[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[1:06] No, I need to ask you a couple of
[1:24] questions.
[2:01] No, I need to ask you a couple of questions.
[2:06] No, I need to
[2:16] ask you a couple of questions.
[2:28] this meeting to order. Thank you, those in attendance for coming to this meeting. This is our
[2:34] September regular board meeting, and I believe we've got some special guests from Burton Valley.
[2:42] So Jamie, do you want to kick us off with a plug?
[2:44] of the
[2:58] United States of America and to the public for which it stands for education
[3:08] and that are God, indivisible, with liberty and justice for all.
[3:14] Thank you.
[3:15] I might have been the best pledge we've had down there for my entire time on the board.
[3:22] All right. Moving from there, I will entertain a motion to approve the agenda.
[3:29] I'll move to approve the agenda. Second.
[3:31] All those in favor?
[3:32] Aye.
[3:34] I will also say that Board Member Smith is traveling and is unable to be here, but she's here in spirit.
[3:42] Passes unanimously.
[3:44] All right. Moving forward then to 3.4 student spotlight.
[3:49] And I think we have, again, our special guest from Burton Valley.
[3:52] We are very excited to have you present.
[3:56] Okay.
[4:02] I've got five excited Bobcat and mathematicians here.
[4:07] And I'm Jamie Carmer, the assistant principal of this body.
[4:09] Couldn't make it tonight.
[4:10] So we're excited to be here and do a little explaining about math class and math discourse
[4:16] and how we learn and talk about math at Burton Valley.
[4:21] So we've got three second graders and two good graders.
[4:24] We're going to introduce themselves and do some math talks, right?
[4:29] Hi, we are BVB buckets.
[4:31] Hi, my name is David.
[4:32] My name is William.
[4:35] I'm in second grade.
[4:37] My name is Aida and I'm in second grade.
[4:39] My name is Aula and I'm in fifth grade.
[4:41] My name is Lily and I'm in fifth grade.
[4:43] We're teaching you about math talks tonight.
[4:46] Our math talk is something where a class is all about sharing ideas about math and it
[4:51] only takes five to seven minutes and it's a lot of fun.
[4:54] Both we see the problem and then we think about how to solve.
[5:01] Then we turn it talk to David.
[5:04] We also hear about what other people say.
[5:08] It's okay for us to live together.
[5:10] Then we raise our hands and the teacher has a speech explain our thinking.
[5:16] It's the same with you the same though.
[5:19] My fault was understand fault once and he is there are other ways to solve.
[5:24] Maybe someone has an easier way to solve math problems.
[5:27] Now it's time to learn how to solve it.
[5:29] Now it's your change of check.
[5:32] Listen to me.
[5:33] I didn't know that.
[5:36] Look at the fault.
[5:38] So this is the rules for the laws and it's four numbers.
[5:46] those feet on and you draw on this floor
[5:49] and you're trying to get to this point
[5:52] that's not belong in this pattern.
[5:54] Now it's your turn to try.
[5:56] First, you'll get the numbers and state,
[5:58] which one doesn't belong.
[5:59] And raise your hands when you have that idea.
[6:04] Well, remember, Forman, you really shot her hand.
[6:09] If it keeps your ankle on you, it's perfect.
[6:11] Oh, wait, sorry.
[6:12] Finish your instructions.
[6:14] I think it's up to you now, so I know if you're ready to just call on you.
[6:21] I think 65 doesn't belong because the digits don't add up to 8.
[6:26] Oh yeah, so what if we are in for 6 to see this, right?
[6:36] I think 17 doesn't belong because I'm number.
[6:41] Oh, yeah, but okay.
[7:06] I'm going to
[7:12] dial a friend, somebody figure out a 20-symphilis, do you want to share
[7:17] or maybe Hillary or Davis.
[7:19] The level one is, you think it's 65,
[7:24] because it goes 4, 5, 6, 7, and then it would be 1, 2.
[7:29] That would be 3, and that would be 5.
[7:30] Oh my gosh.
[7:32] Wow.
[7:33] I had not thought of that one.
[7:34] Any of you have one for 26?
[7:38] I'm going to be.
[7:39] The visible by 13.
[7:40] That was really good.
[7:41] The only one that's the visible by 13.
[7:44] All right.
[7:45] 26 doesn't look that's the only one that is hard to exclude.
[7:49] Yeah.
[7:52] So it's 25 has a lot.
[7:54] Well, that's great.
[7:55] You got four different answers.
[7:57] Nobody was wrong.
[7:58] Everybody was right.
[8:00] But what's the right answer?
[8:03] Is there a right answer?
[8:05] I don't know.
[8:05] I love that.
[8:07] No, I have to do anything.
[8:12] Thank you.
[8:13] Thank you.
[8:14] Yeah.
[8:19] You have another one?
[8:21] Yeah.
[8:21] This is the fifth paper.
[8:23] We are going to emerge.
[8:25] So smart.
[8:27] This is 800.
[8:30] What number would this arrow be?
[8:37] 55.
[8:39] 55.
[8:40] Why?
[8:42] Explain your thinking.
[8:44] Because it's not quite.
[8:46] It's less than halfway, but more than a quarter way.
[8:50] And I like the number 55.
[9:12] I think it's a little less than five because it looks a little closer to the four to me than the than five fifty five should be.
[9:25] Thank you.
[9:26] Anything else?
[9:27] I feel like we should ask some people over here.
[9:29] I think we should ask our CVL.
[9:34] I think our CVL who, who, who, who, what do you think that travels with numbers should
[9:39] be?
[9:40] Like, it's the number of...
[9:41] Facially, it's the kind of word.
[9:42] Yeah.
[9:43] Here's about the bottom row and how that influences.
[9:46] Just to help you like...
[9:48] Oh!
[9:49] That's a key.
[9:52] Or...
[9:56] Okay.
[9:57] Is this a timed exam?
[10:04] I don't want to just say, like,
[10:12] she's staring her thinking about that.
[10:16] We think that the answer is 545 or 550, wow, there, because it's not quite 500 because 500 would be about there.
[10:31] and if it's 800 it would be 600 that would be more for it to 800 yeah yeah very
[10:42] nice when you did this were you allowed to do anything like could you do
[10:46] anything you wanted with a paper to make a guess or did you have to just look
[10:50] at it like could you draw or measure or do any other things yeah I was
[10:55] That's our goal in folding it in class.
[10:57] When we, I did it in class, we just looked at them.
[11:02] And my class, we can draw on it,
[11:04] like if we need to be like,
[11:06] you can draw like a line of like half way
[11:08] because it might help us get, okay,
[11:10] so let's, in this case, have we still standard so that,
[11:14] okay, it's less than 600 or it's more than 600.
[11:19] Thank you, I see that.
[11:21] Yeah, thank you very much.
[11:28] All right.
[11:30] Thank you, Burton Valley.
[11:32] We appreciate you.
[11:35] All right, there's still no right now.
[11:38] All right, how close is that?
[11:41] All right, that's a hard act to follow, but no.
[11:44] Please, thank you.
[11:46] We're gonna turn it over to Christy to report out
[11:50] on from your LEA communications.
[11:58] Thank you, my condolences.
[11:59] Christy, you're up.
[12:14] I was not prepared to speak tonight, but I did not join you last month because we were
[12:20] kicking off our school year, and it was the first week of school.
[12:23] I'm happy to report that week five of routines have been established, where we've hit
[12:33] the ground running.
[12:34] I think we're all engaging in math talks.
[12:37] It's fun to see that we're all doing it at all of our campuses.
[12:41] Math is a push this year, especially language.
[12:44] And I think you know this because our goal is to elevate the language of our students when
[12:51] speaking about math and writing about math, especially with SBAC. So this is one really big
[12:57] way that data shows as children engage with dialogue, talking about math, and then we always
[13:05] have also some certain starters behind us so that they can also borrow from ideas if they
[13:13] can't get started, and then also add on to what each other, the children say, and then that
[13:18] eventually turns into powerful writing. We also, as teachers, spend a lot of time, especially with the
[13:26] which one doesn't belong, we're able to take their language and flip it and repeat back what
[13:32] we really would like them to say so that they're speaking using mathematical language as opposed to
[13:39] talking young and saying, you know, a plus or a minus, giving them the tools so that they
[13:45] they will use add-and-add-and-sum and factor-factor product with the vision they're solving
[13:54] for the unknown factor or the missing factor.
[13:57] So turning that language so that they really can make sense of it and articulate it in
[14:02] their writing.
[14:03] So they just gave me something to talk about and I'm happy to share that.
[14:08] All of these routines and we started with coral counting helping the kids really have
[14:13] So, we also started with some counting or some sort of games where sometimes it's holding up a card and I might say the fact that known factor is five and you write the product and then they jot it down and then they show me and I can guess oh it is the missing factor of nine if they write down 45 and they can play that game with each other.
[14:37] So just manipulating numbers and elevating their dialogue and that's some fun things that we are doing this year to kick off the year.
[14:46] Also with reading word work with haggity or just building on some things that we added last year.
[14:52] And so it's been fun just to see where they've come from and how far we'll take them all each year.
[15:00] It's kind of the exciting part of starting up in here. These routines, these things, how we start off math, how we start off writing with some work work and off they'll go. So nice to see everyone's face. And you'll hear from Lauren a little later. Thank you. Thanks, super. Thanks. And it was a pleasure celebrating you last weekend.
[15:26] We are ready for communications from CSCA.
[15:32] Hello.
[15:33] So, I was going to give my usual greeting, but I think every single person in here already
[15:38] knows who I am.
[15:40] So, we are also jumping back into our 2025-2026 school year, as I was thinking about what
[15:47] I wanted to say.
[15:48] I decided to kind of reflect on the past few years for CSCA, chapter 134, and I looked back
[15:55] at the three goals that we had laid out way back in 2022, which was to square the salary
[16:00] schedule update job descriptions and increase membership. Three years later we can say we have a
[16:06] square salary schedule, yay, we have a very clear process for updating job descriptions that is
[16:12] laid out in the contract and we've already finished one round or family of job descriptions.
[16:17] And then lastly, increasing membership. We're still working on this one but the decreasing contract
[16:22] and employees has led to an increase in union membership which is great and we know that a strong
[16:27] Union is in the best interest for all of our classified employees and for the district as a whole.
[16:33] And basically the last update or the most like nuts and bolts I have is that we did pass our
[16:38] MOU which was about the Stanley custodian reduction so that was for the effects of the reduction.
[16:43] And the other thing is that we are looking forward to returning to the negotiations table
[16:47] with the district in October and that is all I have. Okay thank you. Thank you.
[16:54] All right. Well, we have a lean audience here. So I'm not anticipating that the following
[17:01] is going to prompt a whole bunch of public comment, but nonetheless, I feel like I'm obliged
[17:07] to entertain my board colleagues. So I do, do, do that. We are, and I will, I will officially
[17:16] say that we did not take actionable lighting in closed session before moving on to public
[17:21] So I come with some props because today I am channeling my good friend Ron
[17:31] Swanson.
[17:35] I'm running out of characters I can't wait for my term to end.
[17:42] No
[17:42] pressure on my successor. All right here we go. Good evening. I am tasked with
[17:49] explaining how public comment works at our board meeting.
[17:54] Since efficiency is
[17:55] important, I'll keep this simple. First, pursuant to board bylaws 93-23 and 93-24,
[18:02] public comment is encouraged. That's not my personal phrasing. I don't usually
[18:07] encourage talking, but in this case, it's an important part of the process. Second,
[18:12] you'll need to fill out a speaker slip. Please print your name clearly.
[18:21] If your
[18:21] it as the public meeting version of Sandingwood before Stanyon.
[18:26] Operation matters.
[18:28] Third, each speaker gets three minutes.
[18:30] That's enough time to make your point without drifting into a lecture on the luxury of
[18:34] civilization, the history of civilization, use the time well.
[18:39] Imagine it's like grilling a steak hot, focused, and done before you overcook it.
[18:46] Finally, the Board of Practice is not to respond to public comment in the moment, except
[18:50] for clarification. So if you say something and we don't reply, don't take a
[18:54] personal. Silence can feel awkward, but it's also underrated. Just know that your
[18:59] input is part of the record and it will be considered when the board
[19:02] deliberates. That's it. Show up, fill out the slip, share your thoughts, and know you've
[19:08] contributed to the process. Simple.
[19:13] Any public comment that matters not on the
[19:16] agenda. Okay. I'll go. Thank you. Who's can? All right. I will turn to superintendents
[19:27] remarks. Thank you very much. I appreciate it. Not too much from me tonight. I thought
[19:33] I would start just on the topic of safety to express appreciation for all of our families
[19:38] across our schools, especially at Stanley, who have been taking part in our e-bike registration
[19:43] program that's going for the second year running and talking with the Stanley
[19:48] administrators last week. We still have a few e-bikes that we can see in our
[19:52] racks that need those stickers and so I'd encourage families to get on
[19:55] that. I have been invited to participate in a region-wide meeting taking place in
[20:01] Danville on Friday as a number of other districts are starting to think about
[20:05] also starting this registration program. So I'll be sharing our experience. Well,
[20:09] went, well, what hasn't sort of, what's been more challenging. And then I'm encouraged
[20:15] to see so many city managers, superintendents, police chiefs starting to come together
[20:20] to talk about this topic. And to think that at some level or another, we'll have to approach
[20:26] the state, seeking some kind of legislative guidance on this question of sort of youth, youth
[20:31] use of e-bikes. It will be good, I think, ultimately, that this group can sort of speak on behalf
[20:37] of these communities where bikes are becoming more and more prevalent and offer some sort of thinking
[20:41] about what a solution might look like, including potentially some guidance on restricting younger
[20:47] students from using e-bikes altogether, if that's sort of where the group decides to go.
[20:52] I also appreciate the collaboration we had just last week with the city to start talking about
[20:57] analyzing our crossing guard postings. That work is now underway. All of this is to say, though,
[21:07] they have questions about our overall approach to school safety. We'll hear a little bit later on
[21:12] about the closing of our 24-25 books. I thought I would just sort of offer a quick headline on what
[21:20] will be shared in much more detail and you will see I think really clearly the positive impact
[21:24] of all of our cost control efforts. We're really making a difference and I encourage us to hang in
[21:29] there together as we look for ways to save and our work's not done. You'll very clearly see that
[21:35] that we're gonna have to continue that effort
[21:37] to find additional savings in the out years
[21:39] to balance our budget.
[21:41] I too wanna say congratulations to you,
[21:43] Christy, it was a wonderful event last week
[21:45] to celebrate you and so many amazing teachers
[21:47] across the county.
[21:49] It is really one of my favorite events of the year
[21:52] and it really, it's celebrated 18 different teachers
[21:55] across the county
[21:56] and I know you would share this with me.
[21:58] Any one of our teachers is worthy
[22:00] of a similar acknowledgement.
[22:02] The amount of love and passion and thought
[22:04] that goes into every one of our classrooms. I think it's been on full display over the course
[22:07] of the year. So congrats again to you and I probably will hear it again and again as the year stretches
[22:12] on, but it does mean a lot that you're representing all of our educators in that way.
[22:17] And I also want to just close with a word of gratitude to all of the hard work I see going on around
[22:22] the district. It is just evident everywhere I go that we're all banded together trying to do the right
[22:28] thing for kids that's our, you know, in no particular order, our classified staff, our volunteers,
[22:34] our parent leaders, our administrators, teachers, and then our district office team who's been out
[22:40] in schools and awful lot, these first five weeks. So it really makes a difference. We're a great team
[22:45] and together we can. Awesome. All right, thank you. And it's been a long time since I've made
[22:53] board president remarks but I do want to just exercise a quick point of privilege and reiterate
[22:59] not that we have a lot of people who are here this evening but some comments that we had at the
[23:05] city schools as we've had a rash of serious vandalism at Burton Valley following last year's incident
[23:13] that Stanley, these are violative, they're costly, and they pull away our administrative
[23:24] people, our teachers, our staff from our mission of serving students.
[23:29] And I am pleased that we are working collaboratively and cooperatively with the police, and they
[23:34] have been a fantastic partner, and I also think we need the community's help.
[23:38] So I would encourage for those who are perhaps listening or will listen that if you see or hear anything that could assist in our efforts, please come forward so we can protect our schools and keep our focus where it belongs on our kids.
[23:56] And while I realize that that's a pretty sobering message, candidly in my ears on the board, I've never witnessed this kind of destructive behavior.
[24:04] And frankly, it just underscores how important it is that we come together as a community to protect our schools.
[24:13] All right, so that will bring us forward to our public hearings.
[24:17] 5.1 is a public hearing presentation of negotiation proposals to and from the Lafayette Education Association.
[24:25] We refer to them as LEA.
[24:28] And so, before we move into this next item, I just want to take a quick moment to explain
[24:33] the process by law, both the Teachers Association and the District must publicly share initial
[24:41] proposals before negotiations begin.
[24:44] That step is often called sun shining, it's meant to keep the process transparent and allow
[24:49] our community to understand the broad topics that will be part of the upcoming discussions
[24:54] and negotiations, tonight we'll first hear from the Teachers Association with its proposals,
[25:00] and then the districts. We are not going to be debating. We're deciding on substance at all
[25:05] of these proposals this evening. This is simply the public disclosure step that begins the bargaining
[25:10] process. So I am going to hit the gavel and open the public hearing. Is there any public comment on
[25:20] the Agenda's proposal from LEA. Seeing none, I'm going to close it. And I now would be
[25:30] an appropriate time to present. Thank you. Before I do my official presentation, my name's
[25:39] Lauren Hansel. I'm a Stanley core teacher and our lead negotiator. I just wanted to say thinking
[25:47] of the beginning of the year and the really productive relationship that LEA and the
[25:52] district have really been cultivating the last few years. We had a really strong start
[25:58] just saying, thinking of even the first three working days for teachers, you know,
[26:03] we discussed and really came up with a great plan for those first three working days and
[26:09] a number of teachers talked to me and told me, you know, they had the time, the headspace,
[26:15] the physical space to really get ready for a good school year.
[26:21] So that felt like the right note to start things.
[26:26] And we will definitely continue that wonderful collaborative spirit in this year's negotiations.
[26:33] So for the official piece,
[26:35] Lafayette Education Association members believe our students deserve the best.
[26:41] Every year in negotiations, we work towards the strongest contract possible for our members because with supportive working conditions, we can do our best for our students every day.
[26:54] LEA's goal is always to work towards the best collective good for all members this year.
[27:00] With the additional goal of justice for all students, we will also focus on articles to support our special education providers specifically.
[27:08] The Lafayette Education Association hereby
[27:11] submits the following initial proposal for an upcoming 2025-26 collective bargaining agreement
[27:17] with the Lafayette School District. All agreements reached on individual items shall be tentative,
[27:22] subject to a final ratification by our members. Salary and employee benefits are always discussed.
[27:29] We additionally will be opening articles 13 on class size and articles 14 on work day.
[27:38] And we'll be meeting, I believe it's September 30th, and we are looking forward to good negotiations this year.
[27:48] Thank you very much.
[27:49] Thank you.
[27:51] Okay.
[27:52] So next I'm going to open the public hearing and on the district's proposals.
[28:02] Is there any public comment on the agendas materials from the district?
[28:09] So you're none, close to hearing, and I'll turn to Superintendent Stephens.
[28:14] Would you mind doing the honors, Lisa?
[28:16] Sure, absolutely.
[28:18] I just, on behalf of the district, I'd like to echo what Lauren has said.
[28:21] We, we two are looking forward to our negotiations and to a great year.
[28:25] We feel like we have a very strong working relationship with our
[28:30] certificated employees union and and our classified employees union for that matter.
[28:35] And we are thrilled to hear that some of the work that we've done, you know, to prepare for this school year was kind of hitting the right note. And we look forward to more of that collaborative work this year.
[28:47] So for the district, we proposed to open the following articles for an upcoming 2526 collective bargaining agreement with the Lafayette Education Association.
[28:56] Salaries and benefits as Lauren said are always open and then we will also propose to open Article 10 evaluation procedures and Article 15 preparation period and adjunct duties.
[29:10] Super. All right. Thanks all for for kickstarting things here. All right. Next up is 5.2. Public hearing on
[29:20] Board Resolution 02-2526 having a bit of computer issues here.
[29:28] But this should be the way
[29:41] So just to describe what's going on here, so state law requires the Williams Act specifically
[29:48] requires that every year the district conduct an inventory of all of its adopted materials.
[29:53] That's not to say every material used in every classroom that those that have been formally
[29:57] approved by the board, and see.
[30:00] You abstain, guarantee that those materials are available in all of our classrooms. So as is our annual practice, we've done that. We're here to ask the board to pass a resolution to that effect. So I will formally open for the public hearing. For that purpose, I will inquire as to whether there's any public comment and seeing none, I will close the public hearing.
[30:28] Okay.
[30:28] Okay, moving forward, and I don't know where I can, I seem to have been booted off the,
[30:38] yeah.
[30:39] Thank you.
[30:41] How did you need one?
[30:43] No, I've got it.
[30:44] I've got it.
[30:44] It would just be, if we can get that set up, that'll be helpful, but if not, we're fine.
[30:49] Okay.
[30:50] So moving forward to six, 6.1, specifically, update on academic priorities and professional
[30:57] development and I believe that our assistance superintendent and curriculum is going to be
[31:03] presenting to us.
[31:04] Absolutely.
[31:05] I'm excited to take a brief moment of time tonight to take a look at the goals to action.
[31:12] I know we've spent a lot of time last year and early this year identifying what are our areas
[31:17] of focus.
[31:18] You obviously heard from students and teachers and saw some of the work that's already in action
[31:23] and math.
[31:24] tonight's goal is really just to see if we go to the next slide is just to spend a little
[31:28] time talking about what are the pathways and opportunities that we will get to those goals?
[31:33] How are we looking at professional learning with our teachers and admin staff in our three
[31:42] areas? And then we'll have an opportunity if you have any discussions or questions. So knowing
[31:47] that this is goals to action, I just want to start by thanking our administrators who truly
[31:53] are the instructional leaders at each site. Each of them has a deep knowledge of the work
[31:57] that we want to see in place and know the work that we want to make sure we're supporting
[32:02] within each of our classrooms. They have the best communication and connection with teachers
[32:08] and are really good listeners for what would be helpful at each site in each classroom.
[32:13] I also want to thank all of our teachers who take the time to really be curious and dig into what
[32:21] we might want to be thinking about doing differently and do so in such an intentional way that's all
[32:28] for the good and purpose of raising all of our students. So it's just very impressive to see
[32:33] that happening truly to our LEA leadership who spends time really being that facilitator of
[32:40] things that we want to make sure we're honoring for our teachers. One of the things we've heard is
[32:45] please less time out of our classrooms so we were working this year. We're only having one opportunity
[32:50] this year, but there will be optional opportunities for teachers that we're offering as well as in classroom
[32:56] coaching. So we minimize the number of times teachers need to get us up. And knowing that nothing really
[33:04] happens at a school site without our classified staff support, really thinking our office staff,
[33:09] who spend a lot of time arranging for professional development to happen. So it takes a village to get
[33:15] us here. And tonight we're just going to spend a few minutes talking about what that looks like in each
[33:19] area. So the first one is talking about math, which we did have an opportunity in the spring
[33:25] to get a sense of what that timeline is looking for us, looking like for us in our adoption cycle
[33:32] and our pilot and adoption cycle. And then also how are we really supporting those four areas of
[33:38] focus? One of them you have heard tonight was mathematical discourse and how we are supporting
[33:44] not in classrooms. So that begins and begin actually just yesterday. We started our grade level
[33:50] professional development with each of the grade levels for math. So we did Stanley yesterday,
[33:56] which is a wonderful opportunity. Starting September the week of September 22nd, we will kick off one
[34:01] of our two math coaching cycles. So each site will have Christina with them for a full week where they'll
[34:09] be able to go in and work with teachers in a variety of different ways, whether that's
[34:14] coaching one-on-one or modeling a lesson.
[34:17] Curriculum Council is great, Eileen Leach is our second great rep, and she was with us
[34:22] on Monday, so we kicked off Curriculum Council on Monday.
[34:25] That's really the team that's going to be highlighting and leading us through our adoption
[34:31] cycle this year.
[34:33] And then one of the things that we're working on with the admin team is a clear communication
[34:39] with families. So putting together consistent topics that we want to make sure we're sharing with our parent community around math.
[34:47] Next slide, you'll, these are just some opportunities to see what it looks like in action. Our Silicon Valley Math Initiative, SEMI, which we've spoken about a few times, but that's our external partner that's helping support our professional development.
[35:02] they were Jenny Chang was with us yesterday and Monday to help us kick off our curriculum
[35:08] council and then to run those great level professional developments. An example of math
[35:13] coaching can be anything from like I said demoing a lesson to doing a lesson study to having a
[35:21] teacher go and observe somebody else and have somebody to debrief with so having that flexibility for
[35:27] what works for each teacher will be able to provide with our Christina Netsosos, our math coach.
[35:33] And then I really again want to shout out teachers and our principals. This is an image of Spring Hill
[35:40] who was working at their faculty meeting on a math problem together and engaging in what would it
[35:45] look like to help facilitate math discourse when you're working on a task. So I really just want to
[35:51] shout out that as a great opportunity for how we are leaning to professional development this year.
[35:57] The next slide, in literacy, we're in year two of our
[36:02] Heggardy implementation and year three of our K-8
[36:06] Essential Standards and English Language Arts.
[36:09] So what that work is looking like for us this year in
[36:12] supporting teachers in the classroom.
[36:15] Christina has been available to help support launching of Heggardy
[36:19] in grades K-3.
[36:21] She's been working mostly with any teachers that are new to
[36:24] the district, but also any teacher who needs additional support or just needs a little
[36:29] extra set of hands to look at the year launched with the routines in Heggard 8.
[36:37] We also are working, I just want to give another shout out here to our reading specialist
[36:43] who have been doing a great deal of work on learning about the reading difficulty risk
[36:48] Screener, RDRS, what we adopted our M-Class Dibbles for last year, so they're learning
[36:54] a new platform, assessing all of the students through this platform and getting ready
[36:59] for all teachers to be sharing that information with parents at our parent conference day
[37:06] for our K-2 families.
[37:08] So they've been doing a lot of work of making sure that teachers are supported and ready
[37:12] to speak to Dibbles scores, and also learning about the platform and how to best support
[37:18] all students in utilizing that screener. And then Katie Moats this year has done a great job of
[37:25] really handling not only induction for the many teachers that she's working with this year
[37:32] and supporting those teachers who are not ready for, not yet qualifying for induction.
[37:38] And at the same time helping support our English language arts work. So she is offering workshops
[37:43] for any teacher who needs a little bit more support or wants to dig a little bit deeper into
[37:49] readers and writers' workshop routines. So she's just had a session that she offered on
[37:54] how do you run small groups and how do you support differentiation within the workshop model.
[38:01] She's offering this to any new teachers or attending just because they're new to our district.
[38:07] But she's also going to sites and is willing to work with groups of teachers where they are rather
[38:12] than in the meeting everybody has to leave their classroom or come from three to four on this
[38:17] Tuesday. So I know it's Stanley it worked out better for them to work with her on a Wednesday.
[38:23] So she went and met with groups of teachers there. So it's nice to provide that flexible kind of
[38:28] workshop opportunities. The next slide. I really want to applaud the county who's doing a lot of work
[38:37] with us this year, not only in the new math chair who's helping us work with our adoption,
[38:44] but their English language arts team who's facilitating RDRS implementation. So it was really nice
[38:51] that all of our reading specialists were able to go to the counties. So really that partnership
[38:55] has been very helpful having optional workshops areas for our teachers who who need it and want it
[39:02] and then also that just in time support for launching
[39:06] a haggity this year.
[39:09] The next slide is really leaning into how are we supporting the goal
[39:14] of increasing access, intervention, and meaningful extension to our students
[39:21] and another moment where our principles are utilizing faculty meetings
[39:26] and PLC and MTSS times to really discuss different methods that teachers can use
[39:32] to differentiate, then also in our RTI meetings, or our cost meetings at Stanley, having that
[39:41] data available either through the new M-Class Dibbles platform, or through MAP, which are
[39:48] four through eighth grade students have already taken, really leaning into those as opportunities
[39:53] to help identify those students who are in need of additional support or extension, and all students.
[40:00] How are we getting all students from their individual A to their individual B?
[40:06] So principals are doing a lot of work.
[40:08] We're really partnering with our Sped and Student Services team to make sure that we're
[40:13] using these as opportunities to really early identify students who might be in need of
[40:18] that additional support.
[40:20] So that's been really a great opportunity to lean into this year.
[40:25] And then really just giving teachers that space during collaboration time to utilize
[40:30] some of the tools and to identify now we have this data, how can we work together to support
[40:36] all of the students that we have either through Academy or through in small groups in our
[40:41] own classrooms.
[40:43] The next slide is just looking at how our Fed teachers are really intentionally working
[40:49] together to identify those, just not only the cut points of what we're looking for in
[40:56] student success and where students might need additional support but really talking
[41:01] about strategies for intervention.
[41:05] The next image is a poor job of a screen, not the next slide, but the next image there
[41:13] is a poor job of capturing all of our admin and lead teachers were invited to participate
[41:19] in the county.
[41:20] Did a webinar.
[41:21] They're doing a three-part series with Katie Novak on universal design for learning.
[41:26] We did a book study this summer and we had our first kick off meeting in September where they were really able to talk about how are we identifying firm goals and flexible means and choice for all students and how that really helps support the intervention and extension for students.
[41:45] So it was great to have our principals participate in that.
[41:47] I know today there was an opportunity at one of the sites where they were taking clips
[41:55] of this video and talking about it in grade level teams, so just really seeing how instructional
[41:59] leaders are leading this work at their sites is a shout out to them and also a really great
[42:05] appreciation for the work that the county is supporting at all schools in our county.
[42:10] And then last slide, just giving a sense of the different ways that we are providing that
[42:15] layered, embedded professional development across the year in a variety of different ways,
[42:20] which you can see there. And that's our great deal of work in a few short slides and a few short
[42:30] minutes. Any questions or, um, or wondering that you might have? Questions or comments here?
[42:41] I'm good. This is really fun. I'm like digging in and I'm going to play around and see what's there.
[42:47] Okay, so seeing none, I will thank you for all the work you and your team and the broader
[42:52] team.
[42:53] I kind of did.
[42:54] Did you?
[42:54] Oh, I didn't.
[42:56] No, nobody reacted.
[42:57] Sorry, I was waiting for you.
[42:58] My only broader one is, I know I was actually trying to look for it, it was just the conversations
[43:05] we've had around ensuring we keep professional development while also being conscious of budget
[43:10] and it feels we brought a lot of things here rather than sending more people elsewhere.
[43:16] That's sort of one of our themes and has it worked well, that we're still seeing good success
[43:24] when cutting. I will say I think one of our key, the secret sauce is really our teacher leaders
[43:30] in this district and having the opportunity to work with our curriculum council for a three-hour
[43:36] block on Monday to make sure that they have what they need to ensure that success of working
[43:43] with their colleagues has really been key in keeping things within our district and in
[43:50] a more controlled and supported budget. We're aware of math being our focus, so we are really
[43:57] leaning into what support can we receive from the county, which is all free to us, which is wonderful.
[44:03] And then also our partnership with SVMI and how they're really an intentional choice that we're making in bringing in and outside support for that reason.
[44:16] But yeah, again, I think our teachers are highly engaged in getting each of them to be ready to lead and support their colleagues has been key to a lot of the work we did with our bridge to reading.
[44:31] and then also now with math, yeah.
[44:36] You mentioned the coaching cycles and going spending time at each campus.
[44:44] Does the coaching work kind of a blanket we treat everyone equally?
[44:52] Or is there sort of a responsive coaching that happens based on anything?
[44:57] It's really a different.
[45:00] Different models and at different times. So I will say that there are moments where there is responsive coaching, like how we are launching Heggarty, which is really a teacher who has a particular need and has reached out for support or has worked with their principle to really identify. Can you help me with. And then there are more equitable coaching cycles, like our upcoming math coaching cycle, where we're really working with the leaders, the curriculum council leaders at that.
[45:29] and the principal to help facilitate conversations about what would be supportive for this site.
[45:38] So, for example, the coaching cycle at Stanley, which is coming up on September 22nd,
[45:43] has been created in design with the teachers' input of we'd really like to A, B, and C,
[45:50] And also working with Brian and Lily and Liz and Diana who are the needs of it would be helpful to like the team is recognizing a need for this additional support.
[46:04] So in some cases it's responsive and in other cases it's much more how are we meeting everybody's needs at the site, which is responsive but also in a much more targeted way if that makes sense.
[46:15] Yeah, and then I fear this may sound paternalistic and I so I don't want it to sound that way, but you mentioned the kind of optional things.
[46:26] Is there any kind of almost like?
[46:30] But, like, you know, if your kid gets tagged for a academy, because something's not good
[46:34] right.
[46:35] Is there anything like, we just did the map testing and this map, you know, this particular
[46:39] pocket isn't matching up with others, like target intervention for these PD resources,
[46:50] for example.
[46:51] Well, let me ask you a follow-up, do you mean that what are we providing responsive coaching
[46:57] based on what we're seeing in student need and student data.
[47:01] Is that what you mean?
[47:02] That was a little bit of my first question,
[47:04] but this one is more around kind of the opt-in resources
[47:07] that you're making available.
[47:08] Like you mentioned, teachers want more time in their classrooms,
[47:11] which I usually get.
[47:13] Some people are more maybe more interested in that
[47:18] in those optional, like I'd like to participate in that extra thing.
[47:22] Is there any kind of, we'd like you to participate in this extra thing?
[47:25] Yeah, that's a really good question. So, um, this is working with, so Katie's role is really working with any teachers who are new to our district.
[47:35] So that's more of a, I'm working with you and we're holding hands, not so much of an opt in.
[47:42] But, um, we're going to, we're going to have support through induction and then if you are new, how we're providing that is a little bit more scaffolded coaching.
[47:51] and then there's also the conversations that we have with the administrators of what are teachers bringing to you as concerns, what are things maybe you're noticing that would be helpful in looking at our goals to help support in classrooms.
[48:09] So I'll give you another example here in my curriculum meetings that I have with principals.
[48:14] we talked about, what does it look like to see facilitation of meaningful discourse?
[48:21] And where might you in your conversations with teachers feel like having an additional support
[48:27] or coaching in that area?
[48:29] Would be beneficial or supportive to a teacher.
[48:33] So that's maybe one piece of the puzzle is that we're providing a, this is what it looks like
[48:40] and where might you see places where we could provide more support.
[48:45] So that's one thing. When I mentioned the coaching cycles that Katie is doing,
[48:50] and she's doing a series of six in the fall and six in the spring,
[48:54] where we're making it available, we're also working with principals
[48:57] to recognize if there are places where we're feeling like we need additional support
[49:03] or teachers are saying, I just don't know how to get in small groups into
[49:09] That's where we're saying, hey, here's a really great module for a session and Katie is able to come and work with teachers wherever and whenever.
[49:19] Yeah.
[49:21] So just to follow up though, because I'm not 100% sure that maybe the nuanced question was answered.
[49:29] So it sounds like there are a lot of injury points for teachers who self-diagnose an area
[49:37] of opportunity and are looking for assistance for those who are, for whatever reason, not
[49:47] kind of read, affirmatively raising their hand, what's the approach to ensure that those
[49:52] teachers who aren't leaning in proactively to make sure that they get them.
[50:01] In the private sector, we have a more explicit approach.
[50:05] Yeah. Luckily, that's not something that happens a lot.
[50:09] Right, understand.
[50:10] Because I think we have such strong collaborative teams.
[50:14] So while coaching is one method of supporting a teacher,
[50:17] I think our model for collaboration both at the site and across the district
[50:24] really helps promote what are we all working on together and how can we help
[50:28] one another so there are there is coach in the classroom there's also opportunities
[50:35] for peer observation and I really want to drive home the fact that our
[50:39] principals work very closely with their classroom teachers often and that
[50:43] there are there are always not just in an evaluative way, but how are we growing together? Conversations
[50:53] and where my unique support and where are things that you're doing really well that could be
[50:58] supportive to other people to learn. So I'll bring back a Burton Valley example here. One of the ways
[51:04] that they kicked off the year was looking at our areas our four areas of focus and math and the
[51:12] Jamie and Meredith put out like what are you rocking at that you could showcase for somebody else and where something that you feel like you'd like to see right like we're building at all of our sites cultures where professional learning and growth is normal and saying like I don't think I'm rocking it that yet.
[51:31] And just to see that that's a conversation that happens normally in a faculty meeting where teachers are like oh I could absolutely showcase this for people come and see me do it or I'd really like to learn more about this.
[51:45] So there's coaching, there's collaboration, and there's just that culture that is created by each of our principles of we're all learning together.
[51:55] And this is what we do and how can we support each other.
[51:58] So that's really just the beauty of mafia educators,
[52:04] is that we are all continual learners.
[52:07] And there's many methods of how we get support for teachers.
[52:12] And also how we showcase where things are really going well.
[52:16] Does that help?
[52:17] Yeah, and actually it sort of answered the follow-up question
[52:22] that I otherwise would have asked, which is, you know,
[52:24] Typically, individuals when they think about, and I'm not specific to the schools, but I've seen it in my own professional world, where people can either get very defensive and curl up in a ball, I got this, stay in your lane, or they can embrace the concepts of continual improvement and really lean into and get excited about professional development.
[52:53] And you commented on that, and that's great.
[52:58] I mean, I guess the only question that would beg is,
[53:01] where can we as a board assist here?
[53:05] I sort of felt like we did that last year
[53:07] when we were deliberating over the coach,
[53:11] and there were bodies that were saying,
[53:15] let's eliminate that, and the board ended up saying,
[53:19] no, we're not going to, that's not an area
[53:22] that we're comfortable notwithstanding the need to cut that's not something that we wanted to do.
[53:28] Do you see other areas or do you see things that we should be thinking about or otherwise doing?
[53:34] Yeah, I really appreciate that question. I think as we're going through the year,
[53:39] having opportunities to really see what these areas of focus, these academic priorities and these
[53:47] professional learning opportunities are bringing about in classrooms, having moments where our
[53:53] teachers can showcase this is what discourse is looking like and that we will do an inter, I will
[54:00] do an intentional job of sharing where that's coming from and how we're all working on this going
[54:05] together and then knowing that there is obviously our deep area of focus around math this year and how
[54:13] we will be utilizing a lot of our budget and time and resources to really focus on that.
[54:19] And we'll just continue that conversation as we go forward. Thank you.
[54:23] Super. All right. Well, thank you very much. All right. Moving forward to
[54:34] 6.2 are draft academic school year calendar.
[54:37] to
[54:42] me. Thank you. Thank you.
[54:49] So what you have before you is an earlier, as you recall last year,
[54:56] we've been trying to bring forward our approval of the following year's academic calendar a little
[55:01] bit earlier in the school year. So you have before you a draft of the instructional calendar for the
[55:06] the 26th, 27th school year, which we'll be bringing forward to a vote that our next
[55:12] October meeting. This aligns with the Ocalonis calendar. Luckily this year, Halloween is
[55:19] not an issue. That's what I know is one of the first things people look at. We have had
[55:25] an opportunity to have this reviewed by district leadership. LEA's had an opportunity to look
[55:31] at it as has CSCA, and we're presenting not only the calendar, but it's beautiful new
[55:38] like this.
[55:40] Yeah.
[55:41] Yeah.
[55:42] Yeah.
[55:42] Thank you.
[55:43] When I pulled up the one for this year, I was like, this is a huge improvement.
[55:49] Beautiful and it's own.
[55:50] Last year, it's beautiful.
[55:52] Sorry.
[55:52] Sorry.
[55:55] We're leaving you all the way, a new version, which hopefully is just as good, but allows
[56:04] us to be in a portrait view.
[56:09] Yes, it's really nice.
[56:10] Handscape view, and we've done Dunlin who did something to find us a great new version.
[56:17] So I like it.
[56:18] really bringing it forward to see if you have any questions or comments on this draft calendar
[56:24] before we bring it to you in October. So you're pretty straightforward to me. Any questions or
[56:28] comments? Well, it's a comment. Maybe there's a question. Maybe there's a response to it which is
[56:35] I see that this coming year we will get that Monday off the January Monday off which sometimes
[56:44] which aligns with Ocalonies, and sometimes we don't do that, right?
[56:49] So I appreciate that we're aligning somehow that that's working out this year,
[56:53] so that we don't have that one day where everybody's texting me,
[56:56] we have school tomorrow? Yeah.
[56:58] So I think that was related to a question I had,
[57:01] which is, had we look at, I know we had two days that were different with Ocalonies,
[57:06] because they had to do the professional development day.
[57:09] last year. Did we see a significant difference in attendance on those days, or have we?
[57:17] I think we've shared that with you. We did look at it, and there was a difference in previous years
[57:22] when we hadn't been aligned, and maybe we could share that again and again.
[57:27] We'll find it. I don't recall that it was significant, but there was a difference.
[57:32] There was a difference. Yeah, that's what I kind of recalled it was.
[57:34] Yeah, but it was mild. Yeah, which led to my second question, which is do we have to line up on this and other ways that we can.
[57:44] I know there has been a discussion in previous years and I think that the aligning of the starting and ending makes complete sense.
[57:50] I know there's also been a question around the complete Thanksgiving week versus like a winter week.
[58:01] And if it could sort of move those around, have we?
[58:05] We have not really formally engaged in a conversation about shifting our breaks from
[58:13] acolonies.
[58:16] I have not, nor do I think we've heard from our community or from people that there
[58:22] is a grand desire to do so.
[58:25] Should we hear that?
[58:26] I think it could be a conversation we could engage in, but at this point, I think being
[58:30] aligned has worked.
[58:36] I know alkalines has already been forward with their approval of.
[58:39] Correct. And you have a link.
[58:41] Which also, but they're now, you know,
[58:44] be moving into the discussion of the following year,
[58:46] which I know we're sort of looking at engaging in that conversation.
[58:51] I would welcome an exploration of us seeing if there is an interest
[58:56] in a collaboration around a winter versus.
[58:59] because it feels like you sort of get to that,
[59:01] and you see a lot of green there at the bottom.
[59:05] And I know there's a purpose for that
[59:07] on the Galani side to get all the way through the end there,
[59:10] because that's where all the finals are happening.
[59:15] I think there's a, I wonder if there could be more of a
[59:20] effectiveness towards the end of the year in the classroom,
[59:23] if we also, you know, if we spread out some of those breaks
[59:25] a little bit more and had something
[59:27] and that was a little bit further into winter,
[59:30] like a February week versus two days.
[59:36] The idea is two weeks,
[59:37] sort of February and April, is that what you're?
[59:40] Yes, sort of like versus a thing.
[59:41] The December we, you know,
[59:43] you still have a two and a half day or whatever at that point,
[59:45] but I guess this is a question of,
[59:48] this is for discussion, not for decisions,
[59:50] so my question would just sort of like,
[59:51] I don't think we would change it this year
[59:53] because it's aligned,
[59:54] but it's happy in the conversations with our clients.
[59:57] They're 20 so actively can we
[1:00:00] Or come back and say, no, there's a reason why we, you know, we just see that this works better within our area or not. Because it does, you know, it ended up being the same number of days. It would just be when you have those and then you would have, you know, more full months followed by a week off or it's two weeks off, followed by a month, followed by a week off, followed by a month, followed by a week off. So you get a little bit more of a cadence.
[1:00:29] Yeah, I appreciate you raising it and I thank you for not suggesting that be something we entertain
[1:00:33] for next month. Why don't we ask, though, to see at least what kind of internal dialogue they're
[1:00:39] having about potential changes? Maybe it is on their radar. I just don't know. I don't know that you've
[1:00:44] asked the question and I haven't either. No, I know, like Mount Diablo made that shift. So it's likely
[1:00:49] something that's come up, but I haven't heard formally, but certainly can check in with how long
[1:00:54] Yeah, I will just say when Akalane's changed their start to it was a massive massive thing. Yeah, the unintended consequences on sports and images was a massive thing.
[1:01:08] Yeah.
[1:01:09] It wasn't a wave to the wand. We're done sort of thing. It was a big big big deal.
[1:01:13] But we're asking.
[1:01:14] Yeah.
[1:01:14] Shifts have happened.
[1:01:15] Yeah, surrounding districts.
[1:01:17] Okay.
[1:01:17] All right.
[1:01:18] and then the only other comment ending prior to Memorial Day. I guess I would say if we are
[1:01:28] starting this early it is, I think that's appreciated versus where we sometimes tail it into one or
[1:01:33] two days and that's a long way. Then we have to come back. So depends on when Memorial Day lands.
[1:01:40] Correction. One on every five times we'll get it right. As we go with Halloween.
[1:01:46] All right, so the intent is to bring this back next month.
[1:01:50] Very good. All right, so we will move to 6.3.
[1:01:55] Thank you in advance to our policy committee.
[1:02:00] These are first readings.
[1:02:03] And is there anything that you wanted to highlight?
[1:02:05] It's a good idea.
[1:02:15] Essentially CSBA, there are a little bit of tweaks in the student wellness schools
[1:02:23] that were kind of just the language that we preferred, but the CSBA change and that
[1:02:33] one is that end USDA disclosure contact info on discrimination statement.
[1:02:39] But otherwise, I think these are all the CFDAs, that's how I'm right looking for that.
[1:02:46] Yeah, that's what I recall Katie.
[1:02:48] Yes.
[1:02:48] Can I have a clarifying question on one?
[1:02:51] I just don't know how to, if I'm reading it like, which number is this?
[1:02:56] 1312.3, the universal complaint procedures, uniform complaint procedures.
[1:03:01] In line 10, in the section in green, that's been added, it says, you know, you had a discrimination
[1:03:08] I'm not going on and on based on one comma or a combination of two or more comma protected
[1:03:14] characteristics.
[1:03:16] I'm not sure I understand what the difference is between one or two or more.
[1:03:19] Like if you could do it one, why do you need two or more?
[1:03:23] So I didn't know if I was reading that if there was like some my versus one or more.
[1:03:28] Yes, versus if one's enough, then just saying one, I'm not sure what the two are.
[1:03:33] I thought maybe they were going to be somehow differentiated as I read it.
[1:03:36] Okay.
[1:03:50] I don't think that's meant to.
[1:03:53] Yeah.
[1:03:54] Yeah.
[1:03:54] Referred any specific situation.
[1:03:56] Yeah.
[1:03:57] I suspect that's a direct quote from.
[1:04:00] Yeah.
[1:04:00] That's what it is.
[1:04:02] Yeah.
[1:04:03] Yeah.
[1:04:03] Yeah.
[1:04:04] Yeah.
[1:04:06] We share your confidence.
[1:04:09] All right, I still have a lot to do.
[1:04:11] Yes, go ahead.
[1:04:12] On the mental health, 51, 41, 0.5.
[1:04:16] So there's the new language in there that references that the Super Tedder's doesn't
[1:04:21] need.
[1:04:21] She'll ensure that all certificate employees and at least 40% of classified employees who
[1:04:28] have direct contact with students in grade 7 to 8 receive youth behavioral training.
[1:04:33] Yeah.
[1:04:34] That comes directly from that code.
[1:04:35] That goes directly for 40 percent.
[1:04:37] How are we currently doing on that type of a training?
[1:04:40] Do you talk about that in module?
[1:04:44] Sorry.
[1:04:44] The training that we're going to be rolling out to our seventh and eighth grade students.
[1:04:49] Yes, I absolutely will talk about that.
[1:04:51] Yes, so there is a new training module that the state has put out that we are rolling out
[1:04:56] to Stanley teachers and administrators, Stanley certificates, also certificates.
[1:05:04] And we are kind of beta testing it now because it's brand new, but it will go out soon and
[1:05:11] that will cover this training and it will be an hour a year, and we will, this is at least one
[1:05:17] time, we will be doing it every year. So that would cover that. I'm tracking our footage.
[1:05:22] It's not something we currently do, but it's something we will be new that we are doing to be compliant.
[1:05:26] We do various types of training, but I think that this specific type of training is absolutely covered within that module.
[1:05:34] Okay. And is there a reason, I guess I'm less concerned about the reason that they, that the policy was passed at 40% of classified employees?
[1:05:42] But is that our intent, or is our intent to invite all classified employees to this training?
[1:05:48] I mean, you actually added the phrase at least, I think the language was 40%, so I think
[1:05:54] our hope, right, I think that it will be all of them.
[1:05:56] Yes, and certainly all of them that have contact with students.
[1:06:01] I mean, I think that's the key and that will be more than 40%.
[1:06:04] So.
[1:06:05] No other special education classified and certificate are offered the de-escalation, CPI training,
[1:06:10] all of our staffs for our special day class students and our, including our
[1:06:15] counseling-rich, we make sure that that happens. It is offered on the first
[1:06:21] pdday in August who are classified special ed paris. It's provided rather
[1:06:25] not offered. So we do hit a significant amount of that specific, classified
[1:06:30] certificate portion through the spread site as well, so.
[1:06:34] Thank you. It's a strange wording isn't it? Yeah. It is. I think I figured it
[1:06:40] was I guess there was sort of a question of how much of this is the bar that someone else is
[1:06:45] sending versus what we're setting. So yeah, yeah, we're intending to get well about that work.
[1:06:50] Yeah, and I won't send us down the rabbit's hall of what we see the means because it doesn't say
[1:06:54] anything to complete the training pages need to receive it. Well, the state does leave that a lot.
[1:06:59] It does work with for the training that I'm talking about. It does have to be completed. It's pretty
[1:07:03] it's pretty significant in terms of participation. You can't leave and come back. You have to stay
[1:07:10] for the whole time. We have to track it. We have to. That's the training provider. It appears
[1:07:15] at the head code. Oh, yes. Fair point. Fair point. Certainly.
[1:07:20] You're what you're saying. Yeah. All right. So we will look forward to seeing this again
[1:07:26] as well next month. I mean, we will now move forward to our action items. 7.1, the 2024, 2025,
[1:07:37] I don't want to steal your thunder, but by way of background, the aid code section 42-100
[1:07:47] requires it's school district review and approve what are called the un-audited actuals
[1:07:52] by September 15 for us, the 2024-25 un-audited actuals provide a detailed snapshot of our financial
[1:08:00] picture for the fiscal year ending June 30, 2025, the report separates the budget into unrestricted
[1:08:06] and restricted revenues and the expenditures, restricted funds may be used for specific purposes.
[1:08:13] Unrestricted funds, on the other hand, can be used more flexibly for any legal purpose
[1:08:17] the district sees fit. The report also includes ending balances for all non-general funds,
[1:08:23] including the cafeteria fund, deferred maintenance fund, building bond fund, capital facilities
[1:08:28] find in other funds as well. All of these are detailed in the state financial reports that were included in the agenda.
[1:08:34] The district administration is recommending that the governing board approve the 2024-25 on audit at Actuals
[1:08:41] and this has been agenda as an action item. So following the presentation from our CBO, I will first ask for inquiries from the public
[1:08:53] and then pause for board questions and there I have to move to board comments and a vote and I will also say consistent with the promise that I made last year I will thank the teachers and staff that we have here for participating in this because this is important and we very much want you to be it just as aware of our financial situation.
[1:09:15] Thank you.
[1:09:17] Thank you very much.
[1:09:21] So we are at the just right there in terms of closing out last year even though we're in full swing for 2526.
[1:09:30] I have a couple of math talks that we can work on.
[1:09:37] So if you could go to the next slide.
[1:09:39] Um, so just this is based on last year just wanting to show you with that gold star where we are.
[1:09:46] Um, we're not really officially done after tonight, assuming you vote to approve unaudited
[1:09:52] actuals with 2425, we will launch into our auditing process for 2425 and we'll be bringing
[1:10:01] forward to you in January or independent auditors report, which will then officially close out
[1:10:07] to the 24-25 budget year. Just want to start off and also thank the small but mighty business
[1:10:15] services team. A lot of activity happens over the summer as we work to close the books and close
[1:10:22] out the year. So huge appreciation to Kathy, Aish, Brandy, and Peter for that for all of their help.
[1:10:30] And in our similarly with our around professional learning and coaching, we're always looking at
[1:10:37] from a continuous improvement.
[1:10:39] So with each iteration, how we're strengthening our processes
[1:10:42] and our practices and the tools that we use.
[1:10:46] Next slide.
[1:10:48] So I'll cover, we'll give a quick sort of what's the headline
[1:10:51] and snapshot of our audited actuals,
[1:10:54] then we'll dig into our revenues and expenditures,
[1:10:57] talk about where from a fund summary
[1:11:00] where we're ending the year, a brief look at our other funds
[1:11:03] outside of our general fund, and then I'll look ahead to what for 2526 and beyond.
[1:11:12] Although some of that we covered last month at our 2526 budget update.
[1:11:18] Next slide.
[1:11:20] So again, this is sort of the snapshot of where we actually closed the books last year.
[1:11:28] So looking beyond budget to our actual revenues and expenditures.
[1:11:32] as we're embarked on this 18-month process and we'll come back with the audit report in January and that should say January 2020.
[1:11:43] Next slide.
[1:11:45] Okay, so snapshot or add a glance for 2425.
[1:11:50] We continue to deficit spend as our cost outpaced our resources.
[1:11:55] I'll be it as Superintendent Steven shared in his opening remarks at a slower rate
[1:12:01] with all of our cost-control measures and our mitigation strategies are on helping to maintain
[1:12:07] our expenses, by leveraging our reserves, but reversing that trajectory of deficit spending.
[1:12:18] So overall, between, and I shall also say that, do you not edit actuals and the slides that you'll
[1:12:24] be seeing compare where we anticipated ending the year back in May at estimated actuals to where we
[1:12:31] We did in fact close the books with all of the information that comes in in between.
[1:12:37] So our unrestricted ending fund balance was a little higher than estimated and about
[1:12:43] 886,000 that is less of a variance than we've had in past years.
[1:12:50] But as you know, those funds were committed back in the resolution in June to our, to support
[1:12:57] prior year commitments for recruitment and retention. Our restricted ending fund balance
[1:13:03] was higher than estimated by about 586,000. This is on our restricted side. Those are for
[1:13:10] legally restricted purposes, and all of our other funds have a positive ending fund balance.
[1:13:17] To some of the highlights of what we do at Unondited Actuals, we do a lot of resource and fund
[1:13:22] reconciliation, sort of let all of that year end work, look at where our indirect costs are
[1:13:27] and apply those. That is something new that the district started that we started last year.
[1:13:33] And then our special education accounting, we have a number of requirements with our special
[1:13:38] ed accounting, so we make sure that we're meeting those requirements. And so we've implemented
[1:13:45] those as well. From a revenue perspective, you'll see as I go through the slides from a combined
[1:13:51] perspective, revenues were up by about 652,000, and our expenditures were down by about 820,000,
[1:13:59] and I'll talk through what those are the rationale behind some of that. Next slide.
[1:14:06] Keep going. Okay, so from unrestricted revenues, we were just up by about a net increase of 107,000.
[1:14:14] And this was mainly due in terms of our other local revenue interest as well as some increases
[1:14:22] from rentals and fees just based on what we had set from a budget perspective.
[1:14:28] We always have some one-time reimbursements and caught miscellaneous income that comes
[1:14:33] in, that those are not ongoing, so we kind of shore those up at the end of the fiscal year.
[1:14:39] We saw slight decrease at the state side, but mainly due to a timing issue with our lottery
[1:14:46] apportionment.
[1:14:47] So we get a number of apportionments that come in throughout the year.
[1:14:52] So we always do true ups in the following fiscal year if those are needed.
[1:14:56] Next slide.
[1:14:57] on the restricted side.
[1:15:00] This is, we saw some revenue increases here. So most of our revenue, the majority of our revenue increases were on our restricted side. The bulk of which being federal's own increase due to accounting for prior year IDA, ID funding comes in at various points in time. And so we were able, we accounted for the prior year revenue in this year. That was a one time adjustment that we made. Next slide.
[1:15:30] So overall, this is what 600 in about 52,000 in that combined revenue, again, mainly on the restricted side and again any revenue increases as we close out the books are just our one time and help to offset our deficit spending.
[1:15:48] Next slide.
[1:15:51] Keep going.
[1:15:52] Okay, so on our expenditure side, we have a bit more sort of activity here that I'll
[1:15:58] walk us through, but you have brief explanations and happy to provide more if you have questions.
[1:16:05] From a salaries perspective, again, from what we were estimating back in May, we saw some
[1:16:10] increases around extra comp, substitutes, yard duty, expenditures.
[1:16:16] on our benefits side, we were able to, our actuals came in under what we had budgeted mainly due to a prior year payment that it turned it was really a credit with our health and welfare benefits.
[1:16:31] And some, and in conferences that we had in our system around benefits related to that that we were able to release that yielded a one time reduction or adjustment in those assumptions around benefits.
[1:16:43] We had reductions in books and supplies that's mainly due to an area where from our budget
[1:16:53] reductions in savings, we exceeded some of our targets and really tightened our belts
[1:16:57] this year.
[1:16:59] So within the district office as well as on technology supplies there.
[1:17:04] And then the shift you see a decrease here in services and other operating but you'll see
[1:17:11] that come back on the next slide and restricted because it's really just an accounting maneuver
[1:17:15] that we use to move allowable expenses from unrestricted over into restricted.
[1:17:23] Next slide.
[1:17:27] So here again, we see we have some smaller adjustments here on the salary side.
[1:17:36] From a classified perspective, we participate in a summer assistance program that has a state
[1:17:42] match for 10-month classified employees to be paid throughout the summer. So it's just accounting
[1:17:49] for that true because we don't know those numbers at the time of estimated actuals.
[1:17:55] And then here as well, some reductions on the books and supply side mainly on our, this is mainly
[1:18:01] in our facilities, that we're able to release those funds that we, you know, not sure what type of
[1:18:06] work or emergencies might come up.
[1:18:08] So we want to hold resources there.
[1:18:11] And then here you see the net variant
[1:18:13] or the net difference of bringing those expenditures
[1:18:17] that we previously had booked on the unrestricted side
[1:18:20] over into the restricted side and some capital outlay shifts
[1:18:26] as well.
[1:18:27] We're closing out our Cal shape grant
[1:18:30] and we had some budget that was based on
[1:18:32] there was also contingency built in.
[1:18:35] Should we need that?
[1:18:36] we did not have to leverage that so we made those adjustments down as well. Next slide. So overall
[1:18:44] from expenditure side, we have that net decrease. I'm in expenditures of about 820,000 overall.
[1:18:53] Next slide. So what does that mean for us? This just looks at, again, from a combined perspective of where
[1:19:02] where we were at estimated actuals and where we close the books, we continue to deficit spend.
[1:19:10] So if you look at in the 24, 25 unaudited actuals, you see sort of like the arrow down from
[1:19:16] where we started the year with our beginning balance and where we're ending and our, sorry,
[1:19:24] This indicates the same numbers that we saw earlier around the variance between estimated
[1:19:33] actual and unaudited of that 886 on the unrestricted side and 586 on the restricted.
[1:19:40] So again, through our cost-saving measures, we're still deaf that's spending and using
[1:19:45] our one-time savings account, but from a one-time perspective of last year, we were able to narrow
[1:19:51] that and slow that rate down.
[1:19:54] Next slide.
[1:19:57] With our other funds, as I shared, we have, we're ending with positive balances here.
[1:20:04] These are our most restricted dollars primarily related to facilities.
[1:20:10] And next slide.
[1:20:13] So again, good news.
[1:20:15] So, for the 2425 and that we have one time improvements that help us manage our deficit
[1:20:24] spending and delay our forecasted cliff that is soon on the horizon, the bullets here
[1:20:32] just represent they might look familiar to what I shared at estimated actuals as we really
[1:20:37] look at this reductions that our budget advisory committee has been doing and where we were able
[1:20:42] to exceed targets in the ongoing reductions, and if you recall, in each year we have one
[1:20:49] time savings assumptions as well, so we see that reflected in the budget.
[1:20:56] And just to look ahead, as I shared last month, we will be making adjustments at first
[1:21:02] interim.
[1:21:03] We know that there are some one time increases that came in on the enacted budget at the state
[1:21:08] level but then we have both known and unknown expenditures that we anticipate this year as well.
[1:21:16] And so closing out just kind of the key points that we when we think about our fiscal health
[1:21:22] of our district and being responsible stewards of those dollars beyond the immediate budget year
[1:21:29] that we're in, we keep a close eye on our deficit spending as our costs continue to exceed the
[1:21:36] revenue that we bring in on an annual basis, we closely monitor our reserves, the recommendation
[1:21:45] for reserves is more in the 16-17%, which would allow districts to cover at least two months
[1:21:51] of operating expenses. Our 8% reserve gives us about a month to cover, but I think also now
[1:21:59] more than ever, having those reserves for economic uncertainties is important.
[1:22:07] We are also mindful that Measure L does sunset after the 26, 27-year, so to meet our current
[1:22:15] and future obligations, we will want to need that revenue stream to be ongoing.
[1:22:23] Our district budget advisory committee kicked off last month already at the request we started
[1:22:28] even a month earlier than last year. We have a target of $2 million and ongoing savings and
[1:22:34] reductions starting in the 26, 27 in school year and then we're always mindful of those cost
[1:22:40] increases and our investments as well but anything that we're putting back in has an impact on
[1:22:46] that long-term forecast and how much we're dipping and using our one-time savings to help
[1:22:56] So, with all of that, our recommendation is for you to approve the 24-25 un audited
[1:23:02] actuals report, and I'm happy to answer any questions you may have.
[1:23:08] All right.
[1:23:09] I don't think we have any public comments.
[1:23:10] So, let's combine questions and comments.
[1:23:15] I haven't done a lot of stuff.
[1:23:18] And I feel like I'm also getting a cycle now, I'm kind of getting into it, so.
[1:23:24] So just for now, I think you said this as we were going through it, but of the, you know,
[1:23:30] 1.3 million to the good that we ended up having across this, it was almost all one
[1:23:38] time.
[1:23:39] It is.
[1:23:40] Is there any recreation?
[1:23:41] It's something about like the books and supplies that we saved money a little bit earlier than
[1:23:46] we were hoping, but like that's then book. We were planning on doing that this year anyway,
[1:23:51] so is this, I guess is there any spillover from this good news to even better news into this year,
[1:23:57] or is it sort of like this is a one-time padding of some resources, but we're still in a pretty
[1:24:04] similar situation for this year? Oh yes, Andy, I'll say a little bit of both. So yes, there's some,
[1:24:11] It is one time, right?
[1:24:13] So we start the 2526 with a bit of a higher beginning fund balance,
[1:24:18] although we know that that's already committed, those are already committed dollars,
[1:24:26] but what we can see in terms of the strategies and practices for reductions in 2425,
[1:24:31] we can continue those into 2526 with monitoring,
[1:24:39] and to make sure that we're, you know, managing those in the same way that we did this past years, we move into the new year.
[1:24:47] When we start our budget, right, we don't quite, we don't know what's going to happen.
[1:24:53] We have plans for the year, but there's always the unknown.
[1:24:57] So there is a bit of a reset in our budget that we start the beginning of the year with that we are monitoring and making adjustments as we go at each of the interrums.
[1:25:07] And so it is a sort of comes over as a one time not to say though that there aren't opportunities for us to continue with those same practices so that we're managing cause maybe not at the same degree.
[1:25:23] Because if we've made improvements, we want to just hold those through into the upcoming year.
[1:25:31] And also it feels like some of the work that Debak was doing in the conversations we were having that haven't earlier in the year.
[1:25:39] Some of those were able to actually influence that year and not just future years.
[1:25:44] So while we're not going to be putting forward a group of cuts until later in the year after it's gone through the process.
[1:25:51] If there is any of that, I guess we've kind of got rid of most of the low hanging fruit.
[1:25:55] So it's not that tree is stripped more and more there.
[1:25:59] It's true.
[1:25:59] Giving tree all the way down.
[1:26:04] I also was at the interest income was off a little bit.
[1:26:07] And so I guess it was pretty helpful to have a healthy reserve at the time that we have high interest rate.
[1:26:12] Correct.
[1:26:12] Right, start to go on our reserve.
[1:26:14] It starts to complete.
[1:26:15] I imagine it was number school.
[1:26:16] Yes, those numbers, right.
[1:26:18] But they are going down.
[1:26:20] We do see a significant difference in our annual interest
[1:26:23] in 24-25 in comparison to 23-24. We had a very healthy year in 23-24, not as much this past year, last year.
[1:26:35] So, and if you recall, we've in doing an analysis of our interest, given those reserves, you know, we've made adjustments in our budget.
[1:26:45] So we start at a higher, at a higher point and we don't wait until the end to adjust. We're doing it at each interim, but there is a sort of a final amount of interest that gets held that we learn about in the summer.
[1:27:00] So that's why we often see that increase, that increase come in and estimated an un audited.
[1:27:06] And hopefully the lottery for earlier this week might buy a couple books.
[1:27:09] Well, yeah, that's a, that was my transition.
[1:27:17] Take it away, again.
[1:27:20] So the 1.5 million that shifted from unrestricted to restricted.
[1:27:25] Is that the D-back stuff?
[1:27:29] Sort of D-back strategy, identified strategies of...
[1:27:33] No, that's related to, it's around our special education accounting
[1:27:38] in our maintenance of effort work, so where with our federal funding we're required to maintain
[1:27:43] our level, it's called maintenance of effort, which we do we meet. And it's just a matter of where
[1:27:49] we're accounting for it, whether it's in our unrestricted side or our restricted. So it's to help.
[1:27:55] Kind of every year in unaddeded actions, you're going to see this like shift.
[1:28:00] Potentially, yes, depending on that year. It has a net zero impact on our, on the bottom line,
[1:28:06] it's just a matter of where we're accounting for those expenditures and giving care.
[1:28:11] So, and I'm sorry, I can't keep my ears straight, but one of these Z-back years we've had
[1:28:20] that one of the strategies has been moving some things to restricted.
[1:28:24] Yes.
[1:28:24] Is that in this budget or that will be in?
[1:28:27] It's been in both budgets.
[1:28:29] Yeah, so I guess what I'm wondering, like, I get nervous sometimes like,
[1:28:35] are we hitting our restricted too hard? How long can we use that strategy? And it doesn't appear
[1:28:43] that we are doing so. That we're hitting it too hard. It appears that our restricted funds are
[1:28:49] saying, I think you've got to talk about that too.
[1:28:51] Summizing how we use our restricted dollars. So we're maximizing and making sure that all allowable
[1:28:58] expenses that can be unrestricted, that meet whatever those requirements are, that we're using those
[1:29:04] dollars and not carrying them over unless it's like a planned carry over into the following year.
[1:29:11] And that has been, you know, those funding shifts as part of D-Back, we built those in for 24,
[1:29:17] 25, and then again for 25, 26. I would say we're maximizing that ability. So a lot of, in some instances,
[1:29:28] those shifts might just be one time because it's based on a one-time grant. In other times,
[1:29:33] some of our restricted is we get ongoing revenue and so those are ongoing unrestricted
[1:29:40] savings if you will because we're using those restricted dollars in a different way.
[1:29:45] Right. Got it. All legally allowable. And then so the bottom line though on the kind of the big
[1:29:51] ticket items here were the IDEA thing and the benefits thing. Both of which kind of lined up to
[1:29:57] with Narrow or Corrower.
[1:30:00] Yeah, two, six, twenty, six, forty-five. Correct, yeah. And we, and that was, you know, as we did that year and reconciliation on the benefits side and when we go back through and look at our revenue, our, you know, revenue coming in and we've been doing more of each year, let's go, you know, do the reconciliation for past years. I mean, we go all the way back now to like 2019. And so that's where those two, the IDA funds and the benefits were really the main reasons.
[1:30:29] why we're seeing a difference between estimated actuals and I'm on audit.
[1:30:37] Okay all right well thank you I will just say again for those who are here I am very appreciative
[1:30:46] that this whole topic is super complicated I mean it's really there's a degree of complexity
[1:30:53] that I don't see in the private sector a ton of moving parts and so it can it is essentially impossible
[1:31:01] to helicopter into this and can get it in the first instance. I mean, it frankly is like Charlie Brown's
[1:31:07] teachers. And so it really requires a degree of, no, no, I mean, I think you'd agree. It's just
[1:31:14] really, it is complicated too. And so it requires a degree of repetition. I am very grateful because I
[1:31:22] think we have, and I've said that I've shared this with Brent many times, but I think we have
[1:31:26] have over my term on the board, we've made a lot of progress in a relatively short period of time and I'm thankful for that both my systems perspective and just from a clarity perspective.
[1:31:42] So I'll leave it at that and say thanks.
[1:31:46] And otherwise, we'll entertain a motion to approve the unidentifiable.
[1:31:52] We'll approve the unidentifiable.
[1:31:54] Same.
[1:31:55] All those in favor?
[1:31:57] Aye.
[1:31:58] All those opposed?
[1:31:59] Passes unanimously for zero.
[1:32:03] Okay.
[1:32:06] Moving forward to our next action item.
[1:32:10] We are at 7.2 and I will remind my board colleagues
[1:32:14] that, at the August Board Meeting, Assistant Superintendent Betsy Bellmet, presented the draft
[1:32:23] LAFSD English Learner Master Plan. It was shared and then with us with the understanding
[1:32:28] that formal approval would be requested if this summer meeting plan outlines the district
[1:32:34] how the district supports English learners in grades TK-8, covering policies and instructional
[1:32:40] practices and procedures that meet state and federal requirements that emphasizes equity,
[1:32:45] access, and continuous improvement.
[1:32:47] Land was developed collaboratively with teachers, site leaders, district staff, and parent
[1:32:51] representatives, and the funding comes from LCFF supplemental funds and title three allocations.
[1:32:58] So are there any questions?
[1:33:02] Otherwise, I will, again, this is an action item, so I will entertain a motion to approve it.
[1:33:06] Were there any changes from the draft?
[1:33:07] No, no, no, no.
[1:33:09] So I'll then approve the 2526 legislative learner math plan.
[1:33:13] Okay.
[1:33:17] Forming in dean all those in favor.
[1:33:19] I, all those opposed, that too passes unanimously.
[1:33:23] Thank you.
[1:33:24] Thank you.
[1:33:25] All right.
[1:33:26] Moving forward to Senate and point 3 board resolutions 0 2, 25, 26.
[1:33:31] Officially instructional materials, this is a standard action item for us in the motion.
[1:33:43] The resolution certifies that the district I will, that the district has provided every
[1:33:48] student with sufficient textbooks and other instructional materials.
[1:33:52] These materials are aligned with the state's academic content standards and match the cycles
[1:33:56] and content of our curriculum framework.
[1:33:58] in the absence of questions or comments.
[1:34:02] I will entertain a motion.
[1:34:05] I move to approve a governing board resolution number 02-2526.
[1:34:12] There's second.
[1:34:14] Second.
[1:34:15] All those are favor.
[1:34:17] Aye.
[1:34:18] All those opposed?
[1:34:20] Thank you.
[1:34:20] That passes unanimously.
[1:34:24] 7.4 is the GAN limit resolution.
[1:34:28] It requires that each year the Board adopt a resolution showing the estimated spending limit for this year and the actual limit for last year.
[1:34:38] The GAN limit was created decades ago to the government spending growth, to tie government spending growth to inflation and population.
[1:34:48] And today it is mostly a routine calculation.
[1:34:50] For our district, the calculation is included in the 2024-25 unordered actuals, and our administration
[1:34:59] is recommending that the board approve the resolution 03526 adopting this year's
[1:35:05] limit.
[1:35:08] Can you please explain to us the
[1:35:09] gameload detail?
[1:35:13] I move.
[1:35:14] I'm trying to get the money on later time.
[1:35:18] Oh, is that what's going on?
[1:35:21] I move from a whole zero three two five two six gameload
[1:35:25] resolution.
[1:35:26] There's no money.
[1:35:28] I was going to say, what's the pool?
[1:35:30] All right.
[1:35:30] Second.
[1:35:31] Second.
[1:35:33] Okay.
[1:35:34] Smith, informative.
[1:35:34] All those in favor?
[1:35:36] Aye.
[1:35:36] All those opposed?
[1:35:37] Passes unanimously, which brings us to the consent calendar.
[1:35:41] Any changes?
[1:35:42] None.
[1:35:42] Okay.
[1:35:43] Here are two in the absence of questions from the board.
[1:35:48] I'll enter an emotion to approve the consent calendar.
[1:35:51] Let's do approve the consent calendar.
[1:35:53] Second.
[1:35:54] All those in favor?
[1:35:56] Aye.
[1:35:57] All those opposed?
[1:35:58] Consent calendar passes unanimously. Thank you.
[1:36:02] Consent, uh, we will move to future agenda items.
[1:36:09] Is for board critics. Yes. Okay.
[1:36:13] One is.
[1:36:15] I thought that your ran as president was going to continue from much
[1:36:20] longer to realize how short it was going to be.
[1:36:22] You have these interstitials that go between each of like
[1:36:26] where you sort of tee up what some of the items are. Can we get those done in different
[1:36:30] characters?
[1:36:33] Just for maybe like the last maybe the last maybe to bring multiple characters
[1:36:39] to win me. That is one of those. They can be I fit change. It seems within one particular
[1:36:44] genre. Of course, in the year I'd become nothing more than a prop. Yes, be worse. Any any
[1:36:52] Any other contribution?
[1:36:54] There's not a vote on that.
[1:36:56] It's not a check back.
[1:36:59] Okay.
[1:36:59] Seeing none.
[1:37:02] I will just say I did have a conversation and follow up to last meeting.
[1:37:08] Because I think there was,
[1:37:09] there was a consistent support for a study session or something akin to it with the
[1:37:17] the Akalani's administrator.
[1:37:20] So superintendent Stevens is working on that.
[1:37:27] Okay, communications from the board
[1:37:30] and the administration.
[1:37:32] It's typical fashion, we'll start with the administration.
[1:37:35] No, I'm not sure.
[1:37:36] We flipped it around.
[1:37:37] We're going to start with you this year.
[1:37:39] No way, I don't know.
[1:37:40] Just kidding.
[1:37:41] I don't know.
[1:37:41] So everyone has spoken a little bit
[1:37:44] about the start of the year.
[1:37:45] and I'm just so crazy, proud and excited about our teams, both our classified and certificated.
[1:37:51] We had several new team members who really just came in and our returning team members and
[1:37:57] new team members have just really come together. The collaboration already is just through the roof.
[1:38:01] You would never know. It's week five. I'm super impressed with the work that they're doing and
[1:38:06] already starting to look at pre-referral data for conferences coming up here at the elementary
[1:38:10] in another week, or not next week, the following week, and so really already starting to dive in
[1:38:16] and collect attendance data and first round of letters going out and things like that. So
[1:38:20] that's been really, really exciting. Our Kelvin survey opened this week as well. So our first
[1:38:25] Kelvin survey is in progress right now, and our program specialists are attending the RTI and
[1:38:33] class meetings at the sites to really help look at that data and analyze individual students
[1:38:38] as well as trends at certain sites and grade levels to really make sure our supports are matching
[1:38:43] where the needs are and kind of partnering with our admin to really look at the data in the
[1:38:48] different way and a more comprehensive way of not just the academic or not just the attendance but
[1:38:54] and social emotional but kind of all together and looking at those crosspoints for intervention.
[1:39:00] So it's been a great start of the year and I'm excited. I can't believe we're already starting to
[1:39:03] look at the PDD in October and all that good stuff that's been a great start. So I'm just proud of
[1:39:09] our teams and how hard they're working. Awesome. Well, please pass on the board's appreciation and
[1:39:16] bride as well. Thank you. I sure will.
[1:39:20] So now thank you. Now that we have our approved unaudited
[1:39:24] actuals, we'll get that submitted over to the county and we start our audit process for that for that,
[1:39:29] And we're already well into first interim for that will come to you in December.
[1:39:38] So it doesn't stop. We just move on to the next. We've already mapped up the next three months for that.
[1:39:44] And we get a little reprieve where we can work on upgrading and improving some of our systems and tools.
[1:39:50] So we get about a week or so to be able to do that, as we dig in, week five in on switching gears for food and nutrition.
[1:40:00] We are in full swing back in the new kitchen, and it is just awesome.
[1:40:06] So the team has sort of gotten settled back in and a huge shout out to the MNO team for their help and all of the sort of adjustments and tweaks and improvements to make as they figure out.
[1:40:20] out the kind of new workflows for everything we the fall crunch report came out or really
[1:40:28] focused on sustainability and working on metal trays and now metal silverware as well coming
[1:40:35] to some of our school sites so that's pretty exciting and just yesterday the through our grant
[1:40:41] for the smoothie wonders that they've arrived for most of our sites so we're super excited about
[1:40:47] that we are kitchen team at Burton has been phenomenal because they've been preparing all of the smoothies
[1:40:54] which have been a huge hit out of Burton and delivering them to sites. It's like one batch at a time
[1:41:01] so it's super exciting that we're going to get now get the blenders in place at all at all the school
[1:41:06] sites so that's very exciting. And a number of committees we as a shared D-back we'll kick up we have our
[1:41:13] September meeting coming up, we'll be regrouping with our
[1:41:17] Major L Citizen Oversight Committee. So just a lot of committee work up ahead as well.
[1:41:25] Thank you. So on the HR side we are like Shay said, it's been a great start to the year.
[1:41:31] Thank you to my colleagues for helping to get such a strong team in place. I mean it really takes
[1:41:37] makes everyone's hard work and going out and texting and calling and do you know anyone
[1:41:43] who can. But for a staffing perspective, we are almost fully staffed. We're the best
[1:41:48] place we've been in all the years that I've been here. We only have two part-time
[1:41:52] certificated positions open and two classified positions open. We have one LVN and a Sbed
[1:42:00] but otherwise we are, besides these two
[1:42:05] certificated part-time, we are fully, fully staffed,
[1:42:07] so we're in great shape there.
[1:42:09] We have been onboarding our new hires
[1:42:12] and making sure everyone's getting their
[1:42:13] cane and training done.
[1:42:14] We are preparing for, we're in the middle of open enrollment
[1:42:19] for our benefits programs.
[1:42:20] Our plan year starts October 1st,
[1:42:22] so we have representatives from American Fidelity
[1:42:25] to come out in person to each of our sites
[1:42:28] to talk to people about what our offerings are so that they can have one-to-one in-person
[1:42:33] conversation and understand really what we offer. So that's exciting too. What else do
[1:42:39] we have? I recently did, just, I thought of this because that's when Betsy was mentioning
[1:42:44] the partnership with the county in terms of reading. I recently went to an HR training at
[1:42:49] the county and the new superintendent, the new assistant super HR at the county has been
[1:42:54] and really active in getting us all kind of together
[1:42:57] and ensuring best practices.
[1:42:59] It's something that a couple of years ago,
[1:43:00] we didn't really have much of,
[1:43:01] but we're starting to have more of now.
[1:43:02] And it's a really great resource to be able to sit down
[1:43:05] and share best practices with counterparts
[1:43:08] across the county and have the resources
[1:43:10] that the county can provide tests for free.
[1:43:12] So that's been a really good thing to do as well.
[1:43:16] And finally, I'm really looking forward to negotiations.
[1:43:18] So it's actually something that I legitimately enjoy.
[1:43:21] And I'm looking forward to sitting at the table
[1:43:24] for many hours with you and that will start with LEA at the end of this month and then
[1:43:30] with CSCA we'll continue, we'll start it in spring with them and we'll continue in October,
[1:43:34] so I'm looking forward to that. Great. I think all I will add because I believe I expressed my great
[1:43:42] excitement about the kickoff of all of the work that we're doing this year. It's really truly
[1:43:48] a little dorky but I'm super excited for our math highlights. I love the curriculum
[1:43:55] council on Monday was just a room full of 20 people who were equally as excited for
[1:44:00] the road that we're walking down together so that's just been really wonderful. I again
[1:44:05] want to just highlight the work that our reading specialists have been doing at their sites.
[1:44:11] Our reading specialists who at four of five sites also hold that hat of being our EL teachers.
[1:44:17] So right now by Friday, they have to finish our initial LPAC assessments as well as do all of our reading screening.
[1:44:25] So they've been really working in overdrive and learning about some new platforms and how to get data into our M-Class Dibble system.
[1:44:33] So just really shout out to the work that they've been doing and how they've been working with their teachers at their sites.
[1:44:38] We also, as Shane mentioned, are looking forward to our October Professional Development Day,
[1:44:46] which we'll be here before we know it.
[1:44:47] And at our next meeting, I'll have an opportunity to be sharing our SBAC scores.
[1:44:52] So I am anticipating a release where I'll be spending lots of time behind the door crunching numbers.
[1:44:58] or so.
[1:45:00] Absolutely. Well, I have nothing particular for me other than to say thank you for all the work that you just described. It really is remarkable.
[1:45:13] I'm going to start out by saying, for the last like hour and some I've been dying to share that I had a different math talk response.
[1:45:21] No, I thought about this right after the kids left. I can get out of my head. I'm sure job 65 is the one that's off because ready for this.
[1:45:31] 17 is 9 plus 8. 26 is 9 plus 9 plus 8. 44 is 9 plus 9 plus 9 plus 9 plus 9 plus 8.
[1:45:42] That's 65 doesn't follow that pattern. So they all go bold. I may see.
[1:45:47] Yeah. I feel like I'm going to say, I came and I was like, I can't hold this in.
[1:45:51] Yeah.
[1:45:52] Yeah.
[1:45:53] So on and on.
[1:45:54] We're done.
[1:45:55] Well, here we are.
[1:45:56] Yeah.
[1:45:57] Yeah.
[1:45:58] Yeah.
[1:45:58] We're calm.
[1:45:59] We're calm.
[1:46:00] Yeah.
[1:46:00] Yeah.
[1:46:03] You're bringing in like to stop standing on it.
[1:46:06] Okay.
[1:46:07] And.
[1:46:08] Let's see one.
[1:46:09] Well, Christine, the dinner was amazing.
[1:46:12] Thank you.
[1:46:12] It was like the highlight of the week last week.
[1:46:13] So congratulations for that.
[1:46:18] Stanley back to school night this year was both amazing.
[1:46:20] And also I was like, oh, this is my last middle school back to school night and I think I finally figured out all the classrooms are damn it.
[1:46:28] So, but it was it was great. It was real like we left and I was like, there's some my kids have a great off my son.
[1:46:35] New still here as a great opportunity was really fun to see that so.
[1:46:40] Elpide board meeting last week was great to kick off the Elpide board with a new president stepping back in this year with the biggest task ever again.
[1:46:47] And I just again, thanks to that group and all the incredible efforts, I think I actually might have gotten a call while we are in here.
[1:46:55] I was ringing those like, I think that's somebody calling me from LPA right now. So the work never stops.
[1:47:01] I'm excited for the revamp belonging committee tomorrow, Brad, for the first of the year. So that will be exciting to start tomorrow.
[1:47:08] And then the only other thing is if all of you guys paid attention or caught up with it,
[1:47:14] the NAEP scores came out yesterday, kind of a wet blanket on the national news of the 12th
[1:47:20] graders going down, which we've kind of known for a while. The piece that has been sticking with me a
[1:47:26] lot is the results from the 8th grade science survey and kids across the country saying science is
[1:47:32] like just significantly less important and relevant to them now. It's just making me think a lot
[1:47:38] having an eighth grader now, like how do we take that and take a look at it as to like this is
[1:47:43] something that's really important to see that national news was pretty intense. I think for a lot of people.
[1:47:52] My remarks were coming in 14 parts.
[1:48:01] What I will say is I know we were just like two days into school during our last meeting and it has
[1:48:08] been amazing to see all the incredible things happening in and around schools from back to school
[1:48:15] night that I was just a couple nights I think after that and getting a chance to see what the
[1:48:24] like classrooms to life. I know there's also all of the arts and music and performing arts are
[1:48:31] all coming alive on our campuses. That's the 5th grader that's in Madagascar and we've learned
[1:48:36] all the dances and all the songs through that and there's a trumpet playing all moments of the
[1:48:43] diet throughout our house which is great and very thankful for a school district that invests in
[1:48:50] and all these different facets of how our students find their spark and find themselves.
[1:48:58] Also a shout out to the Lothia Police Department and their presence around our schools in what
[1:49:06] I felt sort of like appropriately effective ways of making sure that people are following
[1:49:13] the various rules around our campuses and feeling supported as our students are passing, you
[1:49:20] and whatnot, at least how I've seen them around a couple of the campuses. And so I appreciate
[1:49:24] that partnership, especially as people are getting getting back into schools.
[1:49:30] At that first
[1:49:32] de-back meeting, which was great to kind of reconvene in our work folks as well as bringing in a
[1:49:36] couple of folks that weren't part of it before. And to be able to dig into a big task in front of us,
[1:49:43] but had a bunch of sticky notes and ideas out there to be able to kind of build on top of. I did
[1:49:48] a chance to also attend the Spring Hill PFC meeting, which is my first time coming back to
[1:49:55] the my home campus, which was nice and actually to be able to go there. And it was a very well-attended
[1:50:03] first meeting with folks at various levels of brand new families, and folks who have been there for
[1:50:10] five, seven years, and nice to kind of hear what's going on throughout the year as well as kind of how there were a lot of questions around our budget and some of the things that are that are happening here, so I hope that that relationship with them continues throughout throughout the year as a liaison had multiple LP events from the LP back to school to other other events that, you know, are trying to both talk about the incredible work.
[1:50:39] that LPI has accomplished, and the Herculean efforts that happen year after year, and how
[1:50:46] we cannot take those for granted, because it requires all of us to be able to make those
[1:50:51] phone calls, to make sure that everybody is making their contributions, so we can get those
[1:50:56] numbers up both in terms of total dollars, but of course the percentage so that everyone's
[1:51:00] feeling part of these campaigns.
[1:51:04] The Meals website has become like a, that is how our week begins and is how we meal plan based off of which of the things and what I will say is the number of, yeah, that looks good. Yeah, that looks good has gone up significantly and so our meal planning for lunches has gone down and even so they'll be like, well pack this but you should really try that.
[1:51:27] So hopefully we're getting some bump in those numbers as well.
[1:51:33] And then one other one other note I would say is I've been in a few settings with folks from other school districts.
[1:51:42] That when I sort of asked them what they're thinking about and looking and looking at.
[1:51:46] They've referenced devices in classrooms and ebikes and scooters and it has been really cool to be able to say.
[1:51:54] Well, I can tell you what we're learning on that or what we've been able to kind of make happen on that front and so it's it's nice to be part of a school district that's constantly kind of looking forward and trying to anticipate what are.
[1:52:08] The issues that are affecting our students now and will affect them even more and how can we be a little proactive and that we can try things learn them adapt to them and make sure that they work even better over time.
[1:52:19] So I'll
[1:52:24] pass it on again.
[1:52:29] I've been in a lot of meetings, learning a lot of things.
[1:52:33] I'll just say three things.
[1:52:35] Number one, the Aquilani's trustee area maps conversation is happening.
[1:52:41] I was really encouraged.
[1:52:48] to engage and look at those maps, particularly around,
[1:52:56] don't assume that these maps have, like, communities boundaries that you think they may have.
[1:53:03] So the trustee area does not necessarily preserve an elementary school boundary.
[1:53:09] they are mentioning that as a priority, but it is not always the case.
[1:53:13] So, and you may have thoughts, thoughts or feelings about that.
[1:53:16] You know, spring home may be sliced into one my creak or bird valley,
[1:53:19] maybe sliced into maraga. So, you know, there's a lot of opportunity to
[1:53:24] comment and if you have feelings about how lucky it's being sliced up,
[1:53:28] please make them numb. Number two, I'm really grateful for
[1:53:33] at 8.8 Wildcats on stage stipend, really thank Paddock,
[1:53:37] patting us on the back, but also applauding
[1:53:39] that that conversation happened.
[1:53:41] How can we make this more sustainable?
[1:53:43] Let's see if this helps make that more sustainable
[1:53:45] and support that program.
[1:53:47] And then number three, the contractor round,
[1:53:51] looking at the mayor school property.
[1:53:54] You just want to, if anybody is listening
[1:53:57] and you know parents or families in the mayor schools,
[1:54:00] I hope that we will be open to and having conversations with people to explain what our intent
[1:54:07] is with that contract and how we want to have that open channel moving forward as we study that.
[1:54:17] And so that the board does not. I had a great conversation with Vince D'Aceis if I'm saying his
[1:54:22] name correctly, he's one of the co-heads of the school. So he's well aware that we're beginning
[1:54:26] the study process appreciates being up to loop and he said that he would let me know if there were
[1:54:31] questions coming up from its community.
[1:54:33] Right.
[1:54:34] Yep.
[1:54:36] All right.
[1:54:37] Well, I don't have anything that hasn't already been said.
[1:54:39] So I will.
[1:54:40] I will.
[1:54:43] We got referenced.
[1:54:44] Okay.
[1:54:44] We did.
[1:54:45] Yeah.
[1:54:45] I think we're good.
[1:54:46] All right.
[1:54:47] We are going to adjourn.
[1:54:49] Nice.
[1:54:50] Thank you.
[1:54:51] You're welcome.
[1:54:53] Do it with that.
[1:54:55] Don't you think?