Mountain View Whisman School District Board of Education - Regular Meeting

The February 12th, 2026 meeting of the Mountain View Wisman School Board will please come to order. It is 6 o'clock p.m. We're meeting tonight in the boardroom at 1400 Monaceto Avenue, Mountain View. This meeting is being broadcast live on YouTube, Zoom, and on mwsd.org and is being recorded. I'll now ask I'll now perform the roll call. Bill Lambert, Devin Connley, Anna Reed, Lisa Henry,

Charles DeFazio. All members are present and a quorums established. Next we will move on to item B 1B pledge of allegiance. I think we'll have folks from Landals lead, right? Thank you everyone. You can be seated. Um before I proceed with the agenda, I wish to remind all attendees that the board welcomes and encourages public participation. We ask that all speakers adhere to the decorum and time limits established by board bylaw 9323. Uh during the meeting all lot time for public comments as we see how many speakers we have. Next item is business is the approval of the meeting agenda. Are there any requests from superintendent or board members to pull reorder or move items? Okay, seeing none um I will do a public comment on this item. Anyone in person can drop off a card or anyone online? Seeing none, do I have a motion?

I make a motion to approve the agenda as presented. Second.

All right. All those in favor? I. All oppose. Motion passes unanimously. Now we'll move on to item two, school showcase. Uh tonight, tonight we're very pleased to feature Landals Elementary. Uh Superintendent Bear, do you want to introduce? Yeah. Welcome to the Landals students, families, and teachers, staff, and Mr. Dolman's all of you. Take it away. All right. Thank you so much. Uh thank you so much to our Landal students. That was uh very energetic and a great way to

start our presentation for tonight. Um, yep. We are very proud Landl's Lions and I think um our very first showcase that I was a part of, we uh brought a lot of the work that we were doing around reading instruction and and our phonics instruction and um we thought how can we continue that work and how can we um especially address some of the gaps that we saw. So, uh, tonight's presentation is all about writing and how we've kind of, um, yeah, really just, uh, taken on the writing revolution and how we use it at Landals to further our writing instruction. Not only our writing instruction, but our language instruction in general. And so, with me today, I have two teachers. Um, one is Liz Perry, who you know, teacher of the year, and the other one is Ellen Deman. And they are going to share a little bit about how we do writing at Lands. So, I'm going to turn it over to Liz. Hello everyone. So, the writing revolution is a very structured writing program that was brought to us by um Dr. Lewin. So every school in the district is doing it and it is meant to supplement the teaching of writing alongside amplify which you know is our reading program. We did that for the first year last year. It does lack a little bit in its instruction with writing which is why we now have the writing revolution. And last summer myself I was one of the lead for fifth grade. So every grade has a group of teachers that spent last summer putting together lessons on writing to go along with Amplify. So if your unit is the Renaissance, then it's

lessons to go along with the Renaissance. So it's combining the text from Amplify with these specific writing lessons using that text. So at London's I was involved with fifth grade, we had a teacher at third grade and our coach with second grade. We had a lot of teachers who stepped to be part of these writing PLC's and writing is a key part of our site plan. So that's we've had a big focus on it this year at Landals and it all comes down to the very beginning the sentence level which involves a subject and a predicate. So all students learn this from um kindergarten and in all EL lessons as well. We do a lot of work on taking the curriculum and seeing is that a complete sentence? No, it's not. That's a fragment. You need correct punctuation and no runons as well. So, I'm going to show the writing of Anton, one of the students in my class, and she started off the year in August with loads of sentences, but they were all running on. And by the end of the year, now in February, every sentence is complete with an uppercase, a period, and every sentence makes success. And this is an EL level one. So you can see when it's very systematic and very explicit, the direction, then she is able to to write incomplete sentences, which of course you have to be able to do. You can write two pages, but if it's not if they're not complete sentences, that's not the appropriate way to write. And something else from the sentence level, we get into different types of sentences. That's a big deal with TWWR. There's different ways to write sentences. And one can be as a statement. And this is fifth grade. As you can see, we're

now into thesis statements by December. Not just topic sentences. This is Delila in my class, and these are her words. This is taken from what she has written. She's able to write a thesis statement as a statement where you declare something also as we're using a subordinating conjunction even though Michelangelo's father did a death. So, it's structured in that way. and also sentences with the positives. We're learning about a positives where you have a comma and a noun, the supplements, the first noun. So, that shows a huge improvement in her writing over the year. And she's with us tonight, too. Okay. And Miss Steman, same old developing writing. Thank you.

All right. Hello. I'm Miss Stman. That's what the kids call me. Um, and I want to talk to you guys today about writing a strong paragraph, kind of taking that sentence level writing and then extending it to the multi-paragraph and then a simple paragraph. Um, once they get that grasp of the strong sentence and paragraphs and multi paragraph essays are just a really great way to highlight the comprehension that um, is happening during our ELA content blocks without having to add on an additional time block during the day. And we use very specific outlines through the writing revolution to help um students organize their thoughts and then write in a creative and interesting way. So you can see I've highlighted the single paragraph outline with a topic sentence, detail sentences, and then a conclusion sentence. And then um a activity where we talk about how to write topic sentences in unique ways using the sentence type like Miss Perry uh talked about the subordinating conjunction and in the positive. So I'm going to highlight some student work here. Sageel is here with us tonight and I wanted to highlight her specifically her trimester 1 writing to her trimester 2 writing. I've highlighted some areas to note. She used subordinating conjunctions in her topic sentences. Her first writing was awesome, but it was a simple topic sentence and you can see that she adjusted that in trimester 2 and she also added transition words. So, Sageel did an awesome job in trimester 1 and trimester 2, but you can see that the uh structure and the organization um and the strategies that we're using are paying within the student work. Oh, good job, Sage. Yeah, also her birthday tonight. So, good job, Selen. Uh Stephen is another awesome example of this. So you can see trimester 1, he was writing an opinion about bedwins um during our middle ages unit and he did an awesome job but a little bit um lacking of the of the details and a topic sentence. In trimester 2 he wrote about tsunamis

using a single paragraph outline and he did a subordinating conjunction as his topic sentence as well. You can see even though tsunami are interesting, they can be dangerous. He has lots of awesome details organized in a clear way. So great job Stephen. The other key aspect of writing that I wanted to discuss tonight was revision. We use universal language through the writing revolution. So that uh feedback is far more comprehensible rather than just saying, "Oh, write more detail." That can be pretty confusing. Um and students might not know what to do with that at the sentence level and let alone at the paragraph level and the multiparagraph level. And so one way that we practice receiving feedback and um applying that feedback is through the unelaborated paragraph. And the goal is that students can eventually do this on their own. See where there's adjustments that can be done. So you can see an example. We were reading the house on Mango Street in fourth grade. And we created anformational paragraph that needed some revision. You can see some specific feedback there. Added a positive for Espironza. Why does it feel heavy in Spanish? and can you combine those sentences that say she wants? Um, in doing this, students are then able to practice using feedback on some uh an example paragraphs that maybe isn't as personal to them. That way, when they get into their own revisions and they're receiving feedback from me, um, they're able to take it in stride. I'm going to highlight another student here, June, trimester 1. This is a conclusion paragraph of a narrative essay that she wrote. She did an excellent job. She's a a very strong writer. You can see the huge difference though in trimester 2, not just in length but in content as well. So the highlighted things that I wanted to um show were her varied vocabulary. She used some interesting words. For example, glared. Uh she used she also expanded her sentences with how and why. That's another thing that we practice

with feedback is uh taking sentences and expanding them with a little bit more detail uh with specific questions rather than just write more about that. So why um did they did she or how did she remove her pieces? How did she smile? Um so she did a great job with her writing here both trimester 1 and trimester 2. So get up for zoom

and that's my piece. Thank you so much. One of the things that I really really love about incorporating writing into the different lessons is that it is something that we can always improve upon, right? We can always get better in in our writing. It's not like math where you get the right answer and you're done, right? As as as long as you're writing, you can always improve upon it. So, it's really something that we can work on with all students. And one example of of that is how we use it to support our English language learners. And um we took apart the ELPAC and we looked at some of the questions that are often asked in the ELPAC over and over again and we said how can we use this these strategies this technique to help support our ELLs so that they can be successful on the ELPAC as well. So this is an example of that and we've done this as a staff. So, we incorporate this as as a school site into our lessons, but we've also held parent university with um our ELELLL uh parents to help them understand how we're doing things here and how they can support at home. So, for instance, we see an image and we ask, okay, what what do you see in the image? Right? And so, the the very basic level of that is I see six students, right? And then we can get a little bit more detailed. I see six students reading, right? Um, and then we can take it even a little bit further. I see six six students reading and talking at the table, right? So, we provide these scaffolded sentence frames so that all students feel like they can have some level of success. Maybe I'm only at the

first level today, but my goal is to build up to the third level. And then in addition to that, we know that writing is only one part of of English language development. We ask students to speak it first. So they're kind of speaking their their thoughts out loud. Um we often use cupping to help them like, hey, cup it to yourself. Speak it to yourself. Then write it down. Write down what you want to say and then share it with a partner. you're not only supporting the writing development, but then also the speaking and listening with one another. Um, and then just to add two more examples of what this can look like in terms of EL development, if you switch, this is uh something that the district has done this year is we've used the interim ELP pack to see how students are progressing in their English language development. So actually the first one I'm going to highlight Stephen again who's in here. Um we already saw his work. So in the first er that he took he scored a a one and you can see his sentence and it was this is an opinionwriting piece and he was describing whether or not um you should be able to pick your menu at at school. So he said I I DK I don't know. I don't don't know what or they but you should eat that give more energy right so we're very you know progressing in our language but um the interim alpac the second one I don't think it's a good idea or this time we're writing an opinion on whether or not students should be awarded for arriving early on in school right I don't think it's a good idea because it's not fair some kids can't come early

because they have to eat breakfast and they have to change clothing. Maybe it's a long way to get to school and they can't get there in time. So, it's not fair to those kids, right? So, we see that there's always work to be done in the writing, but he progressed from a level one to a level three. He is providing more details. We're seeing more complete sentences. Um, we're seeing more succinct thinking in that. And another example from a two to a four. Um you can just see the quality of the the writing, right? It's not like Miss Deman said, it's not only the length, but it's also the quality of the content in there. Um with and in the second example, we've got transition words, first, next, last. So really incredible work that our students are doing. And I I just want to say take this moment to to say that I'm so proud of my team. um for bringing this and really having a a collective focus on this and really believing in the work. And I'm so proud of our students for their perseverance and and the writing that they're able to produce now after working so hard. It's really unbelievable how you come into a fourth grade class at the annals and I did an observation the other day and in like a one hour span I mean they must have been learning for like 20 25 minutes. I mean it is incredible and they are just focused. They're engaged. So the amount of energy and work that they've put into this is just really unbelievable. So I'm so proud of everyone. Thank you all for listening and taking the time to hear about the the great work we do at Randles. Thanks so much.

Thank you. And thank you to all the students and teachers and staff. um principle. Um I think now we'll take a brief fivem minute recess to allow for some photos and um before we move on to more technical stuff for things that we have to do. So is it all right if I make a comment real quick? Oh yes, of course. I love Thank you so much for being here, but also for breeding bringing student work. We've seen student artwork in the past, but I think this is one of the first times we've gotten to read actual student samples and look at their progress over the year. It's really wonderful. Thank you so much to all the students whose work was shared and everybody who came to support them as well.

All right, with that five minute recess five minute recess now I come up

All right, we have returned at 6:20. Oh, there we go. We've returned at 6:23 p.m. Um, now is time for members of the public to address the board concerning items on the closed session agenda. Um, if anyone in the public would like to address the board on this, you can turn in a speaker card in person or raise your hand online. Right. Seeing none, the floor is now closed to public comment on the close session agenda. We'll now recess to close session at 6:24 p.m.

The board has reconvened an open session at 7:38 p.m. Uh, no reportable action was taken. Uh, we'll now move on to the consent agenda. These items are considered routine and will be acted upon in one motion. Any board member wish to remove an item for separate consideration? Seeing none, I will now take public comment on the consent agenda. Amen. Any members of the public wishing to speak person turn in a speaker card online raise hand? Seeing none, we'll close public comment. Do we have a motion to approve the consent agenda? I move to approve the consent agenda as presented. Second.

All right. We have a motion by Trusty Lambert, seconded by Trusty Fley. All those in favor? I all opposed. Motion passes unanimously. We will now move on to believe communications. Yes. All right. Communications. Uh section seven, employee organizations. Do we have any wishing to speak tonight? Does not look like it. Next. District committees. Any reports from district committees? I'll dispense with the policy committee uh report because we will be addressing that later. And then superintendent may be do have a superintendent report. Okay.

I don't have a report for you this evening. All right. We have no communications here. So we'll move on to Excuse me. I'd like to report on a committee since Sorry, I looked past you. I apologize. You encouraged us to do so during the retreat.

Wonderful. Thank you. I attended the budget advisory committee yesterday and took notes. Uh budget advisory committee will be presenting a budget uh 101 uh presentation on Thursday, February 26th from 5 to 6:00 p.m. Uh they've been working on this or we've been working on this for several months with uh assistance of uh uh Dr. Westover and her team. And um during that meeting uh the budget advisory uh group will uh introduce themselves uh and then make the presentation and there should be plenty of time for in-person um questions and on and and write in questions. Um so and it will be widely advertised and uh you can attend it in person or online. Thank you.

Thank you for the report. Trusty Lambert. Any further I will open public comment since we had a communications here. Uh any member of the public wishing to speak on this item turn in a speaker card or online raise hand. Seeing none, close public comment. And now we will move on to community comments. This time we open the floor for community comments on items not appearing on tonight's agenda. Please remember that the Brown Act prohibits the board from discussing or taking action on any item not listed on the posted agenda. Trustes or staff may briefly respond to clarify facts or we may direct superintendent to agendaize the matter for a future meeting. We uh I will allocate time after seeing how many speakers we have in person. I have one card. Do we have anyone on the line for non-aggendaized item? One. Okay. So, I will give three minutes to folks uh in person. We'll start with um Stephen Nelson. I bet it is now. Okay. Um yes. Um I wanted to speak about differentiation. Uh because differentiation is sort of the opposite of being homogeneous, right? If some if you leave something and it separates like um oil and water, uh if you mix it up, it's homogeneous. that you let it separate or it is separated. It's differentiated. Well, here's what our school district looks like for elementaryaries. You've seen this before. This is the rankings. We have schools way up at the top, farther down. This is about a fifth of how the rankings are. And then we have schools going all the way down clear down to the bottom desile. Um, I want to show you what um, our superintendent has been dealing with for the last 20 years of his um,

administrative experience in the Los Altos district. This is the rankings. Uh, this happens to be the rankings when uh, Jeffrey left the Los Altos district. But you can see even the uh, lowest ranking school was 467. It's in the top desile. All the schools essentially for the last I don't know how many years because I couldn't go back and check it have uh been in the top desile of comparison schools in the state of California. This is homogeneous. So, an administrator that was used for the last 20 years to see how an homogeneous district worked um isn't necessarily going to be good about noticing all the things that maybe teachers notice in a district where there's this big differentiation. Um, I'm just going to assume that Jeff uh isn't up to speed and maybe isn't listening to our teachers as well as he should. When our teachers say a steam separate teacher isn't the best thing that we necessarily want to keep, that flies in the face of what Jeff saw because I know 10 or 12 years ago there was a really good program that I guess is probably still working where there were special steam teachers in this homogeneous school district in elementary schools that helped uh you know do the really fun stuff that science teachers do. middle school and high school teachers get to do labs all the time. Um the other thing is there are a lot more student services that are needed for these kinds of schools. when you don't have 24% of your students showing up in your classrooms um essentially every week, you need to have

a lot of footwork that's done outside of the classroom by student services, pupil services. So, when the superintendent didn't notice that there was missing uh pupil services at Castro at this school, maybe he didn't know. Thank you. What he should have been paying attention to. We have our online speaker. Okay, you have three minutes, I think.

Thank you. Good evening, members of the board and superintendent. My name is Donica Miller and I work with Silicon Valley Clean Energy, also known as SVCE. SVCE is a notfor-profit electricity provider for 13 communities in Santa Clara County, including yours. Part of our mission is to reinvest in the communities we serve by supporting innovative education initiatives, which is which is what I'm here to speak about tonight. This year, we're hosting our sixth annual student scholarship competition. We're holding an art contest that will be open to 3rd through 12th graders. The theme is power and communities, and elementary, middle, and high schoolers will be asked to create a certain art piece according to it. Winning submissions will be distributed as stickers or featured in the community by SPCE. Winners will receive scholarships to pursue their ongoing educational endeavors. I will provide a digital flyer explaining the contest in further detail, including the link to the submission page and our contact information. I would encourage you to please forward this to your schools. We also want to share a quick update about an upcoming grant opportunity for school facilities. SPF CE will be releasing an application this spring for a new grant program focused on building electrification and electric vehicle projects. Additional details on eligibility and project requirements will be shared soon on our solicitations page. I appreciate your time tonight. We at SBCE appreciate all the work that you do and look forward to continuing to support our students.

Thank you, Miss Miller. Uh we will now end community comments and we will move on to discussion and action item 9A casier sports update. This is a discussion item only and no action will be taken tonight. Uh I'll ask director Watan to present the staff report.

Thank you very much. Um thank you for um allowing me to be here to provide this update. Um as requested I want to provide you the update about our sports which is the TKK um overlap hour program. Um, of course, this is aligned with our strategic plan goal three and um based on a parent request, this program was brought in to support that gap in time between um our TKK dismissal and dismissal from all the other grades in elementary school. It's okay. All right, one more. There we go. So the intended beneficiaries of this program were really the kids who attend either TK or K and they have a sibling that attends school as well and they don't attend YMCA because these are the students whose families would have to come and pick them up and then go home and then come back again and so providing something for them to do in the interim um was what we were what we were trying to do. Um, so I've included some data for you. I'm not going to go through all of it. You can see all of the numbers, but I'm just going to use Bub as an example. Bub doesn't have a TK, but they do have 34 students enrolled in kinder. Um, of those 34, 11 students have a sibling that go to the elementary school. Of those 11, four students have a sibling and attend YMCA. And that leaves seven children who um who really would be the target audience for this program. So you can see each school and kind of follow that same um thought process about who we were trying

to reach in bringing this program forward. Okay. Move on. So over the summer um and Dr. Westover presented this to you earlier. Over the summer, she and um our MVWSD Plus staff um selected a vendor which is Keser Sports uh to be able to provide a service to these children families. Taran, can I just point out that that was actually Jeff Chang involved with Erica and Jennifer? Oh, yes. Not Rebecca. Okay, so you know,

sorry about that. Thank you. All right. Um so once it was selected a families were provided with information. So flyers were sent out in in site newsletters and in paper as well put flyers and backpacks and like we did in the old days. And then families were able to register directly um through the company's website. So Kesser Sports is run by Laura Kesser. She's a former Wimbledon uh tennis player and so you know she brings a wealth of experience and and background and she really works with her team to provide um you know sports enrichment programs that not only teach kids about the actual sport but really about the fundamentals of sportsmanship and all of the foundational concepts that kids need to have to be able to engage. Um, all of our sports classes take place directly after school right there on campus. Kids don't need to go anywhere. They're they're met there with the coach. Um, they participate in their activities and then when it's pickup time for everybody else, they go out um to be dismissed. Their parents pick them up or they get taken back over to YMCA if they're participating there. So sessions were offered um at all sites. The sessions that were initially offered were basketball and blacktop sports, um soccer and field sports and tennis and pickle ball, which is you know very popular these days. Um, so in addition again to all of those foundational pieces, they really do focus on um helping with hand eye coordination, helping kids, you know, really build those skills that they need to play each one of these different sports. And so um you know, the program costs for each of these is has a range depending on how many actual sessions

they'll have throughout their season. And um there were discounts and scholarships available for for families as well. And so now we'll look at a little bit of our enrollment. So like I said, these um classes were offered at all school sites, but not all school sites had enough participation to actually run programs. Um MI was able to have four different sessions in the fall. Monoloma had one session of tennis and pickle ball. And you can see the numbers underneath were the number of children who participated in each one of those activities. Um Stephen Stevenson and the combined because they are right next door to each other so that they could have a good number of children participating. And then Vargas was able also to um run two programs. Then after our winter break when we came back in January, a new session began and in my um has a couple of sessions with teeny tiny numbers of children um but they wanted to make sure that we were able to continue those programs there. Um you can see we have a little bit uh less programming happening um right now um than we had in the fall, but still students are continuing um to participate. Um and as we look at the participation um you know you can see on the slide in the fall there were five students on Monday at MI five on Tuesday, six on Wednesday, five on Friday. So I wanted to check and see is that really um 21 students or are kids participating in multiple days? Turns out there were 11 students total who participated. So many of them were participating in more than one activity. And so I just wanted to be able to share really clearly how many individual children from each school

site participated in these activities. And even from fall to winter, you'll see that there's some overlap of some children who continued on from the fall into the winter. Um and the total number of students who participated throughout the year. So in total we had 46 um TK and kinder students who participated in the program. 25 of those students were also enrolled in YMCA. 13 of them had a sibling in the elementary school. Just to dig a little deeper into the data, six of the kids who had a sibling also participated in YMCA and seven of them who did not have a sibling um did or did have a sibling did not participate in YMCA, which means we reached seven of the kids that were our actual intended audience who participated in the program. The other beautiful piece of this is we reached 46 children who had a great time um with their sports. All right. And you can see just a few different examples. We've got some kids golfing. We've got some um tennis or pickle ball going on. We've got some field sports happening too. And so kids were really able to um explore and engage um in a lot of fun ways regardless of where they go after school or how many um family members they had on campus. And so we, you know, as we think about what do we do from here um and where do we go from here, we thought, you know, we really want to hear from parents and we want to know if your child participated, why did you choose to participate? Um was it filling a need? Was it and what was that need? And if you didn't participate, we'd like to know why you didn't participate either. Um was there something else that was

offered? Did your child just not have an interest in sports? Um to be fair to families, we've had we've asked families to do a lot for us right now with returning student enrollment in LCAP surveys. And so to avoid overwhelm of information, we'll be sending this out once both of those are completed. So those this survey will go out soon and then the feedback from families will be reviewed and considered as we think about where we go from here. And so as we consider um looking ahead, you know, we have to keep in mind a few different things. It is challenging for a company to offer programming with very few signups. And so, you know, we'd love to have programs that had five to 10 at least children um participating in each activity. Um and you know where we look at the data this doesn't seem to really have met our intended need but it does seem to have done something for some group of children right who had a desire to participate in sports programs. So we need to look at that as well and consider um in the future if this is something that we're going to continue. So, I'll be looking forward to sending out that survey and getting some more information and data and then continuing the collaboration um with the program. And with that, um I'm happy to answer any questions that you might have about um our update.

Right. Thank you. Um do you have any clarifying questions from the board? Trusty Lambert. Yes. This seems like a very elaborate program. Did you consider other options uh for bridging this sort of one-hour gap between TK and um other school regular elementary? Sure. We can we can always consider You haven't done that. Okay. I just Oh, I'm sorry. I thought you asked if we could explore other options.

Well, I'm I'm sort of questioning now. So, did you consider other options? Well, over the summer when the there was an RFP that was sent out, there were there were several um different companies that were considered.

Another question is um you sort of initiated this program. It looks like four campuses basically um in a terms of equity, right? our district really should be providing opportunities like this for all of our campuses. Um what do you see the challenges of doing that would will be? I think um I think you know some of the challenges are um interest right at some of our campuses we have so many children that are already involved in um YMCA in particular or um they're involved in other activities and so interest is one of the pieces of course we have to consider that um cost might be another factor but that's why we're doing the survey is to really understand and figure out uh what may have prevented some of those from from being able to participate.

Thank you, Trusty Reed. Um, just for clarification, it was offered at all school sites. It's just the signups prevented some school sites from going forward. That is correct, Trusty Cney. And I believe we do offer elaborate for TK as well. Yes, we do.

Okay. So, um well, we have the data on YMCA. Um the numbers are very small. I don't know if some of those students overlap with ELOP and beyond the bell as well. That that could be for the next round of presentation. Sure.

Thank you. No further questions. All right, with that I will move on to public comment for this item. Um, anyone in person wishing to speak concerning a speaker card? Anyone online use the raise hand function? I will see how many folks want to speak before allocating time. Seeing none. All right. Now I'll bring it back to the board for discussion. Mr. Lambert. Yeah, I'm a little curious about this um having been even brought up at this as an agenda item. This last uh board meeting we talked about uh you know cutting um uh the preschool and the afterchool programs you know now we are you know thinking of putting on you know another kind of program no question right after school I I after school care is really valuable and you know making it convenient for the kids and the family is really really important. Um uh This just seems to me like um a whole lot of work for just a few kids. What I would like to see, okay, is really this board and the school district really think a little more deeply and holistically about the preschool and after school child care and figure out what we want to do, what we can afford and make it sort of seamless for people. Um I also it just feels uncomfortable having so many providers for all of these um groups. Um I know we've tried to cut it down in the past year. Um it it just seems like it's getting really

complicated and I part of it is it's not just the cost to the families um uh to to hire these groups, but it's administrative cost. it's facilities cost, it's you know many other things um you know that really make up the cost the overall cost to the school district. So that's my opinion about this program. President Henry.

Um yeah, I was just going to say I think um the things that um Trusty Lambert has raised were some of the concerns that were brought up even in the fall when this was explored and it's been tried for a year. Um I think um just even the intended audience varies greatly by campus. Um I know that it was an intentional choice at the beginning of the year to offer it at all campuses if it was going to be offered at all. Um it is a pretty unique need. Um so uh I don't know depending on what you get back if there is any option for if there's just one campus that ends up having enough need for something like this um to do it differently if it's repeated. Um it does seem to me that it uh did not get enough interest across the district being offered at all nine elementary schools to um put a lot of effort into repeating it. I appreciate the survey and getting information.

Just you know this actually is probably more of a question than a comment. Um, but with the if there are families who have this need and there are already YMCA programs on campus, has the YMCA I don't know that they have anything available where somebody could sign up for this one hour coverage. Um, because they're they're not fully staffed out for that TK hour. So, I don't know if it's feasible at all, but is it something that could be explored that maybe they could have a a part in that buffer hour? Because if it's if it's three students, I think it's very hard for any vendor to make ends meet. I don't imagine the vendor will continue in that situation. Um, but it might be something that the YMCA may have some flexibility about picking up that gap hour for families who don't want to be fully enrolled in the Y. Yeah, I think I think for me um I think when we bring this back with survey results and seeing where I think it's useful for us to be maybe think strategically about how this fits with the other after school programs and like connecting it together and I think we're all in the interest of doing fewer things better and just general for for students and everything. So I think that's that's kind of what I would like to see when when this comes back is like a recommendation like what need does this serve? Where does it fit? Do we want to do that or do we have other options to bridge this right so that we can make the most out of the folks that we have? And just following up I think on trustee uh Connley's comment. It made me think that and I think that's what she's suggesting too is there are programs already on certain campuses but not all of them. And the solution to this may be very campus specific depending on the number of kids depending on what other programs are available and then um

figure out creative ways maybe to serve those campuses. um you know we're only talking about looks like less than 10 kids in general. Um so um make it more of a community school centered you know uh service. Um thank you. I think we have YMCA at every campus though. Is that correct? Okay.

Further discussion. Okay. Thank you. Next we will move on to item 9B uh midyear benchmarks data report. This is again a discussion item only. So no action will be taken tonight. Uh director will present the staff report. Right. So, I'm here tonight to talk about our midyear assessment data. Um, before I get started, just an acknowledgement. I'm going to be talking about um I Ready data and our Dibbles MClass data. Um and we know that we're in a slight transition with our assessment system based on the aenda report which con confirms that I ready might not be the best um tool to use to inform instructional decisions. Um that being said, this is still our benchmark system for the school year. So I'm reporting on um our data from the assessments that the kids did mid year. So they took the I Ready in December, they also did the Dibbles in December. So this is um two months old data. All right. So, I'm going to start with the I Ready Diagnostics. So, as a reminder, what is I Ready? It's an assessment system for our students. We take it in grades K through um 8. It assesses kids in reading and math. It's computer adaptive aligned to the standards and a predictor of performance on the CASP. Um I Ready has different ways to view the data. So one way is to view it by um end of the year proficiency and the other way is to view it through growth measures. And so that's an IRA um measure in which they take um a student

starting point and see what is typical growth for a student that starts up at level one is stretched growth. There's also a median score that measures out of a pool of students what the middle students um score is. Um, so this is just a graphic that quickly shows what that is for a student. So for a student that is below grade level, their growth goal may be lower than the proficiency goal. Um, depending on where the student's starting point is. Um, and this is just another graphic to illustrate what median means. Um, median is if you took all the students, line them up by their scores, what is that middle student score? Um, I Ready has both of those measures because um, their recommendation is if you're looking at a student by student level, that growth goal is helpful for the student so they can set individual goals for themsel. The median score is helpful for looking at a system to see what's that middle student doing and try to see that middle school um, students that middle student score um, increase. So when I show the I Ready um data slides, we will see proficiency graphs that show their scores relative to the end of the year standards. Um we'll also see year-to-year data that compares a group of students in second grade this year compared to second grade students last year. So different students, right? We'll also see some cohort data. When we see cohort, that means that we'll see um the current second grade students and how they referred when they were first graders last year and then kindergarters the year before. Um the data is disagregated by grade level, also by the student groups we report in. Um there's much more slides in the appendex for site level data. And then there's demographic charts that accompany most of the graphs because um it's nice to pair that with the data. Different school sites have different amounts of students in each of the student groups. That can affect some of the um fluctuations in the data.

Um and then just a note about English learners. We will see the multilingual learners scores in our reports too, but by definition, students um are classified as multilingual learners when they're learning a language. However, when their um English proficiency reaches a point where it's at their reading levels at at their peers level, then they reclassify. So that number will always um be a gap there. So really we're looking at those students reclassifying is um what we're looking at there. All right. So this is a graph from I Ready. It shows the scores for each of the schools or um in a quadrant. And the when you're looking at something like this, what you really want is schools to be in the high performance and high growth, right? Um and what we see here is that we have schools that are low growth. Um so even low performance, low growth and that's an area of concern, right? We need our schools that are um low performance to have even higher growth in order to accelerate learning. Um this graph here shows overall I ready reading. We can see the way that you can view these graphs when you see like kind of two um color schemes. The darker colors are comparing diagnostic one to diagnostic 2. So how they did in August compared to December. Then when you look at that middle December graph, you compare it to the one on the right that's shaded. That's how they did last year diagnostic 2, right? And so as you can see overall for our district, it's relatively flat between last year and this year. You're always going to see a jump between D1 and D2 because this the way I is measured is by end of the year standard. So kids are growing along the year, right? Um this graph here shows all of our elementary school site scores. Um they're arranged by the percentage of students at the school who are um socially socioeconomically disadvantaged. Um you can see that most of the school sites the scores are relatively stable from last year to this

year. Um a slight decline at Sierra from last year to this year. At Castro um we do see an increase between last year and this year. Um and if you look kind of below the line you can also see that we have fewer kids in the red. that means two or more grade levels below Castro. So yes, tons of work that we still need to do at Castro to um accelerate their learning, but also we can see the red is getting smaller. The green is getting slightly bigger. So um this is the middle schools. So the middle school scores um overall fairly stable from last school year. Um this is the scores by grade level. We can see the bigger gains are in the younger grades. So, in kindergarten, um they're doing better than they were doing last school year. Um and then when you get to the upper grades, there's not much change from last school year. Um this is our middle school students. We see the biggest gain in the seventh grade co um group of students. This is by our student groups that we report out on. As you can see here, there's um a fairly large gap between the performance of our Hispanic Latino students and our Asian and white students. A slight increase for Hispanic Latino students from last year, but um pretty flat overall. This is by student sub um student groups. Um you can see like SED against non SED and then students with disabilities next to non- studentent with disabilities. Um you can see the performance gap between the two as well. Um this one is by cohort. So remember cohort means that it's not a my phone. Um you can see the cohorts that the current third grade we can see that their scores are increasing over the

from when they were in second grade and in first grade. Um so that looks really positive. But when one reason why I included the below the line as well is you can see in that third grade co um current cohort even though more students are um reaching proficiency that red is getting bigger meaning that that gap in the third grade performance is widening right not too many kids just right there they're either got it or they don't got it so um I think it's important to look at the whole picture not just the proficiency up at the top um this graph here shows the annual typical growth for year year for each of our school sites. So again, this is um how the percentage of students who have already met their 100% growth target for the year. Um this one shows this one shows it by grade level and this one shows it by student groups. the annual civil growth and this one is by um the other student groups. This one here is the median score. So again this is where we are taking the middle student and what their score is. Um and so we can see in this graph um like take a mental picture of it. It's going to look very different than in the math. You can see this one the med median student varies greatly right at um Castro the median percent um of progress annual total growth is around 40 something% whereas at Britain it is 100%. Um, so their middle kid has already met their growth target for the year, right? That means how the kids have surpassed it. Um, and that's going to look different when we look at the math. This is the um median by grade level.

And this is a um summary of the things that I had just said as we went through the slides. So now we look at the I already um math performance growth. And as you can see here, same thing. We want folks to be in the high performance, high growth. We don't see a lot of growth in the math scores compared to the ELA, right? We saw a lot more um higher in the um quadrant in reading, but not as much as in math. These are our scores in math. Overall, the scores are the same um from last school year. Um this is by school site. So again we see um an arrange by percentage of students who are socioeconomically disadvantaged. Um so we see at some school sites there are some slight gains like Castro um slightly higher than last school year but we also see places like Atlandals um where the scores are lower than last school year. Um these are the middle school scores relatively the same as last school year. Um this is by grade level. So same as we before the um gains from last year are bigger in the um lower grades in kindergarten particularly. This is our middle school and our middle school seventh grade just like they did um better in reading. They're also doing better than last year for math. This is by student um ethnicity group. And so we see that gap gap between Hispanic Latino students and Asian white students. This is by different student groups. Again, um performance gap between SED and non SEDD students with disabilities, non-s students with disabilities. Um this is our current cohorts. So our third grade cohort again um has been gaining a lot over the years. Um in this in math, our fourth grade cohorts also

gaining um year after year. These are annual typical growth. So the growth um is not as high as it was for reading. In fact, the growth scores are lower. Um this is by grade level. Um you can see that just like in reading the older kids are growing at a quicker clip I guess than the younger kids. Um this is my student group. This is again my student group. This is the median. Um, and remember I was showing the ELA is kind of staggered. In this one, our median kid at each of these schools is not as variable as it was for reading. This is the median by grade level and a summary of the stuff that we had just right. So that's the I Ready. When you look at I Ready, that is a benchmarking system. That's kind of the whole picture of reading the whole picture of that based on the end of the year standards. Right. We're going to look next at Mclass Dibbles, um, middle of your scores. MClass Dibbles is a researchbased early literacy assessment system from um, the University of Oregon. It's been around for decades. Um, it measures um, early literacy foundational skills. Um, research shows that these skills, awareness, decoding fluency, and basic comprehension are the predictors of reading success. They're the foundational skills, right? And so we use the dibbles as our um required reading risk screener for grades B through two. We also use it as a benchmarking system um to see how students are progressing on these early literacy skills that are predictors of future reading success. Right. Um what's different about Dibbles which makes it um a more useful tool for guiding instruction is that Dibbles measures proficiency based on this time in the year which is helpful right because you're not chasing something that's

maybe later when you're looking at end of the year you see it gets right we saw every school D1 to D2 right and you're you've got you're like oh maybe we'll make it by D3 right it's not as clearcut and like this is where you need to be whereas tables is like middle of the year you take it x number of weeks from your first um administration to the next one. Kids need to be here by this time. And so you don't see that T1 to T2. You want to see that growth, but that's not like an artificial growth of just because time has passed. This is like what we need to see now, right? Um also again, these are predictors of reading success. So then you can pinpoint which partly reading um you need to intervene in. We give this to all of our K through2 students three times a year. We also this year are administering it to all of our students at pasture again to support with um pinpointing the needs for reading. Um so when you look at the scores for MCAST singles, it's reported in two different ways. There's the benchmark proficiency. So this time of the year um you want students to you want students to be at or above benchmark, right? Because that's for this time of the year. Um and it also has a growth measure. And the growth measure is important because if students are starting well below or below benchmark, you need them to make above well above average growth in order to um accelerate learning, right? And so when you're looking at individual students or schools, if you see a school that has a lot of students and well below, you want to see their um growth to be well above the average, right? Um so this here is all of our elementary schools. again sorted by percentage of students who are SED. Um so what you see here is um at some of our schools we have more students um being proficient in these scores and that's what you want to see right it's not just a function of growth because time has happened like they're actually um moving up the band of some of our students. However um what we see at cash withdrawal is not great

but we see fewer kids meeting proficiency at this point in the school year. Um so that is something that we have um related to next steps. I'll talk a little bit about some of the work we're doing at Castro for early literacy to turn this um around. This measure here is the progress growth measure. Again, we're looking at schools like Castro with a lower proficiency rate. We need to see more students making the blue or green above or well above average growth and we're not seeing that yet, right? um in order for them to accelerate and um catch up to their peers. This graph here, I put this here to show the correlation between MClass and I Ready. Um and kind of a summary of this, it's it's a pivot chart, whatever, but you see that um the I Ready scores are actually the students score higher on I Ready than Dibbles, right? And that is more pronounced in kindergarten than it is in second grade. That's 48% of the kids had a higher IV reading score than an MCL civil score, which is problematic because um when you're trying to identify students who need early intervention, right, they haven't received all their reading instruction yet, but we need to predict which students may have difficulty um for later reading. Um we need better predictors, right? And so if we just use Ready Data, we would have a false sense of yeah, our students are doing great and we would miss that opportunity for early intervention. with the dibbles. Um again, it's measuring the predictors of reading success and so this just says that here same summary. Um the difference there's differences in MClass and I Ready. Again, I Ready is kind of a full picture reading as all these other components, but specifically in the lower grades. Um I Ready reading the kids take it whole class. They're taking it oneonone on their computer. Um, it's computer adaptive, so every student receives a

very different test depending on kind of what they're uh doing. Takes about 45 minutes. The kids take it on a computer and as we know in kindergarten they're learning how to use a computer. Um, at plus dibbles it's given oneonone to a student. So, um, I'll give it to a student or a reading interventionist or our coaches will do the assessments one-on-one. It's the same exact assessment for each student. So you know that a student's score is exact comparison of another student score um takes about 15 minutes max kid it's part of our reading list and um what's measured is different right it's 15 minutes so it's not everything about reading it's we know by research these are the five things that are the most approp so that's what we measure so that's a snapshot of our data um again this was taken in December so we've already acted on the data we're not waiting till today to present impacting, but also this data is a that midpoint. So, we also we're using many beginning of the blue data to do our work, right? And so, we use this data to kind of fine-tune the work, change course if needed, things like that. Um, and so these are the things that we talked about um at the beginning of the year, the things that we're doing to improve instruction. Um we continue our work with the MVWC way which um all the evidence-based research based practices for delivering um instruction for all of our students and in particular our multilingual learner students. Um you heard Lance talk about the writing revolution which is advancing thinking through writing. So the idea of um in all content areas we want kids to process their learning and the best way to do that is to have them write. Um and so uh we've been doing that. Um for ELT we have focused on our multilingual learners at our different um PDS districtwide. We've um administered the intern alex part about writing so we can see exactly how our MLS are doing with writing and then um in our meeting

support there continuing with our targeted interventions. Um we expanded intervention to um have our instructor coaches provide intervention too. So, we've been able to reach more students. Um, partnering with ELAC to develop more programming after school that allows kids to build background knowledge on a text they will read about in class. Um, in math, we have started our math committee. So, we've met four or five times now. Um, and we've built back our knowledge about what the math framework says, about the science of learning, and now we're moving into reviewing curriculum. Um and then we've implemented our SEAL curriculum and the after school classes so kids have a rich experience they want to come to school. Um so some things to think about some considerations. So how we currently use the I already diagnostic 2 data use it as a predictor of CASP success. So schools at that data and see students who are not yet at tier one. And so some schools are running like ESPAT boot camps or things like that, adjusting their instruction to get more students to be um proficient by the end of the year. We use it to monitor our progress on our cyclone goals. We do have goals that are written around um I Ready. Um we also use it as kind of that first pass instructional groupings. Um I Ready again because it's so broad, it doesn't measure exactly what's happening in the classroom. Gives you a snapshot of like dig here and then you dig further to see what students need. Um and then we use it in D2 to do some forecasting for staffing of mass masking. Right? It's not going to be the exact thing yet. You get a rougher probably the center of kids in each of these tanks. Um this is just another consideration of the amount of assessments to be provided to students and it's the balance of every assessment needs some um temporary stoppage of course instruction, right? So what's the balance of that? At the middle of the year, we do give the students that I ready if they're in K2,

the M plus. We did the intermack of the full thing, just once they test out. Um, we are starting now the summitive LCAT for our multilingual learners and then we do a literally test for multiple multilingual learners as a way to measure their reading progress, but also as a tool to see if for specification, right? And then at the end of the year, we have those tests and we have the end of the year espack for students. So just snapshot um kind of the big test that kids take. Um and just the considerations that we've talked about before like our work here at school is to improve outcomes for kids, right? Make sure all kids leave better than they came, right? Um, in order to do that, we focus of course on instruction, targeted instruction, um, hearing instruction interventions tied to essential standards that we can articulate K through eight so we can say this is what we want for our eighth graders when they leave and this is all of our work leading up to that. Um, then in order for that to happen, we also need to consider kids have to be at school. They have to feel safe at school. Um, we need to support families. We need to make sure it's an inclusive environment. All these things work together uh to um have better outcomes for our students. Um I forgot to talk about the thing at Castro because I knew one of the slides rewind the one that said like our work today. Um so at Castro um we saw that we were not what we wanted to see right we've been working hard our interventions our teachers at Castro we were working hard um and so principal Taylor um and I were looking at that and instructional coach um Santero looking at that data and that's not what you're going to see right everyone's working hard we have been working at Castro with AIM institute um we were selected as an early reading success and it's um been a pretty cool program they gave us a scholarship to go through the Um the K1 teachers have found through 20 hours of professional development on their own

time just about early literacy. Um principal Taylor and um the instructional coach have had hours of um professional development for them how to lead change and how to coach change. And so one thing that we um have been doing with their learning is we realize that we have a lot of things happening in the core classroom that are moving because the teachers are learning more about structure literacy. things that are happening in reading and writing that are great because they're trained interventions, but they weren't talking to each other in the same way and they weren't aligned. And so the work that um that coach was doing with his coaching um was about alignment. And so um the last staff meetings for the last month and a half since January have been having the K1 teachers team actually now it's TK through two teachers work with the RAI teachers to norm on the instructional practices. So when kids go from room to room, they're not seeing different things. We are all talking about phmic awareness in the same way. We're doing it in the same way. We're amplifying it. If that's what you're doing in your core, this is what we're doing in RAI to supplement it. So a lot more um communication. We looked at the um with Dibbles, you can also progress monitor students, right? So, we looked at the first grade of progress monitoring scores for our Castro kids and um we're really um excited about those scores. In the first trimester, our students were not there's a graph you look at and the students scores were all below the graph, meaning they were not keeping up with the trajectory if you needed. When we looked at the first grade scores, all but four students, their points were above their graph. So, they're on track to meet their wellabove benchmark goal. it might not put them at yellow yet or might still have them at red, but they are on track for meaning they're well above average growth in the first grade. So, um just that kind of tweak of like, okay, let's we're all doing this work, but why is it not working? Um has made a difference so

far. Newcastro will continue to um do that. Anyways, wanted to share that. Um next steps we will continue implementing the areas we focus those targeted interventions responding to the data through adjustments in core first instruction and interventions. Um review progress on our site goals with our staff our site councils and our els um adjust actions if needed to um make sure that we're making progress towards those goals. continue our work with the math curriculum committee um continue our ongoing PD um the work that we're doing with the writing revolution that um l shared that is a lot of that has been carried by our teacher led literacy PLC's they're the ones supporting the work and kind of teaching teachers how to do that um and then we are working on updating our plan based on the agenda findings right we know that we need stronger program alignment we need to refocus focus in on tier one instruction. Um develop these nested assessment systems, examine different ways to assess um shift our focus to classroom and curriculum based measures so that we can um we know what we're targeting, right? Um because it's measuring things that we adjust taught or the predictors of reading success or whatever it is so that we can um adjust appropriately. Um think about how we assess our younger students. what's the most appropriate way to assess younger students and then um our math committee in their work this year next year will be looking at um obtaining the math placement exams into the tracks and that is what I have questions

thank you um any clarifying questions from trustees a few questions but I think I'll ask the maybe the most interesting one first Um, so we talk a lot about assessing how the students are doing in the classroom um, and their progress. So, but these test scores can also be used, of course, I'm sure you're using it this way to evaluate the programs and the the the teachers and everything that goes into delivering the education. And what I see too is clearly we have a you could track the student scores during time, but on the board long enough to know that we have certain curriculum, certain um initiatives that are sort of coming one after another or or being done at different schools in different ways. And um so explain to me how do you use this data to assess the delivery of education?

Yeah, I think an example of that is what I was describing at Castro school, right? It was like we saw that the data was not what we wanted to see. So then we needed to tweak or re-examine how we were delivering the curriculum, right? So that meant more alignment or it meant whatever. So that's how we can use the data to adjust programs to make sure that they're working how they need to be working, right? And during the last year, we've heard a lot about Amplify as a tool and and the training. I mean, does this then inform is Amplify working or not or you know I

Yeah. And I think it it's not it's a little simplistic to say like this will say the curriculum is not working versus the way that we are delivering it is not working or those types of things, right? So it can give us a snapshot of yeah, we need to make adjustments. We need to do something differently with how we're delivering the curriculum. So it might mean we need more understanding of how to deliver it. We need more alignment in what we are doing with the curriculum versus the curriculum's problem. I guess if that makes sense, right? I think it it makes sense. So then what I'm just sort of getting this Yeah. We try all these things all the time and things are staying the same. And that's frustrating, right, to everybody.

Yeah. Education is a series of hypotheses. Test it, fix it, test it, fix it, right? Yes. Yeah. It's not a criticism. It's just sort of reality just to understand that. But it's a fascinating problem that you look at it that way, too. Cindy, you can Oh, can we put slides back up? Oh, sorry. It's okay.

Now I have to It's okay. Um, slide which 56

Bill I think this is at the heart of what you're talking about right this is what I observed when I came in this is what Arenda validated right especially that very first uh sub bullet, right? It's the improvement of targeted tiered instruction and interventions tied to essential standards, right? We want to make sure that we know in Mountain Dew Wisdom School District what every student is held accountable for and every teacher held accountable for teaching TK through 8, right? No matter what curriculum you lay on top of that, the standards should not change. And we do we need to establish what the minimum expectation is for a child whether they are at Mistral Castro EMI Stevenson Landals it doesn't matter our expectation is our expectation and for the students who need greater number of resources we need to figure out how to scaffold and provide supports in order to get them to that floor right the floor can't change how we support them to get there is what will change and that's where we should be directing more dollars, more resources to get those students and those teachers the support they need to get to that that expectation level. But it's really the work that we need to do as a district is around standards and identifying what is non-negotiable for every single student in the school district in each content area. I think we should start with language arts and mathematics, but that's where the work that's where the big work needs to be done and that's not a quick fix, but it will leave a lasting imprint on the school district because that's what's missing.

How is that different than what we're doing now or have been doing? do you want to say?

Um I think that there is um I think we're doing some of these things, right? So we started with um we put together what we what we what you've heard of as UDC, right? Which was our cycle of instruction looking at first instruction. What do we want students to learn? How are we going to learn it? How are we going to scaffold it for all the kids in our class? and how are we going to assess it at the end? And I think we started that we got that off and running and then all of a sudden we kind of shifted and we've we added we adopted new curriculum and we've done a lot of different things. So I think we have the foundations of what we're trying to do but I think what we need to do is focus just on that one piece and I think that came really clear in the Arinda report that we need to think about all these other things that we're doing and we have to narrow our focus down to that first bullet. I think we have the foundation of it and now we have to build it out. And

Cindy talked about common language with the work going on at Castro, right? That's what's needed in those UDC cycles as well, right? That all of our teachers at a particular grade level are all discussing the same set of standards, the expectations for a second grader in language arts, no matter what school you're at. Right? That needs to be what happens. Vice President Henry.

Um, thank you for the presentation. Um, you talked a little bit at the beginning about um, the the I Ready issue and the tool. Um, and I was just curious if you could talk a little bit more about that in the I think keep thinking about the tension between, you know, the CASP scores are part of what goes on our public dashboard as part of, you know, and even in the or report that was a lot of what they were measuring against. Um, but I already may not match up to the pacing of the curriculum or the standards. Um, and then also you have the slide of the many different assessments we have. So I'm just of a where you are now as we think about how we look at these things of the tensions of those different types of Yeah. I mean they all measure different parts right. So I has a place in that it is a predictor of the ESPback. It might not be at the rigor of the ESPback, but if you look at the scores of the students on the I Ready, it pretty much correlates with the scores that they will get on ESPback. I was looking at it, it's like 80% of the kids who scored tier one on I Ready also um met or exceeded standards on ESPback. So, it's a predictor for that, right? Um but it's not as helpful for pinpointing instruction because it's computer adaptive. It's not based on what you learned. There's other assessments, right, that dibbles, it's helpful because it's measuring this, but it's not the whole picture. So they all have something but you have something has to give because you can't just assess kids you've got to act on it as well. Um I think there's opportunities of other um places we can explore if we are already giving the aspect anyhow and part of our work is understanding what the floor is for students and what we we want students to be able to leave with. We can like um you know the California system has interim ESPback tests big and smaller chunks big chunks you can use

that to measure students progress towards um their performance and aspect while giving them the aspect experience while being aligned to kind of the rigor that is required for that kind of test. So if that's something to look at, there's there's things to look at to see what would be the best use of balancing. We want information about students so that we can act on it. And we want to make sure that that um we don't over assess our students to the point of it's not useful anymore. Yeah. Trusty Cotton.

Yeah. Thank you very much for the presentation and the um I don't know if I would call it appendix but I all of the many slides um broken out by school as well. This was um the first time I've seen dibbles discussed in this way in such depth and I really appreciated the different visualizations you did for I Ready because we haven't seen that before either. So it was very informative. Um, digging into this kind of assessment question, um, when we're looking at, and this may be more of a question for Superintendent Bear, when we're looking at, um, kind of having our internally developed essential standards, right? Are we going to be developing a an assessment, an internal assessment aligned with that that we would be using as our benchmark? I think I think if we're thinking about this in terms of recommendations um that have come out of Arenda and just our own thinking the way they the way that um it's done is you're you're doing cycles right similar to the UDC. So you're teaching for a certain number of days and then everybody's giving all teachers in that grade level are giving the same assessment which is aligned to the rigor of the standards of what we expect and we're using the results of those. So classrooms are using them to look at progress of their students, grade levels are looking at the same data, schools are looking at the same data and then the district is looking at the same data. So that would really become more of our assessment system rather than something like I Ready that everybody would be taking. I think there's also the opportunity we can look at the I think utilizing what's out there with the part of the CASP system and the interim assessments that they have. I

think we have to think about the fact that um those it's not as simple as just giving that assessment the comprehensive assessment um because it it's not just computer scored so it has to be handscored by teachers the constructed response items the performance tax um task items have to be handcored so that then you can get a composite score to understand where kids are but it's definitely something that that we can look at um their their bigger assessment could be used as kind of if we wanted to have some sort of a benchmark, we could use that as like a mid-year check-in or something like that. So, there's there's lot like Dr. Newman said, there's lots of options. Um but I think looking at um having teachers create these standards aligned rigorous assessments that we look at as a whole um district.

Yes. And I think um if we're going to have teachers and students spending time on assessments, we want to make sure that they provide the necessary information that teachers can use to inform their next set of of lessons, the adjustments they need to make, the the conversations they have as a grade level, right? um that are in alignment with grade level standards as opposed to I ready which really isn't tied to grade level standards. It's a set of skills. It's predictive but it doesn't really provide the information about what's next or what reinforcements needed.

Yeah. I think the um there's the the tension that we're all talking about too is as we develop those assessments, are we on track? Are they the right assessments? are we actually aligning with what students are expected to know? Um, and then I have questions about just kind of how, you know, do we give a beginning of the year diagnostic and then break out these chunked assessments that are more um formative over the course of the year that are giving us insight for direct instruction. It's complicated. When I was a teacher in this district, I did my own series of assessments and I was like a complete outlier. We didn't have I ready then. So there wasn't there wasn't really anything to look at districtwide and see are our students ready for the CASP? Um, in the same way that I Ready at least has some of that that information and it it's been a tool that in theory parents could use to talk to their teachers about my child's not on target. What's going on? How can I It's like a red flag warning system for families. So, I guess another another piece, it's a question. It's a little bit of discussion. Um, Charles is President DeFazio is looking at me right now. um is as we move into a new kind of realm of assessments, how are we going to communicate that effectively to parents too, so that it's tools that parents and families and the public has insight into and can use to support their students and advocate for them.

Yeah, that's all part of it. Um just one quick thing on on dibble since it's newer um these presentations just wanted to clarify that I think I understood from your presentation that the benchmark moves along the year that it's it's matching where you expect the growth to be so that um that middle of year is these benchmark it's above or below benchmark at that point for the middle year correct great thank you

further questions trusty Lambert I have sort of an easy I have an easy question, but um I've always had this question. I've just never asked it. If you could pull up one of your uh the histogram charts, anyone? I like to think I'm pretty good with numbers and looking at things, but I have to admit when I look at these, I don't understand what I'm supposed to be looking at and what I'm supposed to be taking. I I feel like I'm either looking too much detail or too far away. And um sort of help me out with with what when you look at something like this, what do you see?

Sure. Um so in a graph like this, we have what the kind of floor is that baseline. So you're looking for like you want as many as you can above the line, right? So that's one thing that I'm looking at. Um yes, the green and the blue. So those are the proficiency rates. So we want kids to be blue and green um meeting benchmark or above benchmark. That's good, right? And then when you're looking below the line, the yellow and the red, the yellow is students who are um below benchmark. Red is well below benchmark, right? And so you don't want to see a lot below. Um so what I'm looking at, that's what I'm look that's how I'm reading that. I'm also looking to see when I'm looking comparing like the left to the right um the beginning of the year, the middle of the year, where students are moving from, right? Are they moving out of the red into the yellow or is the red getting bigger? Like looking at that, too. And that's why they're kind of paired um like that. So, you can see beginning of year to middle of year.

Maybe walk through Landals as an example.

Sure. Um so this one for Lannel we see that um at the beginning of the year 27% of the kids were um at benchmark meaning benchmark and 32 were above benchmark and when we got to middle of the year we had fewer kids in green but that's because they moved into blue right so they were at benchmark now they're above benchmark um and when we look below the line at Landals it's roughly the same aggregate. However, at the beginning of the year, more students were well below benchmark. And then we got to the middle of the year, you see the red is smaller. So then those students moved into um below benchmark, the one before it. So that is um a positive that kids are moving like Yeah.

Landos is an example of what you want to see, right? And we have more kids. Um, if you look at if you look at Castro, that's what we don't don't want to see, right? We have fewer kids overall at or above benchmark and we have more kids into the red that's well below, right? Actually, I think that was helpful obser believe it or not. Sure. So, so it's Thank you.

No, yeah, I apologize for not walking through it before. Any further questions? All right, I will now move on to public comment on item 9B. Uh, if any members of the public in person wish to address the board regarding this item, please turn in a speaker card. If you're online, now's the time to use the raise hand function. I'll wait to see how many speakers we have and then allocate time. See one, one card in person. I see one person online. So, that means I will give you three minutes each. So, I'll start I'll start with in person. Um, Steven Nelson,

so much. Uh, Principal Cindy, I hope I gave you enough good feedback, so this isn't going to be too traumatic, but there's a guy that I have a lot of admiration for who's died. Um, he's a guy who was willing to get his skull fractured for civil rights. Um, and one of the things I want to say is this gross measures in I Ready, this ATG is uh, quote, "How to lie with statistics as the book goes." Uh, the problem is it's different at each school. It doesn't mean the same thing. It this isn't the old adequate yearly progress to a standard. This isn't the stretch uh, standard. This is everybody looks like they're 50%. But if you look at the uh Castro actual results, it went down. You go look at the result. So that's why I sent you that thing that had all that crap removed because it's a bad statistic. It's a stupid thing to use. Don't use it. Don't look at it. Um the other thing is there is seems to be um a d of knowledge in this district of this intern SBAC. Now I haven't found that it's been used by a lot of districts but it's free and it does the kind of thing the questions directly are by the same company that does the SBAC. It is nonadaptive, which is one of the things that uh been talked about. It's an advantage if you're going to do looking at going into um middle school math. It's nonadaptively. So, everybody can

have the same questions when they're doing the same block. And the teachers at different schools, I think, very obviously shouldn't be tied together to do everything at the same time. in the district where uh Jeff was managing um it was well known that people were supposed to be on the same topic on the same day in the same if you're teaching third grade you're well that's what the maybe it was before you were managing but there was very much uniformity of what people were expected because look the schools were very similar the schools are different here and one of of the things is if they're using modules and if they're doing something at Castro, they eventually need to do the same modules, but it isn't clear that you should see all the teacher groups, the communities of practice. We're talking about that, but you need to let the teachers pick which block they're going to be. So, you need to really look at what those interns are. Otherwise, you're going to be having teachers do something that's already been done. making questions that meet the standards.

Thank you. Um, I'll remind speakers that we often have families listening, so please do not use profanity or other language. I can't stop you, but I would request that you refrain from that. Next speaker, I will go online. Miss Lou,

hello. Uh, thank you for your presentation. I'm glad that uh, the district is looking at something aside from I Ready. I'm not a fan of I Ready. Um before I Ready in 2018 and 2019, my parent teacher conference with the teacher was such so much more meaningful with better data. Um but once it trans went to I Ready, it's it's very confusing and also like it's like data that like the teacher have to decipher and then present it and it's just like not their own data. So I'm I'm glad that we're exploring other options because as um Superintendent Bayer mentioned in the past, teachers spend 180 days with their student. So they would know their student best. So um one of the question is like why are we using the trained personnel to administer the one-on-one um for the M class which is um one of the questions I have. um Santa CL un uh Santa Clair Unified School District um for their early literacy team, they have tier three support, which is one-on-one interventions. And my understanding is our early literacy team only have tier 2 support. Um so I'm just wondering if that could be something that we uh could look into and do that because they have very like they have really good result. I think recently they just won the county award for for the the OC team. Um and then the Benia school district in California so-cal San Bonito County that's the only district in California with the where SEDD low-inccome student performs well. So I hope you look into that. I think they have something about building bridges to school literacy where um kids have access to these books that don't need internet access but they have book read to them and then teach them how to

read and that's really helpful. Um and then I I was looking at the loss out to school district uh board meeting this past Monday and they also did a presentations on you know the the midyear. Um I noticed that for for them they the staff they have IMS training and implementation. I'm not sure how that is being done in our district and I and then they also the thing that they think they've done well is like they have parent ed they increase the the eight time um I think parent ed is an important component of it because I mean you teaching the kids at school for six hours but if you going to teach the student uh how the parent how to help their kids I think that will um pay in dividend as well. So um I I I I know you have done a lot of that in the past years and I'm just hoping that that continue. Thank you.

Floor is now closed public comment and I will return to the board for discussion. Any discussion? Um yeah I think I'm so I'm looking forward to seeing I think as staff starts working through how we refine the assessments. looking forward to seeing kind of the breakdown for what the plans are and the recommendations for how we refine that. Um I assume many of our much more of our discussion will happen later in further items. But uh Trusty Reed

um I wanted to highlight those teachers at Castro that underwent 20 plus hours of training on their own personal time to make sure that their students are seeing success. Um that's huge. So kudos to them for that and for seeing already um improvement in their student progress based on their willingness to spend their own time to make sure those students are are finding success. Mr.

Yeah, I think the um as you alluded to President Toazio, the the theme for the night is around kind of our work around student achievement and meeting student needs. It's a very student- centered night, which I appreciate. Um, and so, you know, what I'm going to talk about now kind of applies in some of the later pieces as well. But, um, looking back, the 2425 school year was really a year of what I think of as tightening up the ship. We were finding holes. We were fixing problems. We were making sure that we had a a tight ship. This year is about changing direction, turning that ship. And I think the Arenda report has provided a really good pivot point for us. It's a baseline for updating our strategic plan. We can combine it with this data that we keep getting um to make some informed decisions about what we're going to do differently this spring. You know, Castro is a great example of where changes are already being implemented based on data provided. But then with our strategic plan, what we're going to do differently for the next school year and we'll talk about our LCAP a little bit later, but how we're going to be eventually updating the LCAP, um, which is harder to do midstream than it is to kind of adjust, um, some of the direct instruction in the classroom. But I think, you know, this is a real opportunity space that we're in. I feel a lot of urgency about trying to make sure even though these things take time that we're not losing our students now. Um and so I appreciate the urgency of the work at Castro that you described um Miss Nuin and how responsive the team already has been to trying to make changes, figure out where there are things that can be altered and to

improve student outcomes. And you know, I've taught enough in different types of demographics and different types of school settings that I've seen for our children, proficiency on on CASP is like the it should be the floor. It is the low standard. There are so many children within our public school system and then also the private school system who are getting so much more beyond just proficiency on the CASP. And yet we still have a lot of work to do just to get to proficiency on the CASP. But I think maintaining high expectations and setting that standard across the district is is key to making sure that all of our students have more access to opportunity in the future.

So I appreciate the report. Um Cindy, what what I'll just preview everyone to right as as the report said in Arendrenda and their their kind of theme is our system is getting exactly the results that it is designed for. Right? So when we talk about needing to change some of the pieces in order to get different results, that's going to be a tough conversation, right? because it means we're going to do things differently than we've done them in the past. And just want to make sure that that we all are aware of that and understand that because living everything the same is going to get us exactly what we got right now.

All right, seeing no further discussion, thank you for the report and we will move on to item 9 C. This is overview of the results of 25 California dashboard. Again, discussion only. Um, no action will be taken tonight. Associate Superintendent Power present the staff report.

Okay. So, tonight I'm here to present the results of the dashboard. The dashboard was released in November. So, these are and I keep in mind that these are the dashboard results are based on the 2425 school year. So, we're talking about what happened in the last school year and now we're in February of our new school year. Um, and a lot of what you're going to see tonight, albeit in a different way, is a lot of what Arenda reported in their data, too, because they talked about suspension, chronic absenteeism, CASP, and all of that is similar data um to the dashboard. So um just a little bit you know the dashboard is part of our state accountability um continuous improvement me met metric. Um it measures how districts and schools are doing um meeting the needs of their students. Um it helps identify strengths, weaknesses and areas of of need and they use it to identify schools that may need technical assistance or state support. So there's multiple indicators. We have local indicators. These are um indicators where there's no state data available. So these are um areas where we self-rate. Um so we annually measure our progress on those indicators and then we present to you our our self-rating at the same um meeting that we approve the LCAP each year. And then we take those ratings and we publicly report them on the dashboard. Then we have state indicators that these are um the state indicators that the state collects data on. So they collected all the data from the 2425 school year and then produce the results on the dashboard. Um we get results for all indicators keeping in mind if you for looking at suspension and chronic absenteeism you want to have low ratings um and you want to have high or very high ratings for language arts and math and English learner progress. Um we do

get ratings um high, medium, low for any group with 30 or more students with the exception of homeless and foster youth. Um that's if there's a if the group is 15 or more. Um and that the data used differs for each indicator. um some for chronic absenteeism, they're looking at kids TK to 8, but yet for the ELA and math um or academic indicators, they're looking at kids that are taking um ESPback in grades 3 to 8. Um so you'll see um some groups will have results displayed but no performance level and some will have no data to preserve confidentiality. And now nothing wants to. Sorry, my computer has there. Um, so let's just look at some of our results. Um, again, we're looking at results based on last year 24 25. And what they do is they compare, they look at status and change. So we're going to look at the results from 23 24 and then we're going to look at did we grow, increase, decrease in 2425 and that's how we get our rating. Um, we're sharing ratings. I the way I did it was in the table you have arrows so you can see did we grow or did we um increase or decrease depending on the indicator and just to note long-term indic long-term English learners are new a newly reported student group. So this is the second year of data. So now we have full ratings for long-term English learners. So chronic absenteeism um remembering that a student is considered chronically absent if she or she is absent um for 10% of the days they're enrolled in school. So this number fluctuates over the course of the year. Um it's different from truency which just looks at unexcused absences. Um and we calculate chronic absenteeism for all students grades TK to 8. and that all of our data we submit through CalPADS and then the the state pulls our

data and we want to have low or very low ratings for this. So if we look at our chronic absenteeism, um I just looked at our subgroups, our student groups in the district. You can see overall um we had a slight decline um in our overall chronic absenteeism rate as a district. And then you can see that we have groups starting with our Pacific Islander group where they have a very high percentage of um chronic absenteeism. Interesting to note, they there's only 19 students in that subgroup. So, they don't have um a rating, a high, medium, or low rating. They're just giving us a percentage. But nevertheless, we need to look at those 19 students. And then I I arranged the data so you could see it in terms of the highest rates to the lowest rates um of all of our student groups. And you can see um that again our most at risk groups, our SED students, our Hispanic Latino students, our students with disabilities, homeless students have higher rates of chronic absenteeism. While we're still seeing declines for the most part, um our declines are leveling off. So we we're not seeing the drops in chronic absenteeism as big as we have over the last couple of years with the exception, I would say, of our homeless students. You can see we continue to make consistent um progress with um getting our students who are um considered homeless back in school. So just some trends like I mentioned um we definitely um we definitely have a lower chronic absenteeism rate um from the state um and we continue to focus on this. So we are seeing declines. Um but we definitely as I mentioned were seeing decreases a little bit less than in previous years. Um and we saw at

Castro last year that they after a couple of years of decreases in chronic absenteeism they actually had an increase of 3.2%. So looking at suspensions um again this is looking at um a student they are counting students who were suspended. They only count one suspension. So this is not looking at all the suspensions of all the kids. It's looking at how many kids were suspended at least one time over the course of the year. And we look this is another indicator that is look you look at grades TK to 8. Um, and we again want to have low or very low ratings for suspensions. Um, again, I arranged this this slide. This looks at our student groups from the highest to the lowest suspension rates. You can see our long-term English learner suspension rate is very high. Um, I did look at where that rate is right now. It's about 13.5%. So, it's still high. um not as high as we did end at the end of last year, but you can see and even we saw this in their render report, our suspension rates are not um really high and they they continue to decrease as we continue to work and provide supports to students because we know that for students to learn, they need to be in school. Um so again, we have a 2.4% suspension rate, which is a we had a slight decrease over 2324. Um the state suspension rate is 2.9%. Um and again that that highest suspension rate for long-term English learners. Um and we saw decreases across the board um except for a few sites Bub Mistral and Vargas, but their increases were very minimal. So looking at the English learner progress indicator, um this is looking at the percentage of students who moved up at least one performance level on the ELPAC or maintained a level four and may not have been reclassified.

Um and just as Dr. Newwin mentioned, this is definitely a fluid group of students. So, you're going to see a lot of fluctuation in these percentages because you're pulling off the students that reclassify each year, leaving yourself with your true English learners. Um, and we want to see we we would like to see percentages increase year-over-year because we always want to see more kids always gaining on the on the LPACT or maintaining that four and then reclassifying. Um this is one of the indicators where if we do not um test 95% of our students on the ELPAC where we can receive a penalty um which would lower our scores. We had a 99.9% rate of testing. Um in this this table and I've thought long and hard about how to redo this. This table's a little little harder. So if you look at the percentages in the middle that's probably the easiest. um you can see that fluidity in our student groups. So if you look at Landals from 24 to 25 in 24 23 24 they had 70.8% of their kids who were progressing on the LPAC or maintaining that four but in 24 in 24 25 million 26 26.7%. So that that's showing that fluidity with our students and our EL group. Um and I think what's so you can just see the schools I I I ran them by the 2025 scores the lowest um LP percentages to the highest. You can see MI who has 37 ELS but almost 90% are making that growth every year. So we have um a a 49.7% of our students are making progress. I think it's interesting to note that from 2223 to 2425 just in that span our English learner numbers are increasing and what

we had seen before COVID and into COVID is actually our English learner numbers were decreasing. So now we've sw we've switched that trend and we're each year we're getting a few more English learners. We're creeping up with more. Um we had and use like I mentioned MI had a very high rate. Um but we had four schools that were rated as very low or low with Castro, Mral, Landals and BUB. So academic indicators um were looking at our students in grades three to eight who took the smarter balance summitive assessments and also included in the methodology of the scores are our students that take the California alternate assessment. So that's for students who have significant cognitive disabilities. So they may take they take the CAA um and they use a score or they use a methodology called distance from standard. And I put all of the how that's done in the appendix, but we would want to see high or very high ratings for ELA and math overall and for all of our student groups. So this is another academic indicator where we are required to assess to test at least 95% of our students. Um if we don't then we are we get what's called a loss penalty. Um, and we actually had that happen to us last year and this year, different groups. Um, but I think it's important to know that while federal accountability requires 95% um, participation, California Ed Code is allows parents upon written requests to opt out of testing. So, these two things are not in alignment. Um, so we do have to notify parents of their rights of opting their um, children out. Um, we did see a loss penalty only of one point for or a loss penalty what the state calls of one for both ELA and math for

our African-American student group because we only um tested 93%. So this shows um our distance from standards. So you can see prior year to current year and looking at our students who are farthest away from standards. So, when you are minus 115 points as our long-term English hours, you are really far away from standard. Now, they got a little closer because they were 125 minus 125 points, but that's not what we want, right? Um, and so you can see our long-term English learners and our homeless students are struggling um tremendously with academics. Um, and then the rest of our scores as you go. So, we only have right now three student groups essentially that are sitting um above standard. So that distance from standard, they're above it. They're above the the middle, right? Not not the trends we want to see. So we we maintained our rating. Um, we're defin we're doing better than the state, but that's not what we'll want to do. Um, and again, just like we've heard from Miranda and like we've talked about in our CAST report, what we talked about in our I Ready report, our most atro student groups have low ratings for English language arts. there's a little bit of a bright spot where our English language learners and our students with disabilities moved into the medium level from low from 23 24 to 24 25. Um but we're not we're not closing the gaps. We just have big gaps and we need to um as we've been talking make some changes so that we can switch

this um trajectory. looking at math, similarly similar um scores. Um although our our groups, especially our long-term English learners and our homeless students, are doing much more poorly. Again, you can look and see they made a our long-term English learners made a little bit of progress. They got a little bit closer, but not anywhere near where they need to be. I highlighted the loss score for the our student group with his African-American. You can see that without the loss score they would have been at 47 - 47.1. With the loss score they're at - 57.8. So that's how that affects the participation rate affects that percentage. Uh so again we're above California but similar story. We're not closing gaps. We're not doing what doing well for all of our students in our district. So systems of support just important to note that we have there's state accountability differentiated assistance um or intensive intervention um and that these areas differentiated assistant is for district is determined by the results of the dashboard. So currently we we are um in differentiated assistance and then you have federal accountability which is CSI comprehensive support and improvement or ATSI or TSI lots of lots of acronyms. Um but CSI is really looking at title one schools. ATSI and TSI are looking at student group performance. So we're eligible for differentiated assistance. Um, so we're in year one for long-term English learners, um, for both suspension rates and academic progress or for English learner progress and

suspension rates. And we're finishing year two for um, academic progress and high rates of suspension for homeless students and um, similarly for students with disabilities. We have made um gains in um decreasing suspension rates for homeless students and students with disabilities. Um students with disabilities have increased in the academic ratings. They went from very low to medium in ELA and from low to medium in math. We're not seeing that same with our homeless students and we continue to work with the county um on our plans. Um also based on the results we had three we had four schools identified for either ATSI or TSI. Um and three of those four have exited Babylon Stevenson. So when the dashboard came back at our highest point we actually had nine schools in ATSI and we now have Castro um continues in ATSI and MI was found eligible for TSI this year based on their suspension rate for students with disabilities. So, we have two schools. Both schools will then have to create a plan for how they're going to address um address those. So, just things to consider. You know, like I mentioned, the dashboard's not released until November. They're trying to move it up. We're looking for it to be released in October, so it's more useful for us, but it is talking about data from last year. Um and we have reported um to the board on lots of things already in the dashboard. We've talked about cast scores, we've talked about chronic absentism, we've talked about suspension, the original report validated what we're seeing here tonight. So just action steps when we started all this work um the beginning of the year

because we we have all of that data. So just continuing working on our chronic absenteeism, reviewing our absence reasons, looking at that data with our administrators um at our leadership team meetings um monthly and um working on trying to better understand root causes of absences and improving attendance. Um in a lot of cases um chronic absenteeism issues can be very directly related to a family. Every family has a little bit of probably a different reason for why their child may be chronically absent. So, it takes a lot of that touch work um to help um reduce that. Um suspensions, again, we have done quite a bit of work and we see our suspension rates coming down. Um I think one of the big things that we're doing right now is they're working um we have a group that's been going through a trainer of trainers model on restorative practices. Um and we'll be looking at as we start planning for um the upcoming years along with the Arena report how we're going to start um expanding that work out from that trainer of trainers model English learner progress a lot of work has been done I uh director mentioned the LPAC interim assessment which we did give and we saw actually examples of that from um uh principal Dolman's today and the and just how we were able to see how kids are progressing on different pieces because we've been giving the writing portion of that interim LP pack to support our students. Um we've done a lot of training this year um with um our different with different teachers and groups especially our uh our TOSAs for English language development has done quite a bit of training. I I got to watch in October when the um Graham

staff took a portion of the ELPAC and how eye opening that was for them to see what their English learners were going through and to realize that on a test like the ELPAC that verbal when directions are given it can be given one time on the CAST kids can have it repeated or reread it and then the alpaca it's done once if you don't hear it right. So, we've done a lot of work um trying to help our teachers understand um what the rigors are of that assessment because I just like the cast that's a high stakes test for our English stars. Um academics, we're in year two of our curriculum adoption with Amplify. We've done a lot of work um with writing this year related to our Amplify curriculum and a lot of work with our MBWSDA and solidifying our tier one instruction. and we know that that is going to be where we are going to make changes, less changes for our students. Um, our math curriculum um adoption committee has met and we're just getting to the point of starting to look at curriculum. We've spent a lot of time, Dr. Wyn has led them through quite a bit of professional development on um the framework and being ready getting them getting the um committee ready to look at the curriculum um coming up here on a Saturday in two weeks. Um let's see. So just next steps um we're sharing tonight our sites have been out sharing their dashboard ratings. um sites are looking and making adjustments to their site plans. Um currently we're have coming up on the last day of the LCAP climate survey. Um and we're continuing to work on our MTSS system and we're continuing to collaborate with the county office on our differentiated

assistant plan. With that, I will stop sharing. Thank you. Any clarifying questions from the board? Vice President Henry. Um on slide 13, which is the chronic absenteeism um just statistics and the assigning low, medium, high. Um I was just wondering just for me to understand how um that kind of low versus high versus medium is determined. I see some numbers that look very similar and one time it'll be high and one time it's low. So I can understand.

So yes. So I wonder if I could I think what I could do which would I think be very helpful if you would allow me I could show you the 5x5 grid which is I think the way that I'm going to share this from now on because for someone like me who does this all the time. Okay. So if you look you can see here this is the this is the five by this is what they call the 5x5 grid and this is for um chronic absenteeism. So depending on where you were last year, right, and where you gained or you either increased, maintained, or declined, it places you into a spot. And I the one I would use is um our subgroup of two or more races as an example. So in 2324, they fell here in they their their chronic absenteeism rate was 5%. But because is they decreased by 3.9%. They fell in the blue category or the very low category last year. Okay, so this year they increased by 0.06. Well, that moved them into the medium category, right? But because they increased by 0.06, between 0.05 and 3.0, that put them in the orange. So this is why

Thank you. That was one of the ones that I had seen. So I think what I will do next year, I will snapshot this and this will make it much clearer.

Thank you. Um, looking at our suspension rates, do we have any protocol or action within our system for um if a child who uh has um a student with disabilities is potentially going to be suspended? Is there a flag that says contact Frank Svagio before suspending this child or our Mckin Vento students or our unhoused students? Is there a flag that says contact our Mckin Vento scffs before suspending this student? There's not a flag like that. Um they are flagged in power schools. So, a principal would know if a student is is considered homeless or a student is has an IEP. So, they they would know that and be able to have those those conversations with appropriate um staff at the site, but there's not a direct flag like you're asking. Um and then another question when we look at and I I asked this um yesterday. I don't know if you had time to pull data on it, so it's okay if you haven't, but um we were talking yesterday. Have we seen any I I'm curious for our students who are chronically absent um or our students maybe it's the reverse for our students who attend ELAP or beyond the bell are their chronic absenteeism rates similar to their peers who don't attend those programs? My guess is it might be different, but I I don't know. So, we haven't um pulled we had just finished pulling the academic data for students. Um but that is going to be included in director Watan's report because she's going to be coming back to talk about ELOP and we're going to include all of that data.

Oh, great. In that presentation. Thank you. I've been to some presentations on chronic absenteeism by different organizations and some districts find that having that that afterchool programming helps decrease chronic absenteeism because kids want to come and

participate in it where their parents want them to have care all day. Um and then my last question is very specific. Um we're talking a little bit here about the implementation of Amplify. We know that our multilingual learners, we still need to make up gaps um in literacy. That's kind of one of the themes of tonight. Um at Mstrol, my understanding is right now they're teaching the full Amplify curriculum in English and Spanish at the same time. How is that going? That's a lot.

It's a lot. And I I think where I think where there has to be more work, especially at Mistral, because their schedule was probably is more impacted than any other school, there has to be more work in alignment of what's being taught in English and what's being taught in Spanish because we can't just be doing everything the same. So, we're gonna have we have to do better work with aligning what's being taught in each language so that we're not teaching the same thing twice, but we're we're g we're bridging what's being taught in each language. And I think that's the work that needs to be done there um to better support that implementation. And I'm I'm curious if like 50/50 versus 9010 I know we don't necessarily want to open up that bucket of that can of worms um because I was here for the change from 9010 to 50/50 um in the model but if that would ease some of that tension because in a 50-50 model I think that's why it's being directly kind of taught the way it is.

It could be. I mean I it's one of those things that we would have to we'd have to come back and really dig into if that's if that was the desire. Thank you. Um so uh on the EL progress slide I not I noted that um like Vargas had a pretty dramatic improvement in progress um like 44 to 68%. Is there anything that we're doing specifically at that site like practice-wise or programwise that might kind of account for that?

Um, I think because that's been an ongoing um we've actually done ongoing work targeted Vargas because their their LP score was pretty low a couple of years ago. So, we've added we added newcomer support there. So, we have an a teacher there working um to support those newcomers and that's been going now for for three years. And I think that and um Principal Taylor had a focus on um English learners and how they were um different pieces he was doing with his teachers on that um in the 20 425 school year.

Are there other are there plans to is that replicable at other sites or things that we're planning on rolling out or figuring out what the investment is that we would be doing right if we're seeing success there?

Yeah, I mean it definitely is. I think the other thing we have to just keep in mind is I think that the the kids are constantly changing, right? So, we can look at what what he's done um and yes, we could replicate it, but it may not it may not be the same need that other other schools have, right? are like MI has 89% of its kids or their English learners meeting the LP score, but she only has 37 kids and she's got a dedicated teacher there working with kids. So, it's easy. It's a little easier when you only have 37 kids. Well, uh, if I might add, Principal Siam is like your stealth superhero on EL. She was the person who trained me in this district in English language development instruction. like she is an expert in that area. So, I'm not at all surprised to see those results there.

Any further questions? Um, one more. Um, it's kind of a combined question. Um, back to chronic absenteeism. Um, but on slide 39, you talk about the the school attendance review teams that review and monitor the attendance. Um, can you just talk a little about what they do and and who's involved in those teams?

So, the teams the teams vary by site, but it's usually the principal, it's usually um the sk. And what happens is we're looking they're looking all the time at students that have um attendance issues, right? Could be truency, it could be chronic absenteeism. And as um kids come up, then they actually have um meetings with parents and they call it a start meeting to get together to to try to problem solve whatever the issue is, right? And come up with strategies for how to support that family, whether it's the student chronically absent or the student being true or what's happening. So that's really that work. And then some of the training for that work has gone on during our leadership teams team meetings and what that looks like and what um they have a list of um different interventions that could potentially be used depending on what issue their the the family's having.

Right. Seeing no further questions, I'll now move on to public comment on this item. If you would like to speak on this item, please turn in a speaker card. Um, if you're online, please use the raise hand function. I'll wait to see how many speakers we have and allocate time accordingly. Please turn your speaker card. Turn in the speaker card. It's the usual process. Um, any members of the public online wishing to speak? Seeing none online. So, I will do three minutes. I said three. three minutes. That's outside of our board bylaws for how much time to allocate to public comments. So,

by the way, read who it's from. We'll recognize um Mr. Presence.

I I thought I wrote chronic. I thought that was the name. I'm sorry. Never mind. You don't get the joke. Um Devon would um yeah, chronic absence. Um one of the thing you might uh find interesting um Trusty Henry is uh before the pandemic, this is one of the things that wasn't required to look at chronic absence. Um what was mainly done uh in this district was um just the average absenteeism rate which doesn't really tell the problems that chronic absenteeism was discovering is that's more important than what the average attendance rate is. Um this district it took them a while to do it and I kept on pushing them and pushing them and pushing them. One of the things I did was somebody can be chronic absent, but a person, for instance, we've just had the first 100 days, can be 10 days absent and they're chronic absent. But what you find in some populations of students is their chronic absent means they've been absent 20 days. They will both show up as chronic absence. and you will have no idea what problems that one student is having because they've missed 20 days out of a hundred. So, one of the things I it reminds me the old data I have which I got from a public records act is pre- pandemic so it doesn't matter but you've inspired me to bother them again about giving me data on every student who's been chronically absent. How many total days has that student been absent? Because that distribution makes much more um of what shows much more what the teacher has for problems for trying to do um things that are not

level one instruction, right? Structure when the kids already in the class going along uh with the flow of things. it it makes it twice as hard for the teacher when they have a student who's been absent 20 days rather than student and is chronically absent versus one who's been absent 10 days and is called the same chronic absence. So, thank you for your two questions on that item. Thank you. Now return to the board for discussion. Is there any discussion? Trusty Connley.

Thank you. Um thank you again for the presentation. Um this is always I you know we always wish the state if we could have this data in hand in August think what we could do right um it is very frustrating that doesn't come until November from the state um so when it comes to our suspensions um you know I think I've talked about it before unless it's a statemandated suspension there are five causes that we have to suspend by law for um I really don't believe that we should be suspending any McKenna Vento students. It does not help them. It does not help the school. It doesn't make anything better to send a child away from school who has nowhere to go or maybe they have an RV to go to or a van or a shelter. like it just and and the work that I've um been able to participate in and um the different uh conversations I've had with um kind of our county level and other districts in the state around this is that um we really should not be suspending any McKenna Bento students unless it's that those statemandated reasons. So, I would love to see some sort of formal flag that says this is a best practice that some other districts have and an approach of um if a child is probably is going to be suspended or is on on the kind of consideration for suspension that there is a mandatory contact to Priscilla and Eduardo or McKenna coordinators to discuss the situation with them before it's done um to see if some sort of alternative can be figured out for that child um instead of sending them away from school. And then on uh chronic absenteeism, um as I said, I've been to a a lot of

presentations about this recently and it's not just our district facing it, right? We made really significant progress for a while. Um some of the things that I've heard about that I I have I don't know if we do or not. Um, one is that my understanding is u the reporting for chronic absenteeism I don't think it formally starts until after the first 30 days of school if that's correct and so one of uh kind of an exemplar district in this um arena that I heard talking they said talking about this topic they said that they started from day one um tracking absenteeism so they didn't miss that 30-day mark when the actual requirement kicks in because in those first 30 days of school, you can already get off to a bad pattern. Um or even rack up enough days that you're kind of in the hole for the rest of the year and it's a really formative time of the school year. Um some other districts that have been making really good progress in this area, they do things like a weekly data rollup. So they ask every single school site to send in their chron their absenteeism numbers and their chronic absenteeism flags at the end of every week. And then the superintendent posts a ranking of all the schools in the district to the principles that shows where everyone is for that week. And they are tracking it that aggressively to try and address chronic absenteeism. Not in a punitive way, but in a wait, you guys are having great success. What's going on? How do we improve it? And just making sure everyone's tracking it on a weekly basis. That's a lot of work. I think it's work that might be worth it. Um, and so I'm curious if that's something that we we've explored. And then the other piece of chronic absentism, which I know we already do, is this case management piece of really sitting down with families to talk through what's going on? What are the barriers? How are we getting you through

them? What I've been hearing um in the community is that people are scared about ICE, and there are times when um parents may be afraid to leave the house or they may be afraid to have their children leave the house. And so what can we do as a community to also as a school community to support in that situation? Um it's really challenging but maybe there's further community building or outreach work that we can do to our um especially our immigrant community right now which in some cases overlaps with our SED community or unhoused community um to really um support them and build trust and confidence and figure out ways to get their kids to school. Any present discussion? I think we're all saving some discussion for LCAP survey. Um, we're approaching the time. So,

what is your um sense of the timing of the evening, Superintendent Bear? It all depends how much discussion there is. Um I yeah I it's it's a little bit hard to predict. Okay. I'm going to make a a hopeful goal, but I'm going to put a um a big boundary on that so that we don't have to redo this motion later. I make a motion to extend the meeting until midnight. But my hope is that we'll be done well before 11. I'll second with the same hope.

So all those in favor say I. I. I. All opposed. Right. The motion passes with trustees Connley, Henry, and DeFazio in favor and trusty Lambert and Reed opposed. Motion. Do we need to take a brief recess? All right. Five minute recess.

All right, we are back from recess at 9:50 p.m. Uh we'll now move on to item 9D, local control accountability plan, midyear update. Um this again discussion item only. Uh this is associate superintendent Bower and Dr. Westover presenting the staff report.

Mostly I'll be presenting tonight. Um so I before I get into the the the update I I just want to acknowledge the fact that we're in a very interesting time, right? So we have a three-year LCAP that was built off of our old strategic plan. It has a lot of items in it based off of our old strategic plan. It has a lot of actions in it that we heard from Arenda that may need to be tweaked, things that need to be changed. Um, our a lot of our metrics are around I ready. So, while I'm reporting on this, um, we have to report on it, right? Because that's a that's a compliance requirement. But knowing that we have to keep in mind that um we're also in the process of thinking about a lot of change. And I think that as we move through the rest of this year and we we start um looking at how we're going to make change over time, think about how we're going to address the the LCAP, especially considering we're moving into the third year of this plan, right? And so how much how much can we how much can we change the can we change the entire plan in the third year? I don't know. I've never done that before. Um so I think we might have but we're checking. We're going to find out. Um and so it might just be a little bit messy. I think we're going to have to live with the LCAP being maybe a little bit messy, but I'm going to figure out what I can do. Thinking though that I draft this plan in April because it has to go out to public comment in May. So we would have to be really ready to go if we were going to make full sweeping changes of it by April. So just saying that.

So as we're formulating questions and thinking about discussion, recognize that this is a plan that we know we need to change.

Right. Right. Okay. So just so you know, we our LCAP was aligned as I mentioned to our old strategic plan. Um so our midyear update, we're required to present a mid midyear update on the LCAP and the local control form funding formula budget overview for parents on or before February 28th. Um this is in addition to the annual update which we do at the end of the year which reports on the same information. Um it's presented for discussion only. There's not a required template. We have to provide you all available mid-year outcome data related to the metrics in the LCAP and midyear expenditure and implementation data on all actions identified in the LCAP. So looking at the impact to the budget overview for parents, um really what this slide is showing us that our budget is is fairly close. we actually got a little bit more revenue um in terms of federal funds um a little bit more revenue from where we were at our adopted budget back in June. And then here just looking um looking at our uh total budgeted expend expenditures in the ELPAC we we projected to spend about almost 14.5 million on items in the LCAP. And then at first interim we're projecting um about spending about 14.270 um uh million. We're we're really close and these numbers will change as we move through this break. So, um I have some um this is going to be really uh uh really simple. I only am going to kind of present to you a little bit about where we are financially by goal and what we're doing. Um so for

this purposes of this report, you have to have a cuto off for fiscal. So, our last we pulled expenditures as of November 30th, 2025 for this report. So, if you looked through the actual midyear report, you're going to see some items that have been fully expended. You're going to see some that may not have any expenditures because we may not have been invoiced for that. The math committee is a good example. We started work with the math committee in December. Well, we pulled expenditures in November. So, we're not going to show any money spent in this report, but we will spend that money by the end of the year. So, right now, currently, we have spent as of November 30th about um uh 2.8 million of the 7.6 million in goal one. Um we um updated progress on 12 of the metrics um mostly CASP and I Ready scores. And I'll just mention for CASP scores um they're they're a lagging indicator. I know it's kind of confusing, but when I when I go to present to you the LCAP, so in 2324, the first year of the uh I I was we were presenting the 2425 LPAC, right? But when I presented to you in May, we don't have CAST for scores for 23 24. So to order to have a baseline, I have to use 22 23. So right now we are we have scores for last year um already there that will be at the end of the year. So it's just we're always a year behind for some of our metrics. And so I just I wanted to to make sure that you understood that. Um and then some of our metrics we don't have yet. We don't have the survey results. We haven't done some of the work with the local indicators yet. Um and a couple other pieces we don't have and we won't get until later in the spring. Um, and we are working on all of

our 18 actions. Um, and one is planned for spring looking at how we're going to better support our student transition students transition to high school. Um, goal two, we've spent about half of our um total expected expenditures. Um, we have five metrics with mid-year pro progress and seven will be updated. Those are all LCAP survey results and all of those actions in that goal are being implemented as of December. Um goal three which really looks at our um culture um we've spent about 436,000 um we don't have any metrics with midyear progress because all of those metrics are related to the um the LCAP survey and the parent engagement self-reflection tool which I will report on at the end of the year and all of the actions are fully or partially implemented. Uh goal four again we've spent a little bit of money here 216,000 um we have two metrics with midyear progress nine metrics which is survey data. This is really talks about um how our teachers are credentialed. Are they are the teachers we hired highly qualified? Um two actions are being implemented and what is planned for spring of December 2025. Goal five is looking at our distribution of resources. We've budgeted 522,000 that's for the purchase of Chromebooks which will happen in the spring. Um and we have uh three metrics with mid midyear progress and all six actions are in progress right now. And then our last goal is really around um Castro school. It's all the things that we're doing for Castro. Um we've spent about 306,000 as of November 30th and we are implementing all of those actions. Um and we'll update eight metrics at the end of the year. I think important to note in this goal there's a lot of um things

happening in that goal but a lot of the expenditures you can only you can only capture expenditures in the LCAP in one place. So things like at risk supervisor, we have an extra atrisisk supervisor for Castro, but that's captured in um goal I want to say goal two where we have at supervisors in the total cost because we can only put that money in once. We can't double count it. Um so we're going to continue to work to encourage our families tonight to finish the um LCAT. We're going to leave it open until Monday morning. So anybody who wants to finish it over the weekend can. Um I'm starting work on actually now the annual update um and the federal addendum all things that we'll bring to you in June. And I know for finances we're shifting work to second interrum um and development of the budget. And I think what I neglected to put here is also thinking about now how we're planning for the implementation of all of the um uh recommendations from Miranda. So with that stop and I'm happy to answer questions.

Thank you. Um are there any questions from trustees? Trusty Connley. I'm just trying to dig back through I can already envision um press questions from community members about an increase in revenues. Um I'm wondering and but this is from the first interim budget report so it was already included in all of our budget discussions. Yes. Okay. I just wanted to clarify that for the public.

Any further questions? All right. that I will move on to public comment item. If any member in person wishes to address the board, please turn in a speaker card. If you are online, please use the raise hand function now and I'll wait to see how many speakers we have and then allocate the time accordingly. Seeing no one wishing to speak online and I have one card in person, I will allocate three minutes. Um, Mr. Nelson. Did these get handed out? You can start it because I already sent this is the same numbers that were sent out before. Um yeah, one of the things is action 2.2 um quote chronic absentee differentiated assistance. Uh this is one of the things I was making the point of differentiated assistant means chronic absenteeism isn't the same across all the schools. uh when we saw the list before it showed some of the ones some of the schools were um very low um Stevenson and AMI but also surprisingly Mistral was low um I think it was eight or nine% um which is much better than what it is at Castro and those two schools are the two schools with the highest SED percentages um so one of the things and action 2.8 which are school link services. Now fortunately I didn't make the uh adjustment for the uh numbers that was being spent not being a half year even though it was a mid-year report. So this

may be too um 53k under spent for pupil services on these two things is over um dire warning to you. But there have been past years when there's been like $120,000 that were supposed to be spent on high need students and the LCAP that weren't spent because positions were not filled. I think somewhere in all these reports there's uh indication that there was an atrisisk uh supervisor that was supposed to be hired but didn't get hired until November. Um what uh Connley uh trustee Connley was mentioning one of the things about chronic absenteeism and you heard it from the support people was these kids are not unknowns. The kids that were chronically absent last year, the kids that were chronically absent the year before, guess what? There are the kids that should be and the families that should be contact contacted maybe even before the school year starts. not necessarily 10 wait 10 days into the next school year for a kid that was chronically absent last year. You know that kid is at risk. It's one of the reasons the name has to do with the function that that person is doing. Those are the feet on the ground that are going to go talk to those families. And I don't know if they're being engaged to start their job before school starts, but if they're hanging around 10 days after school starts at the end of the year, it isn't nearly as valuable if they're 10 days before the school year starts. So, how you spend your money makes a big difference. When you spend your money, where you spend the money, all that makes a difference.

Thank you. With that, I will return to the board for discussion. Mr. President Henry, um I was just going to say thank you for the introduction that probably any of the questions or concerns I had you addressed by talking about the interesting transition we're in.

Well, yeah, I think anyone doesn't have any more discussion. Um, I think there's a couple of core things that I, um, in the interest of as we consider re-evaluating the LCAP and kind of what what our goals are, I think this is a useful time to, um, just indicate some of the maybe the priority areas for us to focus on. Um, I did notice that um, for actions for EL programs, I think we have a significant number of different programs we're instituting there. Had went through a list. So, I'm not sure if this is entirely accurate, but like ELD coach, SCOP training, newcomer teachers, Lexia, English, Grammar Gallery, um, things along those lines. Um, but we still are have declining progress there. I think that feels like a good priority area for us to be, you know, consolidating strategies around a few different approaches that might in a strategic kind of local plan where we could put that together if especially if we're reconsidering some of the LCAP work. Um that I think is one area that might start. Um I think something that came to mind from thinking about the Arenda study was how we set our goals. Um we often I think take what we know about where we are and kind of where we want to aim for. Um the Arenda study kind of pointed out that we don't really map to where our community vulnerability would predict. So potentially benchmarking us against peer districts and where their trajectories are might be a useful way to consider that. But I'm more kind of trying to set some ideas for as we rec as we consider this. Um, we can pause there if anyone else has any discussion they'd like to jump in with. Trusty Connley. You know, I have great faith in strategic planning processes and I don't um while I appreciate giving areas of interest that individual trustees have, I do think a lot of this has to be

community-led and so our strategic plan is about data, community members, school site staff, district office specialists and the board all working together on a strategic plan and then that in turn sets the LCAP goals. So, I'm personally I'm not ready to weigh in on focus areas or metrics yet because I have seen how much work goes into that strategic planning process and the variety of inputs.

I mean, uh I think to your point earlier, right, we do need to make sure that we're serving the students that we have today. Now, um I do I want us to make some changes that we can relatively quickly. I know you all are working on that, but I I worry about us While we do need to do a new strategic plan and develop that with community input, I worry about us spending I don't know how long a strategic plan process takes a year um discussing going through going back and forth and then at the end of the year we have a plan with a system in place where we're getting the same outcomes that we are um kind of seeing right now. Right? I think there is a a middle ground where we can make some some changes nowish.

I you know as I talked about earlier this evening there are immediate things to do this spring which staff is already working on. There's planning for next year. Um I don't think the board has enough information about the different English learner programs to begin. It sounds like you're suggesting making cuts within the English language programs. No, I'm not. And that is what I am reacting to.

No, my my request is I think that this is I'm trying to see things for staff to start thinking about for how to structure our like like consolidating our efforts and how to structure, right? Because we we've seen the study talked about the Christmas tree effect. We have lots and lots of pro programs we've added and I don't think we can continue doing all of the things we're doing and expect different results. Yeah, you're just picking programs that we don't have any information about right now. I'm not suggesting that we necessarily do anything. I'm I'm suggesting that staff come back with recommendations over as they're talking about potentially opening up the LCAP.

No further vice president are Yeah, I think that's the direction they're heading in is the question I got which is why that's great. That's good. I want to make sure we're at least clear and kind of giving our direction as as the board. But okay, thank you. Any further discussion? All right, with that we will move on to item 9E. This is provisional internship permit application. Um

yeah, so we need board approval on this. We are filing with um the state I guess technically uh for a a provisional internship permit also called a PIP. It allows us to put in place someone who's working on a credential as opposed to cycling substitutes through a classroom. So um this is a um this is just an application I recommend the board approve.

Thank you, Superintendent Bear. Uh any clarifying questions? I'll now move to public comment. Anyone in person, turn in a speaker card, please. And if you're online, please use the raise hand function. Seeing no one wishing to speak. We'll now move to action. I have a motion. I move to approve the provisional internship permit application as presented. Second. All right. Have a motion by Trusty Connley, seconded by Trusty Reid. All those in favor? I I.

All opposed. Motion passes unanimously. We'll now move on to item 9F, resolution acknowledging Black History Month. Superintendent Bear. Yes. Uh, bring forward a resolution. February 1st marks the beginning of Black History Month and we have annually recognized the importance of honoring the achievements of our African-American community members and so we bring forward this resolution to honor them during this month and add infinitum.

Any questions from the board for staff? All right, I will now open for public comment. Anyone in person wishing to speak during a speaker card? Anyone online, please raise your hand. Seeing no public comment, I'll now return to the board for discussion action. And then after approving the res resolution, I'll suggest that we perform a coral reading. I make a motion to approve resolution number 01-021226 acknowledging Black History Month as presented. I second. Motion by Trusty Connley, seconded by Trusty Lambert. All those in favor say I.

I. All opposed. The motion passes unanimously. Now we will proceed with the coral reading. I'll start with Trusty Lambert. Whereas members of the Mountain View Wisman School District Board of Education are honored to join communities across the country and recognize February 1st, 2026 as the start of Black History Month. And whereas Black History Month has been celebrated in the United States since 1926 when Carter G. Woodson established Negro his negro history week. And

whereas Africans were first brought involuntarily to the shores of the United States as early as the 17th century. And whereas African-Ameans suffered enslavement and subsequently faced the injustices of lynch mobs, segregation, and denial of the basic and fundamental rights of citizenship. And

whereas in 2026, the vestages of those injustices and inequalities remain evident in the society of the United States. And whereas in the face of injustices, allies of all races in the United States have distinguished themselves with a commitment to the noble ideals on which our community was founded and have fought courageously for the rights and freedoms of African-Americans and others. And whereas the contributions of African-Ameans from all walks of life throughout the history of the United States reflect the greatness of this place.

Whereas many African-Ameans lived, toiled, and died in obscurity, never achieving the recognition those individuals deserved, and yet paved the way for future generations to succeed. And whereas the contributions and achievements of black citizens are an important part of the core curriculum throughout the year, Black History Month provides an opportunity to highlight the unique contributions of the African-American community that have too often been overlooked. Therefore, be it resolved that the Mountain View Wisman School District Board of Trustees pause to acknowledge the courageous fight for civil rights, liberties, and freedoms for African-Americans as a part of the observance of Black History Month and encourage educators, students, and families to learn about the heritage and achievement achievements of African-Americans through relevant programming activities. And

therefore, be it further resolved that the Mountain View Wisman School District Board of Trustees adopts resolution number 01-021226 to encourage the celebration of Black History Month in the schools of the district with relevant activities and to acknowledge the significance of Black History Month as an important opportunity for all people in the United States to learn from the past and understand the experiences that have shaped our communities.

All right. Okay. Now we will move on to item 9G, resolution reduction of classified services.

Yes. So over the past uh two meetings, the board has discussed budget reductions uh looking ahead to the 2627 school year. So the next two items um item G and item H are a pair of resolutions that allow for those reductions to be enacted. Uh the first one G is for reduction of classified services and uh H reduction of certificated services. We need board action on both of these tonight. I have one um one adjustment to offer for the uh classified reduction and that is um director Aaron Green has identified it's currently listed as 1.5 positions reduced um she feels that she can operate with a two uh two FTE reduction there. So that would increase the human resources technician reduction to 2.0 and the total reduction to 14.0. I know. So I offer that uh update to that if you could include that or consider that for approval please.

Thank you. Um so I will we take these both together and then no we take them separately. Okay. So I'll do public comment on or I'll ask any clarifying questions on item G. Seeing none and I open public comment on item 9G. Any members of the public wish to speak? Turn in a speaker card please. Other or raise your hand online. Seeing no public comment, I'll now return to the board for discussion and action. We have a motion for the reduction classified services with the recommendation from Superintendent Bear.

I move that the board approve resolution number 02-021226 reduction of classified services with the amendment u identified by superintendent bearer. Second motion by trustee Lambert, seconded by trustee Connley. All those in favor? I

I. All opposed? Motion passes unanimously. Now we'll move on to item 98 which is the reduction resolution reduction of C certificated services. Uh any clarifying questions? Now we'll open for public comment. Any members of the public wishing to speak in person, turn in a speaker card online, raise your hand. Seeing none, we'll now move back to the board for discussion and action. I have a motion.

Um I move to approve resolution um number 03-021226 um as presented. I second motion by Vice President Henry, seconded by Trusty Lambert. All those in favor say I.

I. All opposed. Motion passes unanimously. Now we will move on to our last item by board bylaws and board policies. Second reading. Um I will very briefly present the policies that we went through. If we can bring that up. I'll be All right. So, um just for some background on this for the public and for the fellow board members, this is our second reading. We read the first one at the um the board retreat. Um but attorney general published its updated model policy language for school district compliance in December when the CSBA produced their policy packet with the updated language in January. The policy committee met at the beginning of February to discuss these updates and make its recommendation and we had our the board had the first reading at the board retreat on Saturday. But given that the public was less likely to watch that meeting, we felt it important to agendaize the second reading in discussion and action rather than the consent agenda as usual. Um, I want to thank staff and vice president Henry for working diligently on this. It allowed us to balance appropriate consideration of the policies with timely passage and this will put us on track for ensuring AB495 compliance ahead of the March 1st deadline. Next slide. So this is a quick overview of the list that we're covering. So the main batch here is the response to immigration enforcement of 1445 which replaces or to be rescended 5145 and then some collateral updates to student records, release of directory information, access to district records and then the policy committee was continuing its work on board policies. So we brought that forward as well. Next

slide please. So I'll go quickly over but this is the kind of the centerpiece of our AB495 compliance. It replaces as I said it replaces the existing one that we passed uh around response to immigration enforcement u aligning it better with the model language from the attorney general for just to highlight the four core pro prohibitions in here is generally we won't collect immigration status information won't require immigration documents when other ones suffice we won't disclose protective information to immigration enforcement and will not grant access to non-public school areas unless presented with a judicial warrant, judicial subpoena or court order. Um the distinction matters as an administrative warrant issued by ISIS, not a judicial warrant and does not compel our cooperation. Um further we will the board will receive notification for immigration enforcement requests. Next slide. In addition to adding that update, there are some collateral updates where we just review as part of it, we reviewed some of our existing policies. So we simplified our student records language to cross reference to the new immigration enforcement policy rather than having duplicated language. That way we have a single source of truth for our immigration protection procedures. Then we reviewed our release of directory information and access to district records policies to ensure compliance. Made some small policy small updates to the language in the process along with adding the appropriate cross references. Next slide. And then finally, we also, as I mentioned, we also met to respond to board feedback on the board policies bylaw clarifying language about how the board itself maintains discretion on how to develop policy. That is all. It's a small update. Any questions? Vice President

um just that I don't think that um this presentation is included in the supporting documents in the agenda. So just asking if that can be added to the where it gets added on the public site. We will do that. We'll make sure it's attached. All right. With that, this is the action of the way for public comment. Any members of the public who wish to speak on this item. Seeing no one in person, anyone online should raise their hand if they would like to comment. Seeing none, I will now look back for action on these policies. I make a motion that the board of trustees approve the board bylaws and board policies at second reading.

I'll second. Motion by Trusty Conley, seconded by Vice Vice President Henry. All those in favor say I. I. I. All opposed. The motion passes unanimously. Now that reaches the end of discussion and action. Um, we are now on to board updates. At this time, any member of the board like to provide updates since the last meeting? Trusty Conley?

Just very quickly, I'll send everyone I was at the board of directors CSBA meeting at the end of January. Um, and then I've since received the January update for CSBA delegates, but I now know that I can share that more widely, so I'll send that to trustees. Thank you, Trusty Townley. Any other updates? Seeing none, but uh items for future agendas, proposed topics for Trusty Cley.

Yeah, I have two. So, um, want to say this very gently. This is not I, um, I, something that hadn't occurred to me until this evening is that, um, right now our president and vice president are doing the agenda planning together and then also are on the policy committee together. And that brownacks the two of you on a significant amount of material. I'm not sure if that's like good for the overall health of the board to have you so siloed off. Um, so food for thought, maybe we want to consider looking at that and and adjusting it a little bit. Um, my second request is that um I anticipate with the outdoor learning projects, they should hopefully be going out for bid soon. So, we're still working through DSA. Do we anticipate that we'll be on time for the summer?

Yes. Okay. So, I'm I'm anticipate at some point those those bids are going to come back for review by the board and we usually do some sort of construction update for the summer so that people know what's coming.

Thank you. Any other items for future agendas? Seeing none, our next regular meeting is future board meeting dates. Next regular meeting scheduled for March 5th, 2026. Additional upcoming meetings include March 19th, April 16th, and April 30th. Any further business? Hearing none, we have reached the end of the agenda. The meeting is adjourned at 10:24 p.m. and the next regular meeting is March 5th.