, and a supportive school culture. Expanding SCSA to include middle school grades would provide students with invaluable continuity during a really critical stage of their development. In addition, school safety is extremely important to my family. SCSA has consistently felt like a safe and supportive environment and my daughter has, as she shared earlier this evening, it feels like family. This expansion would provide another innovative pathway to strengthen long-term engagement and enrollment retention in the district being a benefit. It is understood that an expansion requires thoughtful planning and time.

065However, because SCSA operates in a virtual setting, implementation would be streamlined and expedited, focusing on staffing and curriculum rather than facility limitations. I respectfully ask the board to review the SCSA parent presentation. I believe you will find both the research and the parent and student survey results compelling, as well as the proposed timeline that we have outlined as thoughtful and reasonable. Thank you for your time, your leadership, and your consideration. Jennifer, I just have a question. You are listed as wanting to talk about the 10.3 expansion report, which will be primarily about dual immersion. Would you prefer to go now? >> Sure. >> I had a feeling. Thanks. >> Thank you. So I just want to share from the point of view as a staff member at the Selena City Steam Academy that we are

066very excited with the prospect of opening a discussion uh of expanding to seventh and eighth grade. We have a huge enrollment in our upper grades at the Steam Academy and we continually lose about 30 students a year as they promote from sixth grade and leave our district. And expanding to seventh grade would allow us to retain uh that population of students. Um, also we provide a very unique program that is not offered anywhere else in our city and it would give our district the opportunity to shine a light on that unique program that we offer. Um, and also bring that public publicity um, and you know uh, opportunity to students here. Um, also our students talk about it every year how they are very nervous about going to middle school. they've had their whole experience

067being virtual. Uh being in a small family-like school and going off to the large middle schools in our in our city is very challenging for them. So being able to offer offer a small specialized program would really support our students. So our staff is very on board with this idea as well as our parents and our students. Thank you. >> Now I'd like to call up Sonia Science and then Sains right I said it wrong. and then next will be Megan Crook. >> Good evening, Dr. Andrade, board members, and our community present here. Um, I wanted to first of all let you know I came here to support our Lurwood students that were being recognized um tonight. I'm very proud of them. Um, and I also wanted to thank um the thank um um ELP

068program, Miss Khloe and HR for the opportunity for me to work this past spring. Um, I had worked during the winter program, um, as an administrative assistant, which is what I am, and I work at Laurwood as I mentioned. Um, but because I had already worked during the winter program, I was offered a different position during the spring. And it was during this time, uh, I was excited about it because I haven't been a campus supervisor for a long, long time. But I got to observe not only our students, but I also got to observe our paras campus supervisors, office staff. And I have to tell you, I gained renewed appreciation for our classified staff. I am so proud of them. I um I I can't say enough. Just what I saw was so encouraging.

069Um and during that time, I got to have a an uninterrupted break, which is a luxury for me. And I got into a discussion with one of our parents and she was telling me that um last year she went from paying an $1,800 apartment to a $2,800 apartment that went up to $2,800. So she could no longer afford that. And so needless to say, she became homeless. She was living in her car. Unbeknownst to us, she was living in her car and she got a membership u to a gym so she could shower. Yet she came, I would have never known it. She came every day lovingly, willing to help every student with such passion. She works for our special ed program and she worked with such passion and such love. And what I want

070to ask you tonight is please I understand that we all need a raise administrators um both here at the level and also at the schools but I want you to remember that even though the national um leaders are failing us now you get to see us you get to work with us so please please do not negotiations go on as long as they have Thank you. The rest of our comments are later on the agenda, so I'll interrupt you then. >> All right, sounds good. >> Well, thank you. So, uh, next on the agenda, uh, we haveformational items, and I'm going to turn this over to Dr. Andrade. >> Thank you. For, uh, the first item, we have our local control accountability plan. >> Oh, I'm sorry. All right. Hello. Good evening, board and Selena

071City Elementary um family. Um I'm here tonight to discuss uh the importance of keeping STAR in our school programs and to also discuss the future of Luma Vista's um special education program. Um, so star reading, I'm in full agreement with Marissa and I'm sure most if not all teachers in the district that it's an excellent diagnostic tool that we use to assess uh levels for our students. The test is adaptive unlike the illuminate assessment um and can tell at which grade level the student is performing. We use this diagnostic tool for many reasons, including but not limited to creating small groups for English language arts, showing growth to students, parents, MTSS teachers, and admin, and for qualifying a student to reclassify as English proficient. Because the test can give us a grade level equivalent, we

072know which students we can place in homogeneous studying, group setting to target spec, sorry, specific weaknesses. STAR provides information on which standard specific stand students need to focus on which helps us target those needs. After trying out the district's illuminate assessment, the results were extremely disappointing. All but one of my students scored in the red. Even though some of my students are reading at a middle school level, the t test still showed red failure. This is beyond discouraging to my students and myself. At least with the STAR test, we can see progress. Even for my third graders who are reading at a kinder level, we can see the growth that they make into first grade level. It's encouraging. Seeing failure each time is not. In addition to classroom usage, the STAR reading test is used

073to reclassify our English learners. When getting reclassified, ELPAC scores are at the forefront of the decision-making process, but our ELRTs also refer to the star scores. uh students chances of reclassifying are extremely slim if we only reference the illuminate assessment. As once successful students now score in the failing range being considered an English learner is an equity roadblock as it is, we shouldn't make the problem even worse. And I support inclusion and uh looking into this matter at Lum Vista School. Thank you. All right. So, we have them all. Yes. >> Fairly certain we have them all unless somebody else waves at me. >> Okay. Everyone else is on item 10.3. >> All right. >> Mr. Dillander will be providing the um LCAP for information. Go ahead. >> Thank you. And just to clarify, 10.1

074correct? >> Yes, >> 10.1. So, this first document that you see, first of all, good evening everyone. I'm glad to be here to have the opportunity to talk about our current um LCAP and the proposals that we're making for the board to consider for a June approval. This first document you see right there is the actual LCAP. Um it's hundreds of pages. You're welcome to take a look at it, but the next slide deck, if you could please go to the next slide deck, is kind of a summarized presentation. Thank you very much. So the first thing I just mention here is that again these are the goals that the board has determined for our current LCAP. Fostering inclusive academic excellence that we have safe, positive, well-resourced schools that we're cultivating quality staff to provide

075excellent service and we're enhancing belonging and strengthening homeschool and community partnerships. This the LCAP goes in a three-year cycle, meaning every fourth year year is an opportunity to completely revise and almost start from scratch with the LCAP. This is year number three, meaning next year would be one of those major revision years. So, as the board is talking about it, next year, if they want to create new goals, if they want to have a new emphasis, we'd be able to do that with your feedback as well as the feedback from our community. The in between years are years for having revisions. On this next slide we have right here. Oh, this slide's not there. Okay. But we are required to make sure that we're making changes or eliminating things that are not being effective. This

076is a repeat from the slide that you saw at the board study session in April. We collected input from hundreds, if not thousands of different pieces of information. We had individual parent meetings at school sites. We had surveys that we sent out. We had school site councils. We had ELAC meetings. We had DAC meetings at the district level. We had pack meetings. Many, many, many opportunities for people to share impact and to share their input about the LCAP. I agree with Miss Cardanes that we all need to work on getting the word out there that these are very important meetings and important opportunities to share what it is that we want for our students to be able to do and our children to be able to receive. the main themes and ideas from feedback. Again,

077these are things that the board has seen. I will just go through them very quickly. You can see them. These are the themes that we shared from the feedback that we had received at the April board study session. Again, the consistent themes that came out. We talked to students, we talked to families, we talked to staff. These are the consistent themes that came out from that. We also have on here things for each of the goals, things that we said that were working and things that were additional considerations for us that we wanted to work on for each of the goals. We've tried really hard to make sure a lot of most of these things already included in our LCAP. Maybe it's just a way of doing things a little bit differently, but areas that

078weren't in there, we've tried to consider some of those. So, I'm just again, these are not new slides. The board has seen these, but I want to put them here for the public and others to see if they have questions about them. So, the part that I think that we want to take a look at are the revisions that we have proposed for this year. So, here is some really, really good news for us. The first item is is that the you remember that the LCAP last year was almost $2 million less than it had been the year before. That was already a significant cut. But this year, the state has get is getting closer to what they had promised initially. And so we have about 985,000 more than we had before, which is great

079news. Here's the however. However, one of the reasons that we were able to cover it last year is because of the learning recovery emergency block grant. That was one-time money that the district had received that we were required to use before the end of um a certain amount of time. That was $2,41,812. We no longer have the learning recovery emergency block grant. Um we've used it. There are some discussions at the state level about or from the federal level about adding a little bit more but that's not approved yet. So you won't find it here in the LCAP. So again there are items in here in the LCAP that you can see well we'll look at them in a few minutes that go down a little few more um some others go up but again

080we don't have the learning recovery emergency block grant to cover some of the things we had done in the past. Like I mentioned a few minutes ago, if there are items in the LCAP that are ineffective, then we need to make adjustments to those items. We're required to do that and we need to, like it says, continue to review the effectiveness of actions funded through the LCAP across the prior period. And if it doesn't demonstrate progress toward improving student outcomes, we're expected to revise it or discontinue it. This is a graph that we've shown the last few years and it just shows the percentage. This is not the total district's budget. This is only the supplemental concentration funds found in the LCAP. We can see the amount that's spent on personnel for salaries and other

081and benefits and the amount that's spent on other items. Every year this continues to go up just a little. Last year it was 88.7. Now we're at 90.8. And again, just pointing that out for the board a little bit. Here are the specific items from last year's LCAP, the adopted LCAP, and what we're proposing for this upcoming year. One of the things that hasn't been in in the past, you can see the numbers on the left, 1.1, 1.2, those are the specific items in the LCAP. If you see a number that's skipped, it's skipped intentionally because when you we originally wrote the LCAP, there was that other number, but over time that it wasn't effective or it's been been combined with something else. So that number still exists, but it's not reported here because there

082isn't an action with that number any longer. So if you see that, that's why that is. So you can see right here most of the time when there is an increase it's because of the increased cost uh and salaries and benefit costs. You can see that just a couple items on here that are significant 1.3 in particular. Um something that the district has been able to do that is a good thing is remove some classroom teachers from the LCAP and move them to the base funding. That means it's a consistent position not dependent on this supplemental concentration funding. So that's a good thing. That's why that one went down. We also see that we have the English language learner teachers and support staff. Um that is for the English language support teach resource teachers, the

083site leaison and additional testers that we pay to help us with the LCAP that to administer the LCAP. That is a significant cost. You can see that there needed to be an increase in that. Looking at the second slide we have right here. Uh most of these items again uh there's more money has been set aside for academic acceleration. Our district is working to provide additional services for all learners specifically um learners who are below grade level as well as those who are advanced learners. We've reported those results. That's some more money to be able to provide programs and supports for those various items that we have here. Otherwise, the things on this page are just increases in in in costs for uh different employee groups. Um you can see right here, we've been able

084to all lot a little bit more for not only field trips, but other experiences. We want to make sure all students are able to participate in. There's a little bit more right there. We also have some more money set aside hopefully. The tutoring programs, it says 180 and we see it goes to 230. We think that's great. The problem was last year we also had an additional $400,000 from the learner recovery emergency block grant. So the 230 is trying to cover some of what had been there but isn't quite able to do that. They're learning for students at school sites. We were also able to cover some of that last year with the additional money from the LEBG. However, we weren't able to do that but we're able to give a little bit back to

085schools. They had a 20% cut. It's going to be about 15% which I think most schools will be grateful for. Here for goal number two, we have safe, positive, well-resourced schools. Again, you see the increases here are almost always because of increases in salaries. 2.5 was recess enrichment and positive play. That was an action that had been there to be able to uh give playworks training to different schools and at different sites. Last year, all the schools have been trained. It wasn't being utilized. we've reallocated it someplace else. That's why I'm proposing that that's eliminated. Um 2.6, Miss Cardanus alluded to this particular one. There had been money set aside to provide training for families on nutritious meals and some of that money had been used for an expanded learning program to teach students cooking.

086That wasn't used last year and it wasn't used for training families on nutritious meals. So, we're working with the wellness committee, with the nutrition department to be able to start that, and if it's successful, we'll increase um the amount. But for now, it was it sat on spent, want to reallocate it for other things where it's needed. The school attendance assistance with that one is uh let me look here. Yeah, those are for our administrative assistance. A long time ago when this first started being in the LCAP, our AA1s, our clerk typists at school sites were paid extra hours to make them six-hour positions with the specific goal of helping them of having them help us to improve school attendance. And so that pays for a portion of their salary to do that. The 469,

087we haven't had positions eliminated, but it more closely represents the true amount of that of that uh expenditure. the administrative assistant two extra hours. There was some money set aside for administrative assistant twos at school sites for extra hours. That's now um embedded in the days of their work here. So, we don't need that. Um otherwise, again, we same thing with the health technicians and support staff extra hours. It just wasn't being utilized. You can see the proposals here. 2.13. We've heard a lot from our teachers and staff on the district culture and climate leadership team asking for additional resources for um SEAL instruction and perhaps a curriculum that they could use for that. This would help to supplement some of that so they can get those materials and supplies that they need. Uh we

088also have the bully restorative practices and bully prevention. That's a contract that we have or we have used restorative justice partners of Monterey County to help to go into specific schools and train them. It's just a little bit of an increase in the cost of that contract. And chronic absenteeism, we had parents a few years ago when we re uh when we rewrote the LCAP ask for support or other people to help us with chronic absenteeism across the district for two positions. We have those two positions. One of them is in another item that we already passed. The other one is right here. So, we do have the two positions, but we don't need the whole $450,000 from 2.20. We have the position here for goal number three, quality staff to provide excellent service. Again,

089you can see what's being proposed in this particular one. The significant increase on this page is the increased cost for stipens for hard to fill positions that are written into our bargaining unit contract or into our um to the agreement that we have. You can see that's that's been a significant cost and that's um that's been about the amount that we've been spending the last couple of years for that particular item. Uh again another one the prospective teacher residency program. You can see that last year all of that was from the learn and recovery emergency block grant but we've been able to include it in item 3.6 professional development days and hour I'm sorry 3.5 new teacher support. So I said 3.6 six, I apologize, is 3.5 and the districtwide consultation and support um that

090had been 500,000 from the LRBG. We we're still proposing to keep a little bit of money there for work with some of our our partners. And in goal number four that we have right here, you can see some of the changes here. Again, the changes you mostly reflect changes in salaries or trying to reflect a true cost of what that is because it's always an estimate. the foster youth and homeless supplies and resources. That was an area where two years ago we had to to cut back on that particular amount, but they've expressed a need for the additional resources. So, we've been able to provide a little bit more right there. You can see again the cost of these other positions. The district communication platform is parent square. the parent training. I've been so proud.

091We've been so proud of our stup um student services pupil services currently department especially Lord the Sinfante who does such a wonderful job getting different groups to come in help us with our family leadership conferences. They've been they've been able to reduce the cost significantly with those contributions. So that's part of it. And then of course at the end the training for special education parents. So we do have that training that's included here. So that's kind of the report on the changes in the LCAP. We want to of course collect final feedback from the public, from the board, and from our other educational partners, make adjustments as needed. Another group that we'll be getting feedback from is the county office. We submit to them our draft, and they tell us if there's anything that we

092need to be um aware of to be compliant, and then return to you in June for approval with those with those changes. Are there any questions from the board or any things that you'd like us to make sure are changed or included in Neil Cap? >> Yeah, I I do have one. So, I noticed there was an increase in the online platforms and I am aware that there's some people in the audience wondering about Star. Are you currently is that in there or is it not? Yeah. So our LCAP is written in a way that it's very broad. It wouldn't say star or Okay. >> However, that's definitely input that we want from the board to contain that or not. If the board right now included in that would be and we come to the

093June meeting a contract with Renaissance for accelerated reader for Mayion and for our student information and with um our data and assessment program illuminate. >> Oh, um >> not Aries. I said that I made a mistake. um illuminate, right? Um with the cost for the star tests would be about $40,000 for three years, so about $12,000 a year. And then so the uh and then the other items in there, we also have our contract with Panorama who helps us with our student surveys. So that we want to include more of those in the supplemental concentration funding. I continue to say that I I do see value in STAR and I noticed on page 118 and 119 of the LCAP I actually read that long document and you referenced that that is a metric we are

094using. So we we don't have a current plan and I don't think illuminate will work for the specific targets that are being measured on page 118 and 119. Thanks. >> Thank you, Miss Anzo. Yeah, the 11819 is kind of a summary of the past LCAP when we did use that. for next year we'd have to have something else. Yes. >> Right. Any additional questions, comments? All right. Um with consent of my fellow board members, I would like to call for a brief recess if we're in agreement. All right. We will at um 8:13 take a a brief recess. We will be back momentarily. All right. Well, thank you for allowing us to take that brief recess. Uh we're going to continue with Dr. Andrad. >> So 10.2 is the uh July one original budget for

0952627. This is coming for information and I'd like to have Jonathan Tida, our director of fiscal services, come up to the podium and he and Nikki Herring will uh provide this information item. Welcome. >> Good evening, Dr. Andrade, President Garcia, members of the board, and the community. Thank you for giving the opportunity to present the 2627 original budget. For 2627 fiscal year, we are projecting approximately 172.1 million in total revenues, about 174.6 million in expenditures. This results in a projected deficit of 2.5 million. At this time, the district is operating approximately at a 1.4% structural deficit. This slide highlights where our funding originates. The majority of our revenue uh 69% comes uh from the state through the local control funding formula approximately 118 million in revenue uh and includes the uh base cell CFF funding

096which is the supplemental concentration grants home to school transportation and transitional kinder funding. We also receive approximately 31.7 in other state revenues which include a portion of lottery expanded learning opportunities program mandated block grant after school programs and special education early intervention funding. In addition, the district receives approximately 9.3 in federal funding which are all the various uh title funds title one, title two, title three and immigrant funding as well or migrant funding. Lastly, 12.9 million in local revenue, which majority is our special education allocation uh and also a portion of the lottery revenue and various local donations and contributions. So how the funds are spent, you can see here uh we have a total of 130.5 million invested directly in our teachers, certificated staff, classified staff, administrators, and student support services. The remaining expenditures

097is approximately $44 million uh on support operations, materials, books, supplies, utilities, and other operational services. As a district, we have about little under 1300 positions districtwide. Here we are looking at a projected ending fund balance. At first glance, the total balance of approximately $35.9 million may appear significant. However, it's important to understand that 78% of these funds are legally restricted and cannot be used for general operational purposes. Our primarily our primary flexible reserve is assigned uh for fund assigned to the fund of economic asserties which serves as our uh financial safety net. This slide illustrates our multi-year projection and the continuation of the structural deficit spending. The green line on the bottom represents the revenues while the red line represents the expenditures. As shown here, expenditures continue to grow faster than revenues over the next

098several years. The projected deficit increases from approximately 2.5 million in 2627 to about 5 million annually by 2829. Several factors contribute to this trend including salary and benefit obligations, inflationary pressures, rising utility costs, and other operational expenses. Okay, thank you, Mr. Chair. I'm going to jump in here. Um, so this slide is showing us the the impact of our deficit spending. So, keep in mind that this slide here is showing you the combined ending fund balance for both unrestricted and restricted funds. Uh something to be uh looking at is that the sooner we address our structural deficit that is in unrestricted uh the more flexibility we'll have in making changes to expenditures changing our spending habits within the district uh to again address the structural deficit that Mr. Tashire was just talking about. Uh projected

099at the end of 2627, we're looking at a projected ending fund balance of about 4.57%. Um as we've said previously, CSBA recommends about 17% which gives us about two months coverage for salary and benefits and we have seen in the past few years double-digit reserves. uh we've come out of that window and again looking at our unrestricted expenditures and our contributions to special programs such as transportation and special education um are going to be key in getting our our unrestricted uh resources uh better allocated. Here's our multi-year projection showing you our ending projected ending fund balances for 2627 through 2829. You can see uh we will be certifying as a positive um ending fund balance for 2627 and when we get to our third outyear of 2829 we're at 4.48%. So in our immediate um

100reality uh fiscal health has some discussions to have in the in the near future and uh in the in the fall when everybody comes back and again looking at unrestricted expend unrestricted expenditures that's a mouthful and looking at what recommendations can be made to the board to rein in expenditures and unrestricted uh Again, the structural challenge uh multi-year projections are showing that we are going to be certifying positive. Um, keeping in mind that in that multi-year projection, uh, the assumptions that we have been included are a 5% pres reduction in contributions to restricted programs, um, between 2627 and 2728 as well as an additional 5% between 2728 and 2829. Um, thank you for your time this evening. Uh, do you have any questions on our 2627 original budget? >> Any questions? >> Okay. >> Thank

101you very much. >> Thank you. >> Um, for 10.3 dual immersion expansion report. >> Yes, for 10.3 we have 11 comments from the audience. They go before the report. Correct. Correct. >> All right, I'll call up three names and just come on up and hover and wait your turn and I will not forget. I'll keep looking out there. Lisette Arguero, Brenda Contes, and Pamela Connor. Hello and good evening. Uh my name is Lisa Arero and I would like to start by saying thank you to the district for the time spent on the consideration of the seventh and eighth grade expansion for our school district. This is something that many parents like myself have been advocating for our children's since they were first enrolled in dual immersion programs as preschoolers at Veronda Diaz. I understand that

102there are two school sites that are currently being considered for this expansion and one of those sites being our school Baronda Diaz. I have come here this evening along with other Diaz parents to show our support and advocate for the seventh and eighth grade expansion to be implemented at our school site. From the pres presentation given by Miss Diana Dietrich, I understand that there is a difference in cost for facilities for the first year where there where sorry with there being a higher cost to expand and convert Diaz into a comprehensive middle school. Our school lacks a multi-purpose facility and my assumption is that uh this was calculated in the proposed cost. We currently have 292 students enrolled and we are projected to continue to grow. Our students have been in need of this multi-purpose

103space for some time now. Lunchtime, school assemblies, school events have been held outdoors because our current space cannot accommodate all the students at the same time. Beyond the possible expansion of middle school, our students need and deserve this space for the for them at this school. I would ask that the cost of implementing this expansion at Diaz not be determined not be a determining factor but rather the decision be based on the school site that has a full support full support of the principal the teachers the staff parents and students. Thank you. Thank you. Hello. Good night, Dr. Garcia, Dr. Andrade, um board members, trustees, um I just want to request the DI expansion um at our school with transparency and appropriate timelines. We have been asking for the DI expansion for a few years

104now. Um we would like an appropriate timeline that is both comprehensive and doable for students and teachers. If you plan to expand the DI program, we ask you to invest in DS because we are ready to begin. Um, I don't think the $5 million should be a problem or our school has not been remodeled since it opened in 2015. I believe our our students deserve it. Thank you, >> Emila Connor. >> That's all right. Good evening everyone. I'm Pamela Connor. I'm a first grade teacher at Veronda Meadows Elementary School. Um, I'm here to speak in opposition to the proposed seventh grade expansion in general because I there has not been adequate planning to put a program in place that would well serve seventh and eighth graders because I think it would go beyond that. but

105most specifically at Baronda Meadows Elementary School. Um, we can hear that the parents from Bar Diaz are interested in having that program there. Um, yet the information is coming across that it is more affordable to do it at Baronda Meadows, which I don't think meets the desire of those parents. So, it's kind of a two-fold issue because our parents have not been spoken to about the possibility of our campus becoming a prek to 8th grade school. And um when it was brought up before um and I brought it up, I talked to a few people. It's kind of like, well, they put out a survey and it's not responded to. A lot of those surveys come through Parent Square. Parent Square doesn't reach all of our parents. Um, it was only put out to dual

106immersion families in fourth, fifth, and sixth grade. And upon questioning, it's kind of like, well, why would it go out to anyone else? Well, at Bronda Meadows, the TK kids, the kinder kids, the third grade kids all need to be able to have their families have a say in whether we want our school to become this uh expanded program. And I don't think that's been taken to them. It seems like it's been very kind of hidden. Now there's a lot of rumors going around if it's going to slide through really quickly and that we're going to come back with seventh graders on our campus. The numbers that are in the report also show a high level of interest, but I don't think that they have that same level of interest if it were put to

107them that the program would be at Ronda Meadows. So I think this needs a lot more time in order to work it out. >> Thank you. The next three are Karina Coronell, Monica Gutierrez, and Rosio Jimenez. is forces. Fore Just briefly a quick summary of what I said. My name is Karina Coronell. I'm here as a parent of a sixth grade student. Thank you very much for listening to our petition uh to expand our seventh to eventually eighth grade um uh expansion the eye to the agenda and bring this to conversation. I believe Diaz is ready for that expansion. Teachers, staff, parents love and um will cherish and um bring all that it takes to make this a successful. Uh I know it might be challenging moments. I know there's other factors involved but I

108invite our teachers to feel proud of to be part of this effort because although we know there are many factors and challenges involved uh it's all for the benefit of our students. I also want to emphasize that everything we do it is driven by our commitment to the success and well-being of our students. Thank you. >> Uh good evening. My name is Monica Gutierrez and um I wanted to use this time to express my support for the dual immersion expansion as an incoming TK parent uh to a dual immersion student. Deciding on dual immersion was easy as was the decision to enroll my child at Bronadia. From the administrative staff to the teachers, the curriculum, the parents, the passion, dedication is clear and exemplified in the students that they help educate. Expanding Brondadas into a

109K through8 program will serve current students, but also incoming students like my own. The data backed benefits of students staying within a dual immersion system through 8th grade show that students are more likely to succeed in future educational endeavors, including collegiate p uh pursuits. I understand other schools may have existing infrastructure, but I hope that budgetary scrutiny and the desire to conserve funds is not the ultimate decision maker here. Rhonda Diaz's current and future students should be given the opportunity to show that they, as well as their school, are worthy of investment and expansion. As a final comment, I wanted to just point out that the parents are here. They're passionate. Sounds like Veronda Meadows isn't uh ready, but the parents here from Randia show you that they are ready to commit to expanding their

110school. Thank you. Himenez. >> Very good evening to you board. My name is Rosio Gimenez >> and I'm a parent also here from uh from Diaz and I'm here supporting my um my companions. We're all in support of this and we are here to support this petition. Um, I have two daughters in the school and I believe that this would represent a great educational opportunity for them. We believe that this is like a dream come true for us. that that they that we we ask that you will help us to make this reality. >> Thank you very much. >> Thank you. Now I have Bea Lopez, Karina Pantoa, and Ivan Santos. >> Good evening. My name is Beatatrice Lopez. I'm a parent of three um students at Diaz and one future DAS. Um I would

111first like to thank the district for reconsidering the expansion of the dual immersion program through 8th grade. We are hopeful this is a positive step towards continuing the growth and success of our students bilingual education. While academics are extremely important, we are also believe that the environment students learn in plays a major role in their success. I am here tonight as a parent of three at Diaz and our family would love the opportunity to continue the education at this campus through middle school. Diaz has been an exceptional place for our children. They receive an outstanding education, experience positive interactions amongst their peers and always feel embraced and supported by the entire staff there. Simply put, Diaz feels like family and we love our students to continue the experiences and the sense of belonging through eighth

112grade. We understand there may be concerns regarding facilities and resources for a middle school program here at Diaz. However, our family along with many others at Diaz are more than willing to work together with the district and support the the transition in any way we can. The teachers, staff, administration at Diaz already brings an extensive knowledge and experience with dual immersion curriculum. More importantly, they have a true commitment and belief in the DI educational model. Our students deserve to continue learning in an environment where they feel welcomed, valued, and understood. We respectfully ask the board to consider expanding the DI program at DS campus. We are ready and willing to partner with the district to help make this vision successful and welcoming welcome this opportunity with open minds and open hearts. Thank you. >> Good

113evening members of of the board and all of those people present. My name is Karina Panto and I am mother of a student at Diaz school and feel very proud to be affiliated with that school. and I'm grateful to the board for having this subject on the agenda. Um, this is something that the parents at the school have wanted for more than 10 years and um, and we feel Mhm. >> And we feel that it is time that the time is right. Alumnos. Superintend much gracias. uh we invite you to consider and uh our school um we are ready, the teachers are ready, the parents are ready um and we don't need to be afraid of success. Um it it may cost a little bit more at our school. Um but we don't need to

114be afraid of success and progress. um we will in a short period of time we believe that we will make make up the money um that it would cost um at at our school. Um so we invite you um and madam superintendent we invite you to our school. Come see our needs. come see our lacks. uh what we lack and um let's see um especially compared to other schools um we believe that >> basically yes especially compared to other schools we believe that we are ready and uh we in invite you to come and see and um and not to be afraid of success. >> Thank you. >> Good evening, Superintendent Andrade, members of the cabinet, board members, and SCESD colleagues and families. My name is Ivonne Santos, and I'm a teacher at dual immersion

115academy salenas, also known as Diaz. I am here tonight in support of expanding Diaz to include seventh and eighth grade. I understand we understand fully the expansion requires investment especially during a time of declining enrollment and budget challenges. However, it is also a strategic opportunity. Expanding Diaz would help retain and gain ADA through approximately 64 additional students for the initial first year while providing families with the continued dual immersion pathway they are seeking. More importantly, this expansion protects the investment already made in our students after years of developing bilingualism, biiteracy, and cross-cultural competence. They deserve the opportunity to control, sorry, to continue the growth through middle school. Our district clearly understands the value of dual immersion. Clearly, we now have seven DI schools. We appreciate the district's commitment to multilingual education. Expanding Diaz is the

116natural step in making that vision comprehensive. Our first dual immersion program with Selena City Elementary School District began at Los Padres in 2000. That's right, 26 years ago. Those students from that first cohort are now in their early 30s. Dual immersion with our district is not an experiment. It is a proven success. Diaz is ready. Our families clearly are ready. Our students are ready. It is time to invest in our school and in the next chapter of dual immersion with Selena City Elementary School District. Thank you very much for your time. I have two more cards. Nicholas Sims and Alva Sto. Good evening. My name's Nicholas Sims. I'm a parent at Diaz. I have two daughters that go there. Without this school, I don't know if my kids would be able to have conversations with

117their grandparents. So, it is an investment and it's an investment in the kids and in the community and our future, right? So, it says up front it's going to be five million at Diaz compared to a hundred,000 at Bronda Meadows. But the the average daily attendance return is about 14,000 per kid. With 64 students, that gets you about 430,000 that first year. The second year, if you go to eighth grade, that's going to double. So in approximately six to seven years, you guys would get that money back based on the the average daily attendance. So this is for for the community. This is for our kids. And this is for our futures. With without the kids, you know, what are we going to be? They're going to be taking care of us later. So that's

118all I got. Thank you. Alas,ch. Lasnosing. Billingismo. would like to translate this over to English. Perfect. Good evening, community, school board, and parents present here today. My name is Alvasoto. I am the parent coordinator and proudly the mother of two students at Bond Diaz. I stand before you today as a living proof of a dual immersion program. Thanks to this, I have the good fortune of expressing myself in two languages, connecting deeply with our community, and being an example for my two daughters on the importance of staying rooted in our culture. Our community at DS is the ideal environment to provide continuity to a seventh grade DI. Being a 100% dual immersion school, this commitment is fully alive within our school community, families, and students in a space where we are able to u exercise

119this the immense power of being bilingual, bicultural, and biiterate. Therefore, we request the district support to close that gap our students face when reaching middle school where the lack of a continuous program becomes a challenge to their bilingualism. We invite you to support our school site in this transition. With your support, we can be the innovative school that blazes trails, eliminates obstacles, and delivers necess necessary tools to shape students who tomorrow can stand proudly with the world in the with the very same voice and bilingual skills that I bring forward here today. Thank you. Unless somebody wants to wave from the audience and swear there's a paper, I think that's it. Okay, thank you very much. >> All right, I'm going to turn it over to Mr. Dylinder to provide this uh information report. >>

120Dr. Andrade, thank you. I'm proud this evening to have joining me Diana Dietrich, who's our coordinator of dual immersion programs, and so she'll join me at the podium and help me with the presentation and discussion this evening. >> Oh, and before you get started, I I believe both of our school principles are here should you have any questions regarding the school. >> Yes, Mr. Maravia from Ronda Diaz and Mr. Rodriguez from Ronda Meadows are both here in the back too. So back in March, we came to the board and we brought forth the proposal of considering a an expansion into seventh grade for dual immersion. This is the same slide with one little caveat that's been added. As they mentioned several times this evening, over the years, parents of dual immersion students have requested a

121continuation beyond sixth grade. That's gone on for quite some time. the high school district. We've met with them at different times and they parents have met with them and they do not currently offer a dual immersion program. Um we've the superintendent asked us to investigate and to find out more information. And as we've heard this evening, there's a desire and support from families and staff in in some places and some locations. I added this last bullet. We've also in the midst of this had parents from SCSA express a desire to expand into seventh grade as well. That doesn't impact the dual immersion, but they've also expressed that desire. So this evening want to share the results from the parent survey and we want to be able to receive direction from the board of education. Just

122a couple of items on this particular slide to point out. Again, this is from March. But the point of this is to be able to continue to sustain and build the biiteracy development and cross-cultural competence. Um, both of these settings could provide a smaller middle school experience and that would be more similar to an elementary experience at this time and it definitely responds to parent voice and community demand that has come up. Miss Dietrich now will share with us some of the results from the survey and if she tells me to she has a clicker up there I believe. >> Oh >> yes, there you go. Thank you. >> Yes, it's labeled clicker too. >> Okay. Okay. Thank you uh Mr. Dylinder. Um good evening board. I'm going to go ahead and share some uh

123data with you and this is uh pertaining to a seventh grade dual immersion interest survey that we sent out to parents. Um it went out on April 10th and a reminder was sent out on April 22nd. So they had until April 26 about 17 days to respond and it did go out to um fourth, fifth and sixth grade families. Um so you can see here this data point here. Um this slide gives us a snapshot of who right from the fourth and fifth and sixth grade groups responded. So there were a total of 184 responses and 179 fit the fourth, fifth or sixth grade groups. Um you can see here that they were pretty evenly distributed um with um fifth grade at the slightly at the top 37.4 uh respondents were um fifth grade families

124um followed by 32.4 uh fourth grade and then sixth grade um 30.2. So uh about a third for each of the respondents. You can see here that um we now have the 184 um respondents and um on a scale of 1 to 10, how interested are you in having um this dual immersion 7th grade established in our district? Right? One being um the least and 10 being the most. So um we got um 80 um 160 out of 184 respondents that is 87% gave this a 10 out of 10. So this bar chart makes it um clear visually right that the response is almost entirely concentrated at the top of the scale here. Fewer than 2% of respondents stated their interest at a three or below. Okay, so this is reflecting an exceptionally high level

125of interest from RTI families in seeing this program continue into middle school. Here we can see another pie chart and um this is where this question asks families if a seventh grade dual immersion program were to be created, how likely would they be to apply? And you can see here that nearly 79% of respondents said they would definitely apply and that is the large blue section that you see there. Um and then an additional uh 15% said they would very likely apply together that is approximately 94% of surveyed families who expressed a strong intention to enroll their child in this program. So the proportion of families who said they um would not apply or were very unlikely to apply is so small that it's nearly invisible on the chart. Here we can see another question

126that looked at um this question asked families about their preferred timeline. So should a seventh grade program be established? And you can see just over half 52.7% indicated they would prefer the program to launch uh next this this this incoming school year uh the year 2627. And this 52.7% translates to 97 families. And of those 97 families, 45 are current sixth grade families. Just to kind of give you an idea of how many of those are sixth grade families. Um an additional 42.4 for selected within the next two to three years in terms of a timeline and together this is approximately 95% of total respondents expressing a preference for implementation within the near term. A very small number of families visible in that thin green slice there is selected not applicable or indicated they do

127not want a seventh grade um DI expansion program after all or at all. Uh again this data uh gives us a clear picture of the sense of urgency that families feel around this question. And the final um survey data slide um shows uh kind of a list of factors where parents were asked to um indicate um the importance of these factors to their decision to apply to a penetental seventh grade program. How important are these factors to them? One being the least important, five being the most important. So you can see here the averages of the um level of importance for families that responded. Um so what stands out is that families rated quality of teaching and support services the highest at an average of 3.93 very close to essential. Right behind that is safety

128and security of the school at 3.82. And then um a factor would be the another factor that's important to families was the continuation of this program of the dual immersion program at 3 um 8 average. So this tells us that families are not just interested in a seventh grade program. They want it done well and they want their children to be safe to be taught by qualified educators and they want the bilingual journey of their children that started in elementary school to continue. On the lower end, you can see there that distance and location scored the lowest average with a 2.84 still moderately important but the least influential factor in famil family's decisions. This suggests that families may be willing to travel if the program meets their expectations in other areas. So overall, the data

129reflects strong community um investment in the quality and continuity of dual immersion and it gives a picture of what families value and prioritize in a potential seventh grade program. So with that, I'll turn it over to Mr. Dylinder. >> Miss Dietrich, thank you very much. The next thing we took a look at are possible considerations for facilities. So the next few slides are facility considerations, curriculum considerations, budget considerations. We would want to start what we're proposing if we start a seventh grade regardless of which year it is that we start small that we learn from our experience. We're talking about 64 students. That would be two classes, two maybe three teachers in three or four classrooms. The intention of that would be that the students would have again a very small more intimate type of

130experience that they would have experienced before. The sites being considered looking at sites that have a current dual immersion program and have a little bit of space for adding these additional you know three to six classes. Veronda Meadows, as we've heard, is one of them. And the dual immersion academy is is another one. These are projections from our business department. And again, they're projections. They're always things that we see that are unforeseen. So these estimates um for the first year trying to add a couple of classes. Both locations have a class the classes ready to go as far as a empty space for a class. So the cost for facilities the first year they're estimating about $5,000 regardless of where it is. If we eventually want to create or expand into a comprehensive middle school,

131you can see that there is a a considerable cost in either location if if that happens. But again, they mentioned a few times this evening things like an NPR DS, there isn't one yet. um other things that would be significant factors in facilities. The instructional considerations um you can see that we of course as was mentioned there is ADA revenue that is generated from these students. So Mr. Tachara helped us with this 64 students we are um aiming low 90% attendance. So if we get 90% attendance from the students in those two classes that would be 14, about 14,155 and you can see that that would be the total revenue that would be generated. Again, the staffing requirements and we're not considering other teachers, but we're thinking about the three teachers, not other staff, but

132that would be the approximate cost of the three um teachers. This next one, we're trying to estimate the costs of instruction. Again, we're thinking about two classes. So, the costs are much lower than they would be further than that. And we're basing this on our current adopted curriculum. What would be the cost for two classes? So, right now, our current benchmark language arts curriculum, there is not a seventh grade version. We would need to have a curriculum for seventh grade language arts. And we're estimating about $7,000. For mathematics, our current mathematics program, Eureka Math Great Minds, does have a seventh grade version. To purchase that is about $7,000. Our science curriculum does not yet have a seventh grade version. They're talking about developing one in 2027. So, it depends if we do this when we

133do it. But there may be a science curriculum, but right now we would need a science curriculum. social studies, our current adoption with Savas, My World Interactive, also we have there's a seventh grade version. We would need to purchase that. We're ready to go with that. And then just other miscellaneous instructional supplies that we would need. We're estimating about $10,000 for the initial investment and for those classes. So, here's what we're proposing as some next steps. We brought the report to you from what we found from the survey. We've done a little bit of investigating. We'd like to receive some direction ultimately from the board regarding a dual immersion expansion into seventh grade and yes, probably ultimately into eighth grade. We want to start with seventh and later potentially add in eighth grade. Absolutely positively.

134We want to meet with our labor partners to discuss and negotiate any impact of any seventh or eighth grade classes and applicable if applicable from the board in the direction. Um, I would love to have a stakeholder advisory group that includes CSEA, SCATC, and families to be able to think about all those things that we need to develop and work on them together. Um, to finalize a location and to be able to create a clear timeline with some anticipated dates and then return to the board with some progress reports and other recommendations. So, that's our report on the survey and the possible expansion of dual immersion seventh grade. Any questions? Yes. >> Yeah. Well, I want to say that I am for this. I just thank you, Mr. Dylinder, for breaking down the next steps.

135Um, so I would personally say my guidance is to take our time, make sure all the ducks are in the right rows, so that way we're not missing anything down the line. But I do want to ask, I know that you mentioned the high school district. I'm not exactly sure how this might disrupt their flow of students going into their district from us with ADA and different things like that. But my question is when was the last time we met with the high school district? >> So I haven't had conversations with them. The last conversation that I had with any of them was in March 2025. They came to our DAC meeting. We had a number of parents who were asking for the program. They're asking to expand into middle school. They came and listened

136to our parents and um shared shared their feedback. That was March 2025. >> Okay. And I also want to know um maybe if there is a way that our superintendent can connect with the high school superintendent just because I that's our feeder school and I think it's really important that we're all on the same page um with our students and so cuz I know that there was a meeting I believe it was last week. Was it last week? Wednesday? was on Wednesday and I did text uh with the superintendent and I I asked her if we could meet. >> Um I also asked if they were expanding uh dual immersion and I haven't received a response but I will follow up with email. >> Okay. Because I just got a different report back that they

137were kicked out of the Zoom for listening in to that meeting. So I'm not sure exactly the truth, but it just sounds like the high school district has no >> correct information. meeting was for our parents and I don't believe they the superintendent is a parent in our district. >> Okay. I still think that they should still be a part of it. But so I would definitely say if we could build that relationship with them because most importantly they're the feeder district and I think that should be the first one of the first conversations that we should have. So that's my input. But I do thank you for the presentation, the timeline, and if we can get them more involved with this. >> Thank you. >> Anyone else? >> Yes, trust. >> Um, so I

138have a couple of questions. One was on the funding. Um, you had the ADA, but would these students also qualify for LCFF funding? >> So, they would the middle school or does it not extend into the middle school? I think that would be more of a a Nikki question. Nikki. >> Okay. >> So, depending on whether or not the students that are in the seventh grade are a part of our unduplicated pupil population, then yes, they would generate supplemental and concentration funds. So, it doesn't necessarily matter the grade that they're in. It depends on whether or not they qualify as what's considered a UP. >> Okay? So the chances are out of those 64 students there would be some LCFF funding that would come down. Um and so I guess my question would be then

139um how would those student you know their needs would be very different as well. So I think that's something else to like just think about. Um I am fully in favor of expanding um the dual immersion program into the middle school on many levels. First of all, 11 years ago when I came on to the school board, uh a group of parents from Lincoln had approached uh the superintendent of the board at that time and asked uh what they could do to begin the process of expanding and they were these were people who had done their homework. They they did a lot. So, in 11 years, it's been stagnant all because one person said, "Oh, it can't be done." I mean, that's that was the answer. It can't be done. It's there's just so much

140that you have to go through and we've got other things that we're concerned about. So, that was the answer. So, fast forward 11 years to find out it could have been done. And I think of all those students and those parents that were um that were caused a disservice because you had a group that were ready to go. They were they were going to move on it. So I I fully support it. I think it's 11 years in the making. It's not just I know it feels like a last minute um thing, but I know parents have been asking for this for a long time, but they were always met with, oh, it can't be done. So now we find out it can be done. and we're met with a lot of other push back

141and I feel I'm going to support all the parents. I I feel your pain. Um the second thing is I have um a couple of great nieces and great nephew who went through the dual immersion program only to arrive at Washington Middle School and have nothing nothing for them. So, um, the older one being the typical type A girl, uh, she got into high school and she herself, the confidence she had in her speaking ability and and I mean, if you close your eyes and listen to her, she sounds like a native Spanish speaker. Uh but she was so she lost confidence in those two years because she didn't have practice because she comes from an English-speaking home and there was no one to practice with. But um so she signed up for Spanish one

142as a freshman after seven years of dual immersion. That to me was just a crime. It's it like it negated all those years that this district this district's energy put into her. Well, her Spanish teacher, thank goodness at Selena's High, realized she did not belong in that class at all. Um, but they could only move her to a Spanish two because of scheduling. And so, um, she her her progress slowed down. That's the point. And now she's a junior and she is fully ready to take her um yeah her test or you know the AP test or whatever it is they take. Um but she's going to have to wait. Uh but but I think what a crime. Now her brother and sister who went through the same program but were involved with COVID so

143they uh did not get the same level of of Spanish that she did. Uh, and they they speak Spanish, but I think as freshmen again, they started off in Spanish one and I again seven years it just to me is a crime and I know they're not the only ones. I know there are a lot of other um, tonight I'm listening to the Steam Academy and that's a legit that's a legit request because they don't have a facility. I mean, and they sound like they have a lot of support. So, all that I am in complete support of, but I do feel like if we don't move slowly on this, we're going to fail our parents again. Because if we don't do it right and we don't do it with all the questions answered, and

144I want to thank you for answering all those questions. Um, I I feel like we're going to stumble and it's it's going to be hard. So, my, you know, I I I fully support it, but I support it moving uh carefully carefully. If we have a a school site that really doesn't want it there and we're really going to just pilot it and we have a school site that really wants it, let's go with a school site that really wants it to pilot it, you know, just to try it out and see what happens. If it expands, if it explodes, then we're going to have to look for another. I mean, you may love your school, but we're going to have to look for another facility because it's going to be too big. That's what

145I'm hoping that it explodes that everybody just says this is what we want and now instead of 64 kids we have, you know, hundreds that that want the program. There have been, you know, there have been districts all around us that are K8 and, you know, people would like to say, "Yeah, but they have a middle school." Well, they didn't always have a middle school. They didn't. They used to, you know, Speckles was K8 all in one building. And, uh, those kids stayed sweeter longer. That's all I can say. And uh and I I I agree. You don't want kids in a seventh grade wandering the campus with TK. I also question sixth graders wandering the campus with TK. So it's not a level of maturity. It's just like I said some smart planning and

146you've got parents who are willing to jump in. It sounds like you have administrators who are willing to jump in. You have, you know, certainly um a lot. But I would just caution us to move slowly because we want it to be successful for everyone, especially our students. Um, but I am in full support if you're looking for direction. Yeah. >> Any additional questions or comments? >> Oh, I'm sorry. I did want to ask what which schools participated in the survey? So this survey was opened to all parents of dual immersion students in fourth, fifth, and sixth grade. >> So if I figured it anywhere close, the schools that have it all the way up to sixth grade like Lincoln, Los Padres's Diaz, and Bar Meadows, you could have had 540 respondents maybe, but we

147only got 170 something. >> 188 I think it was. Yeah. >> Yes. 184. That's right. Okay. Just checking because I do believe that Diaz is highly motivated. I 100% hear from the parents. I'm just really concerned about the things that the parents can't do. You are 100% ready to go support to walk around the campus to show us what you will do to make this work. But I'm concerned that right now our TK to sixth grade academic outcomes, not so much the best in Selenus. If we're not delivering on our current mandate to deliver strong elementary education, I'm worried about how we're going to expand to seventh and eighth grade. It isn't just more of the same. It's different. They are different animals. There's a health curriculum. It took us three years to get fifth

148and sixth a plan for fifth and sixth graders to get their health education. Sixth, seventh, and eighth graders cannot wait. They can't. they're going to need it ASAP. Um, in the current curriculums, again, if it was approved by the state board of education in California, does it have to come in Spanish? Are all the ones currently out there in Spanish? >> No. >> Okay. So, you still have to pilot things and you have to have someone to pilot them. Someone to be the experts on. I know you want a safe environment. I know you want them warm and fuzzy. The teachers are amazing at at Diaz and any other school that wants it, but Diaz spoke the most tonight, but we need a curriculum that is going to academically prepare them. They will also have

149college and career readiness standards. Um, I I just worry that we are stretching really thin if we go too fast. So, I I am and I I don't like the term pilot because what you're saying is we can experiment on our children. I don't like that. I mean, piloting a curriculum, you only do it part of the year. You don't only give them that curriculum for the entire, you know, 180 days. I I am very worried about practicing on them. I'd prefer to see a timeline where we set goals for a pilot, like an adoption, a curriculum committee, somebody who's going to look at it. I'm guessing a lot of sixth grade teachers. Maybe we get some people from the high school district to come in and give us input on why they chose the

150ones they're using and if those are available in Spanish. I'd like to see some timelines for when we could develop a report card and um a pacing guide. You guys know it took an entire year to do a pacing guide and assessments for every grade level we currently have, but it feels like some people think we could start September 1st and be ready with seventh grade. And I don't think we can. So, I would like to see a timeline over the next year where we really look into it without a promise necessarily that we're going to implement it because maybe while we're doing that and we're talking to the high school district, maybe they'll really deliver something. They are getting scared. We scared them. I mean, I I appreciate that they're paying attention to you,

151but I I'm not sure we're ready. I'm sure I'll think of more, but those are Okay, that was one question. Curriculum families are supposed to be involved in choosing the curriculum and you don't know who the families are. Uh oh, the the the fact that on the highest thing on the survey said the quality of teaching and support services. I feel like our parents are responding because they know the quality of teaching and support services that we currently have, but we don't have an afterchool homework center like Washington Middle School does. I I know they do. We don't have the tutoring in place yet for seventh graders. Um, I'm pretty sure we don't have wrestling, which everybody gets to do wrestling if they want. They don't have to make the team. Okay. You know, there's

152so many things that that I don't think we have the support services in place yet. And I'm worried about the capacity of our current staff to stretch themselves thin for something when we aren't yet mastering our PK to sixth grade curriculum that I hope we are getting better at. And maybe our test scores are going to come in amazing this year. Any additional questions, comments? >> Yes. Um, I was listening to my trustees and I'm in agreement that we do need a seventh and eighth grade, but we need to move slowly and make sure that we have all our eyes dotted and tees crossed. Um, as far as curriculum, um, facilities, I mean, we just finished looking at a, uh, a budget for our school district and, um, we're looking in the future as a

153a negative and then by adding these extra, um, things in here to, uh, even more so, um, put us in a deficit. Those are things that I as a a trustee need to make sure that you know if we're doing this and I appreciate those those parents from um Diaz coming up and I I saw their passion and you know you know I would love to have something like that but I would love to take a slow step not to do this next year and do something half-hearted and um you know we're we're tripping over our feet and we're not making sure that you know we're you're doing everything and including our teachers and csea in in the conversation not just from the district only and um we need all of our stakeholders involved before

154we move forward on this and not do something blindly and not include those people that I feel are important and then also to take a look at the facility and make sure do we have the rooms to to house a seventh and eighth grade in in in Brand Meadows or um Bronda Diaz. You know, those are factors that I as a board member need to walk through and someone needs to show me, okay, this is what we're going to do. This is what it's going to cost, you know, instead of just throwing something out there. And I appreciate Mr. under um this presentation, but there's still a lot of gray area that I as a trustee need to take a look at and and make sure that it's inclusive to our stakeholders and and everyone

155involved, not only for parents, which I understand and you're passionate for it and I'm all for you, but you know, as far as these coming years, you know, we're we're having to tighten our our belt buckle. because, you know, fiscally, you know, we're looking at some hard times and I don't want to push into something that's going to um put us in more of a deficit. So, that's my opinion. >> And as for me, I do want to thank Mr. Dylinder for um suggesting or recommending a stakeholder advisory committee, I believe is what um you referred to it. Uh where we can bring in stakeholders and uh including our labor partners to talk about and and and really look at this because we are all it sounds like we're all for uh uh providing our

156students with a high quality program. There's no doubt about that. and we appreciate the passion of all of those folks that we heard from tonight. But again, um you know, we do want to make sure that we do it right. When we're talking about next school year, that's only a few weeks away. I mean, we really don't have a whole lot of time in between now and next school year, right? It's only December and and and here we are a few weeks down the line. So um on the agenda it is listed though as anformational item. So there you know again uh there is no action um that we're taking tonight. >> Right. So um having heard from all of you uh if I may I just would like to get some direction from the

157board so that we know what are the next steps. Am I correct in uh stating that we're not saying no? Okay. So, we you want us to continue to explore this. >> Is that correct? >> But you want us to maybe Well, it sounded like a concern from a lot of people was the timeline. So perhaps if you could bring us a timeline, two timelines maybe one for what would happen between now and if we tried to open with a not I'm not going to call it a a pilot. I'm going to call it an exploratory program. >> Okay. >> I think exploratory is is very positive because I think anytime we're going to explore is good. Uh, and the other to be if we took a year to really plan this out. But what

158I want what I want the board to understand is at least I am in complete support of moving to a seventh and eighth grade dual immersion program because I know what it looks like if they don't have it. I mean, I know what it looks like. And for students who have the ability to speak Spanish at home, that's a gift for for so many of our students who don't have that Spanish at home. It's um you know it's a I think it's a real detriment if we could break it into two pieces. >> Yes. So if we could have like an example of two different pilot I mean two different >> timelines. When you say exploratory program are you saying to start in August of 2026 >> like one program that would be exploratory that

159would start in August and one timeline that would allow us a year to um explore continue to explore it. And would it be um would it be okay for us to say in exploring the exploratory program? >> Exploring the exploratory. Yeah. >> Uh we would most likely be uh recommending to the board DS. >> I agree because that seems to be where the the desire is. They're the ones that are welcoming the program. So >> I still have some concerns about exploratory because it sounds like so so it's not successful. I don't know how you deem it's not successful. You then tell those seventh graders, "Sorry, goodbye." >> No, >> this would be a two-year commitment then. >> I don't I mean, I don't know. I don't know that. But what I'm for me, like

160I said, it's been 11 years of no, no, no, no, no, and all of a sudden, someone's opened the door and there's hope. I don't want to slam the door. So, I I'd really like to explore. I mean, I I would I Jennifer, I don't think a student going to a middle school having six or seven periods of day is going to make or break uh you know versus a a program where you're in a self-contained environment. Lots of programs around here are self-contained. Um I think I don't necessarily think that's a detriment. Like I said, I think it you know they're I don't think they're going to s I just don't think they're going to suffer. They're going to continue to learn. They will continue to learn. We may not have the experience. And

161I don't want to say they are guinea pigs because that's not it. But we have people who are wanting to try and I I don't know. I just don't think kids are going to sit in a vacuum for a year and then just say darn it and I got to go back to the middle school. I mean I don't I don't know. I don't know. I just don't like to think of it as being if we try it and for some and that's why I want to go slow. If we try it and it doesn't work for some people, >> I don't want it I don't want the families to feel like it was a wasted year at all. I want them to feel like this was a gift and they had an opportunity and

162it didn't work out, but now we can move on. I don't think kids are going to fall behind. I just don't think that they're kids are smart. They learn. um they don't I don't think there's one conventional middle school system. I think there are all kinds of different ways of learning. That's why Graves is popular and Lagonita is popular and you know down in the mission, you know, in Solidad, these schools have waiting lists to get into them because they want that environment. Why are we stopping these parents from asking the same thing just because we think the kids aren't going to learn? I mean, I I feel like they will. I I don't know. >> We just >> I'm hopeful. That's it. >> All right. So, are we I guess I'll ask the board

163members here. Are we um in agreement to um have this stakeholder advisory committee move forward and come back with some a solid plan or two that again without any commitment at this point in time because >> and again that's why I'm worried about the fast implementation because what kind of stakeholder advisory committee can you have when everyone's heading to summer and wants to head to summer? Um I I just feel like it would be more prudent to have an actual year timeline. I I I totally understand. I'm not trying to drag my heels in the sand. I swear I I could see it being successful like some of the schools you've mentioned, but I don't see it being successful if you hurry because you won't get a good stakeholder committee if you start it now.

164They're all done. They they've checked out. They left the meeting, half of them. Sorry. Um, and I think that >> you are, you are, I know, I know. But again, there's so much to do with the stakeholders. I'm a little worried. It was so divisive when we opened dual immersion and had really low class size. And you're already saying maybe we'll have three teachers for these 60 kids. That would be lovely. It would be lovely for all of our teachers to have 20 kids in their class. I'm fairly certain you could ask the teacher. Let's do a poll. I bet we'll get more than 178 answers. Now, I'm not saying I want to let them determine everything, but I think it's important to know that that we would be practicing if we started fast with

165let's make it perfect and wonderful and buy anything they need to make it successful because that's sort of what we tried to do with steam. And it runs at a deficit. We're not going to I I think the gentleman who thought we were going to make the five million for the multi-purpose room in four years of ADA when he didn't realize we had to pay for the teachers those four years. I mean I think a year-long plan would be enough and that when you ask Ron to bring us another plan, guess what Ron gets to do for the next week for homework. I I think it would be more reasonable to do a one-year plan trying to figure out timelines that could potentially be rolled out fall of 27. But that's just me and I'm

166gonna let you all >> We just need board directions. >> More than one. More than two people. >> More than two. Yeah. >> Oh, I thought I spoke earlier, but I like the stakeholder definitely. And more time. More time. I I personally don't think this fall. So more time. >> So just come up with one timeline. >> Yes. >> For me. Yes. >> But if you could present us with one timeline so that we know there that this is a direction we're moving in. >> Mrs. Thank you. Thank you for all that input. Um just real quickly, I know our next board meetings in in two weeks. Um I appreciate too that um Trusty Zanzo is correct. A lot of the people that we would want on that committee are going on summer breaks and

167vacations and um I would do my best to pull together. We have obviously have families who are very interested in participating. We could get them. I'd want to ask other teachers if you'd like me to come back with something to start in August. Um I will do that. I I think it would be very very challenging. >> Yeah. I'm I'm hearing from my fellow board members that even if I did, I'm being outvoted four to one. So I wouldn't want to put you under that pressure. So if you could, you know, and you don't have to come up with a timeline in two weeks. If you know, sometime between now and August, we get some kind of like way phases. Yes. >> But I'm going to throw in a pitch for including steam in there

168if they want to be there because again, they don't have a facility, but they have families. So, I don't even know if that's even reasonable, but I'm going to throw in a pitch for them. >> Thank you. >> I think we have our direction. >> Yeah. Thank you very much. Yeah, we can come back in a couple few months with that. >> Yeah. >> Beginning timeline. Thank you. >> Um, moving on to uh facilities and summer projects. Um, we have our director of bonds and M A Javeed presenting this information. Good thing we've already heard this. >> Please start. >> Okay. >> Good evening members of the board, Dr. Andrade, cabinet members, and our community members. I'm Amn, and I'm here to present the facilities updates with the focus on our summer projects. All right.

169So tonight I want to share the power behind when many minds rally behind one vision and how that creates a new state standard. And so with every vision that gets created um we need leadership. And so first I want to begin by acknowledging the leadership of our superintendent and the board. And um I'm in very deep gratitude um to our board and our superintendent for their unwavering commitment to student safety and district innovation. Um and so for the past year, my job was to make sure that this vision was at the forefront and I could not have done this by myself. And so I do also want to spend a moment and give recognition to the K12 team. Um, I want to begin what begin by acknowledging Matthew Alfra. He worked with all of our

170um principles and our district administrators and made sure that our design elements for our playgrounds were not only were they correct in in their scope, but also that they were also inclusive. Um, I also want to give recognition to Mimi Prrenado. She worked really closely with the architect and made sure that you know we do have challenging soil conditions so that we had our drainage taken care of and also Jennifer for providing um for uh providing oversight and also for a phenomenal maintenance team. um our director uh assistant director Leo, he worked really closely with the K12 team and they went and they we did so many site service to make sure that we looked at all the different irrigation lines, the utilities, our grounds lead and also our maintenance leads. And last but not

171least, our school site administrators because they took a lot of time out of their busy schedules to make sure that the plans that we're going to present to you were um worked at your at their school sites and also for the grades that they were designed for. Now with that, what is this vision? So this vision I do want to take a moment and recognize that this is monumental because Selena City Elementary School District is leading the standard for safety in playgrounds. And now you're wondering why why what's what's the differentiator? And so the industry standard is that when you're designing a playground, it has to meet a a hick criteria. So hick stands for head injury criterion. This score is a score pretty much measures the impact that um if if a child was

172to drop what what what would be the impact that the surface would absorb. The industry standard is 1,00 and the lower the score the safer the surface of the playground is. And if it goes above a th00and what that does is it just makes it where the incident of death could you know could happen. So that one 1,000 just shows that okay now it's safe enough to if somebody falls they won't die. So with Selenas what we did is we recognized this right is that okay this is the industry standard. this is what when we, you know, go out and get architects and we get playground folks on board, this is what they're designing towards. We established no this we want to be more rigorous in our safety standards. So what we did was and

173we also know that we have sites and most of our sites have multiple playgrounds. So, we want it to be age appropriate and not only age appropriate, we want to also make sure that the surfacing materials um have different hick scores. So, for a TK and preschool facilities, we are we're lowering that down to 500 and for a regular, it's 700. So, that's criteria number one. For our standard number two is that we're making sure that the equipment that we chose is also inclusive. So all of the student body including our special ed students are able to use the the play play equipment. And also we also heard from parents that they actually prefer turf over the rubber material. And from a maintenance standpoint turf is more maintainable than rubber um the the foam rubber

174that we have on some because for those after every few years you have to apply a chemical treatment and also improvement to our drainage system. So, the total district-wide playground project budgets, this is being funded from our two bond measures, bond measures G and H, and we took um $20 million from that $149.5 million that we have. So, 20 million has been allocated for playgrounds. Of that, um it's the budget is broken into two components. We have soft cost and we have hard cost. So, that is an industry term. Hard cost just literally means the cost associated with equipments and also construction. Soft cost is the the design component. So the architect, the CMS and all the other studies that we have to do. So right now um the industry standard which I'm not in

175agreement with is pretty high. It's 30 to 70% 30% of soft costs and 70% of hard cost. We are right now under 10% of our soft cost. So that leaves us with about $18 million that we can spend in actual construction. So for this summer phase one, we have three phases for these projects. So phase one includes the following sites. We have Roosevelt, Ilgabalon, Natividad, Cam, and Lincoln. And the following slides show the different playgrounds. So, at ILG Gabalon, we are doing upgrades to the TK playground and the preschool playground and we're also changing out the surfacing of the primary playground because that was just upgraded a few years ago and the total cost comes out to one about a million dollars for that. The second site is CAM. came has um we're also the

176top right is a preschool area and we're also making improvements to their TK playgrounds and we're also expanding their primary playground and so this uh total budget is about $1.2 million. Then the second site is Lincoln. And so Lincoln is getting a brand new playgrounds for their TK area, their preschool, and also the main playground. And their budget is at 1.5. And then the next slide is Natividad. Natividad is also getting brand new playgrounds for their preschool area, TK, and also their primary. And their budget is coming at 1.4. And then the last site, Roosevelt. And now Roosevelt um their primary playground was also upgraded a few years ago. So we're just changing out the surfacing and extending it. Um adding more equipment that is more inclusive um at the primary. And then their preschool

177TK area is getting a brand new playground. And this is at around a little bit under 800,000. So now this leaves a conversation of okay beyond phase one, what does the budget look like? And so earlier I showed the soft cost and um which was around 10% and then that left 90% for hard cost. So now we add phase one. Phase one adds in 30% more. So that leaves with 60% left for phase 2 and three. So I'm anticipating that phase two will be the next 30% and then phase three would be the final 30% and that would give us the total $20 million. And just to summarize, phase one, we're building the implementation of this new state standard. And phase two and three is going to be the full implementation. And with that, um

178before I end my presentation, I do want to extend an invitation out to all uh to the entire board, superintendent, cabinet, and our community for our groundbreaking ceremony. It's scheduled for June 8th at Roosevelt Elementary School at 1000 a.m. With that, are there any questions? No, >> thank you so much. Um, I'm going to move on to 10.5, which is the proposed new certificated job description for teacher on special assignment, visual and performing arts. This has already been uh consulted with our SCTC labor partners and uh we're bringing it here for information and to gather any um further uh questions that the board may have. As you know, uh for the last year, we had an arts committee meeting and they are uh were very much a part of informing this job description. Are there

179any questions for me? >> Yes. >> It's it's not so much a question as it is a comment aside from uh the fact that there was knowledge of the California visual and performing arts standards framework. So knowledge of that and I think there was another part where it had uh this is a desirable qualification experience in the area of visual and performing arts for example instrumental music etc etc. Um I don't see a lot there that requires that a person has an art background or has some kind of arts training. I know I was talking to um uh Susana earlier and she was saying well you know unfortunately we can't hire a you know we single subject and that's not what I'm talking about. I'm I'm thinking about at least someone who maybe had like

180an art history or an art minor or you know I mean I I wish it had something there because it it's like this is >> I I could apply for this and I could say oh I love art. I just love art. I love doing art. I love, you know. Oh, I just And >> so we could we could definitely use uh uh take that into account and we can add something about experience under the education and experience. >> Yeah. Something about >> there's only those two. I mean, we're at we're we're looking for a visual and performing arts >> um kind of tossa, correct? >> And yet there's nothing there that requires they have a background in visual and performing arts. So experience or background >> or background or some something that has a

181little more >> so not necessarily education meaning like their undergrad or their masters was in art but you know >> well that's it and that's exactly it like something yeah I I just uh >> we will take that into consideration >> that was my own that otherwise this this looks wonderful but it was just that's what struck me is >> yes >> it's um anyway thank Thank you. Thank you. Any other comments on this one? No. I'm going to move on to 10.6 proposed revision to existing board policy uh 0441 regarding artificial intelligence. Um in this particular board policy, we um updated the items just to strengthen the language regarding privacy and the use of personally identifiable information. Do I have any questions on this? Just one question slashc comment. Um, who will be in

182charge of making sure the teachers know about this board policy? >> Our district our district makes sure that they know about this policy. >> Someone will direct them because I just worry that they don't know that there's district approved AI and non-district approved. >> This one is uh this one along with uh technology and it's connected to our user technology agreement. So they have to sign. Yeah. In order for them to use technology then language that is included in this is part of that. >> Okay. Thanks. >> And Mr. um Hayes, would you like to come up to the podium and provide a brief explanation on that? >> Yes. Thank you. I just wanted to um state that our um AI guidance plan and this board policy and the uh user agreement I'll talk about

183the um need for professional development where this would be covered as well. And then when you see the exhibit coming up soon uh later it also talks about um the need for um teachers to protect PII as well. And that particular exhibit is signed by the teachers um each year and Miss Bradley and I have already been discussing how we can make sure that we get that information out to the teachers. >> Are there any other questions on this board policy? >> No. I'm going to move on to 10.7 proposed revisions to existing board policies regarding business. Uh the first one that I will uh talk about is uh board policy 3000 concept and rules. This one is updated to bring it up to date. Our current version is from 1999. So the revisions incorporate

184updated guidance regarding local control funding formula, uh equity multiplier funding, attendance recovery programs, reserve balance limitations, and long-term fiscal obligations. Um, it is also updated to align the policy with current ED code and uh the government governmental accounting standards board Gatsby which Nikki and Jonathan talk about in the in their presentations and the California Department of Ed budget criteria to support transparency, fiscal solveny and accountability in uh the oversight and the budget development. Any questions for me on this one? No. Okay. And if you have any questions that come up later, please, you know, reach out before the next board meeting so that we can uh look into your uh questions or or comments. Board policy 3100, which is the budget. This one uh is updated to clarify that representation of governing board members on

185any budget advisory committee may not comprise a majority of the board. since having a quorum participate in any committee would essentially create a board meeting. So, uh if we currently have uh you know two of our board members attending any of the fiscal health committee meetings and another one shows up, you need to determine only two will be present. Um and then of course it's also updated to the language that I had just referenced on the other one. um attendance uh uh funding from the LCFF but also the attendance generated through attendance recovery program must be excluded from the average daily attendance of the district. Are there any questions for me on this one? No. Okay. I'm going to move on to board policy 3220.1 lottery funds. Uh this one is updated to reflect changes

186in state law regarding the allocation and use of the state lottery funds for education. Uh specifically the revisions align the policy with AB42 which remove the fixed requirement that 34% of the lottery revenues be allocated to education instead. Uh so um authorize the lottery commission to determine the percentage that would be uh given as revenues for schools. The policy also reinforces the legal requirement that lottery funds must be used only for instructional purposes and there must be accountability measures for tracking expenditures. Any questions for me on this one? No. All right. Moving on to board policy 3260, fees and charges. The policy is updated to reflect uh current state laws and guidance regarding student fees and equal access to educational programs. The revisions clarify also that students cannot be required to pay fees, deposits, or

187charges to participate in educational activities including extracurricular programs and district operated summer school. Uh the update is also aligned with ED code requirements related to voluntary donations, uniform complaint procedures and uh any remedies for unlawful fees or restrictions on debt collection practices so that no student is denied educational opportunities due to unpaid fees or financial hardship. >> Ask a question on that one. It's just because I'm curious. So if a student breaks a Chromebook and they're given a new Chromebook and then they break that Chromebook and they're given a new Chromebook at I thought there was some place where they had to buy a Chrome I maybe I drew. >> Yeah, there are there is a board policy on that. >> Okay, there was something but that's that's not considered a fee or a >>

188that Mr. Hayes, would you like to come up? >> I'm sorry, Brian. you could just talk from back there. Um I'm I'm just wondering if that uh you know >> that's a very good question. So we're it talks about state law or or state code. >> There is a state code for um materials and supplies. >> Yes. >> If materials and supplies um if the damage is accidental, >> then the district cannot charge. If it's intentional or malicious, >> then we could potentially charge the um students and the parents sign an agreement as well where it talks about um intentional damage that they may be liable. Um but anytime there is particular damage to the Chromebook, we assess it, we review, and then we we notify the families and we we have a conversation about

189it. What we find is that currently most of the damage is due to wear and tear. Um they're old, you know, so they lose keys, keyboards break, etc. >> Thank you. Thank you. Um I think the the information that we this one is really speaking of is if something is going to be used as part of the instruction. >> So if we are using technology for instructional purposes, then we cannot charge them. We have to provide it. The replacement is another piece. >> Okay. Okay. I just don't want it to come back and bite us if someone says, >> you know, well, you have one policy that says I have to pay for it, but then you have another one that says you can't charge me or you can't withhold. >> This this is if

190we consider them necessary. >> Okay. So let's say that uh we wanted to maybe you know I don't know um what would be a good uh we're going to be utilizing a math project and uh we are asking students to maybe come up with some project or something that they can bring from home or if we are providing it and it's part of the required curriculum then we cannot charge them for that. But if it's something as as as an option then that's different. Just as a rule of thumb uh from business services we don't charge students for anything that should be provided pencils you know tissues. That's basically what this is >> and this is what this is. >> Yeah. Yeah. >> Right. Okay. Okay. I think I understand. the difference. Okay. Thank you.

191>> Necessary versus optional or nice to have. >> We provide tissues, but you know, they may not be the the puffs. Um, okay. Um, board policy 3280, sale or lease of district owned real property. Um, let's see. This one has been updated to delete the provision that until July 2024, the governing board may elect not to appoint a district advisor committee um for surplus property that has not been previously operated or was not constructed to be operated as an early childhood educational facility. There is also updates to reflect uh AB480 which provides that the board may decide not to make a declaration if the district provides notice and opportunity for public comment. Uh there's also new guidelines which require the board to provide the department of housing and community development a copy of the board's

192declarations. And this one also uh is updated for SB229, which provides that if the district has received notification from uh HCD, the Department of Housing and Community Development, the board may not pursue a final action to ratify or approve the proposed disposal of surplus land unless the board holds an open public meeting. Any questions for me? No. All right, I'm going to move on to the next item on our agenda, which is the uh board policies in the 4,000, which is personnel. And uh I'll uh start with 40 4119.21 uh 4219.21 and 4319.21, which is professional standards. Um and I think we have the uh exhibits up right now, but the policies have been updated to add the philosophical paragraph that the governing board desire to provide a safe and positive school environment that promotes

193the learning, engagement, safety, and well-being of district, students, and to expand upon the new expectations for district employee conduct. And the policy is also updated to reflect uh SB848, which prohibits inappropriate conduct between district employees, adult volunteers, and contractors, and among and between adults employed volunteering or under contract with a district. Um the policy is also updated to clarify that inappropriate employee conduct includes engaging in any conduct that endangers or threatens to endanger students, staff or others. And um going to now move on to board policy 4119.24 maintaining appropriate adult student interaction. So this one has been updated uh for purposes that uh employees include interns, volunteers, contractors and other persons with an employee employment relationship with the district. Additionally, the policy is updated to add to the uh philosophical paragraph that uh the board

194desires to provide a safe environment and also reflects SB848 which prohibits inappropriate conduct between district employees and students and expands the list of inappropriate employee conduct. The policy also is updated to add a new section related to violations of this policy. Are there any questions for me? All right. Um, I'm going to be moving on to the next uh agenda item. The exhibits are there for you to review. That is what are uh they're basically the uh the uh standards for each of the different groups in the profession. Um in the next group, the um board policy 5141.4 for child abuse and prevention. I believe that one was already brought to the board. So, I'm not going to be bringing this. I think there was only a minor um addition of instructions. So, if with

195the board's permission in the future, if we only have like one addition or delion of one word or so, we might just bring bringing that to action in the future. Um the new board policy 4156 uh.3 uh employee property reimbursement. This one is new to our district and it's a a policy stating that the governing board will not authorize payment for the reimbursement of employees personal property which may be stolen or intentionally destroyed or damaged while being used for workrelated purposes. We provide our employees with devices for their own use. So, um, are there any questions for me on this one? No. Um, the 5113 board policy was already brought to you, so we're going to be skipping that one and 5113 and my apologies for that. we have discussed it with our department on

196on on uh student services that um you know that we need to ensure that there's no glitches on those. So I'm going to go with 5116 school attendance boundaries. The policy is updated to reflect the guidance and best practices related to establishing and reviewing school attendance boundaries. Um the updates also acknowledge legal considerations related to racial and ethnic balance, community facility districts, meus, which we are not, and overcrowding relief efforts. Are there any uh questions for me on that one? No. All right. So, I'm going to move on to 5132, dress and grooming. Um, this one is, you know, updated to reflect the current legal requirements and guidance related to student rights, equity, and non-discrimination and dress and grooming standards. Um, the revisions clarify protections for students gender identity, gender expression, religious and cultural attire,

197and hairstyles historically associated with race, including braids, locks, and twists in alignment with SB 188 and with ED code 212.1. Uh the update also reinforces expectations for equitable enforcement of dress codes, outline requirements related to gang related apparel and school uniforms and emphasize that dress code policies must support students safety and a positive learning environment without discriminating against protected groups or viewpoints. Now uh typically board policies are more broad. I I do not recommend that the board consider something that uh would be restricting uh the freedoms of students and families without consulting with legal first. So um that is why I think you heard a comment earlier today on this one. I do recommend that the board just continue to leave with something as a board policy that is more broad. There are administrative regulations

198that can be a little stronger and the student handbook and schools can do more, you know, uh, community relevant information for their own schools. >> Um, >> yes. Well, as I was reading through, as I gave it a second read through, um, I noticed there's only one section that actually refers to schools. Um, and that's the gang. Um well I guess uniforms uh but it just says um ganga rel related apparel. The principal staff and parents and guardians at a school may establish a reasonable dress code that prohibits students from wearing gang related apparel. Um that's the one that's the only area I saw where it says at a school. Why why >> is that not districtwide? >> I mean it should be. I mean, because up above everything else is in the student handbook,

199which is through the district, and now all of a sudden there's that at a school site. So, I'm wondering if that's what she was referring to. Why would a school each school have their own different views about gang apparel? No, I believe that um what the comment that was alluded and that was discussed during our um I think it was our was it our labor management initiative through through calm was about uh makeup and the uh clothing that students are now coming uh in some schools not in every school. And so um my uh you know my recommendation was you know the districts are typically more um contentneutral and we must and I recommend that we stay non-gender discriminatory but uh in the 5132 um the school principle and the schools retain authority to address

200appearance when it significantly distracts from learning or creates peer issues or interferes with participation. And that is why my recommendation is a school handbook language is often the better route because it's more responsive to their community, their school community rather than uh creating something that is um limiting or you know legally binding for the entire district and all the schools. But um typically the school principal or the administration at the school they have authority to address anything um through this. I think uh the comments that you heard was we want to see this policy be more um specific which I'm open to you know hearing what they may you know they may want to have uh included but at the same time I would caution uh approving without checking with you know with council. >>

201Yeah. Well, I'm I think I'm I'm hung up on the gang related apparel that they may establish a reasonable dress code that prohibits students from wearing gang. I don't think they should may. I think they should. I think >> okay, we can make that change. >> So, I don't think the responsibility of having I think districtwide none of our students should wear gang related apparel. This opens the door to well maybe at our school we're gonna let >> so the the paragraph when determining specific items of clothing that may be defined as gang apparel. >> I don't know. I was just I I I guess that first sentence >> the principal staff and parent guardians at a school may establish a reasonable dress code that prohibits students from wearing gang related apparel. That's the part

202I think it's just that beginning. It sounds like or maybe we won't, you know, I mean, and yet it shouldn't be. >> But your recommendation is that we review and revise that lang that sentence that >> Yeah. Like >> we will >> I don't know or strike it all together. >> Okay. We will look into that. >> Yeah. I don't know. >> Um any other questions on this one? >> No. Okay. I am going to move on to board policy 5141.33 headlice. This one is uh updated to align with the current public health guidance and best practices. Are there any questions on this one? >> No. Well, that concludes the information items. >> I have only It's not on this one. I missed it when we went racing past the professional standards ones. Yes. >>

203Only because when I read the certificated one and then I read the classified one and then I got to the administrator one which was >> basically just the standards for administrators. I forget what they're called. I know teachers are CSTPs, but we did not put the CST the entire teacher standards for the teaching profession on their code of ethics. It looks really long and wordy and I don't think it addresses the things that people tend to be worried about. Um, I would just like to maybe suggest before we take action on it that someone Google the NAESP code of ethics for elementary school administrators or the AASA one because they're a much they're a similar list. It's similar in style to what is here for certificated and for CSEA. I don't know that they're perfect,

204but they're we will look into >> way less wordy. Okay. >> Thanks. And with that, uh, we conclude the information items. >> All right. So that said, we'll move on to, um, item 11, the action items. So 11.1. Is there a motion to adopt resolution number 202526-30? Recognize. >> We Okay, we have >> second. >> Okay. Who moved? Me. Powell and Galima. >> We have Okay, thank you. We have a motion by Trusty Powell and a a second by Trusty Galima. All those in favor? >> I motion passes. Okay. 11.2. Is there a motion to adopt resolution number 202526-31 recognizing the week of May 17th through the 23rd as classified school employees week. >> I'll move. >> We have a motion by trustee. >> A second >> and a second by trustee Zanzo. All those

205in favor? >> I. Motion passes. All right. Item 11.3. Is there a motion to adopt resolution number 202526-27 regarding the designation of facility responsibilities for preschool? >> Move to approve. >> We have a motion by trustee Galima. Is there a second? >> A second. >> And we have a second by Trustee Powell. All those in favor? >> I I >> I. Motion passes. Item 11.4. 4. Is there a motion to approve the updated confidential salary schedule? >> I move to approve it. >> We have a motion by trustee Zanzo. Do we have a second? >> I'll second. >> And we have a second by Trustee Ish. All those in favor? >> I. Motion passes. All right. Um item 11.5. Is there a motion to approve the settlement agreement with employees and CSEA chapter one 149

206regarding longevity payments? >> I move. >> We have a motion by trustee Powell and a second by trustee Galima. All those in favor? >> I. Motion passes. Item 11.6. Is there a motion to approve the declaration of need for fully qualified educators for the 2026 27 school year? >> I'll move. >> We have a motion by Trustee Ish. Do we have a second? >> I'll second. >> And we have a second by Trustee Powell. All those in favor? >> I. Motion passes. All right. And we're on to item 11.7, approval of the SEMAS agreement for the installation of the playground equipment at Nativida Elementary School for playground renovation project. Do we have a motion? >> Move to approve. >> We have a motion by >> a second. >> Trustee Galima and a second by Trustee

207Powell. All those in favor? >> I. >> Trusty Zenzo. >> Oh, excuse me. Trustee Zanzo. >> Thank you for noticing that. Thank you. >> All those in favor? >> I. Motion passes. >> All right. Item 11.8. Approve the SEMAS agreement for the installation of the playground equipment at El Gapilan Elementary School for the playground renovation project. >> I'll move. >> We have a motion by Trustee Powell. Do we have a second? >> A second. >> And a second by Trustee Zanzo. All those in favor >> I motion carries. All right. And 11.9 approval of the semos agreement for the installation of the playground surfacing material for the playground renovation project at Elgavilan Cameron Lincoln Natividet and Roosevelt elementary schools. >> I move to approve the seamless playground in turf installation. All of that. >> We

208have a motion by Trustee Zenzo. Do we have a second? >> I'll second. >> Good. >> We have a second by Trustee Ish. All those in favor? I >> I. >> Motion carries. >> Um item 11.10. Is there a motion to approve the California multiple award schedule agreement for the installation of playground equipment at Lincoln Elementary School? >> I'll move. We have a motion by trustee. >> Second. >> A second by trustee Galima. All those in favor? >> I. Motion passes. Okay. See what else we have on the agenda. >> The list continues. Okay. Here we go. Item 11.11. Is there a motion to approve the California multiple award schedule agreement for the installation of playground equipment at Keman Elementary School? >> We have a motion by trustee Powell. Do we have a second? >>

209A second. >> And a second by trustee Zanzo. All those in favor? >> I. Motion carries. >> All right. Item 11 uh.12, approval of the SEMAS agreement for the installation of playground equipment at Roosevelt Elementary School for the playground renovation project. Do we have a >> move to approve? >> We have a motion by trustee Galina. >> A second >> and a second by Trustee Powell. All those in favor? >> I motion passes. >> Item 11.13. Is there a motion to approve the first amendment to the agreement with 196 architects for architectural and design services for the new multi-purpose room and base kitchen project at Sherwood Elementary School? >> I'll move. >> We have a motion by trustee Powell and a second by trustee Galima. All those in favor? >> I I motion passes. Um,

210item 11.14. Is there a motion to approve the first amendment to the agreement with 196 architects for architectural design services for the new multi-purpose room and base kitchen project at Came Elementary? >> I move to approve the amendment with 196 for the Camman NPR change. >> We have a motion by trustee Sanszo. Do we have a second? >> I'll second. We have a second by trustee ish. All those in favor? >> Motion passes. 11 uh.15. Is there a motion to approve the first amendment to the agreement with 196 architects for architectural and design services for the new multi-purpose room and base kitchen project at Mission Park Elementary School. >> I'll move to approve. We have a motion by trustee Ish and a and a second by trustee Galima. All those in favor >> I motion

211passes. Um item 116. Is there a motion to approve the revisions to existing board policies 3470, 3515, and 3515.4 regarding business. I move to approve. >> We have a motion by trustee Ish and a second by trustee Powell. >> All those in favor? >> I. Motion passes. Item 11.17. Is there a motion to approve the revisions to existing board policies 5144.1 and 5145.2 regarding students? >> Move to approve. We have a motion by Trustee Galima. Do we have a second? >> A second. >> And a second by Trustee Zanzo. All those in favor? >> I motion passes. Almost done, folks. All right. Um so we are at item 11.18. Is there a motion to approve the revisions to existing board policies 7,7131 regarding facilities? >> I move to approve. >> We have a motion by

212trustee Senzo. >> I'll second >> and a second by trustee Powell. All those in favor? >> I I motion passes. >> And item 11.19. Is there a motion to approve the revision to existing board bylaw 9250 and its exhibits? >> I'll move. >> We have a motion by trustee Powell. Is there a second? >> I'll second. >> And a second by Trustee Ish. All those in favor? >> I I motion passes. All right. Now we are on to the consent. >> So I need to make a motion to extend the meet. I move that we extend the meeting no more than 15 minutes past our usual closing time of 10:30. >> All right. We have a motion by Trustee Zanso to extend the meeting and we have a second by Trustee Gimba to extend the

213time no longer no later than 10:45 p.m. >> We can do it. >> Okay, let's do it. Okay, so the next item on the um list here is the consent agenda. All items appearing on the consent agenda are recommended action items that are considered to be routine in nature and will be acted upon as one motion. Is there a motion to approve the cons consent agenda as presented? >> I wanted to pull a few items. >> Yes. >> So I wanted to pull 12.18 >> 12.18. Okay. >> 12.22 and 12.27. 12.22 and 12.27. >> Yeah. So, it Okay, I guess we'll And then Jennifer. >> All right. >> So, I move to approve the agenda with the exception of those discussed those pulled items. >> Is there a second? >> Second. >> There's a second

214by Trustee Gimma. Um, all those in favor? >> I motion passes. All right. >> That won't be too long. I just want to know before we approve for 1218 the partnership with the Arinda. I would like to see a presentation maybe from our teachers that are doing the I believe the per professional developments with them and doing the different assessments and data reflection. if we can get some type of presentation just because I feel like I haven't heard anything um mainly from the district side but not from the actual teachers that are going through this process and I'm just hearing the teachers tonight about the SAR assessment versus the new what would be the new um programs that Arinda is suggesting for us to use. I think that it would be important to hear what

215our teachers have to say since it's been a while. I don't think I've heard a teacher speak yet regarding Arendous. So that's what I would like. >> I don't know if anybody else wants >> Can we table it to the June meeting? >> Sorry. Can we are behind? >> All right. There is uh then we have a a motion. Is is that your motion then trust to >> I like to make a motion to table it to the June meeting. >> Do we have a second? Second. >> We have a second. >> And can I um I wanna I want to expand on that. Uh Ron, I know there are teachers that have used Arinda because they have reached out to me who who like Arinda. So can we also get a balance of um

216you know if there was another present can we get a balance of opinion because I've had some teachers reach out to me and express their >> happiness. We understand correctly. You you want us to table this approval contract but then provide a presentation from teachers at the June 16. They're already out. So are you >> I guess my question would be >> we can do a presentation with teachers you know being the presenters potentially when they return in August but are you saying that you don't want us to approve this contract uh until then I need I that's the piece that I need to understand. >> I will say no I don't want to approve it. That's just me, but the board can make their own. But I just feel like I've I've been hearing

217nothing but not so great feedback regarding Arinda and the previous pullouts um especially during like assessments and things like that that teachers are having to miss in our classroom. So that would be my vote. >> I think there's been surveys uh that Mr. Dylinder has presented after each and every one that shows that it was beneficial but you know um they're both qualitative. Um >> it would be difficult for us to when when the session that I attended which was the sixth grade the one thing that the teachers mentioned the most was consistency. We like what we're doing but we need to know that we're going to stick to this. We don't want to hear that we're going to next year. So that makes me a little bit concerned if we have made a promise

218to consistency and then say, "Oops, never mind." Well, well, the feedback I got were from uh two two different teachers who attended two different grade level presentations and their comment was their uh their presenter was so was so good. I mean, they just loved it. And um so it begs the question, was it based on a presenter or was it based on the actual test? So, I don't know because they I mean I that's the feedback I got like, oh, our grade, you know, our grade level just loved this and I don't know. Well, I did attend a fifth grade arenda uh PD day and it seemed like the majority of the teachers enjoyed it because it was something that the teachers are implementing and it's not I mean the presenter is kind of facilitating

219it but it's the teachers that make the decisions and I see them putting up postits and saying oh I love this and I love that. why don't we and they were collaborating and I think it's a great thing that Arinda is doing you know but there are some teachers that this is a waste of time I'd rather do something else you know and it's like we're doing this for you as teachers so you can collaborate and come up with a program that that works for the whole district not only just for their school >> so >> and I think uh our team uh and Mr. Gender, you are uh part of this. So, you know, correct me if I'm wrong, but I I think that they're working on the the comment that you're uh made

220uh Trusty Powell about having to not be in their classroom to be attending that session. I think there was going to be some uh com combination of how the groups were going to be done. So, hopefully that might be addressing that. But I think there was some changes to the proposed next year's um model. >> Yeah. And this is a much longer conversation I think um in just just a few minutes. But some of the main goals with Arenda, >> you know, they state multiple times. So we're not doing Arenda, it's not Arendrenda's work, it's our work >> and they're working with us. They're they're consulting. They're training us and they're helping to guide and you know frankly teach administration too how we can carry this on when they're done. The goal is to be

221able to establish some practices and knowledge and skills that will last long beyond when they've left and that's the goal. The goal is to move on from Menda when we can. Right now, what we've done so far is that we've spent a lot of time with them working with every teacher in our district on understanding the standards and understanding the item specifications that are associated with them. It sounds like a simple thing, but I there have even been things I've learned as I've been working with them and understanding and seeing this is what I think the standard means, but getting into more deeply how the state is assessing this and what they want students to be able to do. I think raising that level of clarity for all of us regardless of what math curriculum

222or language arts curriculum or EL curriculum we use will be a strong benefit to us after that and this the teachers they selected the standards that they thought were priorities and that they are looking and trying to focus on those standards at specific times of the year. So, it's not that you don't teach the standards all the time, but we really want to focus on this and make sure we're hitting it hard. During this five week, at the end of the five weeks, there's an assessment that teachers have created that looks a lot like the questions that students will find on the ESPback. It's some it's not something else. So, they're actually helping to practice that, too. I know as an educator, we can see how that would be beneficial to us because our students

223are practicing what they're going to need to play later, >> right? The difference though that can help me with my instruction and my organization of instruction, but what they're talking about is the diagnostic for STAR, which has a very different purpose. Um, both have great value for planning my instruction and organizing it. I think that the information we're getting from the assessments our teachers are creating with our render partners is more valuable for that. Showing progress and comparing different programs and being able to show growth. I think that that's where something like the star could be very beneficial to us. It's an estimation. It's a broad overview. There's room for both of them, frankly. But I my opinion is I know you didn't ask for it. My opinion is right now we've started the work

224with our rendered partners. We want to at least be able to see this next year through when we're taking the work that we've done and refining it to be able to make it even even better. And so that's what this year would would bring for us. And yes, we have many many teachers who say this is the best thing we've ever done. Other teachers who say I don't want this. I don't like this. And that that's true a lot of times with many things that >> Thank you, Mr. Dylinder. And I think you you hit on the key piece. This is not an ongoing cost that we see for our district. We do not plan on engaging you know for years like a platform where like star is a platform that you would need every

225year. This is not forever. >> I actually really want to continue with Arenda because I did think that the survey results if you looked at the survey that they had you could almost read who were the more stale teachers who had been around a while and thought they had this training, but you don't see it being utilized in their rooms. And then you did hear from so many of the other teachers who said, "This is great. I'm having a chance to work in my grade level." If I hadn't been so tired though, I might have also pulled it just because it's a huge hefty price tag and it's a lot of sessions and it just seems like I was hoping that I had not read the timeline and maybe it was a two-year plan because

226it's a lot and I don't know how you have time for the administrator. I want them to be coached on how to make it happen, but if it's too much too fast, I'm not convinced that they will. So, I I don't know if there's any possibility of parceling it out over >> the timeline has been uh you know, not only discussed, but I know that uh really analyzed and worked through with uh curriculum and instruction and with uh ED services. Okay. Okay. Um so most of the sessions with the district and site admin is really during the monthly managers meeting. So it's not taking another >> those 30 minute zooms during those 16 meeting or I I read it. I did >> but the site coaching and then the data sessions I mean it's just

227a lot. I I I worry and I also >> don't think we've heard yet how we're rolling out the profile of a learner at the same time. the the the coaching is so that we're building that capacity within our staff so that it's our leaders and our our educators, our teachers and you know instructional leaders leading these sessions in the future. That's where you see that piece. But um >> but >> so would it be possible that maybe >> we could have Mr. Dillinder sort of tell us that again at the June meeting. Invite some teachers to come and let the SETC know. Send us a couple people who don't like it. Send us some people who do like it. >> Or should we do that for the August one then or the September? Yeah,

228we're >> okay. >> Yeah. >> So, I will be okay because of your explanation, I'll be in agreement to say yes to approve it with the exception that we get some type of teachers >> In addition, >> I can do that >> to have both the yes for it and maybe not for it. So I So we're moving forward with the the there's a vote. >> It sounds like >> there's a motion in a second. And now we need a vote. >> I'll move with the ex exception >> with the addition of having a presentation at potentially an August board meeting. >> Yeah. with both parties that are for the Arenda program and those that maybe are hesitant with it. >> But you want them to share the challenges of Arena so can address those

229because if you say I'm against it and it's too late, then they'll be mad. >> So yeah, share their challenges and someone who can share the successes. >> So I apologize. Would it be fair to say that we would like a report on the work that's been completed and make sure that we also have people sharing their voices of things that they think have been successful as well as some challenges >> that we still need to overcome together? >> Yes. >> Does that work? >> Okay. We we'll work really hard to have that in August at the August meeting. >> So I make the motion with that caveat. I second with that caveat. >> Okay. >> All right. So then we're going to approve. All in favor? >> All in favor? >> I I >>

230Okay, motion passes. All right, so then um 12.22. >> Yeah, 12.22. I'll be quick. It was just the approval of the contract with the Latino film. I maybe missed a presentation on what they were doing, but it seems that to my understanding, we don't have a music or art teacher. I know that we are advertising for it, but for me, I don't feel comfortable spending that much money if we don't have somebody in the position to run with this um program curriculum. So, that was my I would prefer more information or even a presentation from them to see how this will actually work. That's my understanding of it is we don't have that position filled yet. So this is um it's not about a position this partnership would we started doing the student film festivals

231and it has been completely you know student student driven um with very little guidance to be you know uh with just very little guidance in terms of any of the elements of what a film is. the youth uh cinema uh connects the students with actual um industry people. So people that do this for a living would be providing the elements and educating our students on cinema. So it really is more about the uh ability to ensure that they're uh helping the students with the student film productions logistics and the coordination. Um it is an incredible program that many other districts have uh launched, but it really is it really is um you know, it's partnering or bringing to the Selena City District and the students themselves the opportunity to actually connect with us directors, film

232directors, editors, uh film and TV I should Okay. Uh, Mr. Dylinder, is there anything that you wanted to add there? >> I was just going to say really quickly, and this is for three years. This is a three-year project, and we Okay. >> We do have our music teachers in the district. We also have our grade level of release teachers that also provide some art instruction. We're just trying to tighten it up with the VAPA teachers, like you said. So, this would be in addition to to that, >> but it's it's really bringing it to the standards of what it is uh to do a film. >> It's definitely raising the bar. Yeah. >> Yeah. But this is part of our afterchool program. Is that correct? Or is this why did I say? >> So

233there could be conversations about how to organize it. But what it would be right now is that they would work in three or four locations and we would bust students who want to participate to go to that location to to work with them instead of taking them out during core instructional time. So it would be after school um not necessarily. Yeah, because I I guess I I just I just again I I didn't read it like detailed. I just saw at after afterchool program. So my assumption was this was going to be done as an afterchool program and and I um >> and I I think film is wonderful, but I also know we dropped ACT. >> Yeah. Uh, and so it's hard in my mind to >> we will still have theater. So I

234don't think uh it was that we're no longer going to be providing theater. >> Correct. >> That was the that was what I heard tonight was that and we got an email that that they weren't being funded anymore. And I guess my concern is they are local. They are locally. I mean, they're they're here and this group is from Glendale and so it's hard to replace one with it almost sounds like you're replacing and you're not, but you're doing real, you know, like theater with film making and I I'm just wondering if the timing is bad. I mean, if we're dropping act, then let's not put anything in there until we get a visual and performing arts person in place who can come up with a plan. Or it feels weird. I mean, it just

235feels awkward. I don't know. >> So, this one would be allowing us to utilize our arts uh grant that we haven't been able to utilize because there's no staff yet. So we would be able to bring something that we wouldn't be able to utilize extended learning. This this is not being covered by extended learning money. It really is just the art money that we do have at our >> Couldn't our arts money also be used for ACT >> for extended learning programs? No. >> I mean I don't know. >> Well, they're saying it would they'd be meeting after school, but they're not necessarily students in the ELO program. they're not part of the >> they're they're planning to sort of recruit I talked to them separately that they're planning to try and recruit like involve

236fifth and sixth grade students whose teachers are working on film projects kind of thing and then do a cycle of training them um and I don't really know the answer to that but I wanted to make sure so because it's a consultant contract you can use the because the prop 28 money has to be majority on personnel if it's a curricul Ulum. It can't be. If it's on personnel, it could be, >> right? This is not a curriculum. Okay. >> Yeah. No, this is not >> because you're contracting people to work with it. >> That's right. And this is not Prop 28. As like Dr. Andrade says, the art music PE block grant that we have as far as Dr. Andrade is correct. We're not going to stop doing theater. I if we want to

237have a longer conversation, Nikki, yeah, I I don't have far, but Nikki was sharing that we are continue to be deficit spending and um one of the areas that has been overbudget for the last three years has been our expanded learning programs. They're fantastic, but they've been overbudget over $3 million over budget. And it's not just ACT, but others that we've had to very hard decision to cut back on those. the act revising their contract wasn't until a few days ago. So there still may be some time to look at that and to have a conversation and to determine if that's what it is. But we have um strong partnerships with other groups. Fora students love the dance. They love the and if you were at the dance festival on Saturday, what a wonderful event

238that was. We have things that we're doing with our partners from deloul which is expanding into other visual arts. We're trying to add the vapa instruction for students. So there are many things that we're trying to continue to add. We have the additional money for the acceleration as you saw in the LCAP. So a lot of things we're trying to do. >> Um I may recommend that maybe we have a um we continue the these items at the next meeting. >> Yeah. >> Because we are now at time. >> Okay. >> One minute away. >> 30 seconds. So we'll >> we'll table reports. I'm good with that. >> Yeah. And we'll table item. >> Yeah. And superintendent update. >> That was already >> superintendent update and trustee report. >> We will table all those. >>

239President Garcia. So what do we post to move to approve table items 122 and 12.27. >> Okay. and then table all the remaining items all the 13 14 >> I move all of that in one motion anybody want to second it >> I'll second >> we have a motion by trusty Zanzo to table those >> and with that we just wish everyone a great summer >> yes and we have a second >> summer yes >> okay let me call the vote though all in favor >> I I motion passes good night everyone good night everyone in the meeting, Peace.