[6:08] Monday I probably won't bring those in, but yeah.

[6:11] Everybody here?

[6:13] Okay, I'm going to call us to order at 6:06 PM.

[6:19] As we begin every meeting, I ask everyone to join us for the Pledge of

[6:22] Allegiance.

[6:27] I pledge allegiance to the flag of the United States of

[6:31] America, and to the republic for which it stands,

[6:35] one nation, under God, indivisible, with

[6:39] liberty and justice for all.

[6:45] As for the roll call.

[6:48] Shelby Sykes?

[6:49] Here.

[6:49] Liz Webb?

[6:50] Here.

[6:51] Sandeep Sahay?

[6:52] Here.

[6:53] Austin Zulpagari?

[6:54] Here.

[6:55] And Mike Ghari is absent.

[6:58] Thank you. Item E is report from closed session.

[7:02] There is nothing to report from closed session.

[7:05] Item F is the approval of the agenda.

[7:08] Are there any questions or comments about the agenda?

[7:10] If not, can I get a motion to approve it?

[7:12] I'll make the motion approved.

[7:14] I'll second.

[7:15] All in favor?

[7:16] I.

[7:17] Aye.

[7:18] Okay, Item G, public comment. This is the time

[7:22] that members of the public can address the board on any

[7:25] matter within our jurisdiction.

[7:29] We can't take action on it unless it's placed on an agenda in the

[7:32] future.

[7:34] Any person wishing to be heard has three minutes.

[7:37] I don't have any public comment cards, but is there anyone wishing to make public

[7:40] comment tonight?

[7:44] Seeing none, we will move on to Item H, the

[7:48] approval of the consent agenda. Do I have any questions from

[7:52] board members about the consent agenda?

[7:55] If not, can I get a motion to approve it?

[7:59] I.

[8:01] I'll second.

[8:02] All in favor?

[8:03] Aye.

[8:05] Aye. And no items removed from the consent agenda, which brings us to

[8:08] information items.

[8:10] Just as a reminder, each information item starts with a

[8:14] presentation, then we'll have any questions from the board, followed by

[8:18] public comment, and then any deliberation by the board.

[8:22] And that starts us with item J1, reports from the

[8:25] PTA and Foundation for Reid Schools.

[8:32] That's my one. Seven.

[8:35] All right, I'm Noemi Holcomb, the executive director of the foundation, wrapping

[8:39] up my first year.

[8:41] So before I start the update, I just want to thank everyone sort of in this

[8:45] room, the board as trustees, especially Trustee

[8:49] Zulpagari, who is falling off, I think. Maybe not.

[8:52] I still have May through November.

[8:56] Thank you so much for all that you've done for this school district, but also to

[9:00] the district office. It's been a pleasure working with Dr.

[9:03] McGrath and Dr. Kim, et cetera. Thank you for all your help.

[9:07] And then the collaboration between the PTA, it's been wonderful working with you.

[9:11] And all of the site chairs, site principals as well, thank you

[9:15] guys all for being so collaborative and being very accessible for the

[9:19] trustees. Not only are you guys donating to the foundation, but I really

[9:23] appreciate you actually showing up to the events and being accessible to our parent

[9:27] community, so thank you all so much.

[9:30] So, a lot of information tonight, but I'll kind of skim over it so you don't get

[9:34] too much. Family giving updates with some comparisons from

[9:38] this year to last. But we are ending, or maybe

[9:42] not ending, we've still got about a week and a half left over, so we might have

[9:45] some more donations coming in. But we currently have 551

[9:49] donations in with $1.961 million raised,

[9:53] with 77% participation.

[9:55] Mm.

[9:55] Compared to last year, where we had 509 donations with

[9:59] $1.827

[10:01] in raised dollars, with 73 participation.

[10:05] So the sort of takeaway, we gained about 42 more donations this

[10:08] year.

[10:10] We have $133,000 more and 4%

[10:14] up in participation. There is also just a

[10:17] reminder that we did raise our dues from...

[10:20] Not dues, our donations from $1,600 to $8,000.

[10:23] Mm-hmm.

[10:24] So you are seeing a little bit more of an uptick from that.

[10:28] Next slide, please.

[10:30] There's a couple significant takeaways from our family giving campaign.

[10:33] I just wanted to highlight three of the big things that we did this year, likely

[10:38] which delivered really big results.

[10:41] We had 185 new donations that came in with nearly

[10:44] $585,000 raised. We had 20 families

[10:48] turn leadership, jump to 32. We had

[10:51] 26 jump to 55 of Scholar Circle, and new family

[10:55] participation doubled between 22 up to

[10:59] 36%.

[11:01] The MyBar Nelsy phone bank remains one of the most effective tools that we

[11:05] have. It's one evening of calls generated, and it's very

[11:09] impressive in the growth results.

[11:11] It's all about peer-to-peer reach, right?

[11:14] We had 44 new donations that came in with

[11:16] $103,000 raised, and participation

[11:20] increased from 57% to 63%.

[11:24] And then just recently, we had the pizza party participation.

[11:28] That was our last initiative that we did.

[11:31] The grade level challenge created excitement and competition, and a meaningful

[11:34] increase in participation across the district.

[11:37] Just to highlight all of those key points.

[11:40] Pre-K reached an incredible 88% participation, jumping nearly

[11:44] 20% in just less than a week. First

[11:48] grade increased by 14%. Third grade jumped

[11:52] to 5.7%, and then seventh grade saw a

[11:56] 3.8% increase. And then overall family

[11:59] participation climbed to 74%.

[12:03] Next slide.

[12:06] I'm just going to read you a little...

[12:07] We'll

[12:10] go to the

[12:13] video.

[12:17] One pizza, two pizza, three pizza, four.

[12:20] I love pizza.

[12:25] I love pizzeria.

[12:27] Money. I love pizzeria.

[12:31] Money. I love pizzeria.

[12:35] Pizza, pizza, pizza.

[12:40] We will restart. But we just hosted this last Friday.

[12:44] So the winner of the pizza party participation challenge, obviously, was the

[12:47] pre-K'ers.

[12:50] First off, I was very happy that they won.

[12:52] I was thinking that they would probably eat the least amount of pizzas.

[12:55] It would be

[12:57] the greatest return on investment.

[12:59] But they surprised us all. So just impressive numbers up

[13:03] there. They ate 190 slices of pizza.

[13:08] And they wanted more, but we had to cut them off. Which is good.

[13:12] And

[13:13] so combined with the staff and the pre-K'ers, we served

[13:17] over 300 slices last Friday, and everyone

[13:21] was so incredibly appreciative. These pre-K'ers were so

[13:24] polite. They came up and they were like, "This is the best pizza we've

[13:28] ever had." So big thanks to Stefano's for giving us

[13:32] our discount, but it was a huge hit.

[13:34] So we will continue this awesome tradition next year.

[13:39] All right. And then we've just kind of spearheaded the giving

[13:42] campaign, or the fundraising campaign this year with the business sponsorships.

[13:47] I just wanted to give credit to the sponsorship team.

[13:49] We jumped from 20 businesses sponsoring the feed this year to

[13:52] 47, and we were able to raise over $104,000

[13:56] from community sponsors. So this was incredible.

[14:00] But I think the

[14:02] car line banners that we introduced this year at Reed was really

[14:05] providing a lot of visibility to hundreds of families throughout the year to these

[14:11] sponsors, and that was a big pull. We've been doing a lot more

[14:15] social media and we've been including these sponsors also in

[14:18] our monthly newsletters, as well as the social media.

[14:22] So they are getting a lot of visibility and ROI from

[14:26] our events, as well as our

[14:30] newsletters and our comms.

[14:33] Okay. Sure.

[14:36] And then just a couple event highlights.

[14:38] I feel like we just did this, but this was back in October.

[14:41] The Run for Reed. I'd like to say we like to bookend two really amazing events

[14:45] throughout the whole year. So we usually do the Run for Reed at the beginning of

[14:49] the year, and we hosted this in October.

[14:52] We had 539 little racers, families, and

[14:55] specialists, and grandparents came out to participate and cheer.

[14:59] We had food trucks and beverages, with the

[15:02] adult nature that was available, post-event.

[15:06] And they all kind of stuck around and had family picnics.

[15:09] But this was a great way to start off the school year.

[15:15] And then we just had our Peak Gala a couple weeks

[15:18] ago. I did talk about these numbers at the last

[15:22] meeting, so I won't go too into detail, but total raise was

[15:25] $214,000. We still do have some expenses coming in,

[15:29] so that is a gross number and not net.

[15:34] Next slide. Just a little year in review.

[15:37] As I mentioned, the business sponsorships kicked off the year with strong

[15:40] momentum. We increased participation, raised more money than the previous year.

[15:45] We launched a few new initiatives, including the pizza party participation

[15:48] challenge,

[15:50] as well as introducing the monthly foundation newsletter.

[15:54] I think we expanded community engagement with several events.

[15:57] And then we are continuing to grow our culture of philanthropy.

[16:00] And I'm seeing that personal reach out and volunteer leadership remains

[16:05] our most effective fundraising tool is.

[16:08] And then just looking at the year ahead. It's going to be coming out really soon.

[16:11] We'll be back here again. But we want to continue engaging and welcoming new

[16:15] families through events and personal outreach.

[16:18] I just personally want to say that last week when we had the new family event

[16:22] at Reed, I think that was a great event to sort of

[16:25] highlight some of the organizations that are really relevant to these parents.

[16:29] As they come in, they're able to kind of understand the function of the PTA, the

[16:33] foundation, district services, and it was really nice to

[16:36] see how many new families actually came and participated.

[16:40] So hopefully that's something that we'll keep on doing in the future.

[16:45] We'd really like to maintain the monthly foundation newsletter and

[16:49] just looking at some of the click-through rate or just the open

[16:52] rate. We're looking at about 77% to 80 per

[16:56] newsletter. So I think that's a pretty high number.

[16:59] So it's a lot of work, but we're going to continue to do so.

[17:02] And I think just leveraging our new comms, ParentSquare, and thank you

[17:05] PTA for sponsoring that. But I think that's going

[17:09] to be really great to help centralize communication through

[17:13] that to the parents. And then we'd like to set up participation and

[17:18] keep on building participation initiatives such as the pizza party,

[17:22] and then we'll keep going community building events such as Run for Reed and Read

[17:26] Derby. In that vein, we are bringing back the Reed Gala

[17:31] next year. We're going back to calling it the Reed Regatta, and it's going to be

[17:34] back at Black knee's and will be a three-day event, that

[17:38] Wednesday will have the reception of the 10th.

[17:40] Thursday will be a family night. We're thinking a

[17:43] bingo or some other sort of all-inclusive family

[17:47] evening. And then Friday we'll bring back the fashion show.

[17:50] And then

[17:52] Saturday will be our big regatta. So we're going to be tapping the

[17:56] community, a lot of alumni for their expertise.

[17:59] It's going to be all hands on deck for this huge event.

[18:03] And again, just letting people know, people can go there and volunteer through our

[18:06] Precise outreach. So yeah, focus next year at all is the year of

[18:10] momentum, strengthening community connections, improving communication,

[18:14] increasing participation, and creating momentous

[18:18] experiences that bring families together in support of our schools.

[18:24] Any questions?

[18:28] Amazing. Thank you.

[18:29] Maybe some challenging for you at the end of the month.

[18:44] Hi, everyone. Jennifer Edgers, District PTA president,

[18:48] and I'm happy to be giving our final presentation of the year as

[18:52] well. I would like to echo Mickey's comments and just thank

[18:56] you to the board, thank you to the community. This is why we're here.

[18:59] So thank you for all your support and everything you do for our schools, our

[19:03] teachers, our parents, and everyone here.

[19:07] So, a few updates from district level.

[19:13] District PTA assisted

[19:16] Ms. O'Leary with the May 15th Spring Craft Show that was at

[19:20] Grandview. We helped out with some volunteers and with the raffle.

[19:24] We coordinated the Celebration of Education on May 20th and provided

[19:28] financial awards to two of the teachers that were honored.

[19:32] It's a really great event.

[19:34] We elected our new executive board on that same day. It's a busy day for us.

[19:38] And there are transition meetings taking place now.

[19:42] We are doing a budget review and forecasting on this coming

[19:46] Friday with our treasurers so that we can have budgets ready to roll in

[19:50] August, and have them approved before the school year starts.

[19:54] We're in the midst of the Parent Square training and pilot program,

[19:58] and we have a vote out right now on funding the Del Mar basketball

[20:02] backboards and hoops

[20:05] replacement project. So, hopefully we will have that settled by the

[20:09] end of the week.

[20:11] One other thing I forgot to put on there is that we're also currently collecting

[20:14] for the end-of-year gift for all staff.

[20:18] So that's been going out in comms. There's a QR code.

[20:20] It's all done through Square, so it should be really easy.

[20:23] Just putting that out to everyone's radar that we are spearheading that again to

[20:26] collect for

[20:28] a cash gift for every member of the staff throughout the entire district.

[20:33] So, I just want to give a quick shout-out.

[20:38] There are a lot of us that do this that are pretty front-facing, and we get lots of

[20:41] recognition and lots of thanks, but there are a lot of people that do

[20:45] really hard work in the background, which people don't necessarily know that

[20:49] they're there. So I just want to give a big thank you to these members that

[20:52] are outgoing from our executive board.

[20:55] So Matt Barron is our outgoing treasurer.

[20:58] Megan Hirsch, outgoing EDP, and she's just done a

[21:02] lot for our schools and communities over the years, and she's starting a new

[21:05] chapter as she's moving to Connecticut.

[21:07] So, we will miss her, but she's just contributed a

[21:10] lot, so I want to make sure she gets some recognition.

[21:14] Arvon is moving on from Del Mar. Rebecca will be moving on from

[21:18] Bel Air. Leanna as principal, and then Amy Kaufman

[21:22] as honor. That's not technically part of the executive board, but she's also been

[21:25] around for a really long time, so wanted to give her a shout-out too.

[21:30] Okay, so as far as Del Mar goes, eighth grade graduation plans are

[21:34] underway. They've got some donations that they needed, a photographer

[21:38] secured. They're working on a slideshow that I think goes on the boats with the

[21:42] kids, and they're in good shape. So that's exciting.

[21:45] Again, motion to approve the pending of the basketball hoops, or approve

[21:49] the basketball hoops is pending, hopefully by the end of the week.

[21:53] The Tiburon Art Show this past weekend included Del

[21:57] Mar's Wildlife Photography Contest. It's pretty cool.

[22:00] And they're working on their budget and will have it to us by...

[22:05] At Bel Air,

[22:06] last week was the Bel Air talent show, which is the cutest thing

[22:10] ever. Included

[22:13] participation from 28 students, and

[22:16] participation from a couple of students from the MCOE

[22:20] class, which was great.

[22:22] So that's that top picture there is a kid playing the electric guitar, which is so

[22:25] amazing.

[22:27] And then at the end of the talent show,

[22:29] the students presented Principal Decosmo with

[22:33] a whole book of handmade letters they had all written to him wishing him

[22:37] well in his next chapter.

[22:40] Last week at school in Bel Air is super fun. We have an ice truck.

[22:43] They have field day. They're bringing back the B and Back show.

[22:46] And then the fifth graders get to do the parade. They get their photo.

[22:49] They get their ceremony. They get the pizza lunch, and then they get their

[22:53] newly famous last day dance party which is something too.

[22:57] They're going to do an incoming third grade camp at Beachside Inn.

[23:01] They did a volunteer thank you breakfast for the PTA slate

[23:05] at

[23:07] Grimace house on May 29th. And my favorite news of all,

[23:11] the slate for Bel Air for next year is almost entirely full, which

[23:15] is incredible. Very excited about that.

[23:18] And then over at Reed, we had kindergarten safety day.

[23:21] Also one of the cutest days ever. Police, fire, public works all come

[23:25] and teach the kids about various things.

[23:28] They had a staff appreciation potluck on May 14th.

[23:31] They have field day coming up June 10th. The Reed field day is epic.

[23:35] Mr. Kizer, really helping manage this year. Love that day.

[23:40] They just saw this. That's amazing, with parent volunteers.

[23:43] And then they have an end of year PTA slate celebration this week,

[23:47] and then that's just final wrap-up of the total.

[23:49] They finally got all those books counted.

[23:50] So 1,320 books for book exchange, which is-

[23:53] Awesome

[23:54] ... quite a few. That's it. Any questions for me?

[24:00] Thank you.

[24:01] Thank you so much.

[24:02] All right. Thank you.

[24:06] That brings us to J2, report from the superintendent.

[24:09] Dr. Pratt.

[24:10] Yeah, happy to report out on

[24:12] lots of good things happening. So food service update.

[24:16] So,

[24:17] as you know, we've held a food service task force this year and

[24:21] hold on to our same goal of wanting to have nutritious

[24:25] food for kiddos that has limited waste, limited

[24:29] plastics, that utilize local source of

[24:33] foods that perhaps incorporate our gardens and have

[24:36] nutrition education incorporated into that.

[24:41] We've held on to that vision and do not

[24:45] have any new vendors that are totally prepared to sign on with

[24:49] us for this upcoming school year. We'll remain open if

[24:53] we have one in particular that might have something developing

[24:57] here in the semi-local area. So we will remain open if

[25:01] we hear from that vendor. But we are going to move forward with Revolution Foods

[25:05] for next year as our vendor. I will say that they've been open to

[25:09] maximizing and improving

[25:12] to meet our needs the best they can as a really large organization.

[25:16] They have gone with compostable packaging.

[25:18] We're looking at more family-style meals, perhaps on a consistent

[25:22] basis, maybe Tuesday, Wednesday, Thursday, having more of the

[25:25] family-style meals, meaning less packaging.

[25:29] They have been game for locally sourced milk from Clover and

[25:33] some seasonal fresh fruits being available also.

[25:36] And looking at the keeping and having more frequent

[25:41] ever-popular grill days, burger days, and maybe looking to see if we can

[25:45] figure out a

[25:46] pizza day to throw in there as well.

[25:48] It's been a little more complicated as obviously they have to follow national

[25:52] school lunch compliance type of pizzas.

[25:54] So,

[25:55] I know it's not the answer that everyone was looking for, but it is the

[25:59] very best that we can do for next year with a lot of effort

[26:03] that went into that. We'll keep our mind open way down the road

[26:07] if facility changes or something different comes along that's

[26:11] a different solution. But for now, we'll go with Revolution Foods for

[26:15] next year.

[26:17] Keep our minds open if something else comes along that someone develops

[26:21] another option, and that's what it will look like for next year.

[26:25] Okay.

[26:26] Next, if you don't mind, Sarah, I was going to talk about an update on our district

[26:30] priorities for '26, '27. So later in the agenda, you have an

[26:34] item on the strategic plan, and so that's a beautiful opportunity to

[26:38] look back on 52 pages worth of actions that have taken place

[26:42] from this incredible staff.

[26:44] This is a way to look at the district

[26:48] priorities as we move forward. And so we still have our six

[26:52] pillars there that we're looking at.

[26:56] Keep in mind that we're finishing up our second year of our six-year plan, so next

[26:59] year would be year three of that six-year plan.

[27:02] In pillar one, we have academic excellence, and

[27:06] the board has especially highlighted in our work together the

[27:10] area of instructional strategies, including rigor,

[27:14] including relevance, academic challenge, differentiation being

[27:18] one way that that can happen, but of course, there's lots of other ways.

[27:21] So, there's a list of priorities there within

[27:24] academic challenge, but I'll just highlight that one.

[27:27] In pillar two, social-emotional learning.

[27:30] We're always proud that we're working to develop a whole child and not only

[27:34] focused on the academics. Two of the areas highlighted there

[27:38] are belonging and inclusion. As

[27:42] we know, when every student feels welcome, they can thrive, right?

[27:45] So, continuing that great work that's been taking place.

[27:49] Also looking at an age-appropriate and an intentional tech

[27:53] use framework. So, as we're hearing on a national stage and

[27:56] especially a statewide stage, really being thoughtful about how

[28:00] tech is used. Obviously, what that looks like for a pre-K student is really

[28:04] different for eighth grade. You're going to hear some great work that's taken place

[28:08] in the area of AI, which falls under this a little bit.

[28:11] But even just as a whole staff, being even more thoughtful about how we're

[28:15] utilizing in tech and being thoughtful about the time that it's utilized and

[28:19] how it can be really impactfully used.

[28:22] In pillar three, we have staff and staff culture,

[28:25] really thinking about community, collaboration, purpose.

[28:30] We want this incredible staff to be highly

[28:34] motivated and to be connected and to feel a deep purpose and to have the

[28:38] professional development that keeps them connected to

[28:41] continuing to hone our craft. So, excited about that in pillar

[28:45] three. In pillar four, the main piece that was highlighted

[28:49] there was report card improvements.

[28:52] Looking at how do we align things better with assessments, with

[28:55] our newly adopted curriculum, and how do we continue to modernize this

[28:59] communication tool. So we'll look forward to that work this year.

[29:03] In pillar five, under facilities and infrastructure, we'll be

[29:06] discussing the bond further today, and then I

[29:10] will look for the board's decision on moving forward with a bond being on the

[29:14] November election or not at the next board meeting on the

[29:18] 8th. So if we are moving forward with that, that will obviously a big

[29:22] focus for us and could be a potential

[29:25] big improvement to our facilities.

[29:28] Finally,

[29:29] in pillar six is working towards a balanced budget.

[29:33] As you know, Chris will go into a deeper explanation of that,

[29:36] but we want to work towards moving towards a balanced budget

[29:40] along with these other pieces. So, strategic plan

[29:44] continues to guide our work, all six pillars.

[29:47] Looking forward to this work here.

[29:49] And then later, like I said, in the strategic plan presentation, we'll cover the

[29:53] things that have been accomplished.

[29:55] Lots of great work as we begin to look forward.

[29:59] Great. Next topic I have is a crossing guard update.

[30:03] So as you'll remember, we heard about six crossing guards

[30:07] being reduced. Thanks to everyone for diving in, including

[30:10] parents in the community. We now have that down to

[30:14] adjustments from

[30:16] the Tam Group. Additional... crossing

[30:20] guards paid for through our JPA, which we're thankful for.

[30:24] And now we're down to only looking at one

[30:28] reduction. So we're going to look to see if we can

[30:31] rearrange things, and Mr. Stewart and Mr.

[30:33] Song are on board with having two on

[30:37] Avenida Miraflores instead of three.

[30:39] And so we'll work together to restructure things

[30:43] and move forward at the beginning of the year with seeing if we can

[30:47] operate with two on that road right there instead of three.

[30:51] So, thanks for getting that down to a much more manageable number, and we

[30:55] appreciate everyone diving in for that.

[30:57] Next, ParentSquare update. I won't say too much about it as it's been mentioned,

[31:01] but our new communication tool. People are diving into piloting, to demoing,

[31:05] to having training. We'll look forward to a big kickoff next year and really

[31:09] maximizing the use of the new communication tool.

[31:13] Thanks to PTA for helping to sponsor that, as it was a goal

[31:17] for them as well. So, looking forward to that.

[31:20] And then I'll just end on a really positive note, that we had an amazing

[31:23] opportunity, and Celebration of Education might be one of my favorite events of the

[31:27] year, because it's just such a great opportunity to celebrate amazing

[31:31] work that's done by so many of the staff members.

[31:33] There's no way to recognize everyone that

[31:37] really deserves recognition. But it is an opportunity to really highlight a few

[31:41] people within the certificated and classified staff that

[31:45] should really be recognized for just incredible work that they do.

[31:48] So, that was really fun, as well as our Golden Bell Awards that we're able

[31:52] to celebrate there at the Celebration of Education, but also at

[31:55] Dominican University in front of a large crowd to be able

[31:59] to clap for those Golden Bell winners.

[32:01] So, when you have an amazing group like this and an incredible

[32:05] staff, it feels so great to be able to recognize, for just a minute,

[32:09] people that really deserve it. So that's my update for

[32:12] today. Thank you for that.

[32:17] Thanks for Dr. McGrath.

[32:20] Public comments.

[32:23] Okay. That will end deliberations.

[32:27] Then we will move on to information from the board of trustees.

[32:31] Zesty, do you mind starting?

[32:33] I know that next week we're going to have some things there, so I'll try

[32:37] to spread out my

[32:40] updates a bit too so I don't take up too much time.

[32:43] But,

[32:45] wanted to start off piggy-backing on all the celebrations that

[32:49] have been happening.

[32:52] So I don't know if it was just for me, because this will be my last Celebration of

[32:56] Education event, but I wish every single

[33:00] school community member could witness our

[33:04] Celebration of Education. It is

[33:06] so special

[33:10] to witness all of our teachers and staff together in one room, and

[33:14] how much of a family they are and how much support

[33:18] there is. And to be able to highlight,

[33:21] everyone's doing amazing jobs, but then to highlight the few teachers

[33:25] and staff in the year, and then everyone's cheering them on, it's

[33:29] really beautiful. And I think it's really an indication of why our

[33:33] schools are so great, because our teachers are so amazing.

[33:37] And it's just a really beautiful event.

[33:39] And PTA puts on a lovely event and then we have

[33:43] Nicole and our principals who are

[33:47] sharing really beautiful words about the winners, and it's

[33:51] really lovely and it makes me very proud to be part of this

[33:55] district.

[33:58] I was able to attend the Spring Art Night.

[34:02] And I know that everyone has sort of mentioned it, but really I think it was really

[34:05] exciting. It was a packed house at Browns.

[34:10] We were able to highlight students' visual arts.

[34:13] There were musical performances from Bel Air Choir

[34:17] and

[34:20] the rock band at Del Mar. And it's sort of everything,

[34:24] when we look at our strategic plan in a couple of

[34:28] minutes, it's exactly what we want.

[34:32] In-person, tangible, to see that happening in our

[34:36] broader community. It was such a success.

[34:38] I know there was so much work that went into it, but I

[34:42] really hope that we can continue

[34:46] doing this. And so very big thank you to everyone who

[34:50] made that happen.

[34:52] I also attended the Bel Air Spring Concert, and

[34:57] I think that we are very, very fortunate to have such a strong

[35:01] music and performing arts department at Del Mar.

[35:05] Really something to be very proud of.

[35:08] And I was able to

[35:12] volunteer at the Del Mar Math Festival.

[35:15] I'm not sure if this is the first time it's happened or it's happened in the

[35:19] past, but there was so much great energy around math.

[35:24] And it was very engaging. It wasn't just wrote

[35:28] worksheets, but kids

[35:30] engaging in applied mathematics.

[35:33] And it was really fun to see kids going from different stations

[35:37] and some really engaging in some areas and some not.

[35:40] But I hope that that also continues because it's a great

[35:45] way for kids to see that math is just out in the real world, doing stuff.

[35:49] And then I also was able to

[35:54] participate in the fifth grade Walk Through American

[35:58] Revolution, and

[36:00] that was incredible. So it's an example of an

[36:04] in-school field trip where the students have

[36:07] been preparing for probably over a

[36:11] month, and they're fully engaged.

[36:14] And I'm kind of embarrassed on how much I learned

[36:18] in that two and a half hours of our American Revolution

[36:22] history. But it's really great to see that that's what they're doing in fifth

[36:25] grade, and then they'll have more American history in eighth grade.

[36:28] But what a way to set a foundation. It was fantastic.

[36:32] So thank you to our teachers for

[36:35] all that. And

[36:37] thenI attended the

[36:40] E2. It was the last one of

[36:44] the year, and they just gave an update on the Middle School

[36:48] Athletic League. It's going to be known as MMAL.

[36:52] And they have hired their commissioner.

[36:55] Her name is Michelle Smith. She was an

[36:59] assistant

[37:01] director at Novato High School, and has worked at College of Marin,

[37:05] and has

[37:08] just a lot of experience. So, she is currently working on

[37:11] developing league policy and procedures.

[37:15] And everything is going to actually start in the fall,

[37:19] which is really exciting.

[37:22] So, there will be something very similar to MCA

[37:26] and Cal for high school, but now with middle school.

[37:29] And their main focus, which I really love, is to

[37:32] retain-- I'm going to read this. "Retain

[37:35] of fun, joy, participation, and a place for

[37:39] everyone in the sports." So it's not who is the best, but

[37:43] just an entry point for anyone who may have not

[37:47] played any of these sports before.

[37:49] I think it's going to be a really great thing.

[37:52] They have changed the structure of it now.

[37:54] So MCOE is going to fund 50% of the program,

[37:58] instead before it was going to be kind of funded by everyone.

[38:02] And so this will be a three-year pilot.

[38:04] And in the fall, it's going to be volleyball girls, flag football

[38:08] co-ed girls and boys, and then cross country

[38:12] co-ed. So,

[38:14] I think it's a great example of our districts

[38:18] working together

[38:20] to bring something for our students.

[38:22] And next year, they will be focusing on AI and

[38:26] tech resources. So

[38:29] if there's anything over the summer you're thinking about for the E2

[38:33] meeting, please let me know.

[38:38] All right. Well, thank you. I'm going to keep it quick.

[38:44] It was mostly all about gratitude at the end of the year,

[38:48] and celebration. I visited

[38:51] those three events. One was Celebration of Education,

[38:55] the other was what Dr. McGrath talked about, the Golden Bell Award Ceremony.

[39:00] This was at Dominican University, and

[39:04] it was amazing to see

[39:09] educators, class employees, staff, come

[39:13] together from all parts of Marin County

[39:16] and connect with each other. And it was a small place.

[39:20] Everybody knew everybody. So that was awesome.

[39:26] And then, there was a parent volunteer appreciation lunch that

[39:30] the district organized. And, again, thank you

[39:34] to everybody. It does take a village to make this work.

[39:38] So,

[39:39] I just got to be a part of a lot of gratitude and a lot of

[39:44] thankfulness.

[39:46] So I appreciate that. And that was about it.

[39:51] Great. I had similar experience. This was just the hundred days-

[39:56] ... but everyone says the hundred days of May, there's so much going on, but it's

[39:58] all such fun stuff. It's the opportunity to

[40:02] celebrate our teachers, it's the opportunity to celebrate the PTA, and the

[40:06] celebrations from the foundation.

[40:08] It's also to see our kids celebrating all their accomplishments over the course of

[40:11] the year, and to really see them thrive.

[40:15] I will share more about my gratitude

[40:19] just overall at our final meeting as well, but I'm so grateful to be part of

[40:23] this district because everyone puts all in to everything they

[40:27] do. You hear that in the speeches at the Celebration of Education, our

[40:31] staff going above and beyond every day for their students, and to be able to

[40:34] honor some teachers for their outstanding year, but also to honor

[40:38] all the teachers. Everyone has put forth their

[40:41] best effort with everything they do, and it's a wonderful celebration.

[40:44] So it's nice to see that. And to every day see our PTA thinking about

[40:48] not only our staff, but our families and our students, and to see them

[40:52] each month coming up with something more amazing to show their gratitude and

[40:56] to help share that.

[40:58] And

[41:00] the two big events for the students that I attended were the

[41:04] Spring Art Night for the first time,

[41:08] sponsored by Abby O'Leary and VAPA and everything that went into that.

[41:10] But it was amazing, outstanding. It was packed

[41:14] with parents and students and teachers and staff, and

[41:18] all of the artwork was displayed like it was professional.

[41:21] And the students got to have their debut, and there were students

[41:24] serving appetizers and making them right there, and then the rock performance.

[41:28] It was amazing. Of course, I said to Ms.

[41:31] O'Leary, "Can we do this every weekend?" She's like, "Maybe just once a year." So

[41:35] it was really amazing, outstanding, and it just

[41:38] showcased

[41:41] what we are able to help encourage our kids to do, and they just

[41:45] did an outstanding job. So,

[41:47] also, I attended the Math Festival, and I think it was the first one. Ms.

[41:50] Smith was putting it on, and it was so fun

[41:54] to see the students come, and there were

[41:57] 15 different tables with different manipulatives that they were able to work

[42:01] in pairs to finish. And they went from pretty simple to very

[42:05] complex. And to watch students pair up and help

[42:09] each other problem solve. And as a parent watching and

[42:13] thinking, we always want to help them.

[42:16] But then when you just watch them figure it out on their own, it's not only

[42:20] rewarding for them to be like, "That was awesome." But you're like, "They did it."

[42:23] And it's just so exciting to see math become a fun experience and to

[42:27] see them really think

[42:30] bigger with geometry and they're trying to cross

[42:34] bridges and figure out how many steps it takes to accomplish things.

[42:37] It was very impressive. And everyone was into it.

[42:41] So that was really fun to watch.And I feel

[42:45] that these are things that we get to see as board members, and I know

[42:49] that it's very engaging for the students and staff, but it's really

[42:53] amazing for parents to be able to witness, too.

[42:55] We had a lot of volunteers, parent volunteers, and like you were mentioning,

[42:59] the American Revolution, or walk through the American Revolution, it is robust, and

[43:03] it is so cool that we bring that to our campuses.

[43:05] This math festival is the same way. This is an outside individual who brings it.

[43:09] She's so organized, and she's very good at keeping everyone

[43:12] kind of on task in a very quiet way.

[43:16] It was impressive. So it's a wonderful way to celebrate and very

[43:20] honored to be part of this district. Thank you for all that you do.

[43:25] I attended many of the same celebration events as my fellow trustees, and

[43:29] they gave lovely descriptions of those.

[43:33] But I just want to reiterate one thing, which is

[43:37] our kids are really lucky to have the community that they

[43:41] have, and that starts with our teachers,

[43:44] our administrators, it's our staff, but it's our families.

[43:46] It's also our broader community here who steps up to

[43:50] support our children, and

[43:53] we are really lucky to have that. And so it's always nice this time of year to

[43:57] get to celebrate all the sort of different elements of that community for our kids,

[44:01] and our kids are sort of the main element of that community.

[44:06] So that was lovely.

[44:07] The two sort of substantive things I had were I attended

[44:11] JLAC, and not surprisingly, it was all about

[44:15] May revise.

[44:17] And so there's clearly some discrepancies between

[44:22] what the legislature and the governor want to do, and there's still

[44:26] potential withholdings from Prop 98

[44:29] guarantees. I just think we're going to have to wait to see how it all lands over

[44:33] the summer. It's still clearly very much a work in

[44:36] progress. And then the other thing is just a

[44:40] reminder to everyone that bus passes are

[44:43] on sale.

[44:47] I believe at this point, all of the routes are pretty much staying the same

[44:51] that they were last year.

[44:53] But just so our community knows, there probably will be a larger discussion in the

[44:57] fall around sort of

[45:00] what are the most efficient ways to run our bus routes, and

[45:04] how should we be structuring our bus stops.

[45:06] So just more to come. And that's sort of the end of

[45:10] my update. Any questions for anyone?

[45:13] No? We will move right on to our substantive part of our trustee

[45:17] considerations. And

[45:20] I believe we start with item 1A, potential

[45:23] facilities bond discussion, and we've got Jeff Small here.

[45:27] And just a reminder for everyone, we start with the presentation, and then we'll

[45:31] have questions from the board. After our questions, we have the opportunity

[45:34] for public comment, then we go into deliberation.

[45:38] And then for items that require a vote, which this only yet is again, we'll do

[45:42] that.

[45:44] So Jeff.

[45:45] Well, thank you very much.

[45:48] So I want to review a presentation with you tonight, and

[45:52] the premise is this.

[45:55] On June 8th, you may adopt or consider

[45:58] adopting a resolution calling for a bond election.

[46:02] So what I would like to do tonight is spend a few minutes talking

[46:05] about some of the direction that we would like from the board

[46:10] and also provide you with some information that you should

[46:13] consider when you think about calling for a bond,

[46:17] because it is no simple, small task.

[46:21] So I would like to make sure that you understand

[46:24] what it means, what it means in terms of outreach, what it means in terms of your

[46:28] time, and some of the compliance responsibilities that you

[46:31] have. Now, I know that you've seen the presentation.

[46:35] It's in your board packet. I'm confident that you read it.

[46:39] So I'm not going to go over every single word in there, but there are

[46:43] some key messages that I would like to deliver.

[46:46] Number one, I'd like to get some feedback on the actual bond authorization

[46:50] amount.

[46:51] We'll talk a little bit about the resolution that you'll be looking at in a play.

[46:55] And finally, the outreach plan will be a big portion of tonight's

[46:59] presentation.

[47:01] So as you well know, one of the reasons why we're here

[47:06] is

[47:07] the community was extremely gracious in passing

[47:11] bond issues in 2001 and 2005, which

[47:15] really helped the district bring the school facilities up to standards.

[47:19] That was a long time ago now. 25, 20 years of time really

[47:23] goes by, and just as homeowners, we all know

[47:26] that we always have to reinvest in our homes.

[47:30] And so we know that there's some critical repairs, some safety

[47:34] upgrades, some facility improvements at the three campuses

[47:37] here that

[47:40] we would like to address. I want to talk to you in a minute about

[47:43] some history about that. But

[47:47] one of the remarkable things here, if you think about it,

[47:51] is all of your kids go to your three schools.

[47:56] So this is, I think it's a cohesive community.

[48:00] And we're going to talk about a bond amount

[48:04] anywhere from $90 to 95, anywhere from $90 to $115 million.

[48:08] We know it's a Prop 39 bond, 55% approval.

[48:13] And ultimately working towards that election day,

[48:17] November 3rd. One of the things that came up during

[48:20] our research was, it's hard to imagine, Reed

[48:24] has the most general bond tax rating among all of the

[48:28] neighboring Marine Elementary school districts with general obligation bonds.

[48:32] So

[48:34] certainly your timing is

[48:38] right in terms of being eligible and whatnot.

[48:40] So on the next slide,

[48:44] this is something that your board has not taken lightly.

[48:47] There's been over four years of robust transparency,

[48:51] community discussionWhether it be facility

[48:55] master planning workshops or board study sessions.

[48:59] I know I've been here on a couple Saturdays talking about

[49:03] facility plans and what it means to bring a

[49:07] bond forward. You've had a survey of

[49:11] parents and teachers that's come forward.

[49:14] You've had two independent surveys.

[49:16] So there's been a lot of information,

[49:18] quite a bit of engagement. And so that brings

[49:22] us to where we are today.

[49:26] Next slide.

[49:28] So we had a board workshop a few weeks ago, I think it was April

[49:33] 25th, if I'm not mistaken. Time really flies.

[49:36] We talked about a $90 million bond with a $24

[49:40] maximum tax rate versus a $115 million bond at a

[49:44] $30 tax rate. And tonight,

[49:48] I would love to be able to leave with some feedback on

[49:52] what that amount is. And the reason is, on the next slide you'll

[49:56] see...

[49:57] Well, I'll get there in a minute. The reason why we want that information

[50:01] tonight is because we want to bring back the resolution and call it for the

[50:04] election. That requires us to state what that

[50:08] amount is. It also requires us to have a tax rate statement, which would

[50:12] have things such as the average tax, the maximum

[50:16] tax,

[50:18] items of that nature. If we go on the next slide.

[50:21] I alluded to this earlier. This is some of the research that we had.

[50:26] You see these are delivering

[50:30] the elementary districts, K districts.

[50:33] The burgundy is the existing K tax rates.

[50:36] You can see Reed out there.

[50:39] The blue is the proposed

[50:41] tax rates if bonds were to pass in this election cycle of

[50:45] 2026, where districts would be. And Reed would

[50:48] be

[50:49] the middle towards low end of what that tax burden is.

[50:54] Go on the next slide.

[50:56] So the resolution for the election has some critical components.

[51:00] It'll have some recitals. Those recitals will reference some of the

[51:04] good work that the district has done in the past, some of the good work that the

[51:08] district has done more recently with the long-range facilities plans,

[51:12] the involvement of the community.

[51:14] And

[51:15] there will be a 75-word ballot statement.

[51:18] Basically, your elevator pitch to voters in the district,

[51:22] which will just very quickly explain what the

[51:26] measure's about. A project list, which is really a

[51:30] contract with your community. It must be very

[51:33] specific. If there's improvement that's not on the list,

[51:37] you can file postings for that. And we were able to review

[51:41] that in quite a bit of detail at a board workshop.

[51:45] Got some wonderful feedback, was able to take that feedback and

[51:49] with the help of your council, put that into a

[51:52] resolution for you to consider.

[51:55] And I mentioned the tax rates, I won't belabor that. So if we go on the next slide.

[52:00] So we're going to talk about public outreach because that's

[52:04] certainly an important component.

[52:06] And

[52:07] the best way to look at this is

[52:10] we're running two different races.

[52:13] One race is run by the school district.

[52:15] That is in your role as a public

[52:19] agency,

[52:21] providing information to your community about what their needs are.

[52:26] There is a separate budget that's typically used for

[52:30] district outreach that is just neutral, informational.

[52:35] So we're going to talk about that. Then there's this campaign advocacy.

[52:38] Now, I'm talking about campaign advocacy tonight because it's

[52:42] something that you don't find a lot of public information on this.

[52:46] Being why? Because that's not run by the school district.

[52:49] So while the school district is not making a decision based on

[52:54] forming a campaign committee, because that's not what we're going to be doing, we

[52:57] still think it's beneficial to have a conversation

[53:01] for those who may not be as familiar as to what the campaign committee

[53:05] can do, where they pick up the steam.

[53:09] So we'll talk about that. But

[53:12] really our focus for you is district

[53:15] outreach.

[53:17] Go the next slide.

[53:19] So again, we've got two different paths.

[53:21] And just to give you a sense of what the organizational structure is, I'm not going

[53:25] to go through and take you through it, but you see there's an independent campaign

[53:28] committee. Usually, you have an outreach firm

[53:32] that handles campaigns,

[53:35] get organized this. They do the

[53:38] fundraising. They get Excuse me. They get

[53:41] endorsements. They advocate for the bond.

[53:45] Your block leaders, they organize walks.

[53:50] And the district roles, of course, are different.

[53:53] And that gives public outreach. It's saying like, "Hey, we

[53:57] have a leaky roof. We're not telling you to vote yes to fix

[54:01] that, but this is the status of what's happening." And you've done a lot of

[54:05] that good work. It's in your locations.

[54:08] So you can talk about that.

[54:12] On the next slide.

[54:14] So I'm going to talk about communications.

[54:16] And then I think the easiest way to do the communications, whether it's digital

[54:20] or mail or print,

[54:22] is just look at it first through the lens of, is this

[54:26] neutral? Is it just educational, factual information,

[54:31] or am I actually doing advocacy? Because you can

[54:35] have the different mediums, whether it be digital, mail,

[54:38] print, in-person meetings.

[54:40] Sometimes it could be advocacy, sometimes it could be

[54:44] informational. I think that it is very wise,

[54:49] particularly after you call the election, to work closely with your bond

[54:53] counsel to make sure-... that the

[54:57] nature, so sometimes information can look factual on its

[55:01] face, but perhaps due to the timing of that information or

[55:05] the tones of how that's delivered, it could be construed

[55:08] as being advocacy, particularly as you get towards

[55:13] the full campaign mode, which I would classify as after

[55:17] Labor Day. So these are just

[55:21] digital communication strategies. I won't go through them all.

[55:24] It's the modern way of communicating.

[55:26] Life is held in your palm of your hand in many

[55:30] information. So it's what type of information am I getting?

[55:34] Is it just neutral, factual information or is it, "Vote yes

[55:37] on

[55:39] new money?"

[55:40] Next slide.

[55:42] So in-person meetings.

[55:45] Personally, I do like the in-person meetings because that's where I

[55:49] think a lot of the real connection with people comes in, but it's

[55:52] the same thing. You've got to think about, am I going to ask for an

[55:56] endorsement

[55:58] or am I sitting down to the voting booth?

[56:02] And I'm speaking about what's happening at the district

[56:06] and the fact that we have it on and why

[56:10] we have it, what is the need, to talk about the need.

[56:15] So you can see the various segments of in-person

[56:19] communication.

[56:21] When the information gets really targeted, like, "Hey, we're going to go talk to

[56:24] seniors."

[56:26] Well, at that point, that's a really big question to raise to your council, because

[56:29] when it gets really targeted, that's when we think about, okay, well, what is

[56:33] the timing? What is the tenor of that communication?

[56:36] Am I providing just neutral information or is this going to look

[56:41] like leading into a more of a fuzzy area?

[56:44] Most importantly, and I think the district does this on the natural very well, you

[56:48] engage well with your community because you listen to your community.

[56:52] So whoever is running your campaign or doing your

[56:56] outreach should listen to where you are,

[57:00] what are the messages you want to present, how best can we present

[57:04] those, and how do we present those in a way where this is

[57:08] educational, neutral information that

[57:12] community needs to hear. So the next-

[57:16] Print media. I've just labeled some examples of

[57:21] frequently asked questions. Well, of course that's not advocacy.

[57:25] It would be common, you might have a page on your website that just

[57:29] has some frequently asked questions. It might have your budget listed.

[57:32] It can have

[57:34] information, right?

[57:38] But when you get close to the campaign and there's people coming out and putting up

[57:41] door hangers, "Vote yes on the school's measure,"

[57:45] of course that's advocacy.

[57:48] There's some activities that you do on the natural right

[57:52] now. You should continue to do those.

[57:56] Newsletters, emails, you communicate, and

[58:02] that's totally fair to continue to do that and occasionally

[58:06] raise the issue of we have some league groups

[58:10] where we have pictures

[58:13] of students playing in the field or being taught.

[58:17] There are things that you can do, but again, you just want to be very

[58:20] sensitive,

[58:22] particularly as you get

[58:24] into more of a campaign rather than just

[58:28] talking about what those needs are.

[58:32] This is here really just for context of

[58:36] what would a campaign look like. It's not necessarily something-- You're not going

[58:40] to control it as a board, but here's some

[58:43] activities that could take place and some

[58:47] timing.

[58:49] It's meant to be a menu.

[58:52] Not everything needs to be done. These are things that can be done.

[58:56] Next slide, please.

[58:58] And here you go. These are campaign

[59:01] activities.

[59:04] The campaign committee will have a finance committee.

[59:07] They will be filing forms with the

[59:09] Political Practice Commission. These are some of the line items

[59:13] that you might see

[59:15] on

[59:16] filings of how money is spent on a campaign.

[59:19] And really the only way for public transparency when it comes to the

[59:23] campaign is through the forms that you fill out as to

[59:27] how much money do you have and who gave it to you and where it was spent.

[59:31] But again,

[59:33] in a lot of ways, that's the suit. That, of course, is

[59:37] advocacy. That's not just an informational mailer.

[59:41] Go on the next slide.

[59:47] I know you know me, and I talk a lot about compliance, and I tend to be very

[59:50] conservative, so it wouldn't be a right and just

[59:54] presentation without some accountability and legal compliance.

[59:59] I'm not going to review them all. I know you've looked at those, but they are

[1:00:02] there

[1:00:05] for the record.

[1:00:07] Next.

[1:00:08] Okay. So,

[1:00:10] I'd like to turn it back over to the board to talk about the

[1:00:14] bond amount and whether or not you'd like us to

[1:00:18] return on June 8th for the fall of the election.

[1:00:22] And if so, what that outreach budget is

[1:00:26] for that. In the agenda packet, there was sample

[1:00:31] outreach budget. Again, it's just a menu of things.

[1:00:34] It's not my budget.

[1:00:38] I prepared it, but it's meant to be a sample.

[1:00:40] And what I mean by that is,

[1:00:43] will it cost $10,000 a month? Not necessarily, but

[1:00:47] that's a budgeted amount.

[1:00:50] There's other items on here that you may or may not do.

[1:00:54] But again, it's here to give you a sense of what can be

[1:00:58] doneAnd at the end of the day,

[1:01:02] knowing what can be done, I'm very confident that you will make the best decision

[1:01:06] that is in the best interest of your district.

[1:01:11] With that, happy to take any questions you might have.

[1:01:20] A question. This is incredibly helpful and very prescriptive.

[1:01:23] I really appreciate you putting all of this together.

[1:01:26] I had just a question about,

[1:01:29] I guess it's twofold. One

[1:01:32] is

[1:01:34] if we work with a

[1:01:38] committee, a campaign committee,

[1:01:41] to help,

[1:01:43] are there certain tasks? Does the campaign committee, are they able to touch

[1:01:47] both the informational

[1:01:49] and/or out

[1:01:52] voting yes or pushing favorability towards one?

[1:01:56] Do they handle both of that or are they really just help?

[1:01:59] Which roles, because they have to be kind of divided in terms of

[1:02:03] information versus actual promotion.

[1:02:06] So a campaign-

[1:02:07] Yeah

[1:02:08] ... I think you're not talking about a volunteer.

[1:02:09] You're talking about-

[1:02:11] No, sorry, if you were to hire someone-

[1:02:13] Yes

[1:02:13] ... to help with that, can

[1:02:16] run the program, I guess, or how.

[1:02:18] So-

[1:02:18] Do they do everything or how?

[1:02:19] There are typically firms that do outreach,

[1:02:24] also run a campaign.

[1:02:26] So they'll

[1:02:27] transition.

[1:02:29] You might do a contract with an outreach firm.

[1:02:32] That outreach firm

[1:02:34] may, in all likelihood, end up contracting with

[1:02:38] an independent committee that they would help form and

[1:02:42] organize. We know that volunteers don't have that-

[1:02:50] Experience or leader-

[1:02:52] Yeah. It's not necessarily that turnkey, unless you're in business to do that kind

[1:02:56] of work.

[1:02:57] Right. Okay.

[1:02:57] So yeah, they can help with both.

[1:02:58] They can help with that group.

[1:03:00] 100%.

[1:03:02] Yes.

[1:03:03] Okay. Thank you.

[1:03:08] Just along the lines of the ...

[1:03:12] Sarah, can you go back to the page of the, just so that I... Yes.

[1:03:15] To approve the educational outreach budget.

[1:03:18] Dr. McGrath, do we have a sense of how much our contract was

[1:03:23] for the work we did for our parcel tax

[1:03:27] campaign? I know parcel tax and that bond, but

[1:03:31] it was a similar type of educational outreach.

[1:03:35] Do you have a sense of how much that was?

[1:03:36] We'll have to dig into it to look for it.

[1:03:38] Okay.

[1:03:38] Yeah. Just give us a little time, but I can get back to you on that.

[1:03:49] Another question. Sorry. So there's the

[1:03:53] informational role that the district plays, and then

[1:03:57] I'm looking at the accountability and legal compliance component.

[1:04:00] It says board members can have personal participation.

[1:04:04] Mm-hmm.

[1:04:07] Is it still just informational?

[1:04:10] You don't want to cross a line, or do you...

[1:04:13] I'm just curious as a board member and the role we play together

[1:04:17] supporting the district or just informing the community.

[1:04:20] And you have First Amendment right to advocate as an

[1:04:24] individual. So you would be joining that committee as an

[1:04:28] individual, not as a board member.

[1:04:33] Okay.

[1:04:34] Yes.

[1:04:34] So she could have a lawn sign in the

[1:04:38] lawn.

[1:04:39] Mm-hmm.

[1:04:43] Okay.

[1:04:45] What if we all had lawns?

[1:04:47] How about it-

[1:04:48] Individually.

[1:04:49] Okay. Individually we could? All right. I'm just curious. Thank you.

[1:04:52] And a board member who's running for re-election or someone who's

[1:04:56] running for election could also be advocating the bond as

[1:05:00] part of that campaign as well, right?

[1:05:01] 100%.

[1:05:03] And we don't control our spouses.

[1:05:05] That's true.

[1:05:07] Well,

[1:05:10] I'm controlled by my spouse, but-

[1:05:13] ... that is some personal information.

[1:05:20] Any other questions for Jeff?

[1:05:23] Thank you. All right. Thank you very much.

[1:05:26] Any public comment?

[1:05:30] Seeing none, I believe that brings us to board deliberation.

[1:05:34] We have a lot to discuss, but what I heard is that we need to do-

[1:05:38] What are we doing?

[1:05:38] ... to provide direction on two things.

[1:05:40] First is bond amount, and second is outreach budget.

[1:05:46] My suggestion would be that we start with bond amount.

[1:05:49] Agreed.

[1:05:49] Mm-hmm.

[1:05:51] Does anyone want to kick us off?

[1:05:53] I can.

[1:05:55] Based on the information that we have learned the last time,

[1:06:03] there are two ways of looking at it, bottom up and top down.

[1:06:05] What we need, what can we do with the number?

[1:06:08] And

[1:06:10] what's palatable? What's possible?

[1:06:13] And I think both, for me, based on whatever we have heard and learned

[1:06:17] in the last couple of presentations,

[1:06:20] both the answers are pointing to 115, 30.

[1:06:27] Sarah, do you mind pulling up the chart that shows

[1:06:32] the comparisons of different districts and the... Thank you.

[1:06:43] This one?

[1:06:44] Yeah.

[1:06:45] This one?

[1:06:45] Yes. Thank you.

[1:06:51] This is the 115, 30 version, right?

[1:06:54] Mm-hmm.

[1:06:56] 125-

[1:06:56] Mm-hmm.

[1:06:57] That's the max. Oh, yeah.

[1:07:01] You can see that the blue portion would be 30 total, and still

[1:07:05] keeping Reed at the bottom four.

[1:07:19] No, I'm in agreement. I think this is a helpful slide because it shows

[1:07:23] where

[1:07:24] Reed falls comparative to the other districts that are also

[1:07:28] going out for

[1:07:31] bond, and also where we are with our existing bond.

[1:07:34] It's

[1:07:35] smaller, but it's also going to be retiring.

[1:07:37] So I just think this is incredibly insightful to see

[1:07:41] how it compares and that

[1:07:43] it's in the bottom third, really-

[1:07:47] Right

[1:07:47] ... in terms of-

[1:07:48] I do want to point out that we are a smaller school district, so this

[1:07:52] is not per capita number here.

[1:07:56] For example, Mill Valley has more schools, right?

[1:08:01] So that being said,

[1:08:04] this looks, at least to my eyes,

[1:08:07] reasonable.

[1:08:09] Well, and a lot of the ones who are very similar size populations to us, like

[1:08:13] Larkspur, Corte Madera-

[1:08:15] And Kentfield

[1:08:15] ... well above us. Kent Field's well above us.

[1:08:18] Ross and Suston-

[1:08:19] Ross, just-

[1:08:21] ... are similar

[1:08:21] Yeah. Well above us.

[1:08:27] What was most interesting to me was when we ran the survey.

[1:08:30] Mm-hmm.

[1:08:31] And you would expect that when you ask the question, "Are

[1:08:35] you more interested in a lower bond amount, lower tax

[1:08:39] amount?" Our voters actually didn't care.

[1:08:41] And what that said to me was they were saying to us if you

[1:08:45] have the need, which we know we do, we know we have more than 110 million in

[1:08:49] need, that if you have the need, we will pay for it.

[1:08:53] If you have the need, and we believe you have the need.

[1:08:55] Yeah. Yeah.

[1:08:56] And we agree with your version of the need.

[1:08:58] Yes. If they believe that we have the need, then it wasn't a

[1:09:02] price question, it was a

[1:09:05] need question. And,

[1:09:08] I'm very confident that we have the need.

[1:09:10] Yes.

[1:09:11] And I'm very confident that we have more than 115

[1:09:15] million in need.

[1:09:19] So, for me, I just found that answer to be really

[1:09:22] interesting. It wasn't what I was expecting at all.

[1:09:25] It didn't change the outcome.

[1:09:26] Yeah. It didn't move the needle at all.

[1:09:28] Yeah, that was fascinating to see.

[1:09:30] Yeah. It was really fascinating for me.

[1:09:32] And then I agree with everyone else who said this

[1:09:36] chart where it shows. And I think maybe it

[1:09:40] helps explain that too. People don't know these numbers, but they feel

[1:09:44] it when they

[1:09:46] pay their taxes.

[1:09:49] When I'm putting

[1:09:50] my individual board hat on and saying, "Okay, what is my role here?

[1:09:54] What am I trying to do?" It is to think about whether,

[1:09:58] okay, do we as a district need $115

[1:10:02] million

[1:10:03] for real

[1:10:07] improvements? And the answer is absolutely yes.

[1:10:11] And the second piece of the puzzle for me with a board hat on

[1:10:14] is that

[1:10:17] am I supporting spending a lot of money towards

[1:10:21] something that

[1:10:23] has community support or not?

[1:10:26] And again, the answer seems to be yes.

[1:10:30] So that is where I'm coming from.

[1:10:35] I appreciate that. I think that is very

[1:10:39] similar to where I'm coming from as well.

[1:10:43] Yeah. So are we ready at this point to provide direction?

[1:10:46] Yes. I am.

[1:10:48] Then I think I'm hearing, correct me if I'm wrong, I'm hearing

[1:10:52] unanimous consensus for proceeding at 115 million.

[1:10:55] Correct.

[1:10:56] Seeing nods of yes.

[1:10:58] Okay. So I think that brings us to the second question that we were asked for

[1:11:02] direction on, which is

[1:11:04] around the budget.

[1:11:08] And

[1:11:09] anyone want to kick us off on that one?

[1:11:13] I appreciate the sample

[1:11:16] budget that was provided.

[1:11:19] Do you mind... I'm sorry, I didn't mean to interrupt.

[1:11:21] But do you mind pulling it up? It was a separate attachment.

[1:11:23] It's a PDF file.

[1:11:26] I

[1:11:28] would like to just have more information.

[1:11:30] I

[1:11:32] know that it was

[1:11:37] at least six or seven years ago when we did the parcel tax

[1:11:40] campaign, but it's a similar thing.

[1:11:43] I'd just like to have a little bit more information before I go

[1:11:47] ahead and approve

[1:11:49] a budget. And even just when I'm looking

[1:11:53] through the list,

[1:11:55] I

[1:11:57] need a little bit more information and also,

[1:12:01] maybe it's a helpful discussion of we could talk about

[1:12:03] do something not to exceed

[1:12:07] or come back to us if it... Because we don't know what we don't own.

[1:12:11] We do know that the community

[1:12:15] does need education. And so

[1:12:19] maybe we start off with something, and then it can come back to us

[1:12:23] if whoever we hire says, "Actually,

[1:12:27] we need..."

[1:12:28] But right now, off the bat,

[1:12:32] approving or giving direction to go up to almost

[1:12:35] 71,000, I'm not ready for that.

[1:12:37] Yeah.

[1:12:39] My perspective is slightly different.

[1:12:41] I appreciate what you're saying around wanting to have some sense of

[1:12:45] comparison.

[1:12:45] Mm-hmm.

[1:12:46] Just some sort of a sanity check if you're coming at it from outside.

[1:12:50] That makes sense.

[1:12:53] I've

[1:12:54] seen these budgets over before.

[1:12:58] The concern, I guess, is it's a three-month long budget.

[1:13:02] And

[1:13:04] if I was

[1:13:06] running this-Without having to come

[1:13:10] back for approvals within three months.

[1:13:13] And it would almost seem like it'll be hard to strip that

[1:13:17] down to bits and pieces.

[1:13:19] That's just my understanding.

[1:13:23] And just looking at it seems reasonable to me,

[1:13:26] but that's just my point of view.

[1:13:31] Yeah, I think based on our size of district, this

[1:13:34] is an example. I think if you have a not

[1:13:38] to exceed and-

[1:13:40] I agree

[1:13:41] ... if

[1:13:44] we're able to engage with a professional services partner who's been able to help

[1:13:48] the outreach and the district and kind of control the

[1:13:52] budget, not have the budget be in silos where some are paying for

[1:13:55] mail. I feel like if it's under one domain and there's some oversight

[1:14:00] into how it gets, I feel much better about that, knowing and kind of feeling

[1:14:03] comfortable saying, "This is recommended for our size district." We say a

[1:14:07] not to exceed.

[1:14:10] Maybe we don't have to spend that much.

[1:14:11] Maybe we do feel comfortable we've gotten everything accomplished in three months'

[1:14:15] time. It's not that much time to really actually go and...

[1:14:19] We do want it to be focused.

[1:14:22] I feel comfortable with that. As long as there aren't other

[1:14:25] budgets that are sort of in tandem running, and we're not sure where the money is.

[1:14:29] I feel like it fits nicely.

[1:14:32] I just want to ask a question, and maybe it's a fair-paying question.

[1:14:35] So if the same firm is working with the district to do the

[1:14:39] education piece, and then would that same firm be

[1:14:43] working with the

[1:14:45] advocacy committee that would be forming separate from us?

[1:14:50] Am I understanding that correctly?

[1:14:51] But then we have to be very clear that the money that's coming from our general

[1:14:55] fund to go into the education is not being

[1:14:59] spent on any material that is...

[1:15:03] That committee has to fund

[1:15:06] themselves, right?

[1:15:07] Right.

[1:15:07] I just want to make sure I'm really clear on that.

[1:15:10] So, if we say $70,000-

[1:15:13] Just get-

[1:15:13] ... only for education, it can't be for any flyers or

[1:15:17] any-

[1:15:18] Advocacy work

[1:15:18] ... anything for that. So...

[1:15:21] Could be flyers, but education-only flyers. Couldn't be any advocacy flyers.

[1:15:25] So you're thinking correctly.

[1:15:27] Right. And so then I guess the question is, what's the difference between an

[1:15:30] education flyer and an advocacy

[1:15:34] flyer?

[1:15:35] The education flyer shows a leaky roof, a failing

[1:15:38] pipe, a

[1:15:41] terracotta thing that needs adjustment, a

[1:15:45] classroom that needs new lighting, et cetera.

[1:15:48] Where advocacy flyer says, "Vote yes on

[1:15:52] R."

[1:15:54] And are the architectural sketches that we

[1:15:58] have, that's

[1:16:01] money we have already spent and can be used for education?

[1:16:05] Yes.

[1:16:06] Okay.

[1:16:08] And we have already spent that money

[1:16:11] on that?

[1:16:12] Way under what you budgeted, but yes, we have spent some.

[1:16:15] Okay.

[1:16:18] So that's helpful. I guess I didn't realize that.

[1:16:21] So,

[1:16:22] the online paid PSA package, video production, all of

[1:16:26] this is just educational. There's no promotional in it.

[1:16:30] It seems-

[1:16:30] A lot of educational

[1:16:32] ... I was going to say-

[1:16:34] I thought they were both... Sorry, I was misreading that.

[1:16:36] Yeah. I would say, for the size of our voter population,

[1:16:41] some of this seems

[1:16:43] too much, and I would be very interested

[1:16:47] in having Dr. McGrath think about what

[1:16:51] actually she thought made sense for our

[1:16:55] voters.

[1:16:59] I don't know that we need to be doing paid social media

[1:17:03] and things like that. I don't know. I just don't know.

[1:17:07] I think that Austine asked a good question earlier to know

[1:17:11] what we did with our parcel tax in the past.

[1:17:17] I guess my view is

[1:17:20] if we are going to embark on the bond campaign, we need to do it

[1:17:23] successfully. So if that requires spending this money,

[1:17:27] then we should spend it.

[1:17:30] And I don't necessarily think it's too much, but

[1:17:34] I do think that there is maybe a little

[1:17:37] more work we could do for

[1:17:41] next week to make sure that this is really a

[1:17:45] prudent dollar amount for us to authorize.

[1:17:48] That's sort of where I'm landing.

[1:17:50] I agree.

[1:17:51] So this is an estimate, right?

[1:17:54] Sample.

[1:17:55] Yeah.

[1:17:56] So,

[1:17:58] I know I'm not allowed to ask any questions, but I'm curious whether

[1:18:02] it's a general sample or a sample based on ground

[1:18:06] realities for our district, specifically.

[1:18:09] How tuned is it to us and our needs?

[1:18:14] I'm happy to bring that back when I bring it back, ensuring that

[1:18:18] it's relative to our size and our type of voters, et cetera.

[1:18:29] I think it would be interesting to know what some of our neighboring

[1:18:33] districts have spent, because they are dealing with very

[1:18:36] similar populations that we are.

[1:18:40] And like-

[1:18:41] I wonder if it's possible to get that information.

[1:18:43] Well, we're going to approve it in public open session.

[1:18:46] Go dig into it, then.

[1:18:48] So it might be helpful to know what our other neighboring

[1:18:52] districts approved.

[1:18:54] Mm-hmm.

[1:18:55] Because if they approved 20,000 and we approve 70,000,

[1:18:59] that's going to seem off. But if they approved 80,000 and we

[1:19:03] approved 70,000,

[1:19:05] seems about right.

[1:19:08] That would be helpful information.

[1:19:10] It's also, I guess,

[1:19:13] I would-- not assuming anything here, but we do need to put

[1:19:17] a filter on

[1:19:19] how many points the needle needs to move.

[1:19:22] There is a correlation to how much we need to educate based on

[1:19:26] what kind of movement are we looking for versus what they need to look for.

[1:19:29] So you just need to put that in perspective.

[1:19:31] Yeah. It's hard to know.

[1:19:33] We do have to put that in perspective, but it's--

[1:19:36] and we know from our polling that we are polling above where we would

[1:19:41] need to hit, but we obviously need to have

[1:19:45] cushion.

[1:19:46] Cushion. Yes. Agreed.

[1:19:49] So do you have direction on what should be brought

[1:19:53] back?

[1:19:54] I have the direction. We'll bring a resolution that contains the $30 at

[1:19:57] $115 million. We'll bring back a revised outreach

[1:20:01] plan that has not to exceed language, looks at reducing

[1:20:05] the adjusting for our voters,

[1:20:08] ensuring it's related to read and comparisons to neighboring

[1:20:11] districts. Whatever we can find. Sound good?

[1:20:15] Great.

[1:20:16] Another question. Will we be putting out an RFP for this?

[1:20:20] Well, we would put an RFP out for, yes, kind of

[1:20:24] guidance for the next steps and perhaps

[1:20:27] we could look at

[1:20:29] some agreements that we have in place and agreements that we want to start

[1:20:33] new as well. So for example, on the architecture drawings, you

[1:20:37] approved $75,000 and we've spent less than $25,000, so

[1:20:41] we still have leeway there if we wanted to utilize some of that.

[1:20:45] Yeah. I suspect we will use that additional

[1:20:50] as we launch websites and things.

[1:20:59] Anything else that we need on this item or are we ready to move on?

[1:21:01] Okay.

[1:21:05] Thank you.

[1:21:06] Thank you.

[1:21:07] Very helpful.

[1:21:08] That brings us to item K1E, strategic

[1:21:12] plan year two review. Dr. McGrath.

[1:21:14] I'm so excited to bring forward this.

[1:21:17] It's a 52-page plan, I think it is, that

[1:21:20] demonstrates

[1:21:22] a lot of incredible activities that have happened, things that we still need

[1:21:25] to improve on as well, and things that we need to continue to work

[1:21:29] on. Just to kind of translate a little, just to keep in mind, it's a six-year

[1:21:33] plan. This is looking backwards to say, what did we

[1:21:37] accomplish in year two? The color coding,

[1:21:41] you'll remember that you asked on the categories on the left to

[1:21:44] have kind of green, yellow, red. So you'll see lots of yellow things that

[1:21:49] are in the works. Some things green and that

[1:21:53] are complete.

[1:21:54] Luckily, not much red. But there are things that we definitely

[1:21:58] still need effort around and still need to improve.

[1:22:02] Funny enough, I say in education, there is no real finish line, right?

[1:22:06] So every kid shows up different every day, needs different things, and so

[1:22:10] we continue to adjust and do everything we can to meet kids where they

[1:22:14] are. So we will continue to do that.

[1:22:18] There is an opportunity, I think, to celebrate lots of amazing things.

[1:22:21] I also want to remind you that our year-long calendar for board items

[1:22:25] aligns to what's in this plan. So you see

[1:22:29] items all year long at every single board meeting based on what is here,

[1:22:33] and we'll continue to do that and devise your board

[1:22:37] presentation calendar based on what is here in the

[1:22:40] coming up year three. But let me just highlight a few things.

[1:22:43] When you look within pillar one, it starts with

[1:22:47] integration, project-based learning, hands-on learning.

[1:22:50] You've mentioned many of those things tonight. But just kudos to Ms.

[1:22:54] O'Leary, to lots of the VAPA, visual and performing arts teachers,

[1:22:59] to the WIN program, to the Whatever I Need at Bel Air that really looks at how

[1:23:03] do we meet students where they are and help to push them

[1:23:07] forward. Our specialists have done incredible work

[1:23:10] around integration. When you look at things like music and math, you look at

[1:23:14] Spanish at Bel Air,

[1:23:17] really working on integration.

[1:23:19] Lots of enrichment opportunities.

[1:23:21] I want to just

[1:23:23] commend everyone for thoughtful curriculum-aligned

[1:23:26] opportunities.

[1:23:28] When the board passes almost $300,000 for enrichment

[1:23:32] opportunities, our community and students spoke

[1:23:35] loudly that they were very important and that we want deep learning for

[1:23:39] kids, and that is one way, as many of you have expressed tonight, that

[1:23:43] we're able to do that.

[1:23:45] Innovative tech was one of the areas, and you'll hear more about

[1:23:49] an AI presentation, so I won't go into that too much tonight.

[1:23:54] Curriculum was another area. Just big kudos to everyone

[1:23:58] for a full math implementation with coaching and professional

[1:24:02] development embedded,

[1:24:04] support, people understanding the material so that they

[1:24:08] can match students' needs when they're struggling and match students' needs when

[1:24:11] they need a push and a challenge. We'll continue growing in

[1:24:15] that. Health integration. You look at social emotional

[1:24:19] learning adoption at Bel Air that will begin for next year,

[1:24:23] a reading difficulty screener that was implemented throughout Read

[1:24:27] and for some students that needed it at Bel Air.

[1:24:30] So just in that first integration project-based learning

[1:24:34] hands-on area, just so many things to be proud of.

[1:24:37] Next, when I look at individualized learning, I look at differentiated

[1:24:40] learning. So many great steps took place this year.

[1:24:44] And of course, we have more and improvements to continue with

[1:24:48] there. But lots of professional development and how to meet individual

[1:24:51] students' needs. Understanding the math curriculum at an even deeper

[1:24:55] level of understanding those resources and how those resources can

[1:24:59] be utilized to match where kids are.

[1:25:03] Even better alignment with assessments, aligning to tier two,

[1:25:07] meaning after a full class instruction, what are those next levels of needs?

[1:25:11] So lots of great work has taken place there, and we look forward to more work there

[1:25:15] as well.When I look at pillar two in social emotional

[1:25:19] learning, I think we can really celebrate that there was extensive

[1:25:22] internal and external work. When I say external, meaning

[1:25:26] full stakeholder groups. And

[1:25:29] kudos to Nicole on the first section, and Brian on the second section

[1:25:33] as well, with really teams of people that are understanding the

[1:25:37] community's desire in moving forward with social emotional

[1:25:41] learning. Kudos to adjustments being made, and thanks to the

[1:25:44] board for diving into that thinking so that we now have counseling

[1:25:48] available at every school site for next year.

[1:25:52] There was great work done in inclusion and

[1:25:55] heritage, ability understanding for our students and for our

[1:25:59] parents as well.

[1:26:01] Food service, as I talked about, lots of work diving in there,

[1:26:05] and more work down the road for us to do, as we hope that we

[1:26:09] continue to have a food service program that aligns closely with our

[1:26:12] values. Just a thanks to the staff

[1:26:16] for fully engaging in a wide variety of professional development opportunities.

[1:26:21] Family guides were published this year.

[1:26:23] MAP family reports were sent home this year, so you can see that

[1:26:27] highlighted there as well. There was a lot of additional integration with the

[1:26:30] community, and many of you mentioned those things, so I won't go

[1:26:34] into details with that. But I think it's

[1:26:37] a great example of what we heard through feedback in the strategic plan was,

[1:26:42] let's utilize this amazing place that we live, and let's

[1:26:46] work on integrating that. And I think a lot of people have really

[1:26:49] grabbed onto that and run with that idea.

[1:26:53] We've had great steps forward in analyzing our facility needs, as you just

[1:26:56] heard, looking at potential bond information.

[1:27:00] This has been years coming, and lots of work that is

[1:27:04] needed to be really thoughtful to understand our community's

[1:27:07] incredible support for their schools and wanting schools that

[1:27:11] the facilities are high quality as well.

[1:27:14] I would say the demo with ParentSquare, it's great to see that communication

[1:27:18] platform moving forward. I'm excited about some work upcoming

[1:27:22] when we look at standard space recording

[1:27:25] platform there, when you look at a new student information system moving

[1:27:29] towards Aries, when we look towards a data management system.

[1:27:33] I think there's some really fun work coming up in that area for sure.

[1:27:37] More work to be done there. Finance, kudos to Dr.

[1:27:41] Kim on a budget advisory being established, really educating,

[1:27:45] working towards a clear message that came from that group around let's work

[1:27:49] towards revenue enhancement. And so we can take that

[1:27:53] on next year and keep working towards that.

[1:27:56] Lots of improvements at Granada. And then I'll just finish up with a few things of

[1:28:00] tenant leases and getting year-long pieces

[1:28:04] there, as well as improving the facility.

[1:28:06] So, no way to, in a short amount of time, summarize

[1:28:10] 52 pages of an entire organization's work, but just a few

[1:28:14] things there to highlight. Really proud of the efforts that everyone

[1:28:18] made in year two. And then, as I mentioned in our district priorities,

[1:28:22] some great things moving forward for year three.

[1:28:24] So, thank you for your support and for everyone's hard work in getting

[1:28:28] there.

[1:28:34] I have a question. For our district priorities for next year, did we

[1:28:38] talk about posting what those are?

[1:28:41] This is a lot of

[1:28:45] information

[1:28:46] for the whole community to digest.

[1:28:47] Correct.

[1:28:48] But I do appreciate that the priorities are smaller and more tangible

[1:28:52] priorities just for the year.

[1:28:54] Yeah.

[1:28:55] Where do we share that or how do we share that out to...

[1:28:58] Yeah, it depends on which group. But I do love your idea of making it maybe a

[1:29:01] little bit more prominent on the website. It could be.

[1:29:04] It's under Plans, I believe. Sarah's making it look

[1:29:08] beautiful, so we can get that in a more public version.

[1:29:14] Right now it's what we call kind of accordion work.

[1:29:17] It's been thinking through where are we in year two, and with the

[1:29:21] staff saying, "Hey, where are the site goals, and where are we?" And kind of

[1:29:25] getting a lot of feedback.

[1:29:28] With parents, it would be more website kind of

[1:29:31] front-facing and headline news through ParentSquare.

[1:29:34] We'll put it out at the beginning of the year.

[1:29:36] At the August kickoff, we'll go over it with staff and say, "This looks

[1:29:40] like where we're landing and what will help guide our work this year." So kind of

[1:29:44] depends on the group.

[1:29:46] And then if you're asking kind of the parent side, it would be more headline news

[1:29:50] on the website.

[1:29:51] Yeah. It is mostly the parent community side, but

[1:29:54] there's opportunities, I think, as we pursue those next year

[1:29:58] to bring parents into tech-related

[1:30:02] committee, whatever the tasks are.

[1:30:04] Sure.

[1:30:04] You've done so well with that throughout the...

[1:30:06] Anyway, I was just curious where they would find out about those.

[1:30:09] Yeah. Great point.

[1:30:14] Any other questions?

[1:30:19] Is there any public comment on the strategic plan review

[1:30:23] or deliberation?

[1:30:27] I'm just so extremely proud of where our

[1:30:31] district is on this. And just a huge

[1:30:35] thank you to Dr. McGrath

[1:30:37] and to all of

[1:30:40] our administration and teachers.

[1:30:43] We have come a very

[1:30:47] long way, and I know you mentioned it's a 52-page document.

[1:30:51] And it's a living document, but

[1:30:54] it's something we refer to at every single board meeting.

[1:30:59] We have a question in our January workshop

[1:31:03] of how much time

[1:31:04] of

[1:31:09] our agenda is spent on things like a strategic plan

[1:31:13] or things that are specifically focused on our students,

[1:31:18] and I think we... This is just incredible

[1:31:22] and I'm

[1:31:24] It's really nice to see. And I know that our board calendar says that we

[1:31:27] will do this all throughout the year, but it's just very impressive.

[1:31:32] And it's not just a 52-page document, it's a three-dimensional document with

[1:31:36] links to, I think, 10 different metrics

[1:31:39] documents that are all each 52 slides- ...

[1:31:43] I think, Paul. It's amazing. It's

[1:31:46] where I feel like just having a place to go where you can

[1:31:50] access the depth of information about everything we do is really

[1:31:53] phenomenal. And there is a lot in here, but it's

[1:31:58] all in the right place. Thank you for maintaining it and keeping it live and living

[1:32:02] and moving forward.

[1:32:04] And it's easy to praise it, but it's a document

[1:32:08] that's not just saying-- It goes into depth, and it's

[1:32:11] saying where the district needs to pay attention to and where

[1:32:15] we need to focus on. So it's not just saying all the great things that are

[1:32:18] happening, but without this document and without the

[1:32:22] work that goes into it, we won't know where we need improvements on.

[1:32:25] And so it's really nice to have this as a guiding

[1:32:29] document. When we go to all the CSBA

[1:32:33] meetings, and this does not happen

[1:32:37] in every district.

[1:32:40] Just a strategic plan, let alone something at this level

[1:32:44] and in this detail, so just it is

[1:32:48] really great.

[1:32:49] Thank you.

[1:32:52] I will say that I think the way that you structured this with

[1:32:57] all of the embedded links that you have,

[1:33:01] it's a real way of documenting what we've done, but also holding people

[1:33:04] accountable for moving forward on these progress goals

[1:33:08] because it's very easy to lay out goals.

[1:33:11] It's hard to execute on those goals without being

[1:33:15] continually circling back to them.

[1:33:17] And so the fact that you document it all, which is a huge amount of

[1:33:20] work for you and the team, I think. And there has been a culture

[1:33:24] shift around this sort of mentality of holding people

[1:33:28] accountable and the district accountable to these goals.

[1:33:31] And so,

[1:33:32] I think that's very impressive. So thank you.

[1:33:37] Team effort, for sure.

[1:33:40] Thank you. Are we ready for next item?

[1:33:44] We'll see curriculum adoption update, our coordinator of

[1:33:48] educational services, Nicole Trickett.

[1:33:53] Yeah. Good to see you. Well, I'm excited to kind of add

[1:33:57] to, I think, some of the updates that Dr.

[1:33:59] McGrath already started around the curriculum.

[1:34:02] But this is kind of my spring curriculum update.

[1:34:04] You'll see me referencing some things that I already discussed in the

[1:34:08] fall. But just wanted to kind of give you progress updates on where we are and

[1:34:11] where we're going for next year.

[1:34:14] So the three areas I'm going to focus on are where we are with our English

[1:34:18] language, arts, and social studies exploration year.

[1:34:22] The next thing is health. Where in the fall I said we were going to come back with

[1:34:25] kind of a comprehensive health framework that shows how the standards are

[1:34:29] being addressed throughout the different grade levels.

[1:34:32] And then I want to give a quick update on how the first year of our math

[1:34:36] PK-5 implementation has gone and what we still need to do in year two.

[1:34:40] It doesn't just end after one adoption year.

[1:34:48] This is just a reminder. I shared this roadmap at the beginning

[1:34:52] of the fall. But this was really laying out what is our roadmap for the next

[1:34:56] two years when it comes to literacy, and our ELA and

[1:35:00] social studies adoptions. And great to say, we are fully on track

[1:35:04] with kind of the steps we had laid out and have got all the way

[1:35:08] through number six and hoping to start into our fall,

[1:35:12] and this next year with really some strategic piloting

[1:35:15] of curriculum.

[1:35:18] Another just kind of reminder, just saying like right now I'm focusing on

[1:35:22] the ELA and history. A reminder of what we are currently using,

[1:35:26] that we're going to explore here, moving into the pilot and some of the stuff that

[1:35:30] was going on within this year when we think about what exploration looks

[1:35:34] like.

[1:35:36] So one of the first big things that we did, and we did this at site levels because

[1:35:39] the needs do vary, but there is alignment, is we did SWOT analysis of

[1:35:43] all our current ELA and social studies curriculum at Reid, at Bel Air,

[1:35:48] and at Del Mar. So site teams, grade level chairs really dug into this

[1:35:52] work, so that they could bring it back to a larger literacy committee

[1:35:56] when we met.

[1:35:57] And so we held our big district literacy committee, the first meeting,

[1:36:02] back in January, where we had representation from all three sites,

[1:36:06] multiple teachers at different grade levels, administrators,

[1:36:09] our TOSAs, both our instructional TOSA and our VACA TOSA,

[1:36:13] really wanting to think about integration. So it was a great group of people.

[1:36:17] Still on this one. We really analyzed those

[1:36:22] SWOTs. We looked at our district strategic plan to make sure we were aligned

[1:36:26] with things that came up with that.

[1:36:27] And we also looked at the California Department of Ed's ELA framework.

[1:36:31] And using all of that information, established our own overarching kind of

[1:36:35] district curriculum criteria that we wanted to ensure we were looking

[1:36:39] for when we looked at all the different curriculums that are out

[1:36:42] there. We also examined some big evaluation resources.

[1:36:46] There's a ton out there and a few to guide and help us with that selection

[1:36:50] process after we had identified the criteria.

[1:36:53] So kind of a step there. At the social studies level, the middle school, they did

[1:36:57] a large SWOT analysis and it did determine that their current TCI

[1:37:01] curriculum continues to effectively meet their student needs.

[1:37:05] And we did talk at the elementary. We thought about it, and most of the things that

[1:37:08] were coming out for elementary ELA was ensuring that we had a knowledge-based

[1:37:12] curriculum. That means it's integrating social studies standards.

[1:37:15] It's integrating science standards into it and building that.

[1:37:19] So we wanted to pause on doing a standalone social studies one until we really

[1:37:23] can focus on the ELA knowledge-based curriculum.

[1:37:27] And then we can think about what other supplemental materials, both for social

[1:37:31] studies and then possibly science, can really be added on

[1:37:34] after we determine our ELA

[1:37:37] curriculum.Five.

[1:37:41] So from that, we did at that point split the two

[1:37:45] grades, and we looked at elementary and secondary differently because the

[1:37:48] curriculums look a little different.

[1:37:50] We still use those overarching criteria, and we've created our own

[1:37:54] rubrics and evaluation tools to then examine

[1:37:58] some curriculums.

[1:38:00] Myself and Amy did some initial research based on those criteria

[1:38:04] to come up with some programs to look at.

[1:38:07] So we brought back our elementary

[1:38:10] team, so the same literacy committee, just the elementary representatives, to take

[1:38:14] a look at those four curriculums on the bottom.

[1:38:17] And the middle school and middle school team had a release day, and they came

[1:38:20] together and examined a couple other curriculums there, the two, and

[1:38:24] their own curriculum that has been teacher-made as well.

[1:38:27] And from that, the next steps both with elementary. So first, the elementary.

[1:38:33] So we still are defining the scope and the professional

[1:38:37] development needs,

[1:38:38] site-specific logistics. But there was a selection of Amplify

[1:38:42] CKLA as one of the pilots we plan to move forward

[1:38:46] with. We'll be waiting until January

[1:38:50] to pilot that. This is both because we'll be able to pilot their

[1:38:54] newest California materials that they just sent to the state,

[1:38:58] and that should be getting approved by November.

[1:39:01] So we also know if for some reason they don't get approved by the state

[1:39:04] before we pilot it, and we can figure out a strategic change.

[1:39:09] But that we wanted to ensure we are piloting the most up-to-date

[1:39:12] material resources. I do think that also lets

[1:39:16] us really in the fall focus on some things that we might need to do.

[1:39:20] First of all, around the math, what are we doing in year two?

[1:39:23] So starting another year where we have a pilot ELA going and we're trying to start

[1:39:26] math. Let's really think about what are the next steps with math implementation.

[1:39:30] And then in the fall, we can also lay in some foundational

[1:39:34] knowledge building and get the staff buy-in before the January ELA

[1:39:38] pilot. We are still looking at one other possible pilot of

[1:39:42] EL education.

[1:39:44] They were sending us resources that teams could look through.

[1:39:48] I'm not surprised this one came up.

[1:39:49] It's CKLA,

[1:39:52] and EL Education are the two most used curriculums in our neighboring

[1:39:55] districts. So I'm not surprised both of them came up to the top and are the

[1:39:59] ones our

[1:40:01] staff were interested in reviewing.

[1:40:02] But we'll know more about where we stand with that point when I come back in the

[1:40:06] fall and share another update. And then

[1:40:11] a lot of the work we did at read, we did some science of reading reading throughout

[1:40:14] this year. And I think this next point about some targeted initiatives really

[1:40:18] comes from that.

[1:40:20] There's really momentum to create a foundational scope and sequence for

[1:40:24] phonics and phonemic awareness across all grades. We were doing stuff.

[1:40:28] We had Integrity going on. We had Orton-Gillingham, Fundations.

[1:40:31] Different teachers were doing different things and all grounded in the science of

[1:40:34] reading, but they were all a little different.

[1:40:36] So really this idea to unify and have a consistent approach and a scope and

[1:40:39] sequence. That during this kind of gap year, we're going to

[1:40:43] be bringing in SaneSystem E. So it's a program that

[1:40:47] really

[1:40:49] is not a core curriculum, it's a supplemental tier one, though.

[1:40:52] So it's for the whole class

[1:40:54] to support phonics and phonemic awareness foundational skills.

[1:40:58] And so we'll be using that from PK, so there's actually a pre-K program all the way

[1:41:02] to second grade,

[1:41:04] to just get that going. We wanted to build on that.

[1:41:07] We wanted to use that momentum to keep going.

[1:41:11] So we're going to do that around some collective efficacy.

[1:41:13] And then we're still going into our year two dibels.

[1:41:15] So our reading screener implementation with a big focus

[1:41:18] on thinking about how do we go deeper with our data

[1:41:22] interpretation, and what next steps are we really doing for

[1:41:26] instruction and for targeted student response.

[1:41:30] At the middle school level,

[1:41:32] the Del Mar curriculum ranked highest on their

[1:41:35] evaluation rubric, really around their critical

[1:41:39] thinking, differentiation, their comprehensive writing

[1:41:42] structures that they have spent a lot of time

[1:41:45] creating and building. And that it

[1:41:49] really does leverage a design that builds

[1:41:52] sequentially. So from grade, they've worked

[1:41:56] on that articulation from six, seven to eight to really

[1:41:59] ensure it's

[1:42:02] aligned across those things and the skills are building on each other.

[1:42:06] And also that it's really integrated already with social studies.

[1:42:09] Our sixth-grade team is core and they teach both, but then at the seventh and

[1:42:13] eighth-grade level, they're working together on projects, and integrated

[1:42:17] curriculum. So we want to leverage that and keep that going, as it's a big

[1:42:22] priority across our district.

[1:42:25] And then, so the thought is to spend the next sum-- or spend the summer,

[1:42:29] spend the next year really spending time and focus on

[1:42:33] creating a unified framework,

[1:42:36] and a curriculum model that we can showcase to the public,

[1:42:40] right? So actually taking the time to write out the scope

[1:42:44] and sequence to create model lessons

[1:42:48] that they can be showcased to the community and for public view

[1:42:52] is kind of the next step. Some of the things they're going to be working on is

[1:42:55] ensuring there's this rigor and relevant

[1:42:59] differentiation

[1:43:01] in the curriculum. So commitment to close reading, their writing strategies to

[1:43:05] really push academic challenge for all learners.

[1:43:09] They also wrote we had a targeted grammar pilot, so using a grammar workbook

[1:43:14] for next year. They identified a skill gap in that way,

[1:43:18] and also wanting to go to kind of a workbook to maybe

[1:43:22] proactively resolve a schoolwide

[1:43:26] concern that they're having around too much time on IXL around screen time.

[1:43:30] So doing some homework around the grammar with a grammar

[1:43:33] book. And then also maintaining kind of partnership with our

[1:43:37] secondary partners at RedwoodBut I'm sure

[1:43:41] we're really thinking of how the middle school skills

[1:43:45] are aligned and explicitly linked to high school expectations and

[1:43:49] beyond.

[1:43:52] Now, moving on to health.

[1:43:54] This is one of the attachments that you have, but there is a health framework, and

[1:43:58] it goes over the different health topics and when they come up per grade level,

[1:44:02] and where you're going to find them, where are they covered.

[1:44:05] I spoke about how in health, I think back in the fall, a lot of the lessons and

[1:44:09] a lot of the learning is already integrated.

[1:44:11] You look at the topics or the standards in some of these lower

[1:44:14] grades, especially around handwashing.

[1:44:16] That's happening every day with our kindergarten kids and what they're doing.

[1:44:19] So much of their learning, this is naturally integrated into

[1:44:23] the classroom. But this kind of lays out where it's happening and

[1:44:27] any curriculums or resources that are being used to help

[1:44:31] teach those standards. So it's a large document that kind of helps

[1:44:36] showcase that. A couple things to highlight in the next slide

[1:44:40] around health

[1:44:41] are at

[1:44:43] Bel Air, Character Strong was selected as their new

[1:44:47] SEL curriculum after a two-year

[1:44:51] process, where they looked at three different curriculums.

[1:44:55] And this one came up rated the highest

[1:44:58] among staff

[1:45:00] for ease of use and built-in solid support for social skills

[1:45:05] and executive functioning. It also rates extremely high

[1:45:09] for the CASEL rating and its effectiveness, especially in those grades two through

[1:45:13] five for behavior, identity, and agency.

[1:45:16] So the team's really excited about getting some PD at the beginning of the year and

[1:45:19] starting to implement that. In addition, Reid and Del

[1:45:23] Mar will be exploring it as kind of a supplemental to the stuff they're

[1:45:27] already doing. So how can some of Character Strong

[1:45:31] go down into the Kimochi work that's already happening down at Reid?

[1:45:34] How can it go up into the advisory work that's already happening at Del Mar to

[1:45:38] really strengthen both of that and make sure there's alignment across all

[1:45:42] three schools?

[1:45:44] In the fall, I also talked about an identified gap we were noticing around this one

[1:45:48] health topic:

[1:45:50] alcohol, tobacco, and drug use. And so I've been working with the district

[1:45:54] nurse, and she's going to be working with our new school counselors across the

[1:45:58] schools, but also with teachers to create lessons and workshops or maybe

[1:46:02] even assemblies that address those same standards in a really unified

[1:46:05] way across our district. So we have a planning meeting just this week,

[1:46:09] actually, to think of what that looks like.

[1:46:11] I'm so excited to get her involved, and really kind of close that

[1:46:15] gap that we identified. And then with sexual health,

[1:46:20] at the middle school level,

[1:46:22] we've been partnering and using SuperStar Health for the past few

[1:46:25] years, where they come in as an outside agency.

[1:46:28] They do a week-long unit for

[1:46:32] eighth-grade students around this.

[1:46:35] In talking with Del Mar and their teachers, they do want to transition to an

[1:46:39] internal delivery,

[1:46:41] which is great. So a more sustainable internal model that's led by

[1:46:45] our own credentialed staff members.

[1:46:47] We do think the student engagement will increase.

[1:46:50] A trusted staff member, PE teacher, and even in conjunction with the

[1:46:54] district nurse or counselors,

[1:46:57] is going to improve engagement around that.

[1:47:00] And also, we are able to spread these lessons across the year

[1:47:04] rather than compressing them all into one week.

[1:47:07] To make sure we're doing this in the right way, we're looking to partner with

[1:47:10] SuperStar Health in kind of a consulting capacity next year

[1:47:14] to ensure a smooth and compliant rollout of what that could look like.

[1:47:19] Finally, Amplify. It is a big thing

[1:47:23] to adopt a curriculum and then implement it in a first year.

[1:47:26] So kudos to all our teachers and staff

[1:47:29] for just diving in. We had a

[1:47:33] lot of things going on, especially at Reid.

[1:47:35] We're at Dibbles on top of it, but it takes a lot of work.

[1:47:39] And so really happy to say that we have successfully kind of

[1:47:43] launched this across all our K-5 classrooms and our pre-K

[1:47:47] team even participating in a field trial, and they were

[1:47:50] providing feedback to Amplify to then get those materials and curriculum

[1:47:54] up and going for next year. We've had a lot of professional,

[1:48:00] like PD, professional development opportunities for our teachers, both from

[1:48:03] Amplify, but also just directly for administrators, for

[1:48:07] myself, for our instructional TOSA, who's been invaluable in this.

[1:48:12] Ms. Fedd has become an expert in Amplify, and is always available

[1:48:16] to coach, to mentor, to help provide

[1:48:19] resources to our teachers.

[1:48:22] I think we've seen a great shift in how we're using data and

[1:48:25] assessments, and seeing data chats happening at schools,

[1:48:29] instructional shifts, and just making sure our core classroom is

[1:48:33] aligned to any interventions that are happening.

[1:48:36] So our intervening teachers are using mini lessons that are

[1:48:39] Amplify-driven. So students are getting

[1:48:43] reteaching or pre-teaching that is directly related to the curriculum that

[1:48:47] they're seeing in the classroom.

[1:48:49] We've done things like Desmos newsletters.

[1:48:51] We can use our Bible newsletters just for tips and tricks.

[1:48:55] Curriculum's a lot, and we want to keep track of all the things that are

[1:49:00] great to use, best practices, and then

[1:49:04] trying to really expand how we're showcasing this new curriculum to our parents.

[1:49:08] That back-to-school nights, but also getting newsletter updates and the principal

[1:49:12] newsletters that go home.

[1:49:14] But in year two, some things that we're looking at,

[1:49:17] instead of just thinking first year, they're just getting to know the components of

[1:49:21] a curriculum, what's out there, how to navigate the portal, how to make sure the

[1:49:25] kids are using the resources right.

[1:49:27] Really shifting to becoming masters of all

[1:49:31] the components and delivering that highly kind of targeted

[1:49:34] differentiation so we can support students that might be struggling, but also

[1:49:38] really accelerate students that need to be pushed further.

[1:49:41] There is a shift that there's a new-- It doesn't change too much because the

[1:49:44] Amplify Desmos curriculum was based off the California framework, but we will be

[1:49:48] getting a new updated California-specific

[1:49:51] AmplifyKind of student books and

[1:49:55] curriculum. So we want to make sure we're having a smooth transition and our

[1:49:58] teachers are knowledgeable about what changes they might

[1:50:01] see.

[1:50:03] The next one is just time. I think one of the biggest things is we've provided a

[1:50:06] lot of time to teachers for PD from Amplify, your

[1:50:10] normal kind of PD during Wednesday time, PD during

[1:50:14] some of the release days or staff development days.

[1:50:16] But we need more dedicated time for teachers to sit down with the units,

[1:50:20] with the lessons, to dive in, to talk about what's working, what's not working,

[1:50:25] to be able to analyze all the enrichment activities that exist, and also see what

[1:50:29] we might need to add on.

[1:50:31] And so really prioritizing that with the

[1:50:35] principals to make sure we're building in those grade level check-ins,

[1:50:39] having departments that are dedicated to math so we can build that teacher

[1:50:42] leadership at the sites,

[1:50:45] to dive into some of the things that we're still wanting to improve with this

[1:50:48] curriculum.

[1:50:50] Rigor and discourse, really focusing on how we're supporting

[1:50:54] mathematical discourse. This curriculum is built around mathematical discourse.

[1:50:57] That's what makes it often rigorous.

[1:50:59] That's a shift maybe from previous curriculum.

[1:51:02] So how can we support our teachers with really becoming experts in how you

[1:51:05] facilitate a really rigorous conversation around math in the

[1:51:09] classrooms? And then still taking that next step around how are

[1:51:13] we having a seamless

[1:51:15] MTSS loop using the resources that are embedded, using the assessments,

[1:51:19] using the intervention

[1:51:21] lessons,

[1:51:23] using the core instruction and connecting it to mini lessons.

[1:51:26] All of those things are there, just making sure we're really creating systems

[1:51:31] that are coherent, and support our students as they enter and as they

[1:51:35] exit any kind of additional support classes they might get.

[1:51:39] And that is my brief overview of kind of some

[1:51:43] curriculum updates we've been working on and where we're going.

[1:51:46] If there's any questions.

[1:51:51] Well done.

[1:51:55] I had a question.

[1:51:56] Yeah.

[1:51:56] I guess it's sort of like, what have we

[1:52:00] learned from the Desmos

[1:52:03] rollout, and maybe how we should be approaching curriculum

[1:52:07] evaluation and adoption going forward?

[1:52:11] Because it sounds like we're seeing adoption as maybe a

[1:52:15] two-year process, not a one-year process.

[1:52:17] It's sort of like what I'm sort of seeing some of it.

[1:52:21] We need two years to really build-

[1:52:24] I think it's more than two years.

[1:52:26] I'm sure more.

[1:52:26] I think it never ends. I think you have different

[1:52:30] needs as you continue to dive deeper

[1:52:33] into curriculum,

[1:52:36] and you get more comfortable. I think first year looks a lot different than second.

[1:52:39] Looks a lot different than third. Looks a lot different when we're looking in the

[1:52:42] fourth, fifth, and sixth, when we're trying to maintain it, but maybe need

[1:52:44] supplemental or other things. So I do think there's

[1:52:47] strategic...

[1:52:49] Now that we've seen one go through, kind of the strategic shifts, I think we can

[1:52:53] always learn from. I think the biggest thing, and I pointed to it, is

[1:52:58] the time maybe we weren't thinking of it upfront, to really

[1:53:01] ensure

[1:53:03] teachers can dive into the

[1:53:06] materials at the level that you need to really dive into them to

[1:53:10] become experts and comfortable. I think so

[1:53:14] much of the time was focused on a six-hour PD just to get to know the platform,

[1:53:17] right? And get to know how to navigate it, and that is a lot of time, but there's

[1:53:21] so much more that you can do with just exploring a lesson

[1:53:25] for a couple of hours and diving into all the different things and how it's aligned

[1:53:29] and planning for all your different learners.

[1:53:32] So I think it shifts, but I would love to be more

[1:53:35] strategic as we go into other ones of doing that in year one a little more than we

[1:53:39] did with Amplify Desmos.

[1:53:41] Okay, so you think it's sort of maybe a little bit of a process change

[1:53:46] versus a timing change?

[1:53:48] Yeah, in terms of our curriculum map having multiple, like having...

[1:53:53] Is that what you're-- Like an adoption?

[1:53:54] Yeah, I guess my concern that I'm coming from

[1:53:58] is

[1:53:59] I don't want our teachers to sort of be overwhelmed by

[1:54:03] requiring them to learn so many new

[1:54:06] curriculums that we lose some of the

[1:54:10] greatness of these new curriculums because teachers are just overwhelmed and

[1:54:14] burned out. One, I don't want our teachers to be burned out and overwhelmed.

[1:54:19] I want them to be able to show up and do what they do with our kids.

[1:54:22] Yep.

[1:54:23] And two, we have heard some

[1:54:26] feedback. It's been limited, but a little bit of feedback.

[1:54:30] But there hasn't been the ability for teachers to really get deep into it,

[1:54:34] to really sort of stretch across the kids in the

[1:54:37] classroom. And so how do we think about that going

[1:54:41] forward so that we're really deliberate on both making sure that our

[1:54:45] staff feels really well-supported and not overstretched, and also

[1:54:49] really delivering the best education, because you only get to take third grade

[1:54:53] once.

[1:54:54] And really thinking about both of that and just taking

[1:54:58] lessons from what we have here.

[1:55:04] Yeah. I think it's a bit of the both.

[1:55:07] Yes, and I think there's things that we could learn of where we need to be more

[1:55:11] deliberate. We

[1:55:13] had a math pilot department two years ago.

[1:55:17] We didn't keep a math department to provide some of that strategic leadership at

[1:55:20] either of the two sites. How can we make sure we keep a literacy and ELA

[1:55:24] department going throughout the time to really provide some of that strategic

[1:55:28] leadership? How do we ensure grade level meetings have dedicated time to

[1:55:32] unpack units and look at it in a more in-depth way?

[1:55:36] So I think those things that we have learned, or we really realized we

[1:55:39] didn't equip our teachers with enough time with,

[1:55:43] we want to do right.

[1:55:46] I also think no matter what, year two does look different, and that is an

[1:55:49] opportunity for us to take some of these steps that we hadn't, not even had, but we

[1:55:53] realized we want to go deeper with.

[1:55:55] So I think it's a yes and, of

[1:55:58] both.Yeah.

[1:56:02] I'd like to push a little more on what Shelby was saying.

[1:56:06] In my line of work, it's always hard to look

[1:56:10] at the mirror-

[1:56:11] Yeah

[1:56:11] ... and see where you're at.

[1:56:13] Yeah.

[1:56:13] And with so much going on-

[1:56:16] Yeah

[1:56:16] ... with each educator,

[1:56:20] how are we making sure that nobody is being left behind, that

[1:56:23] everybody is getting to at least a basic level

[1:56:27] of mastery, so they get past

[1:56:31] just understanding their way around a new curriculum,

[1:56:35] to really

[1:56:37] taking the best of it? Theoretically, yes.

[1:56:40] Year one, we're going to do this, year two, we are going to do this.

[1:56:43] But we know there's always a bell curve, right?

[1:56:45] Yeah.

[1:56:45] To your point, there are some people who are experts.

[1:56:48] How are we making sure that those who are towards the tail of the bell curve, who

[1:56:51] are finding it hard to navigate that change, are being

[1:56:54] recognized?

[1:56:55] Yeah. And I think that work is being done.

[1:56:59] That work, I constantly am working or talking with principals, I'm working with

[1:57:03] Amy, our instructional coach, on how are we supporting teachers across the board.

[1:57:08] Or when there's questions that come up, or getting in classrooms.

[1:57:13] So I think that that was happening this year as well, and it will continue

[1:57:17] to happen. I think that's the resources we have with our

[1:57:20] administrators being there, walking classrooms.

[1:57:23] They're constantly in classrooms, checking, doing walkthroughs, knowing math is

[1:57:26] going on. I try to get into the classrooms when math is going on, to see

[1:57:30] where we're at, but also where we might need to make some shifts, or overall see,

[1:57:35] to me, discourse. How can we go deeper and really make sure our teachers

[1:57:39] know how to become experts in mathematical discourse?

[1:57:42] So we are constantly thinking about that and being

[1:57:46] strategic in how we're providing support, and that is only going to continue

[1:57:49] into year two. But there are ways with instructional

[1:57:53] walkthroughs, checks.

[1:57:55] I think leading into having peer, I know sites are looking at peer observations.

[1:57:59] How are we using peer observations to support focus in on curriculum

[1:58:03] adoptions and things like that? Those are structures that exist at our schools,

[1:58:07] but how do we then leverage some of that stuff to ensure we're all moving

[1:58:11] forward together? So all that is happening on

[1:58:15] that. But yeah, there is some of that work happening.

[1:58:18] And you know what? We are a district where

[1:58:21] I know every teacher's name. I know all our staff. I'm able to be in classroom.

[1:58:24] That's

[1:58:26] unique, and

[1:58:28] I don't take that for granted. I think that also helps us really all

[1:58:31] collectively move forward, too.

[1:58:34] So, yeah.

[1:58:37] Thank you.

[1:58:39] Just one last question,

[1:58:41] because I'm thinking about this from a governance perspective, how this happens,

[1:58:45] how the magic happens.

[1:58:47] It's your job.

[1:58:48] Not ours. So,

[1:58:49] I just want to make sure, and this is just a gut check, are we

[1:58:53] as a board asking too much of our staff?

[1:58:57] And that's just the question to you.

[1:58:59] Do you think that this is manageable, or have we put too much on them?

[1:59:03] Because that's where we sit. We sit at the, "Let's set the timelines," and you

[1:59:08] manage the timelines, and our staff has to implement them.

[1:59:12] So I guess the real question I want to know is,

[1:59:14] are we asking the right level of commitment from our staff, or are we asking a

[1:59:18] little too much? Or where do you think we're falling on that?

[1:59:23] I think

[1:59:25] we are asking. I think we thought about the curriculum map

[1:59:28] back in last fall,

[1:59:32] 2024, really thoughtfully. Got feedback and alignment.

[1:59:35] That hadn't been around, so I do think it's a shift and a change.

[1:59:39] The cadence of it is typical

[1:59:42] for any other districts around us.

[1:59:45] I would also say our cadence for ELA and math and K-5 has been slower than

[1:59:49] any of our neighboring districts.

[1:59:52] I think that's a

[1:59:55] good thing. I think we're being thoughtful and strategic about how we're

[1:59:58] rolling those things out and making sure we're taking the right steps

[2:00:02] so our teachers feel supported. I think some of the work, you'll see the pause on

[2:00:05] social studies,

[2:00:07] is also listening to feedback and being strategic.

[2:00:10] We don't need to push through both ELA and social studies.

[2:00:13] Let's really focus on ELA and then take a step.

[2:00:17] And so that's going to adjust that timeline that we have

[2:00:20] based on that.

[2:00:22] So I always want to take the feedback.

[2:00:25] I would say if a pilot, and we don't find the right ELA curriculum, I probably

[2:00:28] would come back to you and say, "Hey, we need to have another pilot year and look

[2:00:30] at a different one." I don't want to push through something I don't feel confident

[2:00:34] with, or my teachers are saying

[2:00:36] they aren't confident with or comfortable with.

[2:00:38] So I do think

[2:00:40] I feel comfortable coming towards you with those kind of recommendations right now.

[2:00:43] I feel like we're taking the right steps and going at the right pace, and some of

[2:00:47] the adjustments we already are making are in line.

[2:00:51] And I also think when you look bigger picture about how other

[2:00:54] districts are doing, I think the cadence is similar

[2:00:58] if not also more strategic and thoughtful.

[2:01:00] We're not doing an adoption, adoption, and adoption.

[2:01:03] It's actually spaced, which is how we have these explore, pilot, adopt

[2:01:06] years are spaced out. I don't think other districts have maybe that kind of

[2:01:10] framework, which actually spaces them out.

[2:01:12] But because explore and year one adoption sometimes

[2:01:16] fall in the same year, it can feel like it is.

[2:01:20] But I know many that adopted a math one year and adopted an ELA the next year.

[2:01:23] And that's the cadence they chose to do, and there's been

[2:01:27] reasons for that. But I think we thoughtfully

[2:01:30] took some pauses and made sure there was some breaks.

[2:01:35] But I'm always open to hearing when we need to do that some more, and wanting to

[2:01:38] make sure. Yeah, for me, the best thing is that it's implemented, and it's

[2:01:41] implemented well for kiddos.

[2:01:44] So I'm constantly thinking about that for myself too.

[2:01:49] Thank you. That was helpful.

[2:01:50] Yeah.

[2:01:51] Any other questions?

[2:01:52] Just, it's a clarifying question-

[2:01:53] Yeah

[2:01:53] ... about the health.

[2:01:54] Yeah.

[2:01:54] So health, the board doesn't ad-

[2:01:58] Can you just remind me on the process?

[2:02:00] I know health is a little bit different than the other-

[2:02:03] Sure. SEL is a little different-

[2:02:04] Okay

[2:02:04] ... but, guidance and health,

[2:02:07] we don't have any new curriculum for you because it already was.

[2:02:09] We've already been using all the curriculum, and it's more like it's all

[2:02:13] integrated, so there's so many different things.

[2:02:15] So that's why I brought forward a framework of showing you-

[2:02:17] Okay

[2:02:18] ... across the different grades how the health standards are being met.

[2:02:22] If I did have some,

[2:02:23] there was some magic curriculum that was PK through eight or even elementary and

[2:02:27] middle that covered all the health, maybe I would be coming forward with

[2:02:31] something like that. But how it from our health committee that came together,

[2:02:36] it is way more integrated and it spans

[2:02:40] SEL curriculum happening somewhere, other things, pulling stuff from

[2:02:44] the... Like COE provides some stuff around drug and alcohol, so we're kind of

[2:02:47] creating more of this framework.

[2:02:49] Okay.

[2:02:49] And then the SEL that was adopt is, we give you information about

[2:02:53] it, but you don't

[2:02:55] adopt the SEL-

[2:02:56] Okay

[2:02:57] ... piece. But it's part of health.

[2:02:58] Though some of those standards were part of health, so I just wanted to give an

[2:03:00] update around SEL.

[2:03:02] That's also not just happening at

[2:03:04] Bel Air.

[2:03:05] Thank you.

[2:03:06] Yeah.

[2:03:11] Questions?

[2:03:13] Any public comment?

[2:03:17] Well, I move to board deliberation.

[2:03:23] I appreciate your question, just around

[2:03:26] making sure we're getting the full feedback loop.

[2:03:30] Because, this is amazing work, and there's so much

[2:03:33] being explored.

[2:03:35] We have a framework, which I think is really helpful, but even looking at the

[2:03:38] framework, and I appreciate them coming back saying, "Well, we're not going to

[2:03:42] do social studies right now." We might push it, just because there's a lot going on

[2:03:45] in '25, '26.

[2:03:48] But I also feel confident

[2:03:51] that because we have a framework and because we're able

[2:03:55] to stagger it, that we'll hear

[2:03:58] if it's

[2:04:01] too much or, I'm hopeful that

[2:04:04] if something didn't go well, that pilot didn't go well, but we're not going to roll

[2:04:07] it out anyway because we had it on map to do it.

[2:04:09] So,

[2:04:10] this is very helpful.

[2:04:15] I

[2:04:17] just think as a board, we have to ask the questions, and

[2:04:21] we don't know the answers as to whether it's too much.

[2:04:24] And so I think it's important for us to ask that.

[2:04:27] I would want our staff and our administration to tell us if they need to take a

[2:04:30] pause and come back because they haven't found the perfect curriculum, and

[2:04:35] need to repilot something else, and it sounds like

[2:04:38] that's the dialogue we're having.

[2:04:40] So, and

[2:04:42] there's a huge amount of work that's been accomplished here, just tremendous

[2:04:45] amounts.

[2:04:46] Again, it's like having this plan and marching through it.

[2:04:50] It's quite impressive to see everything that's been done

[2:04:53] and,

[2:04:56] yeah.

[2:04:57] I think that the only thing that I want to make sure, and I know it's being done,

[2:05:00] but when

[2:05:03] you're talking about health, for example, and how it's kind

[2:05:07] of embedded in some grade levels and some of the teachers take it

[2:05:11] on and sometimes we outsource it, if it's tobacco and alcohol

[2:05:15] training. Just as long as

[2:05:17] every student at some point in their K through eight

[2:05:21] career gets that, whether it's being piloted one place.

[2:05:26] Ideally, in a perfect world, we're able to map, did this pilot go

[2:05:29] through all these? And then some

[2:05:33] did it not go through. And I know you have that. That's not something we see.

[2:05:36] But for example, I'm just kind of COVID, and I remember during

[2:05:39] COVID, some classes didn't get stuff because of COVID, right?

[2:05:42] Well, we're kind of out of that now, but is there any

[2:05:46] way that we are continuing to ensure that every class, every

[2:05:51] student, maybe they get pulled out. I don't know.

[2:05:53] It's just making sure they get all that health education that they

[2:05:57] need.

[2:05:59] All that gets impacted by pilots and whatnot.

[2:06:05] Yeah. I just thought the health framework that was put together was a huge

[2:06:09] lift to pull all of those different things because it is

[2:06:12] not like a just a curriculum-

[2:06:14] Right

[2:06:14] ... where we can say, like, "Oh, yeah, the State of California approved that, and

[2:06:17] we know that all our kids are getting everything that they need." But like to sit

[2:06:21] down, and I know that there was a lot of work that our staff did

[2:06:25] to put this together to make sure we did cover everything that the kids are

[2:06:28] needing to hit.

[2:06:29] And it's so meaningful. I feel that these are when it's

[2:06:33] just very helpful for our students, so thank you for all this.

[2:06:37] Yeah. It's a huge amount of work and so

[2:06:42] kudos to everyone who worked on it.

[2:06:44] And I'm excited to see how Character Strong

[2:06:47] can pull from Read. That's a great way to look at

[2:06:51] connecting the social emotional across the schools,

[2:06:54] to have this hub be in the Bel Air and then to be able to

[2:06:58] carry it through. I really appreciate that, and I like that idea.

[2:07:07] Anything else?

[2:07:10] Okay, Nicole, that was very helpful.

[2:07:13] And I think you're up on the next item, our AI task force

[2:07:16] update.

[2:07:18] Again.

[2:07:20] Yeah.

[2:07:21] So exciting. I get to kind of share all

[2:07:25] the work that we did as an AI task force this year.

[2:07:30] So excited to kind of share that. Next slide.

[2:07:34] So what was the AI task force? Who was it?

[2:07:37] So the really diverse group of stakeholders, as you can imagine, our community

[2:07:41] showed up for this. We had amazing

[2:07:45] participation and just amazing thought leadership from people in

[2:07:49] all sorts of industries that really helped shape this work.

[2:07:52] It was-It was fun to lead. It was fun to

[2:07:56] learn from people that were in that room.

[2:07:59] I'm excited to see where we've come with it, where really they were there to

[2:08:03] listen, to learn, and provide really guidance to help shape some of the frameworks

[2:08:07] that we developed. We met three times over the course of the year.

[2:08:11] Like I said, it had family and community to teachers, administrators, board of

[2:08:15] trustee members, all present in the room, doing the

[2:08:19] work together.

[2:08:21] So at the beginning of the year, we laid out a roadmap and

[2:08:25] three main goals to accomplish. The first one was really thinking

[2:08:29] big picture for what is our high-level vision for AI

[2:08:32] integration across Green Bay Union that's connected to

[2:08:36] our overall strategic plan.

[2:08:39] And then how are we providing guidelines

[2:08:42] to think about how we're using AI, data privacy,

[2:08:47] bias, academic integrity,

[2:08:50] just use transparency. With those guidelines, we also looked at

[2:08:54] some policy that you will see later as well in the evening.

[2:08:58] And then finally,

[2:08:59] some work around how are we evaluating if we bring an AI tool to our

[2:09:03] staff or even maybe to our students, how are we evaluating tools and creating a

[2:09:07] multi-step framework to help us look through that and

[2:09:11] make sure that we're, to me, always thinking about how we're innovating with

[2:09:15] intention.

[2:09:17] So I will not read this, but this was an iterative process

[2:09:22] that I brought to the task force in the first meeting, and I came back in the

[2:09:25] second with edits, and we landed on this vision

[2:09:29] for artificial intelligence integration.

[2:09:32] Just to point out some big things that I really think.

[2:09:36] We thought of the technology as a way to amplify, not

[2:09:40] substitute all the great and amazing learning and teaching that's happening in our

[2:09:44] classrooms, the human connections.

[2:09:46] It should never act as that substitute. It's only to amplify and enrich.

[2:09:51] Really thinking about how we use for empowering creative problem

[2:09:54] solvers. So thinking about personalizing the learning experience of our students,

[2:09:59] for fostering digital well-being

[2:10:02] are things that we really wanted to focus in on.

[2:10:04] In that, thinking about purposeful or intentional

[2:10:07] integration. We wanted to pull out equity and access,

[2:10:11] safety and integrity, and evidence-based practices when we were

[2:10:15] going through anything.

[2:10:17] Finally, knowing that it is ever-changing technology, especially

[2:10:21] AI, we need to make sure that we're continually

[2:10:24] reevaluating the frameworks and practices that we're using to

[2:10:28] ensure we're responding to opportunities, and also our

[2:10:32] community needs.

[2:10:36] The next big thing was looking at AI guidelines.

[2:10:38] And so we spent a whole meeting, and I've attached a draft

[2:10:42] two of where those have gone

[2:10:45] in the packet. But these are the big areas that we looked

[2:10:49] into in bullets that are around safety, data privacy, and security, equity and

[2:10:53] access, instructional impact and support, transparency and oversight,

[2:10:57] responsible use and academic integrity, and ongoing review and adaption.

[2:11:01] And we spent some time going in to different bullets under each

[2:11:05] of these, providing feedback. And so you'll see a draft

[2:11:08] two,

[2:11:10] where we even added new things based on feedback. We edited old things.

[2:11:13] I like how we formatted our guidelines so we can constantly show how they're being

[2:11:17] updated and adapted. I think it's something we will continue to do and need to do

[2:11:21] yearly, if not more than yearly, with the stuff that is happening, and the pace

[2:11:25] of change that is happening. Because it lives as a living

[2:11:29] document. To me, our policy is the what.

[2:11:33] It's going to provide that structure where you guys are going to

[2:11:36] hopefully see and approve some of that tonight.

[2:11:39] But this is a how, and it can be a living thing that we're able to update more

[2:11:43] frequently, and the support for how all of our students,

[2:11:46] how our educators are implementing AI in our district.

[2:11:51] Some of the things that we heard

[2:11:54] when we were

[2:11:58] doing that, getting that feedback from across all the posters.

[2:12:01] We did this gallery walk. But across all the posters, these were some of the big

[2:12:04] trends that we heard everywhere. This idea, not idea, and we had already brought

[2:12:08] it up in our vision statement, of the need for human connection.

[2:12:11] Staying center on that. For serving that as a

[2:12:14] key fundamental practice in our district.

[2:12:18] Just ensuring that we're staying up to date with the pace of change.

[2:12:21] Things are rapidly changing, and how do we make sure our policy, our

[2:12:24] guidelines, our PD, our tools are always up to date with

[2:12:29] the pace. Capacity and budget. This is a big undertaking, and how

[2:12:33] are we ensuring we have the capacity, the right people, to really

[2:12:37] lead this work. And then also plain language.

[2:12:40] I love that this one came up. I think we are looking at the big level,

[2:12:44] our high-picture level. We often get into acronyms, all the stuff we do in

[2:12:48] education and the jargon, but really making sure we maybe take a look at

[2:12:52] these guidelines or some of these frameworks and simplify and make sure the

[2:12:54] language is really family-friendly.

[2:12:57] Our students and our families should be able to read it, and they should be able to

[2:13:00] act on whatever we put out. So I'm excited can we look at that next year,

[2:13:04] with some of the work that we have planned.

[2:13:07] The final thing we had on our

[2:13:11] goals and our roadmap was around AI tool evaluation.

[2:13:15] When we thought about we can't just look at tool evaluation, especially if we're

[2:13:18] thinking of student tools. We really need to think about

[2:13:22] how students are learning about AI before we can even put an AI tool in front of

[2:13:25] them. So we also looked at AI literacy and developed the draft

[2:13:29] scope and sequence. We then said, "Well, great, they're learning about how,

[2:13:33] but if they don't know when it's appropriate to use it, we need to

[2:13:37] go deeper into the use, the AI use framework for our students."

[2:13:41] And so we also developed a draft around an AI student use framework and got

[2:13:45] feedback around that. So we're refining our guidelines of

[2:13:49] how students are interacting with AI.

[2:13:51] And then finally, we did create an AI tool evaluation.

[2:13:55] We even had a new sample, a use case where we used a tool that was

[2:13:59] being piloted at Del Mar. And we shared about

[2:14:03] how that was being done, and then that was our use case to develop a tool, if we

[2:14:06] were ever going to look at

[2:14:09] a different AI product. But also

[2:14:13] thinking of how can we use the same vetting for any tech

[2:14:17] product that we have. So really trying to create some structures and systems, to

[2:14:21] make sure we are being purposeful with any integration that we

[2:14:23] do.Some next steps. So excited. I

[2:14:27] think this year was really a foundational year, a big kind of maybe

[2:14:31] high-level visioning, guideline development.

[2:14:34] And the shift, the focus I see where the shift is happening is we're

[2:14:38] turning towards more of the implementation.

[2:14:41] How are we ensuring that these frameworks actually work

[2:14:45] with our teaching and our learning across the district?

[2:14:49] One of the first things, and we've already talked to

[2:14:52] Ryan Donalo, who was a part of the AI task force and has already been doing some

[2:14:56] amazing work around AI student literacy and lessons.

[2:15:00] He is happy to lead a student kind of council around AI,

[2:15:04] so bringing some Del Mar students into a panel to get direct feedback about our

[2:15:08] guidelines. But also just make sure the work we're doing is always grounded in

[2:15:12] student voice. Staff feedback and planning. We've created this thing.

[2:15:16] We've had staff on the team. We've had a lot of staff participation, which has been

[2:15:20] great at all levels, from read all the way to Del Mar.

[2:15:22] But now we need to bring these frameworks back to the entire staff, to get

[2:15:26] more feedback, to actually try out, buy-in, implementation,

[2:15:30] track some data. Is it working? Do these things actually...

[2:15:33] Are they useful for you? You'll see some of the student use and

[2:15:37] talk about,

[2:15:39] a stoplight for the younger grades and possibly a zero to

[2:15:43] five framework for the upper grades.

[2:15:45] We need to actually start to try that out in real life, right? We developed it.

[2:15:49] We have peer reviews from other

[2:15:51] sources as well. We saw it as a good tool, but we need to actually use it to make

[2:15:55] sure it is an implementable good tool for our students and our

[2:15:59] staff.

[2:16:00] We also really need to think about how this is overlapping with a big

[2:16:04] priority that is coming up in the tech use

[2:16:07] framework. And so ensuring there is cohesion around our

[2:16:11] expectations district-wide. Can't be doing this AI work and then having it totally

[2:16:15] separate from all the tech use. They go hand in hand, so making sure we're really

[2:16:18] thinking thoughtfully about how these things overlap.

[2:16:21] And then I am happy and excited to lead an AI Task

[2:16:25] Force 2.0. But really kind of looking at more how this

[2:16:29] rollout

[2:16:31] is happening and how are we supporting the site-level execution of some of the

[2:16:34] frameworks we developed,

[2:16:36] and adjusting and refining our work based on the feedback we get.

[2:16:42] Brief overview of all the work, and I know there's a lot of attachments as well,

[2:16:46] that go into

[2:16:49] the deliverables that we were able to accomplish this year.

[2:16:53] But if you have any questions, I'd be happy to answer them.

[2:17:03] I'll ask, just was there anything kind of surprising that

[2:17:07] came out of the task force

[2:17:10] work that you've done? It's so exciting because it's so new, and

[2:17:14] it was

[2:17:16] a needed thing and nope, I feel like all the districts are trying

[2:17:20] to figure this out.

[2:17:22] And you're trying to help set the guardrails and the policy and the vision and

[2:17:25] everything was just... Was there anything kind of surprising that

[2:17:29] came out of it?

[2:17:30] Yeah.

[2:17:31] That's a great question.

[2:17:37] Or maybe just for 2.0 we can come back.

[2:17:40] Yeah.

[2:17:47] What I

[2:17:49] loved is I think we tried to bring in

[2:17:52] some

[2:17:53] use cases of how we're using AI in our district.

[2:17:56] So we had Mr. Devoto come in the second meeting and

[2:17:59] show, it was a kind of warm-up activity we did,

[2:18:03] but how he might use it as a teacher.

[2:18:06] He's completely the one interacting with it, but use AI

[2:18:09] or Snorkel.

[2:18:11] Ms. Chase, who was here actually just a moment ago, but she came in and showcased

[2:18:15] Snorkel, which is an AI tool. And the conversations that came out of that

[2:18:19] from especially the community members, the family members of, "Oh, I

[2:18:23] didn't realize you could use AI," and just providing those glimpses into how it

[2:18:27] could be really leveraged to enhance.

[2:18:29] Not replace critical thinking, but really enhance it.

[2:18:32] I think were really meaningful. Those were some of my favorite parts of our

[2:18:36] AI task force. And I don't know if that's surprising, but just I think gave

[2:18:40] glimpses into how we're really strategically thinking about it.

[2:18:44] Not just as some tool that's going to take away from the work, like really

[2:18:47] intentionally how we're using it

[2:18:49] to support writing, to support critical thinking.

[2:18:53] And we were able to showcase that, and then hear parents saying, "Oh, wow, that's

[2:18:57] amazing. I didn't know it could do that." Or

[2:18:59] asking really good questions, follow questions of how...

[2:19:03] Questioning how it's used too, and being able to have that dialogue.

[2:19:06] So it wasn't just like positive and questions, so then we could have that dialogue

[2:19:09] and kind of share, because we had the right people in the room and had

[2:19:14] that. It

[2:19:15] might not answer totally surprising, but I think that was

[2:19:19] such an important piece of it. And when we were designing the things, I'm glad we

[2:19:22] thought to bring some of those things in.

[2:19:25] So it wasn't just looking at the guidelines, like really hands-on kind of

[2:19:29] thinking about AI in the education space.

[2:19:33] And just a little bit of a follow-up is that all this really great

[2:19:36] work has been happening.

[2:19:38] Yeah.

[2:19:38] And I'm going to make an assumption that a lot of this is in the

[2:19:43] front of the parents' mind of-

[2:19:45] Yeah

[2:19:45] ... what's happening. So is there a thought on how

[2:19:50] you will communicate out to the broader parent community

[2:19:54] about the work that has been done in this task force and

[2:19:59] the direction that the

[2:20:03] district is heading in terms of-

[2:20:06] Yeah

[2:20:06] ... our relationship with AI?

[2:20:08] Yeah. To me, I think there's a great opportunity.

[2:20:11] I would love to get a lot of these things posted to our website, right?

[2:20:14] And actually have our vision and have that updated to have these things

[2:20:18] there. Transparency came up throughout

[2:20:20] our... in the past. From the first meeting all the way

[2:20:24] in the guidelines, we talk about it.

[2:20:26] So how are we ensuring that families and our students are

[2:20:30] aware of that? So how can we make sure these things are

[2:20:33] available?

[2:20:36] So to me, we need to make some website updates, we need to share newsletters, we

[2:20:39] need to get the communication out.

[2:20:41] And I do see that as happening beginning of the year, when we're also bringing all

[2:20:45] of our, again, a few updates to have, but bring all of our staff

[2:20:49] up to speed with it as well. Showcasing and sharing with the

[2:20:52] broader community, I think is

[2:20:56] going to be part of that plan as we move forward.

[2:21:00] And Doug's too.

[2:21:01] Great. I think it's so important so that we are partnering together

[2:21:05] with everyone.

[2:21:06] Yeah.

[2:21:07] Thank you.

[2:21:07] Yeah.

[2:21:11] Thank you. It's nice to have a guidepost

[2:21:14] for something that is so rapidly evolving.

[2:21:16] It's very helpful to have a starting point, and this depth of

[2:21:20] information is fabulous. Thank you.

[2:21:24] Any other questions?

[2:21:27] Any public comment

[2:21:30] or deliberation?

[2:21:35] I think we're in a great place.

[2:21:37] Starting the task force in the beginning of the year, and that there will be a

[2:21:41] task force 2.0.

[2:21:45] But I'll just reiterate, I think the importance that we communicate

[2:21:49] this out to our parents.

[2:21:53] And just, if they can have touch points of where they hear Ms.

[2:21:57] Chase or Mr. Devoto, and how it's

[2:22:00] potentially being used, it removes the scariness and the

[2:22:04] unknown of it. And I think there's a vacuum

[2:22:08] of information right now, and that's not a great place to be, because then it can

[2:22:12] be filled with,

[2:22:15] I don't know, filled with misinformation or...

[2:22:20] But I feel like our district is being very proactive, and

[2:22:24] we have done all this really great work, and I think now it's

[2:22:27] imperative that this information

[2:22:31] is out to our broader community.

[2:22:34] For our students and our parents and the greater community to

[2:22:37] know what we are doing, and that this is an

[2:22:40] ever-changing,

[2:22:42] it's not the work is done and that's it, but we

[2:22:46] will constantly be

[2:22:50] improving and as we learn more and as technology

[2:22:53] changes, we'll be adjusting. But I think it's

[2:22:56] great work.

[2:22:59] It's great. And I agree. Nicole has this

[2:23:02] product that she uses for the roadmap,

[2:23:06] literally.

[2:23:06] Mm-hmm.

[2:23:07] And that's what this is all about. Task force 1.0

[2:23:11] happened, and to your point now, it's time to share

[2:23:15] so that

[2:23:16] people are more engaged for task force 2.0.

[2:23:21] And that's how we move forward. I think that's an important piece here.

[2:23:25] So, I would love for that communication to

[2:23:29] happen and for us to have a more robust task force

[2:23:32] 2.0 moving forward.

[2:23:39] Yeah. I 100% agree. This is a huge amount of work

[2:23:43] that has been done, and actually I was incredibly

[2:23:47] overwhelmed by the amount that had been accomplished in a year.

[2:23:50] I thought it was really, really impressive.

[2:23:54] I would love to see particularly things like the student use framework

[2:23:58] get pushed out to students. I know we ask them to sign,

[2:24:02] families to sign tech use agreements.

[2:24:04] It might be helpful to link things.

[2:24:06] I'll leave that, but it's just a thought.

[2:24:09] A way to not only make it available, but to

[2:24:12] actively push it out to people that they understand it, and

[2:24:16] also be clear that it's a living document.

[2:24:22] If I could just be, because I'm not part of the task force, if I could just

[2:24:26] propose one little thought to just hold onto

[2:24:30] is, I love all the discussion that we're making

[2:24:33] creative

[2:24:35] problem solving for the kids. That's where it needs to live, in the

[2:24:39] human brain, not in the AI brain. When I see brainstorming,

[2:24:43] I think of that as outsourcing, and I think it's not

[2:24:47] intentional. But I think the wording maybe needs to be

[2:24:50] changed because when I think of brainstorming, I think of that as where the

[2:24:54] creative work is done by our kids to come up with where they're going to

[2:24:58] go, and we shouldn't be signaling that that should be outsourced

[2:25:01] to AI.

[2:25:03] Yeah.

[2:25:03] It showed up in the student framework a little bit, sort of like a

[2:25:06] scaffolding helper that we would say brainstorming/outlining.

[2:25:10] And I think that that's probably just getting lost in translation.

[2:25:14] I don't think that was the intention at all when I read it and hear the

[2:25:17] presentation. But to me, that's how I took it.

[2:25:20] So just a communication thought to maybe tweak that word.

[2:25:29] But yeah.

[2:25:30] Yeah.

[2:25:30] I would love to see our

[2:25:33] families and our teachers and everyone be really aware of this work, because it

[2:25:37] was really impressive.

[2:25:38] Yeah, and I just think having the vision articulated,

[2:25:42] it's incredibly helpful just to see how we

[2:25:47] view AI, how it fits into our overall

[2:25:52] structure

[2:25:54] for learning as well as staff professional development.

[2:25:58] It's

[2:25:59] very helpful to have, again, that starting point and then to have

[2:26:02] guidelines. These are just constantly

[2:26:06] at the forefront of the conversation when we talk about AI, so

[2:26:09] it's very helpful. Thank you.

[2:26:13] Thank you very much.

[2:26:17] And I think that brings us to our physical education report.

[2:26:20] Are you up again?

[2:26:23] Nicole's-

[2:26:23] I'm the last one. How was I

[2:26:26] scared?So,

[2:26:33] this is an annual PE board report. And within it,

[2:26:37] there does have to be a report on the FITNESSGRAM, which is

[2:26:41] an annual physical fitness test for a couple of our grade levels we'll get into,

[2:26:45] and a report about the instructional minutes of PE and ensuring that we are

[2:26:50] in alignment with any CD mandates around that.

[2:26:53] We wanted to also take the opportunity to showcase all the amazing work that's

[2:26:57] happening in our PE programs across the district.

[2:26:59] So I also have some slides about just what's going on

[2:27:03] in this update.

[2:27:05] First, around instructional minutes.

[2:27:08] So there is a current scheduling committee happening over at Reid to

[2:27:12] really look at a plan for next year and best meet the developmental

[2:27:15] needs and instructional requirements for all students at all grade

[2:27:19] levels. You'll note that both first and second-grade students

[2:27:23] will receive 200 minutes of PE every two weeks, which

[2:27:27] is every 10 days. That is part of a CDE mandate that we need to

[2:27:31] meet that threshold.

[2:27:33] TK and pre-K and kindergarten don't have that

[2:27:37] mandate as part of them, but our school is looking at, not our school, Reid is

[2:27:41] looking at

[2:27:42] developmental appropriateness.

[2:27:44] They're looking at how recess plays in, how movement breaks play in, and they'll

[2:27:47] land somewhere where they currently are around PE minutes.

[2:27:51] They just haven't gotten that quite here.

[2:27:54] So,

[2:27:55] we'll know more even next year around that.

[2:27:57] Bel Air, all third through fifth-grade students receive 200

[2:28:01] minutes of PE in a two-week period, so every 10 days as well.

[2:28:05] They structure it where there's two 50-minute instructional blocks each week for

[2:28:09] each grade level.

[2:28:10] At Del Mar, all sixth through eighth grade students receive 438

[2:28:14] minutes of physical education in a two-week period, so that's every 10 days, which

[2:28:18] exceeds the requirement. It is a mandatory class, so all of our

[2:28:22] students are receiving PE at Del Mar.

[2:28:26] In terms of the FITNESSGRAM,

[2:28:28] sometimes called the FIT, or the Physical Fitness Test as well, it is given to

[2:28:32] every fifth and seventh grader in our districts.

[2:28:35] We are required to administer it between the months of February

[2:28:39] and May. So we just finished up with some of this data, so this is

[2:28:43] fresh off the press. The main goal is to just build

[2:28:46] those lifelong habits

[2:28:48] of regular physical activity.

[2:28:51] I listed the components that get assessed.

[2:28:54] And then you'll see that there is, mostly they're the same.

[2:28:57] There's a little change where they do a PACER test for their aerobic capacity at

[2:29:01] Bel Air, and they do the mile test at Del Mar.

[2:29:03] There's different ways you can accomplish different components.

[2:29:07] And then what we report on is participation rate.

[2:29:09] That's all that's required at state.

[2:29:12] We do have to hit above a 95% participation from our

[2:29:15] cast. You'll see some dips. A lot of it is because students actually are

[2:29:19] injured. Most of the not participation is because students couldn't

[2:29:23] participate. When I talked with PE teachers about it, whether it's

[2:29:27] injuries, anything, right? But usually, it was due to a physical injury that

[2:29:31] led to any kind of deduction from our participation rate.

[2:29:37] So going into the great work that's happening across our schools.

[2:29:41] So first at Reid, where I have Mr. Kizer and Ms.

[2:29:44] Sanjeev as his instructional aide who supports PE

[2:29:48] there. So some fun pictures about things that they do

[2:29:53] in the class and then a few just kind of components of the program, the

[2:29:56] next slide. So

[2:30:00] really the highlight, won't get into too much of it, but that

[2:30:04] it really is about

[2:30:06] a progression of skill development at these younger grades.

[2:30:10] We want to build their motor skills.

[2:30:13] We want to teach them

[2:30:15] about teamwork,

[2:30:17] about safety in these lessons, engagement.

[2:30:21] They're doing a lot of different things

[2:30:24] to

[2:30:26] move, to dance,

[2:30:29] to cooperate, right? For cooperative play.

[2:30:32] He is providing consistent routines at that level.

[2:30:37] He is constantly thinking of developmental

[2:30:41] appropriateness. And he's also thinking of some fun stuff.

[2:30:43] I don't know if any of you have been able to volunteer during his bowling,

[2:30:47] but it is amazing. I got to do it with my son last year, and it was, they

[2:30:51] created a bowling alley in the gym, which was just fun to see.

[2:30:54] So different ways to really engage students

[2:30:56] is great.

[2:30:58] Integration. They also are able to apply these skills across different things that

[2:31:02] happen, different activities. From recess, he has games on at recess.

[2:31:05] So things they learn in PE, they also can do at recess.

[2:31:08] They're doing stations, full-out events, dance

[2:31:12] parties. There's opportunities with field day.

[2:31:15] But really he wants his students to build confidence, perseverance,

[2:31:19] and just learn real-world movement

[2:31:23] when he's thinking about PE. And also the importance of social and emotional

[2:31:26] development. This you'll see across all our schools.

[2:31:29] But this really is an area where they focus on kindness,

[2:31:33] respect, communication,

[2:31:35] just healthy habits, and ensuring that there is an inclusive environment,

[2:31:40] and kids are having fun

[2:31:42] when they are there. And

[2:31:45] I know my son said it, but PE was his favorite class last year, so.

[2:31:48] But

[2:31:50] it definitely is happening there.

[2:31:52] So at Bel Air,

[2:31:54] being Mr. Teaber and Ms. Aaron,

[2:31:56] and he kind of had teamwork and sportsmanship was something he wanted to highlight.

[2:32:00] Couple pictures of things going on, but also just a little picture of some

[2:32:04] of the fun different activities he uses.

[2:32:07] I've actually been able to play that Scoops 500 as part of Bel Air.

[2:32:13] During their PDD, they do some warm-ups and some community time, and he live won,

[2:32:17] and we did the 500 Scoops, and it got competitive. It was fun.

[2:32:22] The teachers were dying for things.

[2:32:24] So I know that game, I don't know any of them, but he's using different creative

[2:32:27] ways to just get the kids up and moving.

[2:32:30] He kind of talks about that. Oh, I think I've gone to that. Sorry.

[2:32:33] Yeah, next slide. And his first thing of just the different

[2:32:37] types of games that really try to build team building,

[2:32:41] but also are maybe not the normalPE games you might

[2:32:45] think of when you think of PE. It's not just basketball, it's not just soccer, it's

[2:32:49] not just kickball, right? Really building in some other

[2:32:53] opportunities for kids to move.

[2:32:56] And they are often adapted from Playworks.

[2:32:58] Bel Air's had a partnership with Playworks.

[2:33:00] That's how we do some of our leadership during recess for

[2:33:04] students who have been trained. So a lot of these games are adapted even from that.

[2:33:08] He also really is focused on health, benefits of exercise, bones,

[2:33:12] muscles, safety, what are the components of fitness.

[2:33:17] So frequency, intensity, time, and type, and nutrition.

[2:33:19] So he does a lot of work around that, and wanted to highlight his focus on

[2:33:23] health. And then he also talks about social emotional learning, which again, you're

[2:33:27] going to see across the board, but teamwork, sportsmanship, accepting differences,

[2:33:31] fairness comes up. And I'm in third through fifth grade, this one comes up a lot

[2:33:35] when they're playing games. So how are we teaching the rules and fairness?

[2:33:38] And believe it or-- being able to assert yourself, but also listen and be

[2:33:42] respectful of others. So he's constantly doing that in his PE

[2:33:45] lessons.

[2:33:48] Finally, at Del Mar,

[2:33:50] we have Mr. Turn, Mr. Silva, and Ms.

[2:33:53] Johnson teaching PE over there. A couple

[2:33:56] pictures and some from Del Mar track, which we'll

[2:34:00] talk a little about. But their program, on our stage,

[2:34:04] really does focus on... There's three teachers there teaching across the grades,

[2:34:08] but they really are focused on vertical alignment.

[2:34:12] And they want to-- I think the one thing I liked how they laid out is that

[2:34:16] all their units really focus on skill acquisition, then tactical

[2:34:19] understanding, communication, and teamwork.

[2:34:22] So they're building on each other, and they're keeping that sequence pretty routine

[2:34:26] across it.

[2:34:28] There always is a focus on engagement, inclusion, and success for

[2:34:32] students across activities. And then there's expanded

[2:34:36] learning opportunities. They can apply their learning in games and

[2:34:40] other performance settings. And one of the biggest ones to know, and I'm sure if

[2:34:43] you've been to the track and field, it was one of the first things that I actually

[2:34:46] got to go to, because I started in the spring two years ago, and Brian took me to

[2:34:50] the county track and field event. And I got to see how many of our

[2:34:54] kids, compared to any other middle school, participate in that.

[2:34:57] It's amazing that about half our student body is there participating in track and

[2:35:01] field. They had never even thought about it maybe before they came to Del Mar, and

[2:35:04] they're doing it, and they're racing, and everyone is having so much fun.

[2:35:08] And so I think that's just a testament to them, and

[2:35:11] that engagement that they are

[2:35:15] really creating over there. But they really want to support

[2:35:19] confidence and goal-setting, and just application of skills.

[2:35:22] And again, student development culture, that is a lot around SEL as well.

[2:35:26] They named it a little differently, but it's about cooperation, it's about

[2:35:29] leadership, communication, making sure they're really developing

[2:35:33] responsibility.

[2:35:34] And they also are hopefully just becoming lifelong learners,

[2:35:38] lifelong lovers of physical fitness, of health,

[2:35:42] so that they can participate however they feel when they move forward.

[2:35:46] But

[2:35:48] there's such great work happening across the board.

[2:35:50] It was really fun to see our three PE teachers come together on March 16th when

[2:35:53] we had articulation time and talk about how all of our PE programs

[2:35:57] build on each other. And we're looking forward to bringing that up more often

[2:36:01] next year, where our PE teachers across the district can get together more

[2:36:04] frequently and really talk about their programs and how they align.

[2:36:08] So yeah, that's a little update about PE. Here to answer questions.

[2:36:15] Any questions?

[2:36:18] I have a question.

[2:36:20] I

[2:36:21] love seeing this, just before I jump in.

[2:36:23] I feel like I don't know how often, maybe, I guess it's once a year,

[2:36:27] but this is

[2:36:28] so robust. I love seeing all the sites, and it makes me want to go and

[2:36:32] volunteer at all the PEs.

[2:36:35] But my question is,

[2:36:39] do we have any system in place,

[2:36:43] and I don't know how we would do this, but we've talked about this before, of

[2:36:47] how

[2:36:49] having PE helps with

[2:36:54] social emotional outcomes.

[2:36:58] There's so much in there. There's so much

[2:37:03] built into every day when they're out there, not only getting

[2:37:07] healthy physically, but when they get to be as a

[2:37:10] team at a track meet, and to support their peers

[2:37:14] and do something that's totally outside their wheelhouse, and then suddenly become

[2:37:18] first place in that. It's just something they never would have done, and our

[2:37:22] school just really embraces that.

[2:37:24] But it's also climbing to the top of the rope and ringing the

[2:37:28] bell at Reid. So

[2:37:31] these are huge accomplishments, and they're social emotional, and I'm just

[2:37:35] curious how...

[2:37:40] I can imagine if it went away, everything would

[2:37:44] be negatively impacted.

[2:37:45] Mm-hmm.

[2:37:46] So I

[2:37:48] don't ever want to imagine that. But just think of now how much it's in the

[2:37:51] opposite when it's enhanced the way it is, and how positively impacted.

[2:37:54] Mm-hmm.

[2:37:54] I'm just wondering how we could

[2:37:58] link that somehow and try and find

[2:38:01] ways. And even the after-school sports.

[2:38:04] We talked about all the clubs, or not just sports, but all the clubs and the

[2:38:08] other additional activities on campuses that help

[2:38:12] influence social emotional. I don't know.

[2:38:13] I guess my question is, how can we

[2:38:18] measure that and make sure we're focusing on the right things when we get to...

[2:38:22] Because we're focusing on a lot of great things.

[2:38:23] Yeah.

[2:38:25] Great question. I don't know if I have an answer for you.

[2:38:28] No.

[2:38:28] No, I love that. I always think about measurement, how are we measuring the right

[2:38:32] things? And I do agree that, and it got brought up by all three

[2:38:36] independently, right? I talked with all the different PE departments and worked

[2:38:40] with their teams, and all of them brought up social emotional, or

[2:38:44] the building of culture as a big component of their program.

[2:38:47] So how are we? It's a harder thing to measure, but how are we?

[2:38:50] I think it's a great question. I don't think we've thought fully, but maybe that is

[2:38:54] something next year, as we get these-These groups together more often is something

[2:38:57] we can look at with them. Like as they talk about the program, like how are we

[2:39:00] actually measuring this impact? Because you're all saying it and we see it, we see

[2:39:04] the impact kind of indirectly-

[2:39:05] Yeah

[2:39:05] ... but like how are we maybe measuring that more strategically?

[2:39:09] Because I don't have that right-

[2:39:11] I-

[2:39:11] I can't think of any way we're doing it now, but I like that concept and-

[2:39:15] And how do we support it? How do we support dimensions

[2:39:19] of it? Like, it came up the other day of

[2:39:23] uniforms, like school

[2:39:26] spirit and pride and

[2:39:29] how do we help? Whether it's the PTA or the board, but how do we help then

[2:39:33] continue to support it and

[2:39:36] watch it thrive?

[2:39:37] Beautiful.

[2:39:39] That's it. Those are my questions for the future.

[2:39:44] Any questions?

[2:39:47] Public comment?

[2:39:50] Deliberation? Lucky to have this

[2:39:54] foundation

[2:39:55] and have these amazing staff.

[2:39:58] So fun to see all the great different fun things.

[2:40:02] I wish I could take PE again. It was not that fun when I took it.

[2:40:07] They're working really hard. I should acknowledge

[2:40:11] Eric Kaiser. Personally, I know that because

[2:40:16] at least one Tuesday a month, maybe more,

[2:40:19] he is in a garage with a bunch of dads

[2:40:23] literally building stuff up so that they can bring it to school

[2:40:27] and create these new fabulous things.

[2:40:29] There's a tremendous level of commitment that we should

[2:40:33] recognize and be grateful.

[2:40:39] Yeah.

[2:40:40] You think about teachers and how

[2:40:44] many ways they influence kids, and it's not just

[2:40:50] being an academic instructor or a physical

[2:40:53] education instructor, but it's a mentor and it's

[2:40:57] someone you can go to and it's someone who introduces you to something you never

[2:41:00] thought of. It's

[2:41:02] so much more, and it's

[2:41:05] great to see

[2:41:06] this.

[2:41:12] The next item,

[2:41:15] which is F, LCAP and budget overview for parents

[2:41:19] report. I think this is Dr. McGrath and-

[2:41:21] All right. I'm happy to take this one.

[2:41:22] This is our local control accountability plan that comes to you each year.

[2:41:26] This is a three-year state required plan.

[2:41:29] You will see this overview document in our LCAP, including

[2:41:33] the overview budget for parents. So, two

[2:41:37] three-year plans that fit within our six-year strategic plan.

[2:41:41] The state's desire for this plan is to think about steps and

[2:41:46] dollars that should go above and beyond for students that are socioeconomically

[2:41:49] disadvantaged, our English language learners, foster and homeless youth.

[2:41:53] So,

[2:41:54] we create a three-year plan. This is just the annual update to that

[2:41:58] plan. You will see the LCAP and the budget come back

[2:42:02] at the next meeting for your full adoption.

[2:42:04] So this is just for your perusal this time, and then there'll

[2:42:08] be a public hearing at the end of the meeting as well.

[2:42:12] So, no action this time. We'll look for the public hearing and your

[2:42:15] action next time.

[2:42:17] All right. Thank you. Any questions for Dr. McGrath or Dr. Cam about this item?

[2:42:22] Any public comment?

[2:42:25] Deliberation?

[2:42:28] Great. Thank you very much for all the hard work on that.

[2:42:31] And then that brings us to the proposed '26, '27 budget

[2:42:35] presentation. Dr. Cam.

[2:42:39] Thank you.

[2:42:44] So,

[2:42:45] bringing forward the budget for the '26, '27 fiscal year.

[2:42:50] That's the fiscal year

[2:42:51] ends in July 1st.

[2:42:54] That does include updated multi-year projections that go through the fiscal

[2:42:58] year '28, '29. So two years out.

[2:43:02] Before I want to start, I want to just recognize

[2:43:05] some work that's been happening behind the scenes.

[2:43:09] Marin County is transitioning its financial systems.

[2:43:14] That covers finance, payroll,

[2:43:18] and position control for human resources.

[2:43:21] So we're operating two platforms in parallel, and I wanted to recognize

[2:43:25] the work of the business services team that have been working behind the scenes and

[2:43:29] contributing many additional hours

[2:43:32] to ensure that the transition is seamless.

[2:43:36] So I'll start there.

[2:43:38] The budget was developed in the new system while we're currently operating in

[2:43:42] the current system, that we're going to close the year with the old

[2:43:46] system while merging with the new.

[2:43:48] So, that's what I mean by the parallel implementation.

[2:43:52] The budget, there's 134 pages in it.

[2:43:54] I'm not going to go into the granular details, but I will just note that

[2:43:58] the way that that report is structured is there's a narrative summary, the

[2:44:02] presentation itself, the financial summaries, and then it goes

[2:44:05] into granular details there, follows after.

[2:44:11] The

[2:44:12] reason I put this calendar up here is, especially when it applies to the

[2:44:16] budget, is that the district is bringing forward the budget proposal before

[2:44:20] the state budget is even finalized.

[2:44:23] And so,

[2:44:24] there's trailer bills and budget amendments that can still change at the state

[2:44:27] level that influences the district's budgets.

[2:44:31] So this budget proposal is using a combination of the

[2:44:35] governor's original proposal that may revise legislative

[2:44:39] assumptions, local indicators, particularly as it

[2:44:42] references to property tax rates.

[2:44:45] And then the district has an opportunity to capture all of that and

[2:44:49] true up in December at first interim.

[2:44:53] If there are substantive material changes, the district

[2:44:57] would bring that back in advance at first interim in August with a

[2:45:00] 45-day budget revise. So this is where we are,

[2:45:04] in that we're bringing forward this budget proposal before everything is

[2:45:08] ironed out at the state legislature and the governor's

[2:45:11] levelAs well. Next slide, please.

[2:45:14] So

[2:45:16] what are the material changes here that are reflected in the budget?

[2:45:20] As I alluded to,

[2:45:22] and this updates revenue and expenditure assumptions for '26, '27,

[2:45:26] starting in July, going through to June 30th of that following fiscal

[2:45:30] year, and it provides an updated two-year forecast.

[2:45:34] Revenue for '26, '27 is being budgeted at

[2:45:37] 33.4 million, and total expenditures at

[2:45:41] 34.6 million. You'll note that does lead to a

[2:45:45] projected decrease in the district's general fund balance of

[2:45:49] $1.19 million.

[2:45:53] That outlines then a projected ending general fund balance of

[2:45:56] $12 million and a combined unrestricted reserve

[2:46:00] of 31.3%.

[2:46:04] Next slide, please.

[2:46:07] So the key variance between on the

[2:46:11] revenue side that's reflected in the '26, '27 budget

[2:46:14] as compared to the working budget in the current year.

[2:46:19] Overall, it's an increase of about 4.3%.

[2:46:22] That represents an increase of $1.3 million.

[2:46:26] You'll note that this chart is outlining where those

[2:46:29] increases are largely reflected.

[2:46:32] Property taxes and LCFF funding is budgeted to increase at

[2:46:37] 4.4%.

[2:46:39] Parcel taxes at 3%, that's voter approved.

[2:46:43] State revenues at 9.1%. I might add, the largest

[2:46:47] driver to that state revenue increase is a

[2:46:51] one-time block grant associated

[2:46:55] with the current coming '26, '27 fiscal year.

[2:47:00] Foundation revenue is being held steady with contribution

[2:47:03] assumptions at 1.75 million,

[2:47:07] and with minor increases to local and other revenue sources

[2:47:11] at 1.7%. The only decrease is on

[2:47:15] federal revenue. That's with the current assumptions of the

[2:47:19] IDEA funding from the federal government is currently

[2:47:22] budgeted with a slight decrease.

[2:47:25] Next slide, please.

[2:47:27] On the expenditure side,

[2:47:29] aggregated in total,

[2:47:31] the district

[2:47:34] combined expenditure budget is increasing by 3%

[2:47:38] or $1.56 million. That leads to the

[2:47:42] $34.4 million combined operating expenditures.

[2:47:46] Certificated salaries represent

[2:47:50] 42% of the district's budget, an increase of

[2:47:53] 6.8%.

[2:47:55] That takes into account step and column where individuals are actually

[2:47:58] landing. Just takes into account all of the new positions that we've hired for as

[2:48:02] well.

[2:48:05] That also takes into account, I'll speak more to this later,

[2:48:09] but... Well, I can speak to it now. It includes the

[2:48:12] additional 3% increase to the salary schedules

[2:48:17] that was

[2:48:18] negotiated back in '20, '24, '25

[2:48:22] fiscal year as it applies to the '26, '27

[2:48:26] salary schedule.

[2:48:28] Benefits are at 25% of the budget. That takes

[2:48:32] into account the statutory benefits changes as well as health and welfare

[2:48:36] benefits changes as well. Classified salaries at 15%,

[2:48:40] with an increase combined in aggregate of 1.1%.

[2:48:45] I might add, one thing that does jump out here you'll note, is that capital outlay

[2:48:49] and other expenditures did increase by

[2:48:52] 52.6%. If you look at the actual dollar amounts, though, it's

[2:48:56] a smaller dollar amount relative to the size of the budget.

[2:48:59] And I just wanted to note

[2:49:01] that the reason for that was that as we were

[2:49:05] transitioning our financial systems and looking at the

[2:49:09] balance sheet side of the district's financial position,

[2:49:13] we noticed, and this is normal balance sheet reconciliation and cleanup that we

[2:49:16] undergo on a quarterly basis, we identified that certain

[2:49:20] special education expenditures related to the MCOE

[2:49:24] SELPA had been recorded directly to the district's liability

[2:49:27] account as opposed to being invoiced.

[2:49:30] So we caught that, and we're making the adjustment to recognize those prior

[2:49:34] liabilities, and we're also adjusting our budget to ensure that we're capturing

[2:49:38] that expense.

[2:49:40] Next slide, please.

[2:49:43] So, on the revenue side, really just snapshot.

[2:49:47] Property tax growth rate at 4%. The statutory cost of living

[2:49:51] adjustment on the state side is budgeted currently at

[2:49:54] 2.41%. I might add that the statutory

[2:49:57] percentage that the governors may revise is higher at 2.86%.

[2:50:02] We opted to keep it at the 2.41 for budget for adoption as we're

[2:50:06] looking at the statutory COLA as an area of

[2:50:09] negotiations between what is finally adopted or not.

[2:50:14] Voter-approved growth in our parcel tax is at 3%.

[2:50:17] District cash that's held in the county treasury, we are budgeting at

[2:50:21] a rate of 3.9%.

[2:50:24] In foundation revenue, as I alluded to earlier, at 1.75%.

[2:50:29] Key variables, we have 87 FTE on the certificated

[2:50:33] side,

[2:50:34] 51 FTE budgeted for classified. As you can

[2:50:38] note, the benefits rates that were applied, and that

[2:50:41] 3.08% is our California CPI

[2:50:45] ratio that we're utilizing at this point in time.

[2:50:48] Next slide, please.

[2:50:54] On the revenue side, secured property tax rates are at

[2:50:58] 4% for '26, '27. We'll, of course, revisit

[2:51:01] this. We get updates on a monthly basis as we go through

[2:51:06] the next several months as well. For the out years, we are budgeted

[2:51:10] in the multi-year projection at 3.85%, so a

[2:51:13] 0.15% decrease.

[2:51:16] I noted the statutory COLAs there prior and the 10-year

[2:51:20] treasury forecast that's applied in terms of the revenue side as

[2:51:24] well. The last is related to the transfers in from our

[2:51:28] Granada site. The budget for the transfers

[2:51:31] inFrom the tenant revenue side is

[2:51:35] $510,000 in fiscal year '26, '27. That

[2:51:38] increase in the multi-year projection is related to the

[2:51:42] lease terms, which points to the prior year CPI.

[2:51:46] Next slide, please.

[2:51:52] Contribution rates remain up at

[2:51:54] 19.1% for STRS.

[2:51:57] The CalPERS rates have been increased, or adjusted rather,

[2:52:01] at 26.4 up to 26.8,

[2:52:06] and then slightly down to 25.9, which I believe is reflective

[2:52:10] of the PERS actuarial calculations that they

[2:52:13] do.

[2:52:15] Health and welfare we did increase at 4%.

[2:52:18] I might add that the district does have a cap on employee plus one

[2:52:22] and employee family, so that increase really is

[2:52:26] only applying on the district's cost side to the employee-only variable there.

[2:52:30] We are budgeted for the $200,000 SERP

[2:52:34] contribution to the post-employee retirement benefits

[2:52:38] trust in the budget year as well.

[2:52:42] Next slide, please.

[2:52:43] So when you aggregate everything together, as the '26,

[2:52:47] '27 budget

[2:52:49] does

[2:52:52] project a

[2:52:54] deficit of just under $1.2 million.

[2:52:57] In the out year, that deficit is budgeted to increase

[2:53:02] to just under $1.5 million. This is

[2:53:06] an improvement in terms of the district's ending fund balance

[2:53:10] position, as compared to the March forecast that

[2:53:14] we presented as part of second interim.

[2:53:17] As we can see on the bottom there, that the district's projections based on our

[2:53:21] current assumptions is for the reserve position to decrease to about

[2:53:25] 31.3%, and then into '27,

[2:53:29] '28 for that to decrease to about 28%, which is one

[2:53:33] percentage point higher than the board's authorized

[2:53:37] reserve

[2:53:38] policy. Next slide, please.

[2:53:42] As we do as a benchmark, I'm comparing basically where the

[2:53:46] majority of our budget is people, and so always a litmus test to

[2:53:49] see whether there are material changes to some of these

[2:53:53] ratios.

[2:53:54] As you can see, based on our '26, '27 budget

[2:53:58] as proposed, the combined percentage based on of people

[2:54:02] expenditures remains at 82%, and it remains at 82% in the out

[2:54:06] years as well.

[2:54:08] Next slide, please.

[2:54:12] This is the district's projected cash flow and fund balance.

[2:54:15] The reason I put this up is you'll note that in the month of December, the

[2:54:19] district's cash position comes down lower.

[2:54:22] That's because in December, that's when the next tranche of property tax revenue

[2:54:25] gets delivered to the district. I will be bringing

[2:54:29] forward, on the June 8th

[2:54:32] a board authorization for a tax anticipation note.

[2:54:35] Basically, we don't predict that we'll need to utilize it.

[2:54:39] However, it's an exercise in that if our cash position does go in

[2:54:43] pass to zero in any given month, we're able to rely on a line of

[2:54:46] credit from the Marin County Treasury.

[2:54:50] Next slide, please.

[2:54:52] Okay, lastly, these are snapshots of the budget as

[2:54:56] proposed in the non-general funds.

[2:54:59] General fund 01 position.

[2:55:02] Fund 13 for child nutrition is reflecting a minor

[2:55:06] deficit of $29,000. We will revisit this.

[2:55:09] This is based on our current assumptions on our Revolution Foods contracts.

[2:55:13] We do expect there to be an increase in the reimbursable

[2:55:17] rate associated with our Fund 13 activities.

[2:55:20] So,

[2:55:22] I predict that by first interim, there'll be some adjustments to that as well.

[2:55:27] I think another thing to point to is Fund 40 and

[2:55:31] 41. That is our capital outlay reserve that specifically has to

[2:55:35] do with our Granada property.

[2:55:37] So our projection is for revenues to come in at

[2:55:40] $1.06 million,

[2:55:43] with expenditures as currently budgeted on the property at

[2:55:45] $321,750. That does not

[2:55:49] include asphalt repairs, I might add.

[2:55:52] So the net,

[2:55:54] before transfers in, would be

[2:55:56] $743,000. Once you account for the

[2:55:59] $510,000 transfer into the general fund to help support

[2:56:03] M&O activities, we foresee a change in fund

[2:56:07] balance of $233,000, leading to an

[2:56:11] estimated ending fund balance position of $3.2 million.

[2:56:15] Next slide, please.

[2:56:18] So, next steps. We're keeping a careful eye on the next several weeks.

[2:56:22] Statutory, the governor needs to finalize the budget

[2:56:26] by the state. Needs to finalize the budget by June 15th,

[2:56:31] and sign off on it by June 30th.

[2:56:34] That will inform statutory COLA, block grant funding,

[2:56:39] additional funding, possibly per ADA for special education as

[2:56:42] well.

[2:56:44] And those variables will all be brought forward

[2:56:47] back. We won't have it in time for the June 8th

[2:56:50] board approval,

[2:56:52] but most definitively by first interim into the next fiscal year.

[2:56:56] And happy to take any questions that you may have.

[2:57:00] I had one question, and this is just maybe because I'm not reading it right.

[2:57:04] But,

[2:57:06] on slide 12, so it's for

[2:57:10] the capital outlay reserve fund 4041.

[2:57:14] So

[2:57:15] you said that is the Granada

[2:57:19] fund?

[2:57:19] That is correct.

[2:57:21] And the revenue, so this revenue being one million,

[2:57:26] is that revenue coming from the-

[2:57:29] Tenants who are-

[2:57:30] Tenants?

[2:57:31] Yes. Who are paying lease to the district.

[2:57:33] Okay, because I thought maybe on a previous slide it looked like our revenue was

[2:57:36] only about 500,000 from tenants, but it looks like

[2:57:39] So to clarify,

[2:57:41] the tenants in aggregate, the budget is for

[2:57:45] $1,065,000

[2:57:48] to come into the district's Granada fund. Okay?

[2:57:52] And then from that fund, there's a

[2:57:55] contribution to the district's general fund of

[2:57:58] $510,000. So of that $1 million, once

[2:58:02] expenses are accounted for, then the district has budgeted a

[2:58:06] transfer of excess revenue, in essence,

[2:58:09] over to the district's general fund to help support our

[2:58:13] maintenance and operations.

[2:58:15] Got you. Okay. So that's where it's coming from.

[2:58:18] So it's building up and then it gets transferred. Thank you.

[2:58:26] I have a question on

[2:58:29] salary numbers. I think it was

[2:58:33] slide...

[2:58:37] It might be slide four.

[2:58:40] Yeah, that seems right.

[2:58:42] It's

[2:58:46] the one that says key variables, revenue,

[2:58:51] key variables, expenditures.

[2:58:54] Where would that be? Slide six.

[2:58:56] Yep, slide six.

[2:58:58] There we go.

[2:59:00] And it says, I just wanted to clarify on certificated and classified, they

[2:59:04] both say the same thing. We say the step and column, and that's placing

[2:59:08] people where they are on the salary chart.

[2:59:11] And then 3% increase for represented,

[2:59:14] 2.5% increase for non-represented.

[2:59:17] Who are the non-represented?

[2:59:19] So the non-represented would include district administration.

[2:59:24] So for certificated administration, that would include

[2:59:27] principals, for example,

[2:59:29] and for classified administration, that would include IT,

[2:59:33] maintenance and operations, and the chief business official.

[2:59:37] And that's because in the last negotiation cycle, our

[2:59:41] management and administration took lower salary

[2:59:45] increases than our certificated and

[2:59:49] classified union.

[2:59:51] That's right.

[2:59:53] That's right.

[2:59:53] Okay.

[2:59:53] So yeah, for historical context,

[2:59:57] if you think back to the 24-25 fiscal year,

[3:00:01] the district entered collective bargaining for the following two fiscal

[3:00:05] years, which is why we're now applying that second-

[3:00:08] Mm

[3:00:09] ... agreement to the 26-27. And that salary

[3:00:13] schedule was also posted on our website and was board approved in

[3:00:16] 24-25.

[3:00:18] So the 25-26, the current year,

[3:00:21] included a 5% increase for represented

[3:00:25] staff, and that's greater than the statutory COLA of

[3:00:29] 2.3%. Okay? And then in

[3:00:33] 26-27,

[3:00:35] there was a 3% increase applied on top of step and column,

[3:00:41] compared to the statutory COLA at May revise of

[3:00:44] 2.87. So just putting it out there that the district has remained above

[3:00:49] the statutory COLAs being proposed in the state budget.

[3:00:52] On top of that,

[3:00:54] classified

[3:00:57] and classified confidential staff also received a $3,000

[3:01:01] one-time bonus in 25-26 and the current year

[3:01:05] as well, or a one-time off schedule amount.

[3:01:09] So to answer your question, for non-represented staff, specifically the

[3:01:13] administrative team,

[3:01:15] the salary schedule was increased by

[3:01:18] 3.75%,

[3:01:21] or 1.25% less than represented staff in

[3:01:24] 25-26.

[3:01:26] And then in 26-27, in the budget year,

[3:01:30] the salary schedules for non-represented administration was increased

[3:01:34] by 2.5%, which is less than the 3% that was

[3:01:38] applied for represented staff. Hope that answers your question.

[3:01:41] Yeah. And historically, going prior to that, was

[3:01:45] that normal for the non-represented to get a

[3:01:49] different salary?

[3:01:50] Yeah.

[3:01:52] To my knowledge, looking back at the district's records, this

[3:01:56] is the first time that non-represented staff did not

[3:01:59] receive a me too equal to the percentage that was settled.

[3:02:05] Okay. So that's what that's showing.

[3:02:08] And then I wanted to look at the service and

[3:02:12] operating expenditures as a s-

[3:02:17] or it shows it as a percentage. I think it's actually just the slide before, Sarah,

[3:02:21] slide 5.

[3:02:23] It shows that our service and operating expenditures are at about

[3:02:26] 13% of our overall budget. I was just

[3:02:30] wondering,

[3:02:32] do you,

[3:02:33] basing your experience, is that M&O budget

[3:02:38] similar, lower, higher than other sort of similar

[3:02:41] districts? What's your-

[3:02:44] So the services and operating expenditures

[3:02:48] includes the maintenance and operations-

[3:02:50] Okay

[3:02:51] ... budget for services, and other expenditures.

[3:02:55] And,

[3:02:57] if you were to extrapolate how much of that was specific to

[3:03:01] M&O,

[3:03:02] it's about 230,000 of that amount is for

[3:03:06] maintenance and operations services,

[3:03:09] and about 280,000 of that is for

[3:03:13] supplies in the other category above that.

[3:03:16] Okay.

[3:03:18] So,

[3:03:20] to answer your question as to whether that's above

[3:03:24] or around normal,

[3:03:26] the standard is about 3% of a

[3:03:30] district's operating budget goes towards maintenance and

[3:03:34] operations activities. In fact, that's a state standard as well.

[3:03:38] So if you look at the district's criterion standard, or there's

[3:03:41] a-Analysis that benchmarks that to see whether you've done

[3:03:45] that or not. And the idea is because larger districts with

[3:03:49] bigger budgets, with more facilities, if they fall below that,

[3:03:53] historically, that was a sign that districts were not

[3:03:56] investing sufficiently into their facilities.

[3:04:00] So where does Reed stand?

[3:04:03] The '26, '27 budget

[3:04:08] has exactly

[3:04:11] $1.37 million budgeted for maintenance and

[3:04:15] operations in aggregate, which is about

[3:04:17] $370,000 above that standard.

[3:04:21] So the district, in other words, is spending more on facilities

[3:04:25] maintenance and operations as compared to the standard for most

[3:04:28] districts, in other words.

[3:04:32] That 370, I might add, just put into context, is the

[3:04:35] equivalent budget for every single counselor that we have just hired for '26,

[3:04:39] '27.

[3:04:42] And is there a reason we're above the

[3:04:45] standard on M&O?

[3:04:49] There are a lot of variables. Our facilities, it has been a

[3:04:53] priority of this community as well, and of this district, to ensure that our

[3:04:57] facilities are kept in good condition.

[3:05:00] As you also noted, though, in Jeff Small's slide back,

[3:05:04] in terms of where the district sits in terms of its

[3:05:09] last general obligation bond draw, we are in the bottom

[3:05:13] tertiary, third, in terms of

[3:05:17] the load. Another way of

[3:05:21] interpreting that, it's been a long time since we've had a general obligation bond,

[3:05:25] so our facilities are requiring greater upkeep, and therefore, the

[3:05:29] district's budget reflects that greater upkeep, in my opinion.

[3:05:33] Do you have a view as to whether, if we are able to successfully

[3:05:38] pass a bond, whether we would be able to decrease that

[3:05:42] load on the district's budget going forward?

[3:05:45] I have seen in prior iterations of district

[3:05:49] budgets,

[3:05:51] and having worked in districts that have passed general

[3:05:54] obligation bonds successfully, that there is a material impact on

[3:05:58] M&O budgets. So if you think there's less repairs needed,

[3:06:02] and therefore because you've replaced

[3:06:05] the part of the building that normally would require that repair.

[3:06:10] Okay. Thank you. That was very helpful.

[3:06:14] Any other questions?

[3:06:16] Any public comment

[3:06:20] or deliberation about the budget?

[3:06:25] It's very clear. Very

[3:06:29] thorough and very transparent and clear. Thank you, Dr. Kim.

[3:06:33] Thank you.

[3:06:37] Okay.

[3:06:38] I think that brings us to action items.

[3:06:40] So 2AA, approval of the Expanded Learning

[3:06:44] Opportunities Program, or ELOP. Dr. McGrath?

[3:06:47] Oh, happy to take this. So you'll remember it took a

[3:06:51] little while for us to figure out how to follow the 13

[3:06:55] state steps here and in order to get this, but this is real similar

[3:06:58] to the plan that we put forward last year.

[3:07:02] And thanks to The Ranch for their partnership, because that's really allowed us

[3:07:06] to help get this ELOP funding across the finish line.

[3:07:10] So we're just looking for your annual approval for the ELOP

[3:07:13] plan, and I would recommend your passing of

[3:07:17] this opportunity plan this evening so we can continue to

[3:07:20] receive the state funding and move forward with the plan, which

[3:07:24] allows some great enrichment opportunities for our students.

[3:07:29] Thank you. Any questions for Dr. McGrath?

[3:07:32] Any public comment?

[3:07:35] Deliberation?

[3:07:36] Well, I guess I have a ... It's a question. Sorry.

[3:07:39] Yeah, you can ask a question.

[3:07:40] All right.

[3:07:42] The ELOP funding, do we have a sense of how long

[3:07:46] this is going to continue on? Just because

[3:07:51] when it was first introduced, it was definitely one time,

[3:07:55] helping us through COVID. But is this something that you think, or

[3:07:59] maybe it's a question to Dr. Kim, is this

[3:08:03] something

[3:08:04] we can imagine is going to keep

[3:08:08] being given to districts?

[3:08:09] I'll be curious what you say, Dr. Kim.

[3:08:11] I'm not seeing signaling yet that it's going away, especially as

[3:08:15] there's a lot of politics happening-

[3:08:17] Okay

[3:08:17] ... at state and national levels. That I think this is something that

[3:08:22] there is political energy around

[3:08:25] continuing this program. But anything you see more specifically, Dr. Kim?

[3:08:29] I would agree that it's in the proposal, and it is in the May

[3:08:33] revise. And nonetheless, the

[3:08:36] negotiations that's happening right now revolves around

[3:08:40] 98 funding, and ELOP is a counter ...

[3:08:43] Not a counter, but rather it's a variable that

[3:08:47] draws state resources to support schools.

[3:08:50] Okay. Thank you.

[3:08:53] I will say when I have sat in on various, like JLAC and

[3:08:57] other things, it does seem to have

[3:08:59] a fair

[3:09:01] bit of support, particularly in the legislature, to

[3:09:05] continue this program. Now, you see changes

[3:09:08] potentially, maybe it'll go away, but at least I think right now

[3:09:12] I'm hearing politically is it's going to continue.

[3:09:18] Okay. Assuming no other questions or deliberation, can I get a

[3:09:22] motion to approve the ELOP program for '26, '27?

[3:09:27] Motion.

[3:09:29] Second. All in favor? Aye.

[3:09:31] Aye.

[3:09:33] Okay. That brings us to 2B, first reading

[3:09:37] of revised board policies and bylaws, and we only have two today.

[3:09:41] I know. Y'all did such hard work in the last couple that we're down to two.

[3:09:44] So, we purposely put these here at Nicole's suggestion that it was

[3:09:48] a good time to have these here as well.

[3:09:50] So one would be the District Technology Plan and the second one

[3:09:54] being artificial intelligence.

[3:09:56] And-They have been adjusted, I will say, from

[3:10:00] the recommendation. And you'll remember after sitting on the state

[3:10:03] level AI task force, these came out through that task force at a state

[3:10:07] level. And I applaud the task force also of kind

[3:10:11] of customizing them a little to make the vision match and that sort of thing.

[3:10:15] So,

[3:10:16] it's come through this interesting flow. Task force looking at that.

[3:10:20] It's a good match to the items today and happy to take any questions on

[3:10:24] that.

[3:10:25] Can we pull up the AI one?

[3:10:33] I know I had asked if we were going to, and I think maybe we're adding this,

[3:10:37] the importance of human connection.

[3:10:40] Did that get added to this version?

[3:10:45] I'm just going to

[3:10:46] look. Don't believe so.

[3:10:48] So,

[3:10:49] okay. Were we going to do that for second reading?

[3:10:53] Mm-hmm. We sure can.

[3:10:55] I think the suggestion was just adding,

[3:10:58] I think from the

[3:11:01] district priorities on

[3:11:03] the importance of preserving original thought, mental space, and critical

[3:11:07] thinking for students and teachers.

[3:11:09] Great.

[3:11:16] Questions on this one?

[3:11:21] I love that it corresponds with all the work that we

[3:11:25] did too. Vision.

[3:11:31] Great. We will add that additional information before

[3:11:35] second reading, and then just the reminder that at the next meeting you won't have

[3:11:39] first readings, right? Because that would

[3:11:41] move the second reading all the way to August, which seems odd.

[3:11:44] So,

[3:11:46] you'll see second reading at the next one, and then that'll wrap up policies for

[3:11:49] this year.

[3:11:50] Did anyone want to look at the district technology, or are we all

[3:11:53] thumbs down? Okay. I think we're good with that.

[3:11:56] Great. Thank you.

[3:11:58] And we don't need a motion on that one, right?

[3:11:59] We do not. We'll move it to second reading with the suggested

[3:12:03] adjustments.

[3:12:04] Okay.

[3:12:05] And that brings us to our public hearing.

[3:12:09] Public hearing is a procedural item which provides members of the public an

[3:12:13] opportunity to speak to specific items

[3:12:16] listed. So we'll call each item open, a public

[3:12:19] hearing on it.

[3:12:22] Okay. The first one is the proposed 26/27

[3:12:26] Reid Union School District budget.

[3:12:28] I'm going to gavel that public hearing open.

[3:12:33] Is there any public comment or

[3:12:36] hearing on this?

[3:12:38] Seeing none, I'll gavel that closed.

[3:12:42] Okay, and the second one is opening public hearing as to the

[3:12:45] district's Local Control Accountability

[3:12:49] plan, the LCAP.

[3:12:51] I will open public hearing.

[3:12:54] Calling for any public comment regarding the recommended

[3:12:56] 26/27 LCAP, including the budget overview for

[3:13:01] parents.

[3:13:02] Any comment, I will gavel it closed.

[3:13:06] It's definitely closed.

[3:13:07] Sorry. That was a little aggressive. Sorry.

[3:13:10] We're all good.

[3:13:11] Not intentional.

[3:13:15] That brings us to Item M, future items for trustee

[3:13:18] consideration.

[3:13:20] I see a hand.

[3:13:21] At some point in the new school

[3:13:25] year, and preferably before November-

[3:13:29] Mm-hmm

[3:13:31] ... I would like to propose that we bring our district technology plan

[3:13:35] for review. We just passed the board policy, but I

[3:13:38] don't believe in the recent past that

[3:13:42] we've actually as a board and have looked at and

[3:13:46] analyzed our

[3:13:48] district technology plan. So I'd like to propose that we

[3:13:53] put it on the agenda.

[3:13:55] I think it's a great idea, especially with a few of the board priorities, right,

[3:13:59] around tech use, around AI.

[3:14:02] I think it would be good for the board to see that, especially where it

[3:14:06] stands as of that, and we'll honor your timeline, so that- ...

[3:14:10] we see.

[3:14:11] Okay.

[3:14:13] All in favor, thumbs up.

[3:14:16] Being unanimous. Anything else anyone wanted to bring up?

[3:14:21] Being none, I will bring us to the conclusion of the meeting and

[3:14:25] close us at 9:15. Thank-

RUSD Board Meeting - 2026-06-02

Transcript