[00:00:04]

THE MEETING IS CALLED TO ORDER AT 6:01. GREG PALATTO IS CURRENTLY NOT HERE.

[2. CALL TO ORDER]

ANY PERSON WISHING TO SPEAK ON AN AGENDA ITEM MAY BE GRANTED UP TO 3 MINUTES AT THE TIME THE ITEM APPEARS ON THE AGENDA.

IN THE CASE OF NON-AGENDA ITEMS, COMMENTS MAY BE MADE UNDER REQUESTS TO SPEAK ON NON-AGENDA ITEMS. COMMUNICATION FROM THE PUBLIC. PRIOR TO ADDRESSING THE BOARD PLEASE FILL OUT THE REQUEST TO ADDRESS THE BOARD CARD WHICH MAY BE PICKED UP FROM MARK MCDONALD, SENIOR EXECUTIVE ASSISTANT TO THE SUPERINTENDENT.

ANY PERSON ADDRESSING THE BOARD SHOULD FIRST STATE THEIR NAME AND ASSOCIATION WITH THE DISTRICT.

WE HAVE NO CARDS. AND I SEE A WHOLE BUNCH OF STUFF.

[5. CLOSED SESSION AGENDA]

CALL TO ORDER. THE BOARD WILL NOW RECONVENE INTO OPEN SESSION.

[7. CALL TO ORDER]

[8. REPORT OUT OF CLOSED SESSION]

THE MOTION WAS MADE BY CHRIS ANN WITH THE SECOND BY DEREK.

THE ROLL CALL VOTE WAS UNANIMOUS IN CLOSED SESSION.

THE BOARD TOOK ACTION TO APPROVE THE FINAL SETTLEMENT AGREEMENT AND RELEASE BETWEEN PARENTS OF RV AND THE BONITA UNIFIED SCHOOL DISTRICT.

OAH CASE NUMBER 2026041335. PURSUANT TO WHICH THE DISTRICT HAS AGREED TO FUND AND PROVIDE EDUCATIONAL SERVICES TO THE STUDENT AND THE STUDENT'S PARENTS HAVE RELEASED CLAIMS AGAINST THE DISTRICT IN EXCHANGE FOR EDUCATIONAL SERVICES AS SPECIFIED IN THE AGREEMENT. THE MOTION WAS MADE BY DEREK WITH A SECOND BY JIM.

THE ROLL CALL VOTE WAS UNANIMOUS. PLEASE RISE AND JOIN ME IN PLEDGING ALLEGIANCE TO THE FLAG OF OUR COUNTRY.

READY? BEGIN! I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA.

AND TO THE REPUBLIC FOR WHICH IT STANDS. ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

[10. APPROVAL OF AGENDA ORDER AND CONTENT]

SECOND. ANY DISCUSSION? ALL IN FAVOR? AYE. AYE.

ANY OPPOSED? MOTION PASSES UNANIMOUSLY. FEATURED PRESENTATION RECOGNITION OF SAN DIMAS HIGH SCHOOL DIVING CIF CHAMP.

[11. FEATURED PRESENTATIONS]

GOOD EVENING EVERYONE. SAN DIMAS HIGH SCHOOL AND THE SAN DIMAS COMMUNITY ARE PROUD TO RECOGNIZE ONE OF OUR OUTSTANDING STUDENT ATHLETES, BARBARA CHEN, FOR HER REMARKABLE ACCOMPLISHMENTS IN DIVING DURING THE 2025-26 SEASON.

AS A FRESHMAN, BARBARA DELIVERED AN EXTRAORDINARY DEBUT SEASON FOR THE SAINTS DIVING PROGRAM.

SHE EXCELLED ON THE CIF SOUTHERN SECTION CHAMPIONSHIP STAGE, CAPTURING THE CIF SOUTHERN SECTION DIVISION 3 CHAMPIONSHIP AND EARNING HER FIRST CIF TITLE IN HER VERY FIRST YEAR OF HIGH SCHOOL COMPETITION.

BARBARA CONTINUED HER DOMINANCE AT THE CIF SOUTHERN SECTION STATE QUALIFIER, WHERE SHE ONCE AGAIN PLACED FIRST AMONG THE THE TOP 12 DIVERS REPRESENTING ALL CIF SOUTHERN SECTION DIVISIONS. AT THE CIF STATE CHAMPIONSHIP IN FRESNO, BARBARA COMPETED AMONG CALIFORNIA'S ELITE DIVERS, ADVANCING TO THE FINALS AND EARNING A 9TH PLACE STATE MEDAL FINISH.

HER DEDICATION, DISCIPLINE AND COMPETITIVE EXCELLENCE HAS ESTABLISHED HER AS ONE OF THE PREMIER YOUNG DIVERS IN THE STATE.

WITH BARBARA LEADING THE WAY THE FUTURE OF SAN DIMAS DIVING LOOKS EXCEPTIONALLY BRIGHT.

ALSO, AS A SIDE NOTE, JUST A FEW WEEKS AGO, BOTH BARBARA AND HER SISTER JACQUELINE PLACED IN THE TOP 100 DIVERS NATIONALLY.

SO CONGRATULATIONS, BARBARA. AND TO THE CHEN FAMILY.

[APPLAUSE] BARBARA, DO YOU WANT TO COME ON UP? GREAT JOB.

[00:05:05]

ENTERING HIS 1ST YEAR AS DIVE COACH AND 5TH YEAR AS A SAN DIMAS SWIM AND WATER POLO COACH, COACH PEAVY HAS BUILT A PROGRAM CENTERED ON ATHLETE DEVELOPMENT AND HARD WORK AND PERSONAL GROWTH.

HIS PASSION FOR HELPING STUDENT ATHLETES HAS REACHED UP TO REACH THEIR FULLEST POTENTIAL IS EVIDENT IN THE SUCCESS OF HIS ATHLETES, BOTH IN AND OUT OF COMPETITION. THROUGHOUT HIS DEDICATED ENCOURAGEMENT AND TECHNICAL EXPERIENCE, COACH PEAVY HAS HELPED CREATE AN ENVIRONMENT WHERE STUDENT ATHLETES CAN THRIVE AND ACHIEVE AT THE HIGHEST LEVELS.

BARBARA'S ACCOMPLISHMENTS ARE A TESTAMENT OF THE STRONG FOUNDATION AND SUPPORT HE PROVIDES AS A COACH AND MENTOR.

THANK YOU, COACH PEAVY.

[APPLAUSE] THANK YOU. THANKS. AND YOU GUYS ARE MORE THAN WELCOME TO STAY FOR THIS WHOLE MEETING.

WE HAVE A LOT OF IMPORTANT INFORMATION TO COVER, BUT IF YOU WANTED TO LEAVE, WE'LL TAKE A COUPLE MINUTE BREAK, JUST IN CASE YOU DIDN'T WANT TO HEAR ABOUT ALL THE STUFF THAT WE'RE GOING TO GO OVER.

SO THIS IS YOUR TIME TO ESCAPE IF YOU DIDN'T WANT TO SIT THROUGH THE WHOLE MEETING. YOU CAN STAY.

THAT'S JUST STRAIGHT UP TELLING THEM TO GO. SORRY.

AM I IN A RUSH? BYE. THANKS SO MUCH. THANKS, COACH.

THANK YOU. GOOD SEEING YOU AGAIN. MY DAUGHTER ONE TIME WAS LIKE.

DAD, THERE'S A REASON WHY THEY CALL HIM BOARD MEETINGS.

REQUEST TO SPEAK ON OPEN SESSION AGENDA ITEMS. OH, NO. OH, SORRY, I SKIPPED SOMETHING. REPORT ON THE 2026 LOCAL INDICATORS FOR THE CALIFORNIA ACCOUNTABILITY MODEL AND DASHBOARD.

GOOD EVENING. TONIGHT WE ARE PRESENTING OUR ANNUAL UPDATE ON THE LOCAL INDICATORS.

AND WHILE THIS FULFILLS A STATE MANDATE, IT ALSO GIVES US A GOOD, VITAL HEALTH CHECK ON ITEMS RANGING FROM SAFETY TO FACILITIES TO PARENT AND STUDENT ENGAGEMENT. SO HERE TONIGHT TO SHARE OUR FINDINGS IS JAMIE.

THANK YOU. IT WOULD HAVE BEEN OKAY IF YOU WANTED TO PASS RIGHT OVER.

BUT I'M HERE TO SHARE WITH YOU TONIGHT ABOUT THE LOCAL INDICATORS, WHICH IS SOMETHING THAT WAS ESTABLISHED AS PART OF THE CALIFORNIA SCHOOL DASHBOARD IN 2017. AND THE REAL GOAL OF THIS WAS TO BE ABLE TO USE BOTH THE TEST SCORE DATA THAT WE USE AND SOLELY RELIED ON IN THE PAST, BUT ALSO HAVE SOME LOCAL ITEMS THAT WE CAN ASSESS OURSELVES.

SO THIS IS PART OF THE RESPONSIBILITY FOR THAT.

THE STATE INDICATORS ARE THE THINGS, YOU KNOW, LIKE OUR TEST SCORES, LANGUAGE ARTS, MATH, HOW OUR ENGLISH LEARNERS DO COLLEGE AND CAREER GRADUATION RATE, ABSENTEEISM, SUSPENSION. THE LOCAL INDICATORS ARE THE ONES THAT WE MEASURE OURSELVES.

AND WE USE SOME SURVEY DATA AS WELL. BUT THE CONDITIONS OF TEACHERS, HOW WELL WE'RE IMPLEMENTING THE STATE STANDARDS, HOW MUCH OUR PARENTS AND FAMILIES ARE ENGAGED, WHAT OUR LOCAL CLIMATE IS LIKE, AND WHAT KIND OF ACCESS TO BROAD COURSE OF STUDY THAT OUR STUDENTS HAVE. SO WE HAVE CRITERIA FOR THOSE, AND WE MEASURE THEM IN PROGRESS, ALONG WITH THE LOCAL CONTROL FUNDING FORMULA AND THE LOCAL CONTROL ACCOUNTABILITY PLAN.

ALL OF THIS WILL COME OUT ON THE DASHBOARD EXPECTED AROUND OCTOBER 15TH.

SO THE FIRST BASICALLY THE STATE HAS THESE PRIORITY AREAS.

AND THEY EITHER FALL UNDER THAT TEST TYPE DATA OR THEY FALL UNDER LOCAL INDICATORS.

AND THE FIRST PRIORITY IS THE BASIC CONDITIONS OF LEARNING. AND THAT'S WHERE WE LOOK AT WHAT PERCENTAGE OF OUR TEACHERS ARE APPROPRIATELY ASSIGNED.

WE KNOW THAT THERE ARE SOME SORT OF CIRCUMSTANCES THAT GO ALONG WITH THAT FOR EXAMPLE, SOME OF THE CERTAIN SPECIFIC SPECIAL EDUCATION NEEDS.

IF THE CREDENTIAL ISN'T AN EXACT MATCH OR IF THERE IS AN EXTENDED LEAVE OR FOR MATERNITY LEAVE OR SO FORTH.

BUT WE COME IN AT 92% APPROPRIATELY ASSIGNED, AND THAT IS UP 1.2% OVER LAST YEAR.

AND IT IS ACTUALLY, WHEN COMPARED TO THE COUNTY AT 84.9% AND THE STATE AT 84.4%.

SO WE DEFINITELY COME UP MUCH HIGHER ON THAT.

AND AS FAR AS THAT FULL TIME EQUIVALENT NUMBER, THAT'S DOWN 3 FROM LAST YEAR.

[00:10:04]

THIS DATA LAGS QUITE A BIT IN THE WAY THAT IT IS REPORTED.

IN TERMS OF THE AVAILABILITY OF ALIGNED INSTRUCTIONAL MATERIALS.

WE HAVE FULL ACCESS TO THOSE AND WE HAVE ALL OF OUR FACILITIES DESIGNATED IN GOOD REPAIR BY THE FACILITY INSPECTION TOOL.

THE NEXT PRIORITY, PRIORITY 2, IS HOW WELL WE'RE IMPLEMENTING THE STATE STANDARDS.

SO WE HAVE SEVERAL RUBRICS THAT WE ASSESS OURSELVES ON.

AND WE CONTINUE TO SEE THAT WE HAVE STRENGTH ACROSS K THROUGH 12 IN ENGLISH LANGUAGE ARTS.

WE'VE MADE A LOT OF PROGRESS THOUGH, IN MATH AND ENGLISH LANGUAGE DEVELOPMENT AND ARE SEEING SOME STRONG INCREASES IN THOSE SELF-ASSESSMENT NUMBERS.

AND WE CONTINUE TO WORK FORWARD. REALLY, WHAT WE'LL CHIP AWAY AT NEXT IS HISTORY AND SCIENCE THAN THE SOCIAL STUDIES, BECAUSE THOSE ARE THE AREAS OF NEED THAT WE WHILE WE HAVE THE INSTRUCTIONAL MATERIALS, WE HAVEN'T ALWAYS BEEN ABLE TO PRIORITIZE AS MUCH PROFESSIONAL LEARNING OR THE SUPPORTIVE POLICIES AND PROGRAMS THAT REALLY REINFORCE THOSE.

AND ONE EXAMPLE OF THAT IS LIKE THE MATH AND READING INTERVENTION TEACHERS THAT WE HAVE AT THE ELEMENTARY SCHOOLS, THOSE REALLY SUPPORT STUDENTS TO MASTER STANDARDS.

WE DON'T HAVE THAT KIND OF INFRASTRUCTURE FOR SCIENCE OR SOCIAL SCIENCES.

SO THAT'S WHERE WE DO SCORE OURSELVES A LITTLE BIT LOWER IN THOSE AREAS.

AS FAR AS THE NEXT PRIORITY, WHICH IS BROAD COURSE OF STUDY, WE SEE THAT OUR ADVANCED PLACEMENT COURSE, WE MEASURE THIS ACROSS SEVERAL DIFFERENT ITEMS. ONE OF THEM IS HOW MANY KIDS ARE ACCESSING ADVANCED PLACEMENT COURSES, WHICH ANN SHARED WITH YOU IS UP AND ALSO THE PASS RATE UP WHEN SHE TALKED ABOUT THE LCAP A COUPLE WEEKS AGO.

HOW MANY STUDENTS ARE IN DUAL ENROLLMENT PROGRAMS WITH OUR PARTNERSHIPS WITH OUR COMMUNITY COLLEGES? HOW MANY KIDS ARE IN CAREER AND TECHNICAL EDUCATION AND HOW MANY KIDS ARE ACCESSING VISUAL AND PERFORMING ARTS PROGRAMS. SO AP SEATS IS UP 17, DUAL ENROLLMENT IS UP 46.

CTE IS DOWN A LITTLE BIT. I CAN TELL YOU A LITTLE MORE ABOUT THAT.

AND VISUAL AND PERFORMING ARTS IS UP 53. CTE IS REALLY ABOUT ACCESS TO PATHWAYS AT OUR SMALLER SECONDARY SCHOOLS.

THAT'S WHERE WE SAW THE DECLINE. I'M GOING TO SPEND A LITTLE LONGER ON WELL, PARENT INVOLVEMENT AND FAMILY ENGAGEMENT.

I KNOW THAT THOSE ARE PRIORITIES AS WE'VE TALKED ABOUT THEM IN PAST YEARS.

SO I JUST WANT TO POINT OUT THAT AS FAR AS PARENT, HOW PARENTS FEEL ABOUT THEIR RELATIONSHIPS AT SCHOOL, 85% REPORTED FEELING WELCOMED IN OUR SURVEYS.

THAT'S UP 1%, 92% REPORTED FEELING RESPECTED.

THAT'S UP 3% OVER LAST YEAR AS FAR AS PARTNERSHIPS FOR SUCCESSFUL STUDENT OUTCOMES.

PARENTS AS PARTNERS, 89% PERCEIVE THAT THEIR INVOLVEMENT IS PROMOTED AND THAT'S UP 1%.

90% FEEL WELL INFORMED. AND THAT IS UP 1% AS WELL.

AS FAR AS WHETHER WE SEEK THEIR INPUT IN DECISION MAKING, 83% FEEL THEIR CONCERNS ARE TAKEN SERIOUSLY.

THAT'S UP 2% FROM LAST YEAR. AND THEN WHETHER THEY FEEL THAT THEIR INPUT IS ACTIVELY SOUGHT, THAT IS UP 3% FROM LAST YEAR. SO WHILE THOSE ARE INCREMENTAL GAINS, WE'RE REALLY HAPPY WITH THE TRENDS GOING IN THE RIGHT DIRECTION IN THOSE.

AS FAR AS LOCAL CLIMATE, THIS IS A REALLY HIGH PRIORITY AREA FOR ALL OF US.

AND WE REPORT SPECIFICALLY ON SAFETY AND SCHOOL CONNECTEDNESS.

SO WE HAVE THE PANORAMA SURVEY, WHICH I CAN TALK A LITTLE BIT MORE ABOUT.

WE'VE GOT SOME ACTIVITY IN THE WORKS TO HELP TO HONE IN ON BETTER WHAT STUDENTS ARE REALLY TELLING US.

FIRST, I'D LIKE TO SHARE SOME OF THE RAW NUMBERS WITH YOU.

3RD THROUGH 5TH GRADE, 73% OF STUDENTS RESPOND FAVORABLY, RESPOND FAVORABLY ON ITEMS OF SAFETY, AND 7TH THROUGH 8TH GRADE, 66%, AND AGAIN IN 9TH THROUGH 12TH, UP 60 AT 66%.

AND THOSE ARE INCREASING AS WELL. AND FOR CONNECTEDNESS, 62% FEEL CONNECTED IN 3RD THROUGH 5TH, 52% IN 6TH THROUGH 8TH, AND 48% IN 9TH THROUGH 12TH.

NOW, AS WE'VE DISCUSSED IN PAST YEARS, WE WOULD LIKE THAT TO BE BETTER.

SO WE TOOK THE OPPORTUNITY THIS YEAR TO MEET WITH STUDENTS AND REALLY TRY TO DRILL DOWN AND HONE IN ON WHAT THESE NUMBERS MEAN.

PUT A VOICE BEHIND WHAT THESE NUMBERS MEAN. AND SO IN TALKING TO STUDENTS, WE SHARED THESE NUMBERS WITH THEM AND WE TOLD THEM, YOU KNOW WHAT WE ASKED THEM? WHAT IS IT THAT YOU NEED TO FEEL SAFE AND CONNECTED? THEIR ANSWERS REALLY, REALLY WERE REVEALING IN 2 SPECIFIC WAYS.

ONE OF THEM IS THEY WERE VERY SPECIFIC ABOUT THE KINDS OF THINGS THAT MAKE THEM FEEL CONNECTED TO SCHOOL.

AND THAT'S WHAT YOU SEE HERE. THEY TALKED A LOT ABOUT THE MENTAL HEALTH SUPPORTS THAT THEY RECEIVE, AND THEY FEEL THAT THEY'RE VERY VALUABLE. THEY TALKED ABOUT COUNSELORS AND HOW COUNSELORS MAKE THEM WANT TO COME TO SCHOOL, DO WELL IN SCHOOL, AND THEIR SUPPORT MAKES THEM WANT TO TRY HARDER.

[00:15:01]

THEY ALSO TALKED, THOUGH IT WAS FASCINATING TO HEAR THAT THEIR PRIORITY FOR CONNECTEDNESS AT SCHOOL WAS BETTER RELATIONSHIPS WITH TEACHERS AND MORE SUPPORTS TO BE SUCCESSFUL IN CLASS. VERY SPECIFICALLY, THEY TALKED ABOUT HOW OUR INTERVENTION PROGRAMS MADE THE BIGGEST DIFFERENCE TO THEM AND TO THEIR YOUNGER SIBLINGS IN TERMS OF HELPING THEM FEEL CONNECTED, HELPING THEM FEEL LIKE THEY COULD BE SUCCESSFUL IN SCHOOL, AND SPECIFICALLY ABOUT TEACHERS THAT CARE ABOUT THEM AND REALLY WANT THEM TO BE THERE FOR THEM.

AND THAT'S WHY THEY WANT TO BE IN SCHOOL. SO AT THIS POINT, I EVEN STOPPED AND PROBED.

I WAS LIKE, WAIT A MINUTE, YOU TALK, YOU KNOW, YOU TALK ABOUT ASB, YOU'RE INVOLVED IN ALL THESE THINGS. WHAT ABOUT SPORTS? WHAT ABOUT EXTRACURRICULARS? AND IT WAS SO REVEALING TO HEAR THEM SAY, THOSE ARE GREAT.

AND THOSE CONNECT US TO EACH OTHER. BUT THAT'S NOT WHAT MAKES US CONNECTED TO SCHOOL.

THAT'S NOT WHAT HELPS US FEEL CONNECTED TO OUR SUCCESS AT SCHOOL.

SO IT WAS WE CAN LOOK AT THIS, THESE NUMBERS FROM STUDENTS AND FEEL ONE WAY ABOUT THE PROGRESS THAT WE'RE MAKING.

AND THEY'RE UP THEY'RE UP VERY SMALL AMOUNTS.

BUT WHEN WE HEAR THIS FROM STUDENTS, IT'S VERY VALIDATING TO KNOW THAT THE INVESTMENTS THAT YOU CONTINUE TO MAKE IN OUR INTERVENTION PROGRAMS AND OUR MENTAL HEALTH SUPPORTS.

STUDENTS RECOGNIZE THOSE, AND THEY TELL US THAT THEY FEEL VERY CONNECTED.

BEFORE I GO INTO THAT, THE SECOND PART, I SAID THERE'S 2 PARTS TO THIS, AND THAT'S ONE.

THE SECOND PART, THOUGH, WAS THEIR RESPONSE ABOUT THE PANORAMA SURVEY.

THEY WERE FLOORED. THEY SAID, SOMEBODY LOOKS AT THAT.

WELL, THAT'S JUST A LIST OF THINGS TO DO. I JUST FILL OUT THE MIDDLE ONE.

AND SOMEBODY ELSE SAID, WELL, I STOPPED TAKING THAT SURVEY A LONG TIME AGO BECAUSE I DIDN'T KNOW WHAT ANYBODY DID WITH IT.

SOMEBODY READS THAT. SO WHILE OF COURSE THESE NUMBERS MATTER AND WE CONTINUE TO SHARE THEM WITH YOU, WE ARE REALLY RECOGNIZING THAT THEY ARE PROBABLY NOT CAPTURING STUDENTS VOICE IN THE WAY THAT THE ACTUAL QUOTATIONS FROM STUDENTS DO. SO WHAT ARE WE GOING TO DO ABOUT IT? WELL, KRIS BONEMAN IS ALREADY LEADING US AND WE STARTED ON RETHINKING AND REVISITING WHAT IT LOOKS LIKE TO SURVEY STUDENTS FOR HOW THEY FEEL ABOUT SAFETY AND CONNECTEDNESS.

WE ACTUALLY MET LAST WEEK WITH A GROUP OF ADMINISTRATORS ACROSS SCHOOLS AND MENTAL HEALTH SPECIALISTS TO REALLY TRY TO HONE IN ON WHAT IS IT THAT WE WANT TO ASK KIDS? HOW DO WE WANT TO SHARE THIS WITH THEM? HOW ARE WE GOING TO HELP THEM UNDERSTAND THAT? WE REALLY DO WANT TO KNOW, AND WE WANT TO BE ABLE TO ACT ON THIS INFORMATION TO BE ABLE TO SUPPORT THEM BETTER.

SO I'M PRETTY EXCITED ABOUT THAT WORK, ESPECIALLY HEARING FROM STUDENTS HOW THEY FEEL ABOUT THE EXISTING SURVEYS.

AND SO THE GOAL IS TO BE ABLE TO CONTINUE WITH PANORAMA FOR ONE MORE YEAR, BUT ALSO PILOT OUR OWN SURVEY AND BE ABLE TO SEE IF WE'RE REALLY CAPTURING THIS INFORMATION FROM STUDENTS AND BEING ABLE TO THEN MOVE ON IT TO CONTINUE TO IMPROVE THE SAFETY AND CONNECTEDNESS FOR ALL STUDENTS.

SO TELL ME, WHAT QUESTIONS DO YOU HAVE? THANK YOU FOR THE DEEP DIVE INTO THAT.

AND IT'S FASCINATING TO ME TO EVERYTHING THAT YOU SAID MADE ME THINK THAT.

HAD THE QUESTION SAID, ARE YOU PROUD TO BE A SHARK? ARE RIGHT. IF YOU JUST PUT THEIR NAME AND THEIR MASCOT, THAT IT WOULDN'T BE THAT THEIR CONNECTEDNESS, IDEA OF WHAT CONNECTEDNESS TO SCHOOL IS DIFFERENT THAN WHAT I THOUGHT CONNECTEDNESS WAS.

RIGHT? SO. WELL, I THINK IT'S YOU'RE CHANNELING SOME REALLY THINKING ABOUT IT BEING ACADEMIC SUPPORT IS REALLY DIFFERENT.

YEAH. YOU'RE CHANNELING WHAT SOME OF THE ADMINISTRATORS SHARED WITH US BECAUSE THEY REALLY TALKED ABOUT AND THEN CHRIS, YOU KNOW, EVER THINKING ABOUT THE INNOVATIVE WAYS TO PUT THESE THAT WE CAN USE THIS SCHOOL NAME WITHIN THE QUESTION.

SO WHAT HELPS YOU FEEL CONNECTED AS A GLADSTONE STUDENT? YOU KNOW, THAT SORT OF THING. SO WE'RE REALLY LOOKING AT THAT AS WELL.

THANK YOU. I ACTUALLY APPRECIATE THIS VERY THOUGHTFUL IDEA OF RETHINKING AND REVISING WHAT WE DO.

I, I THINK BONITA DOES AN AMAZING JOB EDUCATING KIDS AND THE DATA IS PHENOMENAL.

I THINK IT IS VERY. WE'RE DOING AN AMAZING JOB EQUIPPING KIDS TO BE THEIR FUTURE SELF.

THEY'RE GETTING A GREAT EDUCATION, THEY'RE LEARNING SKILLS.

AND THIS IS A LITTLE DIFFERENT. IT'S ARE THEY FEELING CONNECTED IN THE HERE AND NOW, WHICH IS A DIFFERENT THING THAN ARE WE COMMUNICATING WITH THE PARENTS? ARE WE EQUIPPING KIDS TO GET GOOD PAYING JOBS, ALL THESE OTHER THINGS.

MY QUESTION IS, I'M LOOKING AT THESE LOCAL INDICATORS AND I WAS SEEING LIKE A BROAD COURSE OF STUDY WASN'T THERE AND STUFF I WOULD LIKE TO ADD PERSONALLY,

[00:20:03]

YES, IN SO WE DO HAVE, OF COURSE, IN ALL THEIR WISDOM, THE STATE PROVIDES US WITH REQUIRED METRICS THAT MUST BE INCLUDED.

SO WE ARE REQUIRED TO INCLUDE CERTAIN ITEMS. BUT WE DO HAVE A LITTLE BIT OF LATITUDE AS TO HOW WE MEASURE THOSE.

SO I THINK YOU'RE VERY MUCH ON POINT IN TERMS OF LOOKING AT WHAT, WHAT CONSTITUTES A BROAD COURSE OF STUDY.

AND THAT'S SOMETHING THAT WE SHOULD LOOK AT. WONDERFUL. BUT I APPRECIATE THE DATA GATHERING TOO.

EVEN WHEN WE GATHER THE DATA, IT MAKES A HUGE DIFFERENCE.

YOU KNOW, IF YOU DO IT RIGHT BEFORE TESTING, THEY MIGHT NOT FEEL AS CONNECTED WITH THE SCHOOL AS IF WE GOT THE DATA, SAY, 2 WEEKS BEFORE THEY GRADUATE. AND I APPRECIATE THAT YOU'RE THINKING OF WAYS TO ACTUALLY MEASURE THE DATA ACCURATELY, WHICH I THINK COULD HELP GUIDE US A LITTLE BIT BETTER.

SO THANK YOU FOR THAT. THANK YOU, JAMIE, FOR PRIORITY 6.

HOW LONG? WHAT'S THE BASELINE? HOW LONG HAVE WE BEEN MEASURING THIS PARTICULAR PRIORITY.

AND WHAT I'M GOING FOR IS BASELINE DATA. TRENDED DATA OVER TIME.

WHAT'S WHAT DOES IT LOOK LIKE? HAS IT BEEN 10 YEARS? IT'S BEEN ACTUALLY 13 YEARS SINCE. 13 YEARS. 2017.

SORRY. WHAT DO WE LOOK LIKE? YOU KNOW, BECAUSE IT'S.

IT'S A REVERSE. IT'S THEIR LOGIC'S REVERSE, RIGHT? THEY FEEL SAFER WHEN THEY'RE YOUNGER. AND AS THEY GET OLDER, THEY FEEL LESS SAFE AND LESS CONNECTED.

AND I WONDER, TOO, IF THERE'S ANY CORRELATED DATA WITH HOW LA UNIFIED JUST PASSED SOME BIG POLICY WHERE THEY REALLY RESTRICTED ON, ON ACCESS TO MOBILE PHONES. YEAH.

AND JUST BEAR WITH ME. BEAR WITH ME. THERE'S GOT TO BE SOME REASON THEY'RE, THEY'RE DOING IT.

AND I WONDER IF WE COULD EXPLORE THAT. BUT THERE HAD TO BE A BASIS FOR IT.

WHEN I MET WITH STUDENTS, I ACTUALLY SHARED SOME 3 YEAR TRENDS FOR JUST NINTH THROUGH 12TH.

I DON'T HAVE THAT WITH ME TODAY. WE CAN SHARE THAT. OF COURSE NOT. BUT BUT IT WAS INTERESTING BECAUSE IT WAS VERY MUCH ALL OVER THE PLACE.

SO I FIND MYSELF ALSO WONDERING IN THE WAY THAT IT GOES UP AND DOWN IF THERE'S A COHORT EFFECT, IF WE SEE THAT THESE KIDS WHO WERE 5TH GRADERS DURING COVID AND AS THEY COME THROUGH, THERE'S THIS BLIP THAT'S UP OR DOWN IN ONE WAY OR ANOTHER.

I THINK IT REALLY I AGREE WITH YOU. I'D LIKE TO SEE THE WHOLE TREND LINE, BUT I ALSO THINK THAT IT SHOULD BE LOOKED AT FOR COHORTS AS WELL.

AND WE'LL HAVE TO ACKNOWLEDGE THAT COVID KIND OF SCRAMBLED ALL, ALL SORTS OF THINGS.

BUT IT WOULD BE INTERESTING TO LOOK AT ALL 13 YEARS IF IT'S POSSIBLE, RIGHT? WE'VE BEEN ASKING THE SAME QUESTIONS. YEAH. AND KEEP IN MIND, WE HAD TO CHANGE SOME OF OUR QUESTIONS AROUND DURING COVID TIME BECAUSE WE COULDN'T REALLY ASK ABOUT.

SO THAT'S SKEWED OUR DATA TOO, BECAUSE THE QUESTIONING WE HAD TO CHANGE SOME THINGS.

WE CAN LOOK AT THAT. I THINK IT WOULD BE GOOD TO LOOK AT THE DATA.

I THINK HOW CONNECTED STUDENTS FEEL TO THE SURVEY IS A.

RIGHT? AND THEN WE'RE CONTEMPLATING IT BASED ON A POINT IN TIME, RIGHT.

WITHOUT MUCH TO COMPARE IT TO. ANYWAY THANK YOU.

THANK YOU. YEAH. THAT'S GOOD. I DO HAVE A FEW QUESTIONS THAT I'LL TRY TO MAKE QUICK.

FIRST, JUST FROM A GENERAL STANDPOINT, I SEE PRIORITY 1, 02, 3, 6 AND 7.

IS THERE A PRIORITY 5 AND 4 AND 5? YES. AND SO I'M GOING TO GO BACK TO ACTUALLY I HAVE THAT HERE ONE MOMENT. I DON'T HAVE THEM THE LOCAL INDICATORS LISTED OR I HAVE THE LOCAL INDICATORS LISTED WITH THEIR ALIGNED PRIORITIES. I DON'T HAVE THE STATE ONES LISTED WITH THEIR ALIGNED PRIORITIES, BUT PRIORITY FIVE IS ALIGNED WITH GOAL 3.

SO THAT'S WHERE SUSPENSION AND CHRONIC ABSENTEEISM COMES IN.

PRIORITY 4 IS ALIGNED WITH GOAL ONE. SO THAT'S WHERE THE TEST SCORES AND.

STUDENT ACHIEVEMENT METRICS PRIORITIES. YES. KIND OF ENCAPSULATED IN OTHER PRIORITIES.

YES. GOT IT. SO IN TERMS OF THE LCAP GOALS, PRIORITY GOAL 1 IS PRIORITIES 4, 7 AND 8.

GOAL 2 IS PRIORITIES 1 AND 2. AND GOAL 3 IS PRIORITIES 3, 5 AND 6.

OKAY, GREAT. AND THE LOCAL INDICATORS ARE SCATTERED THROUGHOUT. THAT MAKES SENSE. I JUST MY NUMBER BRAIN HAD TO FIGURE OUT WHAT WAS MISSING THERE.

AND I THOUGHT, I REALLY APPRECIATE THE, IT FEELS LIKE YOU GUYS ARE BEING VERY INTENTIONAL IN WANTING TO REFLECT ON THE DATA AND HOW IT IS COLLECTED AND IF THAT'S THE MOST EFFECTIVE WAY TO GET A TRUE AND AUTHENTIC ARTICULATION OF HOW THE STUDENTS ARE FEELING.

[00:25:06]

BUT THIS IS JUST FOR THIS IS ONLY GIVING US THOSE THAT RESPONDED AN ABSOLUTE 5 IN TOTAL CONNECTEDNESS, TOTAL FEELING WELCOME. ABSOLUTE THAT NOT A SLIGHT.

ON THE PARENT SURVEY IT'S MORE LIKE THE 4 AND 5.

WELL, IT'S EITHER AGREE OR STRONGLY AGREE OR DISAGREE OR STRONGLY DISAGREE OR DON'T KNOW.

AND WHAT'S INTERESTING, EVEN AS I LOOK AT SOME OF THOSE PARENT QUESTIONS ONE OF THEM, THE DON'T KNOW, WENT FROM 4% TO 16% OVER THE COURSE OF A YEAR.

IT WAS KIND OF ASTONISHING THE DIFFERENCE. SO THAT'S JUST AN EVEN OF A SMALLER PORTION OF PEOPLE.

HOW MANY JUST OPTED OUT FROM EVEN ANSWERING THE QUESTION? SO IN TERMS OF STUDENTS, THOUGH, I'M NOT AS FAMILIAR WITH THE PANORAMA.

SO THE PANORAMA IS GOING TO BE 5 POINT LIKERT 4S AND 5S COUNT TOWARDS YOUR INTERESTING. OKAY. SO THEN I DID WANT TO ASK A QUESTION ABOUT PRIORITY 3, THE PARENT INVOLVEMENT AND FAMILY ENGAGEMENT.

THE, THE PARENTS FEELING ACTIVELY THAT THEIR INPUT IS ACTIVELY SOUGHT.

I RECALL THAT ALSO MAKING A COMMENT LAST YEAR ABOUT HOW LOW THAT NUMBER FEELS.

RIGHT. LAST YEAR IT WAS 63 AND THAT FELT VERY LOW.

I'M GLAD THAT'S THE ONE THAT'S UP 3%, BUT 66% STILL FEELS REALLY LOW TO ME.

THIS IS THE ONE ACTUALLY 16% DON'T KNOW. 16% DON'T KNOW.

SO BUT EVEN AS AGAIN, AS A PARENT, IF I DON'T KNOW IF MY INPUT IS ACTIVELY SOUGHT, THAT 16% ARE EITHER PARENTS THAT DON'T REALLY THINK ABOUT WHETHER THEIR OPINION IS ACTIVELY SOUGHT, WHICH MEANS THEY MIGHT NOT NOTICE IF THEIR OPINION WAS ACTIVELY SOUGHT, OR IF I DON'T KNOW WHETHER MY OPINION IS ACTIVELY SOUGHT, THEN THAT MEANS THAT IT'S NOT ACTIVELY SOUGHT.

RIGHT? BECAUSE I'M NOT ACTUALLY BEING CALLED UPON IN A MEANINGFUL, INTENTIONAL WAY TO MAKE SURE THAT I, AS A PARENT KNOW THAT THIS DISTRICT CARES ABOUT WHAT I THINK.

AND I MEAN, I RAN FOR THIS POSITION AND I'M UP HERE BECAUSE I WANTED TO MAKE SURE MY OPINION WAS ACTIVELY SOUGHT.

BUT WHEN I WAS A PARENT, I DON'T THINK I WOULD HAVE RANKED A 4 OR 5.

AND I WAS A PARENT WHO WANTED TO BE INVOLVED AND WANTED TO SHARE MY OPINION SO MUCH THAT I CAMPAIGNED 3 TIMES FOR IT.

RIGHT. SO I'M INTERESTED IN WHAT WE'RE DOING TO INCREASE THAT PERCENTAGE AND, YOU KNOW, TO NOT MAKE IT ALL NEGATIVE.

WE'VE INCREASED 3%. WHAT DID WE DO TO MAKE THOSE INCREASES, AND WHAT ARE WE GOING TO CONTINUE DOING TO MAKE THEM INCREASE AGAIN? MAKE A NOTE OF THAT. SO ONE OF THE THINGS THAT WE TALKED ABOUT IN THE ED SERVICES TEAM IS BEING DELIBERATE WITH QUESTIONS THAT ARE CLEAR. AND SOME OF WHAT WE FOUND WITH THE STUDENTS WAS THEY CERTAINLY DIDN'T UNDERSTAND WHAT THE QUESTION WAS REALLY ASKING THEM.

SO TIMES WHEN WE ARE ASKING FOR PARENT INPUT BEING MORE EXPLICIT, LIKE WE NEED YOUR OPINION, WE WANT YOUR INPUT ABOUT. SO THERE MAY BE OCCASIONS WHEN WE ARE SEEKING INPUT AND THE RESPONSE MAY BE ANEMIC, BUT MAYBE IT'S BECAUSE WE'RE NOT BEING DELIBERATE ABOUT THIS IS SOMETHING THAT WE ARE SEEKING INPUT ABOUT, IF THAT MAKES SENSE. SO BEING MUCH MORE EXPLICIT ABOUT TIMES WHEN WE ARE SOLICITING FEEDBACK AND OPINION.

THAT MAKES SENSE. I REMEMBER BECAUSE I CAN REMEMBER BEING A PRINCIPAL AND SOMETIMES YOU'D SEND SOMETHING OUT AND THE SURVEY AND THE RESPONSE WOULD BE EXTREMELY LACKLUSTER. AND SO IS IT, IS IT, YOU KNOW, DO WE NEED TO BE MORE INTENTIONAL ABOUT HOW WE'RE PACKAGING WHEN WE THOSE OPPORTUNITIES, WHEN WE DO LEGITIMATELY SEEK FEEDBACK? OKAY. AS I LOOK AT THE QUESTION, IT SPECIFICALLY SAYS SCHOOL ACTIVELY SEEKS INPUT OF PARENTS BEFORE MAKING IMPORTANT DECISIONS. AND SO EXACTLY WHAT YOU'RE SAYING, AND I ALSO THINK THAT THERE ARE MANY, YOU KNOW, MANDATES THAT WE FOLLOW, THAT PARENTS THINK THAT WE'VE JUST ARBITRARILY DECIDED TO PUT, YOU KNOW, MATERIALS IN A RESTROOM OR SOMETHING LIKE THAT. AND THOSE ARE NOT ARBITRARY DECISIONS THOSE ARE MANDATES.

SO I WONDER ABOUT THAT TOO. SO PART OF IT COULD BE PARENTS NEEDING TO BE MORE INFORMED AND INVOLVED IN ORDER

[00:30:03]

IT'S LIKELY BECAUSE. OR IT COULD BE BECAUSE IT JUST HAD TO HAPPEN BECAUSE OF LAW OR BECAUSE OF MANDATE.

YEAH. AND THEN I DO APPRECIATE A CONSTANT INTENTIONALITY TOWARDS HOW WE PACKAGE AND HOW CLEAR WE MAKE THAT REQUEST FOR INPUT.

BECAUSE I KNOW I AT LEAST RECALL WHEN LIKE THE LCAP SURVEY, FOR EXAMPLE, IT'S LIKE, THAT'S A, A PARENT SQUARE TEXT MESSAGE THAT WE GET. AND I THINK AT LEAST THE FIRST YEAR THAT I WAS A PARENT, WE GOT THAT TEXT MESSAGE ONE TIME. AND YOU KNOW, I'M A MOM OF 3.

I DON'T SIT DOWN AND ANSWER A SURVEY THAT SECOND THAT IT COMES.

AND I DON'T KNOW WHEN THE DEADLINE IS. AND I THINK I REMEMBER ACTUALLY BRINGING THAT UP AS A SUGGESTION OF LIKE, CAN WE MAKE SURE THAT WE SEND OUT THAT NOTICE A SECOND TIME, A THIRD TIME? HAVE OUR PRINCIPALS EMPHASIZE THE FACT THAT WE VALUE PARENT INPUT AND WE WANT THAT FEEDBACK BECAUSE I MEAN, I SPEAK ON THIS BECAUSE I BELIEVE THIS DISTRICT DOES WANT PARENT INPUT, AND I BELIEVE THAT PARENTS DON'T ALWAYS FEEL THAT.

AND I DON'T THINK IT'S A MISMATCH OF VALUES. I THINK IT IS A MISMATCH OF COMMUNICATION AND PACKAGING AND INVOLVEMENT.

SO I DO APPRECIATE YOUR CONTINUED ATTENTION TO THAT.

THANK YOU, THANK YOU. AND I JUST TO KIND OF PUT A LITTLE CAPSTONE ON THIS, I DO THINK WORKING TOWARDS BETTER IS ALWAYS HARD.

AND IT COULD BE A LITTLE DISCOURAGING, RIGHT? OTHER DISTRICTS, THEY'RE TALKING ABOUT TEST SCORES.

THEY'RE TALKING ABOUT THE THINGS THAT I FEEL LIKE WE'RE DOING INCREDIBLY WELL ON.

SO JUST REALIZE WHEN WE'RE TALKING ABOUT OTHER THINGS, THIS IS A SIGN OF SUCCESS.

YOU KNOW, MY KIDS HAVE COMPLAINED ABOUT US NOT HAVING IT WAS SOME FOOD IN THE REFRIGERATOR.

WE HAVE A LOT OF CHOICES. IT WAS JUST NOT THEIR PREFERRED CHOICE IN THE REFRIGERATOR.

I'M LIKE, YEAH, THAT'S A FIRST WORLD PROBLEM FOR YOU.

YOU DON'T HAVE MY FAVORITE CHEESE. I, WE, WE, WE WILL GET THAT ACTUALLY.

BUT WE'RE WORKING FOR BETTER TOO. BUT THE POINT IS, YOU GUYS ARE NAILING IT.

YOU'RE DOING A VERY GOOD JOB. SO WHEN YOU HEAR ALL THESE THINGS, IT'S JUST US COLLECTIVELY TRYING TO GET BETTER.

BUT IN THAT, THERE IS THAT UNSPOKEN PART OF YOU GUYS ARE DOING A FANTASTIC JOB AND YOU SHOULD KNOW THAT AS WELL.

YEAH. THANK YOU. WE APPRECIATE YOUR SUPPORT. THANK YOU.

ALL RIGHT. REQUESTS TO SPEAK ON OPEN SESSION AGENDA ITEMS. THE PUBLIC HAS THE OPPORTUNITY TO ADDRESS THE BOARD ON AGENDA ITEMS. THE PUBLIC MAY LIMIT THE TOTAL TIME FOR EACH AGENDA ITEM TO 20 MINUTES.

ANY PERSON WISHING TO SPEAK ON AN AGENDA ITEM MAY BE GRANTED UP TO 3 MINUTES AT THE TIME THE ITEM APPEARS ON THE AGENDA.

IN THE CASE OF A NON AGENDA ITEM, COMMENTS MAY BE MADE UNDER REQUEST TO SPEAK ON NON AGENDA ITEMS. COMMUNICATION FROM THE PUBLIC. PRIOR TO ADDRESSING THE BOARD, PLEASE FILL OUT THE REQUEST TO ADDRESS THE BOARD CARD WHICH MAY BE PICKED UP FROM MISS FLORES. I DON'T KNOW YOUR POSITION. ADMINISTRATIVE ASSISTANT.

NO CARDS. PERFECT. CONSENT AGENDA MATTERS LISTED UNDER THE CONSENT AGENDA ARE CONSIDERED BY THE BOARD TO BE ROUTINE AND SUFFICIENTLY SUPPORTED BY

[13. CONSENT AGENDA]

IF ANY MEMBER OF THE BOARD SO REQUESTS AN ITEM SHALL BE REMOVED FROM THE CONSENT AGENDA FROM THIS SECTION AND PLACE IN THE REGULAR ORDER OF BUSINESS.

FOLLOWING THE APPROVAL OF THE CONSENT AGENDA, ITEMS WILL BE APPROVED WITH ONE MOTION, WHICH IS NOT DEBATABLE AND WHICH REQUIRES UNANIMOUS VOTE FOR PASSAGE. SO MOVED. SECOND.

ANYONE OPPOSED? ALL IN FAVOR? AYE.CHRIS ANN IT PASSES. WE HAVE SUPERINTENDENT. OH THAT'S THAT'S CONSENT DISCUSSION ACTION AGENDA. EDUCATIONAL SERVICES ADOPT THE 2026 2027 LOCAL CONTROL ACCOUNTABILITY PLAN OR BETTER KNOWN AS

[14. DISCUSSION/ACTION AGENDA]

SO THE NEXT STEP IN OUR PROCESS AFTER OUR LOCAL INDICATORS PRESENTATION IS THE APPROVAL OF THE LCAP.

OKAY. IS THERE A MOTION? SO MOVED. SECOND. ALL IN FAVOR? AYE. ANY OPPOSED? MOTION PASSES. BUSINESS SERVICES.

ADOPT THE 2026-2027 BUDGET. ALL FUNDS. THAT SEEMS PROMISING.

WELL, SO CALIFORNIA AD CODE REQUIRES THAT THE SCHOOL DISTRICT GOVERNING BOARD ADOPT THE LCAP AND THE BUDGET AT THE SAME PUBLIC MEETING.

SO NOW THAT WE HAVE FORMALLY APPROVED OUR LCAP, WE CAN MOVE FORWARD IN PRESENTING THE 2627 BUDGET FOR ADOPTION.

[00:35:01]

ANY OPPOSED? MOTION PASSES. FUTURE MEETING DATES.

[15. FUTURE MEETING DATES]

AND THE ITEMS FOR FUTURE AGENDA. YES, DEREK. THANK YOU.

[16. ITEMS FOR FUTURE AGENDAS]

AND THOUGHT ABOUT IT LONG AND HARD AND IT'S TIME FOR ME TO RETIRE.

AND I WISH THIS DISTRICT THE LOVE OF MY LIFE.

ALL, ALL THE VERY BEST. AND I'LL BE HERE THROUGH DECEMBER.

BUT IT'S TIME. IT'S TIME. SO THANK YOU. THANK YOU.

JIM. THANK YOU. OKAY. ADJOURNMENT. THIS BOARD MEETING IS NOW ADJOURNED AT 6:34.

* This transcript was compiled from uncorrected Closed Captioning.