Mountain View Whisman School District Board of Education - Regular Meeting

The April 30th meeting of the Mountain View Wisman Board of Trustees. Please come to order. It is 6:00 PM. We're meeting tonight in the boardroom at 1400 Monteceto Avenue, Mountain View, California. This meeting is being broadcast live on YouTube, Zoom, and on mpwsd.org and is being recorded. Now, uh, perform the roll call. Bill Lambert, Deon Connley, Hannah Reed, Charles DeFazio. Vice President Henry is absent, but Bill she'll be joining us soon. We have a quorum. And so I will move now to the pledge of allegiance. uh led by Mr. M Elementary.

Thank you. Uh before we 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 our bylaws and I'll allocate time during each item for public comments as we see how many speakers we have. The next item of business is the approval of the meeting agenda. Um are there any requests from the superintendent or board members to pull reorder or remove items or remove items from the discussion action section? Seeing none, I'll now take public comment on the approval of the agenda. If anyone in person wishes to comment on this, please turn in a speaker card or if you're online, use the raised hand function. Seeing none, do I have a motion to approve the agenda?

So moved. Oh yes, item 9. Okay. Right. will stay in the agenda for now. Motion to approve the agenda. So moved. I second. All those in favor? I. All opposed. Motion passes unanimously. And with Vice President Henry in attendance now. Now we will move on to item two on our agenda, the school showcase. Tonight we're very pleased to feature Mral Elementary. Call on Superintendent Bear to introduce. I will just let uh Claudia take it away. Welcome.

There we go. Good evening, board president, board of trustees, superintendent bear, ladies and gentlemen. I'm Claudia. I'm the principal Gabriella Mistral. And I'm here tonight with some of my fifth graders that are very excited and happy to be here. and they're going to be reading to you their opinion writing as a result of the t um the writing revolution process that they did in response to the reading to Doniote de la uh I read it in high school and I thought it was a really difficult text to understand and I am very proud to see them read they're going to read two of them are going to read in English and two of them are going to be reading in Spanish so that you can see their whole process in our dual immersion program and what the ultimate writing looks like as part of their learning journey at Mestral. So want to hand it off to Saul Bong.

Good evening board of trustees, superintendent bear, and esteemed guests. My name is Son and I am a fifth grader at Gabriela Malta Marian School. Today I will share our writing process for the essays we wrote as a response to to our text on Doniote de la Mana. This page is an organizer for two different opinions on the reading of Doniote de la. Is he a hero or is he a dangerous madman? Pick which opinion you like better and that will be what you write about. Choose three reasons or main ideas to back up your opinion and these will become your body paragraphs. Write three different thesis statements including your opinion and three different reasons. Then pick your favorite one to use. On the next organizer, choose supporting details and quotes for each of your three main ideas. Then do this two more times for the next paragraphs. Write a topic sentence and a conclusion sentence for each of your paragraphs using three different strategies. A sentence type, a sentence that contains a subordinating conjunction, and a sentence that contains an aositive. Finally, write a introduction and a conclusion. Make sure you use transition words and correct grammar. Now, my classmates will share their essays in both English and Spanish. Good evening. Good evening, board of trustees, superintendent bear, ladies and gentlemen. My name is Simeqataria and I am a fifth grade student at

Gabriela Mistral, our dual immersion school. Donkey Hotel. Imagin hotel. foreign. Destroyer in particular. Veneuelos.

Fore! Foreign! Foreign! Fore! Foreign! Foreign! posterior Imagination is donkey

Good evening, board of trustees, superintendent bear, ladies and gentlemen. My name is Jose Bravo and I am also a fifth grade student. I'm a strong. Today I will read Simey's essay in English so that we can be inclusive of our audience. To begin, I believe that books about people's adventures help us get to know them, learn about their possessions, their intentions, and their hearts. Likewise, Doniote is a novel that makes fun of the Middle Ages and is about a man from the manchcha who enjoys books of chivalry. In addition, a man with good intentions is a delusional and insecure madman because first of all, he damages and takes things that are not his, hurts other people, and furthermore believes that his imagination is real. From my point of view, Doniote is a dangerous madman because he destroys and takes things that are not his. Specifically, Doniote destroyed the windmills. Similarly, he took the barber's basin. A quote from the text is Sancho for his part seeing the packs left unattended asked his master if he could exchange them for his own as spoils of the battle. Page 162. In the same way, this quote shows a time when Doniote took the barber's belongings. He wants to help. However, Doniote is a delusional and insecure madman because he destroys and takes things that are not his. To continue, Donkey Hil, a wandering knight, is a dangerous madman because he destroys because he hurts other people. In particular, during his adventure at the end, Donkeyote injured a person who threw his weapons in the ground. Additionally, he harmed the knight of the mirrors. According to the author, the text says his enormous lens twisted and into confusion, it struck against

Doniote's lance. The blow was so great that the knight of the mirrors fell to the ground as if dead. Page 175. This quote refers to the time when he injured the knight of the mirrors. Even though Doniote wants to help, he is a dangerous madman because he hurts other people. Doniote, a man from Lanche who wants to help, is actually a dangerous madman because he believes his imagination is real. The author says in the text, "Come sanchcho and see what you are to witness and not believe. Take note of what enchanters and sorcerers can do." Page 175. This quote refers to when Doniho believed that enchanters make him think that the night of the mirrors is the bachelor suns. In reality, it is Sansson. Simultaneously, he also believes that the large windmills are giants. Later, his imagination tells him that he is truly flying up Lavino because the Duke's servants use fans to make him think it is real. While he believes he is helping, Doniho is actually a dangerous madman because he thinks his imagination is real. To conclude, I think that even though Doniote believes he is helping others, he is actually a dangerous madman bec who takes and damages things that are not his, hurts other people, and believes his imagination is real. From my point of view, Donkeyut is a novel that makes fun of the Middle Ages and is about a man from the Macha who enjoys reading books about chivalry. I believe that books about people's adventures help us understand them, their possessions, their intentions, and their hearts. Good evening.

Good evening, Board of Justice, Super Bear, ladies and gentlemen. My name is Foreign speech. Foreign speech. Foreign speech. for speech. Fore! Foreign! Foreign! Fore takech.

opinion. Good evening, board of trustees, superintendent, bear, ladies and gentlemen. My name is Maline Corder. In all types of books, there are people who are heroes and people who are crazy. For example, Doniote is a dangerous madman who causes more trouble than good because he hurts other people, hurts himself and damages property. To begin, Doniote, a man who wants to be a knight, causes more trouble than good because he hurts other people. For example, Doniote fought a barber with a basin and fell off his donkey. He also attacked um the men in the procession. We know this because he let him still fall from the donkey and began to run as fast as as his legs allowed him. Page 162. Therefore, even though Donote wants to help people, he is a dangerous madman who hurts others. Donki is a dangerous madman because he hurts himself. He hurts himself because he wanted to fight lions without knowing how dangerous they are. Doniote is also thoughtful and sad because he is sick for six days. We know this because he the text says for six days stayed in bed sad and thoughtful. Page 191. Although Doniote wants to help, he is a dangerous madman because he hurts himself.

A man is a dangerous madman because he damages his property. For example, thinks that windmills are giants. He also destroyed an entire inn. I know this because a fierce battle against those 30 or so outrageous giants. Page 161. While Lokiote wants to help, he is a dangerous madman because he damages property. To conclude, Doniote, a man from La is a dangerous madman who causes more trouble than good because he hurts others, hurts himself and damages property. As a novel, Doniote offers readers the opportunity to reflect on their own decisions and the consequences of their actions. The tradition of storytelling will continue to help humans understand the world around them and their place in it. And that ends our presentation for today. It's very exciting. They've been practicing and coming to my office every day and they were they were feeling very proud of their work as well as their biiteracy. And this is a culmination of our fifth graders as they came from kinder all the way through grade and moving into middle school. Thank you. Thank you very much. Um, I'll now take a brief five minute recess before the board turns to other business so folks can take photos. It's like that. Thank you.

We're now back in from recess at 6:24 p.m. Uh we have opportunity for me open public comment for items on the close session agenda. If any members of the public in person wish to address the board regarding this item, turn in a speaker card. And if you're online, use the raise hand function. I'll wait to see how many speakers we have and then allocate time accordingly. Seeing none, floor is now closed to public comment on the closed session agenda. Uh before we move to close session, I wish to announce that I am recusing myself from deliberation on item 4 C1 due to a remote interest in the matter. as defined under government code section 1091. I will not be present during the board's consideration of this item and will not obtain or review any non-public information regarding this decision. Board will now recess to close session at 6:25 p.m.

The board has reconvened in open session at 7:06 p.m. No reportable action was taken. We now move to the consent agenda. These items are considered routine and will be acted upon in one motion. Does any board member wish to remove an item for separate consideration? Seeing none, I'll now move to public comment on the consent agenda. If any member of the public would like to comment on this item, please turn in a speaker card in person or use the raise hand function online. I'll wait to see how many speakers we have. Seeing no speakers, I'll now return to the board. I move that the board approve the consent agenda as presented. Second.

All in favor? I I.

All opposed. The motion passes unanimously. We now move to section seven of the agenda, communications. Uh I believe we don't have employee organizations tonight. So next we'll move on to district committees. Any reports from district committees? Trusty company? Um yes, I can report the DAO committee met earlier this month and um it was a meeting where different organizations came in to share information about the different resources that they make available to the community. Um one example was the the Mountain View Library for example did a presentation. Um, so if anyone's interested in that, um, Skype bug bugdonic has the slideshows from the people who are there, but I know that's I think it's going out to Elax as well. Um, was just great to hear about so many amazing opportunities in our community to support students beyond our schools.

Thank you. Any further committees? and we'll return to Superintendent Bear for the superintendent's report.

Yeah, a couple of items I want to make you aware of. Uh, as you know, Kittinden's mock trial team advanced to the state uh mock trial junior division finals on April 18th down at UCLA School of Law. Uh, our students presented an actual trial to a courtroom of observers and judges. And while many of the teams have been established for for years, our new team of just three months won a ver verdict in round one, as well as three individual awards, two for outstanding witnesses, and one for outstanding defense attorney. And we're going to bring them forward uh to have the board celebrate them at the end of the at the end of May at the May 28 board meeting. So, we look forward to that. Um we'd have them earlier, but there are track and field conflicts, so they'll be here just as soon as they can. Uh, and I know you, uh, join me in congratulating our 135 multilingual learners who have officially reclassified as English proficient. Uh, we were all there last week at the joyful ceremony celebrating the hard work of those students, their families, and our dedicated staff. Uh, this year, more than 240 students received specialized instruction through our elementary newcomer program and middle school language arts classes. Uh, learning is second or third. In some cases, language is no small feat. And our multilingual students develop strong critical thinking, creativity, and communication skills. And we are very, very proud of our multilingual community. It was great to have Mist here uh sharing that as well tonight. And then finally, uh several of our schools uh specifically Theos, Mistral, and Castro uh celebrated have recently celebrated as recently as today uh the delino or children's day. Uh this day is a celebration held in many Latin American countries to honor and uplift children by recognizing their importance in in families and society. Uh and activities included food, games, bubbles, and some very special visitors. So thanks to all the individuals and

organizations who made that event special uh by either contributing or uh participating or organizing. So that's it for tonight. Thank you, Superintendent Bear. I'll now open public comment on this item for the communications item seven. If any members of the public in person wish to address the board, please turn in a speaker card. And if you're online, please use the raise hand function. I'll wait to see how many speakers we have. I see one one hand raised for the communication section for any of the committee or superintendent report. No one in person. I'll pause here. So, this will be three minutes. Uh the remote speaker, you will have three minutes. First up, Lillian Good.

Hi. I wanted to comment on something not on the agenda tonight because it will be something that will be on your agenda in the future. Next section. Sorry, this is just for I'll call. Sorry. Okay. Sorry.

This time I'll open the floor for committee comments from the items not appearing on tonight's agenda. And remember that the Brown Act prohibits the board from discussing or taking action on any item not listed on the posted agenda. Trustees or staff may briefly respond to clarify facts or we may direct the superintendent to agendaize the matter for a future meeting. Um I'll now call for speakers in person and online to use the turn in a speaker card or use the raise hand function to comment on non-aggendaized items. Okay, seeing one online. Uh Lillian, now is your time for three minutes. Okay, sorry about that. So, I wanted to comment on something not on the agenda tonight because it will be on your agenda in the future. Two years ago, the district and the board resoundingly heard from the community that preservation of elective choice in middle school was important. Both parents and students reported that electives motivated students to learn and reduced absenteeism as kids wanted to be at school because of these fulfilling classes. The core subjects of math, ELA, science, and history are undoubtedly necessary. But let's stop talking about electives as fluff subjects that have no benefit. It is not debatable that learning a second language when kids brains are primed for this has major benefits to cognitive growth. but also middle school Spanish teaches grammar, spelling, reading, writing, geography, culture and more. Music is a language all on its own, the learning of which helps the developing brain and it also teaches commitment conf. It may be enjoyable to students, but how great it is to both enjoy your learning and have science and engineering that prepares you for high school and for life.

writing. That's ELA, marine reading, and executive. These are all examples of electives that reinforce the fundamental core classes, but they're they're not the only ones that do. Electives are not a waste of time, and for many students, they may be the spark that gives them the desire to learn and to be at school. So next year when the district tells you that Arenda told them to, and I quote, from their executive study to intentionally limit anything other than the core classes, I ask you to please, please think about what all options may be and do not blindly follow the recommendation of a for-profit consultant that spent only a few weeks in the halls of our schools. It is possible to both support foundational learning for all and to maintain elective choice. Please thoroughly investigate options beyond simply the simple reduction of elective periods across the board. Thank you.

Thank you, Miss Good. Um I believe you're cho got choppy towards the middle a little bit there. So feel free to send us an email as well to to convey your thoughts. Thank you. Now we will move on to the discussion action section. First item is item 9A, next steps with regard to education. Superintendent Bear. Yes. So I'm going to recommend that we actually pull this agenda item from the current meeting uh to allow staff additional time for more detail work. Uh I anticipate bringing this item back to the board before the end of the school year uh for consideration. and this will ensure that we are well prepared to move forward with the important work ahead and support the success of all students.

Thank you. Yes. Um this is important work that we're going to be embarking on for a long period. So I don't want to rush into things. So when staff is ready, we'll agendaize it. All right. Now moving on to that. We're pulled item. We pulled item A and so now item B, partial tax oversight committee update is a discussion item only and no action will be taken tonight. Uh CBO CBO West I believe you'll be presenting.

Good evening trustees. Um so I actually will turn it over to Cleink to present to the board. He is on the PTOC and will present um what they've done this year. Sorry, I feel a little ambushed here because I've only gotten this request a couple hours ago. So, um, we have, I think, in your packet, um, a financial review that we reviewed and, um, and studied during our normal meetings and so forth. And we believe that it's ready for you. I guess is that all supposed to have

you're very humble. Cleave has attended all the meetings uh and reviewed all of the parcel tax reports. Please, I was just gonna say if you guys have any uh additional questions that you could if I would ask that you please send them to our committee so that we can discuss them together because we have a a nice tight group.

Of course. Thank you. Um see any questions for staff or or folks from the board? Thank you. Then I'll now open public comment on item 9B. Uh any member of the public in person wish to address the board regarding this item, please turn in a speaker card. And if you're online regarding this item, uh please uh please use the raised hand function. I'll wait to see how many speakers we have and then allocate time accordingly. See no one in person and no one online. I will now return to the board for discussion. Trusty Colony,

I would just like to thank Mr. Frank and everyone on the parcel tax committee for all of your work that you've done um shephering our public dollars and making sure that the district is using them in a way that's accountable to voters. So, thank you for your time and your work. I would also like to add that the committee's both parcel tax and bond oversight need more members. It's really hard sometimes to get quorum and so more members make it possible to get there. Um, and also there's a last minute cancellation. So, I really am thankful that Mr. Prink was here to fill in the gap.

Any further discussion? Right. I had I had a wonderful time reviewing the documents. I think as as folks know, I tend to dig into these things. So, I really appreciate all the work that the public does in supporting this, right? like it giving us this oversight and making sure that like the the community's tax dollars are being spent well. So, thank you. All right, with that I will now hearing no further discussion, we'll now move on to item 9C, the bond oversight committee update. This is again discussion item only and no action will be taken tonight. CBL WTover can start us off, introduce.

Sure. Um, we actually have James Perkins here who is our chair who will present for the bond oversight committee. Hey, I'm here to represent the bond oversight committee uh which includes Nimi Berman, Betsy Fowler, Cleave Frank, Anti Kishner, me, Doug Ratkkey, and John Stewart. Um in the agenda, we have a letter about all the things we did this year. We've met four times. Uh and we are just looking over to make sure uh measure chief funds are being used in the proper fashion under our supervision. Every dollar goes to where it's supposed to be going. That's kind of what we're do. So thank you for your time. Thank you. Any questions from the board? Seeing none, I'll now open public comment on this item. If any member of the public wishes to speak on this item, turn in the speaker card in person or use the raise hand function online. I'll wait to see if we have any speakers. Seeing none, I'll now return to the board for discussion. Trusty Conley

like to issue the same thanks to the bond oversight committee and um everyone who's been participating there to make sure that again the funding that we have it's being distributed in a way that's accountable to voters and there's transparency around it. So thank you for your work. We really appreciate it.

Yeah. And I think this is a this is a very timely item with the facilities update coming later in the in the meeting which was paired well reading these together and seeing that that we're choosing how to how to spend these dollars. Um I think we should maybe future meeting discuss recruitment and making sure that we can fill fill this because it's I know it's a lot of work and I want to make sure we we're we're not burning people out doing this. So um next with that I will any further discussion? No. Okay. Um we'll now move on to item D multilingual learner program update. This is again discussion only. No action will be taken tonight. Uh director Chang and Miss Poor present. Good evening. Let's see. Good evening, trustees. My name is Margaret Poor and I'm the English language development's teacher on special assignment for Mountain View Wisman, which means that I work with teachers, coaches, and administrators with regard to designated ELD, English language development, and integrated EL English language development. Tonight I'm giving our annual update on the program for English learners um otherwise known as multilingual learners or MLLs. I'll be using these terms kind of interchangeably and director Chang is here as well. The goal of the presentation is to update the board on the impact of the varied efforts that the district engages in to support this key group that makes up approximately 20% of our students.

So we align our work to the strategic plan specifically goal area one and first we'll talk about the goals of the program. In the interest of time I'll present the highle information and um there's additional uhformational slides in the appendix. Our multilingual learner group is very diverse and includes English learners, newcomers, long-term English learners, and reclassified uh fluent English proficient students, which we refer to as RFP students. We measure and identify progress, identify students and measure progress with our initial ELPAC, our summitive ELPAC, alternate ELPAC and inter interim LPAC assessments. We also use district and state uh academic measures for students and we center our work around three main goals. Um first we want our multilingual learners to improve their English each year. We want our MLS to reclassify by the time they've been in US schools for a researchbased time frame of five to seven years. And after they reclassify, we want our students to continue progressing academically at high levels. So if we look at our rule number one, uh it asks our students advancing each year as measured by ILPAC in the four domains of listening, speaking, reading, and writing. So in this presentation, we'll look at data from a lot of different sources. Each one has its basis and a perspective. Um, and we'll pre present a variety of data so we can get a comprehensive view of the program. But there's a the main point is that our areas of strength and areas of weakness are often way more nuanced than they first appear in the numbers. So, we want to start with our California

dashboard data. It's the English learner progress indicator, otherwise referred to as LP. Um, these are our measurements for the last three years. And as you probably know, the California dashboard uses current performance level and change in performance level to calculate what range on the color band you fall on. So if we take a look at this slide, um the percentage of our students making progress on the LP has been around 50% for the last three years, which is considered medium performance on a five performance um range scale. The change performance level between 24 and 25 is now in the maintained range instead of declined which is why our indicator now points to yellow instead of orange. So that's been a a step forward. So what does it mean to measure LP performance? Um LP progress is another way to look at our students progress year overyear. It's a more granular measure than overall ELPAC score. It matches our goal of uh progressing students towards reclassification within five to seven years. It breaks the four LPAC levels down into six LP levels. And so it gives us a yearly goal to aim for. Um we see here on this slide that our 2025 LP progress is largely similar to our 2024 progress. um our percentage of MLL students who progressed a level raised a level dropped about 2% um as a whole group and the percentage of students maintaining a four which is the highest level uh without reclassifying has risen about 6%. So we've kind of redistributed a couple of

percent but it's very similar comparable to the 2024 data. Uh our next goal is about reclassification. So reclassification means that our student has met the criteria that indicate that they're now at a similar academic level as their English only peers. With this goal, there are two parts. One is typically for the end of elementary school years and one is typically for the end of middle school years. So specifically, we would like 75% of our MLS to be reclassified after completing six years in US schools and 85% of our MLS to be reclassified after completing eight or more years in US schools. And just to remind ourselves of the reclassification criteria, all general education students and most students with IEPs in order to reclassify must score a overall four on the ELPAC summitive test. They also must meet or exceed standards on an academic test and we get teacher recommendation and parent parent consultation as part of that. And then for students with IEPs who take the alternate LPAC, uh they must score a three out of three overall on the alternate ELPAC. They must demonstrate growth on at least one secondary measure and the IEP team meets and comes to consensus on recommending them for reclassification. So this slide talks about our reclassification rate over time. It shows the 23 2425 and 2526 reclassification rates. Um so you can see in 2324 that our rate was 15.07%. 2425 our rate was 19.68%

and this current year we are currently at 12.51% and I've put the words so far because the year isn't over yet. Um yet the obvious thing is why is it 12%? Why is the 25 26 rate lower? And there are three reasons why it's lower than the other years. One of them is last year we made the decision to reclassify before the end of the school year sixth and seventh graders before so that those numbers were counted in the 24 25 numbers. We had always reclassified fifth and eighth graders, but we added the sixth and seventh graders because this means that they wouldn't enter the school year with an incorrect schedule right off the bat. So those numbers shifted and that was about 2%. Um we also have new state guidance um which says that students with IETS must now score a four on the summitive LPAC in order to reclassify. It had been a three. So we had about a one and a half percent um addition one and a half percent of our 19 there uh was students with IEPs who had scored of three and were able to reclassify under those rules. Now we cannot do that. So that kind of lessens our candidates and then 25 26 is not done yet. So, as soon as we get the 20 26 LPAC scores back, we will be reclassifying additional students and we we estimate that we we will land between 15 and 16%. Okay, so now we've looked at the overall reclassification rate for the district as a whole and next we'll look at reclassification data for the two groups that we have specific goals for. So, first we'll look at charts about students who have been in US schools for six years. The pie charts show the percentages of students who have been classified shown as RFP and the percentage of students who remain English learner. In all of the charts,

we want to see more yellow and less blue. The percentage of six students who have reclassified in 2026 is 5.8% lower than last year and it is 15% lower than the students two years ago. And I'll have some comments on this later in the presentation. The top charts here contrast socioeconomically disadvantaged ARP and EL students. The bottom charts contrast non SED and RFIP and EL students from left to right it's last year versus this year. Um I want to remind us that currently 68% of our EEL students are SND and many are progressing on schedule. throughout these slides. It's important to keep in mind that this is this is one cohort, one year um and this is the group that is finishing six years in US schools. We have data on other cohorts which most of which are progressing satisfactorily, but this one appears to have been affected by the school closures and the pandemic. If you roll back six years, um these are the students who were youngest. On the next slide, we have uh a similar disagregation. Top charts show Hispanic, Latino, RFP, and EL students. The bottom charts show non-Hispanic, Latino, RFP, and EL students. And finally, we see also a gap between the MLS who have an IET versus students who do not. These charts have smaller total numbers of students. So each student makes up a bigger um chunk of wedge in the in the pie. And as we said earlier, we received a change in the state guidance uh last year which is affecting 2026 and forward reclassification rates of students with disabilities. Our next section is about

reclassification of our students who have been in US schools for eight or more years. Um our goal is to have reclassified 85% of these students. So we see that u most of the students in the eight or more years who are graduating eighth graders and there was a 5% gain over last year and a 1% gain over two years ago. So we are meeting our 85% goal here for the eightyear students. When we look here, we see that there are smaller gaps between the SED and non SED students than there were with the sixth year students. And here we see a gap but a smaller gap between Hispanic Latino and non-hispanic Latino students than we did with the sixth year on comparable groups. And again similarly we see a smaller gap between the students with disabilities and students without disabilities than we did in the sixth year students even with this new state guidance. So the eighth year group is meeting more of our expectations which is good to see um and gaps need to be addressed. So just to review research shows that a typical reclassification time frame for students is 5 to seven years. um we wanted to find out on average how long it takes our students to reclassify. So we broke down our analysis into students without IEPs and students with IEPs. And um the way we calculated this was among the the already reclassified students, how long had it taken in years for them to reclassify? We found that uh students without IEPs on average reclassify uh after three years and students with

IEPs reclassify after five years. This is lower than the 5 to7 um because what we are the way that's calculated is by the time they exit high school what was the average of all students who ever reclassified during that time. So we have students who have not reclassified yet, but this is kind of a snapshot to see what the time frame usually is. And our third goal is for reclassified students to continue to progress in academics after reclassification. These are the 2025 CASP scores which you have seen before. Um overall on CASP, AREPS underperform EOS by about 20%. We do have some bright spots where our FEB students are performing similarly or better than their EO peers namely at Castro Dean Stevenson and Vargas. Now that we've examined some data for each of our MLO programs three-prong mission, it's time to take stock. Some key considerations that we have are that um each year we have different students including newcomers which come into our district with a wide variety of language needs and our MLL group changes every time we reclassify somebody. They move one group to the other group and this ensures a really large gap between unrelassified ML students and either the EOS or the archive students. The three factors that uh we've identified that contribute to our current reclassification rate being lower than the pre two previous years are the widened candidate pool adding sixth and seventh graders to um reclassification before the end of the year and the narrowed candidate pool um

raising the qualifications for um students with IEPs to reclassify. And this year's not over, so we will be reclassifiing some more students. Multilingual learners who are SND and or Hispanic andor or students with disabilities have disproportionately worse outcomes than those who are not. Um we found that ML and AR students pro progress has been inconsistently monitored and used at the site level. We've identified that um listening of the four domains is now a greater concern than writing for students who are behind and in year four in learning English or beyond as a specific group. But that's that's a change. Uh we also see a 1 to 2% increase in at risk of LTL and LTL longterm English learner students since each year since 2024. Some other findings that we have are one bright spot is on our LP front is that 85% of our students maintained or gained an LT level in the past year which means that not many students are slipping backwards which is good except we really want to also be moving forwards. Um another bright spot is our long-term English learner students. 62% of them made progress or maintained the highest score level which means that they actually the LTL group outperformed our general EL. Um a couple of reasons we think uh this might have happened is you know one is we had increased focus on multilingual learners at school where the LTS students are. We increased communication of the importance of classification with the students and for the last two years we've had additional training specifically for our EL teachers at middle school which is um

you know introduced more effective strategies and everybody's growing in the same direction. Um also have zero out of eight students taking the summitive alternate LPAP this past year gain LT level. So they either remained at a two or drop two to a one or remain at a one. And then finally, again, um 68% of our current MLS are socioeconomically disadvantaged. 78% are Hispanic, Latino, and 62 are members of both of those groups. Um our SND, Hispanic, Latino, and students with disability are over represented in the group that is not progressing on schedule. So we have some ongoing efforts and next steps. These are our task areas involved. Um and first thank you for coming to the reclassification ceremony. That's our happiest day of the year and it was so great that you were all there. Um there's a lot of work to be done on integrated integrated English language development which we also call for instruction and designated EL which needs to be connected with core instruction. Some issues we see in the MLLL program include um the need to move students more quickly through the LP levels to an LPACT four level. uh we need to reclassify students which means that they need to have that four on the LPAC plus the academic scores which is very key. Um and thirdly, uh we need to support students after classification in core instruction so that they can grow in sync with their EO peers, English only peers. And I think that the issues that we see in the MLL uh program are part and parcel of the same root issues that we've seen across the instruction program alignment across classrooms and between grade levels between designated

ELD and core instruction. uh that work really needs to uh support the mass of grade level material while students and this is the work that the Arena report has recommended that's truly need needed in order for us to equitably um instruct our students. We need everybody to have um the same high level expectations. Um and of course as we welcome new teachers and students teachers and staff to MBWC, we want to make sure that we're all working common consistent goals for language learners. Um the teachers, the coaches and the administrators are really excited about the upcoming work and look forward to getting started. And with that have questions, we can answer them.

Thank you. I'll turn to the board for questions. Any clarifying questions? Hley, I saw Trusty Henry getting ready. Um just I wanted to clarify uh when you talk about um meeting exceeding standards on an academic test is that CASP specifically? Okay. It's it's one of three. There are three and you need to meet one of them. One of them is CASP ELA. One of them is I Ready reading and one of them is literally another reading score. They need to be on grade level or above.

Thank you. Um thank you for the presentation. It's great to get an update. Um, ostensibly the Mistral dual immersion program is meant to address multilingual learners. And when we look at dual immersion programming, my understanding is that that goal is closer to the six to eight years like what you were talking about. Is it possible and I I should have written this in before so I don't expect you to have an answer now but um should we be examining the outcomes for the students who are going through dual immersion in comparison to their peers who are also Spanish speaking since that's such a large portion of our multilingual learners to look at whether or not that program is being effective at that goal.

Uh yes, we can look into that. Okay. I just have one question I think. um when will we see kind of the finalized numbers after like the spring LP pack and we'll be like normalized so we can kind of make some inference across years or so we'll we'll execute that like in the final days of school and I don't know when the next report is that comes out but would you know that Kathy when when would they find that out? Have the numbers.

Yeah. and we'll finalize them right right at the end of the year summer so we could add it to a board update right at the beginning of the year. That'd be fantastic. That work. Thank you. Okay. Thank you. Um any further questions? Yeah, just real simple. I I not going to express it very well, but I think I mentioned it to Jeff um Director Chang, so I think he'll understand. Do you track newcomer newcomers uh scores and um and non-newcomer scores sort of separately and see different so you can see different trajectories and their improvement or not improvement. Do you do that?

We do track um we track things in several different ways. Um sometimes we look at grade levels. Sometimes we look at how many years a student has been in US school. So that's why we started really using that language because we might have somebody coming into third grade but they may be in their first year of um English. That's kind of why we t started talking about it that way. We do some analysis of um newcomer growth in schools where our newcomer teachers are active versus students with similar years in US schools where there isn't a newcomer teacher active. And we've seen that the ones where the teacher the newcomer specialists are there, you know, outperform the other ones. I don't know if that um

No, I think that helps. I mean, you're basically just confirming you're looking at these kind of things. Yeah. To try to understand, you know, what's effective and what isn't, right? Exactly. And why, right? Yes. That actually reminded me of another question which is um I'm curious about the chronic absenteeism rates for uh these cohorts of students too. Um I don't know if there's anything there but I'm just curious if if we're seeing that play out in especially some of the groups that are have a larger gap around reclassification.

I don't have that data for you right now but we can look into it for sure. Seeing no further questions, I'll now turn to public comment on this item. Any member of the public wishes to make a comment, please turn the speaker card in person or use the raise hand function online. I'll wait to see how many speakers we have. Seeing none, I will now return to the board for discussion. Any discussion? Trusty Cley,

it's always useful to get this update and kind of see how we're doing on these goals. Um, there's more information that trustes are curious about, so when it's available, that's wonderful that you can provide it. Thank you. And, um, thank you for all of your work on this.

Yeah, I think for for me um, yes, thank you all for the work you're doing. Um, I think the the thing that jumped out to me just threading this across some of the discussions we've been having, like the inconsistent site level monitoring really reminds me of some of the data systems issues we've talked about internally with the the system studying we've been doing. So, I'm eager to see if our strategic plan and professional development measurably improving this. Um, how that might look, how we might track that, I think is maybe an open question or any indicators that of progress on that. But that's something that I would I think is a good way to tie these things together. And then um similarly I we have you know some some bright spots and some trouble spots here. Um making sure that we integrate this with the rest of the work we're doing rather than spinning up new initiatives I think is a good reminder for us to to again avoid Christmas treeing this even though we have things we need to address. And I'm I'm excited to see that staff thinks that a lot of the work we're doing the foundational things will help here. So I think that I'm excited excited for the future. No discussion. All right. Thank you again. We'll now move to discussion and action item 9E. This is the master facilities plan update. Um I believe director Studio Westover will be presenting this.

Good evening. This evening I also have Rob Murray who did our demographic study and Gene Young who will be presenting with us. So this is a brief overview of our master facility update process. Um this is not intended to go in detail into any one area. Just a general overview for the board to provide some uh feedback responses and if there's anything in particular that over this summer as we're working on the master facility plan update that you would like to see us work on. So, give me a moment and I will share my screen. Rebecca, I just also add this is going to be an opportunity for the uh the board to um ask questions about demographic study that we're embarking on as well. Correct. Yes. Correct.

Um I'm not going to read through this piece. Um so, a little bit of background. Um we had savings uh due to the proactive planning that we did prior to starting measure T. Um we were able to accelerate our projects uh and accelerate our timeline and as a as a result we saved approximately 24 million in savings by delivering the projects ahead of schedule and actually right before coming back from COVID we were able to redo the majority of all of our HVAC units. So these savings can now you be used to take on future projects in preparation for measure T. Actually I just covered this. Um we did do the master facility plan in 2019 and since that time the majority of priority 1 projects have been completed. An update to the 2019 MFP is now needed to reflect the district's current needs and guide the allocation of remaining measure T funds. As remaining funds are not sufficient to address all the needs. Thoughtful prioritization will be essential moving forward. So whenever we create our master facility plan, of course our needs or our desire list is always more than what we can fit with the funding that we have allocated. So this is a proposed process and timeline. So March through April, April um we'll develop the foundational information for update including what we're doing tonight uh demography, enrollment projection, space use, utilization, planning, themes and updated highle cost estimates. Um we have uh three teams working with us. King Consulting, HHF planners, and Greystone West who will update the project cost estimates. So tonight we're presenting a highlevel findings to the board and requesting guidance on additional questions, scenarios, and priorities to be considered in the update. Uh from May through September, we'll refine the draft master facility plan update based on your feedback tonight, including project priorities, planning options, and updated cost information. And then in September,

we'll bring forward the draft updated master facility plan um as a discussion item for board review and feedback. So I'll turn it over to Rob. Right. Thank you, Dr. Westover. And just confirming everyone can hear me right now. Yes.

Wonderful. So, uh, as was said, uh, we have gone underway and assembled a lot of data and information that will go into the full demographics analysis and enrollment projections report that you will receive soon. And really just wanted to come here tonight to give you some of the initial findings of that and definitely to answer any early questions and to get any specific questions that you have that we can make sure to address in that report once it's done. So with that note, we'll go through a few slides here of information. And the first one is that looking back over the last 10 years of enrollment data and seeing the pattern that we see across a lot of school districts in California and the Bay Area of enrollments were higher 10 years ago than they are now. Uh had a one-time major drop in the 202021 school year with the CO 19 pandemic and since then uh what looks like kind of a stabilization and recovery. But if you look at that bottom screen, you also see that that period where enrollments have increased since 2021 and 2022 coincides with the expansion of transitional kindergarten. So you do have to keep that in mind. And then looking also at that bottom chart with the dark blue. This is and I'll circle back to this in just a moment, but the single biggest thing that we're really looking at with your district's enrollment trends is the size of that incoming kindergarten cohort each year. And that has of course dipped from above 600 in most years just a decade ago to now below 500 for four consecutive years. though with the addition of the TK students, you see your combined TK and K is actually higher now than it was 10 years ago. So again, the facility needs you have for those youngest learners are of course still need to be balanced with the fact that overall

enrollment is decreasing and cohorts are getting smaller. So next slide, please. So before we get into some of those demographics, uh, one point I really wanted to focus on here tonight is residential development and student generation because these are points that I believe have been a big talking point uh, here in your community. And it's sort of looking at it here tonight to acknowledge it and also sort of set it off to the side of here's what we know and what we think will happen and the extent to which that's going to nudge the larger demographic trends that we're talking about. So for student generation rates, that's the first part of it. And that is when we talk development, how many students are we going to get out of it? And that depends on a few things. But at this high level, we're really looking at main types of housing. So if you have a single family home, i.e. one that only, you know, is usually purchased and if it's detached has, you know, does not share walls with anyone else, usually has its own yard. If it's attached, might be condos, might be town homes. Um, those, you know, a single family detached home to the extent that any of those are being built is going to generate uh when you see that number at the bottom, you know, 0 29. I like to translate that into if you build a 100 homes, you would expect there to be about 29 students grades TK to 8 and enrolled in your district living in them. And you look at that across the other types of housing and you see the multif family and that is just a market rate uh what tend to be apartments or other kind of rental housing and literally about one student out of every 100 units. And again, this is not uh extrapolating. This is looking at recent construction in your district. And it's just as exciting as it sounds. Looking at your student address list, compiling

everyone who lives at addresses that we know have been constructed and seeing how many students you actually yielded from recent housing projects within your school district. And then of course, when you add an affordable or below market rate component to any kind of housing, it does tend to generate more students. that is much more attractive for the younger families who are more likely to have school-aged children. So with these student generation rates in mind, I want to look at the next slide which is keeping an eye on all of the projects largely in city of Mountain View that we have our eye on. And there, if you look at the numbers, it's eye opening almost 10,000 units that we can track on the city's planning documents. But keeping those generation rates in mind and knowing that a lot of these units are that market rate multif family development that yields only a single student on average for every 100 units built. We are looking at all of these units collectively generating about 463 students by the time they are fully developed. And that's the other catch is that if you look at the table on the bottom there, only about 550 give or take of these units are actively under construction and another more than 2,000 which is a fair number. Uh but still the minority of the total that we're talking about are even fully approved. A lot of these others are proposals that are under review. And then of course you have the large red transparent areas that are those precise plans where you have a total amount of housing that's part of that plan. But a lot of those haven't even translated into specific project applications yet. And so we are tracking a lot of these. But what this really means if you just look at those upper two categories of under construction and approved of

projects that we anticipate based on recent student generation would give you not even 100 more students. So again it's not insignificant but compared to some of the demographic trends I'll be showing you in a moment uh you know these are small fish swimming next to whales. So if you want to go to the next slide, just a quick recap of kind of what we're talking about that short-term projects approved or under construction that was those fewer than 100 students. So we are tracking those. We want to build those into the projections and to the extent that we have things in those categories. We're really looking at a couple of your school boundaries in Vargas and Thorico. And I apologize if I have mispronounced that as the way the locals would. Uh you can correct me if I was mistaken. uh but those school boundaries will be the ones that uh probably see the bulk of what student generation there is. But of course there are a couple of projects in some other areas and then we get out to all those projects under review. Hopefully we see more of those within that 5 to 10 year horizon. And then again those specific plan areas uh we're really just keeping an eye on to see when at some point some of those turn into more specific applications. And now on to I would say the real meat of what I want to show you tonight which is the initial takeaways of a demographic look at your enrollments and uh particularly local births because this as I mentioned the engine that drives your enrollment trends is going to be how many incoming kindergarteners do you have every year and each year that one of those kindergarten cohorts comes in who are they replacing which fifth graders are moving up to middle school or which eighth graders are metriculating into your high school district and essentially quote unquote those places if not literally the same seats are being taken by a new incoming

kindergarten cohort. So your green box there roughly corresponds births between 2012 and 2020 with who you have enrolled right now. And you can see that for those students who were currently in the middle school grades, they started off with uh birth cohorts of around 700 plus students. Uh the current kindergarten cohort was a bound to about 635. At the time that the 2020 births were in the book, that was the lowest birth total of the 21st century for you. Every single year since then, you've had a lower birth total. Those are the students that are waiting in the wings to come in and take the place of some of the students you have now. Now, there's more to it than that. We do track how your student populations change on net over time. You're constantly having people move into and move out of your district and we track all of that. But the single biggest thing, especially because for you, uh, you tend to be ever so slightly positive through elementary school. you tend to lose a few students between fifth and sixth grade most years and the end result of that is about a plus or minus half percent on net of that total net cohort growth. So really what we're looking at is once you have one of these cohorts in in the long term it's probably going to be about the same size. So, it really is accurate to say every time that box slides over from year to year, you have a high birth year, high population year, relatively dropping out. Uh, the back end, although by dropping out, I mean advancing to high school, which is great. And then on the front end, you have these increasingly small birth cohorts that are really the foundation of any district, is the people who live here, have kids, and in four to 5 years, you start enrolling those kids. There just aren't as many of them. And again, just being very clear on that, literally the five lowest birth years in the 21st

century are the five years you have coming up in the immediate future. So, next slide, please. And this is what that looks like. Uh you can see right now, uh so again, this is my preliminary take on your enrollment projections districtwide by grade. Uh kind of ignore the giant wall of numbers for now and focus mainly on just this year. You have just under 500, 498 eighth graders that were enrolled as of census day. Those students, you know, are leaving you after this year and replacing them. We anticipate based on the births and based on the ratio of those births that tend to materialize for you as kindergarten enrollments about 447 kinders next year. And that is a drop of 41 students. And that's almost exactly what we see in the bottom line. Again, almost every single cohort, if you follow it down and to the right, you can track, you know, this year's first graders become next year's second graders, and a lot of those numbers will change a little bit, but on net, uh, those tend to not show a lot of net growth or loss really. It's going to be that difference every year of who's coming in and who's going out. And you can see following the gold bar at the bottom across that you will just have that sort of steady ratcheting down effect of uh fewer kinders coming in and taking the place of larger cohorts. And you'll also see with those subtotals and italics that this is really going to affect the elementary school grades predominantly. One reason for that is just a little quirk. uh you occasionally see just one year that has a particularly small or large cohort and your middle schools just happen to enroll in sixth grade, a relatively small cohort. And that in some ways insulates them a little bit because that small cohort is going to be there for the next couple of years. And then they

don't get another small cohort, i.e. the 2023 kindergarten cohort that came in at 454 until 2029. And that's when you'll start to see the middle school going down again. But in the meantime, they're actually going to go up in the short term because they're going to be replacing uh that small cohort that they already have. Meanwhile, in the elementary schools, you're going to see fifth grade at around 500 students for the next few years leaving and something in the low to mid 400s coming in. So again this is sometimes there's uh you know there are lots of other things we look at this is the single most significant one. So next slide please. And the other part of what we're doing here is of course looking at these projected enrollment numbers and comparing them with your site capacities and room utilization. And so this there's a few uh rules and caveats here. When we say capacity, what we mean here is the way that these rooms are being utilized this year. It's sort of your utilization or your realistic capacity. And that means that some of these capacities could be higher if you took some rooms that are being used for something other than a standard, you know, teacher teaching at grade level in a classroom. uh because you have things like art or music pullouts, you have resource rooms, you have all sorts of other things that classrooms can be used for, especially at the elementary schools. And then the total enrollment is based on by grade level from the numbers that you just saw uh and just looking at how that space is being utilized across the district. at TK, you are using most of the space that you have and we're actually anticipating that there will still be some growth in TK just based on more families opting into that over time and might overfill the space you currently have available. But everywhere else, you're really

looking at being somewhat utilized at this point and overall utilizing less of that capacity as time goes on. And then on the next slide we are just breaking it down slightly differently by school. And here's where again uh these individual school projections there's probably some refinement that we might do depending on uh some planning assumptions depending on again looking at uh if any of those larger development projects particularly some of the ones that are say affordable housing uh will come in. Some of these could change a little bit and it's more significant if you're adding 10 or 20 students to a single elementary school than you are looking at district-wide numbers. So, we do want to keep all of that in mind always. Uh, but you can see here just how it works out school by school. Some schools are not decreasing as much. A couple of them are even projected to increase based on just what we're seeing with who's in there now, who's going to be leaving and the kinder the share of the kindergarten cohort that they tend to attract than enroll. Uh but generally the pattern as you see on the top there is more space between those blue lines and the red lines of that seven-year out enrollment. So again just a very quick highle look at some of the data that we put together to date. Again, this will all be assembled along with lots of other information into a full report that you'll get to peruse. Uh, but for tonight, uh, once we see a little bit more content from Mr. Young and Dr. Westover, we'll be happy to answer questions on the demographics.

All right. Now, I'll turn it over to Gan who's going to talk a little bit through space use.

Great. Thank you. Um so in the 2019 the master facilities plan was prepared and identified projects in four priority areas as Rebecca mentioned. Priority one projects focused on safety, energy, operational efficiency and those have largely been completed with measure T. A lot of the priority two and priority three projects were focused on utilities and infrastructure and various campus enhancements. Priority four projects um which were not completed focused on growth and overall site efficiency. Next slide. What this meant is that in priority one lighting projects, gate projects, fence projects, perimeter controls, solar shade, um mechanical ventilation and window projects were completed. Um, in priority two and priority three, roofing pro and kind of ongoing through the summer, roofing projects, utility projects, telecom, outdoor learning projects have been completed. Playgrounds, however, were not. In priority 4, we had new classrooms to expand capacity, restrooms, landscaping, and trails. A lot of the growth um associated with priority 4 was based on sort of precoid um plans that Google had in North Bayshore and East Swiss Eastman which both had um much higher ceilings in terms of development. Uh Google has since backed off a lot on a lot of their plans since then. Next slide. So this is just a slide um in terms of what was published and socialized with the community as part of the measure T bond in 2020. Uh you can see kind of the the equitable distribution of re projects and needs that were addressed

on different school sites. It's part of the communications program for the the district. Next slide. So, in terms of the update to the 2019 master facility plan, some themes that um the the district leadership have identified include what projects from the MFP were not completed um and are still a priority, the impacts of recent events and policy updates, including the return of Google's leased properties, the the the start of the TK program districtwide and then the need to position properties for the future. This includes flexibility for schools to align with some of the enrollment trends that Rob was talking about. Um how to um integrate or or reuse the lease properties and how to optimize facilities for MOT and Central Kitchen. As you know, right now, MOT is distributed in two locations um and are embedded in both the Graham and Kinton campuses and Central Kitchen is embedded within the Kinden campus even though it serves the entire district. One of the questions that the leadership has been asking is the district has a neighborhood concept um approach with regards to schools and whether that concept should equally apply to TK given that TK is a new program and there opportunities potentially to consolidate it. Uh next slide. What this translates to in terms of uh tasks that we've been starting to look at are the utilization of existing classroom spaces as Rob touched on. What are the best uses for Slater the Slater

campus, the district office portables next to um Derkov and Stevenson? Um the best use for the Cooper site which is currently leased to the action day care program. How should the TK program be organized um in terms of geography and sites and what opportunities are available for MOT and Central Kitchen to relocate off of Graham and Krinden to expand capacity for uh reconfiguring middle the middle schools for future growth or for more efficient you know facilities? Are there potential partnering and leasing opportunities um in this regard and others? Um what are the priority grouping of projects as we move into you know this update and then how do we incorporate and address future demographic trends. So, some of the key questions that the district leadership wanted to put to all of you tonight um are are there additional priorities or areas the district should consider as part of this update? Which needs should be prioritized in the short term? If consolidation creates opportunities to free up space at neighborhood schools, are there district programs or departments that could be relocated or centralized? and what opportunities exist to expand district capacity to support where growth is occurring given that growth may be uneven across the district and also what guiding principles should be used to prioritize projects moving forward. So with that I'll go ahead and return um the mic to Rebecca. So, we have uh we're looking for some board feedback um and maybe if there's questions

clarifying questions from the from the board um in the demographic slides specifically on the enrollment projections

um I was wondering like what's the calc what's the relationship between the birth year numbers and for you know a group that will end up in kindergarten in any given year and how you project how many of that group will actually come into our district and then kind of similar question um but a little different is with TK since it's not kindergarten is not required either but there's even less of kind of a right now it's been less of an expectation that everybody does TK and more some people stay in their preschools Um, is there any thought on like whether that trend will change over time that a higher percentage of the birth group will end up in TK versus like halfish that you're projecting?

Yeah. No, that's uh good questions and I'll start with the kindergarten one first. uh which is that yes, we look at the births as I showed you and we directly compare that with a five-year lag of how many kindergarten enrollments you had and you have exhibited uh what I kind of like to call a classic pattern and taking into account the co 19 pandemic years where you had been sitting at a ratio of close to about 80% of births in a given year translating into kindergarten enrollments and then you dipped down to as low as about 68 to 69% for in 2022 and 2023 and that's really due to something I saw in a lot of districts around the state whereby it became a lot less likely that a student who was born just prior to 2020. So in those 2017, 18,1 19 birth years was still going to be living in the same place they were born 5 years later when you had this big line in the sand of the initial CO 19 pandemic. And now that we're getting more removed from that, uh certainly in fall of 2026, all of your TK and all of your kindergarten students should have been born postco, but we're already seeing uh in the current year, your ratio had climbed back up to a 75. And so that I am anticipating you to continue uh pulling in something at least around that level if not inching back up closer to that 08 level. And so that will help on the kindergarten side, but that's what we're looking at. And you know, it's great when that ratio is steady. In your case, there was a dip, but it's very explainable. And it just the fact that you've been increasing that ratio over the last couple of years shows me that it's quite feasible that it will

continue perhaps to increase just a little bit more over the next couple of years. And then with transitional kindergarten again with a little bit of a shorter lag. We're still looking at the ratio and yours has been just an almost perfect straight line up over the last four years of the roll out of the transitional kindergarten eligibility expansion into this year being the first year of universal TK for every four-year-old. Again, as you said, not compulsory, but obligatory for you uh you know to enroll them should they want to. And so you've climbed very steadily up from, you know, 10% of births coming into your TK program back before it expanded and then growing by about 7 to 8% per year up to 41% this year of births. And as we said, there's no more expansion of eligibility coming up, but I do anticipate there still being a steady increase because now the question becomes independently we're looking at how many kindergarteners we expect, which has a much more long-term trend line that we can look at. And of those, a certain number are also coming to you for TK. and there exists that opportunity to close that delta a little bit to have more of the kids that you know you're going to get for kindergarten anyway to also come to you for TK. Some of this I think will be natural in that uh despite everyone's best efforts I think not everyone fully knows about the TK opportunity yet. Some of it is just more normally cultural. I know my own daughter who's 14 now in an eighth grade uh was born in February and was not eligible for TK and we would have loved it if we had had the opportunity at the time uh all those years ago. But uh you know so some people I know have obviously jumped on it. Some people need a little more convincing. But I think for especially

people that are having those first kids uh who are engaging with the school district for the first time and finding out about TK, not having already had a kid go through a few years ago and thinking that they, you know, are just going to do the exact same thing, that we will just see some TK increasing. I've been saying this in districts up and down the state of California uh over the last year or so and this upcoming fall will be the chance that we finally have a data point to see if we're seeing that percent of birth capture rate for TK increase in 2026 over what it was in 2025, the first year everyone was eligible. That's going to be a huge uh data point moment for us for sure. But I personally do think you are going to see some continued modest growth there. And I I had asked Rob this exact question one of the times we had met and I think the the answer or the wondering we all have is will TK enrollment percentages ever get to the point where they match kinder enrollment percentages, right? Whatever a district's particular uh enrollment is. And I just think that's a a wait to see. Um it is more complicated because or it is more um challenging because TK room requirements are far different than you know if we were asking this about third grade well it's just another you know 960 foot classroom but TK has other considerations

thank you um it's great to have an update on this information so I thank everyone for particip ipating tonight. I do have some, you know, questions for the demographic study, but I don't know if they're more question or discussion. Um, so if you want to do public comment first, that's fine. Okay,

Lambert, real quick. a lot of comments, but um when will the reports and even the pre preliminary reports be available to the board and to the public to review and look at and I hope it's before the final report so that people have a chance to comment on it before the very end.

Absolutely. we can make the reports available. Thank you. Any further questions from trusting the battery? There's one follow-up question on my questions. Um, how does our current like 75% return is not the right word. Um, but, uh, yield rate, I guess. Um, for kindergarten um, sorry. Um, how does that compare what you see across the state? they have like

Yeah. And I I have to disappoint you a little bit on that because it's really hard to do apples to apples. And I'll back up a little bit and explain how the birth data is presented by the California Department of Public Health uh especially this might head off uh some future questions. So this is tracked uh ideally based on the residence of the person giving birth regardless of where the birth occurred. But the most discreet level of detail that you can get is either a particular city or any number of zip codes. And I tend to use zip codes because that gives me the most uh ability to sync up, you know, uh the birth giving population with the school district boundary. Uh but inevitably they're never a perfect fit. And so you have to make decisions on ones that are anything approaching half and half uh in terms of you know kind of half in and half out of a school district what's being included. So sometimes that's a big part of the reason that you will see things that are dipping you know well below 100% is that some of those births that we're looking at are actually for people who live outside of your district. And the important thing is that we're using the same pool every time and looking at the same ratio to track how it's changing and still giving us the ability to say if we know how many births there were, that gives us a good idea of how many kindergarters there's going to be, which is true in your case. uh in that full report what you will see is an analysis of local private school enrollment and and in your area I imagine it will be relevant to also look at some uh independent charter schools that are around just to see what again we don't have direct data of who has uh you know left one place to go to another but we can track enrollment trends across different types of educational options and kind of get that sense when compare and also So compare your

uh kinder enrollment in any in a given year with what the census data indicates are the population of school age children that are in the district at that time. And so there's a few ways we can slice things up, a few things we can look at to give you that sense of how many of the children who live here who could be enrolled with us are choosing to do so. because the the birth capture rate as I sometimes call it without thinking. Uh there's a number of rate, you know, birth to kindergarten ratio, a number of terms you can use is really dependent and I would have to pull my mapping up and see uh how much of your territory that I'm pulling the births from includes some people who aren't technically in your district. So, there's sort of a a long-winded answer, but there's a lot of nuance to explain there. And I can't just hold you up to some other district that maybe is pulling 90%. Because that just might be a function of how their zip codes line up better with their school district boundary.

Thank you. You I think we will see information it sounds like coming in the report that was absolutely the question. Yeah. Um you know some some questions um you talk about what's in the pipeline in terms of the city development. Mhm. You looked at all or do you do you worry about things like the housing element um or the city for example has an R3 zoning update that's supposed to be finalized um this spring. Um are those things that feel relevant or do they do they not seem as relevant to kind of the long-term demographic data?

And for long-term i.e. If we're looking at that 10 plus years out range, absolutely. Especially if we see for example that zoning update relatively quickly lead to some more specific project applications where again once you have a higher allowable density or things like that you suddenly see some projects that pencil better for the developers at that point. Uh housing elements while certainly they have a lot more teeth for lack of a better word than they have in some previous cycles. I learned the hard way early in my career not to project a lot based on uh you know regional housing needs assessments and housing element goals, but I really wait until, as I showed you tonight, we see an actual developer who's willing to spend money to build something has put in a proposal and the planning authorities have approved that proposal. That's the point where I get serious about seeing what that's going to mean for your future enrollment. And as of as I said, right now we're looking at something in the 500 something unit range that meets those criteria.

Great. Um, that makes sense. And then, uh, when we're talking about affordable housing, which has that higher yield rate of students, do you ever look at the unit mix? So, the the number of bedrooms that are available because one of the controversies around affordable housing is often what gets built is um single bedroomedroom units because they're Um, but I know the city is trying to address that in some ways.

No. And uh, fant that's a another good question and the kind of thing that so typically in the scope of the report that I'm preparing right now was probably not going to be slicing up the student generation to that extent. That's usually what you get into when you're going into some maybe some detailed mitigation with a developer. But yes, you are 100% correct that obviously, you know, if you're building affordable housing with two, three, even four bedrooms, which I've seen some places, you are going to get more kids out of that probably than if you're building studio in one bedroom. And so we can look at that. I have done that in some places where we've gone through and split up the number of bedrooms and uh done much more detailed student generation rates. Uh, I think for the purposes of our planning here, it really is that just sort of baseline based on what's been built, you get about 15 times more student yield than you do from market rate things and affordable things. But yes, if someone was going to build 200 units that were all onebedroom and someone else was going to build half that number, but they were going to be two plusbedroom, uh, that would be worth looking at, particularly at that micro. what's the impact to the school whose boundary that's going to be in maybe a little bit more so than that highle uh overall district number planning but no you you are correct and another thing I've learned from early on is there's always a deeper hole to dig into and a finer way to cut the data and you sort of need to pick your scope relatively early on but that said part of what we're here for tonight is to hear from you exactly what you think would be useful to Thank you.

Other cl clarifying questions. With that, I'll move to public comment. Um, now I will open it for members of the public to address the board. Anyone in person, turn in a speaker card. And if you're online, use the raise hand function. Uh, wait to see how many speakers we have. is the one speaker. Uh you will get three one speaker online and none in person. So I'll allocate three minutes. Uh first up is Saskia Hoffman.

Hi, my name is Saskia Hoffman. I'm a Miss Trial parent just for background and I would like to bring up two questions I guess. Uh one thing I learned was that we will only have two incoming kinder classes next year which is a little concerning. So I want to understand if there is still a commitment to keep this program alive because um if we are going down to two classes that will eventually well remove a lot of kids and opportunity here. Um at the same time I wanted to also bring up the facilities situation that we've been facing uh between the shared campus with Castro and Mistral. Um, I read in the notes that the greening project for our school specifically has been pushed out a year while we have the most need for actually getting better facilities from the greening project. So, that is a little bit annoying on my end. But we also run into all kinds of issues with the shared uh campus around parking. Belt schedules are chaotic. um there are no clear borders and we have consistent negotiations between the schools and depending on how well the principles get along it is it can be really challenging for us parents. So I just wanted to bring that up and I think that needs to be addressed uh and I think this is the right point to bring up here.

Thank you. With that, I that will close public comment and now we'll return to the board for discussion. Um, I think structurally it might be useful for us to go through the questions that were presented to us. I'm not going to limit ourselves to it, but I appreciated that for being able to to respond to this report, but I'll see if there's appetite for that on the board. the ones the ones in the presentation at the Yeah, I just I just hesitate because I don't know that some of the comments I have really fit into some of these categories or though I would be glad to get there. That's fair. Go ahead. Well,

yeah. So, I have a a number of comments about uh demographic reports and requests. So, um demographics is definitely challenging. I think Trusty Connley and I have lived through some of this and only a few years ago the sky was falling and uh looked like we would have no room at all because of the growth in uh North Behore and that has of course evaporated. Um so um what what I also see in city council is that even when uh projects are approved um they just don't get built. uh after a couple years they get delayed maybe a few years and then they often don't get build at all. It just depends on the financing. So just because something is approved doesn't mean it is going to happen. Very difficult job. Another thing, affordable housing. Uh the average medium income in Silicon Valley in Mountain View is enormous. And uh what we call affordable housing here is really not what you would think you would normally think of affordable housing. It's uh really for uh high-tech workers in the industry around here. So I think that's something to consider when you look at generation rates. uh the income actual incomes of the families that are moving in. Um another thing um that I'd like you to benchmark um you know you're absolutely Trusty Connley brought it up about uh the change in the R3 zoning pushing it up to R4 level. Another thing that has happened in Mountain View is that we have five transit stops and SB79 uh covers those transit stops and takes away basically all zoning for those areas. Um what the impact will be is yet to be seen, but it really takes up 20% of the land area in Mountain View that we have no control over as a city. I uh

would a you know not asking you to guess about what's going to happen is try to find other other situations like this where there's been massive zoning changes in cities and how did that impact the you know who moved in when they moved in when the growth actually happened and ultimately the impact on schools. Um yeah but it'd be difficult to do but you know do your best. Um, another thing I wanted to comment on is always a couple of surprising things about Mountain View, the demographics. When the city comes out with their annual report, I'm just always shocked about how many new residents we have in Mountain View that are moving in from other countries and other places uh, nationally. Just we have a very, you know, it's about that we're such a high-tech uh, area. Um, it's driven by big companies and small companies. we attract different kinds of people from all over and uh I don't know how that impacts the schools or not but it's something to consider. Another thing that surprises me is that we have roughly 40% socioeconomically disadvantaged kids in our school district which is much much higher than you know the average Mountain View population. So, um I think there's a lot going on, but I'm saying it's uh these are just factors I think that make Mountain View different that as you do your analysis, you have to tailor it for actually what's going on here in the community. Um those are just some of my thoughts about the demographics. I talk about other things. Let the uh other trustees have an opportunity.

Trusty.

Sure. Um, I agree Mountain View is an interesting puzzle. Um, and it is a bit of a whiplash sitting up here having been on the board for over seven years and seeing how we've looked at future demographics change so significantly because of changes in the economy and plans for the future in our city. Um, things that I'm curious about when we look at uh declining enrollment. I had the opportunity to sit in a presentation by Mike Fines of Fikmat, the California School Board Association Delegate Assembly in December, and he was talking about uh birth rates statewide and just the inevitability of declining enrollment everywhere in in California for a long time to come. Even though there are a few outliers in some areas that might bump, but most are going to have significant decline. So, I don't think we're unique in that. Um but what size school is too small comes to mind. Um another question I have is if if we are worried about reaching a threshold where a school is too small. When I think about TK I I can see two different great paths. One is like an early learning center, an early learning site that is really focused on this younger population and it's just kind of a gem of a facility. The other is trying to maintain neighborhood school size by updating with bathrooms and locating TK at neighborhood schools so we don't see those schools being closed because they're under enrolled. So, I'm I'm curious about how um Superintendent Bar and staff are are looking at at those two tradeoffs. That's all I have so far. I'm sure I'll have more.

Vice President Henley. Um I was I'm also curious about in future presentations or um the that staff input on the question of what size school is too small and even the public comment about um what number of strands um how that affects program um and how how we look at that with with space Um, TK, I'm also curious about it. I guess how we approach it as that additional grade where the neighborhood model makes sense to me or whether it's kind of its own separate program. I do feel like when I read hear things from the public, they're starting to look at it really kind of as that additional grade and part of um that question of, you know, why didn't why am I not at my local school? Um and just as we this becomes a permanent thing, how we as a district want to look at that. And I'm not sure what I think yet, but

I'd just like to follow up with Go ahead. Trusty Henry's comment too and I think that's where you one of the contractor here is uh the consultant is looking at the cost of the program and um you know that's one of the cost you know what is it having a centralized early learning center location versus having this implemented at each of our schools. I think that's that's pretty important actually because I think there's very big differences. While I'm speaking too, you know, I word came up about neighborhood school um here. I I think we have to be honest and say we're sort of we're really a hybrid district right now. Uh some of it uh areas are neighborhood schools, but we do have choice programs that draw um students from all over the district. So call it a quasi whatever it is we're a hybrid we're a hybrid school system right now in the ways way our students are going to different schools I think to synthesize I think two of the the earlier um comments from trusty Lambert trusty conley um around declining enrollment statewide and Mountain View's particular mix I think it would be interesting to understand, right? Like not necessarily treat it as a force of nature that we're contending with, but like a partnership with the city, right? Like they have land use control. They to decide what gets built and how and to some extent. Um, but like what what are the primary challenges for us to reverse some of the trends that we're seeing in decline, right? Like so unit mix is one of them. Having that somewhere in the report would be helpful for us to, you know, as we partner with the city on various things, discuss with them what they can do to help mitigate our problems that we're facing. I

mean, that's a good point. I mean, there just in the last month or so, right, one large development came up, 400 units, they're all studio apartments, no kids. The other one surprisingly came up down in the Whisman area where they're really side by side, maybe 400 sidebyside houses. Yeah. Right. those are going to generate kids and we're working hard on you know making good schools and a premium education for all of our students that attracts people right and then if we can attract more residents it's a mutually beneficial relationship that we have together I think yes and no because we're a basic a district so our funding is not per pupil right it's limited

setting I'm setting aside the funding issue I think our primary job right is to educate students and regardless of funding I want to educate more students as best we and better over time, right? I think that's a

I'm quite I'm quite happy to educate students as well as possible. Um I think Mountain View's density is going to continue to increase. That's the projection. What that means for our student population, there's always going to be um you know, it may be that more people coming in offsets in in our assessed value. the funding that we might need to compensate for those students. We just kind of have to see.

You can see the bright spot of of our revenue picture, right, is residential versus commercial right now. So more residential would ostensibly improve our revenue mix as well. So just

I Yes. I mean, it's all it's all about it's just that we don't I just want the public to know we don't get money per pupil um because we're not a LCFF district. We're a communityf funded district, so it's based on the change in assessed value. Um, I think the thing that I'm struggling a little bit more with here tonight is coming up with master facilities plan um priorities because what's presented and provided in the packet isn't actually very detailed about the projects that are left to complete um from the previous priorities. Um, in the past when I remember doing updates to that and we're not voting tonight. This is just a discussion item. So I assume this is probably coming back in another presentation. Dr. Westover, um what I am used to seeing is a list of the remaining things that haven't been covered yet, where they are in the priority line, what they are projected to cost, and then we have to rank that out. We just might not be at that stage yet. But it it makes me hard for it. I'm finding it difficult to come up with extra priorities without having something to wait against. I don't want to just shoot things into um the ether that are completely unrealistic given how many roofs we might still need to put on. So

precisely the same I think to the reaction to the second question of what needs to be prioritized in the short term which is I think kind of hard to answer that without rebaselining what the rationale was initially for those and scoring the projects against that given our current realities and projections. So I think that would be the useful thing to come out so we can say we wanted these different projects to happen for these reasons that doesn't make sense anymore. Like helps us make that decision for what should be prioritized.

Yeah. And I'd agree 100% with last two comments. I I'd also you know you know ask um you know you're on the ground every day seeing what goes on in the district. You know what else do you see that's should be done? what other priorities you know that that that should be done and you know these other ones are secondary with time or you know you know help us understand what the choices are a little bit rather than having us just sort of uh make intelligent guesses or not so much intelligent

I mean I'm very happy to see our um master facilities plan partner here with us tonight because it was really reallyant important work. I just I feel bad that I feel like I'm not using your time well this evening.

You know, I I the last comment I think is good or the question is what guiding principles should be used to prioritize projects moving forward. The future is really hard to predict around here and I think things can happen very rapidly and so flexibility is uh I think really important for our facilities. uh and whatever we do I you know that's where it comes down to if we start closing facilities and things like that you know those are those are difficult decisions to reverse right so I'm looking for flexibility well and I think flexibility might be restrooms in classrooms frankly but

that's where the cost yeah and that and that is a cost um

well that that's where I and it's what I heard but I'm just going to reiterate, we're at a we're at a we're at a um kind of a crux here where I think we need to be thinking about I believe we need to be thinking about not to use overuse the word think um but what is the optimal program for students right as we're looking ahead TK was a was a a grade level that was brought on um I I don't personally believe I remember the moment without a lot great deal of thought, right? There was a whole another year of students added and they're quite young and now we're talking about toileting in school. They have unique needs and does it make most sense to have those scattered across every campus or does it make sense to have those need? So I think thinking about it from the and I'm not I don't want an answer here but what makes most sense for the students in this situation right and not necessarily the adults in the system.

Yeah. So here's another dimension right that maybe another person should be up there basically is representing the teachers the education okay effectiveness right h how big should classrooms be what's too big what's too small how many on on campus right to make to make things effective and and somebody said when does a classroom get too small that's a good one when does it get too large and um I think we need that kind of input Okay. From an educational perspective, because that's what we're here for, right? We're not just pushing around rooms here and there. Yeah. What works for the kids.

Yeah. I think to to to that point, um something that I feel like is maybe an enhancement to the existing kind of description. A lot of it we deal with is like sightby-sight analysis of like this is this base and this is thing. Um looking at it somewhat holistically across, you know, these aren't 11 independent sites. They're a district serving lots of students. and are we configured like a specific section like are we configured to satisfy that with our existing goals around outcomes and equitable resource distribution and things like that. So that I think would help frame how we align programs and how we kind of map to the capacity we have overall. Right.

Yeah. And in previous exercises like this, right, um, uh, diversity has been a huge issue and we've struggled to try to make equitably diverse schools throughout the uh, district. That's very very challenging with the way housing is laid out in Mountain View. Um, I'm not saying that should be a guiding priority, but it certainly should be a consideration. And I I would just say it's not so much having the numbers that's important. I going back to the education, what works for the kids best in in their educational situation to meet their needs. Okay. And we we never focused on that in the past that my knowledge. trusty.

Yeah, I just think we might need a study session on tekking at some point. I think there's just a lot more, you know, looking at the research, too. So, we know the benefits of well, there are many benefits to early childhood education. We've had this conversation. Um, and getting more families to participate in TK might actually benefit our our students long their student their outcomes long term. Um, are people more likely to participate if it's located at an early learning center or if it's a neighborhood school? Is there research about that that we can look at? Are there programmatic elements that um are really challenging, not just bathrooms, but programmatic instructional elements that are challenging to incorporate into an existing K5 setting and and what are those beyond just bathrooms and do we have the capacity to do those? Um and again, it all ties into, you know, we do have schools with two strands right now. For example, Monoloma has two strands, I believe. Um, many of our schools only have two strands right now. Okay. Um, and and so is two strands ideal is three, you know, when I came onto the board, the work of I came on after new boundaries had been done and were kind of in the final stages of being implemented. Um and then the goal, my understanding was was 450 students per school and that is we're nowhere near that in the grand scheme of things. Um yeah, we're around we're closer to around 350 per school. So um there's there's just a lot to look at in our our programming. Yeah, I think just to echo that I think I had the

for the question of like where what opportunities exist to expand district capacity where growth is occurring. I think this gets to it in rather than physical capacity but like programmatic capacity for like things we're trying to provide right TK is a growing program we need to do that previously we were planning the facilities plan on North Bayshore growth which has not materialized and seems on at least for the for some time here so really getting anchoring around the the programs we offer and the capacity we need for them I think might be a helpful way for us to think through in the draft coming I want to echo the thought of trying to figure out TK as in um what the community needs. In thinking about an early learning center, it it seems like a good solution to having everything toileting needs, all that type of specialized um space in one location. But if that deters enrollment because it's not convenient for people to get their child to wherever that location is, then um it may not have been worth the investment. But if we can um figure out what the community would how the community would um what would get them to enroll their child in TK. If it would be neighborhood school versus learning center, then I think it would be kind of easier to figure out the direction to head. I personally um was on the boat with um my child was going to be enrolled in TK in an area that was the opposite direction of where my work was. And so we chose to not have that option because it was not conducive to how our our schedules our work schedules

were. So, if we could have information on that from our community, I think it would help guide um our decision.

And I just want to I want to um highlight something that um Trusty Lambert was talking about that um when we look at Mountain View, our housing stock is segregated in terms of the way that it's zoned, the way that it's laid out. Um, and so our um, our community, I will say Mountain View, my family chose Mountain View because it is more economically integrated than many of the surrounding communities. Um, that being said, it still has um, income segregation within the city itself. And then we see that carry over into the neighborhood school model, which is always a challenge. and it was exacerbated um the last time the boundaries were updated. Um and so that's another thing we need to be um cognizant of as we move forward and address these things. And then when I think about master facilities plans, it's also just like what are what are the nuts and bolts that if we don't do them now, it's going to be a problem. I think that comes out of being on the board that did measure T because it was we called it the unsexy bond. Um it was roofs, it was HVAC, it was fencing. Um and so uh just what are what is the nitty-gritty that we need to do um most urgently um is usually what I would prioritize.

Well, I would think if I can just insert here, I think that um there there's also an intersection of how much money is available now, right? because it might make sense to do all of this at each site because we have this much money but if we have less it'll make so I I think that's an important factor in this right is understanding what we can get for our the amount of money we the amount of money we have trusty labor

no I think along those lines too that's where what trusty conley said at the very beginning we list with the cost and how much money and that's critical ult to answer these questions. But um it just made me think too is that you know this is a preliminary not that we're going out for any kind of facility spawn that I'm not suggesting that but in a way we can learn from some of these things and project what's needed in our facilities. you know, are we have the we have our consultants here. You know, are there really significant needs at any our schools that have gotten, you know, run down or just not useful? Um, you know, I can think of one building at Kittindon that because the way it was constructed is, you know, not really used very effectively and, you know, I think there may be other things like that. um you know to just not to necessarily do anything about it now but just recognize it and do it on the radar and that would give us flexibility without having to build an entirely new campus for example. And the only other piece is um we have talked about this in the past. I don't know if we have funds for it now. Um looking at incorporating in the middle schools some CTE spaces um and kind of updating there. That might not be a huge lift. I I don't know. It would be adapting a classroom as opposed to building a classroom if that makes sense. I think yeah for for me I think the one thing maybe that we haven't discussed fully but I think everyone's touched on it a little bit are like the guiding principles for prioritizing projects. Um I think you know to the the core maintenance things right like fiscal sustainability given the you know the elephant in the room of we

still have a structural deficit and we need to make plans around that that'll save us money in the long run. fiscal sustainability. Um the equity outcomes, equable resource distribution that we've talked about, which is in our current strategic plan, I anticipate would be in probably our successor. I doubt I may be surprised, but I don't think folks would jettison that for the future. Um and then program effectiveness that we're trying to reorganize how this this maps to that. Um, and then basically I think just what the reality of 2026 is compared to what we thought it would be in 2019. Like making sure that we line those things up. I think that probably gives us a good touch points for all of these these bits.

Let's not do anything that requires gas.

Um, while we're doing this too, just to throw out some thoughts. I um some more thoughts. Um, you know, clearly our emphasis needs to be on educating our kids, but uh there's many other things as our city urbanizes. I think that the school district uh should, you know, start, you know, not start, but but also recognize that they contribute to uh children growing up. Okay, we all know there's in part of Mountain View, most of the park space is owned by our school district. making those facilities more ava a available better uh having places maybe indoors where kids can play and and meet and things like this and just I think think of all the all all the uh think of other kids other needs of children as they grow up that we can help provide okay and um as we urbanize and and as we get have limited space um I just throw that out there for you know for our consultants to you They see a lot of schools. They see a lot of places. You know, what's new? What's innovative? What's exciting?

All right. Anything further, Rebecca? Anything further? Do we have enough? No, I think this is this is enough. Unless Rob or Jean, do you have any questions? Not for me. No, thank you. Yeah, I think this was at at the request of the board just to take a first initial glance at what things might look like so we could come back with something a little bit more firm for you to react to. That'll be Thank you. in September. Is that where we're aiming or That's what we're aiming for.

With that, we'll now move on to uh where are we? Item short bio break. Yes. Okay. Recess at 8:56 p.m.

Next, we are back at 9:04 p.m. Our next item is discussion action item 9F, K12 Coalition Strategic Planning Services. Uh, Superintendent Barry will present.

Yes. So, um, okay, we went off for a moment. Sorry. Um, so I think you know your our current strategic plan is expiring and at the same time we have received a comp comprehensive um systems audit and so this seems like a a very logical time to engage on u an update to our strategic plan uh really focused on um the efforts to support student achievement is is where our heads are at right now. Um so we solicit so we solicited solicited proposals sorry from uh vendors to provide comprehensive inclusive and data informed strategic planning process. Um the objectives that we put forward for that plan were that it's explicitly focused on improving student outcomes and experiences. Uh it includes measurable goals aligned with strategies and actionable tactics. It identifies clear indicators of progress and success grounded in data and including findings from our system study and that it is practic practical implementable and usable by um all levels of our organization. So we put out an RFP. We received 16 competitive proposals. Um those were independently read and scored by seven different reviewers based on uh the rubric there approach and methodology relevant experience and demonstrated impact in K12 uh project team qualifications and capacity understanding of MVWSD context and feasibility uh schedule and ability to meet our timeline uh the cost proposal and value and then their presence in California experience in this state. We uh had four top vendors that were ultimately

interviewed and scored um again and we uh came forward with K12 Coalition as our recommended um provider. Uh their recommended their cost is $35,000. Um they have extensive experience big districts, small districts. Um what we really came to appreciate is uh their understanding of how to shape and how to shape priorities and data including the systems findings that we have in front of us that we are working toward implementing and turning those into measurable goals. Um understanding the nuances of our diverse community um and the inter interactive process that we'll need in order to get the necessary feedback. Um and then the use of system framework to create goals and indicators that are relevant, rigorous and sensitive. And we were we did have an eye on the cost effectiveness of this. So with that, I'm bringing forward this proposal of K12 coalition uh for uh partnering in the development of our strategic plan update.

Clarifying questions from the board. Trusty Lambert.

Yes. I had a difficulty uh fig figuring out what the deliverables would be and reason that's important is you know I think as reading the report we want to make sure that uh you know we understand uh what we're asking our consultants to do what the expectations are and be then be able to evaluate um you know uh you know that they've done their job and we we make a good selection. Yes. So, um I'm looking at the document itself on the uh website on or on the uh board agenda and uh on page two there's specific uh deliverables in in three stages. Um there's the planning and steering. Uh there'll be board input. Um ultimately the final will be a a finalized strategic plan including an implementation roadmap. Uh a toolkit for implementation, a monitoring template for the dashboard and key performance indicators and materials for the board for staff community. Will this be will will be will the pos there be a possibility that we're retaining this firm year after year to sort of implement this program or they just sort of setting up a a toolkit for us to use?

It's the latter. Okay.

Thank you to me. Um, I mean, when I look at I'm excited by the thoroughess of the RFP process and that we had 16 responses was fantastic. Um, it gives our team a lot of choice and I appreciate that the work that the evaluators did looking into it. Um, something that pops up online is that um, this company has acquired some professional development companies uh, last year, like in the fall of last year. It's just, this might be more of a comment than a question. I apologize. It's just something to keep an eye on in the future. um is that they now own uh a group called Keys to Literacy which does writing focused services and the professional development institute which does um education courses for teachers. Um so if we were to when we look at our professional development I don't know if that would be an issue or just to be mindful of.

Yep. I understand.

And just one I think a similar vein to trusty Lambert's question. I think just um just to drill in I think I was looking at the cost proposal and there's the 30,000 for the first phase and then um we're not taking any of the optional year one extended etc etc onward. Right. This is We are taking Shelley, what was the one the published final strategic plan? Is that Yes, the published final strategic plan is the one item. I figured that was it because it added up to 35,000, but um just wanted to confirm and make sure we weren't committing to like longer term. Okay. And who will this group be interfacing with with the in the district?

So, I think it'll depend on the phase that they're in, right? They will there'll certainly be some interface with the board. There'll be some interface with a district level staff, community, teachers. It's just depending on what phase of the process they're in.

And I'm also really curious about the composition of the steering committee, how you see that playing out because in their proposal, they talk about a strategic planning steering committee and will we be able to appoint a board member to that steering committee? I assume there will be. Yes. When I have done these in the past, we have had uh broad representation, right? Including board of course um on that. Thank you. No more than two.

Further questions? All right. I will now turn to public comment. Any member of the public in person wishing to speak, please turn in a speaker card and anyone online use the raise hand function. See how many speakers we have. Seeing none, I will now return to the board for discussion potential action. So just light discussion points. Um I think it's useful for us to kind of be clear to avoid the the add-on effect of clear that like per the earlier questions this ends at adoption when we get our deliverables and not you know midstream say oh we need a little bit more like I think it's useful for us to hold hold ourselves um to this commit to this idea we can revaluate things later but I think it's a useful as we enter into this to kind of be clear on the scope that we're we're getting um And then I think a couple of the things for a successful plan. I think I always really want to make sure we get leading indicators for these long-term plans. I'll say it over and over again. I want find out like as we're doing this as quickly as we can what's working. Um and I also want to make sure that we have some scope for decisions that are not just add things that we should be doing, but some explicit stop doing things that we think aren't working for us. And I think that's helpful for us to have. Um then maybe the last one's just how sensitive our planning will be to fiscal stress over the coming years in case we end up in a similar situation that we can pair it back appropriately.

I think it's comforting to be reaching the point as a board where sometimes we can finish each other's sentences. Um so that's nice. Um, and you know, in the past with the strategic plan that we did before this, we didn't have ongoing contracting with them in any way. It was here's the product, here we go. Um, and then move on from there. So, I think all of that sounds good. I'm really looking forward to this work. I love strategic planning. I love hearing from the community. And the thing that is most important to me in this work is that it's communitydriven. Um because when we see changes in boards, when we see changes in superintendent or other leaders throughout our district, um the strategic plan wasn't any one person uh one person's kind of um agenda. It was something that was developed by the community at large. And that helps us all kind of um he true to that uh strategic plan in the future. This is an action item if we choose to.

My apologies. I make a motion that we approve the contract of $35,000 with the K12 coalition for strategic planning services. I second. All in favor? I.

All opposed. Motion passes unanimously. Thank you. We will now move on to item 9G. Resolution resolution uh to have the teacher. Superintendent Bear present.

Yes, we have um three resolutions tonight. uh this one uh with the coming of May, it marks the uh recognition of the teachers that play a vital role in shaping the lives of the the students here in Mount View Whistland School District. Um day the teacher typically celebrated on uh second Wednesday in May. uh varying days that that that recognition seems to slide around right at the beginning of May, but this is that time of year where we want to recognize the great work um our teachers are doing for our students in the classrooms. And so we are happy to recognize as well through this resolution. So I bring it forward for your consideration.

Any clarify questions from the board? Right. With that, I'll move to public comment on this item. Any member of the public who wishes to speak, please turn a speaker card in person or use the raise hand function online. Seeing no one to speak, do we have any discussion or action, I make a motion that the board approve resolution number 01-043026 recognizing May 5th, 2026 as day of the teacher. Second. All those in favor? I All opposed.

Motion passes unanimously. I think we will do a Carl reading of this. And Trusty Lambert, you'll start us off. Whereas education is the most vital activity we as a society undertake to ensure the well-being of the nation. And

whereas education is in large measure the result of the talent and commitment of teachers and their ability to inspire, encourage and enlighten. And whereas teaching is a profession characterized by skill, knowledge, discipline, tenacity and creativity in the delivery of instruction. hand. Whereas teachers are a source of caring, concern, counseling, empathy, warmth, and love, and deserve recognition and gratitude for the invaluable work they do. And

whereas teachers in the Mountain View Wisman School District educate and motivate students, including those that require unique skills and compassion. And whereas teachers in the Mountain View Wisman School District have made a crucial difference in the lives of students and are true champions for children's, schools, and community. Now therefore, be it resolved that the board of trustees of the Mountain View Wisman School District and the superintendent express their gratitude and commend the teachers of the Mountain View Wisman School District and join the governor and legislature of California in designating May 5th, 2026 as Day of the Teacher. And

be it further resolved that the board of trustees of the Mountain View Wisman School District and superintendent encourage activities to recognize and honor teachers on this day. Thank you. Now we will move to the next item. Item 9H, this is classified a resolution for classified school employees week. Superintendent Bear.

Yes. So also this month um third week of May is designated as classified school employees week. Um we all know what a vital role our classified employees play as well. kind of the unsung heroes oftentimes of what goes on uh in our schools uh supporting our students, supporting our teachers, um oftentimes really making the system work. So uh bring forward this rec resolution um to recognize the great work that they do uh for the students in Nisman School District. Thank you. Are there any questions from the board? I'll turn to public comment on this item. Any member of the public wishing to speak, use the raise hand function online or return in a speaker card in person. I'll wait to see any speakers. Seeing none, now return to the board. Discussion in action. I move that the board approve resolution number 02043026 recognizing May 17th through May 23rd, 2026 as classified school employee week.

Second. All those in favor? I I all opposed. Motion passes unanimously. Now for the coral reading, we'll start with Vice President Henry. Whereas the week of May 17th through May 23rd, 2026 has been designated by the governor and legislature of California as classified school employee week. And

whereas classified employees support and enhance the educational process by assisting instructors, transport transporting students, preparing nutritional meals, maintaining buildings and grounds, and performing all technical, business, clerical, and secretarial functions. And whereas classified school employees contribute to the establishment and promotion of a positive instructional environment and play a vital role in providing for the welfare and safety of Mountain View Wisman School Districts, students and

whereas classified employees provide services that enable the Mountain View Wisman School District to respond effectively to the needs of students, parents, teachers, administrators, and the greater community. And whereas classified employees in the Mountain View Wisman School District are deserving of special recognition for their many contributions in a wide variety of roles to the institution of public education in this county, state, and nation. Now therefore, excuse me, now therefore, be it resolved that the Mountain View Wisman School District Board of Trustees express their gratitude and commend all classified employees for their service to the district and designate the week of May 17th to 23rd, 2026 as classified school employee week. Be it further resolved that the board of education urges the members of our community throughout this district to recognize classified employees during this week and to applaud their hard work and dedication to the success of public education. Thank you. And now we will move on to our last item in discussion and action. Item 9 I resolution honoring Jewish American Heritage Month. Superintendent Bear.

Yes. Uh Jewish American Heritage Month is celebrated annually in May to honor the over 350 year history and contributions of Jewish Americans to American culture, science, government, and society. Uh, Mountain View Wisman School District recognizes the importance of honoring the achievements of our Jewish community members and reflecting thoughtfully on the history of pain and oppression they endured. So, we honor them through this through the consideration of this resolution. Thank you. There any questions from the board? Being none, I'll go to open public comment on this item. If you're in person, turn in a speaker card. And if you're online, use the raise hand function if you'd like to comment on this item. Seeing no speakers, I will now return to the board for discussion and action. Um, I move that we approve uh resolution number 03-04326, a resolution supporting the recognition of Jewish American Heritage Month. Second.

All those in favor? I. All opposed. Motion passes unanimously. We will do a coral reading of the resolution. Starting with Trusty Reed. Whereas the United States, California, and the city of Mountain View are a melting pot of heritages and cultures. And whereas Mountain View Wisman School District has honored this mosaic of people and unique contributions to our communities through commemorative months. And whereas for centuries, the perseverance and hope of the Jewish people have inspired people around the world. And

whereas by honoring each other's cultures, we can educate ourselves about the rich diversity that makes up our community. And whereas Jewish American culture has been inextricably woven into the fabric of our country as Jewish Jewish American suffragists, activists, and leaders march for civil rights, women's rights, and voting rights. And

whereas Jewish American scientists, doctors, and engineers have made scientific breakthroughs that define America as a land of possibilities, served our nation in uniform on the nation's highest courts, and at the highest levels of the presidential administration. hand. Whereas as public servants, artists, entertainers, journalists, and poets, they have helped write the story of America, making it, as Emma Lazarus's poem on the Statue of Liberty states, a home for the huddled masses yearning to breathe free. And

whereas as we celebrate the Jewish American community's contributions this month, we also honor that resil their resilience in the face of a long and painful history of persecution. Hamas attack on October 7th, 2023 against Israel marked the deadliest day for Jewish people since the Holocaust, resurfacing, including here in the United States, painful scars from millennia of anti-semitism and genocide of the Jewish people. And whereas to counter the rise of antise-semitism, it is critical to increase awareness of Jewish American contributions dating back to the founding of the United States. Now therefore, be it resolved that the Mountain View Wisman School District during Jewish American Heritage Month celebrate the immeasurable impact of Jewish values, contributions, and culture on our nation's character, and recommmit to realizing the promise of America for all Jewish Americans. And

therefore, be it further resolved that the Mountain View Wisman School District Board of Trustees adopts resolution number 03-043026 to encourage the celebration of Jewish American Heritage Month in the schools of the district with relevant activities and to acknowledge the significance of Jewish American Heritage Month now and always. Thank you. Now move on to item 10, board updates. Any updates members of the board want to provide? Trusty Conley,

give a very brief update. Um, the California School Boards Association President, Dr. Shade, uh, visited Santa Clara County last week and um did a tour of um, districts throughout the county. This is our third year kind of leading a tour. And um you know it was just informative for myself as well. But we went to the Gilroy Unified School District and visited their um CTE computer science uh program. And then we went to Juvenile Hall to the Osborne School in San Jose which is run by the county office of ed. We got to tour a unit within um Juvenile Hall. And then they have an amazing wellness center. They have a library that's just quite beautiful. Um they have a music studio with professional grade equipment and they're very focused on restorative practices and also you know when students are graduating they're they're trying to get them transferred to universities. Students can take high school courses but also um community college courses while they're within their their Osborne school program. So it was it was just very informative. Um then we went to the Certino Union School District and visited Murdoch Portal uh which is tied for number one in US News and World Reports as the best K8 elementary school district in California this past year. And we finished at um the Mount Pleasant School District at August Bulber Middle School, which has a civic engagement and avid focus schoolwide. It's a majority low-income students. And um the civic engagement process, they within every single type of classroom, they had things like Socratic method. um they had uh kind of what they called like the philosophers chairs um just

this really indepth level of discussion and engagement in middle school that was a joy to see. So it was a great day um and it was great to learn about all these programs and some of these programs are Hoffman award winners so you can you too can learn more about um that middle school for example who is a Huffman award winner. Um, and then I also wanted to remind the board that this weekend there is a reception by our outgoing president of the county association, the schoolboard association on Sunday evening. I believe that should be on your calendars. And I think there's also a breakfast on Saturday. So, it's a good opportunity to reconnect with other trustees from around the county and and learn about things that are going on.

Thank you. Any other updates? With that, we'll move on to items for future agendas. I'd like to um see an update on housing, how um staff housing is going and also the finances. Our our committee is meeting Monday and then we will have a present. I think we're tentatively scheduled for the 14th. Yes. Yeah.

Coming up. All right. And now we'll move on to future board meeting dates. Our next regular meeting is scheduled for May 14th, 2026. Additional upcoming meetings include May 28th and June 11th. Any further business? Hearing none, we have reached the end of the agenda. Meeting is adjourned at 9:30 p.m. with our next regular meeting schedule for May 14th, 2026.