um echo what Dr. Pulver said and we're so glad to have you here this evening and so I will call this meeting to order at 4:01 and I would like to ask um Miss Fenna to please um lead us in the pledge of
allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all.
>> Thank you so much. Mrs. Dingelo, >> Mrs. Pisani here, Mrs. Davidson >> here, >> Mrs. Hill here, >> Mr. Forehand >> here, >> Mr. Fragman >> here. >> I would now also entertain a um motion
to adopt the agenda. >> So move. >> Second. >> All those in favor? >> I >> opposed. Passes. 5-0. We will now move into number two items with item which is public comments. I do have a public comment card. Persons wishing to address
the board should complete a a speaker card prior to the start of the meeting. Speaker cards may be submitted to the district office beginning at 9:00 a.m. on the day of the meeting and will be accepted at the start of the meeting. This is an opportunity for community
members to address the board regarding agenda items or items not listed on the agenda. Each speaker is limited to three minute three minutes and total public comment is listed limited to 30 minutes. Speakers may not transfer or relinquish
their time to another while addressing the board. Speakers are requested to come to the podium, state their name, and adhere to the um time limits. In accordance with the Brown Act, the board may not discuss or take action on items
not listed on the posted agenda and cannot immediately respond to public comment. It's always the hardest part. speakers um are reminded that comments are made in public uh during public meetings remain subject to laws
regarding defamatory and false statements. And so we have one card and Dr. Robonis. >> Yeah. I don't know. I can speak a little louder. >> Oh, all right. Good evening,
President Hill, uh, board members and superintendent, and I'm not going to be talking about bike lanes. I'm not going to be talking about Measure G, but I am going to be talking about ebikes. So, um I've I've been introduced um on July 21st, the
Rossmore Homeowners Association unanimously adopted a resolution um supporting safe and reasonable ebike use in Rossmore. The resolution was developed following couple meet a couple months worth of meetings of concerned
residents um law enforcement, community members, um uh other comm um local organizations including us. Um I want to just be clear is that this resolution is not anti- ebikes. In fact,
it very much um recognized the that ebikes are a means of trans transportation, especially for someone my age. I have a neighbor that that's his exercise with his dogs. It encourages physical activity, [snorts] reduces traffic congestion,
uh at least that's what the research says um around our schools. Uh and it promotes independence for many students. Our goal is to um ensure that these benefits can continue um but to reduce
injury and promoting responsible writing. Uh the rec the resolution recognized that safety is a shared responsibility. And those of you who don't know, I was a a public teach a teacher educator on the
east coast. And it's always amazing to me how the community thinks that our public schools need to do a lot of the things that aren't done at home. Um, so I'm not asking you that, but I am saying that it's definitely shared responsibilities.
A portion of the resolution um re does is that is relevant to the school board is to encourage age appropriate instruction on bicycles and ebike safety. Um and I know and thank you very
much um Evelyn Garcia for spending some time and talking about some changes of making sure that uh there's there's a tag that bikes are recognizable. Um I I just really want to encourage that uh it it's also important that
parents uh be responsible for in understand the California laws regarding class one two and three ebikes. Oh, I'm running out of time. Um I think I just want to mention too is that um it's
startling the emergency room um visits related to ebikes. Um I really want to encourage the school board to continue to be vigilant in educating our students and that way we can educate our
families and Rossmore Homeowners Associ Association is 100% behind you. Thank you for your support. Thank you, Dr. Robinas. Um, Dr. Pulver, would you um comment, please?
>> I can comment. The board cannot. It's always the interesting thing at a at a at a board meeting. Um, so yes, uh, uh, ebike safety is something that we also are very, uh, focused on and we've been partnering with our law enforcement
partners to help us provide education and ongoing education to our students. We see probably the biggest effect of it at our middle schools. Uh primarily where it's probably our biggest ebike riders. We have a decent number actually at the high school as well, but I think the behavior of a high school ebike rider and the behavior of a middle
school ebike rider is different. At least that's what uh we're seeing on the roads. Um, and one of the changes we're doing this year, uh, thank you to Evelyn Garcia and working with our, um, law enforcement, is we're requiring, uh, every, in the past for middle school,
they we required them to take an ebike safety course taught by law enforcement in order for them to be able to park their bike on our middle school campus, but they only had to do that one year if they were a sixth grader and then they got that parking pass for seventh and eighth grade. And we didn't think that was enough. And so this year, we're
implementing it. they in order for them to do it uh park an ebike on our campus uh they must attend that uh class uh yearly. So um that that's one of the ways that we're beefing it up and uh we'll continue to look at other opportunities to see um what more um we
can do in partnering with with parents and um law enforcement who really are the jurisdiction to enforce safety uh and traffic uh congestion and traffic laws on the streets. Thank you very much Dr. Palver and thank
you Dr. Robonos as well. Um we'll now move on to um item number three which is introductions, information and presentation. And Dr. Reese Wright, it looks like it's your show. >> Thank you, Madam President. Good evening, everyone. Good evening, Los
Alamidos Unified community. Um I am super excited because we have three new administrators joining our management team. Um, they've already started in their new roles, but I'll be introducing them one at a time. So, first up, please join me at the pod podium, Miss Stephanie Bernal.
[applause] It's my pleasure to officially introduce to you tonight, Miss Stephanie Bernal, who's our new coordinator of special education. Congratulations. Um, Stephanie joins Los Alamos Unified following a very competitive selection process in which she really stood out for her expertise, her collaborative leadership style, and her unwavering
commitment to ensuring every student had support to be successful. She brings with her more than a decade of experience in special education. Most recently, Stephanie served as a program specialist with Anaheim Elementary, and prior to that, she served as a school psychologist in both Anaheim and Newport Mesa Unified, supporting students
throughout high school. Stephanie holds an education specialist degree and a master's degree in educational psychology from Chapman University and recently earned her admin services credential from Cal State Fullerton. Stephanie brings a thoughtful student- centered approach to leadership and a strong belief in collaboration and
inclusive practices and she has already had to dive right in. So Stephanie, we are so grateful that you've chosen to join Losale Unified and we're excited to welcome you to our leadership team. Please join me in welcoming Stephanie Bernal. [applause] >> [applause] >> Wow, this is a full house.
Thank you, Dr. Whisight. Good evening, President Hill, members of the Los Alamos Unified School Board of Education, Superintendent Dr. Pulver, members of the Executive Cabinet, and the Los Alamos community. I am truly honored to be here tonight as a new coordinator of special education. I
began working in education in 2007, and since then, I've had the privilege of supporting students from preschool through adult transition in a variety of roles. Along the way, I've learned that the best outcomes happen when educators and families work together. That's how we help students feel seen, valued, and
experience a true sense of belonging. Those are the same values that drew me to Los Alamos. To me, igniting unlimited possibilities means creating a community where every student has the opportunity to learn, grow, and thrive, and where students, families, and educators work together to
make that possible. One of my best friends works here. She might be sitting over there, and she's always spoken so highly of the district and the staff. Now that I've had the opportunity to begin working here, this is actually day number 10 to be exact. Um, I can honestly say she was right.
I've already met so many kind, welcoming, and genuinely supportive people. As a coordinator of special education, I plan to lead with what I believe in most, which is building relationships, listening first, and bringing people together around what's best for students. I'm grateful for the
opportunity to do that here at Los South. With that said, I'd like to thank the board of education, Dr. Pulver, Dr. Luis Wright, the educational service team that's been so so supportive during my transition, Andre Reed, Grace Steel,
Heather, um, Amanda, Jenny, and the cabinet for believing in me and giving me this opportunity. I'd also like to thank my family and friends. Um, most of my family lives inland, so my sister is the only one who loves me enough to sit on the 91 freeway during rush hour to be
here tonight. Love you. Um, but in all seriousness, thank you for supporting me every step of the way and thank you all for welcoming me into the Low South family. I couldn't be more excited to be here and I look forward to serving this incredible community. Thank you, [applause] [applause]
>> Stephanie. I say from the board of education, welcome. We're we're really honored to have you. >> Uh, Dr. Reese Wright. >> All right. Number two, a woman that none of you have ever heard of before, [laughter] uh, the new principal at Los Alamos High
School. Please welcome up Miss Cara Vienna. [cheering and applause] [applause and cheering] [applause] So, uh, Cara spent a lot of time at the board meetings lately. So, thank you to her family, your regular fixtures. Um, but selecting the next principal at Los
Alamos High School was no easy task. And so, we were very fortunate to have a very competitive pool and very fortunate that Miss Caraviana rose to the top of that selection process. Um, we were super lucky to have uh many of our staff members come out over the summer as well as our parents, community, and our board
um to join us for those interview panels. Cara, as you know, has dedicated 21 years to Los Unified, serving our students in a variety of roles, including education specialist, SULPA program specialist, assistant principal at both middle schools, and the high school. She may have liked McAlliff the
most. She's not admitted it openly. Throughout her career, she has consistently demonstrated thoughtful leadership, sound judgment, and an unwavering commitment to doing what's best for all kids. Her leadership has strengthened instructional programs, expanded student wellness initiatives, increased opportunities and support for
students with disabilities, and enhanced college and career readiness opportunities. Perhaps even more importantly, she has helped create schools where students feel known, supported, and challenged to succeed. Cara's excellence, as we all know, has been recognized well beyond our district. She has been named Los Alamos
Unified Administrator of the Year, Axa State Secondary Co-ministrator of the Year, and most recently was recognized as one of California's top three nominees for National Secondary Principal of the Year. [applause and cheering] >> I know [laughter]
Cara is an exceptional leader, um, a trusted friend, and someone who deeply understands and loves the Griffin community. We are incredibly fortunate to have someone of her caliber leading Los Alamos High School. I know will she continue and I know she will continue the tradition of excellence our students, staff, and families deserve.
Please welcome Miss Caravana. [applause and cheering] >> Thank you, Dr. Luis Wright, my original OG uh APR principal. So, good evening, Madame President Hill, members of the board, Superintendent Dr. Pulver, executive cabinet, district leaders,
colleagues, families, and community members. I can't express enough just how special it is to stand before you tonight as the new principal of Los Alamos High School. A role I accept with profound humility
and gratitude. My 21-year journey here at Los Alamos Unified District has come full circle. >> [snorts] >> It began right here on this campus as an education specialist under the mentorship of Linda Stoskov. Since then, I've had the privilege of expanding my
impact districtwide as a SULPA program specialist, serving as an assistant principal at both middle schools, and finally returning home to the high school. Each of these roles has broadened my perspectives have taught my perspective on what needs what I'm sorry
on the needs of every learner at varying developmental stages. These experiences have taught me that every student who walks through our doors arrives with a unique story and a learning style. And it is our responsibility to ensure we
provide the tailored environment they need to truly thrive. As I reflect on how I got here, the real truth is that none of this journey happened in isolation. And it would be remiss to not give credit to those that
saw potential in me. I want to deeply thank the incredible people in this room who carried, mentored, and lifted me to this moment. Starting with my Griffin High School colleagues. Thank you for wrapping your arms around me when I first entered this
unique district in 2005 and learning right alongside me, teaching me the Lassal way. It's a real thing, guys. It really is. [laughter] [gasps] To the board members, some of whom were once my colleagues,
thank you for the unconditional encouragement and for lifting me when I needed to hear that I was on the right track. Executive board and directors, every one of you has shaped my understanding of the big picture and how
to expand my vision to be a forward thinker. You encourage me to be brave and take risks that impact student outcomes. To Dr. Whis Wright, he took me in and immediately provided a platform for
creativity, for grand ideas, and how to maximize outcomes while making each day joyful and fun. We had a lot of fun. We still do. [laughter] Thank you for your mentorship that has so quickly morphed into a true valued friendship.
to my current administrative team. But first, a special shout out to Doc to Dr. I do that every time. Mr. Phil Bowen, who once gave me my teacher evaluations, challenging me to grow. How am I doing, Phil? How did I do it? [laughter]
It worked. Phil, he's like, "Oh, man. [gasps] Now this team has partnered with me and shared their expertise." so seamlessly as [snorts] we continue to build one cohesive system of support for our school. They remind me every day of our
why students to my counseling department and psychology and wellness team. Thank you for trusting me to guide you through my crazy ideas, dynamic leaders leadership retreats and the wild rides of vulnerability and adventure. They
never gave up on me and in fact they fed my confidence, defended my shortcomings and rallied every chance they could. To my special education department where my journey all started. Thank you for weathering everything with me from the
absolute highest student triumph triumphs to the heaviest hardest moments of a student's challenges. You each are heroes who see beyond the four walls and build bridges, cobblestone paths, and make miracles happen every single day.
To the Los Alamito's family and community partners, I honestly don't have words to express my immense gratitude for your outpour of love and belief in me as a leader. I am touched deeply by the unwavering support of our school community. You are all just
simply rad humans. And I find And finally, to the ones that have weathered it all, my family, my foundation, and my best friend, Lori, who came again to support me. To my parents, Tony and Sharon, and my mother-in-law, Rosalie, Grandma Rosalie.
Thank you for teaching me how to be fierce and kind at the same time, and always bringing me back to our core values: faith, family, and friends. I'm pretty sure my dad has a tattoo of that somewhere. >> [laughter] >> or he'll get one soon. To my brother and
sister-in-law, thank you for always showing up and cheering me on from the sidelines. To my two amazing children, one in San Francisco, hope you're watching online, and Jude, Mia and Jude, thank you for sacrificing your own time so that your mom can be present for so
many other kids. and to my husband who selflessly ensures that every need I have, big and small, is met so that I can shine and show up every single day for others. I could not do this without you. But what excites me most about
stepping into this role is the privilege of leading our teams in thinking outside the box and expanding innovative classroom experiences for every type of learner who walks through our gates. We are here to spark curiosity, expand minds, and help our future leaders
discover who they are. Because at the end of the day, we are all trusted to shape, mold, influence, and teach kids who they are and what they want to become. Thank you to the board, district leadership, our staff, and our community
for your trust. I am beyond excited for the journey ahead as we grow and thrive together. And congratulations to my right-hand woman, Christine Morris. Thank you. And go Griffins. [applause] [cheering] [cheering]
[applause] >> [applause] [applause] >> Are you giving a speech? [laughter] >> All right. Well, Cara got promoted and so there's one more administrator [laughter] that we're introducing. So, please join
me in welcoming the newest assistant principal at Los Amnos High School, Miss Christine Morris. [cheering] [applause] It is my great pleasure to introduce Christine Morris tonight um who is no stranger to Los Ali. Um she is our new assistant principal of special education
counseling and intervention at Los Alamos High School. Christine was selected following a thoughtful and collaborative interview process that included our district and site administrators, teachers and classified staff. Throughout that process, she distinguished herself not only through her depth of knowledge and wide ranging
experience, but through her unwavering commitment to students and her clear vision for supporting the whole child. Christine is already a familiar face to the Griffin community. She has served as a school psychologist at Losal High School since 2018 and brings more than 13 years of experience in school psychology, special education,
counseling, behavioral support, intervention, and multi-tered systems of support. During her time at Loal High School, she has built strong relationships with students, staff, and families, and has earned her reputation as a collaborative, compassionate, and truly student- centered leader. Christine has served multiple leadership
roles during her time in Los USD and was a member of our first aspiring leaders cohort. She holds her ed specialist degree and master's degree in ed psychology from Isuza Pacific University is a boardcertified behavior analyst and holds credentials in both school psychology and educational
administration. Christine's in vast knowledge of our students, her collaborative leadership style and her genuine care for our school community make her an outstanding addition to a strong administrative team. We are incredibly grateful that she has chosen to continue serving our students and families in this new leadership role.
Please join me in welcoming Mrs. Christine Morris. [applause and cheering] >> I knew I was going to have to follow Cara, so I'm going to do my best. I'm going to do my best. Um, all right. So, thank you, Dr. Reese Whis writes. Um, uh, good evening, President Hill and the esteemed board of education, Dr. Pulver,
and the, um, executive cabinet, and really the whole LOAL community. I'm so grateful and honored for this opportunity to be an assistant principal at the high school. Uh my passion really is finding those students who feel unseen or unheard and connecting them and helping them feel valued and
believing that they too can succeed. Um I feel like this role allows me to continue doing that, but then hopefully inspire others to do that as well and expand that reach. So I'm really excited about that. Um thank you to the board and our district for trusting me. I'm not only an employee but also a parent
in this community. It's very near and dear to my heart. Um I'm really excited to kind of step out and step up and continue to serve this community in that way. Um Dr. Pver and Mrs. Reid, um the executive cabinet and really the directors, Mrs. Garcia, Mrs. Delulk, um
I am really thankful for your leadership and vision. I really believe you all create this like encouragement for us to continue learning and growing. Um which is rare. I think it's such a cool opportunity for you to provide that to us and I've learned a lot from you. Um,
and I admire the work that you do, Dr. Whisight. Um, speaking of the OG cohort of aspiring leaders, um, that really did spark like this passion in me. I loved what he taught us. Um, it kind of made me think of leadership in a different way and really pushed me towards this.
So, thank you for that opportunity. Uh, Mrs. Cara Vienna, our fearless leader. Thank you for your motivation, your encouragement, your believing in me, your mentorship. I'm really excited to be a part of your team alongside Mr. Hypoc, Mrs. Reyes, Mr. Bowen. Um, I
really feel like this is the dream team. I'm excited to see what we can do. To the counseling team, psychologists, teachers, and staff. Um, having the opportunity to do what you love every day is so rare, but I think being able to do that alongside people that you
love and admire and respect and that [snorts] you call friends is even more rare. Um, we have laughed and cried and supported each other through the years and I plan to still do that with you in this different role and so I'm really excited about that. Um, but the support and commitment that you give our
students is really what makes this place special. Um, so I'm really excited and proud to be on your team. Um, and most importantly to my family. So, um, they are the light of my life. They're the reason for everything I do, everything I do. Uh, my husband Daryl Morris, he is also a proud Griffin
graduate. Loal, basketball star. Just had to put that in there. [cheering] [applause] I felt like if I was nervous, then I had to put him on the spot. He's He's There you go. Um, he's always encouraged me to pursue opportunities
that encourage me to serve others and grow. Um, I believe the work we do can change lives. And he's always believed in me that I can also make a difference. My daughter, Zuria Hopkinson, Husky, her sweetheart. You can wave. This is
her time to shine. Go, girl. Her heart and joy for life and excitement. It just reminds me to lead with compassion, inclusivity, and kindness. And then my son Chance, who's also a husky, his Yeah. big
kindergarten. Um his sweet soul and he's just so easygoing and it reminds me to um lead with courage and um kindness and to find joy in the little things. And so you guys are my motivation. You're the reason why I do everything I do. And so I just wanted to say thank you again for
the opportunity. I'm excited to get to work serve this community with the same compassion and commitment that everyone has showed me. So thank you. >> [applause] [cheering] [applause] >> Congratulations, Christine. So, that is
like the reason you're all here and I totally get that. So, um, we are going to take a short recess so that we can take some photos. So, all of our new employees and their family and friends and co-workers will figure out. We'll
just listen to Nicole and she'll tell us what to do and what pictures to take. >> We're just going to go off the agenda. So, we'll start off with Stephanie and go from there. Then Cara and then Christine. >> Sounds great. Thank you. [applause] Five.
>> Four. >> Mrs. Davidson. Three. >> [laughter] >> two >> one and a half [laughter] [gasps] and one. >> Thank you. Thank you so much. We are
just absolutely thrilled um with our new employees or our promoted employees and it uh it it gets the excitement you can start to feel the excitement about the school year coming. So, um, we are next going to move into presentations and we
are going to start with Mrs. Reid. >> Thank you so much, President Hill. Really is, uh, a pleasure tonight to talk about our middle school academy, a new program that we launched at both of our middle schools, Oak and McCulliff, last school year. And so, we're going to look at look at the evidence from our one semester pilot, talk about the
impact in terms of student outcomes, as well as talk about next steps as we start our 26 27 school year. And so, why the academy? We were really really looking to fill a gap in our continuum of support. So those of you that work in public education know that we have a lot of supports at both ends of the
continuum and sometimes right in the middle those students who are just barely not making proficiency don't have specific targeted opportunities to help them move from just below proficiency to proficiency and beyond. And so [snorts] we were really trying to uh reach students who demonstrated potential to
meet grade level expectations or standards and had always just kind of fallen short of that. They often h often hovered just below proficiency. They could benefit from additional exposure, practice, feedback and structure inside a learning environment. Um could also um
benefit from organization, study skills, self- advocacy as well as confidence in the classroom, right? That self-efficacy and um also that belief that they saw themselves as a successful student not only in middle school but beyond and in high school. And so the academy was really designed to provide intentional
instruction on grade level standards. So, this wasn't an intervention where we're looking to uh fill holes from years be behind, but really focus on keeping grade level expectations uh rigorous and high for students and giving them multiple opportunities to
engage with whether it was reading and ELA instruction or mathematics instruction at their grade level. And so, Academy students really were selected because they had potential with additional support in academics and and executive functioning to really meet proficiency. And so that really was um
the goal in our um one semester pilot. And so what the academy was was a mix of academic skills and learning skills. So about 80% targeted instruction really looking at grade level ELA and mathematics standards, what we called high impact standards. So those
standards inside the continuum from each grade level that really serve as gateways to standards to the years coming. So there are foundational learning standards in each grade level where if you don't really have a hold of these, it makes it difficult as you progress through school to really
continue to strengthen that breath of understanding you have in a content area. So those were all our focus. Provide additional practice for students. Sometimes some students need to hear things multiple ways. Um give immediate feedback. So the goal of academy was short focused lessons where
students get immediate feedback on the day of the lesson to know if they're headed in the right direction. So making sure that success criteria was clear and then for a teacher to be able to have this open workshop or conference time for individual support and for students to get caught up in areas they could self-identify and then 20% was really
focused on executive functioning. those learner skills that we know are pivotal to be successful in school and in the workforce from organization goal setting um time management study strategies assessment preparation and really self- advocacy is something that I think when we talk about um some of the qualitative
information that we got it was really interesting to see in our pre-ervey to students how many students shared they didn't know what to do in class when they were unsure of instructions or unsure if they had met learning outcomes. So, a a lot of that uh those components of balancing instruction with
executive functioning was what this looked like. And so, I do want to highlight the huddle, our morning huddle, which was a daily check-in uh that really focused on organization, goal setting, upcoming assignments and assessments, strategies. It really helps students begin the day with a clear plan
and greater ownership of the learning. So a lot of Fortune 500 companies integrate this into some of their team dynamics or first thing in the morning. [snorts] The team huddles around and there's a very specific question or focus of the day. So team members know exactly what the success criteria for that day looks like. And so um in our
qualitative uh post uh survey, students consistently identified the morning huddle as one of the primary things that they loved but also as one of the most valuable components of the academy because it helped them feel prepared, organized, and confident throughout the school day. Those were words that were used over and over in the open-ended
questions that we gave our academy students. And so how we evaluated the uh the pilot, we really looked at multiple multiple measures. So although it was a one semester pilot, it was really about 16 weeks of um focused instruction because we took uh about a week and a
half on the front end to set up the class and then there's a week and a half on the back end where we really focused on things outside of the course which we'll talk about. And so the academy pilot was really evaluated using both quantitative and qualitative measures to provide a more complete picture of
student growth and um program impact. And so when we look at the quantitative measures today I'm really going to focus on two just map growth data as well as our cast performance levels. And then we talk about the qualitative measures. We did give a pretty lengthy student pre-imposed assessment that looked at
academic confidence, executive functioning, goal setting, self- advocacy, assessment ready readiness, student engagement, as well as the end of their perceptions of the academy. And so, um, this evaluation really examined not only whether students grew academically, but also whether they
developed the skills, confidence, and learning behaviors that supported long-term success because that was a really important component of this model. And so we had 46 students um between the two middle schools engage in the ELA academy and 51 engage in um the
math academy when we look. So we operated um two zero periods at each of the middle school, one in English language arts and one in math in in both at both those sites. >> Re can I ask just a quick question? So when um we were talking about targeted
academic instruction, is that instruction aligning with where the students are in the classroom current what they're currently learning in the classroom? >> Abs yes and no. So um was it aligning exact timing? I don't really know
because we were servicing two middle schools with students that came from various classrooms that might not be in the exact same scope and sequence. But yes, what we were giving them was a second dose of standardsbased instruction and those foundational skills. So they may have already seen it in their classroom and this may be the
first time and they saw it again in their classroom. So it was all grade level standards um that match the learning that was taking place in their college prep classrooms. >> Great. Thank you so much. >> And so math academy versus math 6. So to
have an accurate gauge of whether or not we saw growth, we're comparing our data to the pool of students that are our college prep sixth graders at each campus. And so I want to be mindful as we look at this data that the students that we're comparing them to, remember, are coming into this model below
proficiency or just below proficiency. And we're comparing them to a group of students who that contain students below proficiency all the way to students that are meeting or exceeding proficiency. when we're comparing our academy students to our college prep students.
And so when we look at increased MAP RIT score and we're using our end of the year measure, 80% of our academy students in the area of uh mathematics increase their MAP RIT score compared to 71% of our college prep sixth grade
students that enrolled in a math six class. We look at our above average math 6 writ. 59% of our academy students ended up scoring above the uh average RIT score. 48% of our general college prep students. When we look at our above
national MAP norm, 74% of our academy students and 62.6 of our college prep students. But the metric I think that's most meaningful up there is the exceeded expected growth. And so when we have multiple data points on MAP, it starts
to project for us the trajectory for students and where they were score if things remain status quo in their learning. So anytime we set up a special program, our goal is always to be able to interrupt that trajectory and move students higher. And so I'm very very
pleased that 60% of our math academy students exceeded their expected growth. Right? Right. So, we were able to interrupt that trajectory of students. Whereas, 48% of our college prep students interrupted their growth. When
we look at increased cast level, 46% of our students in math increased at least one CASP level. Now, we don't have all of our data to look to be able to compare that [snorts] um to our college prep um cohort. Um, but I think that that changing trajectories is such a
important component when we look at being able to not simply help students make progress, but be able to accelerate learning beyond what was predicted. And so being able to really alter that academic trajectory is um is is very positive. I'm I'm very pleased and just
really excited about the opportunity to do more with this. And so when we look at um English language arts, our English language arts growth is not comparable to math growth. And so I also want to just remind us of the lens of what it looks like to learn in a math classroom and what it looks like to learn in an
English language arts classroom. So math in general, there's a right or wrong answer at the end of a question. And so our ability to give immediate feedback and be able to have specific um information about whether a skill is met is is very simple compared to what it
looks like to look at proficiency with a reader or a writer and the amount of time it takes to build reading capacity and writing uh capacity. So we I very still pleased with the information and the data that we have. It's just it's much harder to move students in reading
and writing than it is in math for m for multiple reasons. And so when looking at 16 weeks of instruction, I think this is still really promising information. 62% of our academy students increase their RIT score compared to 64% of our college prep students. Really being mindful that
that college prep group includes students from across the 1 through four continuum. Our above average MAT RIT score and our academy students is 34% 53% in our college prep sections. above our national map norm 60% in the academy
and 68% in a college prep academy but when we look back at that expected um exceeding expected growth that's where I am still very pleased 60% of our students in the academy we were able these are all students scoring two or below to move that trajectory of their
academic growth compared to 57% and in a typical um college prep setting and so the 60% of academy students that exceeded that compared to 57% of their peers. That three-point advantage is significant. So 10 points represents
roughly a grade level when we're looking at our map trajectory. So there's a lot of good things happening here um in this in this section even though we're comparing it um to math that I think is worthwhile and unpacking as as we move forward.
And so I think it's important to note that although we do not have um comparable CAST data for the sixth grade college prep peer cohort, we do know that traditionally in historical context our math proficiency tra traditionally
trends downward from sixth grade. And so when we saw 46.5% of math academy students actually moving up a CASP level, that's pretty great. And so we traditionally see about a 5% drop per grade level in cast performance
as we move from grade level to grade level sixth grade and beyond. And so just an example of that um from the past two years our grade six data has been 65% and our grade 7 data um from 2020 I'm don't have this year's data. I'm
talking about comparing 2024 to 2025 was a 5% drop between sixth and seventh grade. So when we see math increasing 46.5% one CASP level that's really great news. ELA 26.8% but I think even more
amazing is we had eight students go from a two to a four in math from the math academy. And so really for that particular subset of student that we'll be looking more deeply at it really was an effective intervention to go from
below proficiency to exceeding proficiency. um in the class and we also had one student do that in ELA as well. So although our um six peer hook data is not yet in, this comparison I think is really encouraging when we look at it in comparison to our district's historical
patterns at middle school in terms of growth or decline when we look at standardized testing. And so changes that we cannot see I think are just as important or maybe even more important at the middle school level. It's such a time of change for
students and it's an opportunity for us to really help them believe that learning is possible and that they can be successful learners before they move on to the middle school. And so we did see an increase in every metric that we tracked from pre to post. And so I put
some of the um some of them up here for us, but assessment readiness up 7.3%, self- advocacy 7.2, goal setting 6.2%, 2% growth mindset. These are all self-reported by students. And so, Academy students completed the same pre and post program survey to really
measure changes in those areas. And so, we had a total of 88 students complete both the pre and the post. Um that really I think supports this positive growth that we saw in every area. And so I think it is important to note that um a metaanalysis of 299 studies involving
more than 65,000 students found consistent relationships between executive functioning and academic achievement while broader learning research also indicates that goal setting confidence and student ownership um are all linked to improved performance. So, I think that these
numbers are also very encouraging about us helping shift the mindset and beliefs of students on the middle school campus inside of our academy classes. So, I think if I hear what you're saying, are you saying that there like the percentage the ones who went to four
went up above proficiency? Part of it could have been the fact not only did you give them the tools, but you also were advocating for them and showing them that we believe you can do this, whereas taking a test was more of an in invisible challenge to them that didn't
matter. I I think there's so much value in the fact that they aren't just moving through their grades. So, thank you. Thank you. >> You're welcome. And so I think another really glow of this program is what happened after
standardized testing and that was celebrating growth and expanding possibilities because the belief of what's to come I think is very important when we um visualize what we see for ourselves and success. And so I wanted to highlight some of the um things that
happened in both the academy classes. One was really celebrating commitment. So students participated in a donuts and swag as an academy celebration where they received an official academy uh sweatshirt that day and really um the teachers and staff really got to celebrate and reinforce the sense of
belonging, pride and the positive identity around academic effort. And so I think sometimes we can get hung up on academic achievement and really we know that the greatest tool available to us is our effort. And so this idea that we celebrate that effort I think is really
essential to the fabric of what we do here in Losowl. Um exploring college opportunities. So our academy classes both visited Long Beach Community College. Um they were on campus and got to experience campus life. They learned about academic programs, student support services, what technical education could
look like and really learned a little bit more about the post-secary pathways that are available to all students. And then I think really one of the biggest bright spots of the program was their opportunity to partner with Los Alamos High School and really envision what high school and career pathways
could look like for each of them. So students visited Los High School college and career center and the Griffin Center. They participated in a high school student panel. They got to explore our CTE pathway options, learn about leadership from our ASB kids, um go to the Griffin Center, hear about
athletics, what it means to be involved on a high school campus, and then how we support career planning and job readiness at our campus, too. And so, I think these experiences are really matter because they connect our present academic effort to future goals. I think something that we read a lot about in research and hear from kids all the time
is why am I learning this? Right? If kids don't know the why of what they're doing, they're not as vested. And so being able to immediately connect why you would want to be proficient in mathematics and tie that to a CTE pathway to develop college and
careergoing mindsets with students. Um build confidence and self-efficacy about what it looks like to be a successful Griffin, right? Because we're doing that ahead of time as they're projecting onto the campus. Really strengthening their belonging and connection to Loal Unified. We are part of a unified school district and this is really marrying
those things that we say. and then seeing a clear pathway from middle school to high school and being able to have been in that Griffin Center or spoke to leadership students, seen a CTE class way. It's not just something they hear about, but they were able um to really really experience it. And so I
think some of the evidence is that the math academy demonstrated particularly strong acceleration in comparison to math six peers. They have a lot of great things going on there. Um ELA students demonstrated comparable growth to peers despite greater starting needs. Um, but we really do need to focus more on what
we can retweak there. How can we unpack that more and make sure that we're really doing the best we can in terms of what we're offering inside our ELA academy class. I think we saw meaningful numbers of students move toward in some cases beyond proficiency, which is the goal of the program. And then students
really improved across every measure that we uh every um domain that we looked at in terms of executive functioning. Um, I think we learned that additional time matters when it's targeted and provides support with grade level standards. And I think that's a
really key key part of this is we weren't looking to fill holes from behind. We were really focused on keeping a rigorous academic expectation with grade level standards to to to really propel students forward with that mastery and proficiency of grade level
standards. that executive functioning should remain part of the academic intervent inter intervention and really not be treated as separate. Some of the um anecdotal information because we we asked students some questions on the survey like what's one thing you wish we knew about academy or what's one of the
your best days in academy. Some of the things that students said were so meaningful about things that you would probably never think about about what it feels like to just be a prepared learner and feel good about starting the school day because we had academy zero period and they got that connection with a
teacher who was really invested in seeing them be successful to start their regular academic day that way. Multiple students wrote about how positive that was for them. And so sometimes we get worried about doing a zero period intervention because um attendance and dropouts can be regular. That was not a
problem with our academy model. So we had about 96% attendance and after the first two students in the first week, we didn't lose any students through our 16 weeks. So I think that really also speaks volumes about a middle schooler coming at zero period and making that commitment to really rigorous academics
for that additional 16 weeks. We also learned that morning huddles and that individualized teacher support were high value components for students. They really enjoyed starting off their morning that way and being seen and having a clear success plan. And then we also learned that ELA instruction
warrants continued refinement, right? when we look at this look at this data and so next steps for us as we do plan to continue the academy model into year two preserve some of the core structures that we know are working refine our ELA and literacy instruction continue
comparing academy outcomes to the grade six peer cohort as we get additional information um with CASP and then next year as we launch into a full year model look at more things like grades and attendance although we did look at those components 16 weeks just really wasn't
enough time to say it was definitely due right to academy. Um follow this cohort into grades seven and eight to see if these gains are really sustained. I think that's an important component as well. And then one semester provides promising evidence. But I think a longitudinal evaluation will really tell
us whether the academy changes those academic trajectories or as something that we just saw as a sit and get for for a semester with go that long-term goals uh longitudinal growth that we really don't see over over time. But I I would like to say that this um model was
a lot of work and so many people at the site level made this happen. So I'm not there on the dayto-day working with kids, moving this along, making daily decisions. It's the middle school teams that the reason why we saw all of that data. So at Oak Academy, uh Christine
Olmstead who taught our ELA um section as well as our intervention toa Sophia Cooper a math teacher who led the team there. Um Dr. Castillo and his staff, uh, Mr. Sigura, as well as Mrs. uh, Reynolds and school psychologist Mrs. Kuhar, Tommy Adair, school office
coordinators. You know, we provided snacks and drinks inside of our academy as a free flow. We had a refrigerator and snacks out. Students could access that at at any time. And, you know, our school office coordinators just joyful about placing the orders, making sure it got in there, knowing the snacks the kids liked and that they didn't like
that we were ordering. Again, really is a a huge team effort at McAuliffe. Wendy Hearn, our intervention uh TOSSA, just above and beyond to help move this model at both school sites. Sarah Hong, our math teacher, Liz Edwards, a reading and ELA instructor, and then uh Mr. Cordmash
and he his team, Jen Maguire, Shelby Olmstead, and Miss McGonagal in the front office really supporting. So, this really is a a big team effort to try something new, learn from it, knowing that our goal really is to impact trajectory and student outcomes. And then a big shout out to Los Samos High
School. They gave us a full day and really just put some amazing opportunities and pathways down for our kids the day that our middle school students um came to visit. So I I'd love to answer any questions. >> Mrs. Davidson, then we'll go to Mrs.
Park part. >> May have already answered this, but do kids test out of the academy or would a sixth grader be a part of that all the way through which would obviously build your numbers? >> It's a really great question that we haven't come up with an answer yet. So to be really honest, we want to let the
data kind of make the decisions for us. And so um waiting for all of our data to come in, waiting for the team to come back and teachers to look at and that's how we built last year as well is we looked at data and said where do we think we can make the greatest impact and so I don't think there's a yes or no
answer. I don't think there's a reason a student couldn't come back to the academy and I don't think it's also necessary to come back. You know, when you have a student moving from a two to a four, I really think we've given them that skill set they need and, you know, be great, Mrs. Hearn or Miss Olmstead to check in on those kiddos throughout the
semester, see how things are going, keep looking at Aries and talking to their current teachers. But, so I think it's going to be a little bit of both. >> Mrs. Perisani. >> Yes. Thank you so much. Um, Mrs. Reid, I
love this. I think, uh, it's fantastic. I think it's a testament to what you measure um really, you know, moves and and the target. I really appreciate what a strong pilot this turned out to be. I do know that this is was kind of a
brainchild of yours. So, congratulations on that. Uh you know, um I love the morning huddle and I love the personalized um teacher and how you were able to measure the impact that that makes. I know that like you said in business that's that's something that
research shows that shows a lot of progress for um employees and it's a success factor. So my question to you is is it possible since we're learning that this is this works and it we've seen it kind of have the great impact. Is it a
way to apply some of these learnings to our other students? I think absolutely and I think part of um what our principles will do this year is share this with their staffs when they come back. And so I think anytime that we do something internally that we've seen great success with and we have our own
teachers that are able to tell the story, we get a lot more buyin from staff trying something new in their classroom. So I think with the morning huddle in particular, I think it is something that could be used in a multitude of ways and it'll be something that our principles unpack and explore with their staff this year.
>> Yeah. No, I'd love that. Thank you, >> Mrs. Reed. I just want to really um say how much I appreciate you and the your team and the teams at Oak McAuliffe. And um to me, this really is personal and it
really hits home. And when you talk about that these are students that have academic effort >> and it's really they're missing something and they don't know what it is and it's not because they don't want to and it's not because they're lazy and it's not because any of those reasons
and that you've been able to identify and to be able to help give them some of those things and build that confidence. I I agree data is important and we want to watch the numbers. That to me is
huge. Um and that will that will be something that will stick with them and that will move on with them and that they will remember forever. And so um bravo to you and to your team and I look at you know a lot of times we talk about
every child in this district and sometimes people say oh no kids get lost. No, we we talk about every child and when and when you can identify those children and you retained 96% of them to make such a huge impact and difference
um I I just believe strongly that um this that that's what this district does and led by you. Thank you. >> And I want to say just one more time that Mrs. Cooper, Mrs. Olmstead, um Mrs. Hong and Mrs. Edwards were really the ones showing up every day and making the
connections with our kids as the teacher on the front line. And so, um, I can have an idea, teams can support, but it's really our teachers who invest, um, wholeheartedly in building the confidence of our kiddos. And so a really the biggest kudos to them for
being willing to jump onto an idea just weeks before literally they committed two weeks when it was nothing and two weeks later we're up and running and went along with the ride and to Mrs. Hearn and Mrs. Olmstead who were also willing to sign up for something that
was undefined. And I think that's really what our district is about is um not being constrained to a box, but the ability I'm very lucky to have a job where my superintendent trusts me to make decisions and come up with ideas
that are not are not tested and just run with them and staff that trust us. So our teachers are really like gold. I just want to say that before we close. >> Yes, they are. Thank you. Anybody else? >> Wonderful. Thank you.
>> Okay, >> I'm gonna let Mrs. Reed get back to her seat. Um, [laughter] and then we will move on to presentation of supplemental materials. >> Thank you so much, President Hill. Tonight, we're bringing forward ultimate review packet for AP business. As you
know, we have a new um course launching and it's the first year of the course nationally as well. So, there's limited availability of materials. So, we're bringing forward tonight the ultimate review packet put out by the college board and Jacob Clifford as part of our supplement to our AP business class and
it will be on um ed services preview to the next board meeting. >> Wonderful. Thank you. And then uh presentation we have presentation of two textbooks. >> Perfect. Thank you so much, President Hill. First will be the business principles with personal finance for the
AP course by BFW publishers. that will be the supplement to the um ultimate review packet put out by the college board for AP um personal finance course. And then our second textbook on preview tonight will be the practice of statistics edition for our AP stats
class. It's just the updated version of our current textbook that's aligned to the new framework that college board put forward for AP stats class. And so both those textbooks will also be on public preview with ed services through the next school board meeting. >> Wonderful. Thank you. that I won't be
[laughter] >> um >> okay so uh we will move on to Dr. Reese Wright um quarterly report on Williams unifor uniform complaints. >> Thank you, Madam President. Um we had no reports filed with any school during in the district during this past quarter.
>> You are now my favorite person. Thank you. >> Okay. Yeah. [laughter] Oh. Um >> good, >> Mr. I I I have no doubt. Um so Mr.
Golden, it's all yours. Thank you for giving us a U budget revision, a 45day state budget revision and how it's going to impact the district's budget. >> Well, thank you very much, Madame President, uh, Board of Education, Executive Cabinet, uh, and community
members that stayed to listen to this uh, fun presentation. I know that, uh, everybody was ramped up with the new announcements of staff. Cara, it was a rowdy bunch and I was hoping that they'd stay for this part, but um we do have some good information that we can share
from our 45day budget revision. So, let's get started with it. So, the reason we do the 45day budget revision is in ED code and it's if there's a material change from the state budget as it's act uh as it's signed
into an act versus what we presented in our um budget that came to our board in June. As you may know, we have to adopt our bo our board um adopted budget before the state adopts their budget. So, a little bit of the cart before the
horse, but um that's part of the process. And so, with that, we did have one material change, but the information that we're providing tonight is just information. And so, there's no action necessary. It's just to give an update to the board that there were some changes uh or at least in our case, there was just one change. So, it'll be
a pretty brief presentation for you. Uh the change that we had from our adopted budget to the state's budget was a one-time discretionary block grant funding, which is the um one that you see up there, the student support and professional development discretionary
block grant. Uh with that long acronym that I like to call Spudbug, um we did receive some of that funding in this previous year, but this is a second funding of that uh discretionary uh block grant. And the way that they're
funding it is at $930 per ADA and it's going to be based on the pre previous year's ADA. So it's going to be our 2526 ADA. They're going to be using that $930 uh rate. What that means to us is a preliminary allocation of about $7.7
million. So a significant investment um in addition to the other investments that were made uh in this budget. And I just want to be clear, this is $930 per per ADA per student additional >> correct what we did not have in our
budget before. So correct what we get through the local control funding formula LCFF. This is going to be a separate restricted funding source. Um and it's just a one-time funding source that we get and then it does have it's a discretionary uh block grant. So there is flexibility in the use of that. And
so, uh, I think at some point in the future, we'll talk a little bit more about the allowable uses and and maybe plans for that, >> but it's one time. >> Correct. >> Thank you. >> You know, Mr. Golden, can you touch on that on the discretionary um what falls
within that or do you have any insights? >> As far as we know, it'll be similar to the u the previous installment that we received from this same funding source. Uh it allows us to address rising costs, which is a pretty broad description. Um and a lot of districts have used it for
a variety of things. Uh there are definitely things that you can use it for in terms of um on the instructional side, but it's a pretty open and uh broad description of what you can use it for. And so um I think it's an investment that we do have rising costs
in all areas. And so uh it gives us flexibility there. >> Okay. Thanks. >> And just to uh expand beyond that, as we know that was signaled in the May revise, actually it was a little bit lower. Um so we're pleased to see the 7 million for for us. Um but as we've
talked about, we have great needs for one-time uh dollars. And so one of the things that we've really talked about uh quite a bit was uh in the spring when we talked about the performing arts center um and how trying to make that uh building come to fruition with uh the
additional dollars. So, we will definitely be able to use some of the $7.5 million to help make that vision a reality. And as I've shared with you and with PTAs and others, probably one of the best uses you can think of using onetime dollars because you're using onetime dollars um to be able to last 50
plus years. Uh and so that's really important. So, technology needs as well perhaps even we're also looking to do um some turf fields that you'll see a little bit later in this evening. And so all of these onetime dollars can help with some of those one-time projects, which is the a great use of one-time
dollars. That's absolutely correct. All right. So, the slide you see here is simply a comparison from the uh adopted budget that we presented to the 45day um budget revision. And you'll notice in
that second uh table there, the blue area, which is the restricted funding, the $7.7 million to the restricted state revenue. So that is where that um discretionary block grant is. It's the only change that we have because that was the really the only change in our
assumptions. And so it's a pretty straightforward um graphic I'd say. And so we are very happy to receive these funds. So, this is probably your favorite pres presentation I've ever had because it
was a few slides only and it was only one item and it was a good sized item. So, um with that the next steps uh we have in September we're going to have the unodudited actuals. So, that's finalizing our 2526 um financials and then we will also be
showing what those uh potential other revisions are that happen as we start the school year. Then in December, we're going to have the first interim report. Usually around this time, we'll also have the audit report of the 2526 uh school year. And then uh looking forward into March, we'll have the second
interim report. So with that, there's no action necessary. This is all information. Any questions? >> I think that Dr. Palver was right. You are my new favorite person. >> All right. Thank you, Dr. Whis. Wright [laughter]
>> for passing the torch. Thank you, Mr. Golden. We do appreciate it. Um, and we are are uh very excited for the the possibilities that this could lead to um in our district. Uh next we are going to move on to our
consent calendar. And so, uh, just so the public is aware, we meet, um, as a governance team once a year for a retreat and talk about some of the things that we could look at and some of the things that could, um, that we could
do better. And one of the things that we really talked about, and I just am so uh, grateful to Mrs. Stingelo and to all of executive cabinet for really looking at how is our um agendas put together so
that it makes it easier not only for us as board members but also for the public to see things that fall under certain categories that um they may have interest in. And so um it has been readjusted. So now our consent calendar
uh has four sections. So it's 4 through 8 and then you can see the individual headings from the individual departments. So I am one going to look for um uh a motion. I've got two
different sections of polls. So, I would like a motion for consent 4 through 8 pulling items 7 D, E, O, P, and Q. And those we just want to pull and still
vote on. Then we want to pull items 7G and table for a future meeting. So, we are pulling item 7D, E, O, P, Q, N, and G. And then we will um uh I'll look for
a motion to approve the rest of the consent calendar. >> So moved. >> Second. >> All those in favor? >> I opposed. Passes. 5-0. Um I now want to move on to getting a
um Thank you. A motion for um item 7D. We're going to take them all individually. >> I'm asking you. >> Okay. So, I'll look for a motion for
items um D and E. >> So, move >> second. >> Second. >> Okay. Discussion. >> Okay. Well, I had asked for these two items to be pulled because I'd like to um have the community really understand the investments we're making. Um so I'm
going to turn it over to Mr. Golden. He can touch on it and then I'd like to kind of close it out. >> Perfect. Well, thank you. Uh the two items here, uh one of the items is a geotechnical study. Uh both are related to the uh turf project that we're uh
starting at Los Alamos High School. And so what we're doing with these two items is we're doing a study essentially. One of them is the geotechnical. So it's the soils. It's everything under um underground. And then the other is a topography study which is going to be
the different layers, the overall footprint, how everything looks. But what that information will do is it will then guide our uh architects that we eventually bring on board and uh help us design those practice fields so that we
can uh modernize that area there. So um looking to put the two turf fields there at the high school and so excited uh what we find. Hopefully everything looks great under there and it's you know smooth and we can get this thing moving.
>> Wonderful. Thank you. Yes. I just I wanted to make sure this was called out because it is great work and I know there's a lot of families that are really um uh anticipating this new turf field and it's good to understand the steps that's involved to make that
happen and that it is a priority for us and that we're investing a lot of money um to make it happen. So, thank you Tim. >> And I'll just add, you know, nothing is ever easy in school districts. Originally, we were told it just needs we can do a seam mass uh and originally
we had budgeted $2.5 million to be able to put in these two turf practice fields because we know the practice field space is uh need in great need particularly we have an area of our campus that just isn't even used because the fields are so bad. Um but more research it does
require these types of uh geotechnical topographical that we are going to need an architect and we are going to need to go to DSA. So, it will extend the timeline of what we were hoping this project would be done a little bit sooner, but we keep pushing the needle because we want to have those practice
fields uh sometime this school year um is our goal. >> Thank you. And I'm very grateful because I um I was a bit concerned because I know um back in the day um I know people don't like that, but that's okay. Back
in the day, we used to call it um Lake Lassal because it would um it would flood and retain all these water the water and it wouldn't be able to be used. And so I just want to make sure and I'm very grateful that we do it right. So um any other discussion?
I'll call for a vote. All those in favor? >> I I opposed. Passes 5. Um, I would now look for a motion um to pull items 79 and table for a future meeting.
>> Miss Hill, if when I moved it initially, was it already pulled? >> Yeah. >> Was it already pulled? Okay, great. Okay. >> 7G. >> Great. Okay. >> Um 7G was pulled and tabled. Okay. Uh I will now look for a motion uh for item
70 authorization to purchase produce from Sunrise Produce um product [clears throat] company. >> So moved. >> Second. >> Um and so discussion >> I just for point of clarification I believe Mrs. Partardisani would entertain um she's asked to request the
three um you O P and Q. >> Oh three be together. >> Yes. >> Okay. I I can change update my motion to 70 P and Q together. >> I'll second. >> Great. Um discussion. >> Yes. So, this is another item um items
that I thought were uh necessary to pull and highlight. Um I will turn it over to you because I know you have all the information >> of course. Um so the three items here, one of them is Sunrise Produce. So that's where our food and nutrition services uh is their primary vendor for
our produce. And so um they work with Sunrise but also then our local produce uh companies to get organic kind of that farm tot feel. So that's one of them is Sunrise Produce is uh where we get that produce. The other is the uh pickup
sticks menuing items and those were some of the more popular. Now, we still have a lot of scratch cooking that we're moving towards. And so, this is just one of those uh vendors that we use to help supplement some of the things that um we hope to get to with our scratch cooking.
And the other item, the final item uh is the ratification with [clears throat] uh the contract with Michelle Curry, and it's extending her contract through uh the end of the calendar year to help kind of that menuing process. as well as um as you may be aware uh we do have a a
chef uh helping us with our scratch kicking and so cooking and so there'll be a nice um little bit of a transition to help with that menuing with our new chef. >> Great. Thank you. And and again I I really want to commend our um
uh how how do you our food services? Yes, I was going to say dining services. I'm all college dorm right now. Um but our food services team because look at you know the language that you just heard Mr. Golden say. We're looking at organic farmtotable.
We're looking at um hiring a nutrition consultant. You know those are investments we're making in our students. not only um you know making sure that their academically um taken care of their emotional wellness is taken care of but also when it comes to food and nutrition that plays such a
critical role and the fact that we as a district are going above and beyond and making those investments I really wanted to call it out and thank everyone for their innovative thoughts into how we can make the food better and the fact that we're also you know looking at taste and trying to blend in some
healthy items from outside um uh you know resources. It's just it's just a wonderful move. So, thank you. >> Any other discussion? >> Yeah, I I would just echo Miss Pred. I know having a daughter who eats pretty often at the school, it's it really is
nice. These kids have long days and their brains don't work well if they're not eating healthy. So, I I again appreciate it. Shouting out Annie and the team. I know when we walk through campuses, the cafeteria is always a place. I know Dr. pulver makes sure we stop in and both thanking the food service staff, but also seeing the food
and seeing kids excited. That's great. And and knowing that every single student's getting a free meal when they may or may not know that that might be the healthiest meal they're going to eat all day. I I love knowing that they're eating something healthy and they might go home and not eat so well, but while we're at school, we can help to make
sure they're making good choices. So, thank you >> 100%. And you know, we serve over a million meals a year in our food services kitchens between breakfast and lunch. And so I think sometimes people don't think we're a smaller district like us, but over a million meals is incredible.
>> And and to take the time to make sure that we're doing everything we can to be able to give them the very best that we can. Um that is the law. >> Miss Hill, can I make one other quick one other quick addition as a plug since hopefully people are watching on YouTube. Turn in your food meal
applications, please. It's a huge help for us as a school district, whether you you qualify or not. The more applications we get, the better. So, I know there's been a great email campaign from the district. I know parents, we got those emails saying, "Complete your food service application. Please, please, please, if you are watching
this, do that application so quick. >> Thank you. Great plug." Uh, so we have a motion, second, and had discussion. All those in favor? I >> I >> great job. Thank you. Um and now we are
going to move on to our action items and Dr. Pulver um first action item is yours. >> Thank you, Madam President. Yes, as you alluded to earlier uh in the meeting that each year the board spends some time we bring in a a professional
developer consultant to help us take a look at our board priority goals, our governance um practices and our handbook along with uh how we want where we want to move forward. And so this year we partnered with Julie Mitchell um and we really just spent a great time taking a
look at our goals. And so today I want to present what our priority goals and core values will be and what I want to give a lot of um accolades to this board is you know sometimes uh when people come on etc that there's always worry
that we're constantly changing and shifting and I think the the maturity of the board is really showing that we want to go deeper um and that these uh goals really just got uh fine-tuned a little bit uh on the edges because it's still really critical work and we've asked our
staff and our teachers to do a lot of heavy lifting the last few years and so we're really mindful of trying to put in new initiatives. Instead, it's really about going deeper. Um, and so I want to highlight what our goals are and I look forward to presenting them as well to
our staff uh next Tuesday morning uh at our welcome back staff meeting. But uh as we'll continue to see that our our goal one is always going to be con centered really around passionately pursuing academic excellence for all students by providing exemplary preparation for college career and
future success. Um and and it's really data driven. Uh it's student- centered instruction. It's targeted interventions that are timely um to really ensure the success of all students. Um, and we want to make sure that we continue to attract uh and retain um and engage really
highly qualified staff who who believe in the power of collaboration and the use of high impact teaching. And we saw a lot of collaboration last year with our day-to-days and pulling teachers out um along with taking a look at getting um our scope and sequence, we might call
it something different, um our playlist uh etc. that we're going to be launching this year. And that part of goal one is really ensuring that every student our our goal should be that every student meets or exceeds grade level content standards that we engage them in regular relevant um critical thinking and
creativity. Uh we hope that every single student uh completes the A throughG college entrance requirements. Even if they're not going to college, we want every door open to them. We don't want to shut a door um to them. that we uh our goal is to ensure that every student completes either an AP class, advanced
placement, career technical education, or dual enrollment class. And we've expanded both uh before the coming school year. Um we're expanding career technical education and part of that CTE expansion is an expansion of AP as well. Um and so sometimes people think CTE is not necessarily AP and they really can
be a blend um as well. And then develop essential STEAM skills through inquiry, design, and positive problem solving. Goal two continues to really be about uh when we talk about the whole child is about creating a thriving and a safe school culture culture that fosters
self-efficacy, perseverance and inclusivity uh and sometimes it's really the power of yet um is even part of that perseverance. So to ensure that every student's connected to school through our 4AS to provide safe and secure facilities with protocols to protect
students and staff to provide systems of support that cultivate emotional and social well-being. It really is about the whole child. Um and to create a nurturing a respectful and inclusive equitable school culture and the school culture is all of us. It's not just our students. You know I often say the
hallmark of our district are our people. It's our students. It's our staff. It's our families and it's this community. Goal three, four, and five, we get a little bit um shorter just with with the overarching goals of goal three of fostering collaboration, partnerships, and shared responsibility among
students, families, staff, and the community to champion unlimited possibilities for students. We we need all of us to be champions for the youth to make sure that their dreams are are possible. And our parents have big dreams for their for their kids. Uh goal four is all about strategically managing
and allocating uh financial resources to maximize students educational experiences. That's why we receive dollars is we're a public institution to provide educational opportunities for students. And so it's really managing those dollars uh even when when it gets difficult um whether you're in declining
enrollment or not and using one-time dollars and onetime expenses and ongoing uh dollars for things that that are going to have an ongoing expense. And then goal five, provide highquality facilities to meet the educational instructional needs of our students and staff. And that's another one where we couldn't do it alone. Um, this community
has passed three different bonds over the course of since 1996, I believe, maybe as 99 um through the Meeroos and Measure K and Measure G to really enhance these opportunities um and spaces uh for students. And then we
too have invested our own um dollars to make that possible. And then when some things not everything gets relegated to a goal. Uh and so we really stick to what are our core values. And so we've we've um really clarified what those core values are and we've narrowed it down to four. I'm sure we could add
more. Uh but really it's about creating a foster of care, a culture of kindness where people are treated with dignity and respect. Um and we try to understand everyone's point of view. I think this this district has always had a spirit of innovation of about trying to uh be very
forward thinking to drive continuous improvement. Um equity where we meet the needs of all students through systems and structures uh that promote success and the experiences of every individual and really honor and what that honor is about is is partially uh that equity and that inclusivity is that we believe in
the value of every student's unique educational path and we're committed to respecting and honoring each journey of unlimited possibilities. And so one one one kid's journey might be a little bit different and they are both we we honor them uh with the same respect and and honor. And with that I present our board
priority goals and look forward if the board would want to uh consider a motion to approve them so we can post these on our website and continue. >> Can I have a motion? >> So move on a second discussion. >> We love them. Yeah, we worked hard at
it. [laughter] >> Well done. And I I I do think that um uh we talk a lot about that. Um the board works really hard on keeping the main thing the main thing all of our staff does, but that's one of those things
that we really focus on. And I think every one of these goals and values really looks to that and that is to our our students and to give each individual one the best possible um advantages that we can. So thank you Dr. Pver. So all
those in favor I opposed passes um 50. Uh the next one Dr. Povo back to you. >> Thank you. Uh yes, this happens to be our 2026-27 governance handbook and that also was the large topic uh at our summer uh
meeting, but it's really about how the the board of education um and works with the superintendent to create a governance team. And one of the things that we know is um often people can say look at the culture of the board and you can look at the culture of the district.
Uh and so when when things are not running respectfully and smooth across board across the board and the governance team with the with the relationship with the superintendent, it definitely cascades down and affects um culture. And the same is true
when on the positive end. So, I'm really proud that we are continuing to focus on wanting to make sure that we're a strong governance team, really rooted in in best practices across um uh different districts and organizations. And so, we continue to refine and and take a look
at that. And then these are commitments we hold ourselves to as a governance team. Um which is why the recommendation each year is to kind of go ahead and um have the board adopt it because they're also each board member is committing to them. And we added a section in there of governance philosophy. Um it talks about
what our commitments are, the role of the board, role of the superintendent in various areas. And we also added an appendix this year because this is forward facing. We do post this on our website. There's no secret of what our governance uh handbook should be there. We we operate with uh clear uh uh
transparency. And so the end of the appendix A, we added our communication pathway because some of the things that board members often hear when they're out in the community grocery shopping or uh on on the soccer field or Starbucks um is they hear from a parent or
community member who has a question or a concern and where should they go? And so um the the path the the appendix that we added is the communication pathway is where do I start? And it's you know pretty basic. start with your child's teacher, then go to your site principal,
um, and then, you know, work your way up. And so, uh, this is a great, I think, handbook for us to kind of hold ourselves, uh, to how we're going to operate as a governance team. And so, I turn it back over to you. >> Thank you. I look for a motion. >> Second, >> second
>> discussion. I just like to say when I first came on the board, I thought that it was going to be a handbook full of restrictions and I was going to have to verbally duke it out at the workshop. But what I have found is that it actually um it it gives
you protocols, it gives you steps, it answers where you go and how you do it and when and I still am learning after nearly eight years. But [clears throat] it it was it was a clear path to continuity and not say not and being
careful to not have my views expressed as board views. I it's a very valuable document and I walked away after that first workshop thinking, you know, my own closed-mindedness, my bias, my self-defense almost eliminated my ability to learn from something. It's a
great It's a good document. I don't know if it's great. It's a good doc. No, I'm just kidding. [laughter] >> Anybody else? >> Yes, Miss I I also just think if if community members are kind of curious why or how we do the things we do, I would highly recommend people take a look at this. I think sometimes um just for the public to know that when you
email or there's communication to the board, sometimes you feel like you're not being heard, but when messages come to the board, we all do get that communication. Often times it's going to be responded to either by the board president or by the superintendent on our behalf, but that's also to try and streamline communication. So you're not getting five, six different messages. Um
so if there's question about why did you just get a message, a lot of that is laid out in the governance handbook, which I think that's also we we try and live by this handbook. Um, and sometimes we have to visit it to make sure we're following it, but also just understanding that's why those processes look like they do. >> Thank you. And I think to your point,
uh, Mr. Bragman, one of the things I don't think people necessarily understand, and I don't think sometimes we get elected and we don't understand it, is that really these the five of us govern as one body. And so, um, and that
doesn't mean we always agree, but the the job of the board is to govern as a body and and really it's a great way to be able to do it because you do have a diversity of of perspectives and a diversity of opinions and um, coming
together to make sure that you're moving it forward, I think, is really important and that there really are protocols for that. So, thank you very much. Um so all those in favor >> I opposed passes 5-0. We will now move
on to the approval of 2027 board of education meeting dates. >> Yes. So this these are the proposed uh educa board of education meetings for 2027. you'll formally adopt them uh a second time in the December
organizational meeting, but we want to definitely get the the dates out to our community and post it in our website for what the dates will be for next year. It overlaps two school years this school year and the 2728. Uh please note that uh most we have regular meetings uh that will start at
400 p.m. and then some workshops and then the business portion uh largely of it starts at 6:00. Um, but we have some other meetings that are regular meetings as well that may only just be a workshop that has a 4pm but could have some business items attached to it. We go dark in July and so we have two board
meetings in August, but the meetings of June 8th, June 22nd, and August 3rd of 2027. All of those three meetings will start earlier at the 4 p.m. time just like today's meeting did. >> Thank you very much, Dr. Palver. Um, so
do I have a motion? >> So move. >> Second. Second >> discussion. All those in favor? >> I opposed. Passes 5-0. We'll now move on to the acceptance of donations.
>> And I believe this starts our new school year, correct? Fiscal year. And we're very grateful um that uh this district constantly has donations uh coming come in. And to think that um we we've just started our fiscal year one
month in and we've already got 78 over 78,500 worth of donations. So, thank you very much to all those donations. >> Many of those donations. Our cabinet reaches out to many of the vendors that we use throughout the year to solicit
donations to help put on our welcome back staff meeting, our um treats that we provide staff for different things at the holidays, etc. Um and so thank you to our partners who help uh make that possible. >> That's great. Thank you so much. Do I have a motion?
>> So moved. >> Second. >> Any other discussion? All those in favor? >> I opposed. Passes 5-0. Um, we now have a certificated personnel report. Dr. Reese Wright. >> Thank you, Madam President. The
certificated personnel report reflects changes since our last meeting and we recommend approval as submitted. >> Um, do I have a motion? >> So, move. >> A second. >> Second. >> Any discussion? All those in favor?
>> I oppose. Passes 5-0. Thank you. We will now move into close session. If there's anything to report, we will report it back out in open session. Thank you.