So, we fall into sectional week for both of those sports. Um, typically your softball is actually a week before baseball, but I think it's just the way the calendar fell this year. So, we're actually graduation is on Saturday the 30th, which is the Saturday of both baseball and softball sectional. Next year, graduations on Friday night the 28th, um, which again falls in both baseball and softball sectional. If you move it to the next weekend though, you're in regional. And so, Saturday is not an option. you'd have to have a fighter graduation or a Sunday graduation that week because, you know, you could say, "Well, we just won't have it tonight. We'll have graduation at 11:00 a.m. Well, depends on where you, you know, if you were in the regional and the original's 2 hours away, you know, or things like that." I mean, you know what I mean?
I appreciate Dr. Cruz, Mrs. Cooper. Thank you. Thank you to our our law enforcement folks for being here, our county folks. Um, so I appreciate you all. Thank you. Have a good evening. Sorry. Oh yeah.
Renew that position or find somebody else to fill it um while dropping a different position just based on the impacts they have? Sure. So, those are those are conversations that we have with Ms. Saint-Clair all the time, right? And she has those conversations, whether it's at site council and or with the department heads in the building. And looking at other classroom enrollment numbers within the science department, uh that's one position they feel like they can absorb uh some of the classes uh so class sizes are not too big. And they they still have to teach chemistry. It's just who's going to teach it it with the staffing that we have. So, to answer your question, are there possibilities for uh bringing positions back? The answer's Yeah, if we find more revenue somewhere, right? That One of our next steps and we had we had this conversation Tuesday with the admin team is to take this list and rank order them, to be honest with you, to say okay, if there's a windfall somehow some way Or maybe an unexpected retirement later down the road.
And we made a really intentional decision last spring to try to support teachers in building their capacity and building systems that can outlast hopefully any one of us in this room. Um because there is a structure and a system to the way we're doing things. Um this started last winter when we introduced and it was optional at the time. Um our UFly intervention curriculum and I I'll say like the K to4 teachers took it in stride and while I had some questions about how much we put on people's plate, they kept coming back and asking for more to their credit. Um, I know Miss Rancort doesn't want to be doing UFly and she shouldn't have to be doing UFly as a fourth grade teacher. And this is what we're saying to teachers like everybody has bought in. Everybody has stepped up to the plate right now.
I'll say it's upside down, but it's really right side up. When I was saying last year 70% of our students were reading below grade level, we talked about this upside down triangle. We flipped it upside down flipped it right side up in some places where classrooms classroom teachers, everybody they have during intervention block is at or above grade level and the interventionist, the special educators, the multilingual learner teachers are pulling those students for intervention. Now our students at grade level and above are still getting an intervention to try to accelerate learning, but there are glimpses across the district in each of the three elementary schools that is demonstrating some progress. I think the big shift that we've and in my report it talks about teacher mindset and it's not that the teachers were negative about it, like I'm saying, they wanted more. They found, as we've started digging into some of the data, right?
So, uh, I know our counselors at the middle schools take the lead in coordinating all of the wonderful speakers that come to, um, talk about career options with our students. And I just want to also, you know, I want to thank them and all the school staff that support the activities because it's a lot of coordination of presentations as well as, you know, lunchons and all the special touches that they add to that day. Um, and I want to thank all of our community members and parents who volunteer to be um to be those uh those uh keynote speakers in the classroom for the children. I know as I've talked with uh presenters over the years, they've commented that they've not experienced this for their own children in their own school districts. So, you know, it's it's kind of a unique and uh special um event that's happened here in Beressa consistently, you know, across our three middle schools.
So, on behalf of the Chico Unified School District and uh Charlie's here to answer any questions that you may have about this item. Uh we just like to express our appreciation for the collaborative collaborative and cooperative relationship that we have with CUTA. Uh we've been uh implementing the interest-based bargaining process for a number of years now, and as a result of that, for us, everything's open, and we have conversations about anything that we feel like we need to address, mainly because of that collaboration and um that cooperation. So, with that, uh we've jointly agreed to not open any specific article for the uh '26-'27 bargaining year. It's just this is just a um request to recognize um our decision. I I just wanted to add um thank you, John, that when I look in the news and see uh Twin Rivers and Natomas entering multi-day strikes, um I feel really grateful to have a team with the district to work with to um get things done and benefit teachers and students.
So, >> I feel like we used to have graduation on Sundays. >> Did we not? Like, I feel like we had it on Sunday like at 2:00. >> I don't even know. >> I've never been at a school that has it on Sunday, but I know schools do. >> No, I take that back actually. >> Does that not solve the problem? just have it on a Friday or Sunday. >> Huh? >> I didn't do that. Does >> it solve the problem to do Friday or Sunday? >> Well, I think I mean I think um I think Sundays are a little challenging. I will I mean personally, right? I mean, for me, I want to go to church with my family on Sundays. Um if you have graduation at 2:00, your staff still has to be here at 9 or 10 in the morning getting ready for it.
>> Whatever right, whatever it might be. How could which ones are the most important that we fill in, right? Because what you're saying at the check is really important, but but I also have the Mendez folks saying, "Well, this is really important at Mendez, right?" So it's it's sort of it's that balancing act of which position. So could you argue the social studies versus the the the science? Maybe, but we also have less social teachers at the high school and those are opportunities for electives that we might exist. Um, you know, some might discuss, "Hey, you just added some electives with with other teachers." Like so business class for example. Well, those are packed, right? Those are those are classes that are absolutely kids are looking for and and I've been an advocate and so is this board about adding potential electives for our kids because not everyone's going into the science sciences.
But Miss Rancor's right. We shouldn't have to do whole class intervention when students get to fourth grade. Teachers should have most students at grade level. Um, and that's why we focused on building a system, a foundational system that we can build on every year. And I can tell you there are a handful of classrooms across the district already that have flipped our intervention model. I'll say it's upside down, but it's really right side up. Um, when I was saying last year 70% of our students were reading below grade level, we talked about this upside down triangle. We've flipped it upside down, flipped it right side up in some places where classrooms, classroom teachers, everybody they have during intervention block is at or above grade level and the interventionists, the special educators, the multilingual learner teachers are pulling those students for intervention. Now, our students at grade level and above are still getting an intervention to try to accelerate learning, but um there are glimpses across the district in each of the three elementary schools that is demonstrating some progress.
There was a period where students were taking dibbles, and if you were below or well below grade level, you got pulled for intervention, and everybody got the same thing, and then you went back to class, and the teacher continued to teach the core. As hard as teachers were working, now we've added some diagnostics that allow teachers to dig into the specific reasons why a student might be below or well below, and the resources now allow teachers to target those specific interventions. Um And I think the mindset shift that I'm talking about is like teachers are saying, "Okay, I want more data on this. Like, the student I'm seeing them make progress, but they fell off in this area in terms of segmenting digraphs, but they're making progress in segmentation. So, like, what is what is that about?" And they're asking more and looking for more data.
So, just a a really nice community gathering opportunity. So, please be sure to um uh stop by and visit these events. And then finally, uh we do have our upcoming spring break is around the corner. That'll be April 3rd through the 10th. So, just before our next uh board meeting in April. Thank you. >> Thank you for the report. And are there any comments and announcements from the board? All righty. And seeing nothing on review and discussion, public hearings, and moving on to review and action. We have item 15A1, resolution 2515. It is recommended the board adopt resolution 2515, order of election, specifications of the election order and consolidation request. So, this is getting everything ready for our November ballot for the seats that we'll have available for our um our board of uh trustees. >> I have a motion. >> Yeah. Move to adopt resolution 25-15.
So, thanks. Thank you. If I um just cuz we are entering we've talked about declining enrollment even if it's smaller at this point and we're going to come into a couple lean years in the next couple years and it's really really important that we have this relationship with our union members on in all of our unions where we can really talk about what's best for the students and the district and our employees all at the same time. Um so I really hope that we all keep that in mind. As we move forward that we have to really honor the fact this relationship has gotten us through some tough times and hopefully will continue to do so as those tough times are going to come back cuz they always do. So, thank you to both of you for making this work the way it has so far.
Um it's not like a you're going to show up at 1:30 and have a graduation real quick. Um you know, it's an all day thing. >> Well, we used to have it like 10 in the morning on Saturday, right? >> I mean, it was early. I think sat personally I mean Saturdays are the challenging one unless you go early in the morning because they're probably not going to play baseball or softball at 10 11 a.m. Um >> maybe that's what we Saturday at 10. >> Um they're typically not going to play on Friday nights. So you know I think >> even if we need to have an earlier I don't have a problem with that. Then people can have noon graduation parties, you know, >> it that just gets tough again to try to get set up and have her I mean, you know what I mean?
We have to have opportunity. Um You make an excellent point. >> a great point. >> loss and it wasn't done though without probably hundreds of hours of all the administrators getting into the room and every principal can probably tell that same story. So that then now you're talking about five or 10 positions that fall into that same category. And anytime we lose and especially one like that because right, Ms. Sherman was so impactful. I mean my kids had her. I mean your kids probably did too and not being able to replace that because of decisions and how they factor into the bigger picture. That's kind of my point from earlier. It's a it's a huge loss. Like we should not be having to have this conversation. You know, and we're doing the best we can to try to fix at least some of these things with an override and things do shift and sometimes there are opportunities later our special education things are one day can we could be even more set back than we thought we might be and then the next day there might be some funds that are released and all of a sudden maybe we could fill that position.
I think the big shift that we've and in my report it talks about teacher mindset and it's not that the teachers were negative about it like I'm saying they wanted more. They found as we've started digging into some of the data, right? There was a period where students were taking dibbles and if you were below or well below grade level, you got pulled for intervention and everybody got the same thing and then you went back to class and the teacher continued to teach the core. As hard as teachers were working, now we've added some diagnostics that allow teachers to dig into the specific reasons why a student might be below or well below. And the resources now allow teachers to target those specific interventions. Um, and I think the mindset shift that I'm talking about is like teachers are saying, "Okay, I want more data on this." Like the student I'm seeing them make progress, but they fell off in this area in terms of segmenting diagraphs, but they're making progress in segmentation.
Um And we've also said to teachers, and I don't know that the message was miscommunicated or anything in the past. We've said the intervention time is sacred. Do not give it up. Do not finish the curriculum. Don't use your intervention time to get through the curriculum. Like, the intervention time is that individualized focus. And I've talked with some principals and said, "Maybe we even need a little bit more intervention time as we're building this foundation because as students get older, then they have more time with the core content." So, there's more information in what I provided in the report. There's more information in the slides in terms of that. And again, I would welcome any of you, if you have questions, please reach out. I'm happy to answer questions and talk through it. Um Remember Dighton and I had a significant conversation about this shortly after he was elected.
>> Second. All right. And this is a resolution. Um, roll call vote. Um, Miss Gomez. >> Yes. President H. I. >> Trusty Shrinost. >> I. >> Trusty Brewer. >> I. >> Trusty Boak. >> I. All right. That resolution passes. Um, next up is Santa Clara County Committee on School District Organization 2026 election. It is recommended the board elect members of the Santa Clara County Committee on School District Organization for uh supervisorial districts 2, three, and five. Um you have several candidates below. You're asked to select one for each district area. District 1 did have an opening, but unfortunately no candidates at this time. District two, there's a choice where you're going to have to make there between Lana Dominguez and Michael Gallagher. District three, we have one option which is our very own trustee Vasan. And then uh for district five, one option, Denise Rammon Herrera.
All of you. I'm so sorry. There's more than two of you. Any public comment? All right. Is there a member that would like to make a motion at this time? I'll motion to approve. Seconded. All right. We have a motion by Vice President Olsen, second by member Lando. Any further discussion? All right. I think we're ready to vote.
You go the earlier you go, the earlier you got to have people here. You got to get kids here by 7:45 or 8 a.m. and like, you know what I mean? >> Yeah. >> So, >> I don't care when you have it. You're trying to chase the last kid down. Like, hurry up, dude. We are waiting on you. We're getting ready to walk. Inevitably, every year, I mean, you're waiting on a kid so you can start walking. You know, they're running up. They're zipping their gown up. Oh, it'll be >> we're like good lord. Come on, dude. >> You've known about this for like 13 years. I mean, it's going to be at the end of high school. Like, so anyways, I just wanted to share those with you. Again, I don't have any recommendations, changes to calendars, things like that. It is something to think about.