2025-06-11 Board Meeting

001I would like to call to order the June 11th, 2025 meeting of the Sonteo County Board of Education. As is our practice, this meeting will be recorded. As vice president, I will be chairing the meeting as board president Torres is unable to attend tonight. I warmly welcome our youth commission leaison Bethany Zhao joining us remotely this evening. I note that superintendent McGee is joining us remotely as well. The board provides remote access for members of the public and welcomes community members joining in in person and remotely. The board is following the requirements of Assembly Bill AB2449 which enables remote participation by board members under specific circumstances. Would board member Love like to speak at this time? Uh thank you uh board president. Um I am out of town taking care of my mother who um

002is not doing very well and uh needed help. Thank you very much. We use simultaneous interpretation in Spanish for those attending virtually through the end of Excuse me. I know that there's one other thing which is that Miss Love needs to say that there's no one over the age of 18 in the room with her. Oh. Um, can you clarify please that there is no one in the room under 18 or over 18 rather in the room with you? Yes, I can confirm there's no one in the room with me. Thank you. Okay, thank you. Do we have to vote? I didn't think so. Okay. 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. Thank

003you to our interpreters Anna Cruz and Kimberly Larios for joining us remotely. For meeting attendees wishing to access the Spanish translation channel on Zoom, 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. I ask board members to speak directly into the microphone and remind speakers wearing masks to remove their mask when speaking in order to be clearly heard by all attendees. Approval of the agenda. Item 1B is the approval of the agenda. Before I a ask for a motion to approve the agenda, um I would like to move uh remove item 11B off of the agenda this evening and place it on the agenda for the next board meeting. Is there a motion to approve the agenda? So moved.

004Second. I have a motion by trustee O'Neal and a second by trustee Alvaro. Is there any further discussion? May I please have a roll call vote? Miss Alvaro I. Miss Aras I. Miss Benini I. Miss Love I. Mr. O'Neal I. Miss Gerard I. The motion passes with unanimous vote and the agenda for tonight's meeting has been approved. Um, President Gerard, this is uh this is Superintendent McGee. Yes. Uh, Deputy Cho, do we uh does the board vote on the u mo on a motion to allow um Trustee Love to participate in the meeting? Thank you, Superintendent McGee. Um, Trusty Love is going to be attending remotely under the just cause exception to the Brown Act and so as a result, we do not need to take a vote. Okay. Um, and I would assume this

005is the first time we've done it under this reason. Um, because every other time we've taken a vote. So, just clarifying for the public. Yes, that's correct. Thank you. Sorry to interrupt, President Jordan. Um, item two is public comment. Guidelines for public comment are available on the Sanonteo County Office of Education website and in board docs as well as on the table outside the boardroom in both English and Spanish. If there are speakers who require Spanish interpretation, our interpreters, Miss Cruz and Miss Larius, will interpret following each speaker's comments. At this time, members of the public may provide comment for topics not included on the approved agenda. The County Board of Education does not act upon any matter that has not been agendaized except under limited circumstances as permitted by law. It is the policy

006of the county board to refer matters raised in this form to the superintendent for investigation andor action where appropriate. Superintendent McGee, do you have any comments submitted prior to the meeting? We have no comments submitted prior to the meeting. Thank you. Speakers are invited to make live comment and have three minutes to speak. 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 feature are provided as an attachment in the board packet. Once the hand is raised, please wait to be acknowledged by Superintendent McGee. Superintendent McGee, are there any members of the public attending remotely who wish to make a

007comment at this time? Um, we have no hands up um at this time. Okay. Thank you. Members of the public may also provide live comment in person. Superintendent McGee, are there any cards submitted? Uh, there are no cards submitted this evening. Public comment addressing a specific agenda item will be heard after the board's questions, comments, and discussion on the item. If members of the public wish to speak to a specific agenda item, please use the raised hand feature when the item is announced or if in person, submit a card in advance of the item. Item number 3A is the uh approval of the minutes. Is there a motion to approve the minutes of May 21st, 2025 regular board meeting as presented? So moved. I I have a I have a revision. Trusty Aras. Yes. Yes.

008Uh on section F, board member comments. I'd like to note that um board member Adas reported that it was attended the end of school uh year celebration and I actually did not. So would like to make sure that shows that I wasn't there but I was excited to have attended to the other graduations. Okay. Thank you. Are there any other corrections to the minutes? May I have a motion then to uh approve the minutes as amended? So moved. Second. Thank you. There is a motion to approve the minutes of the May 21st, regular board meeting as amended, made by Trustee O'Neal and a second by Trustee Alvaro. Is there any further discussion? May I please have a roll call vote? Miss Alvaro, I. Miss Aras, I. Miss Benini, hi. Miss Love I. Mr. O'Neal I

009Mr. Ard I. The motion passes with unanimous vote and the minutes of the May 21st, 2025 regular board meeting have been approved. Item number four is the consent agenda. The consent agenda is not debatable and requires a unanimous vote 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 of the public so requests. Is there a motion to approve the consent agenda? So move. Second. There is a motion to approve the consent agenda made by Trustee O'Neal and a second by Trustee Alvaro. Is there any further discussion? May I please have a roll call vote? Miss Alvaro, I. Miss Aras, I. Miss Benini I. Miss Love I. Mr. O'Neal I. Mr. Gard I.

010The motion passes with a a unanimous vote and the consent agenda has been approved. Item 5A. Sarah Notch, executive director, Center for Access and Engagement, will highlight a few aspects of the Sanonteo County Office of Education's 2025 proposed local control and accountability plan, LCAP. Executive Director Notch Good evening, board vice president Gerard, members of the board, Superintendent McGee. I am with you tonight on our Pent Ultimate LCAP presentation. Um, we have one more left and you'll see a timeline review here. So, we've been together several times um and engaged at multiple different points throughout the process. This is the end of our 2024 25 journey. Um, one thing that I did want to correct is that it states that tonight you'll be receiving an indicator um, report as well that has to be presented at

011the same meeting where the LCAP is adopted, not the public hearing. So, you'll receive that on the 25th. So, you'll have one more LCAP presentation for me this year. This is an overview of um the components that are included in the larger packet in the um the LCAP in the board packet. So I just wanted to quickly summarize um these are the components of the report that you'll see in the larger document. And I wanted to review our partner engagement. The feedback that we receive really helps us shape our revisions and design um in a way that takes into account multiple perspectives and interests. And a sample of some of our engagement partners is summarized for you here. There's more details in the larger packet um but wanted to make special mention of of some

012of our very helpful and supportive engagement partners. And then I wanted to review for you. It's there's a lot of content in your in your packet. So summarizing, I apologize for the size of the font, but wanted to put in one page for each goal all of the metrics and associated actions. Um this year we really laid the foundation for um year one of implementation of our three-year LCAP. So, we're not making significant changes to the metrics and actions um based on where we are in our implementation timeline and or not having enough data to make data-driven decisions because there were some elements that we just didn't expect to or couldn't get to in year one. So, goal one is very similar to uh what we presented in what you approved last year and it's

013very similar with goal two as well. um same approach, holding steady with our metrics and actions and progressing deeper into our implementation of this goal for our social emotional learning and also with goal three. So, we're just expanding upon the work and um diving deeper into uh CTE pathway development this year. Goal four is different and um as a reminder, county offices of education need to have two additional um priority areas for expelled and foster youth. And so the way that this goal is set up in the previous LCAP has a combination of actions and metrics for both within SMCE school programs and across Sonteo County representing that inward and outward facing work. Um we recognized that that in trying to gather the data and measure it this year was a little bit confusing. So,

014we're streamlining and making some changes um proposing changes for you tonight that will help delineate and um further uh align with the work that's actually being done in both of those capacities. So, you'll see here a chart. This chart um is an indication of whether or not the previous metrics were met. So you'll see for example metric 4.1 did not apply to SMCOE schools. That was just across Sonteo County and it was not met. Similar for all of the other uh similar format for all of the other metrics. So what we wanted to do was keep the metrics that made sense um but reward them in a way that made it more clear about whether or not that particular metric was addressing our school programs or the work that was being done in the county.

015In some cases, we were able to meet our our target in one area and not the other, and it's just a lot cleaner to measure it separately. So, the revised metrics 4.1 through 4.11 on the left hand um of the yes or no columns, that's indicating whether or not that metric applies to SMCOE schools. There there are three that apply to both SMCE schools and countywide, but the majority are either one or the other. Give you a second to look at that so you can see how we broke it up. and then in consultation with executive director Ben Gonzalez and really working with our foster youth liaison team to determine how to further refine the work that we're doing for our countywide supports. We are proposing adding two additional metrics that will just apply to

016the countywide support that the foster youth services coordinating program uh provides to our districts. So really the intention is better aligning and um ensuring that we're able to accurately measure what it is that we are hoping to achieve with our outcomes. And then lastly, um our expenditures and funding sources. There is a typo at the top, apologies for that. This is our 2526 budget overview broken down into percentages. Again, a lot more information in the packet um that you received with the full LCAP, but you'll see that the majority of our expenditures are spent on certificated and classified staff, and our total budget is around $3.5 million. And with that, I will be happy to take any questions. Does the board have any questions? Nope. Uh, I guess not. Um, are there any comments from

017the public? Uh, no comments from the public. Okay, thank you. Uh, there is no action to take on this item and thank you very much for the report. Thank you. Item 5B, the public hearing on the Sanonteo County Office of Education's 2026 Pres proposed local control and accountability plan is now open. Would anyone like to speak on this issue? The hearing is now closed. Item 6A, Laura Condiscetti, coordinator, school programs, will provide information regarding the adoption of the TCI history and social science curriculum for the court and community school programs. Thank you. Um, thank you. Good evening, Vice President Gerard, members of the board and superintendent McGee. Um, I am Disi, coordinator for school program. And this year, Koran Community School have embarked in a thorough and thoughtful process to select high quality instructional materials

018in history, social studies, and science. So, I'm going to do two presentations. First, we are going to start with the adoption of the GCI history and social studies curriculum. And the purpose uh is to provide our diverse students population with rigorous educational resources that are aligned with history and social science framework and also the science with the next generation science standards as well as our um San Mato County Office of Education strategic plan and the local control accountability plan. So it's going to be a lot of uh information. So thank you for your patience. So the adoption process and timeline both of um processes were uh similar. So I'm going to walk you through uh how was uh starting. We started in January. The adoption process um was in collaboration with the IT department and

019curriculum instruction. Uh it started with a comprehensive overview followed by focus sessions that we had five different throughout the year. Um those were conducted uh starting with a framework uh of history and social science standards data that we collected uh including students demographic number and levels of u multilingual learners students facing learning uh challenges and teachers voices. There were surveys that we collected the VO teachers voices experiences what they were looking for in a new curriculum. Uh the next phase involve investigating and um advancing instructional materials that that align with the integration of literacy citizenship skills inbased approach and the development of critical thinking and engagement in citizenship. All of these is the shifts that the uh history and social science framework was um asking for the new curriculums. We review then the programs components

020to refine the progress options. We utilize rubrics to assess the various components under consideration. Then we prepare for uh to pilot the programs and um in that phase we also collaborate with publishers to have um a review of the materials and organized the initial three weeks. uh when we were piloting the pro uh the program uh at the end the last session uh in May we um have the committee successfully piloted two uh distinct programs and reach uh consensus regarding the recommendation and I pleased to show you this is um the following is a comprehensive timeline that provides another insight into additional meetings that we conducted with teachers. I was an active part of it. We um met uh weekly. Uh I sent um surveys asking for any feedback. We also got students um working

021um different task different tasks that students completed. We analyze it. We review uh throughout the six weeks the two different programs that we piloted. The adoption committee was um purposefully uh selected. Uh if you see it was a wide diverse uh experience in the group and also the three different uh school programs Hillrest Gateway and Canyon Oaks. Also we uh at the beginning we invited par profofessionals who work closely with students and are a great asset to give any feedback on the program. Here are a couple of um the adoption toolkits and the rubrics that we use during that time. Both of the programs you will see both of the adoption processes use similar rubrics. There are some differences on the content of course but um the criteria for evaluating instructional materials we um we

022were integral components of the 2018 adoption toolkit developed by the California county superintendent educational services association that's where we are uh that rubric we utilize the valuation of the instructional materials consisted of five distinctive categories that if you One it was the alignment with the standards. The other one was organization and the logic sequence uh evaluating the programs the structure ensuring clarity and effectiveness. The number three, four and five categories were assessments. We want to be ensure that the embedded assessments in the curriculum uh were measuring students progress and were also a good uh tool for teachers to adopt any lessons. Category four was universal access and you will see the same in science. So how the materials are providing multiple opportunities uh for students to have access to the content that was very critical

023for us to consider. So um including students that are eligible for special education English language learners. So how the materials were supporting all type of students all type of learners. And category five was in the instructional planning and support. teachers were very uh eloquent about that they want something that it was uh easy to follow that it was easy to implement and adapted for the um students that we work with. Um the so also here you can see that then we have publishers review the adoption committee uh narrow the uh criteria to the choice to two different programs that was TCI was selected and also SAVAS. Those two uh programs were selected and um each program was tested for six weeks, piloted for six weeks with regular check-ins, surveys to monitor progress throughout the pilot.

024We uh am going to highlight um students and family and community feedback in the next following things. Here you have some students feedback and artifacts uh that are highlighting the selected program which demonstrates significantly higher students engagement and responses with a strong connection to contemporary contemporary issues that foster critical thinking and reasoning skills. These are um some of these assignments were done by students when I taught the class and some others are also from Canyon Oak. What we uh realized and noticed is that students uh most of the students produced more writing in one of the programs than others and it was uh the engagement was higher. The next part that I want to highlight is the program organization and universal access. one of the categories that we talk about and each chapter uh we

025all know that prior knowledge is one of the strategies that also support students uh who are second language learners. So every chapter uh connects with prior knowledge included vocabulary offer a variety of lexile options. So it was easy to adapt from lexile, lower lexile, three different levels of lexiles. Um provide extended learning opportunities and it also was um for students who were above grade level and also features create creative assessments that allow for the demonstration of uh learning throughout the program. The other category, this is another example of um the program uh was uh offering appreciated multimodal uh lesson structures that caters to diverse learners styles, multilingual learners and various academic levels uh through visual, music, videos and accessible reading. That was something very high uh highlighted by teachers. Here are some of uh teachers

026voices that you can see that the videos were engaging that uh most of the multiple choices assignments provide great opportunity for students and teachers to measure their learning and overall it was a good feedback on the TCI program. How did we engage the community the partnership with families? So uh we created a flyer with visuals, videos. We did it uh bilingual in Spanish and English. Uh a survey simple survey uh with multiple choice was also sent to families and that was through talking points. Um so even we have uh a limited number of families uh completing the survey most of it was pos highly positive for the program. recommendations from the committee. Uh the adoption committee after a thorough analysis and review has recommended TCI as history and social science program to be adopted and

027implemented in the core and school community programs. Here are when we just one of the rubrics that I show at the beginning with the five different um categories. Um you can see that it has um a high quality in alignment with the standards. The program organization uh was between three and four meet high quality assessment was something that teachers appreciated and the planning and support was also receive a high um rate. And I want to uh finish. When teachers have access to high quality aligned instructional materials, it makes a difference in their classroom practice and the instruction students receive. And uh I really had to appre I appreciate and show my thankfulness to the teachers that really engaged in a very thoughtful um adoption for uh over um let's see 14 weeks with this history

028and social studies. Okay, questions. Thank you very much. Are there questions from the board? Uh, Miss Bernini. Hi. Um, thank you for the presentation. Um, I do have a few questions. Um, so I'm just curious. So, I know I know you're going to do another presentation, but I know that there were two adoptions going on at the same time. um is the time frame that we allowed for each for this one specifically, but I guess in pair with the other um typical for an adoption. I I think that uh six to eight weeks, you know, could be a a a good time. Usually cycles of uh uh inquiry with students especially are six to eight weeks. Um it was I think that at the beginning I was not sure but I think that we did

029good you know it would have it was stretching but I think that overall it gave us a good opportunity to observe especially because we were meeting very consistently and looking at the program um it was I can say that yes it was a good a good amount of weeks for for this time. Yeah. Was it overlapping directly with the other? No. No. So what we did, we just did six weeks. We took a a time. We just g all the information and we start the second one. Yeah. Okay. Um by second one, do you mean the second one? Yes. We started with Savas for six weeks and then we we finished with the with the second um DCI. My question actually sorry I didn't I wasn't clear enough was um whether the other adoption the

030other whole adoption that was going on for science whether it was happening at the uh the science started uh in the timeline started at the end no the science was not there were not three no there were uh science started at the end of the um history the history and social studies yes Okay. Um do you can you tell us how many um lessons or within like the units like how many there were what the topics were? Yes. Whether um I'm going to add in I have a few questions. I'm just going to one more. So like so with with Savas we uh so the teachers were selecting and so the first one with Savas was uh were history and um and the second one with TCI the one that I taught and I I

031helped to plan both of them but the second one was um um the time of Camelot. So it was all the time of uh 1960 to uh US history to the contemporary um time. We have uh for six weeks various lessons and I you know um I can tell that uh let's see they were the units they call themes and then they have like at least six to seven we we plan one per week and so that was something that it keep us you know on track and just that helped a lot. So I helped a lot to laid out the plan for the six weeks and I was uh helping teachers just to link everything to the resources and so we were on track just to uh plan two different units. So one was

032for Savas and the other one was for for the TCI. Okay. Um did so in our classrooms right we have multiple grades. Yes. Right. And so I guess first I'm assuming all the students had the same lessons, but I my other my followup question to that is going forward, what does that look like? Um is it is it something that can be um mer kind of merged together? I don't really know. I guess it's world history. I don't know what the course that they're taking is and it varies by grade level. Um so I'm just curious how how that looks going forward because I think yes and I can I can speak very well on that because I I taught and I prepare the material. So the first one what one let's say the savas

033uh one of the feedback that I also gave the publisher it was very um complicated to find ways to adopt the materials and find a way as a teacher just to provide that accommodation. the TCI, we had the person that also trained us in person and was, you know, we were just reaching out and it was easy to see that you can select, you know, three different levels Lexiles. So, you were going there. It was also the materials allow you to have uh to produce, you know, transfer them into Google Docs that it was easy and adaptable. So teachers can also make it more complex or easier. The um so and yes in a classroom we have more than you know wide variety of uh knowledge in different areas. H but I I taught uh

034the class and I thinking that it was easy for me as a teacher to make the adapt adapted to the different uh cater to the different needs of the students. Uh especially we a lot of students with special needs and the facility of accessing you know videos and visuals and also demonstrate with learning. It was their learning. It was um I think a very positive way to do it and even I was the first time that I was teaching you know high school and social studies. So So is it that when the there's say like a ninth grader and an 11th grader in the same class they're getting credit for the same social studies class whatever that is or is it a different class right? you know, like because if they're going to So, my

035follow-up question to that is sort of like how does it relate to what our districts are doing in terms of curriculum? Because say I'm a ninth grader here, their ninth grader is attending and then they're going to transition back to Sequoia Union High School District or wherever. Um, is it an align, you know, are they doing nth grade work? Yes. And then if I'm 11th grade, I'm doing not just by Lexile, but like in terms of content. Yeah. Mhm. Yes, it's align with the California. Yeah, with the history and social studies standards. Yes, definitely it's align. The only thing that you can just it varies is the way that they can demonstrate learning is the way that they can just also access the reading. It can also be read to them. So, you know, not

036necessarily you can just lower and the Lexile is the same content, you know. So the lexile what it varies is the let's say the complexity of the the sentences you know what it makes the lexile different but yes of course the content it's aligned to the grade level yes okay last last question was there a um a cost differential between these two curriculums and what is the cost of these curriculum you know I I don't think so I asked you know I I I was not much didn't want to ask much about the cost that what I received the tci was that um because it's online and then um it I can tell you that it was around he says per student 113 however that gives you access to all the materials and um also

037um um students book he said um that it will be reduce the price because the number of students that we have so but I I don't want just to say something that I'm not very familiar with the cost but that I remember because I asked per student how much is it so he says that that number can be you know less according to the number of students that we have in the program. Okay. Thank you very much. Are there any other questions from the board? Uh yes miss Aras. Thank you. Well, first of all, thank you for uh this presentation and mine are really quick. I just had a question about you talk about uh the instructional plan and support. You have Spanish support and I was just curious about to know if there's any

038other language needs other than Spanish within the group. No, that's Yes, that's just Yeah, I I wish I could say yes. That is a multi. No, but in this particular curriculum it's Spanish. Yes. Okay. But the students there's no other needs. Uh uh most of the majority of the students from my understanding and the just knowing the our population Spanish. Okay. Great. Thank you. And my second question is you talk about the parents partnership and communication uh uh through the uh talking points. How many families responded? You said that there wasn't a lot of responses, but how many families kind of you have and how many responded like my kinder students? Two two families. Two families were responding. Yes. Out of how many families? Um we have um six families, seven you know in gy.

039Yeah. So yes. Great. But I I I thinking that it's a it's a good learning opportunity. I thinking that we should keep you know sending parents the same survey and next year if this is going to be adopted. I think that it would be nice just for back to school night just to present to the parents with the program. In a followup with that, uh it just a thought uh has there ever be the thought of supporting kind of like sitting with the parent to respond to the survey or is it sent to them and up to them to respond? It is sent to them. It was sent to them and it was uh also a video and trying to explain and it was bilingual and also we make it very simple like four questions

040that it were multiple choice. So, and it was a message, you know, that we sent, please, you know, we want you just to become familiar, but yes, it could be something that maybe staff or somebody volunteer liaison, sit down with the six families and have them respond. Yes, I think in that, yes, that could be a good great way to Thank you. Thank you. Thank you. Uh, any other questions, Mina? Uh thank you. I just had a quick question. Um is this curriculum being used in the other high school districts particular particularly Sequoia and Sonteo Union. I know that it has been used in similar programs like ours you know in uh continu learning uh continuation high schools and also in u juvenile hall. And I know that other districts has also are implementing it

041but I'm sorry that I don't remember which ones but but the main questions to the publisher also was the uniqueness of our program and if other you know um counties were implementing and yes I know that yes but I sorry that I don't remember. Thanks. Sure. And TCI that they're currently using in one of their programs. Um, so yes, they may have a variety, but TCI is one that is used within Sequoia and Sonteo, which are our two major feeders. Thank you. Thank you. Thank Trusty Lev, did you have any more questions? No, thank you. Okay. Thank you. Uh, Trusty Benini. Oh, I would just um ask the question again. Does anyone else in the room know um the cost of this curriculum? It's hard to approve something with knowing that uh yes sorry about

042the because I know for for a student 100 accurate costing uh which Laura did predict which is about 113 per student. It's a subscription base so you're going to see a yearly folding in. So anytime they update the material as well, we're going to get those updates automatically. So given that with about what our our all-in cost would be plus training, you're looking at under $50,000 for us to do that at Hillrest and Gateway. Um and that would include the training module pieces that the program would come out with as well. Uh so usually the vendor provides additional services similar to Teachtown. Um and then funding source, we're using lottery funding um because we haven't had an adoption since 20 21. I believe our last adoption was study sync. Um we haven't had an adoption.

043So we do have funding uh within both sets of lottery unrestricted and restricted that would allow us to pay for the adoption comfortably. Thank you. Uh something else is that most of the um most of the tasks and the activities and the reading we printed out. teachers, you know, at least I know that we all like it, you know, just to go and get that lower the cost too because the reusables the teachers were not using. We were not using, you know, the students book. We were just, you know, printing out straight from the from the platform that could lower the cost, I think. So, thank you. Any other questions? Uh, any questions from the public? Thank you. No hands raised. Is there a motion to approve the TCI history and social science curriculum for

044the court and community schools? So moved. Second. There is a motion to approve the TCI history and social science curriculum made by Trustee O'Neal and seconded by Trustee Alvaro. Is there any further discussion? May I have a roll call vote, please? Miss Alvaro, I. Miss Aras, I miss Benini. I, Miss Love, I. Mr. O'Neal, I. Mr. Gerard I the motion passes with a vote and the TCI oh unanimous vote and the TCI history and social science curriculum has been approved. So we will move now on to item 6B. That's me again. and uh Laura Kadisetti uh coordinator school programs will provide information regarding the adoption of the STEM scope science curriculum for the court and community school programs. I can tell you that I learn a lot about science because I I I I use

045I help also just to um implement the adoption and the pilot. So the purpose I will try just to size the information is very similar some of the rubrics that we use you will see a lot of similarities the differences on the content of course. So the purpose is to provide a more uh why the adoption in science is to provide a more inclusive engaging and effective approach to science education particularly uh for diverse high school population including English learners, the students with individ individualized learning plans and those in alternative school settings. uh also aligning with the uh next generation science standards and uh meeting the A throughG requirement. So the adoption process um timeline you the overall process was similar miros the um the history and social science starting with the framing the grounding

046of our work in the next generations um science standards exploring the integration of the three dimensions which I will explain a little bit further in a moment and uh then we prepare for the pilot thought and um finally we narrow in the choices and um we add um coordinate and uh partnership with the um publisher to pilot the program. So it's that similar timeline too with uh what we saw the difference uh also here in science we met twice with the publisher because teachers have some more questions before making uh the last decision and um so if you see in the timeline here it says the committee meets again with the steam scopes team to clarify questions regarding making the final decision. So was a very thorough uh process that we went through for um

047another six weeks. So you see that the committee I'm so sorry I just so the committee also um encompasses a wide range of experience in our teachers and the schools that uh the core core and school community programs. Um and here are is the adoption toolkit and rubrics that we use. So here you will see that um the adoption team also we collaborated with uh TOSA from South uh San Francisco um Miss Beans she was a great helper uh and she was uh an amazing person just uh guiding our thinking and the process to start the process for the adoption. uh we revise, review and select the process and if you see we did the screening all these steps and this is one another different rubric that we use that is um the three dimensions

048of uh next generation science uh standards is the science the the three dimensions are science and engineer in engineer practices crosscutting concepts and disciplinary core ideas. What uh these three dimensions encourages students to think and act like scientists rather than just memorize uh facts. And this is the big shift that we see in NGSS standards. It helps develop problem solving and critical thinking skills that are transferable to real world contexts. Here it's a zoom in of the three dimensions of NGSS that we use when we um explore a unit. uh and adopting the three-dimensional science curriculum ensures that all students not just a few develop a strong hands-on meaningful standard uh understanding of science especially for diverse high school learners because it makes science more accessible, relevant and empowering. If you see here is the

049paper screen instructional materials that we use. The rubric is similar to the use the same five categories that we use for history and social studies is the alignment with the standards as a category one. Um the program organization review the pacing the coherence and the usability. Then of course we have the assessment category that evaluates the quality of formative and summarative assessments that are embedded in the program. Then universal access or access and equity measures how well materials serve diverse students and instructional planning and support. How the materials are really supporting the planning and the implementation and instruction uh um for teachers publisher review. Here you will see that though that's a picture of us just uh delving deeper into two different programs. One was discovery um and you will see the uh rating on

050the side of the teachers um as I said the five different categories that we uh rate uh based on the unit that we just delve deeper into. uh the adoption committee engage in this collaborative evaluation of two different programs and the other one is the STEM scopes um that across the board have a high rate so in depth rubric scoring across all five categories collaborative discussions on strength and limitations examination of the program adaptability for core and community school context where most of the conversation that we engage throughout the process. This datadriven approach enable the committee to narrow the choices and um and they move forward with piloting one program. The best met the needs of our students and population. And I will highlight you have here some of the highlights of the program that

051it was now is in front of you to be adopted that is recommended by the committee. So this sign uh what we saw that this program it was designed to support multilingual learners, students with different learning needs, multiple levels, translations, you know, um task that can be um embedded into Google uh documents, graphic organizers, a lot of videos from the BBC. Um there's a partnership with them. teachers planning tools were very comprehensive and implementable. So here is some of the teacher planning tools. If you see the you see the materials also handson we were very uh teachers were very eloquent about the uh kind of materials that we want to students you know in juvenile hall to be have access and explore and do experiments. So that was a great flexibility for us to implement.

052Um here you have some students uh artifacts from students and is demonstrating you these are two different second language learners uh different levels that is showing you how graphic organizers the um the comments about the that the videos some of them were goofy but they were engaging. So, the curriculum integrates multiple access points, visual models, hands-on investigation, scaffolded text, and collaborative collaborative tasks. Again, uh we uh share a flyer, a video, and a survey in English and Spanish. Throughout the talking points to explain the curriculum, I gather feedback from families. Although the responses response volume was limited, the feedback was positive and supportive of the proposed direction. The recommendation from the committee came out that STEM scope it was the best curriculum that we can implement in our current school communities. Here it is the

053um committee recommendation. It got a high the access is explained there that access and equity category was something that teachers were very um thoughtful about and concerned. They were at the beginning we were not sure if it was enough adaptation accommodation for students with different needs. And so that's when we reach out to the uh publisher and we have like a second uh review of the program and that's when the the teachers gave the final decision and make a high quality because we found out more uh features that the program offers that we didn't know. So that was um our last goal. So high quality um is a high quality re um curriculum. It's aligned with our NGSS uh accessible materials and it was unanimously um recommended for adoption. Thank you. Okay. Thank you very

054much. Um are there questions from the board? Miss Alvaro, thank you. Thank you for that presentation. Um I just had a question about the student materials. The first bullet point said that the reading materials can be adapted to various Lexile levels. Yes. How is that? You it's fun. You go to the you know there is a very nice platform. It was one of the I think that it was very accessible for teachers. So on the top you have these different um tabs that you can open. So you go and um there is a library where you see different lexiles that are all content specific to the units and that's one way just to have lexiles at that you know matching students the reading level and also there is another way that you have options like

055AB and C. So many of these publishers what we are seeing they are giving you three different options you know for for the reading for reading access also they give you the opportunity to um be read to and um so that also makes it accessible for students that you know even they are still struggling you know with reading and um and so that's that's the way it does and also this one offers opportunities for you just to um go and see other teachers doing act you know creating other um tasks that are aligned and we didn't use that be because we like it just just to be loyal to the program and just be sure that we are aligned to the standards but yes that's how it is provided and you have a huge um

056they are very um generous in the way that you can even have access to seventh grade and other grade levels. Something that now we can see that we have some middle schoolers and that was a concern for teachers like how we are going to have materials that are aligned to middle schoolers. So the program does align you. You can easily just find like one topic and they got the one scope a topic that you want to teach and then you can find what in seventh grade the students need to know in order to have access to the level grade level that they are now. So that was something that's kind of amazing. Yes. And this is basically a semester or a school year's worth of material. uh the the yeah the material is the entire

057yeah the entire uh entire year. So if a child progresses which one hopes um in his in his reading abilities can that child be bumped up so that the material is a little bit more challenging? Yes. Also there is a a part where you can like extended learning where they offer like okay your student is a lot of more like writing the same thing with the history and social studies. So you can just have challenging you know challenge like we said students who are at grade level or above grade level and and they can also have that push to accelerate learning. Yes they do. All right. Thank you. Yes, Miss Panini. Um thank you. Um so my question for the science has to do with um not the reading materials but like the actual materials

058since it's very hands-on. Um my experience with science um and teaching is that it's hard for teachers to plan and set up and um have the materials from year to year or you know obviously it'll be at the start. So like how many materials are there for these units? Uh is it like a the only thing I can compare it to is like foss but like these massive boxes of things or is it mostly not that? Is it reusable? Is it something you have to repurchase? Um do we have the infrastructure for it? Just I just want to know more about that and how if we need that like how we're supporting that. Yeah, great great question. Um so first the teachers, you know, especially Hit Chris and Canon, we were like, okay, what kind

059of materials do we need? So the publisher was okay, you can do all of these lab tests without using certain materials. So the that's how we went that road. Um what it was amazing about this program is that first you start for example it was um we were talking about photosynthesis. No. So first we start with a video but then it was something that you can do with materials that they were cutting paper and put it under the sun and covering or not and that was showing you know how is it sun you know impacting. And then you can also start with some materials that the teachers, you know, selected because they didn't want anything that it was dangerous. And but they give you different opportunities to use like a things that you have in

060the classroom with things like you don't something else that we did. For example, it was um chemistry. We were all scratching our heads. Oh my gosh, we have to go back to chemistry. We need to start teach this. So they uh allow you to use like a math cubes just to put together to the formulas of uh you know two oxygen one hydrogen. So it was different ways that you can still have handson and and then also the materials that the publisher provides to do another level of lab um experiments. Okay. So, so if there are materials that are not like math cubes, but like beers or whatever. Yeah. We we will um or anything that's used up, we will just have a have to have a system because I know we don't have all

061of that. Yes. Yes. And we they they would just have a system where we would check in and it's just I know it's a process. So, I'm just Yes. I think that that's a part, you know, that they are some of them are reusable, some of them are not, but they were in one box and we thought that, oh, it's not too bad. It wasn't too heavy, you know. So we we um they were what we like also about this publisher. It was very flexible in the way that also adjusting to our needs and and very um supportive you know when we were like not sure oh where do we find all of these adaptations for different students and they met with us just to ensure that we understood the full scope of what is

062provided by the program. But yes and I I cannot tell you what are the things that are reusable but I think that they offer that information in their platform where they can you can see what is reusable what it has to be replenished. So um I guess my last question would be like I it seems like you would need these things maybe they could be transferred from place to place if there were sets of things but likely you're going to have to have more than one set for different sites. I don't know. Um and then with that and the access what is the cost of this adoption? I don't know the cost this one I cost because science is like to yes I I'm I'm I'm not pretty sure about the cost on this one.

063Sorry, this is something that I was more excited just to get engaged and teaching it and touching everything and then I'm so sorry but this is something that I should have teamwork. Uh so to to give you an idea as Moro's cut time talking about the subscription cost. So there is a subscription base. So I'm going to give you the range of what this would look like including the all-inclusive kits. So, similar to what you're talking about the consumable side, that's an all-inclusive kit that charges usually around $34 per student. Um, kind of do the math on that. You're talking $1,300 per setting. So, Hillrest, Gateway, it'll be lower um at Gateway and Canyon Oaks because they don't have as much volume. Uh that gives you an idea of the all-inclusive kits. In addition to

064that, we do have a subscription kit which is going to cost us between $2,500 and $7,000 a year for the student licenses. We're currently working right now with the publisher. We do have some transient populations at Hillrest. So, a lot of vendors will sometimes do the once you've used a subscription, you know, have to use another subscription. So, we're working through that process. Um, they seem to be very much so amunable to understanding our setting. We want to repurpose that subscription rather than it going away. uh when a student spends some time with us and then leaves. So, all in again, this is going to be a lower one for sure, but very confident that we're going to be able to supply the teachers with the all-inclusive kits as well. It's the best route to

065go. Uh and in terms of like the number of pieces within a module, it looks like it's about 24 of which at least five of the components are non-consumable. So, we would have to replace those pieces as we come into the next year, which is about 33 bucks a kid. Thank you. That's super helpful. And yes, both districts use them. Yes, that one I know, but I don't know exactly which ones. And also something else with the uh adaptation for different students um responses, you know, to the question. It was that it could be just one sentence, you know, they had this gradual kind of increased in complexity that it can go from one word, a sentence, and then a complete paragraph. and they were nice just to give us access to all their platforms

066so we can were able to even support students in seven eth grade. Are there any other questions? Uh, Miss Love, thank you. Um, my question has to do with the seeds to solutions climate change and environmental justice curriculum that the county office um was deeply involved in creating and was just released. Um, it addresses like life sciences, um, I think physical environmental sciences for 9th and 10th grade and then like more elective kind of sciences in later grades. And, um, I was wondering if that there's plans to integrate that into the curriculum and education for the coming year. I do believe so because also it's part of the NGSS and the environmental science and so we did not explore any of those concepts but all the videos they have embedded you know um different aspects

067of the the environment and how for example in photosynthesis they show a video in the BBC that it is in u remote areas where there is no um water and there is no sun. So they are, you know, touching that area of environmental science and uh global warming and the issues that are impacting our earth right now. But I I I do believe that because the the program does align with NGSS and environmental science, it it will I didn't h we didn't have a time to explore that unit, but we just concentrate on one. But yes, I do believe so. Well, I it's the So, you have this new curriculum, but we just developed this seeds to solutions, the county office did um with 10 strands and I was just I'm was hoping that yes,

068you're doing this new one, but you'll also be integrating this in. I mean, it's our curriculum that we've were involved in developing. It would be nice if our programs used it as well. That was my question. Yeah, I I I think that that will be a great discussion next year when we are if we adopt this curriculum, how is that going to be integrated and helping teachers, you know, to do that planning and integrate both? Yes. Are there any other questions? Um, I have one. And as far as the teaching of both of these programs, um, will it be one specific teacher trained or will all teachers be able to step in and teach these classes? Something that the also the committee was uh looking at is if I'm not here if absent I don't

069know if that going you know that can maybe address the question is that someone can step in and be speed up just to go and teach and uh I think that both of the programs allow you know any new teacher any veteran teacher that maybe it's not learning a new subject area And it's allowing you just to have really access prepare. That's why the organization you know the flow of the lessons this extra support for a teachers uh planning it's there and teachers we were you know all with that lens. We were uh very cognizant that we want something that it's easy for us planning seeing the students progress and anyone who is stepping in can just go take it and do it. So currently right now you'll be teaching both classes. Am I I

070taught I taught both and it was and I you know and it was for me it was easy to just to to implement it. I cannot say next year who will be using it, but I hope that the same teachers that went through the adoption are the ones that are going to be teaching this subject. Thank you very much. Um, are there any questions from the public? There are no hands no hands raised. Okay. Well, thank you. Um then is uh there a motion to approve the STEM scope science curriculum for court and community schools? So moved. Is there a second? Second. There is a motion to approve the STEM scope science curriculum made uh made by uh trustee Alvaro and a second by trustee O'Neal. Is there any other Is there any further discussion?

071May I please have a roll call vote? Miss Alvaro, I. Miss Aras, I. Miss Benini, I. Miss Love, I. Mr. O'Neal, I. Miss Gerard, I. The motion passes with unanimous vote and the STEM scope science and curriculum has been approved. Thank you so much for your report. Item 7A, Kevin Bolta, deputy superintendent, business services division. Manette Manino, executive director, internal business services. And Marian Rays, physical manager, will provide an overview of Sanonteo County Office of Education's 2526 budget. Deputy Superintendent Bolta. Good evening, Vice President Gerard, members of the board, and Superintendent McGee. Feel like I'm kind of hiding behind the post here, so if I get a tough question, I'll dive behind the post. Um, our team's here. Uh, we're going to go through this presentation um and certainly open any questions. So, with that,

072I'll turn over to Marian. Thank you, Kevin. Good evening, board vice president Gerard, members of the board, Superintendent McGee. So we're here to present the Sonteo County Office of Education's 2025 2026 proposed budget. So a typical budget development timeline starts in January when we uh first hear about the governor's budget proposal. Next one is April 15 which is the tax deadline. This kind of sets the estimate of our revenue. So we hear back um revised budgets on May and then from May to June 14 um legislature develops the budget. On June 15 they have a deadline to approve a state budget and then on June 15 to 27 governor may approve line veto or send a budget to the legislature. So um key points of the May revise from the school services um talked about

073the state budget deficit. So we are projecting a state revenue projection of 10 billion lower at the May revise. Um the state budget deficit estimated at 12 billion and future year project lower revenue by 22.7 billion. So some of the things that affect this deficit are potential reduction in federal funding, declining enrollment, um increased cost and the expiration of the one-time funds. So talking more about the education funding of prop 9 um this this include a reduction uh cost of living adjustments to 2.3 um a depletion of the rainy day fund and then um the governor's proposal to appropriate less than the prop 90 calculation in the amount of 1.3 billion and a cash deferral of 1.8 billion. It also um will be providing a 2.1 billion on ongoing funding for full implementation of the

074universal transitional kindergarten. So on our budget um we included the following assumptions. Um for the LCFF revenue um projections we use the Figma um calculator. So the LCFF is the local control funding formula. Um and we use the FICMAT which is the fiscal crisis and management assistance team calculator. So this is a tool that prepopulates data based on current statutes and cost of living adjustment. Um we included restricted program revenue and adjusted for grant awards based on estimates that we know um during budget time. Um position controls were updated. Um we work with HR and programs to update changes in staffing and any vacancy. Um as you know uh our bulk of expenses are on position or our um salaries and benefits. Um compensation included multi-year agreement with SMCA which is our teacher group. We

075also included increases in statutory benefits um retirement which includes Kalpers and Calsters unemployment and workers complies and services were also adjusted for inflation. Um services are increased by the inflation and adjustment for our ERP which is the enterprise resource planning software implementation and increased cost for insurance assessments. So um a little bit about you know the new ERP. Um the budget is developed in this new accounting software. Um so it mainly com um it included all the position costs um loaded based on assignments and salary schedules and vacant positions were budgeted on the assumptions of salary schedule placements. Um so this included also benefits. um supplies and services are based on prior year adjustments um and al also including inflation and then also meeting with program managers regarding all those cost in there. We also

076made some adjustment for the account cause cost uh account codes sorry um to organize it by resource codes. We used to organize it by heavily on management code but this time we're adjusting it to more um on the resource code. So just a little bit about the position control. This is a tool a critical you know component to ensure staffing levels and salary expenditures are aligned with approved budgets. We also want to give credit to all the staff members. It's a team effort. It was a heavy lift to set up all the the foundation to set up the new um the information in this new ERP. So um it was um it's a big collaboration across the organization to help set this up. So the next slides will be um presented by Minette Man. Thank

077you Marian. Good evening Vice President Gerard. Um members of the board, Superintendent McGee. As Marian mentioned, uh, we worked on the new financial software which is called Frontline ERP and you're getting a glimpse of it right in front of us. This is actually a direct report from the system. Um, if you look at up on the top, that's what the report um name is called. It's called budget 07 report. So, this is just a pie chart of our total revenue summary. And at the bottom of that uh of this slide is um shows us how we derived it directly from the system showing the input data, the parameters and who generated it. This was generated by Kevin on June 6 at 8:01 a.m. So this is just a pie chart of our total revenue and

078uh we'll go into details in the next few slides. So um and then we used an input of ADA of 72595 and it gives us a per ADA dollars based on those total revenues. So the next slide is another pie chart representing the expenditures. So same um direct report from the new system and it gives us the pi just by um doing a few clicks and then this report is generated. This is another representation of a report that we can derive directly from the system. Now this expenditure reports is doing it by function codes. So total numbers are all the same. It's just a different representation based on how we want the data to be presented. So now we go to what you are usually um used to seeing which is our SAX presentation. You

079probably you have a detailed report in your packet on these. So this is just a total representation of our fund one general fund um budget um divided by unrestricted and restricted components. So we have a budget total of 115 million comprised of 70% coming from unrestricted revenue of about 82.3 million and restricted of about 33. And then um we have total expenditures of 1168 million which is comprised of expenditures coming from unrestricted about 82 million and 35 million from um restricted sources or restricted expenses. And then we have a transfer in of 3.2 2 million and corresponding transfer out. Um in unrestricted our change in fund balance is about 900,000. In the restricted resource we are showing a deficit spending of 131,000 coming to a total change in fund balance of 764,000. So this is

080another way of uh what you've seen before. This is the same presentation. We just move we're moving up where we see the other outgo which is that excess property taxes. So it's just showing that out of the 82 that we saw as total revenues, it's really 45 that is our total revenue because 36 of that we have to give back to the state in the form of excess property taxes. So we still show the same change in fund balance of 8.95 in the unrestricted resource I mean unrestricted uh portion of the budget and then we come up with the same net total of 764,000. On the next slide we just want to give you a glimpse of what uh Marian mentioned when we said we updated the accounts in our budget in our new ERP

081system. So, um I'm not sure if you recall the way we list this before was in management codes. You you'll see a um alpha numeric number, but now they're all listed by resource codes. So, this way it's easier on the reporting side and also in um communicating financial data to program folks that we work a lot with. So I just want to highlight the um big ticket items in terms of services and contracts that we have in the budget. So for resource code 0260, that's outdoor education. That's your our typical YMCA agreement. Um 0371 resource is our ERP financial system resource. The 2.2 million is our um licensing agreement with Frontline. our transportation that's our um transportation agreement with for student and so on. So moving to the restricted side we have um all our

082resources for special education under 6500. Um so the beauty of doing resource code is we can expand it but for reporting purposes it collapses to the same um 6500 series. So same with the one you see at the bottom where you see the 9xx that means those are all total of our other local grants but for presentation purposes we just they are just um combined in that one line item. So in special education we have about what 1.2 million in services that we are budgeted for. And then um we have also in other 9,000 categories of um we have that Samato County Health Commission um the capacity grant that we have with Sacramento um COE and other local grants. So those are the big ticket um services and contracts we have in the budget that

083program planned for for next year. Moving on to this other presentation. This is just um comparison of what we think we'll end up with with our 2425 actuals and then comparing it with what we think what we plan for 2526. So um just to give an idea we are working in another system use um doing our our numbers now and then crunching them to what we think we'll end up with because um that will flow through as the beginning numbers for our 2526 budgets. So just to highlight a few things um on the revenue side for LCFF we show that uh almost 500,000 difference but we think um we're researching on that and uh we think we know where it's coming from. It's just the interaction between our AB 602 funding and LCFF property tax

084calculations on the local revenue. The big difference is because when we uh updated our account codes um we transferred or we um did a switch on how we record the transportation billing that we do with our um school districts. It used to be in the restricted resource. it's um now moving to the local revenue and then on in the certificated salaries um just wanted to highlight that all positions when we do budget uh we um assume that all vacance positions will be are in the budget and will be filled at the beginning of the year and then throughout the year we'll do adjustments. Um there is a significant difference in our capital outlay because we are now in the winding down um phase of our ERP implementation. So that cost um is more realized this

085year. Next year um that moves into more of the licensing. So it's no longer a capital outlay. It's more now of a service. And then same with the transfer in because um of the implementation cost we move funds from fund 17 this year um to support that. Um for the budget year uh we are moving the interest revenue estimated into fund 17 also to support some of the programs and the continuation of their ERP implementation. In transfer out there is um estimated increase in contribution to the early learning program which is our represented by in in our fun 12 and then there's a slight um decrease in the contributions that we do to our restricted program. So that's just kind of a a comparison of of what we think we'll end up with this year

086as compared to what we plan for 24 I mean 25 26. Thank you. Sorry I have one more slide. So now this is um the combined one comparison to um this is just the combination of the restricted and restricted um numbers for estimated and original. So um just comparing with LCFF so still with a combined we are looking at that number with the um interaction between AB 602 and property taxes. Um there are a number of um one-time programs that are end that ended in federal grants in 2425. So those some of them did not are not we do not expect to be renewed in 2526. Um in state revenues there are a little less um and some of that is also attributed to some of the expiring grants that are not renewing in 2526.

087And there are also fewer grants local local grants that are expected in 2526. So same assumptions and um our expenditures certificated and classified salaries. Uh we always budget at full cost knowing um that programs will be operating at that level and then we do adjustments throughout the year. Um let's see we have a little reduction in the restricted programs for books and supplies and services and same um reason for the ERP implementation that is winding down. So overall change in fund balance we estimate in that we will end up in 2425 with a 1.4 million and with a budget year um with the 7 64 change in fund balance. So I will now pass this on to Kevin who will continue and conclude our budget presentation. Okay. I will say that um related to position

088control, it's a bigger deal because when you look at the budget numbers now, they're tied to the salary schedules and the assignment of the actual person in that position. So it should be exactly right for everybody that we currently know. And for the positions that are vacant, we put in assumptions about where the person's going to land on the salary schedule. So again, it's tied to the salary schedule. So the numbers that are in our 1,00 2,000, 3,000s are really accurate. Okay, that original budget um we're budgeting for every position we filled. So it is our most conservative look and financial picture. As the year goes on, we don't fill every position. We have changes. And so typically we have some budget that falls out. So um in keeping with the theme of utilizing the

089new financial system, this is simply a report uh right out of the financial system for our gateway program. We just ran this by resource code um and we're spending about $1.4 million. And the system already breaks it down into um the specific object codes of certificated salaries, classified salaries, benefits, etc. Uh we will work on why the detail isn't showing up in the 3000s because it'd be nice if you could see that for instance one of those 3000s is for PERS and one's for stirs and um unemployment that doesn't show up on this report but we'll keep trying to refine it so it does but it was nice I will tell you just to actually run the report take a snapshot and put it in the presentation versus time putting it into an Excel spreadsheet

090to try and present this to you. So that's our gateway program 1.4 4 million. Our Canyon Oaks program, and I'm sorry, it is small on the screen. Our Canyon Oaks program is estimated at um $837,000, pretty consistent to prior year. And our Hillrest program is coming in at 1 point almost $1.3 million. And you can see the breakout in the way we're spending the money by object code. And as a reminder, 1,000s are certificated salaries, 2,000's classified salaries. Anything with a 3,000 is benefits, 4,000 is supplies, 5,000 is services. We don't have any 6,000s on these reports, but that would be um capital outlay, capital improvement. Okay. Uh we really do spend a lot of time looking at the multi-year projection. We think it's probably the most important report that we generate um because we

091approve not only one-year budget, but we're really in essence approving a three-year budget. So, we have some assumptions as we build out into future years. Um local revenue does not include Rollins Road. Um any rental income is not included in this budget. Cost of living adjustments are included at um the department of finance estimates at 2.3% for the current year and then 3.52 and 3.63 step and column costs are estimated at 1.5%. That is the increase in cost without a um compensation increase to be negotiated. It's just employees moving across the salary schedule based on their time working for us. Uh Stirs is holding steady at 19.1%. Uh which is good. Um PERS uh minor increases certainly compared to what we've experienced over the last 10 years represented there at two 27.05% 27.4 and then

09227.5. uh supplies, we um increase those costs by a consumer price index uh 2.76 and then uh 2.7% and then 2.7 6% in the third out year. Election costs are always interesting for us. Um we have them and then we don't and then we have them and they're fairly expensive. So, if you remember, our last year's budget was 750 mil $750,000 and I think that bill came in at about 650 roughly. Um, and so we have election costs built in the 2627 year at $500,000 and then we'll take that out uh in the fiscal year. We are increasing um the budget related to insurance assessments. This is specifically related to um sexual assault and molestation cases. Uh recent legislation has increased liability in this area. There have been rather large assessments uh that have been

093applied to almost every school district across the state and unfortunately they are telling us to continue to project those increases as we get a better idea of exposure into future years. So this Yes. The liability are we self-insured or are we part is that part of Smith sig or is that like a statewide fund? We're part of a JPA joint powers authority government agency smig gent everybody's incre everybody's premiums are increasing because of that u certainly because almost all of us buy our higher level insurance from um um from a different carrier right so we're self-insured for a portion kind of that first $250,000 expenditure and then we're going out and buying insurance out in the marketplace to cover us at the higher levels so it's those higher levels um that They're really charging everybody.

094So the deductible is basically $ 250. Uh the exposure up to our um local smig is about $250,000. Yes. Related liability. Okay. And then the stirs cost 19.1. That's a percentage of the salary. Correct. Correct. Okay. And then for PERS that's 27.05 and the 20 that's a percentage of the salaries also. Correct. That is correct. And approximately how much of our stirs and our pers are we funded? 80% 85 90 no portion sure those are real costs to us the employer employees then play pay their percentage so teachers 8.25% I believe and I'm sure classified right now about seven yeah about seven. So there is an employer and employee, right? Our employees are paying their portion. What you see here as a percentage is our real cost. No. And what about the percentage of funding?

095Are we 60% funded for that liability? Are we 80% funded? Because I know PERS at one point was like around 60 or 65%. And what's our portion? I realize it's a long-term like a mortgage liability, but I'm just curious. Sure. So you may be referring to city agencies because typically they receive their own PERS rates and their own actuarials. In schools we're in a larger pool. So every education LEA local education agency pays the same percentage. So we're all in the same actuarial report. So we're all paying the same percentage versus you may have cities in different locations where they take an actuarial for their employees and they may pay a different percentage and it may be funded at a different level than what we're experiencing. Okay. That accounts for why the stirs is so

096much less than the pers. Well, they're different. They're different pools. So, you know, you also get into how well they performed in the market place. Uh all their actuarial costs about who's in, who's out, and PERS is the largest investment pool in the world. So, um there's a lot of employees in that pool. Okay. Thank you. Yeah. So, I'll just kind of cut to the bottom line. And if you look at the increase or decrease in fund balance, um we're positive in all three years here on the unrestricted side of the budget. Uh and we do point out that we have strong reserves. Uh we're estimating that our ending fund balance will be 17.8 million um in 2526 increasing to 18 a little over 18 million in 2627 and then about 18.5. and we meet

097all the reserve requirements um and we designate those in those components of ending fund balance and with a portion of um un undesated as well. So that's the 3% required plus we have a 5% board reserve. So we again have good reserves is just kind of a picture of where we are. We are seeing some stability um going in the outy years. Um, but we've talked a little bit about, you know, we're positive, but we're also bringing in interest revenue from fund 17. Had we not done that, we actually may be spending more money than we're bringing in. So, just kind of concluding, we have healthy reserves. Oh, yes. The previous page you had the multi-year projections and you had total revenues, total expenditures. So that's including the portion of excess property the expenditures is

098including the excess property tax that we send back. It does. Um yes it does. But is it's a n it's a zero sum game. It doesn't really change the change in fund balance number because what we receive in property taxes we send that money out. So it shows up on the revenue side and then shows up on the expenditure side. In other words with other outgo. Well, well, no. The reason I was looking at it is they saw, you know, when you look back at the other forms where uh you had the 36,000 separated and I just wanted to be sure the 36 million, I'm sorry, was included in the 81, correct? Okay. Thank you. Yes. So, again, concluding healthy reserves, uh relatively balanced at this point. You can kind of see we're fairly flat.

099Um interest revenue I just mentioned is coming in and then uh ERP implementation will be complete this year. Um so you know we showed the the total costs in the 5,000 the services at 2.3 million 2.2 million that's actually a decrease in the new system than what we paid in our old system about 300 almost $400,000. So new system at lower cost we think that's good. Um, a couple things to note though. Uh, we have negotiations related to implementing the classification and compensation study for all of our employees. Um, there's a cost to that, an ongoing cost to that as we implement. Um, we do not have any units other than CSEA um, settled for 2526 and beyond. Um, and Marian mentioned it. There's some real pressure at the state. I will tell you when

100I was down in Sacramento last month, the tone changed pretty dramatically. Um there's some real concern about what the state budget looks like and what the impact is. The nice thing for San Monteo County is we're so heavily dependent and funded with with property tax. We are somewhat isolate, you know, insulated from that a bit, not completely, but we will not be impacted the same way as you might see local control funded formula state leas in other parts of the state. um and certainly the uncertainty that we're seeing at the federal level, what's going to happen um with federal funding um amongst everything else. So more uncertainty and certainly some pressure from the at the state of reduced revenues. Um I would like to add at this point that um you know we really show

101you and talk a lot about the general fund 01. We haven't really talked at all about our other funds and we have other funds. Um, we had talked in our budget subcommittees about potentially putting in some placeholders for things we might do related to facilities. We did not do that. Now, kind of based on the conversations we had with the subcommittee, um, if you see dollars in, um, I think it's on page 42 for fund 17, um, all you see there is interest revenue estimated and then the amount going out for interest revenue plus the ERP, the financial system costs. And in fund 40, we just pushed the costs from the prior year estimated actual budget into the current. So it's about $3 million and some of that is for um a facility master plan

102and for some facility improvements related to hopefully some modernization of bathrooms some of our school sites and we'll refine that number. But the important part is we don't have any placeholders um for any facility changes that may come your way. if that were to happen, we would bring with it um a recommendation to change the budget. So, we didn't didn't put a placeholder in there. So, just point out there are other funds and that's part of the budget adoption as well. So, with that, open up to any questions. Um now, it's time to ask questions. Does anybody on the board have a question? Miss Alvaro, got a sticky buck button on my mic tonight. It's like pushing it. Yeah, I do have some questions. I know that'll come as a big surprise to you. Um,

103on pages seven and eight, there are these great charts. First of all, I'd love if the label on other outgo specific so that anybody looking at it would understand that that's the sweep that goes back into the garbage can of California. Um, but the specific question I had was around the numbers. On page seven, it looks like the total amount is around 37.5 million. On page eight, it looks like it's around 39 million. And then on I believe it's just the following page, page nine. Um, I see a different number. I see Yeah. unrestricted and restricted. I saw I see a 38 million. What is it? Manette to the rescue. Should still tie. Mhm. So, I'm trying to see you're mentioning 30. on I'm looking at um the expenditures. So the other outgo at 30

1047 million. Is that what you're Oh, and then other gogo at 38. Um yeah, on page seven. Yep. Got it. Yeah, it's 37.5 37.6 approximately, right? And then on page eight, it's 38.9. Yeah. So um confused. What we have is that if you look at the total expenditures at 117 million so the totals tie so we're breaking up the expenditures in one by object code purely and the second one is by function code so it's pulling in a different um number related to the function so you know functions are whether it's instruction related pupil services it's actually just a breakdown differently a majority of that number on the function is related to the excess property tax, but there's some additional expenditures with that function code. Oh, so there's a couple of other things in that

105same C. Yes. Okay. Exactly. That I was unclear about. Thank you. And then on um our fund 17 interest revenue, is this all of the interest that we have on everything that we do? No. So each fund earns interest. General fund actually earns interest as well. Um, we are moving all of it that we're projecting in fund 17. So, we're estimating to receive $2.4 million in interest revenue and we are transferring out all 2.4 million into the general fund. And this is this is the interest uh not the interest but the all right the interest off the investments with the county fund. Correct. County managers fund. Do we still have a separate fund that was from Lomar Timber? My understanding is that was put in fund 17. It was all in that fund 17 as

106a portion of Yeah. Okay. Thank you. Thank you. I'm done. Are there any other questions, Miss Benini? Thank you. Um I have a a couple. Let's see. First one is when um I'm looking at slide number six. when you uh say what you're using for the countywide ADA. So, is that lower? Is it that much lower? Is that the This does not include charter school ADA. Okay. And uh Manette called me on that because she couldn't trace that number. So, so I need to go back and find specifically where that is. Um but honestly, some of that was we haven't seen this presentation before dropping an ADA number into what it did. So, we need to tie that out preferably to P2 ADA. But if you take charter school um ADA, it's pretty close because

107overall ADA is almost 78,000. Okay. Yeah. Yeah. I was just asking because um in like 2020, right, it was 94 around and then in the last time I saw the number it was around 85. So, it was then 72 but maybe 78, but yeah, it's just getting lower. Okay. Thank you for that. Um, my next question, I was just curious, my next question. I'm curious about the um the fund 12, the increase. It's like a 60% increase in the early learning, which sounds great. We love early learning, but do we know what that is or why it's so such a a big increase seemingly? Yeah, there were some positions that um were were formally funded through fund 12 itself. Um but um there were some increased costs that were not being covered under those grants.

108So if you looked at our strategic plan, it specifically calls out early education. So we were making a decision that it fits the strategic plan. Providing a greater contribution to the fund makes sense. It's consistent to what we're trying to do. So there's a position or two we're now funding in out of our general fund that we used to fund out of fund 12. That's that's great. Um okay, my next question is around the um the schools no gateway any notes and um no Chris. So we see these numbers and I know there's like some cost neutrality in there. My question that I wasn't sure about I know like for gateway I'm aware of how that works like with theus and I think it's pretty cost neutral. Um, for the other uh for like Canyon

109Oaks for instance, I was curious because I don't think I've asked this before. Do the districts pay for part of that or is that coming through county like through BHRS or I just I've always been curious uh Gateway all three of these programs um are funded um with either charges to districts or transfers from our local control funding formula. So Gateway for instance is interesting because we charge out the total cost of the program but the districts get to keep the ADA. So they're reporting the ADA for students that are in gateway on their side. Okay. So often we're charging them, you know, if you look at this number based on the number of students. Seems like original budget is always almost $60,000 per student. By the time we get to the end, we've been

110charging just under $40,000 per student. But they also have the ADA to kind of offset that. Um it is costly but um they they do get but yeah but basically we cover the costs with with the charges that that's true of um Canyon Oaks and um and then our Hillrest program um has a local control funding formula component to it plus some increased um allocation of dollars for court schools specifically. Okay. Okay. Thanks. And then I just have one more question. Um I know there are there's this note in the conclusions around um the ongoing implementation of class and comp study. So that's still not final but um so so a couple questions I have. One is is it accurate that the most of the class and comp increases are part of that interest or

111that's where it's being pulled from or used I guess the interest from fund 17 or is it just coming from general fund that was my way to to find a revenue source to to pay for that ongoing um and that is one challenge that we've had we've talked about this before we have very high balances in our fund 17 and we don't want to keep adding to it and so some ways looking for ways to operational ationalize those balances because it is driving interest revenue and then pulling that in to help us afford the class and comp. Um we have negotiated um the classification and compensation study implementation for our unit 158 for all of our classified pair of professionals. We're in negotiations with our 887 group right now. We think we're getting closer. Um

112and then we're waiting for the results for um our teachers group and then our certificated management group as well. We are very fortunate with the budget that we have that we are able to even talk about implementing a class and compensation study. What appears to be with over two maybe three years. My experience with classification comp study is five to 10 years to implement and painful because the longer it takes to implement the older that data gets. So we're very fortunate to be able to engage in very real conversations about how to implement. Those are all my questions. Thank you so much. Are there any other questions? U Miss Albero? So, I was hesitating if I would even wanted to ask this one, but I'm going to ask it. Um, I did attend the capital

113advisor's uh budget briefing. Fortunately, they also make it available online through Humble County. So, one of the things that they told us was that they are expecting big cuts to title one. Even though we're being told that special ed won't be touched, their capital advisor is expecting big cuts to title one, which is a we have some big programs in that category. So, are we are we even being able to budget for that or we just have no idea what's going on? uh we have not put you know an estimated cut into title one yet. Um I think at first interim we will because I think we'll have a better idea. Um we are able to adjust our program associated with cuts. It's painful but but we do that with restricted dollars. Um and we

114are probably in a better position compared to a lot of the different districts that may be impacted in our county. Um so I'm more concerned in some ways about the impact to our districts. Um, and we'll see because we've also heard the federal government talking about rolling up different programs and creating more flexibility in how it's used. What does that really look like? It's hard to say. So, um, I feel like we're a little bit uncertain um, at the federal level and we see it change almost daily. So, it's tough to put a number down, I think, at this point. But, we're living in real time, right? I mean, the legislature actually, it appears has an agreement on their budget. You may know as much as I do, but what'll be interesting is the fight

115on Prop 98 because both the governor proposed and it appears the legislature now is supporting an allocation of $1.3 billion less than what the um Prop 98 calculation looks like. So that's kind of unprecedented. Uh so we'll have to see what what that looks like for us as well. I will say for our budget, what you're seeing here is is a conservative look because as um Manette mentioned, I think there's some revenue in our own LCFF that we're going to tie out related to AB 602 that'll bring in additional. So again, full costs, I think a conservative estimate of revenue for our organization, for this budget, I'm confident we can keep providing services to kids and districts. Right. Thank you very much. Are there any other questions? Can I just make one last comment? Sure.

116This budget represents I cannot even tell you the amount of work that has gone in not only for our organization but across the county because everybody's built their budgets or building their budgets in this new system and that just doesn't happen. So I want to thank the staff for putting in the time for getting it done. They did an amazing job. Well, we want to recognize you and the staff as well. Um, I can't tell you how lovely it is to look at a budget you can understand um and understand all those numbers, especially for a not numbers person like me. So, thank you so much for all the work you do um to make it easier for us. And uh Vice President Gerard um Trusty Love has her hand raised. Oh, I looked. I

117didn't see it raised. I apologize. Trusty Love, thank you. Um, I had a quick question and it's just this one might just be kind of silly. I was wondering what the uh code 7300 is. That's the outgo for um Canyon Oaks and Gateway but not Hillrest. Uh 7300 is indirect costs. Ah, so those are um cost we charge in our restricted programs to for in essence overhead. It pays for accounting. It pays for technology support. It's like if you're running a business, the amount of overhead that it would cost you. That's what that is. And for any LEA, that is one of the ways the state has allowed us to to be financially solvent is to charge indirect cost rates. So that's what it is. Okay. And there just don't happen to be any for

118Hillrest. That's was my question. Okay. Um then the other question and you kind of touched on this was how the budget um advances the strategic um goals from the strategic plan um for the upcoming year and years and um you mentioned early learning as a priority that was kind of coming out of the strategic plan and that's what's funded in um the increase in fund 12. Is there any else that you can kind of point out? I mean, I think these are good things like the example you gave to share with the public staff about how we're implementing the plan and making budget decisions that are driven by that plan. Yeah. Um I will say I haven't done a great job yet of coming up with a a process of taking the strategic plan and

119allocating our entire resources solely based on that plan. We tend to use historical budgeting as the baseline. This is the program we ran last year. This is the program we're going to run next year. We're trying to implement the strategic plan in places, but I know one of the goals through our um equity team conversations we've already had is how do we really talk about allocating our resources in a real way that are more directly tied to the strategic plan. We think this new financial system with some of the flexibility in the standardized account code structure will help us to potentially do that. Um, but we're working on it, I guess, is is my answer to that. We're working on it. Okay. Thanks. It's just one of those, it's nice to call out that the

120budget just isn't kind of capturing what we're already doing. It is actually representing really strategic shifts in direction. Um, so, but thanks. That's it. Okay. Thank you. Are there any questions from the public? Uh we have no no questions from the public. Okay. Thank you very much. Uh there is no action to take on this item. For item 7B, the public hearing on Sonteo County Office of Education's 2025 2026 proposed budget is now open. Would anyone like to speak on this issue? Uh the hearing is now closed. Item 8A, the board will receive the initial proposal from the California School uh Employees Association, CSEA, Chapter 887 to the Sonteo County Superintendent of Schools for the 2024 2025 Successor Collective Bargaining Agreement. This item will be brought back at the July 16th uh 2025 board meeting

121for a public hearing. Tammy Moore, Associate Superintendent, Human Resources, is available to answer any questions the board may have. Associate Superintendent Moore. Good evening, board. Vice President Gerard, members of the board, and Superintendent McGee, you have before you the initial proposal from CSEA, Chapter 887 to the Sanonteo County Superintendent of Schools for the 2024 2025 successor collective bargaining agreement and I am available to answer any questions you may have. Are there any questions or comments um from anyone from the board? Um are there any public comments? No public comment. Okay. There is no action to take on this item. Thank you. Um item 8B, the board will receive the employer's initial proposal from the Sanonteo County Superintendent of Schools to California School Employees Association, CSEA, Chapter 887, for the 2425 successor collective bargaining agreement. This

122item will be brought back at the July 16, 2025 board meeting for a public hearing. Tammy Moore, Associate Superintendent, Human Resources, is available to answer any questions the board may have. Associate Superintendent Moore. You also have before you the initial proposal from San Mo County Superintendent of Schools to California School Employees Association, chapter 887 for the 2024 2025 collector successor collective bargaining agreement and I am available to answer any questions you may have. Are there any questions or comments from the board? Are there any comments from the public? No comments. Thank you. Uh there is no action to take on this item. Item 8 C is superintendent's comments. Superintendent McGee, do you have any comments to share this evening? Yes, I do. I have a few brief comments. Um I want to start by um

123just thanking our school staff. They're now um have completed their 2024 25 school year. Um getting ready for uh extended school year, summer uh summer school and uh many of them are also getting ready for uh summer vacation of which is uh highly deserved. You can see how much work they've put in in so many different areas this year. Um and uh I appreciate uh Lara Kotacetti's leadership in the um in leading the adoption process uh along with uh support from our English language arts executive director Gwen Lee um who's provided tremendous support in that process. Um I did want to let me find my notes here. um make a note that um we have uh you know the California County Superintendent has um a number of different uh committees that do all kinds of

124really great work. Um and uh I think I mentioned that one of those committees is the CIS committee which is the curriculum and instruction steering committee. um they have an annual conference every year and uh our San Mateo County team is uh organizing and leading that conference next year. So um that's the kind of thing that we get involved in. Um we also get involved in individual leadership roles and um I want to shout out uh Sarah Notch who for the last four years um was appointed to a 4-year term to CDE or the California Department of Education's advisory commission on special education. Um the appointment was made by the state board of education and um four years later the state board has reappointed Sarah Notch for another four-year term. Um and this year she

125has also been elected as the chair of the commission and will officially assume that role at the August meeting. So, um it's a huge responsibility. um really great um uh nod to her professionalism and leadership and we're really proud of Sarah for representing us uh for the special education um the commission on special education um uh and providing additional information to the state board as they make um their decisions and do their work. So congratulations to Sarah Um the last thing uh uh I think I have is um at your seats you have the um our newly released annual report. Um as you know we put out an annual report every year. This is the uh first annual report under um executive director uh Ian Bane and uh his team of Anton and Sarah Hopkins.

126Um they've been working on it for quite some time. In fact, um, executive director Love when she was in the role had already begun organizing uh, for the publication, but we um, we got it out uh, this week and um, you have, I believe, a copy for each of you and then a number of additional copies kind of to carry with you in your car or if you go to an event and you want to give uh, the information to a colleague um or share with others at some kind of uh conference, we provided you with more copies and if you wish to have more um we can we can get those provided. Uh we're really proud of it. It's uh it's a fun design. Um, lots of great information. And um one uh page

127that's always really um very popular in the county is the very last page um of the report which shows all the revenue that each of our 23 districts brings in through either um their LCFF, their property tax, their um education foundations grant etc. other ways of uh providing revenue for student programming. And you can see that um uh this is where the equity gap really shows up in San Monteo County. When you look at that last page, believe Berling game is at funded at um about $8,000 per student. and we go down to the bottom of the list in Portola Valley um which is $33,000 per student. So that's um a huge financial gap that's funding the education of our of our students in the county, which is one reason why we're really tackling this

128um school funding conversation. Um so uh so that's uh definitely something that people have interest in in the in our annual report. Um, one more thing about the annual report is that we um, under uh, executive director Bane's leadership, we created a video about who are we um, at San Mateo County Office of Education. And um it's uh it's in embedded into the report as a um uh what's it called when you have that scanner uh square? Um anyway, uh my my brain loses words all the time these days, but um the little square that's in there with the with the hatch marks, um you can scan that and it takes you to the link where the video lives. And um I have uh I believe talked the communications team and um our IT team

129into showing it to you tonight. So, um, now would be the time to bring that up on the screen. Um, if we have, uh, Zach and Leo in the room or somebody who can do that for us. Yes, we're just allowing uh, screen sharing right now. Um, Nancy, do you need me to uh, help you? Yeah. Uh, if you could actually. Yes. Could you make um the Sanonteo County Office of Education uh participant here uh and could you enable screen sharing for SMCEE? Yes. Yes, for our uh the participant for our feed. Thank you. Um so it looks like I'm not able to. for you guys. Uh yes. Uh we just enabled it. So uh going to share the video now. Okay. At the Sano County Office of Education, we continuously strive to realize our

130vision of excellence and equity for every student, every educator, and every school. Our mission is to inspire students, invest in educators, invigorate leaders, and involve families and communities. The county office supports more than 84,000 students across 23 school districts by providing services that can be done more efficiently and economically at the county level. These include instructional and technical support, college and career readiness programs, and development of the education workforce. The county office oversees district budgets and approves each district's local accountability plans for how they will meet student needs. We also run programs for students with significant disabilities, alternative instruction for learners in the juvenile court system, and an inclusive state preschool. A leader in environmental literacy, we deliver innovative, high impact lessons that empower educators and inspire students to address real world sustainability challenges. We

131support schools in creating cleaner, greener campuses and lead by example with major sustainable upgrades to our own facilities. We are deeply committed to safe and supportive school communities and place mental health and well-being at the forefront of our services. We have partnered with first responders to create the coalition for safe schools and communities. And our groundbreaking emergency framework, the big five, provides clear protocols for a range of scenarios. Equity is at the heart of everything we do. We foster a culture of continuous learning and support students in ways that are authentic and understanding of their journeys. Together, we will boldly move this work forward to provide every learner with the education and support they deserve to thrive in school, career, and life. This is the San Monteo County Office of Education. Thank you so much

132for making that happen, uh, Zach. Um and uh please make a note to uh acknowledge our lots of texture happening our communications team um for the great work they've done on the annual report including uh this this really great video. So, um, with that, I just want to wish, um, Hector, our new executive director, um, equity, social justice, and inclusion, Hector Kamacho, a happy birthday on June 19th. And with that, that concludes my comments. Thank you very much. And thank you for the video. Was really great. Thank you. Um item 9A, the board will move to close session to hear inner district attendance appeal 25-4 I88-25-4 filed on behalf of a student currently residing in the Hayward Unified School District but requesting to attend school in the Minlo Park City School District. Before we begin,

133are there any comments from the public? Upon conclusion of the IAA, the board will reopen return to open session to report out any actions taken in close session. now. Okay. Um I'm going to report out on item 10A. Uh the board action was taken in close session and for item IAA-25-4 the voted the board voted to approve the interd district transfer for one year. Item 11 A. After being reviewed at the April 2nd, 2025 board meeting, the 2025 board meeting calendar is before the board for approval. Are there any additional comments or questions? My apologies um Vice President Jar on that prior item. It would be um to approve the appeal for a period of one year. Oh, I'm sorry. And then we also report out um that it was by a vote. Oh, okay.

134Just the number of votes. Okay. Sorry. Yeah. Um I'll go back uh to item 10A and the a board approved the interd district appeal for one year by a vote of six to one. Five to one. Sorry, I can't count. Five to one. Is that okay? Okay. Uh try again. Uh for item 11A, after being reviewed at the April 2nd, board meeting, the 2025 2026 board meeting calendar is before the board for approval. Are there any additional comments or questions? Are there any comments from the public? No comments from the public. Thank you. Is there a motion to approve the 2025 board meeting calendar? So move. Second. There is a motion to approve the 2025 2026 board meeting calendar made by Trustee O'Neal and a second by trustee Alvaro. Are there any further questions? May

135I have a roll call vote, please? Miss Alvaro, I. Miss Aras, I. Miss Benini, I. Miss Love, I. Mr. O'Neal, Miss Gerard, I. Um, the motion has passed by a unanimous vote. Item 11 C. The board will discuss and act on the extension of youth commission leazison uh Bethany Zho's term through August 2025. Uh Deputy County Attorney Cho Cho at this time of night. It's just fine. That's fine. Yeah, it's been long. Well, good evening, U Vice President Gerard, members of the board, and Superintendent McGee. Um, if you recall about a month ago, we examined the question of student trustees who uh serve on the county board of education. and we walk through our um board board bylaw 9150 and education code section 1000 that pertains to student trustees. And I know we have our

136um youth commission liaison Bethany Xiao. She's joining us online. Um and the question was whether or not she could extend her term. Um currently it is scheduled to expire June 30th. Um and I think the request was that she wanted to continue serving through the summer. When we looked at the board bylaw and the ed code section, um it states that the term of student trustees to the county board is for one year. It goes from July 1st to June 30th. And the board may adjust the term only in cases where a vacancy occurs or to provide more pupils with an opportunity to serve on the county board of education. So that's what's stated in our board bylaw and in the ED code. Um Bethany interestingly um was appointed to her role prior to the

137adoption of our board bylaw and that was um with a procedure involving the Sanonteo County Youth Commission. So that's why she is called a youth commission liaison and not necessarily a student trustee but the role is is similar. Um I've gone back and taken a look at the historical documents around the appointment of youth commission liaison and those documents also say that the term is for one year. Um, I think with um, Bethany, unfortunately, this is maybe predating my time, she was able to serve on the board for two years, and we're so thankful for that service. Um, but taking a look at all of the guidance documents around when the term expires, um, really, unless it's for a situation where we have multiple students who want to serve or we have a student who

138was serving and then left, um, there isn't a lot of wiggle room around extensions. But happy to address any questions that the board might have. Are there any questions from the board? Are you saying we can or cannot do? It's pro I I'm saying that the ED code and our board bylaw unfortunately don't have um and I I actually wanted to make this comment to Bethany because she is listening. It is so commendable that she wishes to continue to serve. I I do want to acknowledge that. Um but the way that our current bylaw and the education code is written um it doesn't appear that this type of situation is one where the board um can extend the term. But yeah misfitting. So as you said the um the bylaw really doesn't it discusses um

139a board tr student trustee not a liaison. Yeah. From the commission. Um, and then there is also some other document which I don't I've never actually read it. Yes. That talks about the um sorry my question. Um talks about the uh appointment or the process with the youth commission. So um I don't know if not the bylaw but that document are you saying that also says there's no opportunity because we've already done it. So there's Yeah. So it's silent as to extensions. All it says there is that youth commission liaison shall serve for a term of one year. Yeah. So and so yeah. So I don't I I would say that my opinion would be that since we have extended it for one year already and we won't have a new commissioner youth commissioner until

140probably sometime in the fall after if we do that process or if we do our own process through a board trustee. I would say we only have one more meeting that or two more meetings, right? Well, one past the deadline that logically um or one or two that Bethany would be able to attend, I would I would be in favor of extending it. And if the board were to um select and appoint another student trustee at some point in the summer, there's nothing saying that you can't have more than one. Certainly, the ED code encourages as many students to get involved as are interested and as possible. So, the board has the discretion to have multiple um on if they'd like, but yeah. Um so, h how what what do we need to do? Do

141we need to vote no or do we just not vote at all or or how do we handle it? I honestly I would recommend doing this by vote whether to extend or to deny the extension just so that we have it on record that that is what the board wishes to do. Yes. Well, I'd like to make a motion. What? I would like to make a motion. Oh, okay. I would like to make a motion that we extend Bethy's term for um Excuse me. The uh uh Trusty Love has her hand up. Oh, I'm sorry. We can't I can't see her. Um she's very tiny. I see her, but she's little teeny tiny. Okay. I'm sorry. Um, I just was wondering given what you just told us, Lisa, that we can actually make such a

142motion, wouldn't it be potentially an illegal motion or are we doing it under some other Well, so that's what that's the unusual legal position that we're in is that this um youth commission liaison position was created before the adoption of our current bylaw, which uh you know, there's a whole process for appointing student trustees and preferably out of our court and community schools. That's the whole process that we had discussed in depth not too long ago. Um so I am acknowledging that this is a bit of an unusual situation because um I it does not appear that the appointment was made pursuant to that procedure. It was a separate partnership with the Conteo County Youth Commission. Um so given that that is sort of a board created uh process and you know that term was

143already extended by another year that's kind of you know in in bringing to light what the process looks like if we were to appoint under ED code 1000. Um that's the restriction that we have. Oh there we go. We have um Beth's got her hand up. Hi. I was just wondering when that board policy was passed because I'm curious if it has been a whole year since the board policy was passed. I want to say that when we did our board policy revisions, that was what the summer of 2023. It's been a year. Mhm. Okay. Got it. Yeah. that that board policy doesn't address um uh student leaison from the youth commission and the and just to respond to trusty love the um what um uh council said is that the the policy or the

144other handbook or whatever the whatever we appointed youth commissioners under it's silent. doesn't say that you can't. Yeah, that I I think that makes complete sense that we we we have the ability to do this. It was all I wanted to confirm. So, if somebody wants to make a motion, I made Okay. U Trusty Benini made a motion. Uh is there a second? Second. Okay. A motion has uh been made by trustee Bonini and seconded by uh trustee Alvaro to extend um youth commission leazison Bethany Zhao's term through August 2025. Um are there any more comments or questions from the board? Um are there any comments from the public? May I have a roll call vote, please? Miss Alvaro, hi Miss Aras. Hi, Miss Benini. Hi, Miss Love. I Mr. Mr. Jard I uh the

145the motion passes with a unanimous vote and the bo board has voted to extend the uh youth commission leazison Bethany Zo Zho's term through August 2025. 11. Item 11D. When an ad hoc subcommittee meets and 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? Uh, Miss Benini. Uh I just wanted to report out that um our gateway subcommittee met on June 3. Um and we the substance of the discussion was really just to um I think uh level set on the you know purpose and and engagement of the committee going forward from this point. So um there's a lot to report but um the committee will continue its work. Um and

146then also I'm not the chair of the other committee. Which committee? The workforce housing workforce housing. Oh, um the uh workforce housing committee also met. Um, and uh, I actually would like to kind of revert to Mr. Bolta for that. I'm Is Mr. Bolta there? Yes, he is. Okay. June 4th, June 6. Um, so I believe the subcommittee met um with um Marco Chavez and myself present as well and we um actually looked at a potential property. Um so the question really before the subcommittee, the board um and the superintendent is do you want to um continue to move forward in in evaluating um this property? And if that's the case, then we would be on a um fairly short timeline. Um, so we would probably want to talk about whether we actually scheduled another

147board meeting um, as early as next week, Monday or Tuesday. So um, I'll leave that back to the subcommittee about your feelings towards the building itself and is if you feel like um, it warrants us moving forward so that the full board can have a discussion. Um, and it would be related to negotiations. So I believe it could be done with a close session. Thank you very much. Are there any other committees that would like to report out? I would just like um the task the school funding task force will be having our final meeting which will be uh zoom as well as held here at the county office on June um June 23rd. We've had two meetings already and I think we've had I don't know maybe a total of nine to 10 districts

148attend in co in in total between the two of them between all of them and so the final meeting and then at that point we will be deciding how we move forward how it the report or the format of the document or whatever will be done. So that's that. Uh, thank you very much. We've had a lot of committees being very busy this past month. So, um, and it sounds like there's more things out there, um, that we're going to be doing. Um, so, thank you for your reports. Um, and the next item is board members will comment and I will start with Trustee Love so she can go to bed. Uh, thank you. Um, uh, comments. I don't have very many. Just thanks to all the wonderful work that was done by the staff

149to prepare for this meeting with budgets and LCAPS and everything else and from um, county deputy county attorney Cho for all the work that uh, she did as well. Really appreciate it. And um, just saw the resolution for FA Marne Kroger that she's retiring. She's one of those pillars of SMCE and I enjoyed working with her and I wish her all the best. Thanks. Thank you, Mr. O'Neal. Um, given all the everything we know what's happening outside, I was hoping to see if we could put on the the next agenda an item that this board votes to support the Bill of Rights in the Constitution just so we go on record. Uh, we do support the Bill of Rights and what's going on in the world right now. Thank you, Miss Alvaro. Really quickly, I

150was able to attend along with a whole lot of the rest of you the Gateway Canyon Oaks graduation. There were only four kids graduating, but we were very proud of them and they had a very loud audience that was really excited for them. So, that it was really wonderful to see them all. And then I just want to thank uh Capital Adviserss one more time because I was able to attend their Zoom conference which was sponsored by Humbult County um again and the they do such a great job of Barrett Snider was running the show such a great job of not just helping us understand what the current budget is which is tough enough but looking at trends looking at whatifs if this happens then this is what it's going to mean. and I just

151find their work really valuable. So I just wanted to to thank them for that. That's all I have. Thank you, Miss Aras. Thank you. Um first of all, I really want to appreciate all the presentations today. I can only imagine all the work behind it and it was uh very helpful to understand it better as a new trustee. I have also attended the gateway hillrest and palos graduation. It was all a humbling experience. Um although I did notice Gateway and Hillrest um almost all students graduating look like my Latinx community. I also want to say congratulations to Sarah Naj for her reappoint to the CDE special education as a chair now. That's a great accomplishment. Talks really great about her. And um my thoughts go to all of those in the LA area and the

152injustices done by eyes to our immigrant communities and school age children. Thank you, Miss Panini. Yes, thank you. Um I also want to appreciate all staff for the hard work on every presentation, but especially the budget and especially the LCAP. Those are really giant things to, you know, accomplish and bring here and then bring again in the next meeting. Um, I was able to attend the graduations at Hillrest and Gateway which were just amazing. Um, really they're all all of it's a highlight, but just seeing some students um at Hillrest also receive their associates degrees from Skyline was just amazing. So, um I I appreciated all the also the work that goes into that. That that's a big production. Um and then um I am looking forward to uh joining the SMCE team at the

153um the uh pride parade uh Sano Pride parade this weekend. So, I'm looking forward to that. Um and happy summer. Thank you for all the hard work um getting to the end of the school year and launching into ESY. Um that's exciting and um happy summer. Thank you. Um I think that uh this has been a very busy week uh for graduation busy two weeks for graduation and I also attended the Hill Chris graduation, the great gateway graduation, the special services graduation and the Oxford Day Academy graduation. So, um, I've had lots of fun, uh, celebrating all of these students that have worked so hard to get where they are. And I have two special comments. One is, um, as you know, I've been a board member for a long time, and it is the

154first time ever that Hillrest students have graduated with their associates uh, degrees. And so it was just so exciting to see those three three students um sitting there um having accomplished that. Uh it was just amazing. And um the Oxford Day Academy graduation, I felt like uh the speeches this year were some of the best speeches that I've heard. I've been to several of their graduations as well and um they were very very thoughtful and uh very heartfelt and I thought they were excellent. So I'm really looking forward to hearing about what all these uh wonderful special students accomplish now that they've gotten their high school diplomas and um will be doing all kinds of great things going forward. And um with that uh the next regular meeting will take place on Wednesday, June 25th,

1552025 at 700 p.m. And this meeting is adjourned. Take care, Patricia. Thank you. Good night, everyone. Good night. Night. to my