This is how we ensure that every initiative is not only evidence-based, but also equity focused. The dashboard was intentionally designed to be visually engaging and easy to navigate so that every so that anyone from students to parents can explore and make sense of the data with confidence. The dashboard also allows us to elevate key themes emerge from our student responses. When asked what supports them most at school, students consistently pointed to caring, helpful teachers and a supportive, welcoming school climate. These themes speak directly to the importance of fostering belonging and safety in our classrooms. Students also highlighted the importance of access to academic programs, learning resources, and support systems along with something as fundamental as food services, which they told us plays a critical role in helping them stay focused and ready to learn. The dashboard enables us to analyze the trends and translate them into meaningful and strategic action.
It is with this understanding and in light of the position of the California School Boards Association that I make a motion to have our board review and revise the governance handbook, specifically page 10, allowing individual board members to request and receive generator reports of information to align with the CSBA's best practices and legal recommendations. Is there anything else, Renee? That is it. Okay. Thank you. Thank you for your comments. Uh, Maria. Well, mine is going to be brief, but it's going to u have to do with what I've seen around the district. Uh first we went to coast to coast and um and I I have to say thank you to um the people who've supported us along the way uh to go to coast to coast to advocate on behalf of our students. Just so you know um when the federal government mandated IDA 50 years ago, they said they will fund special education at 40%.
Um and then moving on to 9.1 action item for adjournment. Do I have a motion? I have a motion by board member Sienko. Do I have a second? I second. I have a second from board member Terry. Thank you. All those in favor say I. I. I. I. Motion carries. Thank you all.
U, but I do have I do have another question. Did they give a reason why they're moving their fees up? I do not know the reason why. Oh, someone I recently attended the Puma Community College Superintendent's lunchon and it is a direct result of a diminished amount of state funding that they have received from the state legislature over time. Great. Um, okay. Anything else? Nope. All those in favor? I Thank you, Mr. Bogart. Next item is J4. Miss Harper. Good evening, President Holt, Dr. Strutter, members of the governing board and community. Um, identified on the attachment are those principles who we intend to offer contracts for 2025 2026. Is there a motion? I move the governing board approve the offering of contracts to the principles for 2025 2026. Is there a second? Second.
Mr. Herbert. Thank you, Mr. Moderator. And uh I just want to apologize for the technical difficulties. I try to get the warrant up on the screen, but um you know, I explained this uh during the budget presentation. Um we are looking to transfer 2,256720 from our general stabilization fund into um to help support the general fund budget. U currently we have a balance of uh 7.9 million. Is that it? Correct. Oh, sorry. I thought there was more. My apologies. Um to allow discussion, I'll enter a motion the town transfer $2,256,720 from the general stabilization fund to defay charges and expenses the town including debt and interest for the ensuing fiscal year as set forth in the FY26 general fund budget. Do I have a motion? Discussion. Seeing none, we'll move to move to move to an immediate vote. Oh, I'm sorry. Could could you just say what you said again?
Yeah. And so there's there's again those their components um on those two letters as well. So we can pull those out, see what we commented on there. Um, it might just get help with the like the structure of it, you know, to what, you know, what did we comment on, how did we talk about it, even though it's different zoning, it's a different building, but at least creates kind of a starting framework. Yeah. And then I can work on the um the the design comments again, the materials, the facades, which we had that component in the other two. Again, I don't think there's anything with the kind of environmental component really here. Um, I don't think it's sensitive land or there's certain it's I don't think there's any wetlands or anything like that. A little bit of wetlands. Not much, but there is. Oh, there is.
Um but really depending on on what the need is and the availability of the student and how flexible we can be with the teacher schedule to meet their needs. Um, so we wanted to take advantage of our time tonight just to shed a little bit more light on how we're working with within our tier three structure. Uh, because that's the the part of MTSS that involves perhaps a little bit more planning, a little bit more um, you know, work on the on the side of the MTSS team. Um, so for our tier three students and some of our tier two, as Amela and Leah have both mentioned, a lot of it depends on frequency and duration of the interventions, whether it's tagged as a tier two or a tier three. Um but this is our general process. We always start with looking at the data.
However, this impact extends beyond services and programs. It touches the classroom experience itself. To illustrate how this data informs and enriches teaching and learning, I'm proud to introduce one of our community school teacher leads, Jason Coller. All right.
And uh as we speak they are funding it at 9%. Uh but they keep adding classifications and they keep adding the expectations and the schools are struggling to be able to provide the services that are needed to service those children who are at the greatest risk. Uh, and so that was one of the reasons we went back out there to um to talk to lawmakers so that they can see our faces and know that the the problem is still there. Uh, and we are not backing away. My suggestion is that perhaps next time that we go, we take parents because the lawmakers are used to seeing us, the board members, and they're used to seeing the administrators, but they're not used to seeing the parents who own those children. And perhaps if they begin to see the parents, uh they will change their the way they they make promises and don't keep.
Is there any questions? I just have a comment. I just want to say thank you to the principles that are coming to fill some big shoes um at our district. So, all those in favor? I thank you. Thank you. Next up is J5, Miss Lelada. Good evening, President Hull, governing board members. Tonight, I bring a request to you for some additional staffing for the 2526 school year.
Was that leaving 500 or excuse me 5 million in a stabilization fund? What's the balance of that, Mr. Manager? So, is there 7.9 now or 7.9 after you take two and a quarter out currently? Okay. So, it will be about five and a something left. That's correct. Thank you. Any further discussion? We'll move to a vote because this involves money leaving a stabilization fund. It will require a twothirds margin. We'll start with a hand count, a standing count. All those in favor, raise your cards, please. Thank you. And opposed. I declare twothirds majority. That passes. Before we move to article five, a quick update. The self-destruct 50 to 41 pass. Article five, transfer to OPED trust sponsored by the town manager, finance director. See if the town will transfer $375,000 from the OPED contribution account to the OPED trust or pass any vote or take any action relative to there too.
Yeah. Or there notes the narrative has a little bit of information. Oh, I didn't even see that. I wonder if that's at the bottom by the road. No, I think they're on the top left of the showing. Yeah. Let me I think on this one you can see clear. Oh. Oh, right, right, right. Yep. Yeah. I think they're like about 4 acres. Yeah. But they're outside of all that. They're building outside. I think they're trying to stay away from the Hunter Buffer Sonia. Yeah. They put there's that utility easement and the building's like right over that. How did they deal with that? I don't get that either. Um I think it depends on the type of easement that it exists. In some cases, there are easement that they allow to be construction on top as long as they have access from a certain point of uh or a certain area.
Um so here at the high school we are regularly analyzing a variety of data sources, PSAT scores, SAT scores, uh course current course grades. Uh we run what we call the DF list every few weeks which just generates a list of students who at that po moment in time may be earning a D or an F in one of their courses. And so we kind of get a list going in our committee of students to keep an eye on. Is this just a, you know, a weird blip, they had a off week, or is this a trend that we're starting to see throughout the quarter? Um, we communicate very closely with the school counselor. So, if there's anything percolating up through teachers, through the guidance team, we're made aware of that as well. Um, so regular analysis of the data, looking for trends, looking to see which names kind of keep reappearing um throughout the course of the of the quarter.
Good evening everyone. My name is Jason Coller. I'm a community schools teacher lead at South Junior High. And I'm going to stick to a script for once. I'm just kidding. Um, as Kenny mentioned, we are taking a lot of data and especially the street data from community voice circles and empathy interviews into how we approach our lesson design and development of PTAs. Having a better understanding of our students needs, their assets, passions, and aspirations along with our three instructional drivers of the CPSF, which are technical skills, 5C's, and the 21st century skills, youth, voice, and purpose. Uh, we are able to link classroom instruction to the broader community. Our teachers are working hard to provide instruction that is engaging, that is grounded in civic engagement, and addresses real world issues. As we deepen our understanding of what teaching and learning should look like in a community school, the community schools teams have identified eight promising practice practices of the centering community- based learning capacity building strategy.
Uh we also uh talked about um um technology for children. Uh as you can tell the government is looking to cut down a lot of things and it is our job to do the best we can to service all those kids that we service. Uh so our trip to Coast to Coast, I have to say I'm still nursing my my the pain on my legs because I've never worked that much. Um but it was worth it. Um I attended the international children's day here. Uh I absolutely anybody that knows me knows that you put me in front of children I am a different human being. Uh they actually made me dance in the open space and I didn't have any qualms whatsoever. I just danced. Uh they didn't think I would do line dancing. Well, I've been teaching myself so I'm ready to line dance.
And I'm happy to answer any questions about these positions. Is there a motion? I move that the governing board approve the following new staff. One literacy aid, ASL interpreter for 6 and a half hours per day. 6.5 hours per day. Two full-time resource teachers, one 0.4 speech language pathologist, one behavior cluster aid, one third grade teacher, one school secretary, one library media technician, one building maintenance worker, one kindergarten teacher, one 1.0 No elective teacher, one small school secretary, and one health aid hall monitor effective for the 2025 2026 school year. Is there a second? Second.
The finance committee recommends the town so vote. Mr. Herbert. Thank you, Mr. Moderator. I think uh we talk about OPEB twice a year at town meetings, so I think you know hopefully most people know what that is, but for those of you that don't, uh OPE stands for other post-employment benefits. Um it is a fancy way of saying retiree health insurance. Uh but more importantly, it's a liability that we have to keep on our books. Um effective uh based on a Gazsby um government accounting standards board. um change that was made quite a few years ago. Um and this is part of our strategy on how we fund those long-term liabilities. Um this part of our strategy u we take money each year uh for every new employee that we bring on. We try to fund what's known as their annual required contribution. So what does it take each year to fund that long-term liability for that employee for that year?
So, it really depends on the type of easement or an easement that's no longer it's just not going to be used anymore. It wasn't, you know, sometimes there's an easement that there's nothing in it and they no longer need it. But, um sometimes I guess it stays within like deeds. uh and then you know like you have the full history of it. You just have to do a title search on it. Um but yeah I I've seen from my understanding is that sometimes there are seasons that they are allowed to build on it as long as they have access from one point or the other. Do you know of any way we can find out more about that? How would who would I think that the applicant maybe has submitted, but I am I'm happy to just like check around here. Uh maybe ask DPW if they know anything about it.
Um once we sort of have our eye on a few students who might need a little additional support, we work to develop a plan. So Leah and I will work with not only the counselors but the students current teachers um to identify specifically what are their needs, how much of an intervention do they need? Are we looking at once a week checking in with the student? Is it more frequent? um to kind of help us decide is this more of a tier 2 interventions, we can use some connections time to get the student caught up or do we need a little bit um more um structured intervention. Um once we develop a plan again collaborative, very team focused, team based um we then provide the interventions. So, as Leah said, we have a handful of classroom teachers that in our master schedule have been scheduled.