meeting and um I would like to um Oh, we're going to do a pledge. Dr. Pver, I think you should lead us in the pledge, please. >> My honor, would you please stand if you're so inclined? Put your right hand
over your heart. Ready? Begin. >> I aliance 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, sir. Mr. Dingelo, roll call, please. >> Mrs. Pisani, >> here. Mrs. Davidson, >> here. >> Mrs. Hill >> here. >> Mr. Forehand >> here. >> Mr. Fragman >> here.
>> Wonderful. And then I would love a motion to um accept the agenda as presented. >> So moved. >> Second. All those in favor >> I >> I >> I >> passes 5-0. Thank you so much. And we are going to
move into our uh workshop understanding advanced placement today. Course models, assessment design, and expanding student access. Mrs. Reid. >> Thank you so much, President Hill. Um,
in today's workshop, I'm going to really overview a new AP course model as well as compare it to our current traditional AP course model. Really providing a clear understanding of the AP course structures, how the traditional AP course functions versus the new AP
course career kickstart model that we're going to be sharing, and then also align that to the two new classes at the high school that were recently board approved and how they fit into this new AP model. And so, um, I really want to start by talking about what our current or
traditional AP model is that all high schools across the country employ. And that really is our our courses that are designed by College Board. Um, there are a host of courses that are college level. And they offer high school students the opportunity to engage in
college course rigor as well as take a summitive assessment that could yield them college credit when they traverse to a 4-year university. Um it also helps demonstrate college readiness on a transcript when students are looking to be admissible to four-year um
institutions. And so key features to all AP course all AP courses are that it's college level curriculum. There's a course audit and approval process that lies with the college board. The coursework and scope and seek which is also set by the college board. So our teachers are trained through an AP
institute for 5 days prior to teaching a college board course and they're given the materials, the framework, the standards and the pacing for the course which then aligns to the summitive assessment that students take at the end of the year as an AP exam. The current traditional AP courses really have a
emphasis on critical thinking, analytical writing, problem solving and really content mastery in each of the specific areas. So, our traditional AP courses are really characterized by pacing a fullyear college course into about eight and a half months. It's very
content in intensive instruction. Um, there's a lot of independent student learning expectations when it comes to an AP course. Um, because students are expected to have a lot of outside read time with mastery that they're then applying to conversations and collaboration inside the classroom. So
the teacher has really put over the independent part to the students and there's an expectation for analysis and synthesis inside the classroom. And so it's very teacherdirected with increasing autonomy through levels of AP courses. And so some students may find
challenges in a traditional AP um in terms of access. Um and so the college board really reports that that happens in three areas. one, they see limited access for first generation AP students where there might be a misnomer about um the rigor or the time commitment. And so
you may see students who have parents who have not taken an AP course be less likely to engage in taking an AP course. Limited access for students who need additional academic support. So you think of students who might have services in an IEP five or four. there might be some accessibility issues that
make them think a set structure because we don't have a lot of flexibility in their curriculum might not be something that they be successful at. And so AP coursers also have a higher risk of course course withdrawal as well as a lower confidence in entering AP pathways if you didn't do well on your first AP
course. So in those ways, College Board describes that access can be impacted for students. And so they've launched a new model um that they're calling AP career kickstart courses. And so um there are some similarities between the traditional AP model and some
differences that we're going to highlight today. And so what is an AP career kickstart? It's still a course that maintains college rigor, but it's also integrating career connected learning into an advanced placement class. And so the emphasis really is real world application, projectbased
learning, as well as industry relevant skills. As we all have known for a long time, college and career readiness really are um pathways that are parallel to each other. And so AP and College Board have really jumped on that and are launching this new model to really
create opportunities that are career aligned and show that opportunity for college level success. And so students will still still earn AP credit for these courses. And there's also additional opportunities for industry recognized credentials that students can earn through the process of completing
these courses. And so they function a little bit differently. They're an application of knowledge in real world context. So that's where the project-based learning comes into play. The coursework is project-based collaborative problem solving and a lot of scenariobased tasks, performance
tasks that students will be completing inside the coursework that may look a little different than the typical analytical synthesis outside read that you're seeing in a more traditional advanced placement class. And so the assessment at the end is a little different than a um traditional AP
course and really aligns more with what you see in AP of the arts where students will take a combination of a digital multiple choice AP exam as well as submit a a portfolio that will show the performance tasks and projects that they've worked on.
>> I'm sorry you mentioned that the AP teachers go through a five-day training. Yes. >> Do these teachers go through the same training even though the style of teaching is different? Absolutely. So the AP institute is still the same regardless of the AP entry point for a teacher. And so teachers who teach those
classes ongoingly, we also as framework change or big test change will also resend our staff back to the institute, the AP institute during the summer as well. And just to clarify, this being an a um AP exam an AP course even though it's
called AP career kickstart courses are still going to gain the same level of college credits. >> Yes, it's still so I think it's important to note and I put a little box here to remind myself that the term kickstart reflects that these courses launch students into both college level
work and real world career pathways earlier in their high school experience. It does not indicate reduced rigor but rather increased relevance and access. So this is still a college level course where the expectations are high just the access to the course is more
collaborative and more projectbased versus being more um independently autonomydriven through analysis and writing skills that you would see in a traditional advanced placement course. So if you think of courses we've all taken in in a college setting, there are
some which are very collaborative performance task, scenario-based, projectoriented that still required a high level of learning versus maybe taking a research or literature class where you're doing a lot of the independent autonomy learning and then producing maybe a single paper or summitative assessment to show your
learning. So it's the same idea. The level is still at the college level, but the way you access it and then show mastery of it looks different. And so this is in alignment to two new courses that we are launching um in the 20 2627 school year. Both our AP
business with personal finance and AP cyber security are um the new model of the career kickstart advanced placement courses. And so these courses really represent College Board's newest AP category really and align align to high
demand career sectors. And so we know that um personal finance, business, entrepreneurship as well as cyber security are something of high interest and high demand. And so this really does expand for us student access to AP coursework. And so it also aligns with
our new CTE pathway, business and the entrepreneurship pathway. And so these new courses will directly lie in a course sequence and give our students opportunities for real world application as well as career exploration while they're engaged in enrollment in these two courses.
And so I wanted to put together just kind of a an overall table that highlights the difference in terms of instructional design, rigor, coursework, assessment, and then emphasis emphasis of courses when we look at a traditional AP course versus a kickstart career AP
course. And so you can see in our traditional course high volume and complexity of college level content, AP kickstart college level expectations but application of knowledge in real world context. So really the why and the how coursework traditional AP extensive reading and writing independent study
expectations kickstart project-based learning collaborative problem solving as well as a lot of scenario-based tasks that will be done as homework. The assessment in a traditional course as we know frequent summitive assessments embedded the FRQs that check understanding in that traditional AP
course align to our AP exam format and then students take a high stakes end of course cumulative AP exam in May. The kickstart course when we look at assessment is a combination of performance tasks projects and portfolio as well as an AP exam in a digital format at the conclusion of the school
year in May. And so the emphasis on that traditional course really is depth and knowledge analysis. And the emphasis on the career kickstart course really is applied demonstration of learning. And so both at a high level just different access and entry points to college level expectations and career awareness. And
so for us why this matters is it really supports that equity access as well as college and career uh readiness that we have in our board goals as well as our vision. is in alignment with our state as well as district priorities when we look at expanding those career opportunities. It aligns with workforce
needs as well as student interest. And for us, it really is about expanding, I think, rigorous coursework into the career lane, which is what we say that we're about. And so, I think this is really great kind of like testimony or text evidence to the things we've been talking about putting into practice in
our course curriculum catalog. It really does align um academically with our real world pathways through CTE. And then I think it also shows like we're leading with innovation while maintaining excellence. And so we all want high expectations for our students. We want them to leave Loell High School having
this breath of knowledge. And so I really think this captures a new lane of students being able to show engagement as well as knowledge and something that could lead to a career postgraduation. So I'd love to take any questions. Mrs. Partardisani >> question.
>> Yes. Thank you for this. Uh I definitely see the um the benefits of having courses like that. I think the real world relevance um is critical to help prepare our students as they leave our campuses.
Uh have do we have in order to provide the project based learning? Do we have um partnerships with some of our local companies that may be able to provide some of that real life examples? Have we done that? Are you aware of any of that? So with this course, much like our
traditional AP courses, the entire content, examples and pull froms come from the College Board. >> Okay. >> So we this is the the first year launch of both those courses. So we'll be an inaugural high school like many across the country to launch the new model. And so when our teachers get that full set
of curriculum this summer, we'll be able to look to see if there are great ways to maybe integrate speakers or partnerships. But all of the real world examples um they'll much like AP cam has like a login portal where you can look with digital labs. All of that will be provided from the college board as we
kickstart this. But absolutely there could be lanes to explore. Um this is all new learning for us and a new horizon as we'll be doing this with many high schools across the country for the first time. >> Great. No, thank you. >> You're welcome. I would just add that our college and career center does
provide uh and seeks out, you've probably seen me highlight that during my superintendence report probably once a year looking for local businesses to help partner with us for internship opportunities for some of our students I believe through some of that's funded I think I don't know if there's a section
or not for a staff member um but through the CIG funding as well. I don't know if it's directly through CIG. I don't want to use that. Um, but I know the high school college and career center uh advertises in uh in the beginning of the school year looking for local community
businesses to help partner u with various um internship opportunities. >> Yeah. Yeah. Because it would be so great. You know, we have some really great local businesses and this is something that really aligns itself with that handson internship, you know, sort
of project-based learning. And there's a great period at the end of the year as well. As we all know, um AP exams are the first two weeks of May. So, we always have a couple of weeks after an AP course ends where our teachers have always done such a great job of bringing in some relevance in those courses with having guest speakers or opportunities
to really explore. So, I will be excited to see what the staff suggest additionally with that time that we have at the end of the school year as well. >> Yeah, great idea. Thank you, >> Yes. No, you go ahead. So, I love the whole model for it in the use of technology and reaching out into the
world and bringing the world into the classroom. Do you see this as sort of a a test cases with the possibility of some of our traditional AP classes going in this direction? I I'm not sure you could do like AP world history. I don't know. But >> so the way that this is your year one
launch, the way that College Board has been framing this is just an additional pathway. So, I think there's a lot of triedand-true learning to the traditional AP course format. And when you move into an undergrad setting, you're going to see many courses that replicate that learning that um is required of a student in a traditional
AP course format. I think we're also seeing this new realm pop pop up. So I don't know that they'll be replacing one for the other, but they definitely intend to grow the career kickstart lane of advanced placement courses and so will a hybrid exist one day potentially.
That's not something that they framed out though this year. >> Wonderful, >> Mr. for him. Mr. Breman, >> good. >> Great. Yes. >> Sorry, just a couple questions. Mrs. Reid, is there any prerequisite for a
student to be able to uh take the AP um business and personal finance? >> Nope. There's no prerequisite to the courses. So, these are career kickstart, which means your background could look very different than you would need the scheme or a background to say enter like an AP chemistry course. So, they are in
our catalog currently for 9th through 11th grade, 9th through 12th grade students with a priority always going to our juniors and seniors as we're u mapping out our master schedule. But this could be an entry point depending upon a student's interest, their reading level um to a way to take your first AP
course. >> I could also see students who are in some of our other uh CTE pathways. if they want to explore a business in focus studios, let's say, uh they want to explore a business in medical pathways, things of that sort. Um there are other business ways you can kind of tool and
tweak. Um it doesn't just have to be uh in a business pathway per se. So I think it really could expand access to a lot of different students, not just those who are taking a CTE uh entrepreneurship uh pathway. >> Wonderful. >> Thank you. >> You know, sorry. Go ahead. No, you go
ahead. Uh, I just wanted to add on to what you said, Dr. Pulver. There is a buzz on on the high school campus about these courses. Students that have talked to their counselors and know that this is coming to their um list of classes for next year are so excited. So, it's
just another testament to how, you know, I know that um we've gone out and we've talked to our students and said, "What is it that you're looking for? What if we were to add additional courses to our CTE pathways? What would it And I know business and entrepreneurship and cyber security has always been at the top. So,
it's just a really I I I know I'm excited, but I have to tell you that students are so excited. So, I think it's going to it's going to definitely um be a packed class. >> Thank you. Anything else, Mrs. Reed? I just want to say thank you very much and thank you for bringing this to us. And
um you know this board um has always had a great belief in in equity means access and so the more that we can give access to our students um the more that we are achieving what our goals are. So I
really appreciate it. Thank you for your time. >> We are now going to move on to um consent. So I have one item on the consent calendar. It is 4A. Do I have a motion? >> Do I have a sec?
>> All those in favor? I >> I opposed. Passes 5-0. We'll now move on to action items. So um we're moving on to an action item. Consideration and approval of the contract for employment for assistant
superintendent of business services. And I have something to read. Pursuant to government code section 54953, subdivision C3, the board provides this oral summary of the salary and fringe
benefits for the individual selected as assistant superintendent of business services, Mr. Tim Golden. Item 5A, Assistant Superintendent Business Services. Term July 1st, 2026
through June 30th, 2029. The initial annual salary um placement is at step one in the amount of $213,638. Other elements of compensation included health and well and welfare benefits, same as the level of other district
employees. Um annual longevity stipen of $3,798 for 17 um at 17 years, 21 years, 24 years, and 27 years. Annual doctoral stipen of $1,000 if applicable. mileage
allowance of $448 per month, holidays, vacation, sick leave at the same level as other superintendent. So, I would call for a motion to approve this contract. >> So moved. >> Second.
>> Moved and seconded. And um I can just call for a vote. Mrs. Dingelo. No roll call. All those in favor? I >> opposed. Pass 5. Congratulations. Uh the next item would be the certificate of personnel report and
administrative personnel report. Um I would recommend that I take them as one motion. 5B and C. >> Oh, it's okay. >> We're doing a minute. >> I'm so sorry. >> Okay.
>> Okay. Thank you. Um, thank you, Mrs. Davidson. Um, so, uh, action 5B and for action items 5B and C. Do I have a motion? >> All those in >> second. >> Second. Thank you. All those in favor?
>> I I passes 50. Um, so for item D, um, um, Mr. for him. >> Yes. It is moved that the agreement and >> it is moved that the agreement and stipulation to a suspended student expulsion waiver of hearing and appeal
rights be approved for violation of the following ed codes 48900. >> So >> do I thank you. Motion second. >> Second. >> I'll second. >> Thank you. >> I apologize that Mr. forehand made the motion so I
guess I was a second so I apologize. Yep. >> Thank you Mrs. Dingelo. Um so moved and seconded. All those in favor >> I. >> Now we are going to move on. So now Dr. Reese Wright I will give you the floor.
>> Thank you Madam President. It's actually going to be Dr. Pulver who introduces uh Mr. Golden to the board. >> Thank you very much. >> Well, Mr. Golden, please join me up here. It's my extreme pleasure to once
again introduce Mr. Tim Golden as our new CBO beginning July 1. >> No, come. Absolutely. Um, so we it seems like we just did something like this about a year ago. uh that Elia
got to introduce Tim to our uh illustrious community as our director of fiscal services. And uh as we we are well uh aware that Elvia Schneer is retiring after many years of public
service and over 10 years to Los Altos Unified School District who's just been an exceptional uh CBO and assistant superintendent of business services. And so as we did a full competitive robust recruitment for this position national
and statewide, um Tim emerged uh among the the very top. Uh we went through a process with double panels. We're a merit district. So as you know, people have to get on the eligibility list, be in the top three ranks for us to even consider who we would want to select.
And uh Tim emerged. And so I'm really pleased to be able to talk a little bit briefly about Tim tonight. Um, as as we may know, Tim has been a director of fiscal services for over seven years in three different districts, uh, in in southern Orange County, two in in Orange
County and and one just in in uh, San Diego. Um, but he just brings such a level of efficiency, of expertise, um, of just strong fiscal knowledge. Um you should see how much he gets
passionate and excited and his eyes light up for an Excel spreadsheet and a formula and a way that he can uh any type any time that he can find ways to automate. Uh and I think just in one short year he has really done a fantastic job of modernizing our fiscal
services uh department as well and I know that he'll continue to do so. And I think what's so great about uh someone like Tim is he also just has uh a breath of experiences that really came through the business services field. He worked in payroll, he worked in food services
uh and obviously uh fiscal services as well. And as we know um the dire the assistant superintendent of business services oversees a a very wide gamut of positions. It's kind of anything related to that's not instructional or human resources related. if you think about
that. Uh and so it's obviously fiscal services, uh our fiduciary responsibility, our budget, uh accounts payable, it's payroll, it is uh facilities, maintenance, operations, transportation, it
um risk management in our district, our uh afterchool daycare because it does uh actually earn some income is also under uh business services. So I think in some ways our health insurance program uh technically is under business services as well. And so it's a really wide
breath of expertise that he'll continue. He has an exceptional team. Um but we're just so thrilled to be able to uh bring him forward in this new role starting July 1. And before I turn it over to him and he will introduce his beautiful wife
and his son and daughter today. Uh Tim, I thought it was rather rather fitting. Uh the students of fifth grade at Lee Elementary. Um they hold what's called business day. And so you're being elevated to the assistant superintendent of business services. And our fifth
graders learn how to create a new business. They have to sell the items. They have to create a business license. Afterwards, they have to pay taxes. And so they're very shocked there. And so, um, today I happened to buy for you a gift from, uh, that was on sale at our
students from our Lee fifth grade. Um, they use class money, so it didn't cost me cash. Um, and I don't know what's inside. I had I paid $20 of class money for this. And it's a palm tree paradise. They called it a treasure box. It's a
mystery treasure box. And so I thought for our new assistant superintendent of business services, cheers to you. Hopefully it's something in there that maybe your kids would enjoy. Uh so enjoy the treasure because you're going to be a treasure for us and paradise is just going to continue to to
to begin. Uh let me introduce Tim. >> Well, thank you Dr. Pulver. Um I want to also thank the board of education executive cabinet. Uh I am truly honored to be uh named assistant superintendent. I'm also very thankful of Mrs. Schneer.
Uh her mentorship over the past year has been so valuable, her wisdom, uh her expertise, but then just her as a person. She's like, you know, everybody knows here how great Elvia is or Mrs. Schneer. Um but on top of that, I'd also
like to introduce my family um and my wife. I can't thank her enough. Nadia, she's amazing. Uh I wouldn't be here obviously without her and I'm so grateful for our kids. So Brinley right here. Bin, you want to say hi? >> Yes, she does.
>> Want to say hi? >> Hi. >> And then Tanner, he's a little more shy, but I got a smile there, so I'll take that. Um, but I'm just so excited to continue the work that Mrs. Schneer has
started. um and really just be a part of uh that excellence that that success that I think we've seen so far. And so really partnering with all of our teams to be able to uh serve the Los Alamos community, the students, the staff, the families. And so I'm truly honored and I
thank everybody. >> Mr. Golden, we are just absolutely thrilled um to have you. Uh does the board have any comments? >> We're so happy. Thank you so much. >> Thank you. >> I want to know what's in the box. >> I don't know if we'll get that, but Mr.
Golden, I I had the honor of sitting on one of the panels and um I will say that um there were many things I really enjoyed about your interview, but the thing that to me um really shined was
your passion for what you do and your passion for this district. And um this is a amazing district to work in, but it is a very high level and you have to have a passion to be able to do um what
we this um board who never ceases to have ideas asks of you. So we're just really grateful and grateful that you come to us with that incredible passion and back and all the background to back it up. So >> thank you. >> You're welcome. Okay, now we can go on
to the box. Open it. >> A palm tree lollipop. >> You know what they said this was? Um, it's like a fidget thing. You can you can like pull these little things out to
like occupy your time when you're bored. >> It's like a silicone. >> It's like a silicone disc with all these little tiny things to kind of >> I I think we found the perfect person to have that. >> And and a lollipop. win. >> Yes. Well, thank you and thank those
students as well. >> Thank you so much. Um and then I do believe I I wanted because I I once again and I do apologize for rushing in um for the meeting, but I totally skipped by public comment, but I saw no
cards, so we were so we were okay. Okay, great. Thank you very much. So, we will now um move into close session and then we will report out afterwards. >> Before that, can we take a short recess to be able to take pictures with Mr.
Golden and his family? >> Family. Absolutely. Thank you.