2025-09-03 Board Meeting

001meeting will be recorded. Uh, Deputy Superintendent Marco Chavez is here on behalf of Superintendent McGee. The board provides remote access for members of the public and welcomes community members joining in person and remotely. The board is following the requirements of Assembly Bill AB2449, which enables remote participation by board members only under specific circumstances. We use simultaneous interpretation in Spanish for those attending virtually through the end of public comment. translation will continue further into the meeting if people are utilizing the channel. So, thank you to our interpreters Anna Cruz and Kimberly Larios for joining us remotely. For meeting attendees wishing to access the Spanish translation channel on Zoom, please click on the interpretation button on the menu bar. We ask all speakers to be mindful of the Spanish interpretation and speak slowly and clearly. Item 1B

002is the approval of the agenda. Is there a motion to approve the agenda? >> So, move. Is there a second? >> Second. >> Thank you. There's a motion to approve the agenda made by Trustee Gerard and a second by Trustee Alvaro. Is there any further discussion? All those in favor say I. >> I. All those opposed say no. Uh the motion passes with the vote of 70. And the agenda for tonight's meeting has been approved. Item two is public comment. Guidelines for public comment are available on the SMCE website and in board docs and on the table outside the boardroom in both English and in Spanish. Speakers who require Spanish interpretation are interpreters Miss Cruz and Miss Larios will interpret following each speaker's comments. At this time, members of the public may provide comment for

003topics not included on the approved agenda. The County Board of Education does not act upon any matter that has not been agendaized ex except under limited circumstances as permitted by law. It is the policy of the county board to refer matters raised in this forum to the superintendent for investigation and/or action where appropriate. Uh, Deputy Superintendent Chavez, do we have any comments submitted prior to the meeting? >> No comments prior to the meeting. >> Thank you. Uh speakers are invited to make live comment and have three minutes to speak. Uh the board's executive assistant, Jennifer Pererna, will keep the time and advise when the speaker has 30 seconds left. Please keep within the time limits. To make a comment over Zoom, members of the public may use the raise hand feature. Instructions for using this

004feature are provided as an attachment in the board packet. Once the your hand is raised, please wait to be acknowledged by Deputy Superintendent Chavez. Uh, Deputy Superintendent Chavez, are there any members of the public attending remotely who wish to make a comment at this time? >> I'm going to look over to Miss Pererna. Are there any hands raised? >> None at this time. Thank you. >> Thank you. Members of the public may also provide live comment in person. Um, Deputy Superintendent Chavez, are there any submitted cards? >> There are, but they're for item 9A. >> Okay. Thank you. Public comment addressing a specific agenda item will be heard after the board's comment, the board's discussion on the item. Um, if members of the public wish to speak to a specific agenda item, please use the

005raise hand feature when the item is announced or if in person, submit a card in advance of the item. Item 3A is the September 2025 employee of the month, Amanda Lee, Administrative Technician, Educational Services Division. Will Amanda please join me in the middle of the room? Yes, I want them at my birthday party. Okay. Yeah. So each month the board and superintendent recognize an employee for providing outstanding service. For the month of September 2025, we recognize Amanda Lee, administrative assistant to outdoor education in information and registration educational services division. Do it again. So Amanda joined the county office in January of 2020 as an administrative assistant one in the steam center. She was promoted to administrative assistant 2 in in the outdoor education program in April of 2021 and her title has recently changed to

006administrative technician as part of the classification and compensation study. So according to her team, Amanda is an exceptional member of the county office whose contributions extend far beyond her formal role with outdoor education. She is a cornerstone uh stone of support, innovation, and integrity across the entire department, exemplifying the core values of SMCE in every aspect of her work. Amanda brings thoughtful strategy, sound judgment, and a deep sense of responsibility to every task. Her ideas are not only practical but visionary as well, helping her department improve systems and elevate service delivery. Amanda approaches each challenge with professionalism and grace, always considering how her efforts can best support our districts and students. As an example, every Monday, Amanda, oh wow, Amanda travels 56 miles to Camp Jones Gulch to ensure all materials and supplies are ready

007for the week before students arrive. This weekly commitment made with meticulous attention to detail demonstrates her dedication and her unwavering commitment to excellence. In addition to managing logistics, Amanda is actively engaged in recruitment efforts and communication with district partners. She is often the outward- facing representative of programs and consistently provides premier customer service to teachers and district administrators. Her responsiveness and clarity in communication have strengthened relationships across the county and positioned the county office as a trusted and reliable partner. Thank you. Amanda is the epitome of what it means to be a leader through service. Her work ethic, strategic mind, and positive spirit make her not only deserving of this recognition, but truly indispensable to her team. We are proud of our county office staff and are pleased to recognize Amanda Lee for her outstanding

008work. Congratulations to Amanda for being named employee of the month for September 2025. Would you like to say a few words? >> Good evening, board president Torres, members of the board, and Superintendent Nancy McGee. Thank you for this opportunity and for making this a great place to work. Yeah. I think that was our best celebration yet. That was so much fun. Okay, back to order of business. Uh, item 4 A is the introduction of Angened Estonia, coordinator for inclusive education, educational services division. >> Thank you. Um, good evening board president Hugo Torres, members of the board, Deputy Superintendent Chavez, and Superintendent U McGee. My name is Anginette Deso Estonina. I would like to first begin by expressing my deep joy and gratitude to be a part of this organization which so clearly is committed to

009excellence and equity for every student, every educator in every school. On Monday, August 11th of this year, I had the honor of joining the curriculum and instruction services team as an inclusive education coordinator. In this role, I have the opportunity to support the advancement of universal design for learning and multi-tered systems of support, both critical frameworks and mindsets, belief systems to promote access, equity, and support for the diverse learning styles, strengths, and needs of our students. From day one, I felt a strong sense of belonging. The warm welcome, collaborative spirit, and genuine support I received from the curriculum and instruction team and across the county office has been deeply affirming. Every person I've encountered have been so gracious and kind and fully engaged in our shared mission. And this speaks volumes of the culture and

010values of the Sonteo County Office of Education. While today marks day 17 for me, I know that there this is where this is right here is where I belong. Um, and it is a place where I will continue with my life's work and commitment to advancing access, equity, and inclusion for every child, every educator, every school. We are situated to serve, especially those who have been historically and persistently otherred, marginalized, and underserved. I am of Philippine descent, first generation college graduate, and the proud daughter of my two late um parents who were very hardworking immigrants, Art Team Zerugosa Duo and Elma Larico Duo. I bring them into this room. My mother Elma did not speak a word of English when she arrived in the early 60s. She left her family, her home. Why? To seek

011a better life. This is what every immigrant family seeks when they come to the United States. I was born in the Bay Area on the unseated territory of the Muakma and Ramatouch Aloney peoples known as San Francisco. I am one of six siblings, a wife, a mother of three, a lifelong educator committed to constantly reflecting, evolving and changing my own thinking and practice to be of service and be a responsive equity centered leader. I bring deep commitment and the Bayanihan spirit. Bayanihan means a collective spirit and unity. That's what I bring. I bring my heart and my whole self into this work. I have been in this work for over 35 years and um through a wide range of roles I assumed in public education as a para educator, elementary teacher, instructional coach, director, principal,

012multilingual learner leader across restoont foster city school district including the role of director for the California reading and literature project. My why is deeply personal. It is rooted in my own lived experiences as a woman of color, a daughter of immigrants, a student, a mother, and in the stories of the students, families, and educators I have had the honor to serve, especially my own children. My advocacy is fueled by a persistent question. Why, after decades of reform, do we see the same opportunity gaps? Why? For the same groups of students and more importantly, what are we going to do together? What will we do to transform the narrative of our students? What gives me hope is being here. I know I'm not in this work alone. I am honored and energized to be part of

013team Sato County Office of Ed, where I know we will continue to write a transformative narrative grounded in equity, justice, and belonging for every child, every educator. we serve. Thank you so much for this incredible opportunity and welcoming me into this inspiring community. Thank you. Item 4B is the introduction of Ron uh Campa uh coordinator college career and community partnerships educational services division. Good evening, board president Torres, members of the board, and superintendent McGee, and Deputy Superintendent Chavez. I'm honored to join you tonight as the new coordinator of college, career, and community partnerships focusing on community schools. For 25 years, I've dedicated my career to supporting underserved students and the educators who serve them. I began as a social studies teacher at Aragon High School. Later served as dean of students at Cappuccino High School

014and then as principal of Halfam Bay High School where I first met Superintendent McGee and then at Peninsula High School as principal where I redesigned the continuation school model and increased community college attendance by 38%. I recently earned my doctorate in educational leadership and organizations from the University of San Francisco, focusing on empowering Latinx continuation high school students through YAR research. As principal, I led initiatives in social and emotional learning, academic intervention and mental health supports, grant management and community partnerships, attendance and restorative practices that improve credits earned and graduation rates. I live in Burlington with my wife who's here tonight, Alicia, and our son Christopher, 15, a sophomore at Crystal Springs Upland School, who couldn't be here because he's doing homework. At Santo County Office Education, I support districts in developing community schools, and

015address the whole child, integrating academics, health, and family engagement through strong community partnerships. In my short time here, I've experienced a collaborative, equity focused community, and I look forward to working for Marcela Miranda and being part of her incredible team, which made it harder tonight because one of them won employee of the month. I look forward to strengthening supports for students, families, and educators. And I feel like already, even though I've been deeply connected to Samato County of Education for years, that this is part of a bigger family. And we do such important work to support our students and families. Thank you for this opportunity to speak tonight and I'm deeply honored to be part of this community. Item 4 C is the introduction of Anita Tong, uh, principal Anne Campbell, Child Development Center, Educational

016Services Division. Good evening, board president Torres, members of the board, Deputy Superintendent Chavez, and Superintendent McGee. My name is Anita Tong, and I am honored to introduce myself this evening as the new principal of the Anne Campbell Center. I bring over 30 years of experience in public education, beginning my career teaching preschool, deaf and heart, and hearing students, and later serving as a TK through fifth grade teacher. I've been in school leadership roles as site instructional coordinator, assistant principal, and principal. Most recently, I served as principal at Samiguel Early Education School in San Francisco, where I oversaw both preschool and out of school time um programs for TK through fifth grade. My work has been guided by a deep passion for early childhood education and inclusive practices that ensure every child, including those with disabilities,

017has the opportunity to thrive. My husband and I live on Acreage in Plasterville where we enjoy the country life on weekends and during the week I stay close by here in Sonteo. Um, family, community, and relationships have always grounded me personally and professionally. I was drawn to SMCEE because of its one SMCEE vision and strong commitment to equity, inclusion, and innovation. At the Anne Campbell Center, I look forward to partnering with staff and families to ensure our students receive the individualized support that they need while also while also creating a warm engaging learning environment where they can thrive. I want to express my gratitude to the director of school programs, Dr. Dr. Jesus Himenez, Executive Director Sarah Notch, Associate Superintendent Chris Shouse, and Superintendent McGee for the opportunity to serve our students, families, and staff.

018It is truly a privilege to join SMCE, and I am excited for the work ahead. Thank you. >> Thank you. For item 5A, is there a motion to approve the the minutes of the August 20th, 2025th uh regular board meeting as presented? >> So moved. >> Is there a second? >> Second. >> Thank you. There's a motion to approve the minutes of the August 20th, 2025th regular board meeting made by Trustee O'Neal and a second by Trustee Leb. Is there any further discussion? All those in favor say I. >> I. All those opposed say no. Uh the motion passes with a vote of se 70 and the minutes of the August 20th 2025th regular board meeting have been approved. Item six is the consent agenda. The consent agenda is not debatable and requires a unanimous

019vote for passage. An item may be removed from the consent agenda and placed on the regular order of business for separate discussion and action if any member of the board, the superintendent or the public so requests. Is there a motion to approve the consent agenda? So move. >> Is there a second? >> Second. >> Thank you. There's a motion to approve the consent agenda made by Trustee Gerard and a second by Trustee Alvaro. Is there any further discussion? All those in favor say I. >> I. >> All those opposed say no. The motion passes with a vote of 70 and the consent agenda has been approved. For item 7A, Sarah Nach, executive director, school programs, Dr. Dr. Jesus Himei Mennez, director of school programs and Freedom Siam, principal court and community schools will provide a

020report on the opening of the Sanonteo County Office of Education student programs. Floor is all yours. >> Good evening, Board President Torres, members of the board, Deputy Superintendent Chavez, and Superintendent McGee. We are very excited to be here with you tonight to um share the opening of our student programs and we're um very happy that principal Tong was able to be introduced tonight because she's been an integral part of that and I also see that assistant principal Jason Arinas is online. So wanted to um let you know that in one part or another the whole team is here um excited to share our progress with you. We wanted to start with some programs by the numbers information. Um it's relatively similar to what we started with last year. One uh or two things to note

021in particular um one is that for early start um that serves our birth to three infants and toddlers with low incidence disabilities blind visually impaired, deaf and heart of hearing and babies are born all throughout the year. So, our numbers um tend to fluctuate um both with students or young learners being referred to us as well as aging out of the program and into preschool programs. And then on the other side of that, our SDC preschool serves students who are turning three. And so, just like all the babies being born, there's kids turning three all the time. And so, we do anticipate that our numbers will grow um throughout the year. I wanted to ground us in our journey that some of you may remember from our strategic planning process that we were really looking

022at a three-year implementation roadmap to um to be able to meet all of the goals and actions that we developed in partnership with our school staff and families and community members input. So, we are solidly on that bottom right um I guess pit stop. I'm not sure. It's it doesn't feel like a stop. um way way marker way point I'm not really sure but you see what I'm saying it's uh we are making progress along the road and we are at implementation of practices and so this year is really focusing on um consistent implementation with fidelity and having little successes that we scale up and replicate um in larger and larger forms across our school. And also as a reminder, all of our goals and actions in our strategic plan um are grounded in a

023whole child approach where we look at not just the academic needs of our students, but also the social, emotional, and behavioral needs. And I always like to remind everyone in these presence or presentations that when we say behavioral, we're not talking about maladaptive behaviors. We're talking about the ways that our students show up and making sure that their needs are met um in in all of the ways that that presents. And the last grounding piece is that we're also utilizing the California MTSS framework. And so you'll see the whole child domain represented on top in those orange boxes. And then you'll also see the essential domains and features to support the whole child. And those blue boxes will show up in um subsequent slides. So you can see kind of the areas that are addressed

024by the work that we've been doing. I had the privilege of um preparing and launching the Anne Campbell Center while we very excitedly awaited the arrival of Principal Tong and um we spent three days together doing a lot of really deep and wonderful work. The interesting thing about the An Campbell Center is the programs are so varied. And so there was a need to do group work together as a community which we did around um the National Center on Inclusion toward Rightful Presence which is really um fantastic work that's being done by the Swift Educational Center around um breaking down the the guest host power dynamic in approaches to inclusion and making sure that every student um is given the um the ability to have rightful presence in whatever ever space is the best for

025them. Um, so we did uh about a half a day around that and really looking at how all of our providers in the work that they do, whether it's our orientation and mobility specialists, our preschool teachers, um any number of of um provider types are really thinking about how they can contribute to that work in their roles. We also did um my favorite's always the IEP development refresher and looking at the educational benefit chain. So, we know that as we're looking at those whole child domains and we're tracing all of the um information that we're getting in our assessments through the present levels, the goals, the supports and services for students. So, that was um fun for me at least, but I think very um appreciated for our uh providers because most of them are

026working in districts um and there's a lot of different practices across districts. So, it was an opportunity to ground and align our work. And then um knowing that Principal Tong was coming in and that there are so many um nooks and crannies and facets to the work that's being done in the Anne Campbell Center, we held empathy interviews, inquiry sessions, um and uh and listening sessions as well to um get an idea from the providers themselves what's going well. What did you like that that you thought was really great that you don't want to change? What were some things that were bumpy or that were unexplored? an untapped potential um so that as principal Tong is building her structure for the year from support to meetings to um organization of departments uh she would have

027that kind of base understanding coming in so a lot of reading material for her upon her arrival and another fabulous thing about our anell center is that our uh California state preschool is a year-round program so we didn't have to wait until mid August to see those lovely smiles. We had energy and joy and excitement and learning and laughter in our buildings um all throughout the summer. So, highlighting a couple of pictures and um one thing in particular on the bottom in the middle um we have been asked how do you approach social emotional learning with the youngest learners? And um I was really happy touring classrooms to see that was an activity about feelings and representing and recognizing um visual facial cues for feelings. Um and then they did some work with students about

028how they feel in in different situations. So it's starting from itty bitties all the way up to um our oldest learners. And I will turn it over now to principal freedom to talk about court and community. Good evening board. Thank you for the opportunity to speak uh before you again um as I was here just two weeks ago. Um super excited to be here. I don't think I got to share um part of my experience and excitement coming to the court and community uh program uh is that I once was adjudicated youth and and coming back and I also taught in community schools as well and so to be part of this is is uh is very personal. Um our first week with teachers uh the week of August 13th we wanted to focus on

029community and connection. uh with two new administrators, we wanted to develop the trust and the rapport uh and the relationships. Um that is a cornerstone of my pedagogical philosophy is that uh relationships are the conduit to content. If you don't have the relationships, you can't deliver the content and try to model that with our staff and building those relationships and and the trust as well. uh we carefully crafted uh PD and thoughtfully uh to build muscle around uh our LCAP goals and namely uh ensuring that we ingrain PBIS into the cultural fabric of of court and school communities or court and community schools, excuse me. and uh as well as uh paying attention to onboarding staff to the newly adopted curriculum that you all facilitated uh last spring. Uh with our students coming, we also

030wanted to focus on developing the relationships uh establishing the new relationships and uh also extending the the previous relationships as well. Um and so we focus uh on building that community but also collaboratively establishing expectations and behavioral expectations uh in each of our three spaces uh to ensure that the students were um part of constructing or crafting those expectations so that they could also be part of holding each other uh and and the learning community as a whole accountable to those expectations. Um we had a culminating activity uh a barbecue at the gateway um program uh on the Friday after the first week uh which the students really enjoyed and I think it really set a precedent and tone for what we have been experiencing the last week uh which is uh seems to be

031very positive. Um we're super excited. Hey, I want to shout out uh uh Assistant Principal Arenas who's in uh online um but he's been straddling his administrative duties but also filling in um a gap uh as as we we had a late uh uh retirement uh the day before uh school started. Uh and uh so he's been also teaching math and science. Uh we also have uh another certificated teacher on leave. These are some of the um staffing uh nuances that we've been navigating, but I think we've been navigating well uh all things considered. Uh in addition to navigating those staffing uh nuances, just want to celebrate uh Mr. Arenes for his 100% attempt at reaching all parents of the Hillrest uh program. uh and between Adrenas and myself uh we we've reached 40% of

032our parents uh and just had a touch point just to establish uh communication lines and uh and just uh let parents know that that we're here and uh and welcome to uh uh for any inquiries or questions or critiques, feedback uh and also has been an opportunity for me to staff uh my schools site council. uh which I'm excited about. I'm super pumped uh to be in firm partnership with uh probation uh this year I think with superintendent's leadership uh has opened the line for a collaboration uh that I think is unprecedented definitely uh the foundation set by those before me u uh and I I think I just came in at the right time to maximize this opportunity. also excited about our partnership with uh uh effective school solutions and their continued support of

033our students um in our program uh and the dynamic services and comprehensive services that they provide. Uh and then also especially excited about continuing the work that was established before but also expanding it uh with uh project change in the college of San Francisco. Um it's actually uh it's something that really excites us and and keeps us coming back. So in summation, super uh confident about our first couple of weeks um in the 2526 school year. Definitely there were some points, some pressure points, some pain points um that I think we navigated u the best as as best as we could. And I'll turn it over to Dr. Jimenez. Thank you, Principal Sam. Good evening to everyone in attendance tonight. It is truly an honor to be here with my esteemed colleagues sharing this presentation

034with you. Um I have the honor to present to you the starting of the school year for special services. Uh as you have been informed, uh principal Pavino is on leave at the moment. So, our entire team in school programs has come together to support that transition piece. I am extremely thankful for former principal uh Tammy Ziggler, which many of you may know, who accepted the call to help us. So, she's actually there three days out of the week. On a personal note, are the same three days that I am there too as well. So, I'm learning a lot from her. So, I really appreciate that opportunity and just want to say thank you to her. As you can see from the information, um our staff uh really worked and came together during those three

035days of preparation, especially around safety care. Um I am personally going to be trained next week for safety care and I'll be a trainer of trainers as well. So I'm looking forward to that opportunity and contributing to the team as well. So our returning staff was able to reertify and obviously our new staff have their initial certification. Also, our school nurses went through the annual medical procedures trainings. As you know, many of our students have very specific individual needs in our special services center. So, that care for them is individualized. So, coming back from the summer break, it's really important for our staff to go through those reminders and that training to make sure that we're all on the same page, speaking the same language. On Friday of that week, we also had Teachtown come

036and work with our staff. We have two brand new teachers to our program and they were able to provide individualized training to them and also some refresher trainings for our returning staff. So it was a good balance of the new and the ones returning as well. And all of our PAR educators also participated in data behavior refreshers which is really great opportunity for them too. In regards to welcoming our students, as you can see from day one, our students were super excited. Our staff were just thrilled to have them all back in their classrooms. It is absolutely amazing to be there in the morning when the buses arrive and you can see their smiles and you see their eagerness to be there and participate and have just an extremely wonderful day. So I do want

037to extend my you know gratitude to our entire team at not only special services but our entire school programs really because you know it's really a team effort and all coming together and really waiting you know for principal to return so we can then obviously continue with the growth and of the program as we know it. So very excited really start really wonderful so far and also as you can see from the last slide we have some activities planned already for the beginning of the school year uh and Campbell Center October 30th right before Halloween. We're going to make sure that we have a theme activity for our families to be there on that day. We also have a back to school barbecue on September 25th for special services. We're combining back to school and

038a barbecue and I will personally be grilling hamburgers and hot dogs that evening. So definitely really look forward to that and also for cord and community uh coffee with the principal that is going to be ongoing throughout the year and then also our first back to school at on September 11. So again super excited really very happy for principal Tong to be joining our team now as well. So really just adding all the multiple pieces to continue to grow and develop all of our programs and services for our students, our families and our staff. So, we want to say thank you and turn it over to you in case you have any questions. >> Thank you so much. Are there any comments or questions from the board? >> Trusty Alvara, >> thank you. Thank you

039all of you for not just the presentation, but for kicking this all off and filling in the gaps and doing what you do so wonderfully. I did have just a quick question on your last slide, Dr. Himemenus. Um, back to school night. You put virtual >> and that is going to be for court and community. That is correct. We're inviting uh parents to join virtually. >> Are you inviting board members virtually? >> I'm sure we can make that happen. >> But I'd love to be able to participate in that if that's possible. >> Let me make a note of that and we'll communicate with the superintendent's office. >> Thank you. >> Yes. >> Other comments or questions from the board? >> Are there any from the public? None from the public. >> Thank you. There

040is no action to take on this item. Thank you so much. For item 7B, Marco Chavez, Deputy Superintendent, Educational Services Division, will provide a report on Proposition 28, Arts and Music and Schools Funding Annual Report. Deputy Superintendent Chavez. >> Yes. Good evening, Board President Torres, members of the board, and members of the public. Um yes, I'm bringing um as is now becoming tradition this yearly report. Um November of uh 8th of 2022, the voters in California voted on uh to approve Proposition 28, the Arts and Music in schools or AMS uh funding that's guaranteed an accountability act. Um and so uh we're required to report to you uh every year. Um and this year um and the report doesn't really include um allocations per program. It just requires us to report the it as seen

041in the attachment the number of students served and the number of uh sites. Um and the first year that the funding, this is the third year of funding. The first year that that uh schools received allocation, it came in pretty late in the year. The second year we were still using block grants um for some of our arts program and um in this year um our California state preschool program um was actually uh implemented programming uh using these funds. And so the numbers that you see about the 8 u 29 students that were served, those are uh California State preschool students in the 23 classrooms. Um it's been a great experience for the little ones, uh being able to have programming. Um so the uh our um California State preschool uh program lead here, Cheryl

042Chan, um has been uh collaborating with our preschool programs and they've contracted um and are providing music for minors and in harmony music. It's a program um and they're very um the the teachers and the students are enjoying the program. Um just a little bit just so you have an idea of the uh allocations to to date that that um programs are able to to uh access and will access this year for the California State Preschool program. Um they have an allocation of $275,68. It's a big program. We do serve a lot of students there. For our special services programs, uh it's $20, uh356. Um there's less students, less classrooms. And then for court and community uh programs is a total allocation of $14,257. Again, um our uh program leads are working with different uh

043providers to be able to offer um uh arts programs to our students. Uh, with that I'll entertain any questions you may have. >> Thank you. Are there any comments or questions from the board? Are there any from the public? Um, is there a motion to approve the Proposition 28 Arts and Music and Schools funding annual report? Is there a second? >> Second. >> Thank you. There is a motion to approve the proposition 28 arts and music in schools funding annual report made by trustee love and a second by trustee Gerard. Is there any further discussion? All those in favor say I. >> I. >> All those opposed say no. Uh the motion passes with a vote of 70 and the proposition 28 arts and music and schools funding annual report has been approved. for item

0447 C. The public hearing concerning sufficiency of textbooks and/or instructional materials is now open. Um would anyone like to speak on this issue? Okay. Uh the hearing is now closed and there is no action to take on this item. Um, for item 7D, Sarah Notch, executive director, school programs will provide an update on resolution number 25-57 of textbooks and/or instructional materials. Executive Director Notch. >> Good evening again, Board President Torres, members of the board, and Deputy Superintendent Chavez. Um, annually it is required for the governing board to hold a public hearing, as you just did in the previous um, item to make a determination by resolution whether or not each pupil has sufficient access to textbooks and instructional materials. I'm here tonight to um, certify to you that the requirements have been met for textbooks

045and instructional materials at our special education site and our court and community schools. So, I'm bringing a recommendation for you to um adopt resolution 2557, which will certify that we have met the annual requirement for textbook sufficiency. >> Are there any comments or questions from the board? Are there any from the public? >> No. None from the public. >> Thank you. Is there a motion to approve resolution number 25-57? >> So, move. >> Is there a second? >> Second. >> Thank you. There is a motion to approve resolution number 25-57 made by Trusty Gerard and a second by Trusty Bonini. Is there any further discussion? All those in favor say I. >> I. All those opposed say no. Uh the motion passes with a vote of 70 and the resolution number 25-57 has been approved.

046For item 8A Oh, thank you. For item 88, um, Deputy County Attorney Lisa Cho will report on the response to the 2025 grand jury report, who you're going to call is career uh, technical education preparing high school students to fill the skilled trade gap. >> Good evening, President Torres, members of the board, and Deputy Superintendent Chavez. I wanted to um discuss with you a grand jury report that was issued at the close of the 2425 school year. I believe this is the second or third uh career technical education focused grand jury report that we've had in the past several years. Um this report focuses on and and you have a copy of in your packet what vocational training in our high schools looked like back in the 1980s and then over time how that has

047changed and then today as career technical education exists. are we adequately preparing our high schoolers to be able to enter into the skilled trades immediately upon graduation from high school? Um, and so this report was really looking at some of the issues I think and barriers to students being able to immediately enter the workforce. Uh the primary one being that because we have u fairly strict school district and state requirements for high school graduation and because you know our educational system as it exists today really focuses a lot on preparing uh students for entry into college. Um really a a student's course load in their freshman and sophomore year doesn't have a lot of space to take on a vocational type of course which would be maybe an elective um because you have so many

048other required courses that you need to take in those couple of um those those first couple of years. And so really students are not able to enter into um a a pathway for a career technical education pathway until they hit usually junior or senior year. Um, we have a number of different types of CTE pathways available at our school districts. The report notes that not every single school district offers every single pathway. So, there is some inequity in that. Um, but that if you were to complete an entire pathway, that is a three course progression and for most students graduating out of our high schools today, they just don't have the space in their schedules to do that. Um there is also some mention about um whether or not the career pathways that are being

049offered to students in high school uh are matching student interest. So sometimes students will go and enter the first level of a CTE pathway and then they aren't that interested in it. They may switch and go into something else or maybe they've met their graduation requirements and choose not to pursue any further pathways. So, you know, and they also talk about the difficulty in being able to hire um personnel who are skilled in the trades to be able to teach at this level and whether or not our school budgets are impacted such that we can't hire more folks that that can come in and provide hands-on training and then potentially apprenticeship opportunities out in the community. Um, one of the interesting things that I found with this report that it doesn't really talk a whole

050lot about the option of going to a community college to pursue uh skilled trades after high school and it's really focusing on whether or not high school students um after 12th grade are graduating with the types of skills and potentially even certifications to be able to immediately enter the workforce. So, you know, some kind of interesting reflections, I guess, on the way that our school district is operating um today as opposed to 30, 40 years ago. Um we're I think in a different time and then acknowledging that yes, I think our school districts and our state really does focus a lot on how do we get our kids up and ready to get into a four-year college program. Um there is discussion uh in this report also that there is such a focus now in

051our current educational systems on math proficiency that this can create a barrier. So even if students were interested in doing a three course progression in a vocational trade, maybe they haven't met the math requirements in order to graduate and so they're focusing on getting that done um in order to finish high school. So, in any event, this was a report that was jointly issued to um all of the high school and unified school districts in our county as well as to the county office of education. Um it requires a response back on specific items as to the school districts versus the COE. So, you'll see that there's a draft response that's um scheduled to go back to Judge AUB um who is overseeing the grand jury with this SNCOE's response. And the specific responses that

052they wanted from us was number one is the COE I'll just read this to you by March 31st 2026 SMCE should analyze districts master schedules for CTE pathway completer outcomes and recommended potential improvements. Um and I think perhaps in reading this report there is um there was perhaps a fundamental misunderstanding of what the SMCE's role is over school districts. We do not have the ability to direct a school district as far as what course offerings they should have. But in any event, the response here is um this is a practice as far as there being a community of practice with school district CTE coordinators to discuss course offerings. And so there is some guidance that is provided by COE already, but we do not have that oversight authority that the grand jury seems to have

053assumed that we have. So that's kind of how that response is drafted. Um and then the second uh recommendation to the COE is that by October 31st, 2025, which is uh just next month, that the COE should be sharing new legislation that impacts CTE programs with our business partners. And this is something that's already being done. Um there is uh I think routinely published updates on legislation that affects CTE. So as far as those two those two responses go, um you know, I I don't have any concerns around how we are responding to this report. wanted to present that to the board um for just your review and just u we're going to be sending that back. I believe it's September 8th is our deadline to respond to the grand jury. >> Thank you. Are

054there any comments or questions from the board? Trusty O'Neal. >> Um yeah, I was actually interested in this because I'm on the CTE advisory and I know I have mentioned to the superintendent. I've gone to about I think about three or four of those meetings and I've talked to other members you know that aren't affiliated with the county office of ed and I was on this before I was on the board and I asked them does anybody know what we're doing here and there was a lot of businessmen there and employers that actually said I don't know what I'm doing I don't know why we're here and I really do think that this does hit it on on the head and I think is there any thought to trying to look at the adult education

055program the one that's the adult school consortium trying to see this some stop gap that they can maybe pick up for you know because I know they handle the the kids that don't graduate from high school and they need to get a GED is there any thought of trying to work with the adult school program to maybe fix some of the shortcomings. Um, and I don't >> Yeah, I actually don't have >> You're a lawyer, so I don't know if you can answer the question. So, it's almost rhetorical. You know what I mean? So, I don't really expect you to know the answer. And then, um, I also wanted to call attention to the fact that, as we know, Patricia, um, Love and Hugo and I are on the task force for school funding. And

056I'd like to call attention to page five where a lot of the CTE funding requires matching funds. in that school district specifically mentioned with those with few business lower property tax revenues and those with populations of low income such as Cabrillo um and stuff and particularly in rural and coastal areas do not have the matching funds to adequately get the other funding that's the CTE program from the state in my opinion. So, I wanted to call that out to the board that that's something that I think we should probably include in our task force report that I have to admit we wasn't aware of it till we got this packet. >> So, I wanted to respond I think to both points. Um I I don't know about the adult school, but um as far as

057our CTE coordinators working with the community college districts to uh provide dual enrollment opportunities in CTE vocational programs, that is um something that's in existence and underway. Um, and then as far as providing more support to our outlying school districts on the coast that maybe don't have the resources to be able to provide that type of programming, um, I know that the CC CTE or sorry, the COE has been working on a pilot program in order to provide those types of apprenticeship and, you know, out in the community real work experiences for students. And so, you know, I've been actually working with our um COE team on how do we set that up in those outlier districts that are kind of struggling to provide those um opportunities. I will be frank with the board that

058a lot of the concerns that we have over sending students out into the workplace like that if we were going to work with community partners is uh liability risk and insurance coverage just to make sure that our students are safe in the workplaces that they are sent out to. So, a lot of conversations around that. Um, and then what what are the types of partnerships that we want to engage in so that students can go out there and get real world experience? Um, preferably as a junior or senior, but you know, they're out there. Yeah, >> I do know the labor unions. I remember when I was on the Pacifica school board, they actually wanted to come out to the middle school where the kids were starting to learn algebra and and teach the kids

059how to build an eight-sided building because plumbers, electricians, and carpenters all use algebra. But the but the you know, and I kept asking the superintendent, why can't we do this? Why can't we do this? Because there was no charge. And you know, sixth, seventh, and eighth graders, they're bored in algebra. I mean, when am I ever going to use this in my life? This isn't going to put food on my table, you know, but there was always tied up with the other requirements for graduation and the program, the mandatory testing, etc. that they had to take in the schools, you know, and then um and I'm especially concerned here about the La Honda Pescadero. And I mean granted with 20 kids it is real hard to have any sort of robust program um for all

060of them. I mean and this is a school that until recently they had bottled water because they couldn't drink the water out of the aquifer you know. So I mean this is a really challenged schools and I think in the wealthiest zip code and area code in the county that the county board of ed should be able to step in and help at least provide buses or something. that they can go to the Cabrillo school district and have a robust program because these kids are only in sixth, seventh, and eighth grade once, >> right? >> Hopefully, you know, but sixth, seventh, and eighth grade once. And to leave them by the side of the road, I just don't I think is unconscionable for this for in this county. And I think that's the Leah Pescadero's

061um there was was you know yeah there hasn't been a lot of community interest so far but we are going to launch inquiries this year and start looking into setting up a CTE program of our own which is super encouraging and I'd love to see more opportunities be given to students in our in our smaller districts that need that support. >> Okay. So I'm off my soap box now. >> Trusty Alvareo. >> Thank you. Thank you for for providing that. I have a question which you might know the answer to because of your your day job. Is there any serving on the grand jury jury is a huge responsibility? It's a gigantic task. I get it. Is there any sort of onboarding for a new grand jury? The reason I ask specifically, and you know

062because you're smiling already, is that pretty much every year we get a recommendation from the grand jury that we go out and tell those school districts what to do. And we go out and we fix what's going on in this school district and we go out and we fix what's going on with that. And the answer has to always be, "Yeah, but we're not allowed to do that." That's they're legal thing. So, is there any sort of onboarding for grand jury members? They just say, "Yep, you're in. Let's go." Um if if I may, um I believe the grand jury um as I kicking off their school year, they do invite the county office to provide an overview of our function. Um and this year um executive uh director um uh Ian Bane um joined

063me and we provided that and we were made we made sure that we uh provided that information. The the responsibility of the county office of education and our relationship with school districts. So we were invited to do that. Um it was one hour was not enough as you can imagine the uh to share all of our responsibilities and our connections. Um, but we were invited and it's my understanding that we are invited every year. >> Oh, that's good to hear. And I mean I just it's almost like we should have t-shirts printed out for you that say no, we can't do that >> because it's it's every year. >> Thank you. >> Kind of a reset, right, with every new grand jury. Yeah. >> But yeah, I think it was great that um that we

064had that opportunity to go and share what is the role of the COE, what are the programs that are offered here, what are the sports, and then what do we not do as well. Um hopefully that'll set the tone for whatever inquiries they want to get into this year. >> Are there Yes. Go ahead. >> No. Other comments or questions? Are there any from the public? >> No. >> Thank you. There is no action to take on this item. Um for item 8b, we have superintendent's comments. Uh Deputy Superintendent Travis, do you have any comments to share? Just very quickly um again welcoming the new staff that was introduced this evening. Great team. Uh some of them hit the ground running their first week that they join providing and offering uh professional development to our

065schools and districts. Um so very excited to to have them on board. Also um thank you and congratulations to kicking off uh the new school year with our uh um our team that was here presenting this uh this evening. our student programs. Um and then finally, um birthday wishes. Um special happy birthday to uh board member O'Neal who's celebrating or celebrate is going to celebrate his birthday on September 7th and uh board member Albero on September 14th. Compl. >> Thank you. Um for item 9A, Lisa Cho, deputy county attorney, will provide a report on the countywide charter petition uh procedures and standards for the Sono County Board of Education. Floor is yours. >> All right. Um I want to actually apologize to this board and to members of our public about how dry these slides

066are. I there's no way to jazz this up. I'm sorry. So, we're going to go through it sort of slowly and carefully. I did um provide a more detailed guidance that's in your board packet around the countywide charter petition procedure when we get an application brought to the county board. This is different than um the situation where a charter petition is presented to a school district is denied and then comes to the board for appeal. This is when the charter petition is actually presented directly to the county board. So, let's get through um into this and then happy to take questions kind of as we're moving along if they pop up because these slides are very very dense. So, again, apologies. Okay. So, an intro. Uh, California law empowers three public governing boards to approve

067our charter schools. Typically, they come through our local district school boards. Sometimes they come to our county board of education and then rarely they go to the state board of education. Um, when we get direct petitions to the county board, it happens in two circumstances. One is where a petitioner wants to establish a charter school that is meant to serve students that are traditionally served by the county office of education. The second situation is one where the petition wants to establish a charter program that will serve as a countywide charter school to provide instructional services that are not generally provided by the COE. They would be provided by our school districts, but we're talking about multi-school district locations for such a school. When we get a countywide charter school petition, it's basically a detailed proposal.

068uh we'd like to establish a new school that's going to run in a particular way and then when when a petition gets approved, it becomes the charter for that school. So that is an agreement between our county board and that charter school that the school may proceed to operate in compliance with the program that's described in that petition. There is very little um additional requirements to be imposed by the county board. So as a result, we have pretty high standards as far as what needs to be included in that petition. It has to come generally written in the form of a proposed charter for the school and it needs to be endorsed by uh the petition signatories. So what are we looking at as far as the number of signatures? We have our ed code

069section 47605.6 is the section that directly references countywide charter school petitions. We need to have um the charter advocates gather the signatures of either 50% of teachers who are meaningfully interested in teaching at the school should it be approved or 50% of the parents of students who are meaningfully intending to enroll their their children into the school in the first year of operation. In addition, if the countywide charter school is proposing to locate itself in multiple school districts, they need to give at least 30 days notice to each of the school districts where the charter school petitioner proposes to operate a facility. An existing public school may not be converted into a charter school under this process. So, when we get a charter petition like this, um, we actually have a checklist that's available on

070the county office of education's website. But our education code, um, sets forth 16 elements that need to be included in such a petition. Um, and it has to address every single element, effectively describing how the school proposes to conduct its business in each relevant area. The county board's determination is going to be whether or not the petition proposes a methodology to operate that school that is consistent with sound educational practices. So when a petitioner doesn't adequately describe all of these elements, then that's petitionally um potentially subjecting that petition to denial by the county board. The first element is that the educational program of the charter school um has to identify whom the charter school is attempting to educate. And then the legislature put in into the ed code um what does it mean to be

071an educated person in the 21st century? How does learning best occur? Uh the petition also needs to describe specific annual actions to achieve the goals of its educational program. They need to describe um what sorts of measurable student outcomes they're expecting. um the method by which student progress in meeting those uh outcomes is to be measured. And here's where we get into all the letters. So D is the location of each charter school facility that they're proposing to operate. The charter school's governance including the process to be followed by the school to ensure that parents and guardians are involved. Qualifications to be met by individuals who are to be employed by the charter school. and then procedures for ensuring the health and safety of students and staff including um doing criminal record checks of any

072staff members and then having in place a school safety plan to be reviewed and updated annually. How are we going to um achieve a balance of racial and ethnic students, special education students, and English learner students? And how do we ensure that the population of the charter school is going to reflect the general population residing in our county? And then the manner in which annual independent financial audits will be conducted and how audit exceptions and deficiencies shall be resolved. So, as you can see already, this is pretty significant as far as the number of elements. So, we'll keep going. Um the petition also needs to require um procedures by which students may be suspended, expelled or otherwise involuntarily removed. Um for a charter school to suspend or expel a student, the question then becomes where

073does that student go? Do they get referred back to the school district of residence? Do they go to some other alternative program? So there needs to be an explanation and a you know rationale for how they're going to do that. And when we talk about compliance with federal and state constitutional procedural and substantive due process requirements, we are talking specifically for students who are have IEPs in place because there are um you know pretty significant rights that they have as far as removal from a school. So they need to explain that process. Uh provisions for employee coverage under the state teachers retirement system PERS or federal social security. Uh they need to explain the procedures to be followed by the charter school and the county board if there's any disputes um over provisions of the

074charter, their admission policies and procedures, public school attendance alternatives for students residing within the county who choose not to go to that charter school. And then this is an interesting one like if we have employees of the county office of education who wish to leave employment here and go work for the charter school, what are their rights in that regard? Do they have seniority? Do they have bumping etc? And then if they were to leave the charter school and then return back to the COE, then what are those rights? So the charter school needs to explain the process that they propose for that. Um and then you know if if the charter school eventually closes, then what are the procedures for making sure that they wind down their business adequately and don't leave any um

075sort of items hanging. So they need to set that forth in the petition. In addition, uh when we have a countywide charter school petition, they have to provide information to our county board regarding the proposed operation and potential effects, including uh facilities to be used, including where the school intends to locate. So, if that's going to be within the boundaries of any of our school districts, is there going to be a request to use facilities? And then what sorts of services do they need to negotiate with that school district? The manner in which administrative services of the charter school are to be provided. If the charter school were to get into any legal troubles, um if there is any civil liability effect on the county office of education or the county board even as the

076chartering authority, financial statements that includes the proposed first year operational budget including their startup costs and cash flow and financial projections for the first three years of operation. And then if the charter school is to be operated um by or as a nonprofit, the names and re relevant qualifications of all persons who are going to be nominated to serve on that governing board. Any questions yet? Are we asleep? It's it's dry. I'm sorry. Okay. When we get a countywide charter school petition, there is a pretty strict timeline as far as what we need to do in response. So, um, our ED code section says that the county board needs to hold a public hearing for a proposed countywide charter petition within 60 days of receiving that completed petition. What is receipt? That is when the

077completed pet petition is submitted to the county office of education. Um, and then after 90 days of receipt of that petition, the board needs to come to a determination of whether or not to approve or deny the charter. This um 90-day timeline can be extended an additional 30 days if the county board and the proposed petitioner agrees. Yes, trustee. >> So, does that mean we would have a public hearing and then the vote is not taken at that meeting? >> That's correct. >> So, was that like a closed session? >> No, that's an open session public hearing. >> Right. But then the voting for the board to decide yes or no is that in another open session or is it a closed session? How does that >> So the first So this really contemplates two

078public hearings that occur. The first one that occurs at 60 days. We actually have a deadline of 15 days prior to that um first hearing. The county office of education staff needs to present findings and recommend initial recommendations to the board for its consideration. Then we hold that first public hearing to in order to allow the petitioner to come and respond to those staff findings and recommendations and to rebut them if they would like to. So we give an equal amount of time to the petitioner at that first public hearing to present their petition and to respond to any inquiries or concerns that the board may have. Then we set the matter over again for another public hearing at the 90-day mark and if needed at the 120day mark if we need more time. Um

079and there can be some discussion between the county board and the petitioner uh around documents that need to be negotiated and entered into prior to any sort of approval. Um but that second public hearing is a public hearing and then you know there's some discussion around whether or not the county board wants to approve or deny whether or not there's an opportunity for a closed session discussion. I don't believe that that's the case, but I can come back to the board as far as whether or not that's allowable. But my understanding of closed session exceptions does not include the consideration of a charter petition. It needs to be an open discussion. >> Okay. >> So, it's a pretty it's a pretty um truncated timeline. Uh because I do want to note that the ED codes

080definition of 60 days, 90 days, 120 days is calendar days. We're not talking about school days, business days, and it includes periods of holidays. So really depending on when such a petition is received by the county board, it may impact um timelines for response, especially if it hits right around the holidays. So I just want to kind of put that on everyone's radar that that's the possibility. Um in the process of these public hearings, the county board can give specific direction to our county of office of education staff to investigate and report on any issues that require further analysis or research. So that's really where we returning for further conversation. Um and then again the county board holds a second public hearing before it actually takes a vote on whether to approve or deny. Um

081at that second hearing is where we get a formal staff report and then action is taken. Um I I think this there's quite a lot of back and forth and discussion that happens during that time. It's a pretty active uh time of responding to recommendations from staff and then you know further commentary. Um, so you know, that's just kind of the expected timeline for how these hearings are to be conducted. Any further questions around just sort of the process and the timing, >> the negotiations, is that the board to the charter school applicants or is it this county office of ed? Is it the superintendent? >> Yeah. So, >> deleg who who who's the negotiating team? So one of the um requirements when a charter petition is approved you know if if it is to

082be approved is that there is a negotiation of of a template. It has been um promulgated by the state board of education and it really sets forth the nitty-gritty of um items that maybe are not explained it in as explicit detail in the charter petition. Uh we have a template available on the SMCE website. I can link that and provide that to the county board if you'd like to take a look at that. It's again another fairly dense document about 30 pages and really talks about things like you know for example what are the liability issues as far as waiver of claims against the county board and the county office of education should there ever be a legal dispute uh involving the charter school and then how are you going to be reporting your financial

083um documents to the county office or to the county board. um any audit procedures um reporting to the county board on progress academic achievements of students. There's a whole host of requirements for the charter school to have to fulfill in order to maintain its obligations to the county board and accountability. So I can share that um again a very very thick and dense document but I think it places a fairly significant burden on the charter school to be constantly in communication with the county board as to how their operations are running. >> Yeah. >> Okay. Thank you. >> Trusty Gerard. >> Sure. >> I I had a uh just a clarification. Um so it is the petitioner's responsibility to provide a location for their school. >> They have to identify a location. Yes. >> Okay.

084And not the county board? >> No. >> Okay. Thank you. Um, so what do we look at as far as approving a countywide charter petition? Uh, ED code 47605.6B 6B says that a county board of education may grant. So I'm going to note that that is permissive, not mandatory, may grant a charter for the operation of a charter school under this part only if it is satisfied that granting the charter is consistent with sound educational practice and that this charter school has reasonable justification for why it could not be established by a petition to a school district instead pursuant to 47605. So on a countywide charter petition, the the proponents really have to be able to explain to this county board why are we doing this as a countywide and not just a school district

085charter school. It is sort of an unusual um you know proposal I think to have a countywide charter petition. So they have to bring that reasonable justification. I will note that this standard under 47605.6 six for the countywide charter schools is different than the appeal process for a charter petition that's been rejected by a school district and comes be in front of the county board. So there that statute 47605 says that the board shall grant a petition if it is satisfied that granting the charter is consistent with sound educational practices. So you'll see the slight change in wording on this one. It's may grant and only if it is satisfied. So I think including those words into this section establishes a higher standard than that um applied to school district charter petitions. >> For those

086of us new to the board, would it be a could we get some sort of just couple page timeline or history of how the Oxford Academy is chartered by the county versus a school district and why that happened. I can give you the two second skinny. Sure. So, Oxford Day was a charter petition that was presented initially to the Sequoia Union High School District. Um, I believe that was back in 2012 or 2013. So, it's been a while. >> Um, it was uh rejected by Sequoia Union and then it came up to the county board on appeal. So, that was an appeal of a district charter petition and then the county board at that time approved that charter. Do we have would we be able to get the minutes of the meeting as to why

087the county board decided to act as the charter? >> I believe so. >> 20 let's go back into our 2013 minutes. Yeah, >> having sat through it. The way the law is written is that if there is a petition to a local district that is denied, it comes, it may come to us on appeal, which this did. If we choose to deny it, then it's denied. If we approve it and there are some as council Cho just said that it's much different stipulation about how you may and what you shall do. Once we approved it, it becomes ours by law by default. It wasn't our call. We didn't say, "Oh, we'd like to have that be our charter." It became our charter because it did. So we we could not have sent it back to

088Sequoia >> if we >> not at not not at the point that it was an appeal. I mean it was already an appeal to us, >> right? >> And unlike some of the appeals the appeals that we see around say interd district transfers or something where we could say we want to remand this to the local district because there's some new information that that doesn't apply in a charter appeal. So it's basically we vote yes and it's ours or we vote no and it goes away or they have some recourse to appeal to the state under certain circumstances. Not to take your job away from you but >> I know that was perfect. So the Oxford Day Academy then becomes because the county board was the chartering authority for that school then the Oxford Day

089Academy is accountable to this county board for its operations and not to the school district to which it originally applied. Yeah. >> Okay. So, what is sound educational practice? And the guidance document that I had uh sent out last week has a little bit more kind of fleshed out advice regarding this, but really the ED code um likes to give us terms and then doesn't give us definitions sometimes. So, here we do not have a statutory definition of a sound educational practice for purposes of this section. And that determination is really in the discretion of the county board to make based on all of the evidence that's presented to you when such a petition is presented. So we would encourage the county board to look to your staff at the COE and then when necessary

090legal counsel to provide a comprehensive written analysis of the overall program proposed by that charter school petitioner. Um, and then for you to determine whether the charter school's proposed methodology, curriculum, attendance policy, disciplinary philosophy, or even their accounting system is consistent with what we consider sound educational practices. The county board is uh free to accept or reject expert analysis and staff's recommendations. Of course, it's within the county board's discretion. Um, but that's sort of the process of hashing out what is considered a sound educational practice. Okay. What are the grounds for denying a countywide charter school petition? Um, the county board is instructed that it shall deny a petition for the establishment of a charter school if it finds that one or more of the following exists. Number one, the charter school presents an unound

091educational program for the students that are um intended to be enrolled. the petitioners are demonstrably unlikely to successfully implement the program set forth in that petition. The petition doesn't have the uh required number of signatures. It does not contain an affirmation of each of the conditions um described in the uh code section uh subdivision E. The petition does not contain reasonably comprehensive descriptions of all of the 16 uh required elements that we just discussed. And then um whether there's a declaration of whether or not the charter school shall be deemed the exclusive public school employer um of the employees for that charter school for purposes of IRA, which is the educational employment relations act. And then any other basis that the county board of education finds justifies the denial of the petition. So I think

092that's a really broad grant of discretion to the county board as far as um making a decision on such a countywide charter petition. And then as far as appeals, um, on a countywide charter petition, the county board's decision is final. Um, the petitioner does not have recourse to then appeal further to the state board of education, which is different from our other district petition process. And so, yeah, it's it's sort of a one-stop shop here. Yeah. >> Yes. So, I know when charters are up for renewal, it's um approved and I or approved under these conditions. Um in for in this stage of the process is it only approve and deny? >> Um when the petition is initially yeah it's an it's either a thumbs up or thumbs down. >> Thank you. >> And that's

093kind of the condensed version of my guidance document. I did not get into slides around governance of the charter school um once the petition is uh approved. I think that's sort of another question for another day should we get to that point. Um, but any questions from the board? Um, hopefully that was more more informative than it was dry. So, again, apologies. I can't. >> Yes. Questions or comments from the board? Trusty O'Neal. >> Okay. Now, funding. I mean, we have school districts in the county that are funded at 11,000, school districts that are funding at 28,000. How what level is the funding? How you know what I mean for the school, the charter school or is that >> where where are they getting their funding? >> Well, if we if we're the sponsoring agency,

094>> I would assume we're funding it. Correct. Or >> no. >> Who who >> who funds it? >> They would have to come up with a a financial plan for how they plan to set up that school. Uh my understanding is that charter school students who attend such a charter school that that school then receives the ADA funding from the state. So, it's calculated the way that our school districts would receive revenue for their students attending public schools within the school district. But no, the county board does not have any sort of fiscal um as far as and I don't know maybe I can call upon deputy superintendent on the finances part. Yeah. >> Yeah. Districts typically have to pay inl property taxes um to account for that. So, I would have to take a

095look at how we handle that currently with Oxford Day. Um but there is a component of property tax allocation from a sponsoring agency to the charter school. >> Okay. So so in essence is Oxford being funded by the county board? >> No, there's still um a local control funding formula calculation for the charter school. Um and then again just like any other LEA that bucket is comp filled up either through property taxes or through state aid. So there's an inloo property tax calculation that's done to see how much of those dollars could pass through and that becomes a timing issue as much as anything. >> Thank you >> trusty lab. >> Just curious on that. So does it matter if it's in a basic a district or in an LCFF? Would they get this additional

096funds if it's a basic aid? >> No, I'm not aware that they would receive basic aid dollars. I think they would receive their LCFF funding calculation amount >> regardless of where they are. Okay. >> And that's an interesting question. Also, if it's the countywide charter petition that's proposing to operate schools in multiple school districts, I don't know if that impacts anything, but yeah, I'll I'll leave all the dollars to our expert here. Um, >> yeah. Other comments or questions from the board? Are there any from the public? Yes, we have several speakers from the public. Um, Lilling Pang, followed by Don Berdette. >> Good evening, President Torres. Um, sorry, this direction. President Torres and, uh, Deputy Chavez and, um, the rest of you trustees. I'm um the lead petitioner who's uh representing Ocean Light School.

097We are so grateful to you guys for taking the time to really think about this process and to catch up on this somewhat new um process for you guys for the for the um Sonteo County um office of education. We are grateful for just the care and we really look forward to working collaboratively with you guys. Um the the those of us who are here are here to introduce ourselves and to also explain to you a little bit about our rationale for why bring this as a countywide charter um to you guys and um the office of ed has just done such a great job um just providing the context for what I'm about to share. Um but really this charter petition that we've been working on putting together um really has had this countywide

098charter framework in our minds. We are going to be a TK to8 school that really is meant to serve the students in Daily City in Pacifica in St. Bruno San Francisco Brisbane. Um, and it's we aren't just trying to serve students in one district. Um, so, you know, the the North County has been um underserved in terms of educational options for a long time and we don't want to just contain what we have. We think we have a really exciting program. We don't want it to be limited to only one district's students being able to benefit from it. So there really sort of three essential reasons why we're bringing a countywide charter to you guys. The first is equal access. If we were to go to a local district, we would have to give that

099local district preference. And when a charter school program is successful, oftent times that district fills up all the spots that are available in that school. and the the desire to serve the entire county and its regions. Even if the student were to live just across the boundary line, they may not be able to have access. So, we want to be able to give all the stu the students in San Monteo County equal access to our charter school. Secondly, it's about alignment with the county goals. we have really um looked very carefully at what your goals are and we feel that we have a program that really helps you guys to um for us to be able to align and work together. So the three areas I just really want to touch on is first um

100expanding equity and educational innovation. We're not going to be a typical type of school. we've really thought about what it means for our kids to be educated in the 21st century. Um, and also the county has such a um commitment to environmental literacy and that's basically what our school is going to be at the heart of our school. >> We are at time. I'm sorry. >> Well, thank you. >> Thank you. Yeah, >> Don Bdette followed by Sandy Mills. Uh, hi. Uh, my name is Don Berdett. It's a pleasure to be here tonight. Thank you for the opportunity to introduce myself. Uh, I'm a proud member of the Oceanlight Charter School Board of Directors. What a team we've got. So many talented people have gathered together to form the founding team from so many fields

101of expertise. Expertise that represents the community we hope to serve. I'm a teacher. Uh this is my 34th year teaching social science at Mills High School in Milbury. Um this year it's US history and psychology. Over the course of my career, I've taught almost every class offered by the department. Uh I've also worn many hats. Uh I was president of the teachers union. Um I wrote the current district curriculum for the 10th grade world history class. I helped construct and pilot the district's guided studies um class, a class that supports students that used to disappear from my classes at the beginning of my career. We keep them. We offer them support. We help them thrive. I am currently part of a district committee working to attract and retain black teachers and staff. I'm the old

102man at Mills High School. I've got three years left. that group that was here to celebrate the uh employee of the month. One of them is a former student from 2003. It was wonderful to see her. Uh as an old guy on campus, I mentor a lot of teachers, not just the young ones. Uh I know what teachers need in order to stay in school and thrive. But it's not just about what teachers need, it's about what teachers deserve. Oceanlight will create a community from top to bottom that treats teachers like professionals and consults them as experts in their field. Oceanlight's project-based model will support their collaboration and provide them the resources they deserve to do their best teaching. Ocean Lights families will create a community of support as what we like to call a

103family of families. Uh that brings volunteers and community experts into the classroom and other areas of the school. It's I'm thinking about the eight-sided building you talked about. Um those professionals will be welcome in our school. Ocean Light will give teachers what they need to survive and deserve to thrive. I've seen what happens when schools do what Ocean Light does. They empower teachers to teach to the whole child. They empower parents and caregivers to be part of the process. They prepare students for a high school like Mills and the world beyond. To be specific, I had the pleasure of talking to some students that um were part of a similar school. What immediately struck me was how they spoke to adults with academic and emotional complexity and confidence. Our model is not only effective at

104creating confident learners, it's particularly effective with diverse populations, students with special needs, e students, the neurode divergent, students from all soio economic levels. With your support, we hope to create and maintain this space. We have no interest in creating an elite institution. It is written in our petition, a commitment to always reflect and represent the community and be accessible to the community. There's a hunger for this amongst the parents and there's also a hunger and enthusiastic hunger among amongst the teachers. So, thank you for the opportunity to introduce myself and I look forward to working with you on this petition. >> Thank you. Um Sandy Mills followed by Christina Lee. Good evening, Deputy Superintendent Chavez, Board President Torres, Rest of the Community Board of Trustees, and Council Joe. Uh, my name is Sandy Mills. I

105was also known as Science Sandy. Um, I'm a retired elementary school science teacher. I taught in several Sanonteo County school districts and other Bay Area districts as well. Since I've been in a variety of environments, I've seen many types of programs. Um, and my over 30 years of teaching career, I really uh loved the interdisciplinary thematic teaching approach where science is taught in connection with other subjects because it is so effective and engaging. And this is why I'm excited to be part of the Ocean Light School um experiential projectbased learning mission. I can recall an occasion where students had worked in the classroom researching native plants and their uses and then we took them out in the field. They found their plants in the real world and took pictures of them with our iPads that

106we received received through a county innovation grant and created a field guide for students and other folks to use. Um it was lived on the school website. Um so this was really um a realworld experience for kids and they saw they took what they learned in the classroom created it and it became something that they were super proud of and very engaged. I understand the next generation science standards and framework and I believe that the ocean light charter aligns well with the county strategic goals in environmental education engaging students in deep learning and broad course areas such as steam arts and environmental literacy for all students. I have personally seen how real work learning and projectbased learning also meets the needs of various types of learners such as EL students, neurodeiverse students. When you receive

107our petition, please take a closer look at how comparable school models to Ocean Light School are showing very promising results in closing the academic gap for these students. Please also consider how the program we've proposed for Ocean Light School aligns with Sonteo County goals of improving equity for unduplicated students who reside in northern Sonteo County. Thank you for giving us the opportunity to present our new ideas for your consideration. >> 21 seconds I give to you. >> Thank you uh Christina Lee and our final card final speaker Dr. Kelly Mendoza. >> Good evening, uh, Deputy Director Chavez and, um, board president Torres and Steam Board members. Uh, my name is Christina Lee. I am a proud product of Northern Sanonteo County Public Schools. I went to Pacific Manor that no longer exists. And then Pacific

108Heights, which is, I think, maybe now a Skyline College parking lot. and then um Oceanana which is still still there. Um and then I went to Skyline College and then eventually was able to go to UC Davis for college and law school. So here I am now uh having benefited from public school education and when I had and agreed to have children for my husband, my own children, I really thought it was important for them to have a high quality education but within the limitations of you know what we were able to provide as entrylevel professionals. And so, you know, private schools are not an option for us, but we were able to go to public schools and have a home in districts that we thought would be good. We actually lived in another district.

109We now live in the Pacifica School District and we purposely moved back so that my children could go to a K through8 school. And now um you know as we are in this time putting forward a petition for Ocean Light School to serve northern Sanonteo County. I am proud to be a board member of the Ocean Light School and I do also look forward to working with all of you collaboratively to bring forward this educational option to the students and families of Northern Sanonteo County such as my own family and in others. Um, thank you to the county office for putting together the very succinct considering all the depths of it. uh guidance for the board. And you know, I think that what I wanted to kind of just highlight in the brief time that

110I have left is that, you know, Ocean Light is intended to bring to the students and families of Northern San Dieo County, as Leeling mentioned, a TK through 8 public charter school um that provides an educational model rooted in experiential project-based learning that builds into the curriculum environmental, marine, AI by learning. And another important aspect of Ocean Light is it will fill the educational gap in northern Sanonteo County in terms of options and equity. With the closure of Ocean Shore School and the move of grades 6 through 8 at Valomar School to Ingred B. Lacy Middle School in Pacifica. Northern Sanonteo County now only has three K through8 schools available. Also, as some of you may know, there is only one charter school in all of Northern Sano County above 92. That is Summit Shasta.

111It is a high school, not an elementary or middle school offering. And that high school is such a popular choice that I understand that their freshman class is two times the size. Their waiting list, I'm sorry, their waiting list is two times the size of their freshman's class. So, um, we hope to fill that gap of educational options and thank you in advance for your kind consideration of our petition which will be submitted shortly. Thank you. >> And Dr. Kelly Mendoza. >> Good evening, board president and board members. My name is Dr. Kelly Mendoza. I'm a citizen living in San Monteo County. I'm also a parent of a high schooler and I work at Design Tech High School um preparing students with college and career skills of the future. and I'm also on the founding

112team of Ocean Light School here today. And I come to you today as a fellow educator and community member who shares your commitment to ensuring every child in our county receives an excellent education. Collaboration isn't something that we just talk about at Ocean Light School. It's really built into our DNA. And we believe the strongest educational outcomes happen when teachers and families and community leaders work hand in hand towards common goals. And so we want to work collabor collaboratively with you as our authorizer and the leader of education in the county. The Ocean Light school team recognizes that this is uncharted territory. Um, so thank you for the um overview and the report um for the county office and and we're incredibly grateful that you all are putting so much thought into this process. Your

113commitment to this process demonstrates the kind of educational leadership that this community deserves and um we want to honor that deliberative approach um and work alongside you every step of the way. I believe our vision truly aligns with the county strategic goals and mission to provide equitable education for all students. We're not here to compete with existing schools, but to expand the excellent school options available to families, particularly those who may have been underserved by traditional approaches. So, we see this as the beginning of a true partnership and we hope to schedule time for a public meeting during the process that was outlined um after we submit our petition where we can address your questions and directly and demonstrate our shared commitment to educational excellence and accountability. So, I just want to thank you all

114um for your service to our students and our community, and we look forward to working together to advance educational opportunities in our county. Thank you. >> No more uh no other additional speakers and none online either. >> Thank you. Um Deputy County Attorney Cho, I do have a question over something that was stated and I just want clarification. Um, so whether a charter is in a school district or in a county, they don't they're not bound to the same restrictions in terms of um who they can accept, right? >> As far as restrictions in the ED code or applicable law >> or either one. So, a charter school um petition is essentially a proposal to operate a school in a way that's a little different than what's set out in the ED code. And it's

115the charter petition documents. It's the charter of the school and then any um accompanying that the charter petitioner enters into with the county board that becomes the governing documents for how admissions policies, for example, are going to be carried out. So, yeah, they're they're a little different than the traditional type of public school that we think about. Um, I think the requirements that the ED code sets out as far as the elements to be included in that petition though is still we've got to be mindful and careful about specifically vulnerable student populations and how they'll be served. So, there's certainly protections built around that. So, yeah, I think we'd want to see that when the petition comes through. >> Yeah. >> Thank you. Uh, Trusty Lev, >> just uh somewhat related to that question about

116like who can be included. Um, can a a school be for part of a county or, you know, is it open to anybody? And if it's a countywide charter, is it open to anyone? And again, students in special education, students learning English, everybody, right? And I think that's where um when the petition is presented to the board, that is something to perhaps have in discussion with the petitioners around why only North County, if that's the question, would this be a school that eventually might be open to every single district in the county? Um that's, you know, something to consider. Yeah. >> Yes. I was just curious about the legally. >> Well, legally, I mean, I I don't think that there's a minimum number of school districts in which a a charter school needs to, you

117know, operate a facility. Um, it's just a question of does the board feel that a countywide charter is is best serving the students of this county if it is limited in any way or restricted to one portion of the county. Again, I think that's I'm going to leave that question open as far as the whole public hearing process goes. And if that's a concern, I think definitely we can delve into that. Um, but certainly nothing in the ED code um says that there needs to be a minimum number of school districts that are included within that charter schools proposal. Um, nor is there a maximum and if we are going to indeed offer it as a countywide, then why not across the entire county? I think that's a great question to ask when that petition

118comes forward. Yeah, >> just Daniel, >> a question in terms of could they take students from San Francisco because northern Sanonteo County could conceivably draw from San Francisco. >> Yeah. No. Um when when it is a countywide charter petition authorized by this county board, we are talking about students within this county board's jurisdictional territory. So, we are not considering um students from other jurisdictions. Um I guess a question mark for me would be um is there going to be an allowance of interd district transfers and then what happens with those? Does that come in front of the county board? I mean that's kind of a question that we have to deal with our public school. Yeah. No, that's that's great. So that's kind of where the work of this county board intersects with that. >>

119Um but I think that the goal and the purpose of a countywide charter petition is really we are focusing on the students of this county and then any considerations of students outside this county. Um yeah, let's talk about that. Are we going to allow interd districts? >> Thank you, Trusty Benini. Benini, >> thanks. Um, I just had one question about um kind of parallel to this process in parallel to what would be a um typical district charter process where one of the elements would be that we would con a district would consider the fiscal impacts. Um, and I don't really see that in any of this. >> Yeah. So, as far as um any proposal to operate multiple facilities across school districts, um it is my understanding that the Ocean Light School has sent out

120notices of intent to a number of our school districts in the county already. So, there has been receipt by I believe about six different school districts of um the notice to include in the petition. We are interested in occupying potentially a facility that is currently under the jurisdiction of uh this school district. when um that sort of situation happens and where it's a request to occupy a school district facility, there needs to be a negotiation of an agreement between the charter school and that school district. We we as the county board here um do not have the authority to order anything to the school districts. There needs to be some negotiation there. So, I think that's a little bit of a um legal hurdle and and and extra steps to take with each school district

121in which they propose to operate. >> Okay. Certainly facilities would be potentially a fiscal impact. But what about the um the consideration of the the loss of ADA? >> I think that is something that is also within the county board's um purview to to determine is this going to potentially fiscally impact our school districts in the county. Yeah. >> Thank you. Um there is no action to take on this item. Um, for item 9B, the board will discuss and or act on three categories of nominations for CSBA directors at large, African-American, American Indian, and county. Information on the nominations is included in your board packets. Are there any comments or questions from the board? Are there any from the public? >> None from the public. Thank you. Are there nominations in any category? going once,

122going twice. Uh, since there are no nominations, there's no action to take on this item. Um, for item 9 C, when an ad hoc subcommittee meets or a representative attends a meeting related to their given assignment, board members may choose to bring a report to the board at this time. Would any board members like to report out? Trusty Lev. >> Thank you. Um the um advocacy subcommittee's task force on school adequate school funding met on the 25th um had a nice representation from different school districts as well as representatives of capital advisors who provided some great input and thoughts on where we were at this point and whether there was opportunities to potentially move forward with something like this. And I noticed there is a report in the folders um from that task force that

123really just documents information collected and kind of a status of where we are for the board to kind of look at that. And I guess that will be in a couple meetings that that will come up and just ask if uh trustee um O'Neal or Torres have anything to add. Oh, >> thank you. Uh, Trusty Gerard. >> Uh, yes. I just wanted to uh report briefly that the housing uh committee uh is looking at properties and were active and will be bringing a more detailed report uh to the board later. Thank you. >> Thank you. Other report outs? Are there any comments or questions from the board? Any from the public? None from the public. >> Thank you. There is no action to take on this item. Um for item 9D, uh the board will

124discuss topics for future board agendas. Uh would any board members like to discuss agenda ideas? Trusty O'Neal. >> Um hi, I I am not on the housing subcommittee, but I mentioned this to Beverly and she asked me to bring it up. And as you all know, I'm on the Jefferson High School District Housing Board. And since the we seem to be actively looking at um pieces of property prior in that in in their case, they were actually building a a building. Okay. So, they had time, but there were certain steps that they had to do before they were doing it, such as they formed a nonprofit. Okay. they and they also had a board of appointed board of directors for a nonprofit etc. And I was wondering if it might not be prudent for us

125to begin that process because it took several months to get the nonprofit establish a board do policies etc. And um and I don't know if Lisa wants to do another slideshow PowerPoint on how to do that or if there's one in the because county council that county council that is what they recommended to the Jefferson board when we started the housing up there. So it um this uh arrangement that we have with the heart um it's the housing endowment and regional trust of San Monteo County. We actually have an MLOU already in place with them um for the identification and acquisition of um you know a building that would provide uh workforce housing. So that's an arrangement that's already made through them. So this is slightly different than the development of a brand new and

126and the building of a brand new um >> you know workforce housing >> building. Yeah. >> Right. But we all but this the Jefferson board also developed the policies and procedures in terms and policies of how long will people be allowed to live there you know 5 years 7 years what is the criteria and in our case I you know we've talked about it's county office of ed but let's say we have a 100 units just you know using a number and we have 50 from the county office of ed we have 50 additional units What is our criteria for allowing other school districts employees to live there? >> Can I follow up with you? Uh uh perhaps offline with that and I I want to go check back in with County Attorney John Neville

127who did work with the Jefferson Union High School District on that entire project. So I'm happy to go back to my office and check um and then perhaps um provide a brief memo and send that to the board. That'd be fine. Lauren is the county council that works. >> Yeah, Lauren Carol might Yeah, she's >> Yeah, I know. I know. I'm sure you >> Yeah. So, I will I will go back and touch with them and exactly what the what the documents were for that process. Yeah, happy to do that. >> Thank you. Um any other agenda ideas? Trusty B. Um, I just wanted to um add on potentially to the um discuss and act on the formation of an ad hoc subcommittee for the community college district um in terms of an agenda item

128maybe paired with that where we would um get input from the board as to what the committee might um address >> topics. Thank you. Other agenda ideas? Thank you. Um, there is no action to take on this item. Um, for item 9E, board members will comment. Uh, Deputy Superintendent Chavez, can you lead that while I run to the restroom? >> Yes. >> We'll start with uh board member love. Uh, I don't have much except um just loved meeting the staff and love celebrating um player of the month and all the great reports. So, thank you. >> Board member O'Neal. >> Um on Saturday, I attended the memorial walk in Pacifica for all those um families that lost people to overdose and fentanyl. I would say there actually Hector was there from the county office, but

129there was over 200 people walking and they had a list of all and prior to the walk they um listed the name of and it took about 10 minutes of all the people that had lost their lives due to fentanyl and overdose etc. And it's and actually I was on you know how you get feeds on your news thing. They actually made channel 5 news for the memorial walk and it was good. The county actually donated $10,000 to them for Narcan dispensers for different locations under the measure K program. Um, and it it was it was touching to see all these families there and they had a whole um they had all the different agencies that like nor for um that would deal with overdose counseling, suicide prevention, etc. were all there courtesy of the

130Moose Lodge in Pacifica. So, it was a very good event. Uh, Trusty Alvaro, >> I also enjoyed the opportunity to to just hang out and visit for a little bit with everybody before getting down to work. Um, I don't have much. I just wanted to mention that over the next couple of weeks and I will report back um I've set up meetings with the he's almost new the the newly permanent um superintendent of Cababrio Dr. Montes and also with the new superintendent of Lana Pescado which is Michelle Ross and I will be just having an informal sit down saying hello letting them know I'm there and uh I will let you know how that goes. >> Thank you trusty audience. Well, I also want to say I had a really good time uh before our

131meeting uh having sharing a meal with everybody here. Um I also want to wish happy birthday to Trusty O'Neal and Trusty Alvaro this month. And um I want to say that August 23rd I went to Kulura Fest in South San Francisco, my home city. and very happy to see that um uh there was a whole uh setup for safety routes to school and to hear I stopped and ask you know um about it and and I think it's important to have this type of uh outreach and information in the community. So, I was very happy to to see them in there and just stop there and get all the information. Uh, very efficient and very clear and um helpful how they describe how other districts are working together uh with the county. And I also

132attended my first policy committee yesterday. So, that was pretty exciting. So, thank you for having me. Um, and that's all I have for today. Thank you. >> Thank you, Trusty Benini. Um, first I want to thank the board for approving resolution um 2554 which is national dyslexia awareness month a couple of years ago. I think it's been a couple we had a sort of a proclamation but we presented that and we started that. So that was um good to see that we still are on that track and that's such an important issue. and also um 2555 which is National Disability Employment Awareness Month um for the coming month and that was one that we added last year as well. So um thank you for approving those. I want to um share that I've been um

133active in um for my area with Sanonteo Foster City School District. I was invited to um speak with a number of the actual leader leaders from the district at their one of their PBL launches for one of their um schools which was lead elementary and that was so fun to chat with the students and essentially the question was about our role as trustees and how we work together to make decisions and they will be doing that a lot in their PBL work. So, um that was that was very um important for them to sort of um hear that and also they had a lot of questions. Um today I also was able to go to Meadow Heights for their ribbon cutting uh for their new multi-purpose room. Oh, and by the way, Leaded's event was

134also in their new multi-purpose room. So, they've been doing a ton of work around their facilities and it's just so important for the community and beautiful building. So, um really happy for them. And then um one last thing about Sonteo Foster City, they're just launching tonight their community strategic plan which is sort of building on um a family leadership academy that they've developed. They're really focused on shared um decision-m with the community. Um they they're doing that tonight, so I wasn't able to go, but I'm hoping they have some meetings that might not fall on our meeting nights. Um so, uh that's one update. And then lastly, um I did um uh give everybody a ribbon um and some materials at your seats. Uh it is uh October is also or sorry not October, September

135is suicide prevention month. Um National Suicide Prevention Week is uh the second week, so the 7th through the 13th, and then World Suicide Prevention Day is um the 10th of September. So there's um a lot of there there are a lot of events that the county uh uh spearheads and also there's a committee that I've been a part of for a number of years. Um and so there's a calendar of events um at the sm.orgpm for suiciderevention month if you're interested in finding some of those opportunities and I hope you'll wear your ribbon during the month. Um and lastly, I do have some other materials which I think I might leave with um Deputy Superintendent Chavez for sharing or if anybody wants to um have those as well. So, thank you. >> Thank you, Trusty

136Gerard. >> Thank you very much. Um I just uh also would like to extend birthday greetings to uh Trusty Alvaro and Trustee O'Neal. Um, I think birthdays are very special and uh um they're your day and uh I I always like to acknowledge those. Um I also um wanted to uh just mention that I think a group of us uh will be attending the um county board's conference in Monterey this this weekend. And um I'm hoping that uh we'll bring back lots of great information um when we come back um at our next meeting. And I also um just became uh this week the proud uh member of the PTA for Franklin Delano Roosevelt uh uh school, which is the school that is very close to me and where all three of my children along

137with my um stepson all went. And um I I was very pleased that they actually sent me an email and wanted to know if uh if I would like to join their PTA. I've been a member at large. Um but it was really fun to be back as an ex-president of that PTA um in their throws. So I I'm looking forward to uh they attending some of their meetings. They do them by Zoom on Tuesday nights. So I should be able to do that. So, thank you very much. >> Thank you. Um, for me, um, I had a really great time at our dinner, so it was great to just be with folks in a different setting, um, at the same table. I know we miss some folks, so hopefully we get to do that

138again, uh, sometime. Um I was also at the Kulthura Fest in uh South City and which was uh so beautiful seeing all these beautiful communities and cultures coming together especially in a time um politically where it's very challenging. It was great to see people feel safe and just be in community with each other and just celebrate the beauty that is um the culture. Um and that is all I have. Um item 10 is the adjournment. So, the next regular meeting will be the retreat on Wednesday, September 17th, 2025 at 7 p.m. And this meeting is now adjourned.