I'd like to welcome everyone to the, June 4 Board of Education meeting. Mr. Raikstra, can we have a roll call, please, to establish quorum? Yes, ma'am. On the roll call to establish quorum, student director Simmons, student director Vasquez, director Lauder? Present. Director Williams? Present, sir. Director Hutchinson? Director Barry? Present. Director Thompson, vice president, bachelor? Here. And president Brohard? Here. Form present. Thank you. And mister Sajak, can we have a translation check, please? Yes. Moving on to the term change announcement.
We will start with Arabic. I will lower all Chinese hands. Please only raise your hand if you need Arabic interpretation. Ms. Abdi, if you can come off mute and make the interpretation announcement for Arabic, please. Okay. Arabic construction is done. Great. Thank you, miss Ebony. Checking attendees to see if any hands are raised for Arabic interpretation. Seeing no hands raised, we will not start with Arabic interpretation. We will next go to Cantonese. Again, please only raise your hand if you need Cantonese interpretation. Miss Ho, if you can come off mute and make the interpretation announcement for Cantonese,
please. The Cantonese announcement is Mr. Seichao. Great. Thank you, Ms. Ho. Checking attendees to see if any hands are raised for Cantonese, interpretation. Seeing no hands raised, we will now start with Cantonese interpretation. We We'll next go to Spanish. Again, please don't raise your hand if you need Spanish interpretation. Ms. Vargas, if you can come off mute and make the interpretation announcement for Spanish, please. Of course. Thank you very much. The Spanish announcement is done. Great. Thank you, Ms. Vargas. Checking attendees to see if any hands are raised for Spanish interpretation. Seeing no hands raised,
we will not start with Spanish interpretation. And that concludes the term retention announcement at the moment. Mr. Richraw, I turn it back to you. Madam President, the interpretation availability announcements have been completed. Thank you. Tonight in closed session, we will discuss the following items: labor matters D1 twenty four-nineteen twenty six, conference with labor negotiators. D2 20 five-fourteen oh six, conference with legal counsel anticipated litigation. D three twenty five dash fourteen thirty,
conference with legal counsel anticipated litigation. D four twenty five-fourteen 31, conference with legal counsel, existing litigation under public employment matters, D5 20 four-nineteen 67, public employment, superintendent of schools Under Pupil Matters, D6 20 three-two 809, Readmissions, Student L. D7, 20 four-eleven 43, Readmissions, Student G. G. D8 20 four-fourteen 67,
readmission, student H. Or student I, II, I guess. Sorry. D9 20 five-fourteen 20 nine, expulsion, student V. We will reconvene to public session at 05:30. We now have time for, public comments on, closed agenda items. Do we have any speakers? Yes, madam president. We have one speaker, Sara Olagbala. How much time would you like to allot for public comment? Two minutes, please. I'm speaking to potential anticipated litigation, and I'm referencing the fact that we have had an incident where we've lost two people.
We lost a valuable employee, a respected member of the community, but we have a young person who his life has been impacted. And I don't know what I heard on TV was correct, but the the young man by his lawyer is saying that he is terrorized of the police. And if we in this school district, with this George Floyd resolution, are saying that the police are so problematic that we don't have them in our schools, we don't deal with them. And these children are internalizing that the police are such a threat that when they
come up on the police, they have to run. I teach my boys and I taught my grandchildren, when you come in, be respectful, pay attention to directions, don't run. So yesterday, in the city council meeting, mister Gallo was implementing a potential relationship with the district because we have a police shortage to work with you, to have, intervention of strategies to encourage young people to come within the Oakland Police Department. I said, I don't think that's gonna work because we got this George Floyd Resolution. And he talked about how you had the police at the graduations of Skyline and
Fremont. And I said, well, how's that going? I just don't understand your relationship with the police legally. But most importantly, if a young person is saying, I had to run because I'm terrorized by the police, what are we teaching them? And is it it's something where did he get that from? He said he had a real he had an incident. I don't know. But I'm concerned because everybody's talking about the young man, the the teacher, but this child's life could potentially be over with because he ran.
So I wish y'all get some some consideration of this George Floyd resolution and our relationship with the Oakland Police Department and how we teach our young people to interact with police officers. And and and I hear them say sometimes, we don't want the police in our schools, and we don't wanna have anything to do with the police. I just don't understand it, and I hope we can do better with this concept of how we interact with the Oakland Police Department and the message we're sent we're teaching our young people about policing. Thank you. Are there any other speakers? All names for this item have been called.
K. We will now, convene to closed session and What's projected time to return? 05:30. Meeting for June 4. Mr. Raikstra, can we have a, roll call to establish quorum, please? On the second roll call, Student Director Simmons, Student Director Vasquez, Director Lauter? Present. Director Williams? Present, sir. Director Hutchinson? Present. Director Berry? Present. Director Thompson? Present. Vice president, Bachelor? Here. And president Burghard? Here. Coron, present. Thank you. And Mr. Seichao, can we have a translation check, please? Yes. Moving on to interpretation announcement for this evening's meeting.
For tonight's meeting, we have three languages for live interpretation. They are Arabic, Spanish, and Cantonese. For in person, we have laptops in the back of the room for interpretation. There's also translation closed caption feature available on Zoom that you can use by clicking interpretation announcement for everybody, please. Or miss Abdi? Yes. Mr. Yun, if you can come off mute and make the interpretation announcement for Cantonese, please. Or miss Ho, is he there? The Cantonese announcement is Mr. Qi Chao. Great. Thank you, Ms. Hou.
Checking attendees, this evening hands are raised for Cantonese interpretation, either in person or through Zoom? Seeing no hands raised, we will now start with Cantonese interpretation. Next, we'll go to Spanish. Again, please raise your hand if you need Spanish interpretation. Mr. Delatorre, if you can come off mute and make the interpretation announcement for Spanish, please. Yes, of course. Thank you. Great. Thank you, Mr. Tarotori. Ching attendees if any hands are raised for Spanish interpretation. Seeing no hands raised, we will now start with any interpretation and we'll check again later during the meeting.
I'll turn it back to you, President Breaux Hart. Thank you. Oops, sorry. Before we begin, I'd like to emphasize the importance of respectful decorum, communication and engagement in our board and committee meetings. The work of the Board is serious business and impacts the everyday experiences of our students, staff, families and broader community. It is critical that all of us, both here appear on the dais and in the audience, model the respective full interactions that we would like to see our students have in their classrooms, on the playground and in athletic competitions. As we open tonight's meeting, I urge everyone present and planning to attend to review and abide by the Board
of Education protocols and meeting's rules of engagement listed on pages eight and nine of tonight's agenda. Next, we will address I'm sorry. I'm going here. Okay. At tonight's meeting, there are several allotted times where you may make public comments, provided you pre register to speak online before the meeting started, or if you fill out a comment card, which you can find on the table or by the entrance, and you can submit those cards at any time. There will be public speaking after closed session items, which was completed earlier, special orders of the day, all non agenda items within the subject matter jurisdiction of the district,
adoption of the pupil discipline consent report, adoption of the General Consent Report, adoption of the General Consent Report Facilities, Student Board Members' Report, unfinished business, workforce plan, outsourcing and OUSD positions on pending State California legislation bills. After new business, after the third interim financial report, advanced placement history, social studies curriculum, environmental science curriculum, curriculum for designated English language development, curriculum adoption, English Language Learners Master Plan, Proposition 28, Arts and Music in the Schools,
Application for Provisional Internship Permit and Application for Variable Term Program, where you'll receive Best MB Plan and after the superintendent's report. Please be aware that in compliance with the Brown Act, board members may not respond to comments regarding issues that are not on our posted agenda for tonight. I ask that all speakers keep their comments to the scope of the item. If a speaker speaks to a different item, the chair will need to ask that that speaker either speak to the item or hold their comments until the appropriate time. I would ask that my fellow board members help and support me in this regard. Okay?
Report out of closed session, 06/04/2025. Labor matters on item D1, number 20 four-nineteen 26, conference with labor negotiators, the board discussed this matter. Legal matters. On item D2, number 20 five-fourteen oh six, conference with legal counsel anticipated litigation, the board approved the settlement in this matter. Motion by Director Latta, seconded by Vice President Batchelor. The vote was six, with six to one. On item D3, No. 20 five-fourteen 30,
conference with legal counsel anticipated litigation. The Board approved a settlement in this matter. Motion by Director Thompson, seconded by Vice President Bachelor with a vote of six I'm sorry, and absent one. On item D4, number 20 five-fourteen 31, conference with legal counsel existing litigation, The Board gave direction in this matter. Motion by Vice President Batchelor, second by Director Thompson, a vote of six. Abstained, none and absent Director Hutchinson. Public Employment Matters on item D5,
number 20 four-nineteen 67, Superintendent of Schools. The Board gave direction to this matter, motion by Vice President Bachelor, second by Director Latta, the vote of six in favor and one, opposed. On Pupil Matters, on items D6 through D9, the Board heard these matters and will vote on the matters in public in section K on the agenda. And that's the end of the 06/04/2025 closed session report. We will now move to any modifications to the agenda. In the interest of time I'm sorry,
Director Hutchinson, I missed your hand. Thank you. I just want to, on the record, state my objections to this agenda. Two special orders of the day, 11 business items, the PSAC monthly report along with all of our regular business that we do. And note for the community that now at the start of this meeting, we have three people in attendance and seven people on Zoom. This is not how we're supposed to be doing business. And I only first was notified of most of these items when the agenda was publicly posted on Sunday. So again, I object to us doing business this way and this is why I've started to
abstain for many items on the agenda because I don't have faith in the leadership currently. Thank you. Yes. General counsel's office. Different time. S three. Are there any other items to be pulled? In the interest of time, I would like to move to change some of the order of this. Again, taking into account, that people will be on I don't want people online for a long time. So anyway, I would like to move N, item N, which is the student report, o, which is PSAC, p, which is the labor comments, s, which is, new business, and that would be new business, the third interim,
t, I want to move all of those after K, after the pupil consent report. All right. With that, we have, public comments on non agenda items. Do we have any speakers? So with those changes, did you just move the consent items to the end of the agenda now, which are the required business items that we know we're not going to get to? Was that you moved everything ahead of the consent reports? No. There's other things after the consent reports. So everything that you listed off, you're moving ahead of the consent reports.
That's where you're moving them to? Yes. Public comments. Where are we on special orders of the day? Because we have those people. Yeah. I'm sorry. We're gonna do the special orders of the day first. Next. So that would be measure N and H and measure G. Measure g can go first. We're doing special orders of the day and we're doing measure G first since measure N and H is not, David Kokushiba is not here yet. Chairperson Philip? Alright, Scott. Well, good afternoon. It's a pleasure to be here, and to present to you the measure g oversight committee,
2023, '20 '20 '4, annual report. And, in, in in my twenty five years of work with, elementary education up to graduate level education, I can say without any hesitation at all, now is by far oh, okay. Is that better? Now is by far the most exciting time. We are at a point where we're challenged to rethink education with fewer dollars and in ways that enhance academic outcomes. And we have the opportunity to change the course of the City of Oakland for
the next five, ten, fifteen and twenty years. We all want to see students exit the district prepared to thrive in a productive career that benefits our community. And for this reason, top of mind of all of us has to be moving the students' student proficiency needle in the direction that it needs to go. And so, the beauty of this endeavor is that it's measurable. Right? And by coming together to support the best thoughts and ideas that further student proficiency,
we stand to exit in all of our roles with accomplishments that we can all be proud of at some point. So I wanna just kinda direct your attention in the report to we'll start with page let's see. Let's start on page four. You'll notice there on the bottom of page four of the report that the committee consists of a cross section, a nice cross section of the Oakland community. We have OUSD parents, we have community members, property owners,
business members with financial expertise. And then on Page five, the chart that you see there shows the allocation of funds. And we spend a considerable amount of time over the last well, since we started, we joined most of us are new to the committee, we started the committee. My first day on the committee, I got voted chair, so here I am. But most of us are new to the committee. I think we have one member that's a carryover from the previous committee. And we but we spent a considerable amount of time looking at the allocation of funds, understanding that that being
important part of our role. And we came up with six recommendations that we outlined and I'll walk through those now. So on the first is with respect to the allocation. In looking at the allocation of the Medici funding, we looked at that and we had some difficulty discerning how to how the allocation of funds and how the spending aligned to the stated purposes that the voters approved in the Measure G ballot measure,
right? And so, what we're recommending there is that we is that we align the spending and we outline the spending in the categories that are directly associated with the Fund, right? So, there's seven of those there's seven areas that were called out in the Measure G Fund in the Measure G ballot measure. So, we're just recommending that instead of the program categories that you see listed there that we actually, you know, list the categories that are in the measure and then have ensured that the dollars
that are being allocated for Measure G and somehow aligned to the programs associated with those with the seven categories that are in the measure. And then, it's an easy sort of thing to correlate. There are some things we could correlate fairly easily and then there are several things that we couldn't. And then, the second item with respect to the allocation is that we looked at several we couldn't find dollars for Measure G going to some specific items that were called out in the measure.
And the thing about that is that they were items that were that are directly related to academic outcomes. So, for example, we looked we were trying to find dollars for maintaining courses that help students qualify for college, right? Keeping class sizes small is another one in there. Continued after school programs, we didn't see any dollars for that. So, I think and we understand that there are some other sources of funding for after school programs, for example. We thought and so that particular item, we had some understanding around,
but we do have some ideas for how we could take some Medigine funding and use it to enhance the F School program effort. So and I'll talk about that. So in addition to decision making and in addition to decision making for Measuregy applicability and having that be based more on more transparently on linkages that improve academic outcomes, right? So, here what we're talking about in the second item is that we have proficiency data. Right?
We get it every year for students. And so let's use that data to drive increased student proficiency by funding programs that demonstrate that. Right? If we don't look at the impact the programs are having on student proficiency, then we could be funding programs that are doing the opposite of what we want. Right? So we we're we're funding programs, but we're not looking at the data to see how those programs are moving that student proficiency needle.
Right? So so let's let's let's so we're so we're recommending that the dollars go in areas where an obstacle program, for example, has a stated purpose to improve improve, student proficiency and they have some indication that over some period of time, three years, five years, whatever you whatever makes sense, student outcomes are improving. Right? In which case, we continue to support that program. If we don't look at that, student outcomes could be declining and we're continuing to fund it. Right? We we don't know.
We're not looking at the data. Let's look at the data. I think you I think that point's clear. And then, third point, Page eight, we're recommending deeper Measure G investment to ensure every student has access So, we're looking here, we're recommending that we take the Measure G funding that we're allocating to libraries and ensure that it's further rectifying whatever inequities across neighborhoods, schools and populations. One of the things that we observed in the course of discussions with the after
school program director is that we have 13 program after school programs across the district, spread out across schools in the district. And we have 12 of those 13 without a stated purpose to improve grade level proficiency. And, and that's and so the concern there is that that one after school program that has that stated purpose to improve Grade Level Proficiency, right, is only at six schools, right? So why is it just six schools and then the particular schools that they're at,
why are they at just those schools? Are we considering at all the inequities? Are we considering all that the students at that school are far below basic, so therefore we have that program there? You know, it we're we have after school programs and we have an opportunity. I mean, I can just say I mean, just from my own experience and I'll just maybe just say it's a little bit about, my own experience, just having taught in Oakland, having taught in Hayward, having taken my lumps as a teacher, as a young teacher and then learning a bit more about how to be how
to manage a classroom, how to motivate kids, learning theory. My my my after school, class was full when I organized my my grading system and the school the the district provided me with the resources to be able to focus on helping kids learn so that kids were graded by their their effort and their well, not so much their effort, but their level of is that I run out of time? Yeah. I understand. Okay. I didn't know I had time. I didn't know I had a timer.
Okay. All right. So, in that case, I'm going to I'll just keep going. But I'll just close that out just by saying that we need our after school programs to consider we need to consider proficiency and the objective being increased proficiency in our after school programs and we also need to have make it fun, right? But fun comes after you work, for example, to motivate. Alright. The other item here, number to fit on Page 12, increase the allocation of Measure G funding to more deeply support new and struggling teachers. And we noticed that only 5% of the Measure G funds were used for this.
There's a recommendation in the report for a pilot program perhaps offering additional prep support for teachers, see how that works. And I won't go into the pilot program detail, but something to consider. And then finally, on Page 15, the usage of unspent Measure G funds to pilot solutions for ongoing challenges to afford large one time academic additions and updates. And that's just a recommendation there for that. And I think we have and if we want to talk some more on that, we have some ideas along those lines as well.
So, that's it. That's all I have. Are there any questions or do I have any more time? Sorry, no more time. Is there a motion to adopt the no motion on it? Okay. Just okay. And, public comment. Are there any speakers? Yes. For this item, high dot dash two, we have Ben Tab Scott, Sara Olugbala and Janelle Harris. Still two minutes, Madam President? What a blessing that you have the opportunity to have so many community members that give up their time to support the needs of this district.
And I've been to some of their meetings, and they do a great job. Usually, on a ballot, it is identified the percentage of the money that will go to each initiative, that is identified for the funding. And I don't know if this happened with this ballot measure, but, I would suggest that that becomes an ongoing way of making sure equity is established because as the presenter identified, there are some areas where, it it would be beneficial to spend more money, particularly with the teaching and recruitment.
And and and you look at the money that's being spent, all of it is being spent on staff. So it could be, spent on incentives to help teachers be motivated to stay on the job. Then, the question I have too is, some areas don't appear to be funded at all, and he identified that, and I'm not gonna go into it. So we need to make sure that fairness and equity across all of these items. And these are a lot of different scopes of work. They're not they're not, like, blended in some way. They're completely different. And I I I just don't know how we came up with it,
but they all are important. Now there is a issue that I found out about, and I don't know if this applies here. These funds are only supposed to be used for students who live in the in the, city of Oakland. Is that correct? Anybody? And so we do have we do have, students who don't live in in the district. So are we going through an exclusion process with measure g and measure h and all of that, or how do we handle it? Lastly, I don't know how we I'm I'm very supportive of athletics.
I see the funding for athletics, but I don't know what how it came into this arena. Thank you for the time. Thank you. Are there any others? All names have been called for this item. And any board comments? Doctor. Hutchinson? Thank you. Thank you, Mr. Patrick, and please pass on the thank you to everyone serving on that commission. Please send me an e mail sometime, hopefully, before August, mike. Hutchinsonosd dot org, so we can have a chance to sit down and coordinate a little bit. I think some of the implied questions that I heard, I think there's some answers to some of those in some context,
but also, like, a number of things. There's still, a lot of work to be done to make sure that everything, all the moving pieces are all aligned. And I think for, not just for G, but for G1, for H and N, for all of these bonds and these extra funding streams, hopefully, at some point next year, maybe through the budget and finance committee, we can have a meeting where everyone can come to the same meeting because a lot of the concerns that I heard, I've also heard from the other commissions. And,
if as a district, if we can take this next step, this all should be coordinated in a much better way where it makes a lot more sense. And, and, again, thank you for the service. It is always strange even more so jumping into these commissions without the full context and without some institutional memory, still lasting within that. But I'm I'm excited as we are, hopefully turning corners as a district that these start to be, some of the things that we start to do and that, our citizen oversight bodies don't operate in such isolation going forward.
But thank you. And hopefully, just remember, we don't have any staff. So, that's why I asked for you to send me an email, but then I had plenty of time to set up a meeting. Thank you. Just wanna echo my gratitude for the work that you all are are pouring into this. It's very clear that you are being intentional, and I have a lot of appreciation for some of the questions that you raised today. One comment in response to the comment you made about wanting to make sure you see results and outcomes, I think that is really important, especially when we're talking about taxpayer money. And I one thing I wanna encourage you to do is to include in your
cycle of inquiry the question of why. Because sometimes you aren't getting results, but it's not because the intervention isn't being effective. It's because of the circumstances within which the intervention is operating. And so before you make changes, when you see when you may not get the results, you know, that we're looking for, just really pushing on the why. Judge Johanna? Thank you, Terperson. I appreciate the report, and, and all the volunteer hours I know that the commission work takes. One thing that I would just like to raise, perhaps for your next year of work is,
that there's some, conversation and I think to, you know, to Director Hutchinson's point as well that there's this is an attention across the commissions, which is how are all you know, we talk about all students participating, and receiving these services, but, it's some you know, in your report, I don't see it called out as much about, how, for example, students with IEPs, with, moderate to extensive needs in our special in our special day programs are actually, participating in some of these. For example, pardon me, the CAC and I know that, Joe Manekin is one of the members,
who's also a CAC member, spent some time, at a meeting a couple months ago talking about participation in athletics and whether students who, have mild, moderate, and extensive needs are actually able to access this programming, because one challenge is that, if you have a one to one, if you have, you know, you need adaptive equipment, if you need an assistive device, it often means that, you will also need that to access the library, to read the books, to participate in athletics. But we often don't include those, funding streams and support services as part of the bond.
So, I just wanna lift that up, and again, just lifting up the work of the CAC on that. Thank you again. Student director? I also wanna say thank you for the volunteer hours. And I do wanna say I think, I appreciate your linking it to student achievement and to that kind of looking at it long term, not just in a one shot thing. And I also do wanna give a shout out to the work you've done to OAL because I think it's really, supported women athletes and women coaches and I think that's also an important thing in as far as our young women seeing that as role models and participating at the same level as young men.
Yeah. I'll keep it quick. Chair, Patrick, thank you very much. Really glad to see you here. Definitely, it's inspired me to come visit. So I'll start, in those third Mondays of the month. So I definitely like to visit to really get inside the, group and and just see and hear what the conversation is. I'm the chair on the teacher and learning committee, with actually director Brohart, president Brohart as well, and director, Barry. And so, you know, we're really excited. We're really having some conversations, regarding,
you know, how our curriculum is laid out, and what actually how effective is this particular curriculum. So as you mentioned yourself, you know, the things is, are we funding things that are not producing results? Right? And we've had, like, a flat line of results over the last eight years. It's been flat line in our academic, literacy, and our math literacy. So, really, we're at a place where we're trying to utilize, a community schools model, which is really bringing a lot more people to the table,
to have conversations, give them voice in what's working and what's not. And I think you would really have some valuable, conversation there. So I'd like to definitely tap in with you, so we can actually start possibly working together because some of the things that you may be funded may actually be coming through the teaching and learning as well. We're asking, our teaching partners, as well as our district staff to do presentations and community partners, including charters as well. So there's a great possibility for us to kind of collaborate,
and move a collective effort to focus our energies and our investments on the possible outcomes that we're seeking. So I really appreciate you coming today. Look forward to doing work with you. Have a great, great summer, my friend. And just a point of clarification, our literacy has not flatlined over the last eight years. Thank you very much, Mr. Patrick, for your presentation. Next up, we have the Measure NNH College and Career Readiness Commission and I believe that's David Kokoshiba. Good evening, Board members. Thank you very much for this opportunity to present to you the annual report for
the Measure N and Measure H for the twenty twenty three, twenty twenty four fiscal year. So I think I was just here a few months ago presenting the prior year. I just wanted to just make a couple of highlights. Some of this stuff will be repetitive from the last presentation. So it's the first highlight is the our district's graduation rate has made a good leap forward. I wouldn't say it's not a double digit leap, but it's close to an 8% increase from twenty two-twenty three to twenty three-twenty four,
getting us close to 80%. And so that's a significant increase, almost a 20% increase from the start of Mezzerin ten years ago. We're still as a the size of our district, still among the lower districts in terms of overall graduation rate. But I think we're the school district is making good progress in terms of catching up. Our A through G completion rate has also made a more modest increase, but
disparities based on race are still significant. And we need to pay even more attention to that. Just in terms of what it is impacting, what these parcel tax dollars are impacting is for this particular fiscal year, 26 schools in total, 16 of them are district high schools, 10 of them are charter high schools and over 12,000 students involved in 45 different distinct college and career pathways.
Next year, we'll have 27. The newest school is the young adult program that is joining this cohort. The other thing I just wanted to highlight is that there was some intentionality at the start of the measure and then when there was the transition from Measure N to Measure H is the creation of a what we think is a prudent contingency fund, a contingency reserve. And at the end of this fiscal year combined Measure N and Measure eight,
it is about $6,500,000 and that amount will go down at the end of this fiscal year because the contingency fund is used to balance out we have seen increases in enrollment for high schools. And the young adult program is going to add about another 120 students. And over a ten year period that's going to be well over $1,000,000 and there's ten more years left in the life of measure H. And so we have been flat at $850 per student since the inception of Measure
N. But with, in terms of the student enrollment and all of that, there has to be some use of the contingency fund to be able to keep it at $8.5 And we have our eyes on seeing if there is a way to increase the per student allocation from $8.5 to a modest increase super modest increase because it's not like there's a ton of money here, but a modest increase. If accounting for inflation, we would probably be about
$1,100 11 hundred dollars plus, but we're still flat at $850 I'll just leave it at that and see if folks have any questions. We'll take public comment first. So are there any in case you have questions. Are there any public speakers? Comment. Yes, madam chair. Public comment on i.- 1 is Ben Tab Scott, Assata Olavala, and Janelle Harris. Thank you. Two minutes. I, I appreciate this gentleman. He brings a lot of value to the district.
However, I'm not in total agreement with this how the pathways work. For every 300 students in the district, you get a pathway. So McClimans has got one pathway, engineering. We're interested in having another pathway, which miss, Janelle Harris brought to the and you're aware of it, which would be an athletic academy because because we have so many kids come there with athletics. But I just don't I can't support a concept where whatever school you go to, that pathway is the path you take.
It would work for me if you had, every high school student have a list of pathways at different schools, and you would choose a school based on your interest in a pathway. And then you would be going something of interest. But I know that's too complicated, but that's ideally, that's the way I think it should work. But, what we have, we have to go with it. I'm concerned about, the documentation of how we have, 35.8% of the chartered schools identifying, for what is this they identifying?
I can't read it, sir. Right here. It's a decline. Oh, oh, what is that? Yeah. It's a decline. 35.8 of what a decline, which is sub sub what substantial, to me. And then, I I wish we could address it some kind of way. And, do we have good oversight over our charter schools related to measure n and measure h? Some people are choosing not to participate. Is that correct? Mhmm. In the charter schools? Yes. Yeah. They're choosing not to participate. And I don't know if that's feasible,
but in but they have that option. Thank you. Are there any All names for this item have been called. Public commenters' names have been called. Okay. Thank you. Board comments? Director Latta? No? Director Hetting? Thank you. I share some of the questions and concerns about pathways, but I'm the one director who has no high schools in my district. So, I don't focus on that issue too much. Thank you, Mr. Kakashiba. For the point you brought up around raising the allotment for Measure N, Measure H, is it your understanding that, that would require Board action to do that?
Or what's your understanding of what the mechanism would be to do that? It's really money. The revenue the base revenue doesn't it's not increasing. The tax rate is still the same. Now I believe Measure eight does include an annual escalator that's tied to, the region's cost of living adjustment. I now that is something that I don't believe, the school district has implemented. It requires some, work on the district's part and communication with the county to make that happen.
That would actually help with that. And, respectfully, General Counsel Lindsay, can you note this and maybe report back to us as a board of, what actions, if any, we would need to take to look into raising that allotment? Thank you. Thank you. Any other board comments? Sorry. Thank you. This is one of my favorite presentations. I love it when you all are in front of us. I do wanna take a moment to recognize Marvin Boomer because, as I understand it,
he was a pathway coach at Castlemont and made incredible contributions to that community and the program. And I think learning more about him made me more curious about who our pathway coaches are and the other staff for this program. So I would love for us to consider having you back at teaching and learning and as focused exclusively on, like, pathways, the diversity of the programs, who's staffing them, what some of the aspirations are for the program. We've heard here, you know, some ideas for growing the different kinds of programs.
Like, how do we even make that possible? I think there's a a program idea from a Climen that we heard. The I think it's a sports program. So that was really intriguing to me. So this feels like there's a lot of opportunity just to learn more just about pathways. I would encourage in a committee like Teaching and Learning to, invite, the high school network superintendent and even the pathway coaches themselves. The commission has learned a great deal from an early engagement with pathway coaches to from their perspective, from their eyes about what's happening on the ground,
what are the strengths and challenges about implementation. I just wanna, thank you, Chairperson Kakashiba, for all your work and your committee's work and, just want to appreciate again, the work of the community and of the committee for, getting the full funding back for the young adult program. I think, having been in that community, the students and the families, I think, you know, really benefit from, their experiences with the community colleges and with, CTE work. So I just want to, thank you for that. I do one thing I think would be and I think the high school,
network superintendents in their presentation included some disaggregated data around, student subgroups that are participating. So there's, you know, there's, African American students and Latinx students called out in, this report, but I think we have, lower participation for our students with IEPs, our students who spend, the majority of their day in a self contained program, our foster youth. So I think if we it would be, great for some more information on how we, if there are places or pathways that are more engaging for those youth that we can, improve those rates over time through the Committee.
Okay. I will bring that back to the Commission. Thank you. Director Williams? Thank you, President Breaux Hart. Thank you again for the presentation. Chair, Kagoshima, thank you, sir. I wanted to focus on dual enrollment as you have listed in your report there. First, I just really wanna commend you for, funding that, continuing to keep it moving. It looks like, you know, the value of the credits earned for OUSD students is, I mean, of all the students that participated came out to 325,000 up to $4,500,000.
And for me, that says that's a worthy investment if we have a number of students that are able to get those credits at such a discount. Right. And so I just wanna thank you on that aspect of the program. I think that is something that we have to continue to I mean, dual enrollment has been a push up and down the state. And I think we really have to have those conversations about, how schools are utilizing that in the right fit, and just the relationship we have with the community college as well as the CSUs and UC. So,
I think there's there's a lot more to dive into on that particular aspect. But my my my question of concern is that it says only 37%, of the twelfth graders passed one or more. When you are receiving this information, are there follow-up questions about what those challenges are for young folks so we can actually try to address them at a earlier age? Do you have any feedback on that? Yes. So one of the issues is the issue of access. So
you see here there are 26 high schools. When we did the public hearings in April, I think the first fifteen schools that we heard from had student populations less than three fifty. And so the in order to do a dual language I mean a dual enrollment course in a particular subject area, you need a minimum number of students in there. And so if you have a school that's say 300 students,
it's really about demand on that particular campus. And so I think that that's a challenge when we have our schools structured in that kind of a way. And I think it also impacts like the diversity of pathways. So the speaker earlier talked about McClimus having a single pathway. I it it would, but you see schools just down the street with Oakland Tech. They've got six, and and population, you know, population matters for that. And so this 37% will be speaking a lot to that.
It's not that all twelfth graders took a tool language course and then only thirty seven percent pass. It's just in the course of their three, four year career, if you will, at a high school, how many students actually took the course and then came up with a c or better. Thank you. My time is up. But I just noticed as we've had charter renewals and charter, or schools will come up, they're putting kids into dual enrollment in ninth grade. Yeah. And so they have four years of dual enrollment, and they're try you know,
then it inflates the the, their outcome. So I just wanna say that. Yeah. It it it is a it's a it's an organizational value for some charter schools. Thank you. Thank you. I'm going to actually move to public comments and let Ms. Harris go first. Is that okay? Okay. We're moving next to public comment. And do we have any public speakers after Ms. Harris? Yes. For public comment, we do have Janelle Harris, Sheila Haynes, Asada Olugbala, and Ben Tapscott. Alright. Thank you. Ms. Harris? Thank you. Most recently, I submitted a proposal that made sense to some of the parents,
in regards to our pathway. Currently, McClements High School has an engineering pathway. And I was told that next year, we will have no calculus class. So I needed it to make sense. Like, if you're in engineering, you need calculus. Right? And they are in talks about having a outside, a dual enrollment class for calculus, which just doesn't work. So I submitted a pathway for a sports academy, which makes sense to me. Most of the kids that attend McClimans High School attend there because of our sports
program, not because of the engineering program. I will say that in the three years going into four years that I've been a parent there, we have had no parent input on which pathway or which dual enrollment classes are chosen. Recently, we spent $20,000 on computers for a dual enrollment class that I had no knowledge of. It was a coding class. I have never heard of the kids speak of coding or being interested in coding,
so I threw the pathway, in the hat. I threw it in the hat. We had two meetings in regards to that pathway, and then it just disappeared. So and the kids, I did a survey with the parents and the kids at McClymonds. Over, a 50 people responded, and we're all for the sports academy. There are so many, there are so many things you can do with that pathway besides being a football player or baseball player. Right? You can do kinesiology. You could do sports medicine. You could do sports management.
And most of the kids were really, really excited about that. And I was told because of our numbers that we only can have one pathway. However, Rudsdale has the same less numbers than us, and they have more than one path next speaker, please. Are they on I believe miss Hanes is online. Oh, I'm sorry. You're ready? Yeah. I apologize. Sorry. I just wanted to remind you of some without going into detail, it's been identified that Route Bunch is closed. There's been no official agendized item that has appeared to close Ralph Bunche School.
The other thing is, you have a member of your board who's on the policing community policing board. I think it's miss Valerie, and they're meeting tonight. You have a established relationship with the city and the policing department. I hope you take what I said during closed session to take that relationship and build on it and build on the education partnership. You need a partnership with OUSD. The other thing I'm concerned about is the background checks. I brought this to your attention that you have some type of mandate where you're
not required to have background checks, if you are under the supervision of a teacher. Criminal background checks are required by state law for everybody who spends a certain amount of time in our school district, and I hope you go back and look at that practice. Lastly, we've had, several fires in the hills. We've had, two just this weekend. I continue to be very concerned with the evacuation plan or lack of plan for evacuation of Skyline. Right now, it's shelter in place. Shelter in place means you have a biological or chemical emergency where you stay in
place. A fire evacuation is the process if you have a fire, and we are at high risk for Carl Monk, Skyline, and Grass Valley to be impacted. And that fire, that just happened was in the 1300 Block 13000 Block of Skyline, and Skyline High School is in the 12000 Block. That was right by Skyline. Thank you for the time. Thank you. Yes. Next speaker is Sheila Haines. Allow them to speak. Hello?
We can hear you. Hi. So with this Prop 28 funding, you just you have to treat this at all services and make decisions that won't further harm our kids. As I've shared, my son is still suffering from school closures a decade ago. He's been learning online for more than five years. And I also wanna let you know I had him post an e comment, and then I put emojis next to it. So that's that's his e comment asking for help for him, and I'm asking for help for him and all students, especially those without a voice because taking a million away from music and art could
have serviced thousands of students at many school sites, and it didn't even resolve the lab problem. So I just wanna particularly also thank director Hutchinson for letting me know this item was on the agenda. Although I had planned to attend anyway, this allowed me to inform people with my committees and petition supporters about this presentation because many people are following what's happening with the music and arts education. As you know, I've been at all the meetings speaking out against music cuts, whether Prop 28 or Block Grant.
It was still meant to service students in need of this education. And in the way that it was taken. It it it's just a shame. These funds could have been taken elsewhere, and this was just another attack on our most vulnerable students. This education not only benefits all students, but it greatly benefits those with special education, and it allows them the chance to get better in other areas. I have been sending emails about our request for music and education for over a year now. Our resolution was introduced in December of last year,
and Sam Davis said it would be put on an agenda. Cutting programs and funding and closing schools is still being done on the backs of our children, and they deserve better. This is a huge issue. They are OUSD, and I'm my son's only music teacher. He needs a team of people helping him to get better. I can't be his only help. This is a very critical time for him, so I'm asking you to please help. The district, you guys have to make up for your current and past harms and not cause
further harm to our children. Their lives their future is at stake. Thank you, miss Haynes. Thank you. Are there any other speakers? All public commenters' names for this item have been called. Okay. Thank you. We'll next take up the adoption of the people consent agenda. Do I have a motion to adopt? Agenda? So moved. Second. And can we have a roll call on the vote, please? Public comment. Sorry. Public comment on the adoption of people consent. Yes. For public comment, we have Ben Tabscott, Sara Olobala and Janelle Harris. There are a couple of items on the consent agenda that deal with the inspection
of playground structures. I just want to remind you that the inspection should include any contamination of playground equipment. So it's been identified that playground equipment can have contaminated This is on the pupil Yes. That will come later. This is on the pupil consent, pupil discipline. Oh, the discipline? Yeah. Okay. Well, can I get my notes? You can get your notes. Yep. You're the only person? That was at the final speaker. Thank you. We're not on the consent. We're on the discipline. Okay. So I just want to remind you, you have a document for which you're supporting AB1230
by Ms. Bonta, which is Pupil Discipline Expulsion Procedures. And that requires that a school district develop a rehabilitation plan. And I'm not gonna read all that to you, but I hope you take that serious because I have been saying we need to give more attention to these young people, prepare them to come back into the district, prepare them to do at their at their best. But not only that, give them an opportunity when they expel. Use the Sojourner Truth, online process where we can still have the ability to keep them on track academically.
They're going into, Alameda County probation. I don't know how that works. Is anybody in charge of follow-up, to monitor what's happening with our students? Because the full intent, we want them back. We want them back ready and prepared to resume a positive role in the district. So I hope at some point that becomes I don't understand, with this particular expulsion, item, you're expelling them for next year that they can't come back into the district. Is that how that works? And don't you I know you don't answer me, but I just out of curiosity,
that's for next year. What what happens? Thank you. Are there any other speakers? Yeah. Large. So I want to talk about OUSD policies. Right now, I am consolidating a list of policies that need to be updated because they are grossly neglected. OUSD does not follow its own policies. So when it comes to discipline, I encourage you all to look at the policies. There are legal things that have happened, and I only can speak about McClimans,
that our OUSD board attorney refuses to do, and they are state mandated. And I have examples that I can share with any of you who are interested. The level one complaint forms are not even updated, and I've requested it a thousand times. And they're still sending people to 1000 Broadway, which doesn't even exist. So parents don't have a way. So for this board to, you know, go to discipline straight to discipline and approve something,
I encourage you to please read it and understand it because enough is enough. It's like follow your own policies that you don't have to follow them, but you expect the parents and the people in the district to do to follow them, and you don't follow them. So I would encourage you to look at your policies that are grossly outdated and need updating because each school has its own discipline policy. And I don't think that's the way it's supposed to be.
Thank you. You know, I'm really disappointed in this school board. Really disappointed. Nine months ago, you gave the superintendent an extension and the rates. Four of you sitting up there were not present. So all of a sudden, we get a new board, and we get a four to three vote. Where was the evaluation of the outgoing superintendent? Three of you should not have voted. I'm sorry. We're on student discipline. I'm on what I'm on right now because I'm tired of it. I'm tired of the discrimination. I'm tired of the segregation. White people come in and start doing this to black folks.
I don't care what topic you're on. I'm talking about discrimination. I'm talking about giving her a three year contract and voted. If you're gonna vote, you should have only had four people voting because three of them are brand new. Where's the evaluation? Where's the rationale? We could be looking at a lawsuit. White people come in. Black people get fired. Cedric didn't do a damn thing about it or do nothing. And then the discrimination at the school site. This board is responsible. We're coming out of state leadership. We should have the Alameda County School Board come in here and look at this.
We should have Tony Thurmond come in and look at this. We should have the district attorney come in and look at the discrimination that is gone. So let me see. This new board, all of a sudden, wanna get rid of superintendent. I had my problems with her, but they voted to keep her. So my vote doesn't count. And, Valerie, I'm tired of you. I'm very upset and disgusted. And then we turn around. We need a district attorney to look at this. New board, new white people. All of a sudden, black people leave. They get fired. They get terminated. And I don't like it.
And then let's look at your records since you've been here. You wanted to do what? You wanted to take the food away from children at nighttime and after school. I'm sorry. Your time is up, mister Tedstedt. Time's been up, and I'm tired of it, Jennifer. I'm tired of the discrimination that I have to look at when I come to these meetings. Thank you. But your time is up. Your time is up. All public commenters' names have been called. Thank you. Can we have a vote on the adoption of pupil consent report? On the roll call to adopt the pupil discipline consent report,
student directors are excused or recused. Director Latta? Yes. Director Williams? Yes, sir. Director Hutchinson? Oh, he's absent. Okay. Director Berry? Yes. Director Thompson? Yes. Vice President Bachelor? Yes. And Vice President Brothard? Yes. Okay. Motion is adopted. Okay. Next on the agenda is the Student Board members excuse me, Student Board members report. Okay, with no report. The next item on the agenda is, the PSAC report. Okay. Anyone call? Okay. The next item on the agenda is,
the comments by the bargaining units. Okay. Next item on the agenda is the third interim. And I believe, Ms. Lisa Grant Dawson has a presentation. Test. Test. There it is. Good evening. We are here to present the third interim presentation, for the 2425 school year. Thank you, president Brohart, for the time, and we will be brief as we know your agenda is full. All of these pieces are just about what we're gonna talk about, which includes the approval of the third interim, for this evening. Again, we have to do a third interim because we certified qualified,
at second interim. And, again, as we've discussed before, that has been a consistent pathway for the district for, two decades now at this point in time. The assumptions in second interim have not changed. So the other thing that I'll just point out as far as the timeline is the third interim is all updated data from adopted budget through April 30. So budget may revise, and all of those components are not included. I wanna repeat that so we're clear. May revise came after the period of time that we're presenting it now.
Those things are not included. They'll be included in a draft budget, just based on the timeline. K? So, as we've provided before, it is important that the district, understood what makes up the unrestricted general fund. And what got complicated over time when the LCFF, allocation came is more resources were added to unrestricted that are restricted. And so when we're talking about what has been a challenge for the district before, you know, maintaining the fund balance and what other components that the unrestricted base general fund is
responsible for, which is essentially the entire district, in addition to, any deficits that may occur in any other resource or fund, Really being able to extrapolate the differences was important. So this report in its, fullness also is included in the packet. But it continues to show, as we've shown before, and I'll go to the next slide, that our 3% reserve is 28,300,000.0. 1 of the tasks, coming onboard in 1920, and looking at we were actually negative in the base. Right?
So one of the tasks is to build the base because that is the actual resource that can fund the, the, reserve. So what would you use your reserve for? Why do you have a reserve? In the event that the district, which it has, has run out of cash or has no other resources, it is the base general fund that could pay any final, salaries or any other expenses. And so when we consider that we've been using other resources, supplemental concentration, to make up that gap,
that's why the work in this component of where we were growing, and now we've started to decline. And that decline happened when we adopted the 2425 budget. We used the fund balance to make the budget whole. And that's because we didn't have enough revenue projected to come in or expenses to be able to to balance in 2425. So with that, just pointing that out again as one of our areas of growth. So since first in a row or adopted budget and as we move forward, the base has grown.
And, again, as we close the books, the base will grow. But you wanna make sure that, again, we're getting to those levels of being able to see that we can meet the reserve with, resource, zero zero zero or quad zero, as I call it, completely. So just wanted to spend a little time there. We've talked about it, but it is important to reiterate that piece. And especially as we prepare to look at the NYP. So most of the changes that you're seeing and I'm just gonna move to those slides. Again, we provide multiple layers of
the way to look at the financials. And so at this point in time, we're still looking at we're gonna end the year with about a $60,000,000, 50 9 point 9 million dollar decrease in the unrestricted general fund balance. That's because we're spending more than what we're bringing in. And then, again, we knew that when we adopted the budget, when we didn't have, again, as many, adjustments, in the proposed budget because it does require more infrastructure change in order to get to some of those, reductions. So with that, when we're looking at,
well, what are those changes and what changed since second interim? So we did get an increase in our others, in our lottery projections, so that's gonna give us some upside, right, some additional revenue, for the year. And this is, again, since, second interim. As far as the expenditures, by third interim, you're beginning to see the modifications in budgets because now we're so close to the end of the year. What are we not gonna spend? Or what things have occurred that are gonna increase our expenditures? So most of the changes here are in supplemental and concentration carryover.
So we budget 100% of supplemental concentration and the carryover. As As we get closer to the end of the year and we have expenditures that we're not going to, be able to realize, so what we've done in the last couple years is begin to prepare for the carryover to support as we, built and proposed the 2526 budget, that that carryover starts to support 2526. So when you're looking at, like, the reduction in teacher salaries, that, again, is a function of whether there were, vacancies that we're realizing that,
we're not expending. But then you see within the certificate of salaries, teachers' stipends also reduced, and that was in Resource six. So that's where we're strategically saying we have professional development or other opportunities for our professionals to be able to participate in. And if we're not seeing that happen throughout the year, then we begin to relieve that budget of those expenditures because they're not gonna happen by the time we get to the end of the year. You do see an increase in certificated substitutes of about $5,800,000
So can't spend a whole lot of time on that, but this also goes back to, our concerns and strategy regarding substitute costs and our SIP steps. So we'll have to discuss that at another time, but what's happening is both are growing when one was supposed to support the other in theory, as, you know, the, that strategy was written. And so when you see an increase in in substitute costs, those costs are typically coming out of the base. We've also seen where there are professional development and other activities that are planned,
at a school site that may use restricted resources. But then when the substitute costs come in, it's not aligning to that resource, and, therefore, the base is taking that that increase. And so that's above, you know, again, what we projected. So that's what that means as far as the increase in substitute costs. So it very well may be that the substitute cost should have gone someplace else, but it's not being identified, when the substitute costs are being, called in. So it's something that business services and talent have been working on for the past few years to really begin to analyze what we were seeing in that uptick.
So, again, we wanna understand it, address it, and then, functionally, you wanna be able to build a budget to support whatever activities and or a system to make sure that that cost, is aligned to where, it should go. There's a also a reduction in books and supplies, so that went down since second interim. So, again, you're seeing the majority of it in textbooks that we are not going to purchase by June 30, and so that's, being reduced. In addition to that, there was a reduction in computer supplies that were also, planned to be spent. And then you're also seeing an adjustment in the reserve,
that we had at budget development, by a million dollars in object 4394. Another key area in the unrestricted general fund are is that when we adopted the budget, we adopted the budget with one loan payment. As you know, we have, successfully moved forward with our strategy. It's been a three year strategy for the district to be able to exit receivership in addition to paying the loan off early. So we added the second loan payment, between the second and third interim so that when it is, deducted from our apportionment, our budget reflects that increase.
Okay? Alright. So for restricted, again, restricted resources are also, using additional resources. Now that doesn't mean that we're overspending per se. Oftentimes, in restricted resources, again, because we only can account for the revenue that we spend. So if last year, we didn't spend, so we got a million dollar allocation. If last year, we only spent 750,000, that $2.50 moves to the next year. And so because there's, just a large group of restricted resources that work differently, when you're seeing that it we are spending,
and we are spending faster, but we do have revenue sources that are coming in. We also have revenue when we get to the multiyear projection that is sunsetting. And so we're starting to see that burn rate accelerate because for 2526, we moved a lot of, expenditures out of unrestricted and unrestricted. So it's going to mean that those resources are going to, accelerate in spending. And so, therefore, we won't have, in some cases, many of them are five year grants. We will spend them down in four years and not five. Community schools, for instance, is, is an example.
And there isn't currently, right, legislation to say or and some things are developing how they're gonna continue some of these resources beyond the original, allocation date. So, again, similar features as it relates to the net changes in, revenues. So whenever we increase expenses, we also change the revenue so that they balance. And when you look at, this document and, again, the full breadth of all of our restricted resources is in the packet. When you're seeing revenue minus expense, it's because those resources are what's called deferred.
And so there's a summary that's been, in the packet for you to get a little more information about how that works. Because, again, we can only report, in revenue what we spend. And so that's why you see, a zero. It doesn't mean, again, that the allocation the total allocation we receive doesn't exist. It's how we account for it. We defer it until, we're going to spend it, plus any additional resources that are going to be utilized. But as you go through the list, you'll see some that can carry a fund balance, if it that, are different and don't follow the same rules. Your federal funds typically follow this rule,
which is why we wanted to to add this, for you to review. All of our ancillary funds, as we've reported at second interim, are continuing to operate within their resource scope. I pointed out to you all year that, again, adult education is an area of, concern for us to review. Why? Because adult education, if you look, it's the third row, fund 11. The projected revenues and, again, we're getting closer to the year, so this number will be, come final, three point, I'm rounding, dollars 6,000,000. And the expenditures are three point eight,
three point nine million. So can you spend more? Sure. If you didn't spend all your resources the year before and they're sitting in your fund balance, you absolutely can use that for the next year for one time, typically, right, activities. Not ongoing because, again, it's sitting in your fund balance because in one year, multiple years, you didn't spend it. But we're beginning to spend down more of the fund balance. So if you look at the last column, we are projected to have 293,000,000 left, which is only I mean,
thousand left, which is all which is half of how we started. We started with 609,000, and then we're gonna end with 300,000. So we really need to look at adult education to begin to see kind of what's happening as costs are growing. The revenue is just like, in the general fund, driven by, attendance. Again, it's by course, so it's calculated differently. But we do wanna make sure that that resource stays within, remains within its means. Why? What pays for a fund if they go and exceed their budget? The base.
What did we just talk about the base doesn't have? The base doesn't have enough money to pay our 3% reserves, so therefore, right, we start hemorrhaging. And so, as we're looking at those areas, just wanna continue to point, that out, that we're continuing to review that. I'm working with doctor Aguilar and team on, looking at the adult education department, and spending. So the multiyear projection, continues to reflect, that we are now in a a steps ahead in implementing, attachment c. We still have a shortfall, and I will let me go to the slide.
So in the middle column, you're seeing well, let me start. 2425. Right? The, unassigned, unappropriated looks functionally better than it did at first or second interim with 18,000,000. That may be remaining by the time we get to the end of the year. But we're still using that fund balance to carry us forward in the next year. So you essentially see that we're gonna spend down that 18,000,000 because the 21,000,000, right, is negative. This also includes us needing to continue to show additional reductions.
You can't see it on this summary, but if you look at the full NYP, there's still reductions, and that's because we haven't implemented all of the items from attachment c. When we come back next week and you look at the draft budget, some those items still won't be completely in the budget. By the time we get to adopt the budget, they will be. So this is our the process of sweeping through and balancing all the budgets and then going through the rest of attachment c, at which we included. Right? There's some onetime, strategies that we know we needed in order to cover the 95,000,000.
But we're closer, right, is the point. So it's not negative 95. We're currently at negative 21, but we're still short. But we're still working through it, to to get to, adopted budget. So do wanna share those points. This slide just shows you the the summary of the projected ending balances if you didn't wanna look at the one with the numbers. Just really quickly, unrestricted, restricted is there. Pointing out cash. Similar flow that you saw in second interim. Our cash will continue to decline by 100,000,000 per year. Why? Because, again, we're spending down resources that,
we won't be able to retain, over the next several years. So, again, back to our burn rate. This is unrestricted and restricted resources combined. So without additional revenue coming in, one of the areas we continue to point out is our attendance. Right? Without that re revenue coming in, this assumes that we'll be spending at a similar rate even though 2526 includes, like, what the budget will look like, if you will, when we finish. So it's just showing you that, we do need to continue to work on how we're going to continue to maintain
at the levels that we've been able to maintain absent more revenue. We will need to make, again, continue expenditure reductions, which you also saw in the financial component. But the cash is following the same flow. It's just taking that same budget and saying, what are you projecting that we're gonna earn? What are you projecting you're gonna spend? And a lot of that one time money that we had, right, we're we're starting to spend down. So the cash is going to continue to decline. And these slides just really just show you, what the Local Control Funding Formula, calculations look like. So I won't spend a lot of time there. Just just talked about the key takeaways that we have to develop strategies to reduce
spending or increase revenue. We are continued on on track to have local control by July 1, and you just saw, again, additional evidence of that in addition to the last several weeks, all the letters and all the work and baton pass, that we've been doing through the state to clear the district to be able to move forward and and truly work independently as of July 1. So all of the letters state the same thing that I said. We gotta figure out a plan. And so we look forward to the board working through those pieces. These next steps, let's talk about next week. We'll be back for the public hearing,
on the budget and the LCAP, and then the final budget adoption on June 25. So, again, that's that compressed time that, you know, we've been working to, to achieve, in order to to move this forward. Really quickly, as far as the May revise, the May revise, primarily, I think most people know by now, does show a reduction in the COLA projection. So that means that when you see the budget next week, you will see a dip in, the revenue projections. Again, we've been buffering this with a three year average that,
again, is starting to not provide us with the upside couple of years ago. So that's another reason why you see revenue declining. One of the key things is that, the big three, has been a, you know, a key term that has been used for decades now. California's, sources of revenue are personal income tax, corporate tax, and sales and use taxes. And so one of the factors that impacts that is there's, like, 1% of the population that's paying the majority of the taxes. And so, therefore, that funding strategy impacts how do you make that Prop 98 guarantee?
How do you fund all of these different programs that are so essential, to California while we're seeing an economy that is being volatile, that's volatile due to, changes that have recently happened. So with those changes that aren't here yet, are being, right, proposed, discussed, and all the litigation that's happening, to include, what's happening with the California wildfires and the recovery there. We don't know what's going to happen and how the state is gonna balance, funding education. We've already seen reductions in different areas, so it is really important that we stay diligent,
in being able to work on a strategy because we don't know, to be able to recover $4,800,000,000 in state losses. That's not a little bit. That's a lot. That's a lot of shoes, right? And so the rest of the slides just really just show you, you know, just some real key components. One of the things that is important to know that the the state is going to use all of the, I think it's on the other slide, the rainy day fund this year. So that is huge also that we've had that fund.
And so now, just based on the economy, you may recall us sharing that the in order for to keep education stable, the governor deferred. Right? He kept us stable and then said, I'm gonna borrow from future year revenue so that school districts can stay stable in their funding. Well, now, right, the economy hasn't completely bounced back, so therefore we keep dipping into that savings account. Similar to us, right, with our reserve. We we when we dip into our reserve, there's no way we can pay one month's payroll with the reserve that we have at 3%. Also, the reserve requirements you'll which you'll hear us talk about when we get to budget
development, you may recall that legislation change on a cap on, your reserve. So that is moving forward, it's not gonna twenty fivetwenty six, movement. It's twenty sixtwenty seven. We'll talk a little bit more about that. But we are seeing, changes in expanded learning opportunities, universal TK, additional funding to continue that program. What's really important, as I've shared with you before, about adding t k TK programs, which is great. You have to teach and support your parents understanding that it is school, and we are earning revenue based on attendance.
Super duper important because we'll put the infrastructure in, but we do need, right, the student attendance, not just for the revenue component, but we're teaching that discipline, right, of the matriculation. And we want our students to be on task. TK is coming so that our students can be not only current, but ahead. And so that means gotta be in school. And so with that, that is also something that we've encouraged, the board to focus on as well. With programs happening, how do we indoctrinate parents that this is not, you know, preschool, right, where it's drop in and drop out?
And, you know, as a parent, been there, I don't feel like going. We're going. Right? Even to preschool. And so with that, we we we need to work, through that. All districts do. And there is another component about the, Learning Recovery Block Grant. So that was also a concern of, like, oh, again, another one time resource that's gonna decline. That was a large allocation that we received. So there is, projections in the budget to retain that for one more year. So just want to know that those pieces, are happening. I put a common message into,
a quote from the California County Superintendent's common message. And, essentially, it's saying what I've said before that, ultimately, it does fully fund and, supports, the reduction of of cuts, but it's, again, deferring money that we have not yet earned. So that's that volatility. And so, again, back to the wildfires and the impact that we just don't know what's gonna be required and how that impacts all, school districts, That piece was also important to note. So with that, that is the end of the third interim presentation. Thank you so much for the time, and I can entertain any questions.
We have public can we have a motion to adopt the, third interim? Yes. I move the adoption of the Board of Education Resolution Number 2420Five-two45, adopting District third interim financial report for fiscal year '20 '20 four-twenty '5 as a result of the District second interim financial report adoption certification being qualified. And is there a second? Second. It's been moved and seconded. And we have public comments. Yes, Madam President.
For this item, we have Ben Tab Scott, Sara Olobala and Janelle Harris. Thank you. I'm referencing the page that says key takeaways. The key takeaway is the district must develop strategies to reduce spending. That's it. You gotta come up with a method of how you're gonna reduce spending. Now what the city does, they're doing the same thing. They have a deficit. Each member of the council submits a budget where they submit their priorities or how the deficit can be reduced. I don't know how you're doing it, but this is what I know.
You have, mandates. You have to start with the mandates. That's the things that you have to finance. And for instance, Ethnic Studies is an unfunded mandate. So what mandates are unfunded? And how you proceed with that? So if I was looking at Ethnic Studies, unfunded mandate, it only requires that you have one semester of ethnic studies. Are you gonna go beyond that and that's what you've been doing? Are you gonna stay within the the the perimeters of what you are mandated to do? The second thing, after I go through mandates and unfunded mandates,
everything that has to do with teaching and learning is the higher priority. If it's not involved with teaching and learning, that becomes a lower priority. Give you an example, after school programs. After school programs are not teaching and learning components. So it doesn't fall at the higher priority. So I'm just speaking to, some of the things. The other thing that is challenging for you, you have on here that you don't get any federal money. You are a targeted city, but at dummy, they have 11 target cities in California. Oakland is a targeted city. They're going after you as much as they can.
So what do we have expectation that we're gonna lose money from the federal government? I saw here you don't get no money from the federal government. I don't know if that's true or not. But lastly, you can't please everybody. It doesn't matter if the room full fills up with people. You have to be courageous enough to take a position. It is not a popularity contest. First, I wanna thank, miss Dawson, Grant Dawson for her report. As always, they are very thorough. And I started to look into them, and her projections are pretty on point or they are on point.
I wanna talk about the reduction in special education contributions. I wanna remind this board that the education department through OUSD is in shambles. We are 500 IEPs behind. And if you take a look at any of the IEPs, they are terrible. They don't have goals. They do cut and paste every single year. They are not filled out properly. They don't have proper people to do the assessments. Psychologists are not on-site. They are not available.
So the kids are not getting already. They're not getting the services that they're supposed to have to succeed. The district is being sued multiple, multiple times over and over because of this reason, because of special education. So I don't see any cuts that you could possibly do unless you wanna be sued more. And most of our money, a lot of our money goes to being sued because you guys pay it out. Because why? Because it's being proven that this department is terrible.
It's terrible. So I would just take a deep dive and look at what's happening. Look at some of these IEPs. Look at the quality of the work. And why aren't we staffed with people to support in the areas that these children need? It's very simple. Madam President, all names have been called for this item. Board comments. Do I have a slip in? Oh, sorry. Yes, your name was called, Bentascot. On trying to balance the budget, we need to look at the top. For three or four years, I asked why we had 18
executive directors. We now have six, so we need to look at, do we really need those positions when we have vice principals and all these other layers? So we need to look at where are we going to make cuts as far away from the children as possible. The other item we have is Ralph Bunch sitting over there on a campus and causing no seats for parents to put their child in a neighborhood neighborhood, and I underline that word middle school.
They have to go all the way over to Westlake. So we need to automatically do something with Ralph Bunch. I don't know what's gonna happen to that property. There's conversation about selling it. I'm not interested in that. I'm interested in parents having a stream from elementary to high school. And once they leave, you closed Grass Valley a couple of years back in my neighborhood. And I went to the meetings, and the parents said when they move us from Marshall to put in a charter school, we're leaving Oakland. So we need to make sure we make things accessible.
Right now, if you go over to the where they pick up the trolley in the mornings at 06:30, you will see parents running with their kids trying to go to school outside their neighborhood. So we need to clear a campus and probably look at a second location so that we retain parents and not lose parents. Thank you. Are there any other speakers? Madam President, all public commenters' names for this item have been called. Okay. Thank you. Board comments? Through, Simmons? I just I wanted to thank you for being so resilient,
for sticking with us. Thank you. Thank you. I appreciate that. Doctor Doctor Hutchinson? Yes. Thank you. Again, this is another one of those occasions where it should feel a little bit more celebratory in here for our third interim report and what should be our last third interim report because we're finally leaving receivership on June 30. And, not only could I never imagine getting here, I sure never imagined it would feel like this. Thank you and your team again for all the work you've done, especially over the last few months.
I think it's been very unfair that your team has been bounced around back and forth because of decisions by this board. And we can even see now today where after the board was forced to repeal their alternative budget adjustments, we still haven't had anything agendized here at a board meeting to have a discussion with the community about where things stand now or what's happened after the fact. But I really wanna publicly thank you for your help and support during that period. And, I definitely wouldn't have been able to craft a resolution to repeal their spending caps
without yours and your team's help and support. So I really want to thank you and appreciate that. The other thing I just want to point out to the community is not only are we not hearing about any sort of debrief from repealing that resolution, we're in budget adoption season. We have a statutory requirement to approve our budget for next school year by June 30. And again, this board, instead of talking about it, discussing it, having community engagements to prepare for it, we've been bouncing around. And even today, there's only a discussion about the third interim report and we have endless other items
on the agenda. And so I think this is really indicative of one of the many problems that we have right now. And I'm really worried today with nobody here in attendance, barely anyone on Zoom, and with thirty less than thirty days, twenty six days to approve a state budget when the board has still not seen it even once. And with this board's track record of going back on their word, I'm really, really worried. And so I wanted to take the opportunity again to thank you and your team.
The district looks very different financially now. And, you know, as with everything that's been going on the last couple of weeks, I've been doing some reflection. And, I don't think enough people really remember what the district's finances were like before you came here in May of twenty twenty. And, again, I wanna publicly thank you, for what you've done for us. We would not be leaving receivership without you. And, you know, as Mr. Christmas can probably tell you about some of the old me, I never even believed it was possible that our district's finances could be run like
this. And so as we have a lot of work still left to do, I really wanna thank you because we're only in this position because you came to work with us here in OUSD. So thank you. Thank you. And, we definitely will be seeing how with your permission. I mean, there was there was a lot that was going on, but there was a recommendation, from the staff on on an amendment that I that I do think should be shared. But again, I will yield to you for us to talk through that, send it to the president,
so at least the rest of the board can see what the thought was in their consideration and their, their concerns and strategies and then how we could move that forward in 2526. So I I just need to say that because that's not something that everybody realizes. Can you just clear, an amendment an amendment to the repeal resolution that was passed? There was an amendment to the repeal resolution that we thought was gonna come forth on the whatever day that was, the second board meeting. And then, you know so with that, I I I I we do want to see more cohesiveness,
on that subject because, again, it wasn't the what. It was the way. And, we'll see if and how we can move that conversation forward about how we move forward in being able to address some of the concerns and the issues. Because, again, we didn't disagree on them. It was how to approach it. Doctor. Lahd? Yeah. Miss Grant Dawson, I see you, mister Christmas. I think mister Wynn is online. Thank you all for the work. Since we're getting into final budget, I'm gonna reserve my comments, until then, but just wanna appreciate all the work that I know this took, over years,
to get to finally leaving receivership even a year earlier, than was anticipated when I joined the board. So thank you. Thank you. Doctor Berry? Just echoing the gratitude first. Thank you so much. Incredible work. I my first question is related to that. And you don't have to answer it right now, but just curious how we might protect the progress and in particular, if you have specific strategies top of mind for us, to entertain regarding how we close the deficit. The other question I have is I wasn't sure whether what we saw today in
the third interim reflects the directing alternative budget balance and solutions before it was rescinded or the impact bargaining. I still wanted to hear that. And then finally, I noticed in some of the small print you referenced the expiration of some of the one time sources, but I'm also curious if there's any prospect of all at all of us attracting or generating revenue from new ongoing sources and what those might be. Yep. So I'll start with the last question first. So currently, there are some new sources.
They some of the language that's coming out is has degrees of flexibility. None of those things yet have been adopted in the state budget. So in the budget, you won't see those items. We likely will have to do a forty five day revision. Sometimes it's forty five days plus plus depending on when things get finalized. Because, again, the language in the legislation and the allocations. So as far as ongoing dollars, there aren't any, like, superfluous ongoing dollars for us to use for our general operations. That's that's the part that's missing.
And I remember when Governor Newsom came in the office, he was, like, an anti categorical guy. He's like, I'm not adding any categorical funding, because we came from that, right, before LCFF. But we're doing more and more categorical funding with specificity, which therefore makes it restricted, which therefore means, you know, our primary deficits and components, we're gonna have to work through how, to get there in reducing the spending. As it relates to the alternative budget solution. So, again, the alternative budget solutions, because the majority I'll just share the 5 thousands piece,
was in restricted resources. Again, we could not reduce the budget. We had to just move that money into a temporary, you know, object code. So, therefore, the money's still in the budget. The only difference would have been for the unrestricted portion, that 18,000,000 that you, or sorry, the negative 20,000,000, you would have seen a reserve for, like, this is the amount of the 5 thousands from the unrestricted that we're reserving because of that solution. So that would have been the difference. So, ultimately adding that type of reserve,
and you saw that that middle column was, like, dollars 21,000,000, it just would have said, Oh, so there's additional it would have been, higher, essentially, that negative deficit. Because we have to keep that money, you know, for the next year. And then, yeah, as far as ongoing, solutions, just looking forward to seeing how the board, again, is planning that, to work through those pieces. And, you know, we continue to stand in partnership on getting there because we wanna get there, and we wanna stop doing third interims. And the way to do that is to get to a positive budget.
Right? So that, therefore, this season, we could be doing other things than updating yet another projection, throughout the year. So with that being said, I hope that helps, and, look forward to hearing the board's direction on that. You're welcome. O oops. Sorry. So we're spending more money than we're making? Correct. And we have declining enrollment? Yes. So what role does our number of schools and our unused properties play in that? They play a significant role because when we're allocating resources,
we're spreading them not only logistically across the the city, but it means that less schools have more resources. So, you know, with that, I think, like, we've talked about different options. If the board didn't wanna, you know, we've used different words that have become a little taboo ish, close or merge, you know, schools, it gets back to, well, what could you do? Instead of having and one of the logistical area, for instance, seven schools that are below a certain number, then you can say, we will we will offer a small school in a particular district,
but we won't have five or six of them and what that means. I mean, another piece of this is policy. So a lot of the other components that we've talked to the board about is about reviewing policy. I I I think the open enrollment policy is great. What we don't have, that most districts do have, is when you have interdistrict transfers, there's an attendance requirement. So if I wanna go to school outside of my neighborhood, I have to maintain an attendance, or I lose that right because,
right, we're funded by attendance. And so I think there's just some things like that also. Again, I know it won't be popular, but none of this is gonna be popular because it's happened for so long. But we have to figure out a way forward. So I just think it's you know, there's tensions there on what we want to do and don't we don't wish to do. But to your point, they all matter as it relates to to allocating resources. And what we have been doing is not only supplementing schools, but then the emotion that comes with that, that, you know, I don't have enough students in order to earn all of the resources that I
should have. And, you know, we just have some historical dynamics about how that has functioned. That gets back to our philosophy about how we do school. And lastly, I'll just say, you know, in the, the, very beautiful fiscal systems audit, when it talks about when the small schools move in and this movement started, a question that was not raised, or or there's no data that showed that there was an analysis on, like, but how much does that cost? This type of school versus this type of school versus this type of school? It was, We can do these types of but it never factored in what the different types
of funding that was needed in order to support that. So that's another thing that the district can go back to and then figure out what that structuring could look like. So it does affect it very significant, but we can't just, you know, take it away. We have to figure out a strategy and a plan. And I think there's more than enough people that wanna see something happen so so that we're not continuing to do what we call it this year, and the last year, and the year before that, very unpopular things in order to balance the budget. So it's not about what we earn as much as it is how we use
it. And that's, you know, a a different dynamic to to look at, because we look at it from a deficit perspective versus looking at how do we invest the money that we do earn best. Thank you for the question. Thank you, Ms. Grant Johnson. And, I appreciate the work on this and I have appreciated your conversations with me about budget and, taking into account the how we get there and the why. It's a learning lesson for me. I did have a couple of questions. One, I had about student nutrition, seeing that that was and I know,
I guess, I wanted to know how we saw balancing that, only because we went to the kitchen the other day, and I was really impressed with the food that they were preparing and trying to prepare for our students. But as I look at the deficit, I'm just wondering, that's my first question, how to hang up. Can we pull the, I forget what slide I meant to write this slide. The, it's the ancillary funds slide? Yeah. So student nutrition is actually operating at a surplus. Yeah. That one. And keep going.
I'm sorry. I thought it was in the parenthesis. I could've missed that one. It is, but there's a reason. Okay. Right there. Slide two seventeen. Yes. K. Okay. Alright. So so student nutrition is Fund thirteen. Mhmm. And so what, president Broher is asking about is the excess or deficiency. So the one thing that's goofy about fund accounting is it doesn't account for, money that you earn. So let's look at the revenues, which is 31,000,000. So in this year, we're earning 32,000,000. We're spending 48 because if you go to the column that says 2425 beginning fund
balance, we started the year with 42,900,000.0. What you see in that deficit and student nutrition has some very specific rules about how much money can be in the fund balance. We have a spending plan. We have to spend down those resources. They've grown because of the funding changes and with the pandemic. This used to be a a fund that we were in deficit, and the base general fund used to supplement it, as part of a contribution because it didn't earn enough. So actually, we're doing the right things with some one time investments, in addition to the fact that see,
when I arrived in Oakland, our rep annual revenues was 18,000,000. And I'm like, what is going on? We have more than enough students that we should be earning well over 20,000,000. And so with some of that structure, we're there. But what we have to do is we have to spend the excess. So what you're seeing us do is spend the excess, which can include upgrades that have to be directly related to nutrition. So actually, when you look at the last column, we're gonna end the year if we spent, all of those resources because this is still looking at the budget. We have still 20,000,000
left. Okay. Yeah. So it's actually a good thing, and, there is a spending plan for material and equipment and supplies, like, some one time, you know, upgrades that need to happen. Because that kitchen is very expensive as well. So with that being said, thank you for that question. But that is a very strategic plan that we're using. And hopefully, we will ever see it go back down to where it was. My next question is on TK. And, I understand that the governor is putting more money into TK, but there's some, in the legislature. So, I guess my question is as we move ahead with staffing and funding and facilities
and all that that goes into expanding the TK, what happens if that money doesn't come through? I'm stuck like Chuck, if it doesn't come through. So TK is such a strategic program, and it probably would be good for, you know, another topic about that because there are risks to it, you know, and implementing it. Also, where you have your TK programs, and the strategy of of, okay, back to us being districts. How many schools do we have with a TK program that we can, again, fully fund, versus we want a TK program at every elementary school,
right? And so those decision trees that we make about where we place and then, therefore, where can we enroll to maximize, TK are really critical factors to not only the affordability, but then where are we seeing those CK students go? Are they retaining at those elementary schools that are hosting? Are they going to other schools? And where's the continuity? So a whole lot there, hoping that that definitely can be again, I still see teaching, learning, budget, and finance as being, you know, siblings, you know, as it relates to program and then funding.
But it would be a great discussion to talk about that and where our risks are to include the reduction, in staffing and in those pieces. Right? So that becomes a really important part of the a part of the story. And how our families are responding, to that. I know on the most recent, you and I were at an event, we saw a lot of families that were, you know, looking forward to TK, and we wanna continue to see that. So we wanna have strong programs, though. Right? So they wanna continue to come and see the value of TK over, I'm gonna wait another year, and my child will be in preschool. We'll see you in in kindergarten.
One of the greatest lessons really quickly that I've I've learned, about TK programs that's important, this is when I was in Stockton, and we were looking at where we were expanding TK programs, and there were two programs that were being, a particular site was looked at. And the principal, had his presentation and petition ready for, us to add two TK classes at his school. And we talked about the attendance. We talked about that piece, What he was missing and his biggest strategy was, My number one suspensions are at KN1. Why? Socialization. So many of the students weren't going to preschool or didn't have that early childhood
activity or experience. TK was his strategy on how to support that effort. So by the time they get to to K and one, right, behavior, socialization, don't worry. We're gonna be able to go back outside for recess. You know, it's okay. And, you know, we don't have to have those moments that children can have, right, when they wanna play. And so with that being said, those types of what schools or what areas can we see that improvement in attendance over time, that improvement in, quality experience over time, very much a part of the strategy of where you have your TK programs,
how many classrooms you have, and then what do you see as a continuum. So I guess a follow-up question for me is would you see TK you wouldn't see TK at every school in turn and would that I guess, how would that affect the enrollment? I mean, I'm assuming that meant most kids who go to the TK at the site they go to, they continue on. It it can and should happen in that way. So, I mean, again, there's no one right way. I think that's the point. What's the best way, for us to be able to have strong,
robust programs that we do see? Because we have had the experience of our first graders leaving the district. Right? And so we wanna see that grow. And that's something that, you know, we've been looking at. Are we continuing to see a loss in our first grade? But TK becomes a really important part of that, you know, now in addition to K. So, great questions, but I definitely think it's something the district can continue to look at strategically. We are doing it. It's just what's the strategy. Mister Bettlock, of course, has had, you know, some really great data to be able to help inform that in addition to,
you our academic department on how to create the best TK program for Oakland Unified. Thank you. Are there any, Director Williams? Thank you very much, miss Grant Dawson for the presentation. Appreciate it. Yes. I am excited. First, I just do wanna acknowledge, since you've been here, we've we've had some labor peace. I just wanna thank you for, using your wizardry and finding opportunities for us to be able to take care of our employees. As we always say, a student's learning conditions is the teacher's working conditions. Right?
And so we gotta make sure that they're not working three jobs and then trying to teach our kids at the same time. Mhmm. Where in other districts, you know, it it is not equivalent because they don't need to do that. So thank you very much for that. I always definitely wanna put that out there. Thank you. Team effort. Team team. Yeah. Your team. Your team. No. Meaning, all of us. It takes it takes all of us to do that. I appreciate it. For sure. Second, just want to really, you know, jump back in on the attendance, that we have.
You know, it's been a long conversation over the last four years of really trying to address that. We've had some incremental increases, but not substantially enough to actually bring in the consistent revenue that we really need. And so hopefully that, there'll be opportunities to continue to move that conversation. Sometimes you have to invest to get a return on something. Absolutely. You know? So, it really takes a conversation of what are we willing to invest Mhmm. To actually seek the return that we need, which is still tending to address our 3,000
chronically absent students, you know, which is a problem throughout the state. But, it's something that's been lifted up here at the district year after year. So I appreciate you acknowledging that, and I hope that we still can get your partnership on really moving those conversations about investing into a program that will actually be substantial. I've talked to, Doctor. Moore multiple times in trying to get something off the ground with him. And so hopefully, we all can partner up to do that. Thirdly hang on. I only have forty seconds. I hope we can have a convers that's a good thing.
Hopefully, we have a conversation next year about retirement. I think that's still a very effective way to reduce, our particular cost, our expenses by but there are many folks that wanna get out of here. So, thank you. Fourth, revenue is up $4,000,000 Really wanted to ask you in regards to what do you think that is the reason for since our attendance is not rising? And fifth, question I have actually, I appreciate the balancing of the expenses. I remember looking at the first interim, and we were, projecting or projecting $90,000,000
increase in our expenses for service and outgo, and we've been able to bring that in line. And so I just really wanna thank you for looking at that, working your wizardry, you know, to really do that. That was a scary thing, and that actually was that was what was bringing this alternative budget is to say, hey. Let's look at this and see what we need to do to kind of bring it in line. And it sound and it looks like you brought that in line. I really wanna appreciate you, you know? Gave up a lot of skin for that, but it actually worked the way it's supposed to work.
So thank you very much, Annette. Okay. Thank you. Are there any other Board questions or comments? All right. Thank you, Ms. Grantham. Thank you. Thank you. Sorry. Mr. Raikstra, can we have a roll call on the vote? Yes. On the motion to approve the third interim, financial report for the current school year, student directors are absent? Director Latta? Yes. Director Hutchinson? Yes. Director Thompson? Yes. Director Williams? Yes, sir. Director Berry? Yes. Vice President Bauschner? Yes. And President Brolhardt? Yes. Motions adopted unanimously.
Alright. The next item on the agenda is T, which is the superintendent's report. Yes. Moving to interpretation check. We'll start with Arabic. Please raise your hand if you need Arabic interpretation. Miss Abdi, if you can come off mute and make the interpretation announcement for Arabic, please. Yes. Everything instruction is done. Great. Thank you, miss Abdi. Checking for any in person or online for Arabic interpretation. Anyone need Arabic interpretation? Seeing no hands, we will not start Arabic interpretation. Next, we will go to Spanish.
Again, please raise your hand if you need Spanish interpretation. Ms. Vargas, if you can come off mute and make the interpretation announcement for Spanish, please. Of course. Spanish. Thank you. The Spanish announcement is done. Great. Thank you, Ms. Vargas. Checking attendees to see if any hands raised for Spanish interpretation in person or online? Seeing no hands raised, we will now start with Spanish interpretation. Next, we will go to Cantonese. Mr. Yuan, if you can come off mute and make the interpretation announcement for Cantonese, please. Seeing no hands ready for Cantonese, we will now start interpretation for Cantonese.
And that concludes the interpretation announcement. And I'll turn it back to you, President Breauxhall. All right. Thank you. Next up, we have the superintendent's report, and I believe that is Doctor. Dexter Moore. Thank you, President Brohart. Good evening, Board, community. We will continue with our network presentations this evening. So we will have presentations from our early childhood education team and from our young adult program. So we'll have we'll get started with David Camaratta. Good to see you. You can come up to the podium. You'll have ten minutes to do your presentation. And then followed by that,
we'll have Jessica Cannon who will be online. And then we'll take board questions once both presentations are done. Thank you, David. Alright. Good evening, everybody. It's really exciting to be here. Thank you for inviting me and I'm really excited to talk about, our young adult program. To celebrate this okay. I get nervous with public speaking. Catch a breath. This presentation is a celebration. We have really been able to celebrate our recent graduates. We have a lot of exciting news, about our young adult program and I hope to, be able to share a lot of that information with you all,
this evening. I think is it? Okay. Alright. Alright. We can do this. We can do this. Okay. There we are. Alright. So, with our young adult program, we, are a transition skills program supporting students in our moderate to extensive support needs programs aged 18 to 22. Our students have intellectual and developmental disabilities, and we focus on our transition goals for students. We want our students to have, what they want for themselves, how they see themselves. We want our students to be included and to,
make the decisions that they wanna make in their life. I talk a lot about how we support our students as they build the skills to be the responsibly independent young learners that have meaningful lives in their community. And for me, that responsibly part is very important. I'm from the Chicago area. I call my mom every Sunday. If I don't call mom on Sunday, Monday, Tuesday is like, Where are you? What's going on? We're all responsible to the people that have helped us get to where we are and that's what we want for our young people. We also take it a step further. We focus on helping our parents,
guardians, and support networks learn more about what opportunities and offerings there are for their young person as they exit the district. And we're really proud to share that all of our graduates this year have programming available and are connected to adult service providers as they leave the district, day one at the end of extended school year. So, again, we serve about 130 students. Our students are representatives of every demographic, community, and neighborhood across the city. All of our students have received a certificate of completion or an alternative pathway diploma
from the high school. We're gonna be talking more about the alternative pathway diploma as time moves forward. It's a really exciting development. Our students, you know, participate in their course of study, they deserve to receive a diploma, and this alternative pathway diploma allows them to continue their eligibility and participate in our young adult program. So, we have 12 different programs or classrooms at six sites across the city. We have six of our programs are located at our Santa Fe school site in North Oakland. That's where we serve our site based programs and our hybrid programs.
We have two programs at recreation centers across the city, F. M. Smith Recreation, Center in Defermory Park. And then we have two programs each at Laney and Merritt Colleges. The big idea being we want our students to participate in the big classroom which is the community, learning how to travel independently, participate in independent living skills, take community college classes at Laney and Peralta, and participate in work experiences at OUSD sites, businesses in the community with the idea that our students are all interested in continuing
their education and participating in participating in competitive and integrated employment. So we have, some really exciting news to share. 15 of our students this year art program which is a dual enrollment based program. 10 of our students were able to walk the stage at Laney graduation. We also had two students graduate from Merritt College with the Employability Certificate, which is a concurrent enrollment certificate, helping students show that they can build skills, earn, you know, certificates. And we're working towards courses of study leading to AAs and CTE type coursework.
We also have a really exciting graduate story. One of our young learners is connected with San Francisco State's inclusion pilot program where he's gonna be taking classes at San Francisco State while also taking, coursework in the culinary program at Laney leading to an AA. We have him connected with an adult service provider. It's really exciting and it's an awesome partnership that we're really, really excited about. We I am always required, and I feel really, it's important to say this,
we view all outcomes as meaningful. We have young people on our program that because of the needs that they present with, they're gonna need to receive services in home. As long as we are able to provide their support networks with the resources and information that respite care in home supports, that's a success. We have students and families that are gonna go to adult day programs. As long as that's the appropriate placement for them, we've got a strong, connection that happens there, that's success. We have students that are gonna be participating in inclusive college programming.
In fact, there's about 40 total seats in the Bay Area for inclusive college. OUSD has six of our graduates participating right now in inclusive college programming either at SF State, UC Davis, Fresno, or, Cal State East Bay programs. And so what we're really trying to say is we want all of our students to find their success. And there's no one brand or version of outcome that's more important than another. The question is what's the right fit for our young people? And we're always trying to make sure that, you know,
employment, continuing ed is available. We have a wonderful relationship with the Regional Center of the East Bay for a paid internship program which provides, reimbursement style payment for our students to receive a wage, a minimum wage while they're working at a ton of different partners. I won't, like, read the list. I would love to because it's always great. One of our young people was actually just hired today at the Safeway in Fruitvale. And so she's incredibly excited about it. It's a really big deal for what we're trying to do.
And so we're gonna continue to be able to support her while she's with us in program. And so another big part about, what we try to do in the young adult program is we really embody grow our own. I was a teacher in the district. I taught for fourteen years before being in this position. Our new principal was a teacher in the district. He is now moving in. He was a coach in the department. We have two of our special education teachers that are in the program that were paraeducators before they became teachers. And we have currently six it might be seven of our paraeducators that are in,
the classified to certificated program. We are really, really also pushing student employment, getting into nutrition services, custodial. Any avenue that we can show, that we can have a student that's interested to join the district as an employee, we're really trying to push that work forward. Okay. I think I moved through that very, very quickly. I don't know if it's questions. I'll stay close. Okay. Okay. Thank you everybody. Alright. Next, we're gonna go to our Early Childhood Education and we have Jessica Cannon online.
And Jessica, we'll queue back up your slides and you can just say advance and we'll go through those for you. Great. Hello, board directors. I'm so excited to be here this this today, this evening, and share with you some of the exciting developments in early learning. It's the last slide. It's going. There we go. So this is my twenty seventh year with OUSD, and I'm finishing my first year as the executive director of early learning. And it is I keep referring to early childhood as the treasure box,
the hidden treasure of OUSD, and really excited to share. This is our philosophy, providing a nurturing and secure educational setting, play based programs, valuing diversity, fostering self confidence and love of learning, and getting all of our students ready for kindergarten. Next slide. Slide. So some of our core beliefs in early learning are around intentional play, building the foundation for learning, involving family, that each child is going to develop according to their own individual timeline. We believe strongly in ongoing professional development for all staff,
teachers, IAs, everyone in the classroom. We believe that providing intentional learning opportunities helps students develop skills like self regulation, persistence, self expression, and we believe in positive, respectful relationships between everyone in the classroom. Next slide. So, early learning is very complex. We are everywhere in the district, every nook and cranny. We have a robust California State Preschool Program, CSPP, that serves low income children ages three to five.
We operate year round. So, just as everyone's shutting down, we are gearing up for summer, two thirty seven days a year. We have 46 classes located at 16 different CDCs. I'm sorry. That's what we had at yeah. That's this year. We had 46 classes. We have 11 classes on elementary school campuses, and we have filled to 97% enrollment. Next year, we will be expanding our capacity to serve thirteen forty four three and four year olds. Our early childhood special education program in partnership with the rest of OUSD special ed
serves 35 self contained programs at Burbank, eight CDCs, and seven elementary schools. These are all pre K, TK. We also have a robust inclusion program throughout all of our CSPP programs. And we are supporting transitional kindergarten, which currently has 52 classes, and will be growing to 59 classes next year with thirteen twenty eight students. Next year is the first year of full implementation of UTK. So we'll be serving students on elementary school campuses as young as three years and
eleven months. These are some of our goals and priorities. First priority is ensuring that our four year olds are ready. The big priority is ensuring that our four year olds are ready for, kindergarten. Whether they're in a pre K class or a TK class, they are all ready. And this comes down to five things that we're focusing on: a shared definition of quality, ensuring that each classroom is ready to deliver developmentally appropriate, high quality early literacy instruction, inclusive joyful classrooms,
expanding our ECE workforce, and promoting integration throughout the department and within the larger OUSD system. I will not go into too much detail now because it's late on Wednesday night. But as we're working through a shared definition of quality, we've developed a rubric of four five focal practices. We use the CLASS, which is something that's used throughout Alameda County, to rate the environments of the, of the classrooms. And we've used that data to really look that our socio emotional
the environments are very high in terms of emotional support at 6.21 out of seven, also in classroom organization, lower in instructional support. So this year, we really started focusing on that. And next year, we will be using the pretransitional kindergarten learning framework, PTKLF, to bring in developmentally appropriate early literacy practices to every classroom. You can go to the next slide. So we're focusing on early literacy. We are looking at combining all of the different skills,
both those that are the language comprehension, oral language, and the word recognition, phonics and phonemic awareness, and decoding, and really getting our kids ready for kindergarten. Go to the next slide. So early literacy, we're looking at department, teacher, student. Next slide. And, yeah, and we're using seeds of learning framework. You can go to the next slide. We are focusing on four focal foundations, phonological awareness, writing, oral language, and comprehension. And go to the next slide. We're looking to develop inclusive,
joyful classrooms. We can go on to the next slide. Developing and retaining our workforce. Next slide. And integrating within OUSD, especially through our TK programs. We're doing a lot of professional development for our elementary school leaders who may never have really been in an early childhood classroom and now have three and four year olds on their campuses. Go to the next. And how do we do this when we're all over the district everywhere? We have an amazing team. Caroline Jones heads our pre k programs, so all of our CDCs.
Sarah Farmer is our director of kindergarten readiness, and she's really working on the curriculum assessment and data. And Lawrence Catanco is coordinating our PD and our, coaching. We have 10 amazing, coaches who coach gen ed as well as four special ed coaches. And how are we funded? This is a very complex part of, early childhood because we don't get any of our money from the LCFF the way most of OUSD does. We have funds from our contract with the state for the preschool.
We have funds from Oakland Children's Initiative Measure AA. We have a large grant from, Alameda County, Inclusive Early Education Expansion Program, and we're really not using anything from the general fund. Go to the next slide. How do we know how do we know how we're doing? We use a, assessment called the DRDP, developmental continuum, for, for it's the developmental readiness developmental profile. And it's looking at how students are moving along a continuum of skills from early
infancy to kindergarten entry. It's a qualitative assessment, like a portfolio that really looks at how students are developing. You can go to the next slide. And we look at that for all of our students on individual class and, just in department wide. Both the pre k and the TK students take it. We look at self regulation and social emotional development and how they're growing. And TK, the same thing. And just making sure our kids are ready for kindergarten. This is a statewide assessment that's given to pre kindergarteners.
And we look at language development and literacy development and how students are growing. Go to the next slide. And that's it. Thank you. If you have any questions, please feel free to reach out. Thank you, Jessica, for speeding through those slides. A lot of robust data in there, and invite the board to take a deeper dive. This concludes, both the presentations for this evening, but also the network presentations for this spring. And tonight, I think, fittingly has a good book in, between our earliest learners and our,
oldest learners in the district who are all valued the same. And so, we have David here in person and Jessica online. And I'll now pass it back to you, President Brohard, to facilitate questions. Thank you. We have public comment. Are there any, public speakers? Yes, madam president. For this item, we have Assata Olobaba and Janelle Harris. I really believe in early childhood education, putting a lot of conference concentration and emphasis on social skills. A lot of the young people I'm dealing with,
have issues with communication, self control, the concept these young kids' concept of sharing, being cooperative play, problem solving, and I I just think that we need to take a little bit more time. When I was teaching young people, and I don't know if it still we we had social skills like washing your hands and flushing the toilet, that that wasn't going on, and, this appropriateness of how you, exercise, your disapproval of something and how you communicate your, your disapproval.
And and that was when I was teaching some years ago, and I think it still is there because I I try to intervene with kids in the in the stores, and parents parents don't like that's another thing. Parents don't like you talking to their children. It used to be they say, do whatever you have to do. So we have to engage parents at an early, early age to work with us in helping their children to be appropriate. And lastly, exposing children to different cultures early on because this is a very diverse community.
And as soon as possible, help them to respect differences of people is very important. Thank you. Next speaker? Madam President, we have an additional speaker. It's been Tapscott. Okay. You know, I've seen I don't know how many different programs, that supposedly addresses the reading problem. If we look at our API, I came up with 18 elementary schools. Aguilera said six four Teen. I said 18 where they're at the bottom when it comes to reading scores. I think we need to set a higher standard.
I don't think any child should go from elementary school to middle school unless they can read at the third grade level. No child should go from middle school to high school unless they could read at the fourth grade level. Our current statistics now says out of 10 seniors graduating, only four can read above that grade level. So in talking to teachers, they said we can't we don't know how to teach reading. So we need reading specialists to help our teachers teach children. They should spend at least four hours a day,
two in the morning, two in the afternoon. So I just start compiling information about how to put a program together. And they said the expert could stay with the teachers, teach them how to teach reading, and then two hours in the morning, two hours in the afternoon. And then after school, they also would spend certain amount of time. And a special incentive is a Saturday program in the school's library for those parents that wanna help their child with their reading.
So that sounds a lot good better than what I'm listening, and I've heard these come and go. And right now, out of our seniors, when you graduate 10 seniors from a from Oakland Public Schools, only four. And these are your statistics. Only four seniors graduating can read above the fourth grade level. That's nothing to be proud of along with behavior problems and other stuff. Four out of 10. And we're spending all this money. Thank you. Are there any other speakers?
All public commenters for this item have been called. Board comments? Director Baszler? Thank you. Yes, I have a I'm really excited about the YAP program and all the accomplishments you've been able to have. And I can't wait to see actually, my question is, what are you going to be doing, just briefly with the measure n and h dollars that you guys are gonna be getting, getting, which I'm very, very excited about. Yeah. And I do have some other questions for Jessica as well as, doctor Moore. Yeah. I could ramble for hours about the big dreams. We are currently we have a,
point five of the funding for a TSA who's gonna be focusing on college, career, and community readiness across our spectrum of need. So we are working on developing pathways to employment for students that are in our site based programs, to build those preemployment, the pre ETS skills. We're gonna be working for to support students as they are at work and to develop more, job sites and partnerships with folks in the community. The big picture being, you know, we really want to embed our transition services and skills into the mission and vision
of Measure H and N. And so, yeah, there's gonna be a lot more to talk about. And I'll stop myself now because I could just Great. Thank you so much. Yeah. And so, Doctor. Cannon, I am very excited about early childhood. In my former career, I was organizing with a childcare providers union, so that they could have the opportunity to, not only support themselves but also support more young people in their community. One thing that I remember, though, from that work is that ratios were extremely important and ratios had to be maintained in order to have safety at childcare providers' homes,
and their worksites. I received many emails from our early childhood educators highlighting some concerns around an increase in ratios for the next school year, to 24 students for, the early childhood classes. And those students' ages would range from three to five years old. Again, this concerns me because three, four, and five year olds, have vastly different needs, and, you know, their, yeah, their day could look very different. And so having, not only having the, additional dollars to staff that, additional dollars to staff that,
so if you could talk about where you're getting those additional dollars to have that staffing, but also we are continuously needing staff at the beginning of the school year. So can you also talk about the recruitment, for those additional staff and where we are in that recruitment? Absolutely. I think you're talking about the TK classrooms that are actually at, they're at a class size of 24 right now with a one to 12 ratio. Next year, because of UTK, and because of the OEA contract, both of those, we are going to a one to 10 ratio in our TK classrooms.
So if a classroom goes above 20, then we are providing a tutor in addition to the para and the teacher who are provided to every classroom. Not when they go above, but if they're anticipated in going above, we're gonna get ahead of it. So a lot of the TK classrooms have been awarded a third position with the, with the belief that those classrooms are filling to 24. 20 four is the maximum that they have now and the same maximum. So there's actually no increase.
What we're doing is adding a if they're above 20, we're adding a third person to that classroom to keep the ratios there. So we any class that we think could possibly go above 20 is has already received a PCN for the tutor, and those positions are being funded through a combination of OCI dollars and UTK dollars from the state. So that's all money that can only go to serve, three and four year olds, really. And there shouldn't ever be a time in a TK classroom that you have a
three and a five year old? Because you'd only have three year olds at the very, very beginning of the year, like, in August till September 2. They have to turn four before September 1. So they'll they'll all turn four by September 1. And similarly, we wouldn't accept any children who are five in August because those kids should be in kindergarten. So there shouldn't be the the that large of an age range in the classrooms at the same time. Over the course of the year, you might have some kids who start at three,
turn four, some who start at four, turn five. But we are committed to providing, you know, maintaining the contract, maintaining the state guidance of a one to 10 ratio. And fortunately, we're able to do it. The other part of UTK is that because it's universal now, we are obligated to offer a spot in a TK classroom to any Oakland resident who applied on time. That's that's the new state mandate. In the past, we could say, okay, you're on a wait list. But now because it's universal,
we need to make sure that we have enough space for, all of the four year olds who wanna become a part of OUSD. Great. And where are we with the staffing of those additional positions? I think we're doing pretty well. I mean, the staffing is the, the just like any position at an elementary school, the the the principals get the the the PCN. They post. They recruit. They, they select. They interview who's going to be the best fit for their school, along with their personnel committees. The HR and early childhood are supporting,
the TK elementary school principals by providing questions, consult about, you know, who to look for when you're hiring these. HR is out in every recruitment event, you know, recruiting classified people, young people who wanna work in with kids into these para and tutor positions. So we'd have to ask HR for the most up to date where we're at, but what I'm hearing anecdotally is that a lot of principals have been able to fill all their staffing. Great. Yeah. I think I would like to request, from director Gard,
just an update as to where we're at with those, additional positions, and also, the plan for, if we are not able to hire a position by the beginning of the school year because I would just hate for us to be out of ratio with any of our classrooms at the beginning of the year. But thank you so much for your presentation. I did wanna highlight, Doctor. Moore, that, from my understanding, I did not see the adult education program as a program that's, presented, before us. So maybe that could be something for the fall, because I feel like that, you know, me and, me and Parker, we go way back. So I would love to have that program also present to us.
Yeah. Appreciate the the question. We had adult ed, two meetings ago, but, unfortunately, there wasn't a presentation, but it was a part of the slideshow. So the information is there. I'm happy to follow-up directly with, Kim Jones if there are any questions about the content. Director Thompson? Yes. Of course, I'm always excited when there is some kind of connection between the academic growth of, young kids and then also older kids. And so, for the YAP program, I'm really excited about the connections that you have established between,
different academic institutions so that our kids are able to access not only the the continued relationship with OUSD, but then they're also expanding their academic growth with post, OUSD, applications. And so I really, really appreciate that. I'm I'm excited that you talked about the number of students who actually are able to access and they've attained an a college degree. And I'm excited because that also shines a light on what OUSD is doing and
what your staff so so thank you very kindly for that. And if I can go to the, our early childhood program just for a moment. I I really am interested in vertical articulation, and everyone probably knows knows that because I talk about it quite often. And I see this vertical articulation taking place in our, TK programs that are they're preparing our kids to be successful in k. I immediately drew a correlation between what was said,
by miss Cannon and then what miss Grant Dawson mentioned earlier. And she gave the example of what happened in Stockton, and this individual in the TK program realized what need to happen in order for the kids to be successful in kindergarten. So I immediately, saw that relationship. In addition to that, I saw something that's really, really important that's happening around the world and that is understanding the effects of the science of reading. And I saw where the four pillars of the science of reading were actually mentioned.
And that fifth one, which is vocabulary, it wasn't mentioned, but I'm sure the kids are able to put together the, letter sounds, consonant, vowel consonant. They're able to put together diphthongs, and so they're able to be able to transition to kindergarten and then be on level with what they need to do in kindergarten. So I, I just think both of you did an excellent job, of actually sharing with us what's happening at both ends of the, spectrum. So we see that we're operating extremely well at both ends,
and so we're just gonna just tighten up and put things together so that there's a fluid continuity throughout the educational, path for all of our students. So, president, thank you very kindly. Thank you very kindly. Could I add one more thing? I'm sorry. You reminded me. We have a student who is preparing to do an internship at Burbank next year, who is planning on going to early childhood, to be a a classroom assistant, to be an instructor as they exit our program. We actually had a student who graduated last year who's with East Bay Innovations right
now in their early childhood program, to be an instructor in classes. Thank you for saying all those nice words. I really I appreciate it. It just jumped into my head. Thank you, everybody. Yeah. David, I'm not gonna layer on the congratulations, but it really is so awesome to hear about this. And I was gonna ask the same question about the vision for measure in each funding, so I'm excited to track that. And I just wanna say publicly, I'm interested in seeing programming, so this is my formal request to come through. Anytime you made it, we we have ESY. We're open for business.
Whenever you wanna come through, I'll send you an email. Same to everybody on the board. Really appreciate you all and really appreciate the support. Thank you. And then to, Jessica, I have two or three questions. Also great presentation. Really excited about the growth and the opportunity, what it means for enrollment stabilization and other kinds of opportunities for OUSD, and really excited about the prospect of bringing my 18 old into the fold. So let's go. My first question is around sustainability, in particular, especially as, like, the workforce demand grows.
Like, how do we, you know, staff, train that workforce, keep them engaged, retain them. I've been doing some storytelling with workers across the state in my day job, and one of the group of workers that we've been talking to are early childhood providers, and some of the stories are really, really troubling. And so I'm curious how, as we think about the the vision for sustainability, we include in that vision how we build a workplace culture that respects and appreciates our providers. And if you could speak to that, that'd be really awesome. And then the second question I have is how you see the relationship between,
the work that you're doing in kindergarten. I the a lot of the conversation we've heard today is that we really care about TK and early childhood education, not just because it's important, but also because it prepares our students for kindergarten. And so especially for those programs that are on elementary campuses, I'm curious what that relationship and integration looks like. And I think that's it. Oh, no. Wait. One more question. I saw 12,000,000 from measure AA on a slide. That's no small change. That was just for this year. Are we getting more for next year? And I didn't see measure c mentioned and curious about that.
Great. Thank you for those really outstanding questions. So in terms of the workforce, I will first say that early childhood educators are the hardest working people I have seen. They go all day, you know, eight the programs run from before eight till after five, two hundred and thirty seven days a year. They are amazing. And, also, a lot of the CDCs, because there's only, like, three or four classes at them, they're kind of islands, and the site administrators are itinerant.
So for good chunks of the week, it is the teachers and the IAs really doing everything. Like, they they don't have a secretary. They don't have a custodian. They don't have a nurse. They're just they're just managing it. So, we are, of course, trying to give them more and more support, but they're just that's just to say they are so hard work working. They they speak every language. They're amazingly talented, kind people. We I I like, that you asked the question in terms of not just the financial compensation because we all know that that is hugely important,
but the conditions that we try to create, we really involve all of our educators in a tremendous amount of professional development, both during contractual hours and beyond. We are partnering with Alameda County. There's a lot of programs for early childhood educators to be able to get advanced degrees, to go through school, to get, part of that funded. So we have a strand through, talent in OUSD partnering with o u with ACOE, around some of those grants, and just really trying to make sure that we're always talking about all of the
educators in the classroom. It's the teachers, but it's really also the IAs who are there all the time and supporting the kids, and making sure they know they're valued and celebrated and appreciated and always, always open to other ideas. Then you asked about the connection between elementary school and kindergarten and the pre k and TK programs. Really excited. I come from the elementary school world. I was a principal at Chabot for ten years, and I worked in middle and elementary schools, for,
you know, many, many, many years before that. So, I think I'm helping in that capacity to bridge the two it's almost like two languages. There's the early childhood language and then the elementary language. And there's a lot of movement for us coming together being in shared spaces between early childhood leaders and teachers and elementary leaders and teachers. So that is really helping to align things. And we we talk about building the bridge between the two places. If you're actually building a bridge, you start from both ends and meet in the middle,
and that's what we are trying to do. So, today, a team of us were at the, Leadership Institute, the multi tiered system of support institute, doing a training for, elementary leaders, and that was really exciting and well received. And we are all figuring it out together. It's very, very exciting stuff to be involved with. And your last question was about, Measure AA, which, is around for thirty years. I think we're going into year five, so another twenty five years of that funding. And that, measure AA has $30,000,000
a year for three and four year olds in Oakland. That doesn't mean OUSD gets that money, but, there's a lot of money and the primary beneficiaries are, OUSD and Head Start. And then now they're also starting to look at ways to get money to some of the smaller family daycares and, bring in other entities as well. Measure C, is still kind of in the works, so we're not exactly sure. But one of the big hopes of measure C, as I understand it, is around, helping to bridge,
pay disparities between, early childhood workers and other similar fields. So hopefully that will get to come through measure C as well. Did I hit everything? I also That was amazing. Thank you. I I wanna say you're all so welcome to, come visit our CVCs or, you know, there this a lot of CVCs are open now, so you can come in the summertime. You can come in the school year. Jessica Dotkanen, happy to share any of this exciting, events with any of you at any time. It'd be quick. Okay. Director Cannon,
thank you very much for for your presentation. You know, I'm really excited. I think we're all excited, so I don't wanna just, repeat that. But thank you for the work you're doing. My always concern is how we're gonna take care of our workers, our staff, to do this work. But the thing about it also is what I've noticed from, visiting a lot of schools out of the district in San Francisco and Berkeley and San Leandro. They have a program that they usually have their graduating seniors actually come back into
the district and work. And so hopefully, there's putting something like that on the table that we can actually start a program that will actually encourage young folks who may wanna be elementary teachers or TK teachers to actually be, instructional aids first, and really just kind of build that out. I think that is a great opportunity, and it and it actually works for a lot of the positions that we need. I think we, as a district, haven't done a, we could do better in recruiting more young folks who graduate.
I think we had maybe 2,500 students graduate this year, and they're gonna be looking and half will be looking for jobs, and we have opportunities for them right here in the district. So hopefully, that will be on the table of conversation. Also, as I was working in San Francisco, we used to have a, Saturday program that we would teach young folks about, being paraeducators. They actually had a parent to teacher program, and so we would recruit the young folks who graduated to join the program, which was great. So thank you. I wanna jump to YAP also.
I just wanna say congratulations. So happy for you. Also, I'm just happy for our parents as well who really worked on this advocacy. Our PSAC is just putting in so much work. Director LOTA working with them and just really moving this conversation. I think I've been on the board just beginning my fifth year, and it wasn't until we were able to get PSAC up here talking to us that we really start moving and transforming our relationships of how our parents can contribute. And one of their contributions in transforming our schools is how we see our students
with special needs. And I'm just so extremely happy, that they can actually see their work paying off and that board directors are listening and that we were able to find, doctor, doctor, director Lada was able to maneuver and really move this funding to support our programs. I continue to believe in our community schools model, and I believe it is transformative. It's transformative for our kids, our communities, our parents, and our staff. Thank you very much for leading that work.
Appreciate you. Again, I wanna give a huge shout out to David Comerada and the whole staff. It's just an amazing place to be. But something that really resonated with me when you said this all outcomes are meaningful and I think that is really important for all of us to keep in mind. But again, what I really wanna appreciate is the work that you do with parents as well. I think parents seeing their, young adults become young adults in the community and I think, that's really a very, special thing for parents to see their kids grow up and move out.
I mean, I know that you've got kids living in their apartments and all that other, you know, things like that. So I really appreciate that and again, I'm really glad you guys got your measure and in each money. I did have a question about, for Director Cannon. I was wondering, do we see pre K, TK and kinder as the same as the strand. And sometimes I think do we see or is it pre K, TK and then we go into kinder, you know, K through five. And I'm wondering what again kind of that, I know you mentioned a lot about the students being ready for kindergarten.
I guess I'm wondering if in working in like kind of a grade level thing if those three areas work together, and, that was one question. And then my other question was, I raised this earlier, that the potential of the, UTK money being less this year, and how that might affect the programs. Thank you for more excellent questions. So it's confusing because right now in California and in OUSD, families have a choice for their four year olds. They can choose either a pre k classroom or a T k classroom.
So a lot of our families who are already, going to pre k love the teacher. The hours are great. It works for them. They know the school, and they like the year round element. They don't wanna move their kids to TK. Right? They're happy in pre k. They just as soon do four years two years in the preschool environment. And then others decide to move to TK. So it's really, really a family choice. So that to me is a very big mandate that we need to make sure the outcomes for four year olds in preschool are the same as the outcomes for
four year olds in TK. We don't wanna get into a two track system, because they're all our kids and they're all going to kindergarten the next year. So, I see pre k and TK as being more alike and then kindergarten, is the big step. TK, when it first started and it was serving kids who were like four years, nine months, 10 months, 11 months, it could be kind of a kindergarten light. But now that you're serving kids who are three years, eleven months, you know, just turned four, four years in a month,
I think it's really important that we see TK as like a preschool extension and make sure that we have all of those developmentally appropriate tools going on and that both environments are getting the kids ready to succeed both socioemotionally and academically in kindergarten. So that was the first question you asked. And the second question was I have lost the second question. It's okay. So one of the things that I heard from, like, the in the May revise is that the legislative analyst is kind of saying,
not so much money in the universal TK. So if that were to happen, how would how would you see would that affect the programs that you have? Yeah. I mean, we're we're super fortunate that we have, the avenue of OCI that can, help, you know, to supplement the other funding. I'm hearing that the latest report I've heard and don't have anything in the pockets yet is that the the funding is going to be robust in order to accommodate the one to 10 ratio. So the state is recognizing that we've gone from one to 12 to one to
10, and we need to, be able to fund those classrooms. So I'm hearing that it should be pretty robust. So really hope I'm hearing the right things and not you, but we we will be, you know, okay and, be able to work with OCI if it's if it's less than what we expect, I believe. Alright. Thank you. Are there any other important comments? Excuse me, madam chair. It is extremely uncomfortable out here. Can we do something about the condition Mr. Thomas, can we do something about the cold air? We'll work we'll work on that.
Thank you. Okay. Go ahead. I just wanted to, end by, saying thank you to, mister Cammarata and to miss Cannon for presenting. I know director Williams, it wasn't a question, but more of a comment, but just wanted to lift up, that we also, have our Oaktown leaders, apprenticeship program. Oaktown leaders apprenticeship program, which has about 70 or so high school students, who are going through a, apprenticeship program, to become educators. And a number of them are focusing on early childhood education. So, we can send some information on that along with, just direct or the bachelor's question around,
getting prepared in terms of staffing for the fall. So just wanted to make sure we plug that too. Yes. All right. Thank you again for those presentations. Very informative. And then I'm gonna pass this over to Director Hirsch. Thank you. Now moving on to L, consent. Is there a motion to move this item forward? Madam vice president, we need to l one l and l one. Is there a motion to consolidate l No. You don't have to motion. You just take them as, as We are gonna take item l one and l two together.
Right. Is there a motion on the floor? I make a motion. We take l one and l two together. Is there a second? I second? Great. And and I'm gonna interpret that as motion to approve. Yes. Motion to approve. Any public comments, mister Whitey or Hollis? Yes. For l n l one, there are three speakers. That is Asado Olugbala, Bentasco, and Janelle Harris. Thank you. Come on up, everybody. Yeah. All l. All l. Yep. Okay. Alright. Let me just get my paper.
Okay. So I'm gonna talk about nutrition services. Even though school is out, I volunteer at McClimans every day. And for a few days, we'll get what we're supposed to have as far as nutrition services go, but then we run out of food. It goes back to what it was. I was I'm told that we had a manager. We don't have a manager. The lady that's running our kitchen is not very good. She's extremely rude to parents and visitors, and we're supposed to have, three entrees and a salad bar, and we never do.
So, I just want to say because our kitchen is being remodeled that I'm in hopes that we have better staff, and we have enough food to feed all of the kids. We only have almost 300 kids at McCliman's. It's not a lot. And we have two people working in the kitchen that can't seem to have enough, food for the kids. But I will say that, the staff does take the food home that is left over if there's any. I watched them put it in their cars.
So y'all might wanna take a look at that. Y'all, this this is elder abuse. We gotta get something going with this heat in this room. There are several items on the agenda that speak to inspection of playground structures. And I want to reiterate, it's so important to look at the possibility of contamination of playground structures. Some structures are capable of having lead, arsenic, and other, chemicals that need to be remediated. And I hope you don't do like when you're doing that in the and,
don't deal with that. There are also several items that on the agenda that speak to after school programs. And I looked at the source of funding, and they're all funded where the source doesn't come back to you having to pay for my budget, general fund budget, which is good. And lastly, you have an item on the agenda that has to deal with let me find it real quick so you could go on to your next pro thing. I think it's, the international school, that you deal with with human trafficking and so forth.
That's a good thing that you deal with that. That is really a serious, issue. And you're dealing with, that's l 15. And we need, whenever you're dealing with issues like this, human trafficking, do you need parental consent to, deal with the topics of human trafficking. It's mostly sex trafficking that's involved. So with L15, the question is, do you need parental consent to deal with that subject matter to students. Thank you. Thank you. Any additional speakers for item l one or l two?
All public commenters' names have been called for both. Great. Thank you. Any board comments? K. Please take a roll call. On the motion to adopt l and l one, general consent report, Student directors are absent. Director Lauter? Yes. Director Thompson? Yes. Okay. Director Hutchinson is absent. Director Williams? Yes, sir. Director Berry? Yes. Vice president Bachelor? Yes. And president Brohard who is absent. The motion is adopted.
Great. Now moving on to m, consent items for the general obligation bond. Is there a motion? Yes. I move the motion of letter m, consent obligation bonds. Move to approve. Thank you. Is there a second? Second. Great. Any public comment on this item, mister Hellos? Yes. Vice president Bachelor. There are three speakers. They are Sara Olupwala, Ben Tapscott, and Janelle Harris. So I wanna talk about the additional money that's being asked for coal. I am extremely unhappy.
That project should have been done a long time ago, and they keep asking for more money. And you guys just keep approving it. But we gotta come up here and beg for my Climates, anything that needs to be done. I was given a report on all the money that has been spent on my Clemens from 02/2016, and it's terrible compared to all the other high schools. And we are the home of the champions. We have a extremely high rate of our students who graduate from college. Not go, graduate
in Oakland. And we are never uplifted for that. We had a student this year who graduated and was accepted to MIT. Right? So, you know, I would just say, like, you're spending all this money on a building that has no children in it. We need that money. We need this bond money for our schools and our children to be safe in our schools. We don't need no electric gate for administrators. I feel like you should cut most of them because we don't need them. Like, for what?
And to spend more money on little trinkle things that come down the pipeline, they should have to wait until all of the projects are finished. We have done the commitment already to coal. We have done due diligence on the commitment, and we've given more, $5,000,000 more to clean soil. But one block over, we got McClimans that they don't wanna clean soil for. Like, make it make sense, bored. So I say no. Vote no on giving money to coal. We have already solidified our commitment to coal.
So following up on what she's saying, we have given a tremendous amount of attention to coal as far as spending on the project. And if several times you come back for things like furniture, and I think there was something else they wanted to remove all of the basket. It's just a whole lot of attention. And give attention to whatever you want to as you feel necessary, but you can't do that and ignore schools like McCliman's and be having the project
being done right. So the last meeting, I I was very upset with no clarity about how you are gonna remediate the field the football field. And so you move to have the work done, but you never gave any explanation. That's you have to explain. And and and here's the biggest thing. The original introduction of the football field had it being done without anything done to the soil. Nothing. To have it remain contaminated and put this your turf on top of contaminated soil.
You can't do that. So what are you doing at McClymonds related to the football field? You said you were gonna make a public statement. I looked for it. I didn't see it. You have you have a responsibility to be informed and inform what's going on with the project, which relates to safety and the well-being of those students. I have no interest in anything personally related to my clients, But I have an interest in all students being safe.
I target my clients, but I want every school to be done correctly and be done to the highest level. So, mister, Williams, what is going on with the football field? Give me some respect for that, please. Yes, ma'am. I I have you on the email thread. I sent you the plan on the email thread. So I have, like, you you given the whole plan Yep. Of my climates over the whole time. It's it's you you've been emailed multiple times. So is the plan to put concrete or a contaminated soil?
The plan is to evaluate it, to get an evaluation first, so then you'll know how to remediate it. But there we already have the turf people who can lay it. We just need to remediate. We need to test it. The soil is we hired the person we're just waiting for them to do the work so and then we can decide on the remediation, situation it's all in the email that's been sent to you multiple times yes ma'am thank you last speaker for this item So Apologies. Continue. When are we gonna bring some equity
to my clients? You put that project on hold for two years. You haven't done that at any other school. Fremont got a hundred and 37,000,000. Castlemont got some work done. Tech got some work done. My clients got delayed for two years. Hundred and thirty seven million for Fremont. Ninety Four Million for my clients. What's wrong with the equity problem? You let them move a boiler away from my clients. This is a perfect example of what you when you don't have heat, it's cold. You wanna go home, turn your p you wanna spend less money on PG and E,
turn your water heater down. Preston Thomas should be fired, not only for the fact that all these schools had lead in him, but his management and his style, it discriminates. Now you're talking about giving Cole more money? We should have had that scoreboard fixed last year. We ranked number one in the state for a couple of years, and we could coaches out there fixing this scoreboard. And we want the same feel that Fremont got all to all the spec speculation.
And we want a boiler back at my because we have no hot water. 17 restrooms, no hot water. 10 classrooms, no hot water. Five janitor stations, no hot water. And he said you didn't need it. You don't need it if you don't have hot water. You don't need it in here if you turn it off. So why the discrimination continues when it comes to McClements High School? And this board needs to start acting in a positive manner and stopping the discrimination.
He does nothing. Don't ask me to endorse you again. Thank you. Next, we will take a vote on this item. On the roll call to adopt the general consent report for measures b j and y, student directors are absent. Director Hutchinson is absent. Director Latta? Yes. Director Williams? Yes, sir. Director Berry? Yes. Director Thompson? Yes. Vice president, Bachelor? Yes. And president Brohard? Yes. He's absent. Is the oh, you did you vote? You said yes? Alright.
So the motion is adopted. Great. Now we're moving to r one, which is unfinished business, outsourcing task force. I will return the mic to president, Brohard. Yeah. Yeah. So I wanna thank everyone for taking a moment to, discuss the work plan for, the Ad Hoc Control Over Outsourcing Task Force. The, so far, the task force has had two meetings, with, almost full attendance from all of the named parties. Again, the reason why this, work plan is just being brought back to the board was based on an amendment, by Director Berry to make sure that we all saw the work plan before we
got deep into the work. So the scope and, sequence is in is laid out in here And it's very tiny to read. I apologize. So I just wanna say that we're, planning to based on the language of the resolution, we're gonna review their current contracts with outside vendors, make recommendations on how to save costs. It is oh, Louder. I'm sorry. I thought you said okay. Serve students better and to identify ways that we can, evaluate the, you know, the efficacy of contracts that we are engaged in to ensure that we are reviewing
them prior to approving them going forward. The plan is to bring forward a report from the task force quarterly before every, or at as is the case with this meeting, at the same meeting with every, interim, financial report so that we can, going forward, obviously review our practices, identify ways that we can, potentially change practices, change policy potentially. And then, in October of twenty twenty six is the first time that we would be, recommending some potential, actual cost savings. Although I am hopeful that with the combined,
knowledge of this task force, we would be able to, identify the savings sooner. That's I'm gonna leave it there. And, again, this is a discussion only item, although I think there will still be public comment and board comment. Thank you. Oh, yes. We have time for, public comment on the side? Yes, Madam President. We have three speakers for this item: Susada Olafala, Ben Tapscott and Janelle Harris. Thank you. Thank you, board. I was presently surprised to see about this task force. I'm extremely happy that this task force is going to be convened.
It is a long time coming. I am a bean counter as well, and checks and balances is extremely important to me. And I feel like there is minimal oversight on a lot of the contracts that we have. And I can give you an example. I only can speak on the climates. We we have a tendency to get these services before the contract is signed, right, which is a no no. And we spend an extensive amount of money on things that the district will approve,
but then our kids don't get the services. Right? And they still get paid. And I I do not like that. I think other parents are not happy with that either, and I think this is going to save us a lot of money. And so I look forward to this task force meetings. If you could give us a little bit more information on who was in the task force and when you'll be convening, that would be wonderful. Thank you. So, I I applaud the opportunity to do something that gives you better oversight and an
and an opportunity to have accountability with, anything that you're gonna do related to contracting. So this is a good effort. I don't know the work plan of how you do it. And if you have that in place, that's important. So I would investigate if this has been done before. I'm sure it may exist that this has been done before and how they did it as a reference. I would also like to ask that if you're gonna do this, a good starting point is you you you have contracts on your agenda that already
have started, and you approving them, but they already in place. So how are you gonna deal with that? That's a good starting point. No contract can be implemented until the board approves it. No contract can be started until the board approves it. Then for each department, they have to defend the contract in some way for if it's outsourced. Why it has let them present the reasoning. And and and in doing that, why it can't be done in house.
They have to give you some explanation to that. And I think that's how the city does it too. So, I think this is a great movement to, have financial accountability and to reduce because let me tell you. A lot of these contract there's there's abuse. I'm just reading an article about an outsourced contract, for homelessness where, the, vendor is getting staff is getting over $200,000, for payment for doing the work, and that's ridiculous. So, pursue this to the to the utmost, but make your work
less intensive because this might exist already. And all you gotta do is get a model and reproduce the model. I think I passed a picture around of a drinking fountain that had a black plastic bag over it for three months. We couldn't get the faucet filter changed, so that drinking fountain was not in use. How do we get money to paint a charter school on Saturdays and Sundays for four weekends? And we couldn't get a black garbage bag off a drinking fountain at Mac.
Why do we need twenty four hour patrol for High Street if we're looking at trying to save some money? I passed by there on a Saturday and looked at the charter school up by where I lived, and I'm like, where is the gate down? I went to Home Depot, came back, five trucks parked OUSD trucks parked inside. I pulled over, and I said, what are you guys doing? Oh, we're painting the the school for four weekends, Saturday and Sunday. Who approved that? Preston Thomas. Thank you. Are there any board comments?
Thank you for doing this. Few questions. So one, think this is a good start. Some things that I don't know if it's appropriate for the work plan, but what I was thinking so I'm curious if somewhere in the work plan you can add an opportunity for you all to outline for our benefit but also to help guide the work, some clarity around the problems that we're solving just so it's super clear what this task force is and will is going to do and will not do. And then helpful,
I think, for the the task force might be also having a set of guiding questions that you're gonna answer along the way. And having that be made public, I think, is a helpful way for us to sort of stay engaged and attract the work. And then I think also if there and maybe this is, like, too specific of a of a request, but a column that indicates what staff or departments are needed in order to answer or approach some of the work. So for instance, the consultant dashboard. That sort of thing.
And then related to that, because of all the work that we've all been talking about that we have to do between now and opening schools, just wondering how we balance the demand on staff time. And I think when you indicate what staff and departments are implicated in the work plan, it will also help us anticipate the demand on staff time along the way. And then the last thing is I wonder if there's an opportunity for us to tier the work. Because there are some things that you have to go through this process in order
to answer the questions, you know, figure out what's going on. But there are some things that we all know are a problem, which is like we none of us like getting contracts on our desk after the work has already started. Is that a problem that you can solve right now without having to go through all this? And I think that's it. And if I can just respond I'll just respond if that's okay. So I think the, in terms of the problems we're solving, I tried to lay that on the work plan. I can try to make it clear just around I mean, you know, like, around the kind of bigger top line around,
like, students and Could you use your microphone? Oh, I'm so sorry. Thank you. I appreciate that. So I think, I, yeah, I think I I tried to set a sort of spell out the bigger goals. I think the, your question around what are some guiding questions, I just wanna say that you are also echoing, Dexter. So and so at our at our second meeting, which we, had, we actually went through what those guiding questions should be. So I can I mean, I I the we should make this public, so I think there's a again, I I wanted to wait for the work plan to come to board before we
talked about how public we you know, kind of where we could make this public so that people can see it because I wanted to make sure that everybody saw it first before I kind of move forward and made everything you know, if that makes sense, just to, respect the request that we not we not really engage deeply until the board had a chance to see it first? But we, we did get to those questions. In terms of what staff are needed and tiering the work, so there is an Excel document that I created that, I think is similar to some that exist in other departments around, like, what are the priorities of the questions we're tackling,
and who's responsible, and what is the process. So, again, I'll I'll make that public. There's not I mean, again, I just, you know, I just wanna shout out Troy Christmas in the audience who has done a a phenomenal amount of work on the contracting dashboard, and so that's kind of some of the places where we jumped off from. But it would be kind of similar things like that. I will say our next meeting is not until August. And so there's there will be a significant amount of prep work, for that meeting because that's gonna be an in person meeting. But, but in terms of I am anticipating that the bulk of the work will be
after opening of school. The other thing I will just say is, yes. I mean, I think that the changing the way that contracts are, brought like, changing the board policy around contracting is something that we certainly could do sooner. And I've been that would be a couple of things would be how quickly they have to come to board before the also is the amount the dollar amount coming down. Because that's part of the issue is under a certain dollar amount. They don't have to come to board first. They can just get approved and the work can be started.
And then the third thing is around, yeah, some of the tighter controls, which we could do. We talked about in the work the the group, doing sooner. I can send you all that now if you'd like. Are there any other board comments? Director Williams? Yeah. I'll make this quick. Just wanna shout out, Doctor. Doctor. Director Latta again. Her advocacy with the YAP program as well as this particular, Ad Hoc Outsourcing Committee, I really see that she's diving into the work and really, is attempting to make some change. I mean, it's all of us to vote on it,
but she's diving into the work and really are really at a place where she's, making some these are making courageous steps, and they shouldn't have to be. But she really is leading the work and engaging families, talking to our students, talking to our community partners, talking to labor, and really trying to come up with some solutions. So I just wanna lift up that work. Again, she's talking to parents, students, community partners, and lifting up the YIP work.
So it's not a one person who's doing it, but I just like the leadership and the attention to detail to really support our overall district in the direction we're moving in. I think we're moving in a really transformative way. We're trying to change our culture, change how we think about each other. We all should be a part of this work and not excluded from it. And that's we all take responsibility. So I just really wanna lift up, the board's work as well as, Director Latta. Thank you very much. Alright.
Go ahead. Yeah. I just wanted to, thank director Lotta, for your leadership with getting the task force started. From a staff perspective, I've appreciated just how thoughtful and methodical you've been in terms of thinking about the scope and sequence, thinking about the pre conversations, with a variety of constituents in order to try to make the best use of that limited time. And I know you also had a chance to meet with me and other senior leadership team, members to think through implications, considerations for the task force as well. Just one flag because I know the August meeting you said will be a considerable lift.
Just given our back to school planning first day on August 11, you know, the planning goes even through the first day of school. And so I think if we can get clear on, like, what the request and needs are for the task force, sooner than later, we can start to make sure that that's communicated to staff before they leave for the summer and then come back while they're juggling back to school planning as well. Yeah. I, well, I'll I'll answer the the question about the August meeting. I think, I would hope that it's not as big of a lift for staff. I mainly was thinking around, all of the participant members,
kind of the the prework that we all kind of committed to and some of the stuff that I will be preparing for that. So I, again, under I just wanted understood that we had, limited staff capacity, over the summer. So it was you know? So I just wanna say that I was anticipating most of that not being on staff, although I will, be clear soon about what staff because I do think it will be some. And, yeah, I just wanna appreciate yourself, and and general counsel Lindsay and TerraGuard for, for their support, in the last meeting and kind of some of the places that we could that
it was really very collaborative. I know that we are short on time, but, I feel a bit like I do wanna just name the people who are volunteering their time for this task force very quickly. So, there's, from OEA, there's Gabriel Khan, who's a teacher, at Life Academy, from BCTC, Michael Pletcher, who is our OUSD locksmith. SEIU, is Phoebe Nguyen. Ask Me is Joe Bates, who's the Ask Me lead that's in the district. The Teamsters is Don Chiavari. UAOS I don't know if Mario's still here. No. Not here. Okay. So Mario Capitelli, Arcadiol, intrepid leader. From the CAC is Carol Delton.
The Dells subcommittee is, Melissa Ramirez Medina. PSAC is Tiffany Hampton Ammons. All city council is Lien Nguyen. But both student board directors, are invited, and Michelle has, participated, although, obviously, he's going off to college. We so, but Adriana Villegas has been supporting, their participation. And then, Rain, Johnson, who's our SELPA director, is participating. Jen Blake has also been, assisting as one of the district appointees. Andrea Bustamante and Martha Pena from community schools and Ela are also, kind of sharing the number two seat from the district. And then the superintendent appointee is Tom Felix from OAKHS.
Thank you. Thank you. It's really great work. Mr. Seicha, can we do an interpretation check, please? Yes. Moving to interpretation announcement, we will start with Cantonese. Please only raise your hand if you need Cantonese interpretation. Miss Ho, if you can come off mute and make the interpretation announcement for Cantonese, please. The Cantonese announcement is Mr. Seichao. Great. Thank you, Ms. So. Jane and attendees, see if any hands are raised for Cantonese interpretation. Any in person or online? Seeing no hands raised, we will now start with Cantonese interpretation. Next, we'll go to Spanish.
Again, please only raise your hand if you need Spanish interpretation. Mr. Dela Torre, if you can come off mute and make the interpretation announcement for Spanish, please. Yes, of course. Thank you. Spanish is done. Thank you, Mr. Sacio. Great. Thank you, Mr. Otori. Seeing no hands raised, we will now start with Spanish interpretation. Next, we'll go to Arabic. Again, please only raise your hand if you need if you need Arabic interpretation. Miss Abby, if you can come off mute and make the interpretation announcement for Arabic, please. Great. Thank you, Ms. Abdi. Seeing attendees, if any hands are raised for Arabic interpretation.
Seeing no hands raised, we will now start Arabic interpretation. And that concludes interpretation announcement and I'll turn it back to you, President Breauxhall. Thank you. I'm going to invite President Thomas to come up and discuss explain what the environmental issue is here. He did send a very lengthy and detailed memo to the board, but it wasn't made What? Sorry. You can't tell why it's cold, so. We could also, public, we could read your memo too. We could read your memo. Thank you. Sorry about that. Alright, moving on to R2,
which is our legislative platform, and I believe Patty Herrera and Leilani will make us on the are online. Okay. Great. Good evening again, board, public community. I wanna, invite, our, colleagues from school services, and say good evening. Thanks for joining us. Tonight, we're going to, bring forward to the board, just a second phase of, legislative bills for the board to consider, for adoption in terms of, making a position on. As you all recall, just in terms of timeline and process, the school services team, presented to you a couple of times this year,
one time, in February just to sort of, articulate what the legislative timeline process is. And then we brought, a legislative platform to you all, for a first read and then for adoption. That legislative platform really guides, the, positions that, are recommended, for the board to take, in terms of legislative advocacy across the state. So you all did that for a first, batch of bills in, in April. And then there were a second batch of bills that are coming for you tonight. A couple of things to note, the ones that are coming to you tonight, were either, held off from the initial,
decision in April because, we wanted some time for staff to do some initial, analysis and to make some recommendations on the anticipated impact from a staff perspective, thinking about, implementation impact, fiscal impact, staffing impact, etcetera. Once we, created those recommendations based on our analysis, we passed our recommendations to the ad hoc committee, and had a really, robust discussion in the ad hoc committee, where there were decisions ultimately made, for the list that you all have in front of you tonight. So we have our colleagues from school services online to answer any questions. The last thing that I'll say is since the publication of the agenda,
agenda, there were a number of of bills that, have since, failed passing or are no longer in play, but colleagues from school services can share more detail there. So, I'll kick it over to you all if there's anything you wanna say by way of framing remarks, and then we'll open it up for board discussion. Thank you, Dexter. Yeah. Nothing on on my end. Thank you for the opportunity to join the Board and the rest of the community today. But I thank you. That was an excellent, summary. So thank you, Dexter. Megan, I don't know if there's anything on your end. Leilani, did you wanna discuss some of the the ones that are no longer,
that are haven't moved on? Sure. There are birth to three of them. Megan, did you wanna start? Yeah. Thank you. I can, I can start? So there were three. One was, senate bill five zero two. So this bill was, failed passage in the fiscal committee called the Appropriations Committee on the senate side. So that bill is no longer moving forward. Another bill that failed passage is, senate bill two two five related to school nutrition. It also failed to pass the fiscal committee, in the senate appropriations.
And then finally, one bill that didn't fail passage but we don't expect to move this year is assembly bill 12 o four, which related to making changes to the local control funding formula. This bill has been made what is called a two year bill, so the legislature has two year cycles. We are in the first year of a two year cycle. I think the author intends to continue to move it, into next year, but it's not gonna be moving it forward as of as of this year. So those are the updates. Thank you. Are there any board questions,
doc director Berry? If it's possible to have, like, a two minute, one hundred and twenty second overview of any of any new impacts now that the May revise is out. And I know that's not sort of, like, the purview of the set of bills that you all provided, but just curious because you have that expertise. And Nicole Knight, who's in the room, told me about the title three cuts. If there's anything happening at the federal level that we should be aware of, I'm thinking about foster youth. I'm thinking about students experiencing homelessness,
some of the things that draw down from federal level funds, and that would be helpful to know. And then I also just wanna throw out three bills and wanted to know, like, if in the future we could get updates on them. But I could, I'm just curious to hear you all think through this with me. So s b six twelve, high school graduation requirements, because it will require CTE courses to be included as part of the high school graduation part. So curious about that. It could have died since I pulled this last week. S b eight four five,
this is another CTE focus bill. S b five three one related to mental health education. And that that one's pretty cool because it integrates mental health curriculum into the core coursework. And then a b six nine four, which is, California teacher residency apprenticeship program, which I think might be useful for our teacher recruitment retention efforts. Megan, do you mind giving, are you able to give a brief overview of the the May revision first? We can move with that. Thank you. Sure. I'm happy to do that. So,
the May revision, you know, overall, the state's budget picture has worsened. So we're seeing, a reduction, a pretty significant reduction to the prop 98 guarantee overall. So that's concerning. There's also I think a a concerning piece is the projections in the out years are the revenues are also down as well. So it looks as if the state is headed into, challenging fiscal times. In addition, you know, the state right now is racing to the context we're in right now is the legislature is negotiating with the governor to try to come to, you know, a final budget agreement by June 15.
We understand it's very difficult negotiations because there is a significant deficit that they're dealing with. Outside of education, Medi Cal in particular, there's a lot of challenges with that. So that's actually sounds like that's the biggest challenge that they're facing right now. The May revision, proposed to fully fund the COLA. It's at 2.3%. They are extending the COLA to most programs. They're extending it to the local control funding formula slightly less than the governor proposed it in January. And then another pretty notable and another pretty notable,
piece of the May revisions. So there were a number of changes, but the governor did reduce the amount of the t k add on. So I know there was conversation earlier tonight. So he's he's reduced his proposal to support the one to 10 ratio for t k, by about $900. So it's it's still a good increase, but it it it's a downward revision. So, that's another significant proposal. And then he did maintain his discretionary block grant proposal, although he did take it down a notch. So from 1.8 down to $1,700,000,000.
So that's kinda like the the high level, but happy to answer any other Super helpful. Thank you. Okay. Mhmm. Mhmm. And then I can thank you, Megan. And then I can respond to the legislation that you raised. So s b six one two, it's the bill that would have added, career technical education as a as an explicit high school graduation requirement. So that bill did fail passage, so it's no longer moving forward, through the process this year. It did not pass, its hearing in the senate education committee. SB eight four five isn't a bill that would make a number of changes to
the statutes that govern career technical education. I can't speak it to with too much detail, about all the different parts of that bill, but I can share that the bill is still moving through the process that just passed, the senate floor this week. And so it will go ahead and go to the second house and do you know, start its journey all over again on the assembly side. So that one is still alive. S b five thirty one, as you mentioned, deals with mental health, and it would have added mental health to the curriculum, I believe, for elementary school.
And that one also failed passage, so it will not no longer be proceeding this year. It did not pass the senate education committee when it came up for a vote. And then the last bill, a B694, I'm not very familiar with this one, and it looks like, though, that this one is continuing through the process and is in the senate. Although, I may have the bill number wrong because it looks like a B694 has to do with, the Department of Industrial Relations and not teacher residency programs.
So I may have I may have that wrong. Number on that one. Yeah. I will find it Okay. Right now and email it to you. Okay. Let me check one more thing in case no? Okay. Yeah. And we can try looking that bill. I'm familiar with another bill regarding teacher residences, but the bill number is flipping my mind right now. So, yeah, if you're able to pull it up, that would be great. We can give you a status on that one. Thank you. Are there any other board questions? Director Williams. Thank you very much, for the work you do. One of the things that I've been hearing about is that the governor actually I
appreciate the bills that we're advocating for, and I'm a support those. But what I've been hearing is that, if the bill is not cost neutral, it's not looking very good to pass at all, just because of some of the budget challenges there. You need to find a source of how you're gonna pay, pay the bills. So, the of the bills you've listed, are are those cost neutral, or are those actually, looking for a particular source of, funding? Thank you. I appreciate the question. I think, you know, the lens that we approach and I think the ad hoc approach the bills with
is to align with the district's interest and the platform. And I would say I think we'd have to go through each bill because I think some of them are cost neutral, others do have a cost, but, you know, they're the ad hoc committee came to the decision that it would be very valuable to the district. And so that's why the support rec you know, the recommendations are coming forward as they are. So happy to go through, individual bills, or if there's one in particular. Yeah. Well, you know, I've been advocating AB 65, you know, really wanna make sure, as a twenty five year,
educator in the classroom, I've just seen, gosh, just so many challenges that, you know, our our educators have when having children. And so I've really been a strong proponent. And, although it's, you know, it's passed a couple hurdles, you know, it's always the how we're gonna fund it. And I think the conversation is, there has to be some sense of flexibility, with that as well if that conversation is happening because, as you line it up with the FMLA, then you start to see that, our educators are paying for their own release when there could be actually the first
four weeks of four a a a limited period of time that it actually is very similar to what the original FMLA LBLA law is. Excuse me for that. So I was just trying to figure out, are those conversations are kind of moving forward when, there has to be some type of flexibility in how the funding is coming? So I'm just thinking of, AB 65 real quick. So thank you. Yes. Thank you for that. As you can imagine, right, the considerations about funding for AB 65 are very top of mind for the author
of the bill, for Assemblywoman Agui R. Curry. That was one of the main obstacles, when she was attempting this or this, this leave policy last year. But it it has been something that she has been very, forthright with as the bill has gone through the legislative process. And I imagine that those conversations will continue as a b 65 goes through on the senate side of the house as well. And I would imagine that those conversations will get, even more heated. Not that heated has a negative connotation, but, you know, they will work very hard,
I'm sure, to come to an agreement on what what the funding's worth will be for for the pregnancy leave bill under a b 65. Thank you, Lalari. Mhmm. The bill number is 291. And I think it is a simply bill. Yes. Thank you. Sorry. While she's looking, any other board comment? I mean, Leilani, I can actually Google it at this point because it took me so long to find it. I'm just gonna, like, keep it going. Yeah. And I actually found it. That's okay. So a b 291, this one is the one that deals with apprenticeship programs, and it is still going through the process. It survived the first house, so it will continue,
through the senate house now the senate side. Thank you. Yeah. Hey, madam president. We need a motion. Motion. I just noticed that. Yes. I move the adoption of the Board of Education of the OUSD position pending California State Legislative Bills twenty twenty five, twenty twenty session as of 06/04/2025. Second. Mr. Raichstra, can we take a roll call vote, please? Have you invited public comment? Sorry. Public is there any public comment on this item? Yes,
madam president. There are three speakers. It's been Tapscott, Sara Olobala, and Janelle Harris. Hello? Hello? I'm just gonna jump right into it. I'll move it up. The black community's distrust of the Oakland Unified School District isn't just about a single mistake. It's about a pattern. The incident where a racist 1940 newspaper article made its way into Montclair Elementary School yearbook is yet another example of the systemic negligence that has long eroded trust. For decades, black students and families have faced disproportionate
discipline rates, unfunded schools, and curriculum that fails to center their histories and experience. On your paper is AB five ten, which none of you acknowledged, the treatment of African Americans and their history. Time and time again, OUSD has made promises about equity and inclusion, yet situations like this remind the community that deep rooted racism still lurks within the system. The fact that no one caught this offensive content before publication raises serious questions.
Who is vetting the material? Who is making decisions that shape the narratives black children are exposed to? There aren't that many black children at Montclair, and yet you fail to protect them. Apologies and reprints are not enough. Trust is built through action, through real accountability, meaningful curriculum reform, and leadership that prioritizes black voices, not just when outrage erupts, but every single day. Until that happens, skepticism skepticism toward OUSD is not just justified.
It's necessary. Distrust for school systems, especially among black students and families, has serious consequences for education outcomes. When students feel their schools are unfair or biased, they disengage leading to lower academic performance, higher dropout rates, and decreased college enrollments. So So, keeping with the theme of outsourcing, are we outsourcing lobbyists, And how much are we paying for it? Everything that comes up, I'm gonna start asking that question. Do we have to do this?
Can what they're looking at in terms of these bills, can somebody do it? Yes. What is the are they are they lobbying lobbying for the district? Are they just reporting on bills and where they stand? If that's all they're doing, we don't need that. There are several bills that I found that support African American students. AB thirteen forty eight, AB three thirty five aim to support Black students in higher learning. AB 101 includes Black students in ethnic studies.
AB eighteen fifteen makes it more difficult to discriminate against people of color, including students based on their hairstyles. And there was another bill, I didn't write it down, calls for a California commission on black education. So you had one bill that spoke to, African Americans that you put in your documentation, but they had other bills. So, in the future, would you get a little bit more consideration, to the bills that support the African American community? The office of equitability said 55% of the suspensions
are black students. Fifty five percent. We only make up 25% of the population in Oakland. Eight Thousand adult prisons in The United States. Fifty Five Percent of those are black student black people. The interesting part about it is they couldn't read. They also when I was on juvenile justice convention, they talked about those that were released and improved their reading scores after serving time did not repeat back into prisons.
Those that did not went back in. And I told you, Oakland, out of 10 seniors, after twelve years, hundred and twenty four units, could not read above the fourth grade level. So why don't we set standards? You have a 25 units to graduate. Why don't we get a reading specialist in there with the teachers that need help on reading how to teach reading and start solving this problem. I've asked for the categories, and I've got nothing back. Is it because they're using profanity?
Is it because they're threatening? Why are they being suspended at a high rate when they only make up 29% of their total students? Looks like discrimination to me. Are there any other speakers? Madam President, all public speakers for this item have been called. Thank you. Mr. Raikstra, can we have a roll call vote, please? Yes. On the roll call to adopt the oh, you k r dash r dot dash two. Director, Berry. Yes. K. Director Thompson? Yes. Director Williams?
Yes, sir. Director Latta? Yes. Vice President Bachelor? Yes. All other board members are absent. President Breaux Hart? Yes. Motion is adopted. Thank you. Next on the agenda, it sorry, I missed the wrong thing. I would like to vote on these as one item. So that would be S2, Advanced Placement History of Social Studies Curriculum S3 No, sorry. That's what's wrong. Okay. S4 and S5. S4, yeah. Okay. Curriculum for designated English language development and curriculum adoption for ethnic studies readers.
I move the adoption of S. Two, S. Three. No. Three is, removed. Okay. S, let it be noted that three was removed. I'm sorry. S dot dash two, S. -four and S. -five. Second, public comment. Do we have any speakers on this item? One moment, Chair, just to confirm. Speakers. Yes. For, s dot dash two, four, and five, the public speakers are Ben Tabscott, Assata Olabala, and Janelle Harris. I just wanna address the ethnic studies, syllabus or curriculum.
It has been I don't know if you're paying attention to what's going on in other districts, but parents are starting to challenge the ethnic studies curriculums. And I I think it's going on in San Francisco right now. And what they're saying is, in in San the curriculum is divisive. And, other statements about the curriculum is, unfair and blah blah blah blah. So have we evaluated our curriculum, ethnic studies curriculum, to determine some of the issues that are being brought up? And I I heard that there was supposed to be a method of the Board
of Education state city board of education having to evaluate your curriculum before it became effective. I I'm very upset that and I appreciate any curriculum being in place, but I don't appreciate that ethnic studies pushed African American studies off the, agenda of what children had an opportunity for us to learn about ourselves. And I heard children who are participating in ethnic studies, and the biggest appreciation they had for it is how they can see other people
and value other people. And that's how ethnic studies was being seen as valuable. And I I I tremendously say that's important. But what you have to have is to be able to see yourself and appreciate yourself. So that African American studies being eliminated, was not respected by me and should have not have happened. So I hope at some point children can have an option of taking African American studies, even though it and the mandate says one semester
before you graduate from high school. And I think we've pushed it a little bit more. And I don't know if the budget will allow for that because it's an unfounded mandate. I wanna talk about the ethnic studies, curriculum. Although I appreciate ethnic studies, I wanna just piggyback on what miss Assata said. It's important that we understand the differences. Right? African men African American people were brought to this country against their will. They had their language taken, their identity stolen. They don't even know where they come from.
I'm one of those. I was fortunate enough to trace my ancestry back to the plantation that my great grandmother was on and bore she was a breeder, and she gave 22 kids to her slave owner. And we do not know our language. We do not know our history. We know of the horrors that happened to us, some of them, which they will release. But it's important to be transparent and tell the truth. Like, every time you look at a TV station, you see our faces on there. And there's not enough of us to be committing the crime anymore.
It ain't us. There's the new Negro, and it ain't us. So I say all that to say that it's important that these kids know where they come from. It is extremely important. And if they don't know, it's important for them to identify people who were great people, fearless people that came to this country because they were forced to. So I feel like it's important. You know? Blackness didn't start with slavery. It didn't. It started way before that, and we were told and taught in school lies.
Lies. And so I want this board to think about telling the truth. Are there any more public comments? All public commenters' names have been called. Are there any board comments? Mr. Riggstra, can we take a vote, please? Yes. On the roll call to approve, these items, these three separate items, which we will record as a separate vote even though you're it's consolidated under this one roll call, for s dot dash two, s dot dash four, and S Dot Dash 5.
Director Williams? Yes, sir. Director Latta? Yes. Director Berry? Yes. Director Thompson? Yes. Vice president, bachelor? Yes. And President Broehardt? Yes. Adoptions are approved. Thank you. The next item on the agenda is S6, English Language Learners Master Plan 2025 Revisions, Master Plan of 2016, English Language Learners and Multilingual Achievement Department. I believe we have a presentation. I'm sorry. Do we have a motion to adopt this? So moved. Second. Thank you. Alright. Good evening,
board directors and community. My name is Nicole Knight. I'm the executive director of the English Language Learner Multilingual Achievement Office. We call ourselves ELMA. Pardon the incorrect date. We originally, scheduled to come last week and, so happy to be here today. I am here today to bring proposed revisions to our current English Language Learner Master Plan, which was adopted by this board in 2016 and, again, with the first set of revisions in 02/2020. So it's been five years,
and we are here with new, proposed revisions for a new adoption. The ask of the board is to adopt to these, proposed revisions to the plan. The English Language Learner Master Plan is a required document pursuant, to Board Policy 06/1974, Education for English Language Learners. An English Language Learner Master Plan is essentially a repository of a number of policies that must be regularly updated per California Ed Code. And so by having a master plan, we avoid the need to adopt individual English language learner related policies on each legal
requirement, instead can do it in one full swoop. And so tonight, I bring to you, several revisions to align ourselves to, changes in Ed Code, as well as changes in some of the practices that we are working to implement, in support of our language learners. English language learners are a federally protected class of students, with a set of specific legal entitlements, which is the result of many hard fought wins by immigrant communities in a number
of statutes and federal court cases. So on this slide, you can see an outline of some of the legal obligations that we have as a public school institution. We do go through a biannual federal program review process in which we have to document our fulfillment, of these mandates. But in addition to federal requirements, we, of course, understand our moral mandate, right, of providing an equitable and excellent education, for our language learners, which includes building on our students' multilingual gifts and identities.
And so in ELMA, we, hold these three belief statements, in our day to day work that our English language learners can achieve at high levels with the right supports. Our students bring tremendous assets to their learning and to that of their community, and all educators in Oakland are responsible for English language learners. Therefore, all teachers are teachers of language. We, are so fortunate in this city to, have the diversity that we do. We believe that diversity is our strength, and we are better for it.
And so we welcome students who come to us, every day with open arms. Oakland is the second most racially and ethnically diverse city in The United States according to US News and World Report. And in our 78 square miles, we have over 100 languages spoken. 33% of our student body are designated English language learners. Half of our students speak a language other than English. And we have seen over the years a large increase in our newcomers. And so to date, 28% of our English language learners are newcomers,
have been in the country for less than three years, and, newcomers comprise 10 of our entire student body. So on the right, you can see the, graph of growth of our newcomer population, even through the fluctuations of the pandemic and the last Trump administration. So, that takes us to our, English Language Learner Master Plan, which we think about as the operational handbook for our principles and our central leaders. It does basically, three things, provides the how of board policy, It stipulates legal requirements and goes beyond those legal requirements to provide guidance,
on best practices for instruction and program. There are four chapters of the ELL master plan. The first chapter lays out our procedures and policies that follow an English language learner's journey for last stop we strive for is that they graduate with the SEAL by literacy. So our first chapter outlines, that journey and all of those procedures and policies. The second chapter outlines our instructional framework, our guidance and resources for professional learning, our language program offerings, including dual language newcomer and supports for our long term English learners, the minimum progress expectations for our English language learner students,
interventions that schools should employ should students not meet these minimum expectations. The third chapter was co authored by our family engagement partners and outlined structures at the site and central levels as it relates to English Language Learners, ourselves and our Dells. And finally, our fourth chapter outlines central office and site level systems to monitor, evaluate and hold ourselves accountable for instructional services, resource allocation and achievement, for our English Language Learners. So in the next couple of slides, I want to specifically outline the proposed amendments, that we're bringing forth, since our last revision in 2020.
The first set of changes is necessary to align our policies to new ed code, and state guidance on reclassifying and serving students who we say are dual identified. They're they're identified as English language learners, and they're identified with, IEPs. So the content, that you'll see in these next couple of proposed revisions, was, is the result of two years of really close collaboration between the ELMA team and the SPED team. We actually have a new name for that collaboration. We're SELMA. And so SELMA is very excited to bring to you these,
these these, new new policies. The first is, that our English language learners with IEPs have three pathways to reclassification. The first being just the standard process but with appropriate accommodations and designated supports during the LPAC testing, which, of course, is the annual state test for language proficiency, and an option called domain exemptions, which I can explain if you're interested. The second pathway is called individualized reclassification for students whose disability precludes demonstration of basic skills as outlined in a student's IEP. And it requires, IEP teams to submit justification for alternative criteria commensurate with what we would expect,
for non LPEers. And the third is the use of state alternate assessments, the ALT, ELPAC and the California, alternative assessment, for students with extensive support needs. So that is all outlined, in the master plan. We also clarify our legal obligation to provide dual identified students with both special education services and language services, with some detail of what that should look like, and, which includes integrated and designated English language development as, as tier one first good instruction and provides the guidance,
resources, and examples of how to implement these services across, our varying school programs. Alright. So, that's one set of significant revisions that, show up in our master plan. And the the the second large, set of revisions clarifies, how we serve newcomers in middle and high school and, most specifically, in the high school linked learning model. And I remember very clearly in 2020 when I brought these revisions to the board. Gary Yee, at the time, was on the board and really challenged us to do better in demonstrating how we
serve, English language learners in the linked learning context. And so, we have done quite a bit of work, to detail out what that looks like. And in fact, this year, we convened a task force with, our high school linked learning partners, academics, and, of course, my team and Elma, to create a OUSD newcomer instructional framework, which outlines how we serve, students in in both middle and high school, but specifically in the linked learning context. And so the framework describes these four interdependent elements,
of a strong, responsive educational experience for our newcomers, program design, which includes master scheduling to allow for the necessary supports, as well as the gradual release into a mainstream environment and access that students need for language development, and core programs, including A through G, systems of support to address the nonacademic needs of newcomers, including legal representation, housing, mental, and physical health care, and teaming to enable teachers to collaborate and plan for the specific demands of newcomer
instruction across all content areas. And finally, there are lighter touch revisions to align our guidance to some of our current work, such as our district's multi tier systems of support or MTSS framework and, dual language programming. So there's too much content to go into detail, but I am happy to, answer questions, if I went too quickly through some of this or something that I missed. But we are asking for an adoption of, these revisions, and the materials are, in, you know, your your board packet.
If you have, any questions or comments for me, I'm happy to take them. Thank you. That's a really good presentation and good do we have any public comments? And Madam President, I want to note Yes, we do. It's Assata Olobala and Janelle Harris. We updated the date on the slide, the first slide, June 4. Okay. Thank you. So first, I just want to appreciate this master plan, for newcomers. I think it was very well thought out and very well planned with good intention. A couple of things struck me is a moral
mandate. Is there a moral mandate for African American students? Because the state has identified we are the class that can't read. Right? We can't read. It's gonna take us thirty years to catch up to read. Where is the master plan for our protected class? Because as far as I'm standing, we're endangered specie. So where is the protected class? We want equity. This right here is a well thought out plan. I I appreciate Hate it.
But we want the same thing for our kids. The same thing. Again, I'm gonna say it again. We didn't come here with open arms. We were brought here against our own will and forced to build your schools and forced to build your businesses. So it's our descendants that we're standing on right now. And although I appreciate this, I wish we had somebody like this young lady to help us build a master plan for us because we are relying on a school district that is systematic,
and it is not built to educate our kids, especially black children. It's not. And I said it again, and I'll say it again. The Montclair incident, you don't hear nothing about it. It wasn't even mentioned till I mentioned it tonight. It's like, when are we going to be a protected class? Because I didn't know about that. This administration that's in in power right now, there is no protected class. Everybody is game. So I'm like, when are we gonna be protected? When? I come to this board. I've been coming for years.
When are we going to be protected? When are you going to care about black children? I agree with miss, miss Harris. This is well done, and our newcomer students will be capable of reaching their maximum potential. But you don't have it for our African American kids. I looked at the document you have online for black students thriving. It's a task force that started in 2021 with the objective of coming up with a plan
that would be complete in 2026. That is nowhere. It's nothing's happening. So what I'm learning from this presentation, you don't need a task force. You all you have to do is have people sit down and come up with a plan. We are a diverse community, one of the highest diversities, but don't get it messed up. We're very segregated. Okay? We have 18 members of the English language learner newcomer administrative staff. You don't have one person on staff to concentrate on African American students.
And sometimes when you say this, you're trying to say, oh, we don't support our newcomers. We have 3,300 newcomers. We have 7,000 African American children. So somebody told me last week, we got, what do they call them? Teachers, special teachers in certain schools, four schools for to concentrate on African Americans. That's that's not it. Do you know what it feels like to watch sit back and watch other people get something and you're not getting anything? Have you ever ever had that experience? This is what I'm experiencing.
Other people getting and we're not. The city of Oakland does the same thing with the day labor program, the non citizen small businesses, and a whole bunch of programs. Nothing for African Americans. So I hope you could start to include us. Keep this going. It's tremendous. But it has to be fair for us as well. That's why we're sitting here. Nobody else has to sit in this room because you are accommodating them. They don't have to come here and say do something for the newcomers. We have to come every meeting and repeatedly say the same thing.
Do the same for us. Don't take nothing away from this program. These children have dire needs. Support the newcomers. Support the English language learners. But we've been here. Madam president, all public commenters' names have been called. Thank you. Director Bettsch. Thank you. Ms. Nicole and I really appreciate your work. I think it's really amazing what we're able to support our, newcomer students with. And I appreciate attending your newcomer committee as well, and having those conversations. I'm really excited about,
the, proposal that you have today around supporting our students that are, like, dual identifying. Because again, I think it's hard enough for students that may not speak the language, but also if they're not able to access their IEPs or if they're not able to access additional supports. Can you talk a little bit more as to, you know, how we get those IEPs, especially for folks that are newcomers? Because that can be really tricky dependent on both language access, years of school or not in school, and then also, the kind of social components within their family.
Yeah. It's it is an incredibly complex area of work, particularly when we, speak of newcomers, because it's, we want to be careful, right, not to confound, a language need with a disability. And it can go both ways. Right? Sometimes we might presume, well, this is a language issue. It's not necessarily a disability and, therefore, we may be missing an important diagnosis of a student who didn't have the opportunity to be diagnosed in their home country.
Right? And yet, we wanna be careful not to over diagnose. So what we, you know, the work is really to make sure that our staff is equipped, to be able to understand what an expected trajectory of learning looks like and to notice when that trajectory is, you know, is not being followed with a particular student to then say, you know, is this a reason then to, have an SST and perhaps pursue, an IEP? So that's, you know, one area of work.
It's also true for students who are not newcomers, right, who have been here for a long time and where we may have missed a diagnosis or we may have improperly diagnosed. And so really, that is where the collaboration needs to happen. Right? And so I know special education has, certainly experts on their team to, you know, to really help their case managers, and there is work yet to, you know, to be done. One of the things I didn't mention that the state has clarified is that,
IEP goals for any English language learner, newcomer or beyond, must be linguistically appropriate. And that is, while not new, it's a new body of work for us in Oakland that we're, you know, we're we're working to and excited to take on with our special education colleagues to help our case managers really understand what it means to write, and then to support linguistically appropriate IEP goals. So, students are supported in their IEP process,
appropriate to their language development level. And just last question. There's also gonna be some professional development outside of just this master plan for staff to actually be able to implement, this plan. Is that correct? Yes. There is I all levels of the system. Right? Our our principals need to understand the legal obligations of what has to be in place, but then also, you know, what we mean by instructional quality and how to support teachers. We do extensive we have extensive opportunities, professional learning for our teachers and other educators as well.
So yes. Yeah. So impressed by the rigor. And I do think because of the public not just because of the public comment, but in response to the public comment that there is and I'm I'm leaving more curious about how that same level of rigor is being applied to some of the other, work that we need to do. And then something that I'm hearing, I saw dual language programs mentioned throughout the master plan. One thing I'm hearing is a desire for there to be,
like, a more cohesive vision for dual language programming across the district. Like and I don't know. I won't even pretend to riff right now. I won't even riff because I won't pretend to know enough. But I something that I'm hearing is, like, maybe there's a need for, like, a parallel system or a parallel price process that allows us to identify some of the gaps. So I don't know if you could speak to that right now, or maybe that's something we can follow-up on later. Yeah. So, I on the first item, the the the first comment,
what I'll say is, I really believe that focusing on language instruction is for all students. And I think it's a good example of what we say when we meet, when, the term targeted universalism by focusing on the needs of a particular group, and the instructional needs. It is going to support a broader group of students. All of our students need to learn the language of math, the language of history, the language of science. And so, we are actually partnering with,
academics teams and other teams, to really think about the role of language instruction across content area, which is required, right, for our English language learners, but will benefit all of our students. And in fact, it is the instructional focus for all middle and high schools next year. For a common instructional focus is scaffolding for rigor. So what does it look like to have a high challenge, high support classroom environment where expectations are high, but so is support. And it's support for all students, and it's, language instruction alongside content for all students.
So it doesn't answer, you know, by any means all of the concerns, and comments and need, but I do think that there's opportunity for us to think about how the work that we're doing for language learners is going to serve, other students in our system. In terms of dual language, they're actually the the state superintendent has been doing a series of of of webinars, and I had the honor of being on the first webinar with him. And, superintendent Tony Thurman is very interested in dual language programs,
not only because of their instructional value and programmatic value in building up our, our, you know, multilingualism in our state, but because it's a possible answer to declining enrollment. And, we did some analysis in analysis in Oakland and across our schools. I don't have this exact number, but my colleague, Killian, would if, I were able to text him at the moment. But I believe we have over, in this current round, over 800 students on wait list for our eight dual language schools for next year in a context of overall declining enrollment. And across the state,
we're seeing this as well. So, and we wanna be careful that we don't move too fast and get ahead of ourselves because we need the conditions, the, bilingual teacher pipeline, right, the funding sources from the state to do it well. We don't wanna expand dual language programs if we don't have the conditions and the resources to do it well. But, I would love to have a conversation with, you know, you or anyone on the board around what that might look like. Ms. Nicole, thank you very much for the presentation. I think that that, master plan is great. I think where my focus is is about high school.
What I've been hearing and what I've seen myself as a teacher for twenty five years, is that, our kids I love saying that. I love saying that. I love saying that. Self promotion. You know? I love saying that. Okay. So as so, one of the challenges that we find is that our young folks who enter high school, are, depending on the grade level, don't have much time to actually complete a program. Right? And I didn't see here in in the master plan how we're addressing that.
Sometimes students just have to go to work and, you know, start making money and taking care of their families or or whoever. And so I didn't see us really target that, where that could coincide with higher dropout rates in a way in a way. So can you speak a little bit to that? And, also, the second part is, you know, I I don't I don't recall seeing how many schools like, when we come to enrollment, how do we determine which schools our students are attending?
Is it closer to their neighborhood of where they live, or are we sending them across the city, and which could potentially put them at risk as well with this federal folks running around as well? So how are we handling both of those things? Thank you. So, the the first question around the the limited time that students have when they come into, their into our schools, right, to, oftentimes, our newcomers are, have adult responsibilities, right? They have to pay rent, all or partial rent. I believe close to 25% of our high school newcomers are responsible for at least
some portion of their rent, you know, all the other obligations that they may have. And so, yeah, we they don't we need to make really good use of our time, number one, and then we have to have programming that allows for varying levels of flexibility. We have newcomers who come in and to make it into UC Berkeley. All the time, every single year, we have graduates that that go to some of our best four years. Right? And then we have newcomers who need to start working right away. And so we have to have,
you know, like, a continuum of services. And so we have built programming to think about that continuum of service of services on, you know, on one end, we have our comprehensive high schools where we have, newcomers who can move into that mainstream environment, you know, as quickly as they're ready. And on the other end, we have, you know, Ridesdale newcomer program that has that's in a continuation school with a modified schedule to allow for, that type of flexibility. And so we really do it also intersects with the enrollment question, right,
of placement of to provide a variety of types of programs, so that students and families can choose the one that is going to best meet their needs. In terms of enrollment, when I first started in high school is where our programs are placed, right? When I first started this work, we only had two formal high school programs. We certainly had newcomers, you know, across the city, but there wasn't formal programming. And we've as our newcomer program grew, we've expanded where they are. And so we really do now have newcomer programming across the city so that,
should, you know, a student need that type of specialized, instruction, they shouldn't have to unless it's the right thing for them, take three buses, you know, across the city. We also have had moments, and this is one of the most challenging parts of this work as a district and serving our newcomers where the fluctuation of our population is wild. Sometimes, we are opening up emergency openings of new programs midyear, two or three times during the year, and, the schools in a student's neighborhood are filled and they have they do have to
cross the city. And other times, we're in this right now where we're seeing, for all the reasons I think you all are well aware, we're we're seeing less enrollment. And so that nimbleness as a district has been a challenge, but we are committed to ensuring we have programs across our city, so that students can go to school as close as possible to their homes, unless there's a reason for them. My my time is Where is the unless there's a reason for them. My my time is Oh. Being addressed. Oh, I see. It is, it is addressed in in some detail in the,
the newcomer instructional framework, which is a separate document from the English Language Learner Master Plan, but linked in the the Master Plan is meant to be very broad, so it's more of an overview. It's, it's more focused on what are our what does the program look like. But the newcomer framework details, more so of that continuum of services. Yes. I thought again this was really well done and I know we had a chance to talk about it. I guess I've added a couple of questions around the SPED or SPELMA, I guess. I do like the three pathways. I think that offer addresses some of the issues that our students face.
But But I was also wondering, how many do we have bilingual, SPED teachers? Again, knowing having been an English only speaker who was working with newcomers in special education at one point, it was like there was, you know, I mean, you're right, addressing the linguistic needs was, challenging. And, my other question on the biliteracy seal, I think I love the idea of the biliteracy seal, but sometimes I wonder, are there kids who are, who come from more privileged backgrounds who have different experiences and are able to
master both languages and earn that. And then for students who are coming who are multilingual, how many of those students actually are also awarded that, literacy bi literacy at CIO? Yeah. Great questions. I don't know the answer to the first question about the, the number of bilingual special education educators and where the gaps are. But I can certainly follow-up with, with Jen Blake on that question and get more information. I do acknowledge that there is a need. I know that we do have some gaps, but I can't speak specifically to that landscape right now.
In terms of the Seal of Biliteracy, we, we are, at a record, two eighty three now. I think we were able to add a couple, recipients of the Seal by Literacy, which I'm really proud of. And the majority of the students who receive, the Seal are actually reclassified students and, and so different from some neighboring districts very close to us, who I won't name, the majority of our recipients, are coming from multilingual homes. And we do also have some, students who are still designated as English language learners who receive the seal per the
state. This is state criteria. They do have to have an LPAC four, which is the highest level, of LPAC, but we have, a student from Oakland International who, earned the Seal of Biliteracy. We have a student from Castlemont who has only been here for three years who earned the Seal of Biliteracy. So our students can do it, and we're really proud of who we are able to get, you know, to this point. Yeah. Alright. With that, mister Raestraw, can we take a vote, please? Yes. On the roll call to adopt, s dot dash six, director Latta?
Yes. Director, Berry? Yes. Director Williams? Yes, sir. Director Thompson? Yes. Student directors are absent. Director Hutchinson is absent. Vice President, Bachelor? Yes. And President, Brohard? Yes. Motion is adopted. Thank you, Nicole. Next up is S7, Proposition 28, Arts and Music in Schools, Annual Report School Year twenty four-twenty five, Chief Academic Officer. And can we have a motion to adopt this? I motion the adoption of S. Dash seven. Second. Mr. Riedeen.
All set. All right. Good evening. My name is Phil Riedeen. I'm the director of Visual Performing Arts and I'm excited here to talk about the work that's going on with Prop 28 and our arts programs in general. And so this is an annual report. You'll get this once a year around this time, that we'll talk about Prop 28 and the expenditures and impact on students. So, so, I will take a few minutes to talk tonight about you know what? I have a clicker, don't I? There we go. To to take a few minutes to talk about the elementary and secondary programs,
a little bit about, Prop 28 which is arts and music in schools or AMS. I may I may change those up from time to time, but it's the same funding source. And then also the impact of those programs. So, as we move on, just a quick background. The state of California, talks about five different arts disciplines: dance, drama, media arts, which is the newest. It's about five or six years old, music and visual arts. And also within the Prop 28 world, the AME programs as part of CTE are also included or that's also an allowable
expenditure for Prop 28. Schools can select from any of these VAPA disciplines for their programming and schools get to choose. And that's part of the, that's part of the site based nature of Prop 28. Let's see here. So, I'll talk a little bit about elementary programs and just to give you a broader context of the, the, arts programs in our elementary schools. Every school is given an allocation for an arts program sufficient to teach every student in the school at least fifty minutes of, of an art every week.
And, and that's actually pretty exciting. That is something, when I can say that every student in our elementary school gets an art class from a from a certificated teacher is a is is an amazing thing. It shouldn't be, but it is. We haven't been able to say that since sometime in the eighties. So we've made some progress to get to every kid in elementary and we're really actually, really excited about that. The other options that schools have for arts programs is they can you know, EEIP, positions are used in a variety of ways by schools. Some will choose PE,
some will choose science, they'll do different things, and some of our schools choose art. So in essence, you get double art if you made that choice. And then beyond that, there are site based funds or site directed funds that schools can use to expand their arts programs. And, it would include anything from, you know, PTA grants, discretionary funds, and Prop 28 is part of that as well. So the, programming that I talked about, with the allocation is before Prop 28. So Prop 28 exists beyond that. All right. Our secondary,
Visual and Performing Arts programs, all schools have Visual and Performing Arts programs. You know, staffing allocations for that are also made based on the size of the school and electives are now included in that allocation formula. Just the OUSD graduation requirements, UCCSU requirements also require one year of fine arts in our high schools. And then again, schools get to determine the courses that best meet the needs of that school. Okay. So just a little bit of information about Prop 28. It's it just overview,
calculated 1% of Prop 98 funds. It's about $6,000,000 a year for OUSD and about 125 per student average. There's more for Title one students. At least 80% must be spent on a staff position, that can be certificated or classified. And it is, up to 19% can be used. You can use a % on staffing, but up to 19% can be used for equipment, materials, professional development, partnerships, whatever, other things that may, that will support the arts programs of this school.
And, 1% is used for administrative costs that we use to provide, support to our schools and also compliance for, Prop 28 expenditures. So, and then again, funds are just, supplement not supplant and, and I've already said schools determined. So those are that's a quick overview of our, of how Prop 28 the big components of the law. Okay. On to, on to expenditures. So the slide you see in front of you now is non Prop 28 funding. And so if you can see, there was there's there's actually been growth every year,
and and prior to that. But from '22 through through this school year, we we have expanded more each year. And then if you add Prop 28 on top of that, that's the blue area on top. And that is actually the funding profile and that's how it should look. When we talk about supplanting, at the the the state with the state definition, it is, it is it is, how do I describe it? It is a district wide lens and it's a fiscal lens. So as long as we are spending equal to or more each year, we can access Prop 28 and we would not be supplanting.
So that's, that's based on the state's definition of of of supplant. So that's the image we wanna see every year. And this is just a quick breakdown of the disciplines and how they have grown. This is just FTEs. So if you, and that's the various arts, disciplines that you will see. So visual art, music, dance is red, orange is, or, red is drama, orange is dance. And, media arts is the one that is now it's actually the one that's kinda starting to grow a little bit more. So that is very quickly, how we've seen the positions grow.
When we're looking at students, elementary is easy now because it's everybody. Middle and high school is, they're they are about so they're about two thirds of our students are in arts electives at any given time. So, and that's what we would actually expect as the, programs move from, every kid involved to an elective program where students have more options in middle school or high school that they may take as an elective. Costs are, as you see there, the, carryover right now actually, it's a little bit lower than that now.
But the carryover, into next year, and the funds do carryover for a year, is is, you can see there is is higher than I would want it to be. The, the reality is is when we create these positions, there are many fractional positions that are created with Prop 28. It takes about 700 students to get one FTE, about on average. So our smaller schools have a hard time creating creating, you know, positions. And so there's a lot of fractionals and they're very difficult to staff. But we do, as we can, work with those schools to, to try to to to broker those positions together so if we find two that
that will fit with content and two that will fit with schedule and two that will fit with the FTE available, then we try to match them up and see if they can share a teacher. But, that is okay. That's about it. So, again, the ask of the board is to approve the, Prop 28 report. That's an annual report that we have to do every year. And, and at this point, thank you very much. And if you have any questions, I'd be happy to answer them. Thank you. Are there any, public comments? Yes, madam president. For this item, we have Sara Olugbala and
Sheila Haynes. And I believe Sheila Haynes is on line. Right? Let's Hi. Hello. Can everyone hear me? Yes. We can hear you. Hi. Yeah. So I I said most of what I, meant to say earlier, and, there there's a real shortage in music. Only 25% of students with IEPs even receive that service. The fact that money is being carried over, you know, there's just no staff available to accommodate the students, and there has to be a priority. I mean, we continue to ask the board to prioritize
the funding and the services that our students need. So I'm just hoping that you will take a look at all of the trauma and harm that's been caused over the years to all of these students. And the time is ticking for my son and everyone that's been harmed already to get better. We we really need the district to move forward and prioritize funds and get the qualified staff in and and not cut more music, because we really need for I'm speaking for those that can't speak for themselves,
they they need this ongoing consistency in order to even try to get better in other areas of their development. And then my son's at a critical stage right now. So I I continue to ask for answers as it relates to our resolution as well and to just really, put forth, the maximum support that you can get to help thousands of students that need the help and they need the consistency. And please get back to me. Thank you. Thank you. Are there any board comments? I just oh, sorry. I just have one quick question.
Are we maxing out the amount of money for which we're eligible for Prop 20? Is that where the carryover's coming from and we're not using it all? Or is there No. We didn't use all of the money this year, and so it's carried over to next year. I also had a question about, like, a continuum of I'm not I'm not gonna say this correctly because it is almost lost o'clock at night, but, if a student is interested in an instrument or in some sort of arts program in their elementary or middle school, is there a pathway for them to easily understand how to continue with that instrument
and or pathway when they get to high school? Or is that can that be difficult for parents and how are we supporting folks navigating that? I'm thinking about how to answer that question because I do know students go to a variety of different places and families definitely have, some choice in where they send their students. You know, what we do is, you know, we do Mom, how do I I'm trying to think about how best to answer this question. I'm not really sure. I think that what we typically do is put out to the community where these programs are so that parents know where to send students.
And I don't know if that fully answers your question, but, but that's our our how we're currently handling that issue. Great. Thank you. And then, going back to the vacancies Mhmm. I know the the ideal would be to have a teaching credential within the art that you are, gonna be teaching. Have we reached out to the artist community here in Oakland? We do have a thriving artist community. So thinking about how we supplement some of those positions, maybe they're, you know, slightly smaller fractional positions with someone from that community instead of a credentialed educator.
That would be best, but I think, having someone within the industry would also be great. We find a lot of teachers in the arts community and, then we work with them if they're not credentialed to get credentialed because, they have a lot of experience working with students and we're pretty fortunate in Oakland to have such an amazing arts community, and such an incredible resource. And just so we can support you, is there any specific area in which you all are seeing a lot more vacancies that you would like? I think right now the big challenges are fractionals. And then this time of the year, it's, we're filling you know, it's just the usual time.
We're trying to fill positions and trying to get people matched up with schools and in jobs where where everybody fits. I I'm thinking that, yeah. I mean, we were looking for arts teachers of any kind, actually. It's like music, art, dance, drama. We are but we don't have as many vacancies bigger vacancies this year than we've had in the past. Do we still have these little pieces? Yes. And so, ultimately, what happens is, you know, we we get somebody in at a point date, and then I go running around trying to find out where there's a point to that might match, and can we make that happen? That's kind of that's kind of the way I work with our schools to figure
out how to how to maximize the coverage of our teachers. Ideally, we wouldn't have teachers that would need to be itinerant, but, I think that's gonna be, we're always gonna have some. Great. And, just as a as a look for later or if you could send us information, I would also love to know how many students with IEPs are part of our VAPA programs across the district, and our foster youth, as well. Because I think, again, as we and and newcomers, as we think about, like, what is bringing kids to school, I hear about sports a lot. I hear about after school programs.
I personally think that VAPA is also a way to draw students and keep students in, and so I'm wondering about those, like, those, smaller, populations of students. Yeah. We could certainly generate some of that information. That shouldn't be too difficult. And, yeah, certainly was for me. So Hi. Nice to meet you. I'm I'm corrector Lott. I haven't met you before. I I maybe to piggyback slightly off of, the sort of bachelor's point around, our, students with IEPs and moderate to extensive needs, I you know, the, CAC, I know, had a presentation about access to VAPA,
for elementary and secondary students at the March 10 meeting. And, I know you weren't able to attend, but, you know, we kind of discussed your slides and got the information later. I'm curious about a couple of things, because, one, I you know, I know miss Haines is speaking, at the board as an individual, but she is a CAC member as well. And so I think the concerns, that I just wanna lift up are that without investing in accessibility, there is no real inclusion. And so I think I just want to ask, I know that there was a comment from, I think it was your team,
about there being a RAD dashboard that was going to be available within the upcoming weeks, and again, this was in March, around, the inclusion of, students with IEPs, students in self contained programs for VAPA. So I'm I'm curious if you have an update about that. The second thing is, you know, with the materials and staffing, and also looking at kind of how we can be more creative with actually funding, accessibility. Because I know, that, you know, just, you know, putting students, you know, in a VAPA class,
even if it's a certificated teacher, often those teachers' caseloads are enormous. You know, I mean, most elementary school students, right, their teachers have a classroom of 24, 20 five, 20. But if you're, you know, if you're the art teacher at a school of 700, your caseload is 700. And maybe you're also getting the, you know, the FCP students. Maybe you're also seeing pre k. And so I think, I just I just, wonder what your plan is to kind of support, through, like, kind of, you know, kind of maybe more creatively using some of those resources,
to fully, fund inclusion. Thank you. A lot of questions. Sorry. Yeah. Long question. I do work pretty closely with our SPED partners as well. And, so certainly, when it comes to professional development, we are connecting around those things so that we can provide support for our teachers in that regard. But your point is well taken. I think that, you know, finding the appropriate supports for our students with special needs is something that's really important to me, but I think it's also really important for our entire community. So, I think that and certainly, our Prop 28 funds can be used for those kinds of supports. We're going to add some,
I think we've got some IAs that are coming at both and and Skyline to help support some of our, our our school our classes with a high percentage of students with IEPs in them. And, we do have quite a few students in with, with IEPs in our arts program. So that is something that, I and I don't understand exactly the reason why we have that, but we do. And so what we're trying to do is figure out how best we can support our teachers and support the students and help them to be to make these programs as inclusive and accessible to everyone as possible.
But I absolutely wanna see that happen. Yeah. Yeah. I think I think the, you know, I think that's an interesting pilot. And then I think just, you know, kind of if there's something for, for all grade spans Mhmm. Have more, ins you know, support within that within those classrooms. And then just wanna lift up that the PSAC also has an LCAP full number six recommendation Mhmm. Around, accessibility for all students. Absolutely. Thank you. Thank you. I'll hold my comment. What's that? I'll hold I I just wanna give you a I mean, I when I started in Oakland, we had a, you know, itinerant music teacher.
And, I mean, she went to, I don't know, two or three different schools. So I think the fact that their arts in all the elementary schools is amazing, and hats off to you guys. Thank you. Alright. Thank you. I was actually looking up on Oakland dashboard, and it looks like we only have eight schools that have, an enrollment larger than 700 students. There are only eight that I counted. And, actually, I boosted up, Castle Mountain at six ninety eight. So there's only about eight, which means that there's a lot of fractals going on here throughout,
our 70 plus schools. You know, I'm just trying to understand how that if that is prop 28 guidelines of one to 700, that that is that is something that's kinda, you know, gotten me thinking if that is the case because it it it seems that there's a, unevenness distribution of resources there. Right? Because, those schools who have 700 plus, they will be receiving, not only multiple full time individuals versus those who have 300 or two fifty.
And so I don't know how to how what is the what does the conversation we okay. Gosh. Okay. Let me go ahead and end that let me go ahead and end that one. Do you actually do visits to district schools throughout okay. Great. So what I'm a do is I'm a email you so next year, I'd like to visit, a couple schools with you so we could just walk through. Is that great, Phil? Thank you. That sounds wonderful. Thank you very much. Thank you. Appreciate it. Mister Reichstark, can we take a roll call on this? On the roll call to adopt s dot dash seven. Director Latta?
Yes. Director Williams? Present, sir. No. Yes. Or Yes. Director Barry? Yes. Director Thompson? Yes. Student Directors and Director Hudson that are absent. Vice President, Bachelor? Yes. And President Brohard? Yes. Motion is adopted. Thank you. Thank you. Thank you. Thanks. Okay. I'm going to move that we take items S8, application for provisional internship permit, California Commission on Teacher Credentialing named employee school year for school year twenty twenty five-twenty six and S-nine, application for variable term program waiver,
see best MBCLAD California commission on teacher credentialing, named employee for school year 2025, 'twenty six, that we move, adopt those together. Second. So moved? Yep. I mean, she moved over. Yeah. The two of us. I moved. Yep. Are there any public comments on me? No. For both items, madam president, it's Janelle Harris. I don't believe Ms. Harris is here. Are there any board comments? Mr. Raikstra, can we take a vote, please? Yes. Voting together recorded separately. Director student directors are absent. Director Hutchinson is absent.
Director Williams? Yes, sir. Director Latta? Yes. Director Berry? Yes. Director Thompson? Yes. Vice president, Bachelor? Yes. And president Brohard? Yes. Motions adopted. Thank you. I'm going to skip the president's report. Is it okay to skip our board reports? I'd like to just make a quick note of my board report. So just super quickly, I would like to congratulate the class of 2025 and thank the Paramount Theater for hosting such amazing graduations for our high school students. And then making two other notes, the Facilities Committee meeting this month will be on June 18 since,
June 19 is Juneteenth, and that is a holiday. And then, the reason why the temperature is so cold in this room is because, we have a system that over the summer, allows us to, keep our buildings cool by opening up the vents and allowing all of the cool air into the building. On a day like today, it is freezing in here because of that reason. So we will make sure to figure out how to get a switch that will allow us to, not have that happen during board meeting nights when it is cool.
But, that is my board report. Yeah. Director Thompson. Yes. Thank you. I'll make this rather quick. But I do want to shout out KBA, for their Ocean Gardens School Banner Ceremony Agenda and their program. So they actually received a school banner because of their participation in NOAA. And specifically, I want to, uplift principal Amy Akuma and also their site leader, Bria Perna, because, they did a wonderful job and I'm excited that they work with kids all the way from kindergarten through sixth grade,
through fifth grade, excuse me. And I want to also shout out Lighthouse Community School because, Lighthouse had a declaration day, on the May 23 and they had a bunch of seniors going to almost every school, that you can imagine. Also, the Kiwanis Club, honors a bunch of our Oakland Students and they give them an $18,000 scholarship. And this year, we had 13 students who actually received scholarships from them. I was their speaker for that evening.
And so I'm I'm really excited that we have students who are traveling all over, again, The US because they are students who received this money from the Kiwanis. In addition to that, the students who did not receive a scholarship but they were runner ups, they also received money. Not 18,000, but several thousand dollars, of the students. That's my report. People mad at me because I know it's the end of the night, but I just wanted to plug my office hours. My next one is on June 21,
and they will be more frequent in the month of July. So I'm gonna do two instead of just one on the third and the fourth, Saturday. And then there will be another evening, but I don't know which one. And I would get in trouble if I didn't say shout out to the high school graduates of Life Academy and Fremont High School. Y'all are amazing. Go be great. I'm excited to see y'all thrive. That is it. I guess I should give a shout out to the Open High graduates and to Lincoln and La Escuelita, which are great. I also want to take this moment to thank Doctor.
Dexter Moore. This is his last meeting. Yes. So we'd sing a goodbye song to you or something, but anyway, we've really appreciated your contributions and your excellent icebreakers. I'm gonna keep Nellis. Thank you. So I really appreciate that. We are in. This is and he's on his way to, May I say this last thing? I promise I'll be quiet. I'll say it in one minute. Castlemont, you are outstanding. Wait. Can oh, go ahead. Go ahead. Because we just I didn't know that today was your last meeting.
But I don't know if you all are aware of how doctor Dexter Moore moves. If you haven't heard his name, that's on purpose because he's quiet power. It's what we call quiet power. You're strategic. You're thoughtful. You know how to build relationships and maintain them. I've I've been watching you. I peep it, and you will be missed. So thank you so much for your leadership. Alright. So real quick, just shout out, Street Academy in the house. Street Academy. I went to the went to the graduation. Fantastic. Also, attend the Ralph Bunch.
Graduation, fantastic. Shout out to the Bunch folks. Yes. And the Climate's in the house, of course. Love the venue at Mills College. Just amazing energy. Shout out to all of the folks. So, yeah, looking I'm very excited for next year. Sending you lots of love. Young folks, we got jobs here. Please apply to OUSD for a job. We got something for you. Peace out. Okay. With that, I'd like to take a little more somber moment and, have a moment of silence in honor of, Doctor. Boomer. Thank you.
And with that, we are adjourned. Do you wanna hit the gavel on your last name?