Santa Monica-Malibu Unified School District

The meeting involved the approval of the amended agenda, which reordered items concerning the prior year District Audit and Measure R Audit reports, and the Malibu Unification position. Key discussions centered on the presentation and review of the DRAFT prior year District Audit and Measure R Audit reports by the District Auditors Subcommittee. Specific findings addressed included outdated form usage for Independent Study, updated I9 procedures, issues with providing adopted Safety Plans (CSSP), classroom teacher salaries, and SARC website data. The Measure R audit yielded one finding regarding an error in Item 1431. The committee recommended sending the findings and audit reports to the Board of Education for approval. Discussions on the Malibu Unification involved reviewing draft agreements and revenue models, with a commitment to assess revenue sharing changes before final presentation to the Board of Education. Ad hoc subcommittees reported on efforts to review the Reserve Board Policy, tracking OPEB reports, working on FAQs for bond reporting, and planning a Year End review press release.

This School Plan for Student Achievement (SPSA) for Casa de Escuela Alternativa de Santa Mónica aims to prepare all K-8 students for high school and careers. Key objectives include enhancing productive and persuasive oral and written communication skills through high-quality learning exhibitions, increasing K-8 reading proficiency for all students (with particular focus on English Language Learners and students with Individualized Education Programs) through differentiated instruction and workshop models, and fostering a positive learning environment by cultivating mindfulness, emotional self-regulation, and effective communication. The plan also prioritizes strengthening parental engagement and providing support for student learning activities.

This School Accountability Report for Santa Monica High School provides an overview of the school's condition and performance for the 2024-2025 academic year. It outlines the school's vision to foster creative, ethical, and academic growth in students, preparing them for the 21st century through critical thinking, effective communication, and social awareness. The report covers key areas including learning environment conditions, student outcomes (academic performance, graduation, absenteeism), parental and student engagement, and school safety, supported by continuous professional development for staff.

The Regular Meeting included general functions such as the approval of the current agenda and the minutes from the December 10, 2025 meeting. The Director of Classified Personnel provided updates on recruitments, administered exams (including Paraprofessionals ESSA equivalency, Paraeducator series, Lead Custodian, and Locksmith), and reported on final selection interviews for several classified positions. The Director also detailed staff processing of EDD unemployment claims and employment verifications. A key discussion point involved a presentation to the Special Education District Advisory Committee regarding the Paraeducator recruitment process, data trends, and recommendations for compensation compatibility, including exploring the consolidation of Paraeducator classifications. The Consent Calendar featured the approval of eligibility lists for several classifications (Bus Driver, Campus Monitor, Lead Custodian, Paraeducator 1 and 3, Physical Activities Specialist) and approval of advanced step placements for employees in the Paraeducator 3, Swimming Instructor/Lifeguard, and Senior Office Specialist classifications. Information items included status reports on open and filled personnel requisitions, and reports for the SMMUSD School Board.

This School Plan for Student Achievement (SPSA) outlines Lincoln Middle School's strategic goals for enhancing student outcomes and addressing achievement gaps. Key objectives include ensuring all students graduate on track for college and careers by substantially closing ELA achievement gaps for target subgroups, and fostering English language proficiency among English Learners by increasing their Math and ELA standards achievement and reducing long-term English learners. Additionally, the plan aims to strengthen school-family connections and create a culturally responsive environment conducive to 21st-century learning, as measured by positive school climate survey responses.