[0:02] Good evening, everyone. And welcome to tonight's regular meeting of the Board of Education. This meeting is called to order at 5 o'clock. The roll call, please.

[0:13] please.

[0:13] Student Member Descala is absent.

[0:16] Board Member Armstrong.

[0:17] President.

[0:18] Board Member Stewart.

[0:19] President.

[0:20] Board Clerk Centron is absent.

[0:23] Vice President Critchfield.

[0:24] President.

[0:25] President Garza.

[0:26] Present.

[0:28] Tonight, we do not have speakers, speaker requests regarding closed session agenda items.

[0:34] At this time, the board will adjourn to closed session.

[0:37] Open session will resume approximately at 6.30 p.m.

[0:45] Good evening, everyone.

[0:46] one. Thank you for coming to tonight's regular meeting of the Board of Education.

[0:52] This meeting is reconvened at 6.31 p.m., at this time, well, we don't have board clerk

[1:01] seen through on, but Vice President Chrisfield will go ahead and give us an update.

[1:07] Thank you, Madam President. The Board took action in closed session, unanimously

[1:11] We're absolutely voted to approve the dismissal of Certificated Employee Number E01129 effective September 10th, 2026.

[1:23] Thank you so much, Vice President Critchfield.

[1:29] We do not have any replacement pages tonight.

[1:33] The Pledge of Allegiance, we have Frankie Woodruff student, Gael Casiano,

[1:39] will lead us in the pledge of allegiance this evening.

[1:42] I

[1:55] pledge allegiance to the flag of the United States of America and to the Republic for which it stands.

[2:02] One nation under God, indivisible, with liberty and justice for all.

[2:08] Thank you.

[2:18] Thank you, guys.

[2:20] That was a wonderful job.

[2:22] Are there any amendments to the agenda?

[2:25] No amendments, evening President Garza.

[2:28] It's time for student spotlight, Ms. Curtis.

[2:41] Good evening.

[2:42] It is Woodruff's absolute pleasure to spotlight Gayel Casiano tonight.

[2:48] Let's give him a hand.

[2:56] Gayel is currently in sixth grade and has been a valued member of our Woodruff community since second grade.

[3:03] In the time that we have had the opportunity to know him, one thing becomes very clear.

[3:09] Gallagher is 100% of himself to whatever he does.

[3:15] He is fluent in Spanish and exceptional public speaker and a student who excels in reading,

[3:21] math, and writing.

[3:23] He is incredibly bright and has a natural ability to communicate his ideas, but what makes

[3:29] his academic success even more impressive is that he carries his intelligence with genuine

[3:36] humility.

[3:37] Gail doesn't need to tell people how talented he is, he simply shows them.

[3:44] At Woodruff we talk a lot about what it means to be a wolf.

[3:49] Our four guiding expectations are honesty, ownership, willingness, and leadership, or how

[3:58] well.

[3:59] At Woodruff, Gail is a student who truly embodies what it means to be a Woodruff wolf.

[4:08] He demonstrates honesty by being authentic.

[4:13] Gail stays true to who he is, he is confident without being boastful, and he has a way of

[4:19] making the people around him feel comfortable being themselves too.

[4:23] He demonstrates ownership in the way he approaches his learning and his commitments,

[4:30] whether he is in the classroom, on the stage, or pursuing a personal passion.

[4:37] Gael takes what he does seriously and gives it his very best.

[4:41] And perhaps one of the clearest examples of his willingness came when Gael decided to try something completely new.

[4:50] Last year, Gaiella did auditioned for our production of Shrek Jr. and was cast as donkey.

[4:59] What makes this accomplishment especially remarkable is that Gaiella had never seen

[5:04] a musical or a play and had never participated in theater before.

[5:10] He walked into an entirely new experience and embraced it.

[5:15] He took risks, he listened to feedback from his director and the choreographers.

[5:21] He worked hard to learn his lines, blocking choreography, and he continually pushed himself

[5:27] to improve.

[5:29] And he didn't simply participate.

[5:31] He set the bar for excellence.

[5:34] Playing Donkey requires tremendous energy, personality, comedic timing, and confidence.

[5:41] and Gael brought all of that to the stage.

[5:44] He has continued that passion for theater as a member of Ensemble,

[5:49] where he continues to contribute his talent, energy, and enthusiasm

[5:53] to our theater community.

[5:56] But perhaps the best example of Gael's leadership

[5:59] happened off the stage.

[6:02] On the second night of the musical, Gael was asked to give the welcome speech

[6:07] before the show. Just minutes before the performance began, he sat down with Mrs.

[6:13] Zagiri and asked her to help him translate his speech into Spanish. When asked why,

[6:21] Gael explained that he wanted to make sure that everyone understood and was included.

[6:28] That simple decision says so much about who Gael is. He had already been given the

[6:35] opportunity to stand in front of an audience and speak.

[6:38] He could have simply delivered his speech and walked on to the stage.

[6:42] Instead, he looked beyond himself and thought about the people sitting in the audience.

[6:48] Who might not understand?

[6:50] Who might feel left out?

[6:53] How can we make sure everyone feels included?

[6:57] That is leadership, and that is what it means to be a wolf.

[7:02] Gail has a natural ability to notice the people around him.

[7:07] He looks out for the underdog, shows empathy towards others, and is especially attentive

[7:13] to our ESN students.

[7:15] He doesn't need to be asked to make someone feel welcome.

[7:18] It seems to come naturally to him.

[7:21] His humor, enthusiasm, and positive energy are contagious.

[7:25] He has a way of making people feel comfortable, supported, and like they belong.

[7:32] Gael also has a wonderful ability to pursue his passions wholeheartedly,

[7:38] whether it is theater, crocheting, or something completely new.

[7:42] He doesn't let inexperience hold him back.

[7:45] He just dives in.

[7:47] And perhaps that is one of the greatest things we can celebrate about Gael.

[7:51] He reminds us that being a wolf isn't about being perfect.

[7:56] It's about being honest, taking ownership, having the willingness to try, and showing leadership by lifting up those around you.

[8:05] And if his time at Woodruff has taught us anything, is that wherever Gail goes, he will bring his whole self with him.

[8:13] And he will make the people around him better because of it.

[8:16] But we are so lucky to call you one of our Woodruff Wolves and I have absolutely no doubt

[8:23] the year future is incredibly bright.

[8:26] Gail, thank you for showing us what it truly means to how and congratulations.

[8:43] Gail, would you like to say anything?

[8:46] You can come up to the podium.

[8:54] It was such a great experience to be at my school and I loved being there.

[9:03] and I love my teachers and my friends, and I'm so happy that I was part of this whole experience of today.

[9:22] Wonderful, thank you.

[9:24] Can we have the board come down and take a picture with Gaye and his family, please?

[11:17] Thank you for that.

[11:19] At this time, I'd like to welcome our student board reporters.

[11:24] We have a new reporter representing Bethler High School this year.

[11:27] Kate, Beneta, welcome Kate.

[11:35] Before you share your board report, can you tell us about yourself and what motivated you to represent Boutler High School?

[11:47] Good evening members of the board, President Gaza, Superintendents Simon, District staff and community members.

[11:54] My name is Kate Panetta and I am proud to represent Boutler High School for the 2026 to 2027 school year and share a September board report.

[12:03] A little bit about myself is I attended Ramona Elementary School, just across the street.

[12:08] And now, as a junior, I now have the honor to serve as the ASB Public Relations and Board

[12:13] Reporter.

[12:14] Apart from that, after being at Belfar for the past five years, I participated in numerous

[12:19] clubs, such as ASB, CSF, National Arms Society, Historian for Apex, and Founder and President

[12:25] of our brand new MedSurge Club.

[12:28] At your high school, I helped to attend a four-year university to further my education with

[12:32] the psychology or nurse science.

[12:35] My motivation to be a border porter was that I've grown over the past four years after

[12:40] being ASB.

[12:41] I've grown a lot as a student and a leader.

[12:44] I've always enjoyed communicating with others, getting involved in my school, community,

[12:48] and making people feel included.

[12:50] Over the set amount of time of being in Belfower and in ASB, I felt I was ready to take a bigger

[12:55] role and challenge myself.

[12:57] I decided to represent my school because it combines my love for

[13:00] communication with my passion for leadership, while giving the opportunity to contribute even more to my school.

[13:07] And that's a little bit of my proposal.

[13:08] And then moving on to our September board report, we had a busy year starting the school year, and

[13:14] tonight I'll be sharing some of the events, programs, and improvements happening on our campus, as well as a few things we have coming up.

[13:23] We kicked off the new skier by welcoming our Buccaneers back to campus for the first day of school.

[13:30] It was great seeing your campus full again and watching students reconnect with their friends, teachers, and school community.

[13:37] We also held our first assembly of the year, our welcome back assembly on Friday, September 4th.

[13:44] The assembly gave students from all grade levels a chance to come together, show their

[13:49] school spirit, participate in activities, and start the school year with some book in

[13:52] your pride.

[13:53] It was a great way to set the tone for the school year.

[14:01] Our first LCAP goal focuses on safety and wellbeing, and we already had several opportunities

[14:06] this year to strengthen relationships, build connections, and create a positive environment

[14:10] for our students in scaffolding.

[14:13] To start the year, our staff participated in capturing kids' hard training and have been

[14:18] and implementing strategies in their classrooms,

[14:19] including creating social contracts with their students.

[14:23] These social contracts give students a voice

[14:26] in deciding how they want to be treated,

[14:28] and how they should be treated by others,

[14:30] helping create classrooms where students feel safe,

[14:32] respected and connected.

[14:36] We also had the exciting opportunity to participate

[14:39] in a CVS light saving on our campus.

[14:42] Students and staff came together bright and early

[14:44] to showcase our school programs

[14:46] and book in your pride to the larger community.

[14:48] It was a great experience and great way to start the school year by highlighting many

[14:52] of the incredible programs and student groups on our bellflower campus.

[15:01] Next, we host their annual Club Rush where students were able to explore the many clubs available at Bellflower. Club Rush gives students the opportunity to find something they're interested in, meet new people and discover new ways to get involved and feel connected to our campus. And this year, we had an astounding 43 clubs represented at our school at our high school lunch. And finally, we brought some fun to our welcome back assembly with our teacher inflatable race.

[15:28] Our teachers suited up in inflatable costumes and racing from the school body.

[15:33] It was definitely one of the highlights of the assembly and gay students a chance to see our staff having fun,

[15:39] showing school spirit and loading of positive connections with students.

[15:45] And our LCAP goal number two focuses on academics and students are already benefiting from some exciting upgrades to our learning spaces.

[15:53] Our advocate classrooms now feature a new flexible seating, giving students different options for how and where they work.

[15:59] These spaces are designed to encourage collaborations and create a new classroom environment that better support different learning needs.

[16:09] And our TV and film broadcasting classrooms also receive some major upgrades.

[16:14] The classrooms now feature a huge screen screen along with new broadcasting equipment that gives students access to more hands-on real-world experiences in video production and broadcasting.

[16:24] We are excited to see what our students create with these new resources throughout the school year.

[16:29] Our

[16:34] third LCAP goal focuses on parent engagement and community involvement.

[16:38] Earlier this month, we welcomed our family to campus for a back-to-school night.

[16:42] Parents and guardians had the opportunity to visit classrooms, meet teachers, learn more about their students' courses, and become more familiar with our campus.

[16:51] Events like back-to-school night are an important part of strengthening the connection between our school and families, and we appreciate everyone who came out to support their student and our Buffalo community.

[17:04] Before I finish, I'd like to highlight some of our upcoming events at Belfower.

[17:09] On September 18th, 16th, my apologies.

[17:12] Our seniors will gather bright and early for senior sunrise, whenever first,

[17:16] special to tradition celebrating the class of 2027 and their final year at Belfower.

[17:24] Then, on September 18th, we will host our bug telegate bringing our students, staff, families, and committee together for a night of fun and bugging your spirit before the full bug game.

[17:34] Bug tailgate is free to any student with an ASB card and any student or community member with a valid football game ticket.

[17:42] We hope to see you there and cheer our buff, cheer on our buff our books.

[17:47] Finally, on October 3rd, we will introduce, we will host our annual special education conference and resource fair providing families with resources, information and opportunities to connect with organizations that support our students and community.

[18:05] We had a great start to the school year, and we were looking forward to everything still to come.

[18:11] Thank you for allowing me to share some of our amazing things happening at Balfour Middle and High School.

[18:17] Go Bucks.

[18:24] Thank you, Ms. Pineda.

[18:26] Joining us as the new reporter for May for High School is Vanessa Perez.

[18:31] Welcome, Vanessa. Before we hear your report, we'd like to learn a little bit about you and what inspired you to take this on.

[18:41] Hello, everyone. My name is Vanessa Perez. I'm a junior at May for high school. I was before

[18:47] that, a Lindstrom Lion. I read my school very proud. And I am the president of Pickle

[18:51] Wall Club and girl up as well as involved in many other clubs. I'm recently joined ASB

[18:57] where I got to become the board reporter. I'm really excited to be here. I wanted to be

[19:02] the school board reporter because I grew up going to a lot of these meetings and I think it's

[19:06] It's a really important part of our district that students attend this, parents attend this

[19:11] and they get to kind of hear what's going on district-wide and also see what they can

[19:15] do in their own individual schools and then I guess I'll start with my presentation.

[19:22] So this was our first month back to school, I can't believe it's almost already a month.

[19:27] We had a lot of fun activities.

[19:29] So before we start with back to our first day of school, we actually had multiple sports

[19:34] organizations and our sports teams practicing throughout the summer, I think that I know

[19:39] I practice for golf, but even girl soccer, boy soccer, flag football, football, even tennis,

[19:46] they've been practicing throughout the summer to make sure that when the season starts they are ready.

[19:50] I think that the sports teams did a great job in incorporating different events.

[19:54] The girl soccer team was able to have a beach day where they got to focus on team bonding

[19:58] and learning different skills while also working on some fun PKs. I think that a lot of our other

[20:03] teams were able to host friendly scrimmages with local teams to kind of prepare them for

[20:08] the season.

[20:11] After we also hosted our ASB camp, it was three days in Newport, Dunes where ASB was able

[20:17] to get to know each other and begin to brainstorm ideas, think about what assemblies we want to

[20:22] host, think about what spirit days, while also getting to know fellow people they're going

[20:26] to spend the rest of the year with.

[20:27] It was a lot of fun, full of ice cream, beach days, swimming and I think that everyone

[20:34] should join ASV because this was an amazing couple of days.

[20:38] We also had our preview days and freshman orientation.

[20:42] This year, we hosted an event for freshman orientation, which is hosted by our link crew.

[20:47] We had a large group of upper classmen able to meet with smaller groups of underclassmen

[20:52] and kind of give them some suggestions, play games, allow the freshmen to kind of form

[20:57] from a little group of people that they know.

[20:59] I was always telling my freshman that fine friends,

[21:01] because then you have people you can talk to in your classes.

[21:04] You can kind of work through questions together.

[21:06] We were also a little play some fun games,

[21:08] and Mr. Yannis taught them a nice chant.

[21:13] And then, Mayfair was very honored to host the district breakfast,

[21:16] where we welcomed employees from across the district to Mayfair,

[21:20] and hosted them for a fun little burrito breakfast.

[21:22] We also passed out some cool chargers,

[21:25] so hopefully all of our district employees got some.

[21:28] I got to even see my elementary school teachers.

[21:31] I know so many of my friends were able to reconnect

[21:33] with their kindergarten teachers and just check in

[21:36] on where they are and what they're doing.

[21:38] I think the food turned out really amazing

[21:40] and of course the decorations were beautiful.

[21:44] Then we actually had our finally first day of school.

[21:47] We had a nice walk through on our front gate.

[21:50] We were welcomed by ASB and Link Crew and Chair.

[21:54] We had our admin out there, our security guards, we're playing music, we had pom-poms with a very exciting tunnel.

[22:00] I think a lot of kids were very welcome to buy it.

[22:03] We also got to see our seniors last first day of school.

[22:07] They decorated the school with large posters, decorated some jeans, got their senior backpacks and were able to have some fun traditions.

[22:15] I think that everyone was excited for the first day back, getting to see their friends again and see what classes they have.

[22:21] as well as, of course, see our favorite teachers.

[22:25] And then we had our first home game.

[22:27] The theme was neon out, so the student section

[22:30] was there loud and proud in our neon and construction wear.

[22:34] We actually won our first game too, so I think it was a very exciting game.

[22:39] It was definitely a long one, but it was a great game to watch,

[22:42] so hopefully everyone can make it out to our next one.

[22:47] Then we had a welcome back assembly

[22:48] where we welcomed our high school islanders back to the villa

[22:51] and in case you missed the reference, it was love island themed.

[22:54] So it was a fun, you know, different way to do maybe a normal island theme.

[22:58] But it was turned out great.

[23:00] We had some performances by our favorite marine animals,

[23:02] our amazing ASP President Gil.

[23:05] We got to play some great games as you can see our teachers even joining on the fun.

[23:09] I'm not quite sure what moves he was pulling,

[23:11] but I do believe the teacher doing a front roll did win, so I guess it worked.

[23:16] And then we were also to engage the crowd.

[23:19] We had a giant beach ball, which I don't know where we found that.

[23:22] It was huge.

[23:23] And then of course, our ASB were the ones that hosted the event, looking very spirited

[23:28] with the beautiful back to school posters in the back.

[23:33] And then for the first time, we hosted our Senior Sunrise at Parker's Lighthouse, which I think

[23:38] turned out great.

[23:39] If you've never gone to Senior Sunrise at Mayfair, it's always very cloudy.

[23:43] But I do believe they got to see the sunrise at Parker's Lighthouse and of course we had some more amazing posters and signs

[23:51] I'm not sure if I can play the video

[23:54] Well, it is a video of our class 2027 just cheering, I think, but it turned out great

[24:01] We had a great turnout and I think a lot of people were able to catch some breakfast connect with some of their friends and get ready for this amazing year senior activities

[24:10] And then just last week we hosted our back-to-school night where we welcome parents onto campus.

[24:16] They got to meet with their students' teachers.

[24:18] We also kind of made it a community fair.

[24:20] So we had different community organizations such as the parks there to pass out information.

[24:25] We also were able to have our school's clubs and sports teams have little food stands.

[24:31] I think that they have some Thai tea or ice coffee.

[24:34] I know I saw matcha, pizza, pretty much any food that sounds amazing.

[24:39] that was there. So, got to check out our back to school nights in the fair and then upcoming.

[24:46] Today we had our coffee with the middle school counselors and then our close rush is unfortunately

[24:49] have new pushback until next week due to the heat but I think we're all very excited about it.

[24:54] We have a lot of new clubs this year and a lot of clubs that have been brought back. So we're

[24:58] really excited to hit the ground running and then tomorrow we have our coffee with the highest

[25:03] school counselors. Tomorrow night we have the battle the milk bucket which is our traditional game

[25:08] against Lakewood, it will be hosted at Belfart, so if you're free, make sure you come out.

[25:13] And then next Friday, we have our fall sports assembly, and then on the 25th, we have

[25:18] so good teacher, and then coming up next month, we have homecoming, but we're already starting

[25:23] to prepare for that.

[25:24] And then of course, we've reached college application season, so hopefully all our seniors are getting

[25:29] started on that early, and they're gonna have some fun colleges to rep next semester.

[25:35] Thank you to the board for allowing me to speak here and have a great rest of your night.

[25:46] No pressure, but we need that bucket back.

[25:51] Thank you so much, Ms. Perez.

[25:53] We're also pleased to welcome Somerset High School's new reporter, Alison, Armas, Valdez.

[25:59] Welcome, Alison.

[26:00] Thank you.

[26:01] Can you share a little bit about yourself and what interested you in joining the school reporter?

[26:07] Well, first of all, good afternoon to everybody, President Garza and Dr. Simon.

[26:12] My name is Alison Armas and I am a summer set saint. My original home school is Mayfair High School, and I am a summer set saint now.

[26:23] But I feel like that's also a great blessing to be a summer set saint now.

[26:28] I am president of key club and we are going to have a night market soon September 12th and everybody's welcome.

[26:36] It's going to be taking place in the Kawanis center. Also, I am going to be speaking English and Spanish throughout this presentation because my mom is present.

[26:49] So for our first BSD board goal, we have academics. This is with Mr. Amada and Mr. Parata.

[27:00] We make skateboards in the morning, so as you can see a lot of people actually really enjoy making skateboards all the time.

[27:08] It's really fun and we just learn new things and we learn to like get along with other people, get along with our friends.

[27:18] This is a event that we do every day where we can participate with our masters,

[27:27] Mr. Porotta and Mr. Amara, where we do scooters every day in the mornings and everyone can share

[27:34] and learn new things from how to do it.

[27:39] For with Mr. Porotta, we went to Gabriel Marina Aquarium.

[27:43] It was really fun, we got to touch and learn new things about marine animals

[27:48] And we just got to enjoy this day and it was really fun.

[27:53] Other people got to enjoy it. I did it because I wasn't able to go because I got sick.

[27:58] But with these pictures, like everything, it just looks really fun.

[28:03] And it was super fun and we learned new things.

[28:10] This was an event where we went to a walk with our masters, Mr. Proto was in charge

[28:18] of taking us, we went to an aquarium in Cabrillo and I didn't have the opportunity to go because

[28:26] I was sick that day, but we could have the opportunity again to meet new animals and learn

[28:32] yesterday and I'm going to teach and learn a lot.

[28:39] For our back to school and I, it was really fun.

[28:42] I did get to participate here.

[28:44] I came to all my classes and all my teachers introduced themselves really nicely.

[28:50] They were really kind and they just gave us a new learning opportunity

[28:54] to us and our parents teaching us what we learn every day at school.

[28:59] and it was just a great experience.

[29:02] A.S.B. cooked hamburgers and hot dogs for us,

[29:06] and everything was free.

[29:08] And it was just an overall fun experience.

[29:12] And all teachers and staff were really, really kind

[29:16] and also took time to engage with parents

[29:19] to learn more about them and just learn new things.

[29:23] This was the night of returning to classes where we could go talk to our teachers,

[29:30] where our teachers could interact with our parents and be able to tell them

[29:35] what we do in our programs during the year of school.

[29:39] They also asked us to come and ask for help.

[29:43] This day was free and it was only one day where we could learn everything

[29:50] So, what we do here in this school is all beautiful and all the blessings that we receive

[29:56] thanks to these teachers and to our companions.

[30:01] For our board, go number two, safe and supportive learning environments, ASB formed a water play day where we raised money with buying tickets to so-called teachers, and it looks like the teachers enjoyed this more than the actual students, because it was really hot that day. And we just had a lot of fun. We had water balloons, and it was overall fun, and all the money that was raised was to buy

[30:31] new school, school supplies and for ASP to continue doing fun activities and engage with everybody and it was overall a fun experience.

[30:41] This day of water was, we did it in a very hot day and it seems that the

[30:47] teachers enjoyed this more than the students because it was a day

[30:52] too hot and all the money we received with the tickets to

[30:58] mojara our teachers was donated to that they could buy things from

[31:03] school and be able to plan new events that come. We also had our

[31:09] agreement which each advisory class did a social contract with rules that we

[31:17] want and how we want to be treated and how we don't want to be treated and we

[31:20] are got to engage in it and we made a social contract for the whole school and

[31:28] it was a really fun experience and it just shows us what boundaries we want and

[31:35] and how our rules are set in disco.

[31:38] Este día hicimos un contrato social

[31:42] donde pudimos escribir todas las reglas

[31:44] de cómo queremos que nos traten

[31:46] y cómo queremos que no nos traten.

[31:49] Fuiimos voluntarios todas las clases

[31:52] y fue algo muy divertido de hacer entre toda la escuela

[31:55] y pues ahora tenemos nuestras reglas de cómo queremos

[31:58] y no queremos ser tratados.

[32:01] 4.

[32:02] Over 3.

[32:03] Developing people.

[32:05] We have our new staff at Somerset.

[32:08] Ms. Rose, she's super sweet.

[32:09] She opened a store in Somerset,

[32:12] which we could buy anything.

[32:15] We could buy chips.

[32:17] We could buy toys.

[32:18] We could buy many different fun stuff,

[32:20] which with this we get

[32:23] St. Box, which is

[32:25] dollars.

[32:26] If you're doing something good or if you're helping out,

[32:29] you receive St. Buck's due to your good deeds and with this money you can go to the store and

[32:37] you can buy stuff from his rose and it's just a fun experience that engages to it inspires

[32:43] to behave better with your people surrounding you and just overall get better at everything.

[32:50] It's something that motivates people to be a better person every day and for Mr. T he is a social

[32:57] studies in ELD teacher, he is also new to Somerset and he is really sweet. I never have

[33:03] his class but I have interacted with him before and that's how I know that he is a sweet

[33:10] and caring person just by the way he talks to other students and has patients with them and

[33:15] I think that's also something really important in a teacher and Somerset just knows when a teacher

[33:23] is a teacher because being a teacher is not just teaching, is having patience and learning to cooperate when other students learn different than others and I feel like that's what makes a teacher a teacher.

[33:40] These are our new Maestro Sonsamershe, Ms. Rose is a very good Maestra. She helps us and we

[33:50] we sell things with the money we receive, the money we receive when we bring us well and we do good things,

[33:58] we give us the money to change from school and we can go to buy different things like food, toys from her.

[34:05] and she is a very good teacher there and it seems that she does not want much because she always

[34:11] receives us with the smile every day and for me she is the teacher of IOT and of social

[34:19] status and I have never had her class but she is a very good teacher because the chances

[34:26] she has had to talk to her have been shown what to be a teacher because to be a teacher

[34:33] No solo requiere de enseñar si requiere de paciencia y cariño hacia los estudiantes y eso

[34:40] es lo que hace a un maestro, un maestro.

[34:44] For upcoming events on September 17 is picture day.

[34:48] This reminds me to look good that day and get ready.

[34:54] and September 21 to 25 is Fall Intercession. Intercession is where you can take two sessions

[35:03] or one to earn 10 credits in a week, five credits per session, and it's a great opportunity

[35:13] to finish your credits faster and it's an overall good experience and just motivates to

[35:22] students trying every day and September 28th to October 12th. We have fall break. I'll

[35:31] be very sad. October 14th is ScreenFest in LA. Mr. Ramada is hosting this field trip and his film

[35:40] I'm in his film class, also really good opportunities to go to different field trips in Hollywood and go to sets and it's super fun.

[35:50] We have an upcoming field trip Tuesday, 15th and we're going to go to a movie set and I feel like that's also really fun and it's just going to be me in my film class.

[36:04] And for October 30th, we're gonna have haunted housemates from 7 to 9.30 and I feel like everybody is welcome.

[36:15] Everybody could go, we build our haunted house, like we build it ourselves.

[36:22] And I didn't get to experience this because I wasn't here last year, but this just looks really fun.

[36:28] and I feel like it's a good way to involve other people in our school activities.

[36:58] give you to receive more credits. September 28th, October 12th, we have our break. October, October 14th, it will be the Festival of ScreenFest in Los Angeles, and it is a very good opportunity for all of us.

[37:15] This paseo is not being directed by Mr. Amara and it is something very fun because you can learn different things and if you are a fanatic of Halloween or whatever.

[37:35] Thank you so much for your attention.

[37:36] We are going to have a 7-9-30-9-9-9-9-9-8-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-8-9-9-9-9-9-9-9-9-9-9-9-8-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-9-20-10.

[38:00] Thank you

[38:08] so much, Ms. Valdes, and thank you for providing your own translation as well, that way everybody feels included.

[38:17] returning to represent Las Flores's home education in the Penn Study Academy is Yosana Torres.

[38:23] Welcome back, Yosana.

[38:25] Thank you.

[38:27] It's great to have you with us again.

[38:29] Please go ahead and share your board report.

[38:32] Well, first of all, good evening, members of the board, Dr. Simon and President Marigaza.

[38:38] Thank you for the incredible privilege of inviting me back to share this month's recap

[38:44] of what has been happening at Los Flores since the last board meeting.

[38:52] Okay, so to start, our principal, Ms. Tammy Zilla, along with two of our teachers,

[38:57] Ms. Anzaro and Ms. Smoke attended the Los Flores School to watch recognition in Washington, D.C.,

[39:04] we're very proud to be recognized for, oh, sorry.

[39:07] As a national school to watch and to be among other middle schools that exemplify excellence in education,

[39:14] This recognition is a great reflection of the instructional practices.

[39:18] We strive for our last Flores and is in agreement with our LCAP goal number two.

[39:23] And it's focused on providing students with the guaranteed viable curriculum.

[39:27] Also, please don't mind my list, but I finally have my retainer in.

[39:31] So it's like, okay, we're also excited to share that we have an addition to our last Flores staff.

[39:42] We have had the pleasure of welcoming Mrs. Lane as our assistant principal who has, yeah,

[39:49] Roboplast, who has been working with the Belfire District for more than 25 years.

[39:57] As well as our new community service worker, Ms. Jasmine Green, who has previously worked

[40:02] for the Department of Children Moefer and attendance with the Belfire Unified School District.

[40:07] With the addition of these experienced staff members, it is another way we can continue

[40:11] to build a high performing and committed workforce.

[40:18] One of our first major events held this school year was our orientation overview night on August 13th,

[40:24] which is basically our version of a back to school night.

[40:26] It's the day before our independent study contract signing, so it's mandatory.

[40:33] But families had the opportunity to meet the staff, discuss this year's curriculum,

[40:38] and connect with students and teachers.

[40:40] So by giving our families an opportunity to become familiar with the curriculum,

[40:44] and academic expectations from the start,

[40:46] this readily embraces our commitment

[40:48] to the effective curriculum that we have.

[40:53] For the first time to start off their last year,

[40:57] our seniors orchestrated their first senior sunrise,

[41:00] so they gathered together early at 5.45

[41:03] to watch the sunrise and, you know,

[41:04] take cute photos and stuff.

[41:06] They also had breakfast and they played games.

[41:09] I know our senior class is really small

[41:11] but they really do make the most of it.

[41:13] I'm not going to lie, they're like the ones with the most school spirit, so it's really sweet to see them all get together.

[41:20] It was a great way to, it was a great opportunity for our senior's two-build connections, create a collaborative environment as they begin their final school year.

[41:30] On August 29th, our core students started their first day of core classes, so although we start later than most schools, because of our hybrid system,

[41:38] Our teachers happily greeted students at the gate and welcomed them back to campus.

[41:43] Our seniors also joined in on the Kid Backpack trend, which is like your last year of high

[41:48] school, you get a Kid Backpack, it's essentially what it is, which was a fun way for them to

[41:54] start their last year of school.

[41:56] These small moments of, you know, connection helped create the safe collaborative conditions

[42:00] for learning, which is emphasized in the LCAP goal one.

[42:04] This year we also rebooted our Prop 20 music classes and welcomed Mrs. Block as our new music teacher.

[42:13] Mrs. Block specializes in teaching guitar and ukulele.

[42:18] So her courses are designed to help students fulfill fine arts instructional minutes.

[42:23] So our students have been already having fun exploring contemporary music which I guess includes Taylor Swift.

[42:30] Prop 20 has helped us continue to expand our curriculum and provide students with creative

[42:35] and meaningful ways to express themselves, embracing our LPAC goal too.

[42:41] On September 4th, our students had their first enrichment Friday class of the year,

[42:46] where they had the opportunity to explore activities such as California democracy projects,

[42:52] chess, and music classes, by giving students opportunities to explore different interests

[42:57] beyond the traditional classroom, enrichment Friday supports our LCAP commitment to encouraging

[43:03] students to explore diverse learning opportunities that will help them develop great

[43:06] cognitive skills for their future.

[43:10] We're also very proud of our student athletes at Los Flores.

[43:14] Our students have the opportunity to participate in athletics

[43:18] through schools like Buffalo and Mayfair,

[43:20] which allow them to stay involved and build connections

[43:23] outside of our campus.

[43:25] So some of our student athletes include Matthew Lopez,

[43:28] who was on Mayfair's golf team.

[43:30] Exia Davis, who plays volleyball at Mayfair,

[43:33] and Surrey and Kalen Nesper who are both on the May fair soccer team.

[43:38] We're excited to see our students representing Los Lois and their communities

[43:42] are Alcapco one, oh sorry, and these opportunities are in alignment with our Alcapco one

[43:49] by helping students build relationships and experiencing a strong sense of collaboration and belonging.

[43:56] Lastly, moving on to our NWEA timeline, we began our testing over the course of three weeks.

[44:02] It wasn't scheduled like that, it's just kind of how it happened.

[44:07] During week one, we had high school math and middle school math.

[44:10] Week two included high school English as well as middle school English and TK English.

[44:15] Then during our third and final week, the TK through fifth completed math.

[44:20] So obviously the NWA test, this process gives our teachers valuable data to gain a better understanding

[44:27] of kind of where the students lie academically and how they continue to support their learning,

[44:34] which is important as it focuses on data-driven instructional practices.

[44:39] So coming soon, today we actually had our student council and ASB elections, so those results

[44:45] will be out soon.

[44:47] Next we have our annual harvest fest, which is in October, I believe it's like one of the

[44:53] first week of October and then we have again the high school USC field trip which is again

[45:00] In October, I think, earlier. And then, finally, we have our student work collection meetings, which our first one is tomorrow. So, I hope everybody has their work done. But, yeah, that's it. Thank you so much for inviting me back.

[45:20] Thank you, Mr. Otris, for your report.

[45:27] student reporters, if we know that you have other commitments and you have things to do at home, so you are able to stay here and continue with the meeting with us or go home and do your homework.

[45:41] have a nice evening. Thank you for coming by.

[45:55] It's time for BTA communications, Mr. Young.

[46:57] Good evening, President Garza, members of the board, Superintendent Dr. Simon, cabinet,

[47:02] and members of the community, and as luck would have it tonight, some family.

[47:08] Before I begin, I wanted to recognize that tomorrow is the 25th anniversary of Patriot Day.

[47:14] We remember those who lost their lives on September 11, 2001.

[47:18] Honour the first responders and others who served and reflect on the unity and sense of community that followed.

[47:26] As we settle into the new school year, BT has been busy working with members, administrators,

[47:32] human resources, special education, and other district departments on a wide range of issues affecting

[47:37] our educators and classrooms. A significant part of our work continues to be making sure that our

[47:42] collective bargaining agreement is understood and implemented consistently across the school district.

[47:48] Over the last several weeks, we have addressed questions involving evaluation procedures, preparation, and conference periods, the contractual workday, complaint procedures, special education case loads, and other working condition issues.

[48:03] Many of these issues can be and are resolved fairly quickly when employees, administrators, and the association communicate early.

[48:11] One of the goals this year is to continue to strengthen those lines of communication so that the small problems do not become big ones.

[48:18] Special education continues to be an important area of focus.

[48:24] We have been working through concerns involving caseloads, behavioral and classroom support,

[48:30] mainstreaming, and adequate staffing.

[48:32] We've been working with the district on questions surrounding preschool responsibilities,

[48:37] preschool classrooms supervision, and how aid is allocated.

[48:41] We appreciate the district staff that they have been willing to continue researching these issues,

[48:46] these issues and working towards a clear exportations, expectations for everyone involved.

[48:53] We're also reviewing several new opportunities being created for educators,

[48:56] including the unified sports and unified champion schools program.

[49:02] BTA definitely supports these programs and the opportunities they create for students.

[49:07] At the same time, we want to make sure that the additional responsibilities assigned to employees

[49:12] communities come with clearly defined expectations, appropriate compensation,

[49:16] and provisions for things such as training, release time, travel, including weekend activities.

[49:23] We've also heard from several members regarding workplace safety, behavioral support facilities and

[49:29] classroom temperatures, administrator communication, and other day-to-day working conditions.

[49:35] Where possible we have tried to address those issues directly with the appropriate department before they reach the level of

[49:41] of a formal complaint or grievance.

[49:43] At the same time, BTA is investing heavily

[49:46] in supporting our new educators.

[49:48] We have been reaching out to first, second,

[49:50] and third year teachers,

[49:51] helping members better understand evaluation procedures,

[49:55] salary advancement, HR systems,

[49:57] special education responsibilities,

[49:59] and when and how to seek association support

[50:02] among many other things.

[50:04] We're also working to connect the educators with CTA

[50:08] professional development opportunities throughout the year.

[50:12] Finally, beginning this week, I have started a regular school site visits during employee lunch periods.

[50:18] The goal of these visits this year is simple.

[50:21] To remain accessible to members, hear what is happening at our schools.

[50:25] Recognize what is working well and identify concerns early enough that we can work collaboratively towards solutions.

[50:31] There will always be disagreements in a district this size.

[50:35] What matters is whether we have structures that allow people to raise concerns.

[50:39] Receive answers and work through disagreements professionally, which I believe is the standard we expect both for ourselves and for others.

[50:48] BTA remains committed to doing that work, representing our members protecting the agreement we have negotiated together,

[50:56] working collaboratively with the school district and ultimately supporting the educators who serve both our students every day.

[51:02] Thank you.

[51:09] Thank you, Mr. Young.

[51:12] We now move on to

[51:16] our superintendent's report, Dr. Simmons.

[51:21] Thank you, President Garza. Good evening, everyone, to our members of the board, our staff, students, families, our committee members who are out here this evening.

[51:28] Thank you so much for being here.

[51:30] I would like to share a few highlights since our last board meeting on August 27th.

[51:35] Every campus to help bail for our unified hosted back to school night events,

[51:39] bringing our families together and laying a solid foundation for a successful academic year.

[51:46] On September 7th, our district observed Labor Day to recognize the value and

[51:52] dedication of our workforce, many of whom are here today this evening.

[51:56] I would like to take this opportunity to recognize our standing staff whose daily devotion and

[52:01] hard work, continuously support our scholars and elevate our schools, and also for a great

[52:08] start to the school year.

[52:11] I also want to express my sincere appreciation to our side principals, their dedication,

[52:16] or their dedicated leadership, and short and exceptional start to the school year.

[52:20] Such seamless openings did not happen accidentally.

[52:24] They stemmed from deliberate choices centered on student needs.

[52:29] To all of our principals, thank you for your unwavering resolve and for taking on these

[52:34] responsibilities.

[52:36] As BTA President Mr. John Young mentioned, tomorrow we will pause together to remember September

[52:43] 11th, known as Patriot Day, a day that changed our nation, and a day that reminds us still of

[52:50] who we are called to be for one another.

[52:53] Many of our students were not born yet on that morning.

[52:56] for them tomorrow will be history.

[52:59] For those of us who lived it,

[53:01] it remains a memory carried in the body,

[53:05] where we were,

[53:06] who we called,

[53:07] and the silence in the sky.

[53:10] But whether we remember it

[53:12] or have only learned of it,

[53:14] we gather today or tomorrow

[53:16] for the same reason,

[53:18] to honor the lives lost,

[53:20] to stand with the families

[53:21] who still carry that loss,

[53:23] and to salute the firefighters,

[53:25] leaders, police officers, medical workers, and everyday people who ran toward danger to

[53:32] help strangers.

[53:34] In our schools, we often speak of character, about courage, about service, and the way we

[53:41] care for the person next to us.

[53:43] Tomorrow is no clear lesson in any of that than the one written on that day, that even in

[53:50] Our darkest hours, ordinary people, are capable of extraordinary love.

[53:57] Thank you.

[54:03] Thank you, Dr. Simon.

[54:05] Are there any ad hoc committee updates this evening?

[54:08] The only update I have is that next week on Wednesday, we have a CalAPS meeting, and on Thursday, we have a climate and culture meeting.

[54:16] So we'll get back next meeting.

[54:19] Thank you, board member Stewart.

[54:23] Moving on to public comments.

[54:24] Tonight, we do have requests addressing agenda and on agenda items.

[54:29] The board and the superintendent will listen carefully to each public comment.

[54:33] However, we will not provide responses during the meeting.

[54:37] The superintendent or a designated representative will contact the parent, guardian, and or community member if the comment may call for follow-up.

[54:46] While the meetings of the governing board are not public meetings, they are open to the public.

[54:51] Individual speakers will be allowed three minutes to address the board, and the board will limit the total time for public input to 21 minutes, per board by law 9322.2 unless otherwise waived by the board.

[55:05] Can we please have John Paul Dreyer come to the podium?

[55:17] Good evening, board members, staff, and audience.

[55:22] I'm John Paldrayer, today was my first day of school.

[55:28] I'm at call on call to substitute in the Los Alonitos School District.

[55:33] Today I helped out teachers who they get, so they get a 10 IP meetings from kindergarten

[55:38] to fourth grade.

[55:39] So I had a renewed energy in the classroom and working with students myself.

[55:45] Marina, central and I was hoping she would be here tonight, is she going to be coming

[55:49] soon?

[55:51] Because my comment is to respond to her request to meet with me regarding the three-city

[55:59] street coalition.

[56:01] Is she coming later, I don't know, is she about to come or she could watch this online

[56:09] later?

[56:10] So she asked to meet with me.

[56:11] I asked Aaron Drake to come to the last school board meeting.

[56:15] He's a former Belflower public safety official.

[56:18] He's a former deputy sheriff, and he's a detective at USC.

[56:23] And we've been working with the city of Belflower, and we received a request for

[56:28] a neighborhood watch along Somerset to have a traffic study.

[56:32] But there's only a part-time traffic engineer to work on the study.

[56:36] We asked for this last year, since then a street takeover happened on Somerset and also looting near Washington Elementary where I went to school when it was a junior high.

[56:48] And then there was another street takeover, two blocks from my business on Artisia Boulevard near Downey Avenue.

[56:55] So we've been working with Victor Sanchez to, for safe passageways to school, request the previous traffic engineer we asked for a traffic study of Artisia Boulevard.

[57:06] I've gone to the city of Lakewood, asking for an extension of their safe passageways

[57:12] of school maps.

[57:14] So if a student lives in Lakewood, it goes to a school in Balfour, what is the safest

[57:19] way for them to walk or to bike?

[57:22] We're asking the city of Balfour to do something like that.

[57:25] The city of Cerritos, we could work with them as well.

[57:29] What is the safest way kids can get to school, especially if you want to fight childhood obesity

[57:34] city by having safe passageways to walk or bike to school.

[57:39] So I'd be glad to me with her to explain more because Balfour has three school districts,

[57:45] so I've worked really hard to get neighborhood district elections for all the school board

[57:49] and for the city council.

[57:50] We had to win two civil rights cases and a special election.

[57:56] We want to improve the safety of our schools and our neighborhoods and fight childhood obesity.

[58:02] And I thank Councilman Victor Sanchez for helping us get the safe passageway to school for

[58:09] Coke Avenue in the paramount unified part of Balfour.

[58:12] So there's going to be a sidewalk on Coke Avenue so kids can walk to school safely instead

[58:17] of in the street because there's no sidewalk there.

[58:20] And we should look also how we deliver students on campus and office and I know they're posting

[58:27] you know about May fair lately on Facebook.

[58:29] Thank you.

[58:31] Thank you, Mr. Dre.

[58:38] John Young.

[58:55] Good evening again, President Garza,

[58:57] members of the board, Superintendent Simon,

[58:59] Dr. Simon Cabinette, and members of the community.

[59:03] John Young, president of the Belflower Teachers Association,

[59:06] and I'm speaking tonight in support of item 11.1

[59:10] and the resolution supporting measure SM.

[59:13] Our educators see firsthand every day

[59:16] how the condition of our facilities affects teaching and learning.

[59:20] Many of our schools have served this community for many generations.

[59:24] Here's an interesting example.

[59:25] Did you know Ramona Elementary once had a farm animal petting zoo?

[59:31] A lot has changed since then, and that history also means that things age too.

[59:38] Aging roofs, plumbing, electrical and HVAC systems, classrooms, and other infrastructure

[59:44] that need significant attention.

[59:46] And these are not simply building issues.

[59:49] They are teaching and learning issues,

[59:51] student safety issues, and working condition issues.

[59:55] The district's facilities master plans

[59:58] evaluated the needs of our school-

[1:00:00] Schools, including classrooms, building systems, technology, safety and security and other campus facilities. Measure SM addresses many of those needs through repairs and upgrades. Our students deserve classrooms that are safe, comfortable, accessible, and equipped for the education we expect them to receive today. Many educators deserve the focus, deserve to focus on teaching rather than wondering whether or not the air conditioning will work.

[1:00:29] A leak will be repaired, or an aging facility will meet the needs of their students.

[1:00:35] And I want to be clear about what measure SM is and what it is not.

[1:00:40] Facilities funding is not a substitute for competitive salaries, benefits, appropriate staffing, or collective bargaining.

[1:00:48] Those issues remain at the forefront.

[1:00:51] However, the district's measure SM information specifically states that the bond proceeds cannot be used for

[1:00:58] salaries or operating expenses.

[1:01:00] So this measure addresses the physical conditions in which our educators work and our students learn.

[1:01:07] Measure SM proposes an estimated property tax rate of $49 per 100,000 of assessed value, not market value, while the bonds are outstanding.

[1:01:18] For a property with an assessed value of approximately $435,000, that would be about $213 per year as an example.

[1:01:28] Rest assured that accountability is required.

[1:01:32] The measure includes annual financial performance audits, public reporting and

[1:01:37] a citizen's and an independent citizens oversight committee to review how bond funds are spent.

[1:01:45] BTA supports measure SM because investing in our school facilities is an investment in our students, our educators and the bellflower community.

[1:01:53] I ask you to vote yes, to vote yes, on the resolution supporting measure SM under agenda item 11.1.

[1:02:02] Thank you.

[1:02:08] Thank you, President Young.

[1:02:11] Moving on to Margaret Bus.

[1:02:21] Good evening, Board President, Board Members and Cabinet.

[1:02:24] Thank you for those of you who responded to my email that I sent after the August 27th meeting.

[1:02:30] But I really thought it was important that not only you saw but members of our community

[1:02:34] and Mayfair family saw it.

[1:02:37] I have spent the last several years reflecting on everything that took place on August 27th

[1:02:42] school board meeting and I feel strongly that as a professional and long time member of

[1:02:46] Mayfair community I need to share my perspective.

[1:02:49] I fully understand and respect the board's responsibility to listen to every voice, parent, student, staff

[1:02:56] should absolutely have the opportunity to express their concerns.

[1:03:00] However, there is a difference between respectfully raising concerns and making accusations and statements that can personally and professionally be damaging.

[1:03:11] I've been an educator, you're not going to believe this, for 45 years, 22 of those were at May fair high school.

[1:03:18] And all of that time, I can honestly say that I have never been as troubled with the comments that were made at the school boarding as I was on August 27th.

[1:03:26] I believe we can hold people accountable as difficult questions and disagree with decisions while still treating educators and administrators with fairness, dignity, and respect.

[1:03:38] When comments cross that line and become personal and unsupported, the consequences can be devastating to the people involved and damaging to the culture of the entire school.

[1:03:49] I want to be very clear about where I stand regarding Dr. Morgan.

[1:03:53] During my 22 years at Mayfair, I have worked under and observed many different administrator and leadership teams.

[1:04:00] I have never known Dr. Morgan to make a decision without considering what is the best interest for our students.

[1:04:05] In my experience, she is a dedicated leader who genuinely cares about Mayfair and the student staff families who make up our community.

[1:04:13] I also believe that Dr. Morgan and her administrative team have taken on a difficult task of rebuilding and strengthening a school that had significant challenges.

[1:04:24] They have worked incredibly hard to move me fair forward.

[1:04:28] I believe we are seeing many positive changes as a result of their leadership.

[1:04:32] As a teacher who has spent nearly half a century in education, I know that leadership is not easy.

[1:04:37] Every decision will not make everyone happy, but that does not mean that people making those difficult decisions should be subjected to personal attacks or statements that could jeopardize their professional reputations.

[1:04:50] I wish I had a simple solution to offer our board, I don't.

[1:04:54] What I do know is that something like this could happen to any one of us, and it is heartbreaking to watch an exceptional educator and leader go through it.

[1:05:03] I hope the board will continue to listen carefully to concerns while recognizing the importance

[1:05:08] of protecting a fair, respectful, and professional environment for everyone who serves our

[1:05:14] student.

[1:05:15] I am proud to be a teacher at Mayfair High School, and I am proud to support Dr. Morgan and

[1:05:20] her administration and the work their team is doing for our students.

[1:05:24] Thank you for listening, and more importantly, thank you for considering them from a perspective

[1:05:30] Detective, a teacher who has dedicated 45 years to education in 22 at Mayfair High School.

[1:05:35] Thank you.

[1:05:50] Thank you so much for your comments.

[1:05:55] Up next, Ashley Lucacy.

[1:06:02] Good evening board of education, Dr. Simon, executive cabinet, students, teachers, and community.

[1:06:08] My name is Ashley Lucacy and I've had the honor and pleasure of serving in Bellflower for the last five years.

[1:06:14] And this year as Mayfair's wellness counselor.

[1:06:16] I want to begin with an anonymous quote that captures what I've seen in my short time at May

[1:06:22] Fair.

[1:06:22] You know true leadership when you see it, not because someone announces it, not because

[1:06:28] it's a title, but because people feel and see its impact.

[1:06:32] I have not known Dr. Morgan for very long, but sometimes you don't need to know someone

[1:06:38] for years to recognize someone's heart or leadership.

[1:06:41] You simply need to pay attention, and I've been paying attention.

[1:06:44] In my 19 years in education, I've worked alongside many great leaders, Dr. Nguyen, Dr. Smith,

[1:06:52] Stacey Williams, who have been supportive throughout these five years, have shaped

[1:06:55] my understanding of what strong leadership looks like.

[1:06:58] Dr. Morgan, Bolin, belongs in that company.

[1:07:02] What stands out most is what happens every day in the small moments.

[1:07:06] I see her welcoming students at the gate with fun music every single morning.

[1:07:11] I mean, every morning.

[1:07:12] talking with them at lunch, walking the campus, connecting with staff, remembering

[1:07:17] names, listening, and being present. She does not lead from behind the desk. She

[1:07:22] leads where students are, where people are, where the culture is being built, and

[1:07:26] leadership is not always comfortable. It is easy to form an opinion about a leader

[1:07:30] from a distance. It's much harder to carry the responsibility, make the

[1:07:34] difficult decisions, and continue moving forward when not everyone understands or

[1:07:38] agree is with the path you are taking.

[1:07:41] Strong leaders are not measured by whether every decision is popular.

[1:07:45] They are measured by their courage, consistency, and willingness to keep doing what they believe

[1:07:49] is right for kids and not take strength.

[1:07:52] So tonight, Dr. Morgan, I want you to hear this.

[1:07:55] We see you, not through a rumor, not through assumption, but through your actions.

[1:08:00] We see your heart, your effort, your commitment to Mayfair.

[1:08:04] The impact of leadership is not always loud.

[1:08:06] Sometimes, it is a student who feels seen, known, and valued.

[1:08:11] A student who feels like they belong because their principal took time to be there.

[1:08:15] That is how a culture is built, one interaction at a time.

[1:08:19] After 19 years in education, I've learned that a great leadership is not defined by the loudest voices in the room.

[1:08:25] It's revealed in the work. It's in the actions.

[1:08:28] In Dr. Morgan, your work speaks for itself in a short time that I've seen you.

[1:08:31] Keep leading with courage, keep caring deeply, keep believing in what is possible for

[1:08:36] Mayfair.

[1:08:37] Mayfair is better because you are there and I hope you never forget that.

[1:08:41] Thank you.

[1:08:51] Thank you again for your comments.

[1:08:55] Robin?

[1:09:04] This one?

[1:09:05] Well I'm in great companies tonight.

[1:09:07] Thanks, friends.

[1:09:08] Good evening, board, cabinet, and community.

[1:09:11] My name is Robin Moon's Baylog.

[1:09:12] I have been teaching at Mayfair for 19 years now.

[1:09:15] Throughout my career with the U.S.D., I have seen a turnover of leadership broken systems

[1:09:21] and lack of support until now.

[1:09:24] I wanted to thank the board for allowing Lisa Acevedo to make needed changes, to make

[1:09:28] our district cabinet strong, along with changing leadership at our school site.

[1:09:34] Mayfair is a changed place because of your leadership.

[1:09:37] We have an amazing team who works together, is proactive, and has experience outside of

[1:09:42] district and are bringing new ideas for our school. Under Dr. Morgan, I have seen the most

[1:09:48] positive changes in 19 years. This will come with plenty of growing pains that we can all learn from.

[1:09:55] I wanted to address our community. I am so proud of our Mafer students who have spoken out

[1:10:01] for what they believe in a public forum. Whether that is at a board meeting or signing a petition

[1:10:07] When they felt things were unjust, I want to address our parents who are making anonymous public comments on social media.

[1:10:15] It is really important that you are a good example for these students that I value so much.

[1:10:21] To make an anonymous comment is cowardly and does not show strength of character.

[1:10:26] It takes a real leader to stand behind what they believe, even if there is fear of retaliation or having an unpopular opinion.

[1:10:34] I believe that everyone's voice is important in all discussions.

[1:10:39] I'm here to ask that us adults, we lead by example, are intentional with our words and

[1:10:45] do not use hearsay when addressing situations.

[1:10:48] I want to thank Brad Critchfield for his social media posts and being willing to stand behind

[1:10:53] his leadership staff.

[1:10:55] I applaud Sylvia Jones who was at Senior Awards Night and spoke out about her personal experience.

[1:11:02] I would like to commend Riley for being a student and coming, sorry,

[1:11:11] forward when she felt there was an issue on our campus.

[1:11:16] I'm going to leave you with a quote from Rosa Parks.

[1:11:18] You must never be fearful about what you are doing when it is right.

[1:11:23] Thank you for your time.

[1:11:33] Thank you Miss Baylor for your comments.

[1:11:36] Sylvia Johnson.

[1:11:49] Good evening board members.

[1:11:50] Superintendent Simon, cabinet and community members.

[1:11:53] members. My name is Sylvia Jones and I'm a Mayfair parent and currently serve as the

[1:11:59] Mayfair Middle High School PTSA president. Tonight I'm speaking from my own personal

[1:12:04] experience. I watched the recording of the last board meeting and heard some very serious

[1:12:09] allegations made about Dr. Morgan. I thought it was important that the board and community

[1:12:14] also hear another perspective, particularly because I was personally present at one of

[1:12:21] the events mentioned.

[1:12:23] It was stated that Dr. Morgan appeared in toxicated

[1:12:26] and was slurring her speech at senior award night last year.

[1:12:30] I was there.

[1:12:31] I interacted with Dr. Morgan several times throughout the evening.

[1:12:36] I spoke with her directly, spent time around her

[1:12:39] to enter the pictures with her.

[1:12:41] I did not observe her appearing in toxicated or impaired,

[1:12:46] and I did not hear her slurring her speech.

[1:12:48] I can't speak to what someone else believes they observed.

[1:12:52] I can only share what I personally observed in my experience was very different from what

[1:12:57] was described.

[1:12:59] There was also allegations of racism.

[1:13:02] Racism is an extremely serious issue and concerns about it should be heard and taken seriously.

[1:13:09] But allegations that serious should also be handled carefully and fairly.

[1:13:14] Over the past year, I have spent a lot of time with Dr. Morgan through PTSA and at meetings,

[1:13:20] school events and activities. I have seen her interact with students, parents, staff, and members

[1:13:27] of our community for many different backgrounds. What I have personally observed has been very different

[1:13:34] from what was described at the last board meeting. I have found Dr. Morgan to be approachable,

[1:13:39] Well, willing to listen and supportive of parent involvement.

[1:13:43] She has also been very supportive of PTSA's efforts to bring students, families, and staff together, and build community at Maker.

[1:13:51] In my conversations with Dr. Morgan, she has consistently told me that she makes decisions based on what she believes is in the best interest of students.

[1:14:02] I have seen that commitment to students reflected in my interactions with her.

[1:14:06] I recognize there are strong feelings surrounding the dismissal of a teacher and I understand why students and families have questions.

[1:14:15] At the same time, personal matters are complicated and there may be information that cannot be publicly discussed.

[1:14:22] Everyone has a right to share their concerns and experiences.

[1:14:27] I also believe our community benefits from hearing different perspectives, especially when serious allegations are being discussed publicly.

[1:14:35] So tonight, I simply wanted to add mine.

[1:14:39] My experience with Dr. Morgan have been consistently positive.

[1:14:44] I have found her to be supportive of our students, families, PTSA, and the May Fair community.

[1:14:50] I felt that it was important to say this publicly as well.

[1:14:54] Thank you.

[1:15:03] Thank you for those personal comments, Ms. Jones. We now have Brianna Williams.

[1:15:30] Hello,

[1:15:34] everyone. My name is Brianna Williams. I am a teacher at Billflower Unified. I'm also on the board for Billflower Buccaneer's football and cheer. I have emailed the board the board to help us out.

[1:15:50] out with a field, we have multiple children in our district that place for our youth football team and we would love to continue to have Bellflower High School if possible.

[1:16:05] We're asking right now because we're in the season already, if we at least can get three Saturdays, we're not asking for all day, we're trying to just work something out for the children.

[1:16:17] and they love to represent, you know, their community.

[1:16:22] We also appreciate that you guys did post this up

[1:16:25] and have a poster at Bellflower High School.

[1:16:33] We wanted to show you that this program

[1:16:35] is not just for the smaller kids,

[1:16:38] but some of the older kids came through this program.

[1:16:42] And we also have teacher support.

[1:16:44] So we're asking the board to please support us and try to help figure out what days we can get just for a Saturday game.

[1:16:54] So our kids and our families can represent Bellflower as a community.

[1:17:00] So we can continue to build in Bellflower community.

[1:17:06] I'm going to turn it over to Miss Rains.

[1:17:08] She also is a part of our community, our community, our board.

[1:17:12] I'll use the other minute and a half.

[1:17:16] So good evening.

[1:17:18] Everyone, my name is Rayne Graveli.

[1:17:20] I am a resident of Bellflower.

[1:17:23] I have children that go to school in Bellflower Unified School District.

[1:17:27] I have one son that goes to ILC, another that is a seventh grader at Bellflower Middle School.

[1:17:36] They play for the Bellflower Buccaneers one on the 718, one on the 13 new team.

[1:17:46] We have yet to be able to play a home game yet.

[1:17:50] We practice at Bellflower High School.

[1:17:53] We appreciate the opportunity to practice at Bellflower High School.

[1:17:57] But we would also appreciate the opportunity for our boys to know what it feels like to not

[1:18:02] not only have support during practice or community support during practice, but

[1:18:09] also community support through the games by being able to show pride in being a

[1:18:15] bellflower bug in here by having a home field.

[1:18:18] We do not have or it doesn't seem that we have a home field right now.

[1:18:23] All of our games have been away games.

[1:18:26] There is a certain level of pride that comes with being able to rip your team on your home

[1:18:32] And so we are simply asking that the board work with us to come up with a solution so that we can continue to represent our city, our community, and so that our boys can have pride in what they're wearing on their shirts.

[1:18:48] Thank you.

[1:18:55] Dr. Sandman, would you please report to the board?

[1:18:58] Thank you.

[1:19:02] Dr. Kirsten Roberts.

[1:19:13] Good evening, board.

[1:19:15] Cabinet superintendent and guests.

[1:19:18] I can't see.

[1:19:21] Thank you first for allowing the safe and modern bond to move forward to the November ballot

[1:19:26] to be placed in front of the voters.

[1:19:27] I was in this room when the last bond attempt disappointedly flatlined.

[1:19:32] And I was here again in this round when it guarded unanimous approval.

[1:19:35] Thank you also for providing me the opportunity to advocate for your endorsement of it tonight.

[1:19:40] As both a teacher and a parent in the district, I have vested interest in the work of the USD.

[1:19:45] My son graduates high school this year, and I'm nearing the last bend in the road for my professional tenure.

[1:19:50] So this bond to me is about forward thinking and legacy building for

[1:19:53] those of us who are committed to getting it passed.

[1:19:55] It's about playing the long game, not losing side of the seeds we plant, who shade, we should not expect to sit under.

[1:20:01] But by all means we need to guarantee get planted.

[1:20:04] Almost all of our schools are between 70 to 80 years old.

[1:20:07] A residential property would require two to three major overhalls in that window of time.

[1:20:12] And while our schools may not require the same affection, they are needing deliberate attention.

[1:20:17] Our children sit on the floors, walk through the halls, use the restrooms.

[1:20:20] They develop their brains, expand their minds, and become functional,

[1:20:24] literate, civic-minded, purposeful humans in our classrooms, on our playgrounds,

[1:20:29] in our cafeterias and labs, our libraries and career tech spaces.

[1:20:33] Learning doesn't ever take place in a vacuum.

[1:20:35] There is no one singular setting that informs students learning.

[1:20:39] All of our facilities and the fences that surround them

[1:20:41] and the paint that covers them and the pipes that sit under them

[1:20:44] and the walls that define them collectively create

[1:20:46] the foundational setting for where our children learn.

[1:20:49] And what our community sees when they drive by

[1:20:52] and know and believe when they hear about us by name and reputation.

[1:20:56] I campaigned for the last bond we passed BB and it was the gateway funding to so many improvements in our district, but what it lacked was oversight and the result of that glitch allowed for the funding towards some promised projects to be swallowed by unexpected delays and

[1:21:09] Enforcing expenses for other projects and it caused a great deal of concern in our community.

[1:21:14] I and many others appreciate the resolve of this board to earmark reserve funding to make right on the good faith promises of the last bond

[1:21:21] And I believe that sobering decision paid the way for rekindled trust in the board and the district to follow through this time

[1:21:28] So that promises made for the smart and modern bond will in fact materialize into promises delivered

[1:21:34] The greatest safeguards protecting the integrity of the taxpayers investment in this bond lies first in our district's thoughtful facilities master's plan

[1:21:41] which identifies a plethora of needs involving aging classrooms, building systems, technology, safety, and educational spaces.

[1:21:48] The districts proposed safe and modern SM bond measure SM would provide $135 million in general obligation bond financing for facility improvements,

[1:21:58] including classroom repairs, technology upgrades, career education facilities, and school safety improvements.

[1:22:04] The practical differences between what has been and what can be a significant.

[1:22:07] Reliable heating and air and ventilation supports uninterrupted instruction and deep level learning.

[1:22:13] Updated technology prepares our 21st century learners to migrate into a 21st century workforce with viable competency and competitive skills.

[1:22:21] Hands-on modernized career tech spaces will provide our students the cutting edge experiences that will set them apart from their peers who are matriculating through our neighboring school districts.

[1:22:31] improved emergency communication systems,

[1:22:33] then seeing lighting and other security features will help our school staff respond more effectively and efficiently to safety concerns.

[1:22:40] The U.C. serves nearly at 10,000 students and offers programs including dual language learning, academic supports, and career technical education pathways.

[1:22:47] Students should not have to learn in facilities that limit the quality or range of opportunities is available to them.

[1:22:53] I also appreciate the second safeguard that this proposal includes the one that was absent in the last bond,

[1:22:59] accountability provisions.

[1:23:01] This measure would require independent citizens oversight committee, annual audits, public

[1:23:05] reporting, and limitations requiring funds to be used for voter approved projects.

[1:23:09] As a teacher, my focus is simple.

[1:23:11] Students need safe, functional, and modern places to learn.

[1:23:14] Measure safe and modern.

[1:23:15] SM presents a facility's proposal intended to address those needs over time, while providing

[1:23:21] public oversight of the bonds, funds.

[1:23:24] I urge the school board to pass the resolution of support for measure SM on the November

[1:23:30] I am personally committing to Canvas our district to compel our constituency to vote yes on it as well, because the standard starts with me, so let's work together to pass this bond to ensure that it continues to live here.

[1:23:49] Thank you for a comment, Dr. Robinson.

[1:23:52] Hello,

[1:24:05] my name is Ezio Perez, and I'm here behalf of some members from the Monsoon Marching Corps.

[1:24:14] I want to start off by saying I'm really hurt by what everything that's going on.

[1:24:26] Being there every single day is something that I like to hang on when I don't have friends

[1:24:32] or I'm lonely at times.

[1:24:35] Band is something that I enjoy and something that I want to follow in my education later

[1:24:42] on in life and I want to get a major degree in that.

[1:24:46] By meaning of saying this, I'm hurt by what happened to my beloved teacher, my music teacher,

[1:24:53] And with everything that's going on, I don't want to let all of that happen.

[1:24:58] All what's going on just make me stop wanting to do music because that's exactly what's happening.

[1:25:07] A lot of members decided to give up and think that people aren't going to listen to us anymore.

[1:25:13] And the same other people, the other people that still believe that we have a chance

[1:25:19] And we have a voice and that they're going to listen to us is the reason why I'm still here today and even if those people change their mind and think that they don't have a reason to keep talking because people won't hear them out.

[1:25:33] I'm still going to fight alone even if no one supports me.

[1:25:37] I'm still going to be fighting for exactly what's right and I don't want to look at my faculty of the school.

[1:25:44] and just look at them straight in the eye and tell them that you guys won and you guys shut us up and you guys got what you wanted.

[1:25:52] That's something that I don't want to happen because I want to fight for what's right and I want people to be happy.

[1:25:59] The same way that Ramirez made us happy every single day by talking to us and comforting us, reassuring us and how to play correctly and tell us that music is something that's an emotion and that it's life.

[1:26:13] If our new music director, I'm not here to target him or any sort because he's as much

[1:26:24] as a victim as we are.

[1:26:27] I understand that he is taking up all of his time trying to be there for us but because

[1:26:34] of that and everything of all the situation that's going on, I believe that he's dying out

[1:26:41] And, well, not specifically dying out, but the spirit in our band is going away, and I can feel it as well as I talk to other members of the band that there's no soul in the music anymore.

[1:26:54] And I don't want all the years of Mayfair legacy to just go away in just one year, just because there was one principle that just didn't just got rid of him for just no reason that was given to us still.

[1:27:10] So, and I'm here today to just ask you guys, please keep investigating into the situation and please give us a reason why that's it.

[1:27:19] Thank you.

[1:27:27] Thank you for your courage, Mr. Budedes.

[1:27:30] We now have Riley Williams.

[1:27:43] Good evening.

[1:27:44] My name is Riley Williams, and since my last appearance may fare against Morgan, it has gotten 879 signatures.

[1:27:53] I don't have a lot to say today, I just want to address the emotional and

[1:27:56] irrational actions that Dr. Morgan has taken against the May-Fair-Monson Marching Court.

[1:28:02] She has taken a huge toll, this has taken a huge toll on not only the program but

[1:28:08] the students involved.

[1:28:09] I need you to understand that she is not the person marching and

[1:28:13] she doesn't even understand half of what we go through.

[1:28:16] She has added extra stress onto our school days and instead of checking up on

[1:28:20] students, and showing up for us, she uses her power to bully and intimidate students

[1:28:25] and instead of addressing me and talking to me about what I said at the last meeting,

[1:28:31] she went to another parent and sent a subliminal message about me.

[1:28:35] I would appreciate if she would stop ignoring me and my mother and talk to us about how she feels.

[1:28:41] This is all I have to say tonight and I will not stop showing up until something is done about her.

[1:28:46] Thank you.

[1:28:53] Thank you for your comments Ms. Williams, Karina Paredes,

[1:29:13] we're going to go ahead and get a translator.

[1:29:17] Thank you.

[1:30:04] Buenas tardes para todos. Estoy aquí en representación de algunos padres de familia y alumnos

[1:30:10] que no están contentos con todo lo que está pasando con el despedido del señor Ramírez.

[1:30:17] Se le pidió respectuosamente a la doctora Morgan, que nos explicara que había pasado, pero

[1:30:26] hasta la fecha no ha contestado. Ella me pidió un que tuviremos una junta que me iba a

[1:30:37] Fue a la escuela pedir la junta y tampoco me han llamado.

[1:30:42] Recibió una nada más un inmediato hace una semana diciendo que no se pudieron

[1:30:46] contactar conmigo que yo no contesté cosa de que en cuanto llaman, yo contesto el

[1:30:53] teléfono porque mi hijo es tan enfermo y siempre me están hablando del

[1:30:56] escuela.

[1:31:04] Hi, good evening, everyone.

[1:31:05] I'm here to represent some of the parents and some of the students that are not

[1:31:09] Not happy with Mr. Ramirez having been fired.

[1:31:15] I have respectfully asked Dr. Morgan to explain what happened and I still have not gone and answer.

[1:31:22] She requested that we have a meeting and the assistant was supposed to call me but I haven't received an answer.

[1:31:28] I went to school and I was supposed to get a call and I never got one.

[1:31:32] I only got a week about an email ago.

[1:31:35] Pero, en serio, ellos han dicho que no se podían contactar a mí, y yo no me ha dicho que

[1:31:41] yo me ha dicho porque mi son es seco, y entonces me ha dicho que yo me ha dicho.

[1:31:49] En un meeting pasado en banda, la doctora Morgan nos escuchó, les hicimos preguntas, dijo

[1:31:58] que iba a tomarnos en cuenta, pero jamás no jamás pedimos el despido del maestro.

[1:32:03] y sin embargo ella no nos toma en cuenta lo despidieron hasta la fecha, no tenemos el por qué

[1:32:10] entonces es algo que los estudiantes trabajaron duro al igual que yo con ellos porque yo tomo

[1:32:16] las fotografías siempre estoy con ellos entonces no entendemos que está pasando con el

[1:32:22] nuevo maestro no se han adaptado ya muchos prefieren no hablar del tema porque sienten que los están

[1:32:28] en callando que no los escuchan, así como lo dijo mi hijo. Entonces, ¿cuál debe hacer la

[1:32:34] solución? Ellos necesitan tener algo de motivación, porque están tocando sin ganas,

[1:32:41] si los escuchaban, no tocan gonganas, no tocan con esa fuerza, con esa energía. Van a la clase

[1:32:46] porque tienen que cumplir con esa clase, pero hasta ahí no se les mira la motivación por

[1:32:52] ninguna parte. También quiero pedir la explicación de por qué, hasta ahorita la doctora

[1:32:59] Morgan y con todo respeto jamás se ha hablado más de ella, siempre ha sido con respeto,

[1:33:04] porque no hicieron nada cuando alguien del staff cachetó al maestro Ramírez y ella supo

[1:33:14] lo que pasó porque él se quejó y parece ser que no hicieron nada. La presidenta de banda

[1:33:21] lo agredió, lo insultó delante de los alumnos, delante de algunos padres que yo estaba presente y tampoco se hizo nada.

[1:33:29] Entonces no entiendo el porqué despedirlo si no querían trabajar con él o por qué motivos están corriendo.

[1:33:37] Nosotros necesitamos que los muchachos tengan esas sigan habiendo esa banda con esa motivación y con esa fuerza para seguir con la leyenda que dejaron.

[1:33:46] porque así no se puede trabajar y yo sé que muchos apoyan a doctora Morgan hace buen trabajo yo

[1:33:52] también fui maestro por muchos años en México pero para poder entender a un estudiante también

[1:33:58] hay que saber escuchar también hay que saber qué se tiene que hacer cómo ayudarlo y en este caso

[1:34:05] no lo está haciendo desgraciadamente no nos está escuchando a nadie.

[1:34:09] We

[1:34:23] had a previous meeting with Dr. Morgan where she listened to us and we asked her some questions and she said that she would take into us and to account into questions we asked.

[1:34:35] She didn't ask any questions nor take us into account and during the firing we were not giving a reason as to why students have been working really hard.

[1:34:49] My God, I am with them, I'm with them.

[1:34:54] I'm with them.

[1:34:55] But we still don't know what happened.

[1:34:57] They have not been able to adapt to their new teacher.

[1:35:00] A lot of them are just not saying anything because they feel like they're being shut

[1:35:04] up or that no one's listening to them like my son mentioned and they need motivation.

[1:35:10] They're really playing without wanting to feeling forced to do it, having no energy to

[1:35:16] de hacer esto, y es básicamente que meten las requercias de la clase,

[1:35:19] realmente no tiene ninguna motivación a jugar.

[1:35:23] Entonces, tenemos que saber la razón por qué.

[1:35:26] Yo nunca he hecho en Badley sobre Dr. Morgan,

[1:35:29] pero también quiero saber si algo ha sido hecho cuando Someone's Lapt,

[1:35:35] Mr. Ramirez,

[1:35:38] hablamos sobre él, chino sobre él, algo ha sido hecho.

[1:35:41] El presidente de la BAN, salta y insulta él,

[1:35:44] en el frente de estudios y en el mío.

[1:35:45] Y nada es lo que ha hecho.

[1:35:47] Entonces, nosotros no sabemos cómo,

[1:35:49] a veces, que no quieren trabajar con él,

[1:35:51] o la razón de cómo no, no sabemos,

[1:35:54] pero los estudiantes necesitan la motivación

[1:35:55] en el que continúa la legación.

[1:35:57] Ellos no pueden continuar a trabajar como esto.

[1:36:00] Y yo entiendo, Dr. Morgana,

[1:36:02] estoy haciendo un buen trabajo,

[1:36:03] estoy en un profesor.

[1:36:04] Me hace mucho tiempo, cuando era en México.

[1:36:07] Pero para ser un buen profesor,

[1:36:08] también tienes que escuchar,

[1:36:10] para saber lo que las personas necesitan,

[1:36:11] para poder hacer.

[1:36:12] Y, por supuesto, no se ha cambiado.

[1:36:18] que nos den una solución con ellos porque la verdad se miran apagados sin ganas y yo como

[1:36:26] mamá me preocupo y a mi mi a mi hijo le está afectando también el estrés que tiene como lo

[1:36:32] ven estén en un andador le está afectando en su condición que ya viene de años atrás entonces

[1:36:40] entonces para que estar con un estrés mejor que nos hablen claro si pueden regresar al señor Ramirez si no se puede regresar ok pero hay que ser algo para que ellos trabajen mejor y que los escuchan si vamos a tener una directora en escuela que escucha que se siente hablar con ellos nada más que no se siente

[1:37:00] escuche y luego hablamos después dos

[1:37:03] soluciones y no se escuche y tome la

[1:37:05] decisión que ella le conviene más.

[1:37:08] Entonces lo que queremos es regrese el

[1:37:10] señor Ramírez o que nos den

[1:37:12] soluciones.

[1:37:14] Gracias.

[1:37:24] So really what we're asking for here

[1:37:25] is for a solution for them.

[1:37:28] Just be honest, I mean,

[1:37:30] honestly, they're shut down.

[1:37:32] They really don't want to continue

[1:37:34] working.

[1:37:35] And honestly, that for me, it's

[1:37:36] worrying for me as a mom because,

[1:37:38] you know, this is effective

[1:37:39] que yo hejść de mi son, a mi madre todo es una distancia, que tiene que hablar a su familia como cuando podamos hacer un hombre,

[1:37:43] es afectar su enjoying, la condición que yo he creado para una vez, pero es afectar a su madre y entonces,

[1:37:48] ¿por qué nos pide la distancia de que usted puede ser al frente que nos queda el bien?

[1:37:52] ¿No si no lo podemos volver? ¿Y si no, no?

[1:37:55] Eso es bien, pero pide een cosa que se puede hacer de un solucionar,

[1:37:58] por eso que esto puede hacer una cara mejor para el amor,

[1:38:01] y quieres esto, que vamos a tener una principal aquí,

[1:38:33] qué es qué no es una mayoría de que monitorey,

[1:38:36] esto que este es una cosa que nos dice,

[1:38:39] fue que venía a la misma tiempo de que era por las Falla 5.

[1:38:40] Entonces, aquí está por la campidad Huiver,

[1:38:40] sea el sector de la gente de la Ciudad de la Ciudad de la Ciudad,

[1:38:40] de la Ciudad de la Ciudad de la Ciudad de la Ciudad de la Ciudad de la Ciudad,

[1:38:41] Gracias.

[1:38:46] Ahora, vamos a hacer un 7-minute recess, y vamos a ser.

[1:38:54] Gracias.

[1:38:58] Gracias mucho, nos conviene el menino en el 8-20.

[1:39:02] Hemos un discusso en el horno, señor Simon.

[1:39:08] Gracias, Presidente Garza.

[1:39:09] Esta es la última vez en la línea de picking up en las aprenadas de una de las actuales.

[1:39:16] Vamos,

[1:39:22] una minuta, vamos.

[1:39:24] Aquí hay un recorcreado.

[1:39:26] Tiene unеленza.

[1:39:28] Este es un avión.

[1:39:29] Ahora me he applauding, las cosas.

[1:39:31] Ah, me tengo que mover este recorcreado,

[1:39:35] que la hagas de un documento de alcaldía en el caso de Kidney.

[1:39:37] Ustedes no me tengo que representar así, así que yo condicía una cela.

[1:39:43] So tonight I present to you an audited actuals it is the last time you see this well nearly the last time you see this you will see it one more time when you prove our district audit

[1:39:57] But every time you've seen it up till now has been in the form of budget tonight is an audit what we call an audited actuals

[1:40:09] los auditors que llegan, finalizan el audit,

[1:40:13] terminan eso, debemos submitar a la estatua de diciembre 15th

[1:40:18] y luego el aborto provece eso.

[1:40:20] Así que esto será el último tiempo en el 15-month

[1:40:24] proceso de reaccionar el budget y ahora actualmente reaccionar

[1:40:28] lo que ha ocurrido contra el budget.

[1:40:31] La primera búsqueda de la búsqueda fue estimada de actuales que

[1:40:35] y que nos dieron en Juno con el adócto de la búsqueda.

[1:40:41] Entonces, hoy nos enseguimos una pica de unir en el general fund y lo que ha pasado en el general fund.

[1:40:53] Entonces, unir en el asignado, sólo creamos que esta balance de la búsqueda,

[1:40:58] las balancas que se ven y tenemos balancas y restricted programas,

[1:41:02] las que se van a cargar.

[1:41:04] Pero las balancas están también restricted en las balancas de la funda.

[1:41:09] Es por lo que nos ponemos en la generalista de la funda general, comparison.

[1:41:14] Así que esto es comparado con la estimación actual que lo habéis visto en el día de hoy.

[1:41:20] La reunión total de las balancas ha cambiado.

[1:41:22] Largest change, the bulk of that comes from a fair market value adjustment.

[1:41:28] A fair market value adjustment is a fairly new thing within our books.

[1:41:33] It has been required that the auditors make that adjustment for many years.

[1:41:38] However, only in the last four, four, five years have districts been required to make that adjustment.

[1:41:47] ¿Qué es? Es un encerno de su adjustments,

[1:41:51] así que viene la revinidad de la fluctuación,

[1:41:54] y lo que hace es que se saca el encerno con la prensa de suave y encerno de suave,

[1:42:01] y crece los que la valor de la pared,

[1:42:04] si se les debo crecer en ese momento, en el 30 de junio de 2020-26.

[1:42:10] Entonces, esto crece a los que les va a ver el valor,

[1:42:15] para que el value de cash sea.

[1:42:19] Entonces, el bolque de ese valor es el $3.8 milión,

[1:42:25] $3.85 milión en el valor de la valor de la valor de la valor de la valor de la valor de la valor de la valor.

[1:42:31] Entonces, eso tiene que ser una captura de las elecciones,

[1:42:38] como la diferencia que suena su escena, eso se defiende.

[1:42:42] Eso fue diferente de estas actuaciones estimadas.

[1:42:46] Porque el primer año ha sido una adjustment de suerte.

[1:42:50] Estimadas actuaciones son casi muy basadas en su misma

[1:42:57] luego de que tenemos el service de

[1:43:00] el mejor para fortalecer.

[1:43:02] Entonces la otra forma es que me

[1:43:05] voy a ir más a temps en unos

[1:43:08] más altos... pero el

[1:43:10] preciso de los triunfos en el

[1:43:12] balance de la funda de

[1:43:14] casi fue a 4.5 millones de

[1:43:17] millones de millones de millones de

[1:43:18] millones de millones de millones de

[1:43:20] el valor de la tarantula, porque cuando el valor impacta el balance de la tarantula,

[1:43:27] es un error de estimate porque el valor de la tarantula se fluctúa mucho.

[1:43:35] Y la tarantula de la tarantula de la tarantula es una de las $654,000,

[1:43:40] que es más o menos de 1,5% en change, y me voy a decir,

[1:43:47] estoy haciendo esto por 25 años, y es raro que vas a llegar a eso.

[1:43:54] Hay un lote de budgetas, si el reporte de la Iglesia de la Iglesia de la Iglesia de la 19a,

[1:44:01] I think it was when we had school services here and he talked about how many individual lines of budget.

[1:44:09] There are, he's pretty close, there are a lot of individual lines, it's very hard to get that close.

[1:44:16] So I want to attribute that, not to me, I was not here as you know, that is to brine and

[1:44:23] the fiscal staff that worked hard to bring you estimated actual that got very close to where we ended the year.

[1:44:31] So this is just a slide from that presentation in August when you saw this last those bottom two figures that are highlighted, those said TBD.

[1:44:46] So I just thought I'd recap that change in the ending balance and how it is looked over time.

[1:44:53] So just a reminder of the progress made

[1:45:00] The progress that continues to be made in making sure that budgets are in line with what our trends show at the time and what our what our actuals are coming in at.

[1:45:18] This is the ending fund balance components takes that same ending fund balance of 44 point. Nearly 45 million dollars. And shows you how it's broken down.

[1:45:32] So, the non-spendable is required that we set aside the money to cover our inventory, which is what stores is, our prepaid expenditures in any cash in local bank that we have, we carry a small amount of cash there, and then the 3% state required reserve for economic uncertainty is $7.3 million, and then that brings us to our commitments.

[1:46:01] the board sets aside those commitments.

[1:46:03] They're approved by resolution each year, along with the budget.

[1:46:08] We don't bring them back if they change as long as they're spent in accordance

[1:46:14] to how the funds were allocated.

[1:46:16] So when these were set up, they were set up with $30 million for

[1:46:20] deficit spending and $5 million for facilities.

[1:46:25] We did use about a million of that in the course of the year,

[1:46:28] needed about a million of that reserve in the course of the year.

[1:46:33] So this is not remaining for the May Fair Project, this is facility projects, the May Fair

[1:46:43] Project is part of our expenses there, the amount that comes from the general fund is

[1:46:51] budgeted within our expenditures each year.

[1:46:54] And then the unassigned fund balance of just under a million brings us to the 45 million

[1:47:02] in the ending balance.

[1:47:06] And I did mean to say that if you have any questions, please ask them as we go along.

[1:47:11] I don't mind that one bit.

[1:47:15] This is our combined general fund comparison.

[1:47:19] And so this includes both restricted and unrestricted and the change in both.

[1:47:28] The revenues came in at 2.88 million lower, part of that again is that fair market value.

[1:47:37] Some revenues like state revenues came in higher.

[1:47:41] That is indicative of how we have to account for various grants and entitlements.

[1:47:46] there, some of them you record all the income that you were allocated in the year, whether

[1:47:52] you spent it or not, and then you carry it over others, you only record income that

[1:47:58] covers the expenses and you carry over revenue that's still owed to you.

[1:48:04] So that's kind of how that change happens over time, sum up, sum down, and 2.8 million

[1:48:14] and lower expenditures were 1.15 million higher.

[1:48:20] As the board will recall, raise was approved on the night

[1:48:26] that the budget was adopted, which also included estimated

[1:48:30] actuals that was not included in estimated actuals.

[1:48:34] So the amounts to cover that raise, as well as any other changes

[1:48:40] and salaries and benefits are highlighted there.

[1:48:45] There are a few other changes and salaries and benefits that does not reflect what that raise cost us, part of the employee benefits.

[1:48:55] We're approved that night, but also part of the other part of that employee benefits is amount called Sturs on behalf.

[1:49:03] Staff, Sturz on behalf comes in as revenue to us and goes out in the same amount as expenditures.

[1:49:10] And what it reflects is the amount that the state has paid to Sturz Ford School Districts on behalf of school districts.

[1:49:21] They have been doing that for decades.

[1:49:23] It kept the district contribution lower.

[1:49:27] and as the as the CalSTRS fund needed more the instead of raising that because there were some statutes that kept it lower for districts instead of raising that until that was changed about six years ago instead of raising that the state paid amounts on behalf of districts.

[1:49:50] So that's what Sturz on behalf is.

[1:49:52] That amount came in higher, so that's part of the benefit change.

[1:49:58] And then services and other operating expenditures came in two and a half million lower.

[1:50:04] That is not abnormal.

[1:50:07] Services and operating expenses are the two biggest places where we see those are both restricted.

[1:50:16] They're in routine restricted maintenance contracts that things we need to contract out and in a special ed, special ed has services and other operating expenditures in the way of a number of things, but non public schools is is one of the larger ones, non public agencies as we serve our students with special needs as well as some staff.

[1:50:46] that we've augmented staffing with in the way of some of our aids.

[1:50:52] So as those costs shifted in us hiring people, which is better overall for us, that those

[1:51:01] contracts came in lower.

[1:51:03] So we budget them at what we estimate they'll come in at.

[1:51:08] They don't always, as we spend less later in the year.

[1:51:13] And then the capital outlay was about half a million higher.

[1:51:18] And both of those, all of the budgets were covered a lot in some other areas that had savings

[1:51:28] and had increases, you know, so we do move the budget around within categories as well.

[1:51:35] This is just a picture of how the funds come in, those amounts are in millions, and this is

[1:51:42] Again, the combined unrestricted and restricted general fund revenues.

[1:51:47] The biggest piece of that pie is LCFF or revenue limit sources.

[1:51:55] It's also where property tax comes in.

[1:51:57] That's part of our LCFF entitlement, LCFF being local control funding formula.

[1:52:05] That's the bulk of the unrestricted dollars we get from the state.

[1:52:09] and it comes in in the way of property taxes and and state aid. So that's the

[1:52:18] biggest slice of that pie that as we would expect the next largest is state

[1:52:24] and that is where our special ed revenue comes in and so those those we

[1:52:33] anticipate are going to be our highest. So if there aren't any questions all this

[1:52:38] move on, it just gives you a little idea of the sources in which we receive the money.

[1:52:46] Again, the same for, whoops, expenditures, the largest slice of that pie as it should be

[1:52:55] or our salaries and benefits.

[1:52:58] So the largest part of our budget goes to our most valuable resource or staff.

[1:53:03] So we can't carry out the work we do without our staff to serve our students.

[1:53:08] So, that is that is that largest piece and you'll see the other categories in their services and other operating expenses that I've talked about quite a bit.

[1:53:19] Also, former pretty big slice of the pie as we provide outside services when we have to.

[1:53:27] You know, our staff can provide a bulk of services but there are things that we do contract out for.

[1:53:33] So

[1:53:37] then the unrestricted general fund, I just kind of wanted to lay out the deficit spending because I know at the time when school services was here we talked a lot about deficit spending.

[1:53:51] So I wanted to lay that out. So revenue revenues, less your expenditures, gives you your surplus or deficit prior to your contributions.

[1:54:02] And so I want to make sure that we understand that the total deficit is after those contributions.

[1:54:12] Contributions are for special ed, routine restricted maintenance.

[1:54:18] We are required to contribute 3% to routine restricted maintenance each year.

[1:54:25] that covers our maintenance salaries as well as some of the services we have to provide

[1:54:32] in order to keep the bare minimum done on our schools.

[1:54:38] So, and then we had a very small amount going to transportation, what we call our white

[1:54:46] fleet. So that would be the vans, that type of thing. We invested about a million dollars

[1:54:52] there. So those are our contributions that make up that $39 million. And I'm going to

[1:55:01] talk a little bit more about special ed. And well, actually, I think I can do it now.

[1:55:09] One of the things that we talked about when school services was here was the revenue we

[1:55:19] We receive for special ed versus our contributions.

[1:55:22] We receive a very small amount of property tax transfers.

[1:55:29] We receive federal in the amount of about six and a half percent.

[1:55:35] State comes in at about 20 percent.

[1:55:39] This is a way it landed for unantited actions.

[1:55:44] And then our contribute and local comes in at about 5 percent.

[1:55:48] So our contribution makes up about 66% of that.

[1:55:53] So what that highlights is exactly what school services

[1:56:01] mentioned that night, Matt from school services

[1:56:03] mentioned that night.

[1:56:05] That our state and federal providers don't have never

[1:56:11] covered all of special ed.

[1:56:13] We are contributing about 66%.

[1:56:16] He said that often runs about 40% in federal and state and 60 to the district, that fluctuates a lot.

[1:56:26] Next year, the state is giving additional dollars for special ed.

[1:56:32] And so we see that the contribution will go down to about 62%.

[1:56:38] The way we're estimating it right now.

[1:56:40] we will know more as the year unfolds and we see how those dollars play out to districts.

[1:56:47] So I just kind of wanted to give that information because I know that was part of the conversation

[1:56:51] that night as well.

[1:56:54] So the budget factors considered as we look at this budget as we look at the 26-27

[1:57:04] and budget and look at our multi-year projection.

[1:57:09] Generally, the local control funding formula dollars continue to be flat.

[1:57:14] Although we get a coal each year there, we also are in decline.

[1:57:19] And so that impact causes that funding not to change a whole lot while our district expenses do.

[1:57:27] So that's one challenge in the budget.

[1:57:30] And I do want to point out though, however, for the 26, 27 year the state has given additional dollars in the local control funding formula to offset expanded pregnancy leave as that law passed.

[1:57:46] the state recognized that additional dollars on the districts.

[1:57:54] And so they augmented the local control funding formula to make an effort to cover that.

[1:58:03] They obviously cannot calculate what that is for districts and districts fluctuate.

[1:58:08] So that could change this year to next year considerably.

[1:58:13] So, that's just, you know, where I don't, I don't know, I'm not aware of an estimate done on that yet, but as we get further in the year, we will have to, you know, see that those dollars, how close they came.

[1:58:33] District continues to experience declining enrollment.

[1:58:38] That causes us to closely monitor daily enrollment numbers.

[1:58:43] To refine our projections, we're losing a significant amount of students each year.

[1:58:49] That is not just a bell flower problem, that is a statewide problem.

[1:58:55] There are some pockets in California that that's not the case.

[1:58:58] But most of California is in decline and certainly most of Southern California is in decline.

[1:59:05] So that is, again, not a unique problem here.

[1:59:09] ongoing expenditures continue to be monitored.

[1:59:13] The current deficit spending is not sustainable.

[1:59:17] That's mentioned because the impact of that overall deficit on the ending balance, which is

[1:59:25] a one-time resource will have to be addressed.

[1:59:30] I will say, as I looked at the adopted budget and the multi-year projection, great strides

[1:59:37] have been made to lower that deficit due to the fiscal stabilization plan.

[1:59:45] So that is also, as we look forward, it's not all bad news.

[1:59:51] We are making progress in that deficit.

[1:59:56] So, and then, of course, any, any long-term-

[2:00:00] The interim impact to the general fund of any one time major project or any capital improvement project should be evaluated on whether they can be affordable over time on that ending balance, not just in a current year, but also over time. So the final required next steps are the audit report, as I mentioned earlier.

[2:00:25] The first interim update will be brought to you in December, that will be adjusted for

[2:00:33] any actual enrollment, any change in the estimated enrollment that we have, and that impact

[2:00:39] on the average daily attendance, and any latest expenditure and revenue estimates that we

[2:00:51] have and any any trends we can look at both from un audited

[2:00:56] actions where we ended up the year as well as how the year what we know about

[2:01:01] the year by the end of October is when the transactions are cut off for

[2:01:07] first interim. So we will we will adjust some budgets one of the biggest

[2:01:12] places we adjust budgets it at interim two biggest places are we build in the

[2:01:17] carryover from those restricted programs so they're available for expenses and we also adjust

[2:01:25] our staffing because at the time of the 2627 adopted budget, we estimated changes in staffing

[2:01:36] for retirements, for replacements, et cetera. How the staffing actually landed, who moved

[2:01:45] where that kind of thing, that will change the staffing figures as well.

[2:01:51] So those are the two big things we always do at first interim.

[2:01:54] So those are the biggest changes you'll see there.

[2:01:57] You won't see a lot of movement in the other expenses just because it's a little early

[2:02:04] on in the year, but we might have some revenue estimates at that point or some allocation

[2:02:11] information.

[2:02:11] And then the second interim budget, we are looking to get a whole lot closer because half

[2:02:19] of the year has happened, that cuts off at the end of January.

[2:02:23] So half the year has happened, you approve it in March.

[2:02:26] And then of course estimated actuals will be when you see that budget again and that gets

[2:02:32] us kind of the most of the year picture and we can then do a better estimate at that time.

[2:02:40] So, there are any questions, I'm happy to respond to those.

[2:02:48] I have one, and if you don't have that, can you do it on the Friday memo?

[2:02:51] But I'm just curious, I know we're going through declining enrollment.

[2:02:55] What are percentage was this year?

[2:02:57] If you don't know, can you get it to us?

[2:02:59] Thank you, our members do, or we're still calculating and we still have some students in the queue,

[2:03:03] but right now we're close to, are near 3%, but we're still waiting on,

[2:03:08] is our numbers and closer to the C-bed state to be sure.

[2:03:12] Okay, thank you.

[2:03:13] And then my other question, I know you said that we get about 40%

[2:03:17] from federal and state first bed.

[2:03:20] Out of that 40% about how much do we get from the state?

[2:03:23] And what are your thoughts on how much more we'll get this year?

[2:03:28] I know that's probably not an easy question.

[2:03:30] But whatever you can guide me to.

[2:03:35] So, for the un audited actions, we received in state revenue for special ed, we received

[2:03:45] $9.7 million, and that came in, that was about 20% of the overall revenue needed to

[2:03:54] to cover our expenses, and next year that is estimated to be 13.4 in the adopted budget,

[2:04:07] we'll know more by first interim, how that actually comes out when the state comes out

[2:04:13] with their budget.

[2:04:15] It's in billions and how it shakes out to school districts.

[2:04:20] sometimes we have to make a small guess on how that's allocated.

[2:04:24] We know a little bit more now than we did it adopted.

[2:04:28] So as time progresses, we'll know more, but that is 13.4 million,

[2:04:33] and that's more like almost 30%, not quite.

[2:04:36] So they have made some headway in that.

[2:04:39] They have addressed that.

[2:04:41] It's a drum that districts have been beating for many years.

[2:04:47] My entire career, because it's absurd that the federal and state government, just me on my soapbox, it's absurd that the federal and state government do not cover all our students' needs, and just because we have students with, they are our students, they have needs, we cover them, and districts are left holding the bag to cover those needs with no state and federal dollars.

[2:05:17] So that's just my two cents on that.

[2:05:21] Sorry, I appreciate you giving me a moment

[2:05:25] to pound that drum yet again.

[2:05:28] So I just because I've heard it my whole career,

[2:05:31] but so it is headway, it is headway

[2:05:35] and hopefully the state will continue

[2:05:37] to recognize that obligation in the future.

[2:05:41] So you had an amazing answer.

[2:05:43] Thank you.

[2:05:49] First of all, thank you for the presentation, really appreciate it.

[2:05:53] Also, I totally appreciate the fact that you're serving an interim role.

[2:05:57] So if you don't have the answers that these questions have been get in a Friday memo,

[2:06:01] but whatever you can answer, it'd be awesome.

[2:06:05] First, the page 34 of the on audited actuals, the cafeteria fund,

[2:06:11] has been kind of a topic for this board.

[2:06:16] I want to understand, we went to a spend-down plan because of concerns with the amount

[2:06:22] of reserves.

[2:06:22] I know it's restricted, but instead we've added to that bottom line again, so I just want

[2:06:29] to know if we can get information on how we are doing on that spend-down plan and what,

[2:06:36] why there's the increase in the budget, I thought we would be a lot closer at the end of

[2:06:41] the budgetary cycle.

[2:06:43] Also on that same page, maybe you could help me understand where it has a list of assets

[2:06:51] for the cafeteria fund.

[2:06:53] There's a line for the amount held in treasury and that's 11.7 million, can you explain

[2:07:01] that number for me?

[2:07:02] It's a C part one, is that specific to the cafeteria fund, the 11.7 million?

[2:07:14] Yes, yes, each of our funds are kept separately in a separate fund.

[2:07:19] So we identify them by their fund number, you'll see that form is form 13, that indicates

[2:07:29] states to us that and to districts across the state that that's the cafeteria fund.

[2:07:35] So those funds are held in a separate treasury of fund and they earn their own interest on that fund.

[2:07:41] So that 11.7 is in treasury fund and is that reflected in our reserve,

[2:07:48] whether in the risk to get reserved?

[2:07:51] No, reserves are only in the general fund, it's reflected as part of their reserves.

[2:07:58] That's their cash portion of their reserves.

[2:08:01] They will have other parts of that reserve, beginning balance being the other big piece of

[2:08:07] that.

[2:08:11] But what I presented is the general fund.

[2:08:15] Thank you for mentioning the other funds.

[2:08:17] I do generally call attention to those.

[2:08:19] I did review those rather quickly, but I did review those and didn't see anything alarming

[2:08:25] to me other than that balance.

[2:08:27] but it is my understanding there's been a spin down plan I have not reviewed that, but I will I can take a look at that and see where where their changes fell.

[2:08:41] Thank you.

[2:08:43] You haven't get any any insight from your perspective on that that fund and kind of help guide some of these questions so we can kind of figure that out.

[2:08:52] I will say it's not unusual.

[2:08:56] I've worked with other districts that a lot of districts, they are not self-sustaining

[2:09:03] in their cafeteria fund.

[2:09:05] Other districts have balances.

[2:09:09] Some of it could be, this is one of the areas that cafeterias often have reserves in the

[2:09:15] last couple of years as the state brought in the universal meals.

[2:09:21] They also brought in some funding for the kitchens for that as well and a lot of times that's part of their reserve is they have not been able to do all of those improvements that they needed to do to do much of the scratch and fresh cooking that the Universal Meals Act.

[2:09:44] I know there have been efforts to do some improvements in the cafeteria and

[2:09:50] I know there's some just overall just kind of looking back at that spend on plan and

[2:09:54] kind of what we can do more, especially with the goal of spending this year's money on this year's kids and seeing what we can do even more.

[2:10:05] Let me add one more thing on that too.

[2:10:07] I do sometimes I'm guessing some of those might have been planned to do this summer.

[2:10:13] And again, this is expenses that were incurred as of June 30th.

[2:10:19] So those may not have been started in what we may have spent since then might have done some of that work this summer.

[2:10:27] But I will get some further information.

[2:10:30] So that show up in the actuals or that show up in the next interim?

[2:10:33] It will show up in the next interim, in part, definitely next year's an audited act, but you will see, you should see some of it budgeted in next year, if it's, if it happened this summer, it should be budgeted in the cafeteria fund.

[2:10:53] And so you will see some of that in first and around us.

[2:10:56] If we can just dig into it and just give us kind of like a overview on how we're doing

[2:11:00] on that, that'd be awesome.

[2:11:01] Be happy to do that.

[2:11:02] Thank you.

[2:11:04] Next, the, let's see, on page 43, there's a line for proceeds from disposal of capital assets,

[2:11:14] but it's at zero.

[2:11:16] Am I looking in the wrong spot?

[2:11:18] Or is that something, because that's something that has been a topic of when we do

[2:11:23] to our disposal of capital assets.

[2:11:25] Where does that go back into our budget?

[2:11:29] Page 46.

[2:11:32] 43 is where that landed.

[2:11:34] That's in the building fund.

[2:11:36] I would assume that would be the largest capital assets.

[2:11:39] That would be if we sold any assets

[2:11:41] that were held in that fund

[2:11:43] and the funds went back to that fund.

[2:11:46] For the most part, when we surplus assets,

[2:11:49] when the board sees those to surplus them,

[2:11:51] they have no value.

[2:11:53] And so any money we receive which is a very small reflection of what they may have cost us in the beginning goes into the unrestricted general fund when we sell those assets at, you know, next to nothing because those were fully depreciated and there is no book value any more that money does not go back into the building fund.

[2:12:17] Right, with the restricted funds, it has to go back into that same fund.

[2:12:22] Not when they're fully depreciated.

[2:12:25] Right, so the, what I mean, it's sitting at zero, I just, I wonder, are we disposing of our depreciated assets?

[2:12:35] And if they are fully, you know, if we're getting zero dollars, what are processes on that and what we're doing with our disposable assets?

[2:12:45] That's any any dollars we received again will be sewn in the unrestricted general fund not in the building fund because those are fully fully depreciated.

[2:12:56] We are not selling something that has worth we're getting we're getting scrap metal dollars oftentimes.

[2:13:02] Oh, I see it. Yeah, so once it's fully depreciated, then it can go into the general fund.

[2:13:07] Correct, correct. Okay. No, thank you. That's helpful.

[2:13:12] And one more, if I may, I know we're kind of getting into the air.

[2:13:21] There was a lot of conversations about the transportation shift that we undertook.

[2:13:27] Is there any evidence in the unordered actuals like of how that's doing that our excess

[2:13:39] does cost for enhancing our transportation?

[2:13:41] Would that be something that would be reflected in this budget?

[2:13:46] Or is that something that we can look into and get back just how we're doing?

[2:13:50] Because when we were talking about doing the whole transportation shift,

[2:13:53] there was a lot of, there was a big spectrum of would it cost us this much more?

[2:13:58] Would we break even?

[2:13:59] Would we actually ask some cost savings?

[2:14:03] Could we get some information on how we're doing with that?

[2:14:10] Thank you.

[2:14:11] Sorry.

[2:14:14] And I have one last one and that has to do with page 22, the adult education fund.

[2:14:24] It's a very small fund, but can you help me understand where to and again I appreciate

[2:14:33] the fact that you're in the interim role and you may not know so it's fine.

[2:14:38] But that fund being so small, where do we spend that and is that typical to have such

[2:14:48] a small adult education fund, or is it usually you just don't have the fund at a certain

[2:14:54] point?

[2:14:55] Is there a reason to keep it there if it's only a thousand plus dollars?

[2:15:00] Some of my colleagues have better taste for that, but the state stopped funding adult ed programs 10 years ago is what I'm remembering, maybe it gets a little foggy after your retirees keeping track all the years. But quite some time ago when the state took money back from districts, adult ed was one of our greatly reduced categorical programs.

[2:15:29] adult ed was one and they all but did away with it.

[2:15:33] So it's common to have a fund with very little dollars as to the programs.

[2:15:41] I'll have to get back to you on that but I can take a look and get some more information on that for you're happy to do that.

[2:15:49] Perfect, really appreciate that.

[2:15:56] Any other questions, comments?

[2:16:00] Thank you so much for your report.

[2:16:05] Now,

[2:16:09] we move into major action.

[2:16:10] We have three major action items.

[2:16:12] Let's begin with 11.1.

[2:16:14] Resolution is support of measure SM safe and

[2:16:17] modern school spawn measure.

[2:16:19] Does the board have any questions or comments?

[2:16:24] Do I have a motion to approve item 11.1?

[2:16:28] You have that motion.

[2:16:31] Second.

[2:16:32] Thank you.

[2:16:34] Roll call.

[2:16:36] Board member Armstrong.

[2:16:37] Aye.

[2:16:38] Board member Stewart.

[2:16:39] Board.

[2:16:39] Aye.

[2:16:40] Vice President Kirchfield.

[2:16:41] Aye.

[2:16:42] President Garza.

[2:16:43] Aye.

[2:16:45] Next item is item 11.2.

[2:16:47] Election of Members to the Los Angeles County Committee on School District Organization.

[2:16:54] Do we have any questions or comments from the board?

[2:17:01] I just have the two individuals.

[2:17:05] Yes.

[2:17:05] Yes. First, Supervisorial District, John Quintenia, is an incumbent.

[2:17:10] Fourth Supervisorial District, Martha Dusch.

[2:17:16] Deutsch, sorry, is also an incumbent.

[2:17:19] Yes.

[2:17:25] The motion?

[2:17:26] I don't know.

[2:17:26] Sorry.

[2:17:29] I make a motion that we approve this.

[2:17:31] Approved the candidates.

[2:17:33] Second.

[2:17:35] Roll call, please.

[2:17:38] Board member Armstrong.

[2:17:40] Aye.

[2:17:41] Board member Stewart.

[2:17:42] Aye.

[2:17:42] Vice President Critchfield.

[2:17:44] Aye.

[2:17:44] President Garza.

[2:17:45] Aye.

[2:17:49] Our last major action item is 11.3 approval a district's use of cooperative piggyback procurement

[2:17:55] contracts.

[2:17:57] Does the board have any questions or comments?

[2:18:03] For me, perhaps her?

[2:18:04] I'm sorry.

[2:18:05] I forgot to turn my thing on.

[2:18:07] No problem.

[2:18:09] I actually do have a quick question under the fiscal impact.

[2:18:15] It says piggyback contract will be charged to the applicable approved district budget and

[2:18:22] presented to the board when required.

[2:18:24] So my question is around the word when required.

[2:18:30] Do we have a process laid out for the board to be able to do that?

[2:18:36] Yeah,

[2:18:42] so all contracts are placed on the contract matrix and have to be approved by the Board of Education.

[2:18:49] So in reality, you could have an asterisk next to a certain contract that identifies it as a piggyback contract.

[2:18:58] But all those contracts are already vetted and have been established in other districts, which is why we're able to use them.

[2:19:06] And so it really does just come down to board preference how you would want them identified if you want them identified

[2:19:14] But they will all be coming before the board at at some point for approval

[2:19:19] So we just have to go ahead and let staff know how we want them on the matrix itself that we have currently

[2:19:25] Okay, perfect. Thank you so much

[2:19:28] Any other questions or comments?

[2:19:31] So, Andrew, this is kind of, you weren't here last meeting, but basically, she just explained that they're going to come up in our purchase orders anyways, even if they're a big feedback contracts.

[2:19:39] Okay, thank you for the clarification.

[2:19:43] Yeah, you'll see it most pointed out on the contract matrix.

[2:19:49] And then you'll also see it when it turns into a purchase order.

[2:19:55] Okay, wonderful. Thank you.

[2:19:57] Okay, so do I have a motion to approve item 11.3?

[2:20:06] So moved.

[2:20:08] Second.

[2:20:09] Roll call, please.

[2:20:12] Board member Armstrong.

[2:20:13] Aye.

[2:20:14] Board member Stewart.

[2:20:15] Aye.

[2:20:15] Vice President Critchfield.

[2:20:17] Aye.

[2:20:19] President Garza.

[2:20:20] Aye.

[2:20:21] Now we move into consent agenda.

[2:20:23] Do we have any items to withhold from the consent agenda this evening?

[2:20:26] I

[2:20:31] actually will, I'm going to pull 12.2,

[2:20:41] does anyone else have one?

[2:20:43] No, perfect.

[2:20:44] Okay, so let's go ahead.

[2:20:52] Do I have a motion to approve the consent agenda with the exception of item 12.2?

[2:20:58] You have that motion.

[2:21:00] Second, roll call please.

[2:21:03] Board Member Armstrong.

[2:21:05] Aye.

[2:21:06] Board Member Stewart.

[2:21:07] Aye.

[2:21:07] Vice President Critchfield.

[2:21:09] Aye.

[2:21:09] President Garza.

[2:21:10] So the first item withheld was pulled by me, item 12.2.

[2:21:18] I do have a question about, it is under administration, number 7.

[2:21:27] Dan is Oliver Kelly.

[2:21:32] Oh,

[2:21:38] one second.

[2:21:43] I think I just pulled the wrong way.

[2:21:45] I think she can make a motion to rescind you.

[2:21:47] Yeah.

[2:21:47] I don't have a motion to rescind item 12.2, please.

[2:21:55] You have a motion to rescind 12.2 for further consideration.

[2:22:00] Since there was a vote taken on the item that you did want, you would just rescind the

[2:22:07] vote on the consent, go back, pull the right item, and then kind of go through it again.

[2:22:11] Do you have a motion to rescind the motion to rescind item 12?

[2:22:22] What?

[2:22:23] Consent.

[2:22:24] Thank you.

[2:22:27] I need a second, Frank.

[2:22:33] Which one are you pulling?

[2:22:37] So let me rephrase the motion for you.

[2:22:40] A motion to rescind the vote on the consent calendar that excluded item 12.2 and reconsideration

[2:22:47] of the entire consent calendar.

[2:22:51] Yomi, remember all that?

[2:22:53] Motion to rescind item 12, the consent calendar, including item 12.2.

[2:23:03] You can just say whatever legal council said and the motion is already in the record.

[2:23:07] Yeah.

[2:23:08] Whatever he said.

[2:23:09] I'll second Andrew.

[2:23:15] Roll call please.

[2:23:17] Board Member Armstrong.

[2:23:19] Aye.

[2:23:21] Board Member Stewart.

[2:23:21] Aye.

[2:23:22] Vice President Critchfield.

[2:23:23] Aye.

[2:23:24] President Garza.

[2:23:26] Aye.

[2:23:28] My apologies to my colleagues and or

[2:23:34] anyone else.

[2:23:35] So I now will go back and I am going to pull item 12.3.

[2:23:44] 12 contract listings and amendments, do I have a motion?

[2:23:53] I'm sorry, so I have a motion to approve the consent agenda and hold item 12.12.

[2:24:00] Thank you.

[2:24:01] Second.

[2:24:04] Roca.

[2:24:06] Board Member Armstrong.

[2:24:08] Hi.

[2:24:08] Board Member Stewart.

[2:24:09] Hi.

[2:24:10] Vice President Cridgefield.

[2:24:11] Hi.

[2:24:11] President Garza.

[2:24:13] Hi.

[2:24:14] So now I'd like to talk about 12.12 and under our contract, the Synod and Agreements

[2:24:23] of the Dennis Walliver Kelly contract, when I was reading the contract itself, it stated

[2:24:34] that I had a Renee Arcus, RCBO on there, am I reading that correctly or am I on one

[2:24:41] And as one of the informational pieces on it,

[2:24:53] I know it was a continuance, so is her name on there?

[2:24:58] It might, did I read that correctly?

[2:25:05] We're looking for the information and give us one second, President Garza.

[2:25:07] Yes.

[2:25:44] She's listed as the district representative for the contract, but we can amend that with DWK.

[2:25:52] And generally when someone leaves employment with, for example, the district,

[2:25:57] We would just supplement that as we're able to make that change just by written agreement with the other party.

[2:26:04] Okay, so the way we have it in front of us is going to be updated.

[2:26:14] Yeah, and that's just done by written agreement between the parties, which could be as simple as an email.

[2:26:20] Okay, perfect, that's all I wanted to know.

[2:26:24] Sorry about that, I'll have that confusion.

[2:26:27] So, anyone else have any questions, comments, or a member's to work?

[2:26:38] Can I please have a motion to approve item 12.12?

[2:26:45] Sorry, so moved.

[2:26:46] Second.

[2:26:47] Roll call, please.

[2:26:49] Board member Armstrong.

[2:26:51] Aye.

[2:26:51] Board member Stewart.

[2:26:52] Aye.

[2:26:53] Vice President Critchfield.

[2:26:54] Aye.

[2:26:54] President Garza.

[2:26:56] Aye.

[2:26:59] Thank you so much.

[2:27:00] We're now into board communications.

[2:27:05] Let's begin with, or remember, I'm sure.

[2:27:09] Thank you, President Carza.

[2:27:12] Thank you all for being here with us, handling our business of the district.

[2:27:20] I attended a conference, the California Latino School Board Association's

[2:27:31] conference, their annual conference, and I attended two workshops that I really liked.

[2:27:39] And one was called leveraging municipal county and community partnerships for

[2:27:47] shared governance and accountability.

[2:27:50] And I kind of thought it was so cool because we are reaching out to everyone at this time

[2:27:56] because we do want and need that bond very, very bad.

[2:28:03] And so I don't know if Dr. Simon has those slides yet,

[2:28:08] but she doesn't have the slides.

[2:28:11] I'll make sure she gets them.

[2:28:14] And then I did another one, it said reset

[2:28:18] for student success, transforming systems

[2:28:21] to ensure every student thrives again on the line

[2:28:25] of what we are, you know, talking about how we want all of our children to be met where they are

[2:28:32] to give them what they need so that they can be successful in their way and make sure that

[2:28:39] you know that there is equity for each kid, okay, and it's different because, you know, the kids,

[2:28:48] Each of our student may or may not have different barriers to barriers in their, I guess, flight to succeed.

[2:29:02] So we're gonna address those barriers and get each of our kids what we have, I know she has those slides.

[2:29:11] I also was there and I present it with one of my fellow colleagues, not on this board,

[2:29:24] but for well, sorry, from one of my well-own colleagues.

[2:29:28] And what we did, we were talking about issues that extend well beyond education that includes

[2:29:37] safe drinking water, climate resilience, aging infrastructure, school

[2:29:44] greening, and environmental justice. So, you know, these challenges with water

[2:29:50] can directly affect student health, school operations, and community well-being.

[2:29:56] and particularly in...

[2:30:00] And historically underserved communities. So we, we have appealed to the school board members that were there. And we also invited them to join a cohort so that they can be a part of our community as far as learning more about what we can do to advocate for water, safe water for everybody, and sustainability. So, that's what I did. Oh, and

[2:30:29] And I went to the back to school night.

[2:30:33] That was fun.

[2:30:35] I visited, I first went to Washington Elementary.

[2:30:42] And I saw, it's so nice when I went to the, I went to the three schools.

[2:30:48] I went to Washington first and I saw some of the teachers that he remembered some of my kids

[2:30:54] And I had one kid that did the, what is it that the performing arts thing that the ensemble that the kids used to go there and they would do like musicals or whatever, on elementary level.

[2:31:13] I don't know. I don't know what is the chorus. Thank you. I shouldn't I shouldn't own that because Cynthia didn't get the singing part.

[2:31:22] But anyway, it was so much fun, it wasn't about that.

[2:31:29] So anyway, she only went there for the chorus.

[2:31:33] And it was just nice to see the teachers

[2:31:36] from elementary school asking how she's doing.

[2:31:40] And of course, I share that she's doing well.

[2:31:42] After that, I ran over to Ernie Pyle.

[2:31:49] And again, that's where I saw the most teachers at.

[2:31:52] Because three of my kids did their elementary school, schooling there.

[2:31:57] And I take that back four.

[2:32:01] And again, seeing the teachers and

[2:32:03] then asking me how the kids are doing.

[2:32:05] And I was so proud that I could say that everyone of them are doing really well in the medical field.

[2:32:10] And it was because of them, it's because of you guys, the teachers.

[2:32:14] You guys really, you know, played a big role in making my children focus on their studies,

[2:32:22] even when they were slacking, the teachers would come to me and say, hey, they're not performing

[2:32:27] like I know they can, you know.

[2:32:29] And so those are the type of teachers that I like, you know, it really helped me out.

[2:32:35] So I'm just, just say, just just really happy about it.

[2:32:38] And then I ran over to Baxter and, again, teachers over there that know my kids from when they went to Baxter.

[2:32:52] But the best site was seeing the teachers at each site cheering me on as I went from school to school.

[2:33:02] San Reneita, yay, yay Reneita, I won't say too much more, but yay Reneita, so that's it.

[2:33:11] I had a really, it was really somewhat emotional for me going to those three schools

[2:33:18] in less than an hour, way less than an hour. It was fun.

[2:33:23] Anyway, that's about it, and that's it, thank you,

[2:33:36] and I'm tired you all, so I'm sorry.

[2:33:40] Thank you, Barman-Brother Strang, for a member's tour.

[2:33:44] Good evening.

[2:33:45] I don't have a lot to report, but I did a few things, a lot of football.

[2:33:48] First, I went to the Belfare High School football game at Tribuco Hills.

[2:33:52] I took that Friday drive, but it was worth it.

[2:33:54] We didn't win the game.

[2:33:55] We lost 28 to 24, but the kids played really well.

[2:33:59] It was very close.

[2:34:00] They came back with less than a minute to win.

[2:34:03] We had a chance, but we didn't pull it out.

[2:34:06] But I was glad I made the trip.

[2:34:07] I went to Mayfair back to school night.

[2:34:09] I just want to say thank you to Dr. Morgan and her staff.

[2:34:12] Thank you to Councillor Ashley Lucacy.

[2:34:14] She walked me around.

[2:34:15] I went into some classrooms, some of the classrooms of our students with special needs.

[2:34:20] Thank you to Nevella for taking us around as well.

[2:34:23] And it was really nice.

[2:34:25] The food was really good.

[2:34:26] I really loved the vibe there.

[2:34:27] I really liked how they had it outside the steam building.

[2:34:30] And so it was a really nice place to be.

[2:34:33] And just a little bit about the Mayfair thing.

[2:34:35] I know I hear everyone's sides.

[2:34:38] I just want to tell you that from a board member,

[2:34:40] sometimes it's very difficult to keep up with it.

[2:34:43] I read the petition.

[2:34:44] I know you guys tagged us in the petition.

[2:34:46] It was hard for me because some of those comments,

[2:34:49] I know they weren't accurate because they were,

[2:34:52] I think, kids playing around trying to be employees.

[2:34:55] And you could see some of the names there,

[2:34:57] and I've talked to those people.

[2:34:58] They didn't write those comments.

[2:35:00] So, therefore, it makes it sometimes difficult

[2:35:02] to understand what's real and what's not real.

[2:35:04] I feel for you guys, there's a lot of things that we cannot talk about with closed session.

[2:35:09] And so I just, I hope you guys sympathize with that and just understand that from a board

[2:35:13] member, we're not there, we're hearing all sides of the story, and it was a little bit

[2:35:17] hard to keep up for me with all the things that I've heard.

[2:35:21] But I do support our May for staff, I think they are doing a good job, and hopefully we can

[2:35:26] find some resolution so that everybody is at least comfortable with what we are doing

[2:35:30] moving forward.

[2:35:31] And then lastly, I went to Buffalo High School football game again last week versus

[2:35:35] La Marata. It was our first home game. Again, we lost. Again, we have a very young

[2:35:40] team. We have some very significant freshmen and sophomores playing. We have

[2:35:44] some injuries. I'm really excited. If you have not heard, I always talk about Austin

[2:35:48] Miller, but he has decided to go to Ohio State. So I'm really excited that our

[2:35:53] sports teams are starting to get recruiting and we're getting colleges here on

[2:35:57] our campuses. And that's really exciting for me. So I look forward to the next

[2:36:01] a few weeks. Thank you.

[2:36:08] Thank you,

[2:36:09] barmembers Stewart, Vice President

[2:36:10] Critchfield. Thank you, Madam President.

[2:36:12] Not too much to report. Back to school

[2:36:14] nights were awesome. Dr. Robinson's

[2:36:16] room is always a lot of fun.

[2:36:20] My

[2:36:20] daughter being at May fair for the

[2:36:21] first time. That was my first time

[2:36:22] being at Parent Back to School

[2:36:24] Night there. That was a lot of fun. A lot

[2:36:26] of walking. You guys have to do a lot

[2:36:28] of walking. I forgot how much walking

[2:36:29] there is in high school. But

[2:36:32] everyone just super positive upbeat

[2:36:34] the campus culture is great. All the teachers were amazing. That was a really fun night.

[2:36:43] I want to say thank you to our teachers who came out and advocated for our students and

[2:36:49] advocating for the needs of our students and our facilities. I really appreciate everything

[2:36:55] that was said tonight. So thank you for that. Also, I echo my colleague Stewart.

[2:37:06] Being a

[2:37:07] principal is a very difficult job and not everyone's going to agree all the time. And there

[2:37:13] are a lot of things that we can't say as board members at a respect for the people involved

[2:37:19] and their privacy, and I know that's hard sometimes.

[2:37:22] But we do hear everything from both sides,

[2:37:26] and I just want to say thank you.

[2:37:27] Again, it takes a lot of courage to speak up

[2:37:30] and never stop doing that to our students.

[2:37:35] It's really important, and just know that you are heard,

[2:37:39] and we do listen, and we also have to make decisions

[2:37:43] that are best for all students at the same time.

[2:37:48] And I think Dr. Morgan is doing a great job, I think the staff is doing a great job.

[2:37:53] And I hope that those honest conversations, so there is at least clarity as much as

[2:38:01] responsible.

[2:38:02] I hope those conversations are happening, and I know our superintendent, Dr. Simon, is

[2:38:07] very accessible and I'm sure she's happy to have those conversations.

[2:38:11] But you have a board that listens, so I do appreciate hearing from our students on those matters.

[2:38:17] But there are going to be difficult decisions, and I think she's doing a great job.

[2:38:23] But this is that time of year, and I encourage people to reach out to us board members.

[2:38:29] I read every single email, and a lot of times there are things in the beginning of an academic year that can be fixed for the rest of the year.

[2:38:38] so speak up and speak up early in the year so we can do our best to address those concerns

[2:38:44] so that benefits you for the remainder. But thank everyone for coming tonight and I hope you

[2:38:50] have a great weekend.

[2:38:57] Thank you Vice President Fritzfield. As for myself I was able to attend the

[2:39:02] back to school nights. I wasn't able to get to very many on from when we had our part book meeting

[2:39:11] but I did go across and was able to be there for a little while.

[2:39:17] I also want to echo my colleagues' comments.

[2:39:26] Being a principal, I can only imagine is difficult.

[2:39:32] The things that happen on a campus, on a daily basis,

[2:39:35] We get the information daily from our superintendent and just the climate of what's happening on a database.

[2:39:46] And sometimes it's a lot.

[2:39:49] And I just want us to remember that there are two sides to every story.

[2:39:56] Your board does hear you, we are working together to be able to, you know, address the issues that are going on and on campuses, not just this one, but many others that happen and that you don't are, you know, really aware of as our community members.

[2:40:14] So we appreciate that our students are taking the initiative to come and speak to us because that is exactly what we want them to do.

[2:40:23] We want them to leave our school district being able to advocate for themselves.

[2:40:29] So we are very proud of all of you who came here to talk to us.

[2:40:34] And we continue to embrace that, so this is your boardroom, we are your board, and we will find a solution.

[2:40:45] So I think parents, I think, kids, and I encourage our teachers to continue doing the great job that they do every day, and also our support teams on our campuses to make sure that our students are well prepared for

[2:41:02] For everything and anything that may come their way in their futures.

[2:41:06] Thank you very much.

[2:41:16] Does the board have any questions regarding the informational item this evening?

[2:41:24] Thank you.

[2:41:25] If there is no objection, this meeting is adjourned at 9.23 pm until the next regular board meeting to be held on Thursday, September 24, 2026.

[2:41:35] Thanks.

Sep 10, 2026 School Board

Agenda

Transcript