001[music] Fall away. [music] Huh? [music] >> [music] >> Fall down. [music] >> [music] >> Hey. Hey. Hey. Yeah. Fall. [music] Heat. Heat. N. [music] >> [music] >> Fall down. [music] >> [music] >> Huh? >> [music] >> away. [music] Hey Fall away. [music] >> [music] >> Fall away. Huh? to order at uh 4:33. Is there any uh comment for close session? All right, hearing none, we will adjourn to close session at 4:33. Heat. Heat. >> [music] [music] >> Hey. [music] Hey. Hey. >> [music] [music] >> Hey, hey, hey. >> [music] [music] >> Class of 2026, thank you for allowing me the privilege of serving as your principal these past few years. It has truly been an honor to watch you grow, [music] overcome challenges, celebrate successes, and become young adults sitting [music] before us today. I
002want you to know how proud I am of each and every one of you as you leave Santa Paula High School. [music] There's something important I hope you never forget. Sometimes people will underestimate you. Sometimes people will make assumptions about where you come from, [music] what you're capable of, or what your future holds. Don't believe them. Understand this. Coming from Santa [music] Paula, you are battle tested. Many of you have had to overcome obstacles that others will never fully understand. You have faced challenges, responsibilities, [music] hardships, and circumstances that require that required resilience, determination, [music] and courage. Yet, here you are today. You made it. [music] For that reason alone, you should be proud of who you are and where you come from. [music] Hey, hey, hey. Heat. Heat. >> [music] [music] >> Heat. Hey,
003Heat. [music] Heat. [music] Hey, Heat. >> [music] [music] >> Hey, [music] hey, hey. Heat. Heat. [music] >> [music] [music] >> Class of 2026, [music] thank you for allowing me the privilege of serving as your principal these past few years. It has truly been an honor to watch you grow, overcome challenges, [music] celebrate successes, and become young adults sitting before us today. I want you to know [music] how proud I am of each and every one of you as you leave Santa Paul High School. There's something important I hope you never forget. [music] Sometimes people will underestimate you. Sometimes people will make assumptions about where you come from, what you're capable of, or what your future holds. Don't believe them. [music] Understand this. Coming from Santa Paula, you are battle tested. Many of you have had
004to overcome obstacles that others will never fully understand. [music] You have faced challenges, responsibilities, hardships, and circumstances that require that required resilience, determination, and courage. Yet, [music] here you are today. You made it. For that reason alone, you should be proud of who you are and where [music] you come from. >> [music] >> Heat. Hey, Heat. Heat. Hey. Hey. Hey. Heat. Heat up Heat. Heat. Hey, hey, hey, hey, hey, hey, hey, hey, hey, hey, hey, hey. [music] >> [music] [music] >> Heat. Heat. [music] [music] >> [music] [music] >> Heat. Heat. >> [music] [music] >> Hey, [music] hey, hey. >> [music] [music] >> Class of 2026, thank you for allowing me the privilege of serving as your principal these past few years. It has truly been an honor to watch you grow, [music] overcome challenges, celebrate
005successes, and become young adults sitting before us today. I want you to know how proud I am of each and every one of you [music] as you leave Santa Paula High School. There's something important I hope you never forget. Sometimes [music] people will underestimate you. Sometimes people will make assumptions about where you come from, [music] what you're capable of, or what your future holds. Don't believe them. Understand this. Coming from Santa Paula, you are battle tested. Many of you [music] have had to overcome obstacles that others will never fully understand. You have faced challenges, responsibilities, hardships, [music] and circumstances that require that required resilience, determination, [music] and courage. Yet, here you are today. You made it. [music] For that reason alone, you should be proud of who you are and where you come from. Heat.
006Heat. N. Heat. Heat. >> [music] [music] >> Heat. [music] Hey, Heat. [music] >> [music] [music] >> Hey, [music] hey, hey. [music] Hey, [music] [music] hey, hey. >> [music] [music] >> Class of 2026, thank you for allowing me the privilege of serving as your principal these past few years. [music] It has truly been an honor to watch you grow, overcome challenges, celebrate successes, and become young adults [music] sitting before us today. I want you to know how proud I am of each and every one of you as you leave Santa [music] Paula High School. There's something important I hope you never forget. Sometimes people will underestimate you. Sometimes people will make assumptions [music] about where you come from, what you're capable of, or what your future holds. Don't believe them. [music] Understand this. Coming from Santa
007Paula, you are battle tested. Many of you have had to overcome obstacles that others will never fully understand. You have faced [music] challenges, responsibilities, hardships, and circumstances that [music] require that required resilience, determination, and courage. Yet, [music] here you are today. You made it. For that reason alone, you should be proud of who you are and where [music] you come from. Hey. Heat. Heat. >> [music] [music] >> Heat. Hey, Heat. [music] >> [music] >> Hey, [music] hey, hey. >> [music] >> Hey, hey, hey. [music] >> [music] [music] >> Class of 2026, thank you for allowing me the privilege of serving as your principal these past few years. It has truly been an honor to watch you grow, overcome [music] challenges, celebrate successes, and become young adults sitting before us today. I want you to know
008how proud I am of each and every one of you [music] as you leave Santa Paula High School. There's something important I hope you never forget. Sometimes people will underestimate you. [music] Sometimes people will make assumptions about where you come from, what you're capable of, or what your future holds. Don't believe [music] them. Understand this. Coming from Santa Paula, you are battle tested. Many of you have had to overcome obstacles that others will never fully [music] understand. You have faced challenges, responsibilities, hardships, and circumstances that require [music] that required resilience, determination, and courage. Yet, here you are today. You made it. [music] For that reason alone, you should be proud of who you are and where you come from. Hey everybody. Hey, hey, hey. Happy heat. Heat. Heat. [music] >> [music] [music] >> Hey, [music]
009hey, hey. Hey. Hey. Hey. [music] >> [music] [music] >> Class of 2026, [music] thank you for allowing me the privilege of serving as your principal these past few years. It has truly been an honor to watch you grow, overcome challenges, [music] celebrate successes, and become young adults sitting before us today. I want you to know how proud I am of each and every one [music] of you as you leave Santa Paula High School. There's something important I hope you never forget. Sometimes people will underestimate you. Sometimes people [music] will make assumptions about where you come from, what you're capable of, or what your future holds. [music] Don't believe them. Understand this. Coming from Santa Paula, you are [music] battle tested. Many of you have had to overcome obstacles that others will never fully understand. You
010have faced challenges, [music] responsibilities, hardships, and circumstances that require that required resilience, determination, and courage. Yet, here you are today. [music] You made it. For that reason alone, you should be proud of who you are and [music] where you come from. Heat. Heat. Heat. Hey, heat. Hey, heat. Heat. Hey, heat. Hey, heat. >> [music] [music] >> Heat. Heat. [music] Heat. Heat. [music] >> [music] >> I'm about [music] >> [music] >> Hey, [music] [music] hey, hey. >> [music] [music] >> class of 2026. Thank you for allowing me the privilege of serving as your principal these past few years. It has truly been an honor to watch you grow, overcome [music] challenges, celebrate successes, and become young adults sitting before us today. I want you to know how proud I am of each and every one of
011you [music] as you leave Santa Paula High School. There's something important I hope you never forget. Sometimes [music] people will underestimate you. Sometimes people will make assumptions about where you come from, what you're capable of, or what your future holds. >> [music] >> Don't believe them. Understand this. Coming from Santa Paula, you are battle tested. Many of you [music] have had to overcome obstacles that others will never fully understand. You have faced challenges, responsibilities, [music] hardships, and circumstances that require that required resilience, determination, [music] and courage. Yet, here you are today. You made it. [music] For that reason alone, you should be proud of who you are and where you come from. Heat. Heat. Hey. Hey. Hey. Heat. Heat. N. >> [music] >> Heat. Heat. [music] Hey, hey, hey. [music] Heat. [music] Hey, Heat. [music]
012>> [music] [music] >> Hey, [music] hey, hey. [music] Hey. [music] [music] >> [music] [music] >> Class of 2026, [music] thank you for allowing me the privilege of serving as your principal these past few years. It has truly been an honor to watch you grow, overcome challenges, [music] celebrate successes, and become young adults sitting before us today. I want you to know how proud I am of each and every one of you as you leave Santa Paula High School. There's [music] something important I hope you never forget. Sometimes people will underestimate you. Sometimes people will make assumptions [music] about where you come from, what you're capable of, or what your future holds. [music] Don't believe them. Understand this. Coming from Santa Paula, you are [music] battle tested. Many of you have had to overcome obstacles that
013others will never fully understand. You have faced challenges, responsibilities, [music] hardships, and circumstances that require that required resilience, determination, [music] and courage. Yet, here you are today. You made it. For that reason alone, [music] you should be proud of who you are and where you come from. Heat. Heat. [music] Hey. Hey. Hey. Heat. Heat. >> [music] [music] >> Hey, hey, hey. [music] >> [music] >> Hey, [music] hey, [music] hey. >> [music] [music] >> Class of 2026, thank you for allowing me the privilege of serving as your principal these past few years. It has truly been an honor to watch you grow, overcome challenges, celebrate successes, [music] and become young adults sitting before us today. I want you to know how proud I am of each and every one of you as you leave Santa Paul
014High School. There's something important [music] I hope you never forget. Sometimes people will underestimate you. Sometimes people will [music] make assumptions about where you come from, what you're capable of, or what your future holds. [music] Don't believe them. Understand this. Coming from Santa Paula, you are battle tested. Many of you [music] have had to overcome obstacles that others will never fully understand. You have faced challenges, responsibilities, [music] hardships, and circumstances that require that required resilience, determination, [music] and courage. Yet, here you are today. You made it. [music] For that reason alone, you should be proud of who you are and where you come from. Heat. Hey, Heat. Heat. Heat. N. Heat. Heat. >> [music] [music] >> Hey. Hey. Hey. Heat. Heat. [music] [music] Hey, >> [music] [music] >> hey, [music] hey. >> [music] [music] >>
015Class of 2026, [music] thank you for allowing me the privilege of serving as your principal these past few years. It has truly been an honor to watch you grow, overcome challenges, [music] celebrate successes, and become young adults sitting before us today. I want you to know how proud I am of each and every one [music] of you as you leave Santa Paula High School. There's something important I hope you never forget. Sometimes people will [music] underestimate you. Sometimes people will make assumptions about where [singing] you come from, what you're capable of, or what your future holds. [music] Don't believe them. Understand this. Coming from Santa Paula, you are [music] battle tested. Many of you have had to overcome obstacles that others will never fully understand. You have faced challenges, [music] responsibilities, hardships, and circumstances that
016require that required resilience, determination, and courage. Yet, [music] here you are today. You made it. For that reason alone, you should be proud of who you [music] are and where you come from. >> [music] >> Heat. Heat. Heat. Heat. >> [music] [music] >> Heat. [music] Hey, Heat. [music] [music] >> [music] [music] >> Hey, [music] hey, hey. >> [music] >> Hey, hey, hey. [music] >> [music] [music] >> Class of 2026, thank you for allowing me the privilege of serving as your principal these past few years. It has truly been an honor to watch you grow, overcome challenges, celebrate successes, and become young adults [music] sitting before us today. I want you to know how proud I am of each and every one of you as you leave Santa Paula High School. [music] There's something important I
017hope you never forget. Sometimes people will underestimate you. Sometimes [music] people will make assumptions about where you come from, what you're capable of, or what your future holds. [music] Don't believe them. Understand this. Coming from Santa Paula, you are battle tested. Many of you [music] have had to overcome obstacles that others will never fully understand. You have faced challenges, responsibilities, [music] hardships, and circumstances that require that required resilience, determination, [music] and courage. Yet, here you are today. You made it. [music] For that reason alone, you should be proud of who you are and where you come from. Hey, hey, hey. Happy. Heat. Heat. Heat. Hey everybody. [music] Heat. [music] Heat. >> [music] [music] >> Hey, I'm [music] >> [music] [music] >> Hey, [music] [music] hey, hey. >> [music] [music] >> class of 2026. [music] Thank
018you for allowing me the privilege of serving as your principal these past few years. It has [music] truly been an honor to watch you grow, overcome challenges, celebrate successes, and become young adults sitting before us today. I want you to know how proud I am of each and every one [music] of you as you leave Santa Paula High School. There's something important I hope you never forget. Sometimes people [music] will underestimate you. Sometimes people will make assumptions about where you come from, what you're capable of, or what your future holds. [music] Don't believe them. Understand this. Coming from Santa Paula, you are battle tested. Many of you have had to overcome [music] obstacles that others will never fully understand. You have faced challenges. responsibilities, hardships, and circumstances that require that [music] required resilience, determination, and
019courage. Yet, here you are today. You made it. For that reason alone, [music] you should be proud of who you are and where you come from. [music] Heat. Heat. >> [music] [music] >> I'm [music] >> [music] [music] >> Hey, [music] hey, hey. >> [music] [music] >> Class of 2026, thank you for allowing me the privilege of serving as your principal these past few years. It has truly been an honor to watch you grow, overcome [music] challenges, celebrate successes, and become young adults sitting before us today. I want you [music] to know how proud I am of each and every one of you as you leave Santa Paula High School. There's something important I hope you never forget. [music] Sometimes people will underestimate you. Sometimes people will make assumptions about where you come from, [music] what
020you're capable of, or what your future holds. Don't believe them. Understand this. Coming from Santa Paula, you are battle tested. Many of you [music] have had to overcome obstacles that others will never fully understand. You have faced challenges, responsibilities, [music] hardships, and circumstances that require that required resilience, determination, [music] and courage. Yet, here you are today. You made it. [music] For that reason alone, you should be proud of who you are and where you come from. Heat. Heat. [music] Hey, hey, hey. Heat. Heat. >> [music] [music] >> Hey, hey, hey. [music] >> [music] >> Heat. Hey, Heat. >> [music] [music] >> Hey, I'm a [music] >> [music] [music] >> Hey, hey, hey. [music] >> [music] [music] >> Class of 2026, thank you for allowing me the privilege of [music] serving as your principal these past
021few years. It has truly been an honor to watch you grow, overcome challenges, [music] celebrate successes, and become young adults sitting before us today. [music] I want you to know how proud I am of each and every one of you as you leave Santa Paul High School. There's something [music] important I hope you never forget. Sometimes people will underestimate you. Sometimes people will make assumptions about where you come from, what you're capable of, or what your future holds. Don't believe them. [music] Understand this. Coming from Santa Paula, you are battle tested. Many of you have had to overcome obstacles that others will never fully understand. [music] You have faced challenges, responsibilities, hardships, and circumstances that require that required resilience, [music] determination, and courage. Yet, here you are today. You made it. For that reason alone,
022[music] you should be proud of who you are and where you come from. Hey, hey. Heat. Heat. Hey. Heat. Hey. Hey. Hey. [music] >> [music] [music] >> Hey, >> [music] [music] >> Hey, [music] [music] hey, hey. >> [music] >> Hey, [music] hey, hey. >> [music] [music] >> Class of 2026, thank you for allowing me the privilege of serving as your principal these past few years. It has truly been an honor to watch you grow, overcome [music] challenges, celebrate successes, and become young adults sitting before us today. I want you [music] to know how proud I am of each and every one of you as you leave Santa Paula High School. There's something important I hope you never forget. Sometimes [music] people will underestimate you. Sometimes people will make assumptions about where you come from, what
023you're capable of, or what your future holds. [music] Don't believe them. Understand this. Coming from Santa Paula, you are battle tested. Many of you [music] have had to overcome obstacles that others will never fully understand. You have faced challenges, responsibilities, [music] hardships, and circumstances that require that required resilience, determination, [music] and courage. Yet, here you are today. You made it. [music] For that reason alone, you should be proud of who you are and where you come from. Hey. Heat. Heat. Nobody. >> [music] [music] >> Heat. Hey, Heat. [music] >> [music] [music] >> Hey, hey, hey. >> [music] >> Hey, [music] [music] hey, hey. [music] >> [music] [music] >> Class of 2026, [music] thank you for allowing me the privilege of serving as your principal these past few years. It has truly been an honor to
024watch you grow, overcome challenges, [music] celebrate successes, and become young adults sitting before us today. I want you to know how proud I am of each and every one [music] of you as you leave Santa Paula High School. There's something important I hope you never forget. Sometimes people will [music] underestimate you. Sometimes people will make assumptions about where you come from, what you're capable of, or what your future holds. Don't believe them. [music] Understand this. Coming from Santa Paula, you are battle tested. Many of you have had to overcome [music] obstacles that others will never fully understand. You have faced challenges, responsibilities, hardships, and [music] circumstances that require that required resilience, determination, and courage. Yet, [music] here you are today. You made it. For that reason alone, you should be proud of who you are
025and where [music] you come from. Heat. Heat. >> [music] [laughter] >> We are reconvening from close session on uh 610. Roll call. Trusty Frutos >> here. >> Excuse me. >> 619. Oh, what did I say? I'm sorry. Yeah, it is 698. Sorry about that. Trusty Fru >> here. Trustee Kumazawa >> here. >> Trustee Royo >> here. >> Trusty Ramos is absent. Trustee Sandaval present. Uh report from close session. Expulsion case 25 uh 2025.15 education code violation 49 48900 A148900 A248 915 A1A uh A1A and 48915 B2 where member Frutos made a motion to expel the remainder of the 2526 school year and the fall semester of the 2627 school year. It was seconded by Trusty Aoyo and the vote was 420. Um, expulsion case 202516, education code violation 48900 I, 48900R, and 48915B2. Board member
026Frutos uh motion to expel the remainder of 2526 school year and the fall of 2627 school year. It was seconded by uh Kumazawa and the vote was and expulsion case 202517 education code violation 48900I, 48900R and 48915B2. Board member Frutos motion to expel the remainder of 2526 school year in the fall semester of 2627 school year. It was seconded by Sandival. The vote was 420. Also during close session, the board approved the appointment of Gabriel uh Kora uh Kora Rubas as the assistant principal of Santa Paula High School uh with a vote of 40. Good evening uh Santa Paula community high school district families schoolboard members superintendent Winston executive cabinet. My name is Gabriel Cro Rubius. I am excited and honored to be part of Santa part wood district family and part of the high
027school. Um, I'm excited to be working with the community of Santa Paula as well as Santa Paul High School. Um, kind of takes you back to first place I started in education was actually at Santa Paul High School. So, I'm excited to be back on the campus there. Um, a little bit about me. I have over 25 years of working in education. Like I said, I started at Santa Paul High School. my first uh experience in education and just excited to be back. Um I'm here with my wonderful wife Isabella. have two kids, Max and Lauren. Um, not here with me, but uh, here in spirit. And, you know, I just strive to be a committed advocate for our students, setting high expectations, high outcomes to provide support for our students and staff and achieving
028success socially, academically, and emotionally. I look forward to working with everyone here in the district and at Santa Paul High School and with the families of the community and look forward to taking Santa Paul High School to the next step. Go Cardinals. >> Thank you. >> Question. Sorry. >> When did you start in Sopala? Uh it was I think in 25 26 years ago I came in as a uh substitute. >> Okay. >> Um Dr. Lisa Sardis Brown had just became a assistant principal and so I was substituting in her ASB class and working uh kind of a floater sub in the school. >> Yeah. Thank you. >> All right. >> Thank you >> and congratulations. All right. If we can all stand for the pledge of allegiance. >> All right. Do I hear an
029approval of the agenda? So move. >> I'll second. >> All right, we'll move to a vote. All those in favor say I. >> I. Yes. >> Opposed. >> All right. Motion passes. Uh we will move straight to the superintendent report. Okay. So last meeting we talked about the actual bond and the um projects that it will support. Tonight I'm concentrating more for not only the board and staff but for the community on looking at the rules of campaign and forming a campaign committee. Um obviously we feel that the district feels that the information that we will provide will be very truthful. So, education code section 35172 specifically permits K through2 boards to inform and make known to the citizens of the district the educational programs and activities therein. Um, so basically when you are representing
030the board or I'm representing the district, we cannot say we want you to vote for the bond. But what we can say is here's what the bond is and here are the benefits that not only the school will get but the community as a whole. So talking about um the campaign committee, excuse me, um board members and school district employees may engage in political activity as private citizens. So those who are staff, those who are on the board can be a part of the campaign committee, but you're doing it as a private citizen. Um, as long as the activity does not involve the use of district funds, which obviously will not. When doing so, board members and employees should make it clear that they are acting on their own and on their own time. There
031is no limit for the number of board members or staff members that can be on the bond campaign committee. So the common roles of the bond campaign committees are a campaign um leadership campaign chair that will head the um campaign. There are also often co-chairs that are um developed to take certain aspects of promoting the passage of the bond. Um and a lot of these are business, education, community leaders. And then there's steering committee members which are just basically key supporters within the community um that will uh want to help us and advocate for the bond. We have a campaign manager oversees day-to-day operations, strategy, communication, and voter outreach. Treasurer responsible for campaign financing, reporting, and compliance. Assistant treasurer is back up to the treasur, but I don't think we'll need that. And then we
032have a compliance consultant in um Jones Hall which is our legal representation um doing the bond. Sorry. The um you know, basically in order for us to be successful, we've talked about the ground uh you know, ground roots campaign where we're going to use as many as our local partners, members of the community, members of the staff, members of the board in order to get the word out and um talk about the benefits of the bond passing. So, here's just an example. A lot of campaign committees um especially the uh key stakeholders are local business organizations, parent groups like our PTAs, local business or chamber of commerce, senior citizen groups, taxpayer organizations, civic organizations, union partner organizations, which we have many and teachers and school employees working with legal in within the legal restrictions of
033the campaign. So, our goal is that we will be submitting um to the ballot to the VC elections within the next 30 days. And once we have um submitted our application and it's been approved, which I have no doubt it will, um it will be important for us to get the campaign committee up and running as soon as possible. any questions and or comments andor volunteers? >> I I look forward to to this opportunity and and trying to get partnerships uh uh uh going um do you have a an expected timeline? So application within 30 days. >> So by before we start the school year, the campaign committee should be formed. >> Okay. Um we have a couple of significant things happening at the beginning of the school year. So we have our partnership event
034that's going to happen um October 8th. Uh and also we have um our celebration for the Santa Paula school district of 150 years. So, we're going to try to use that as well as the information about the projects and stuff, but we want to make sure that um we get as many people as possible behind the bond. There will be um weekends where we will actually go out to neighborhoods, knock on doors, talk to people, going to, for instance, for myself, I like going to like um you know, the sporting the youth sporting events and talking to the parents and things like that, you know, just going there on a Saturday and and just, you know, telling them who I am and you know, and and asking for their support. So I think um with
035a grassroots as many of you board members have asked to do I think that's the way to go and I think we'll have a very good shot at passing bond >> and honestly trustee ftos we can start the committee as soon as we have a measure letter um you know which is really I think should be the intent um you know and even before all of that paperwork gets filed you know we should probably have an organization meeting so that we can start, you know, gathering, okay, who's going to sit at who's going to be helping, right? I mean, I know for myself, I'm ready to be, you know, to volunteer to be the treasurer. I'm very familiar with all of the paperwork and the requirements that are needed, you know, to to to file
036and I did it in our last two campaigns as well. Um, but that's [clears throat] just one function, right? you know, there's the uh, you know, determining strategy. There's the, you know, having to, you know, figure out whether you're doing print materials or or signs. Um, you got to get donations. Uh, so there's there's quite a bit to it. Um, and it's really as as much people power as we can put to it. Um I I definitely I mean I I see myself in a in a organizing and leadership role here. I just don't know to what extent only because I'm not familiar with the ins and outs of uh the and I and I think you presented today uh Superintendent Weinstein some of the things we can do our parameters. >> Yeah. And I
037will make sure that the members of the committee, whoever on the campaign committee will have >> kind of a checklist of what you can do and what you can't do things so that nobody will kind of overstep. >> Yeah. But I think we have our our I think this is our our final >> final opportunity and in as a baseball terminology and and to phrase, you know, to coin the phrase strike one, strike two. We cannot strike out on this one. So >> yeah. Yeah. And I will have to say that um uh we have a very long list for the partnership dinner and that will be key to you know before the partnership dinner sending out some sort of marketing material to them uh about the bond and what the bond's going to pay
038for and then >> they can't enter without a an endorsement just a signature. Exactly. Exactly. Yeah. And then we go back and as private citizens and we ask for their support. >> And you know part of the the requirement if I am correct is we have to get five uh citizens right to >> five community members and there's um and these are some of the groups >> sorry but to to write like we're in support of write um sentences of support for us that we can we can add to the ballot. So again we really I mean it it's up to who volunteers right and then you know to start organizing. Um one thing to make sure that even at this point um any campaigning does not go through uh our emails right e even
039to staff right so district emails are off limits to campaigning so we'll have to gather up personal emails of people and communicate through that specific channel or those channels. So, >> the um my uh goal is to have like a town hall meeting to kick off the campaign committee. Um, and so we're looking at dates and the idea would be to invite members of the community, our staff, obviously the board as well as different organizations, Chamber of Commerce, Rotary Club, Optimus Club, all those different organizations locally to be there when we say we're forming the campaign committee and we would love to have volunteers and here's what we need from you, the public. Let me know. I mean, all right. I'm clearly saying I really want to be heavily involved. I I I think I
040just need some leadership to tell me here's here's where you're best where you can best fit. >> Well, I think I think we have our campaign chair. So, >> thanks, Don. [laughter] >> And again, it's not none of this will work if we do it alone, you know. Uh we we can't expect any one person to carry the all the weight. Um, you know, I think that that was one of the the problems with the last two campaigns. Um, you know, we just relied on, uh, consultants or, you know, just a couple of individuals. That's just not going to it's not going to make it. So, all right. Any other comments or questions? >> Just count ready. >> All right. Excellent. Uh, let's go to committee updates. Trustee Frutos. >> Alrighty. So really busy time
041last couple weeks, but as far as committee, so I've attended two um uh so two updates for our 2 by two meeting we had last week uh with the city council that was on June 2nd. Um, lots of thing, lots of items were were discussed, but I think one of the highlights that that jumped at me was that we have our 12th Street or Santa Paula Bridge construction is underway. So, it looks like uh we'll have an opening um a grand opening maybe next spring. So, I look forward to uh to seeing that uh uh uh pull through. Um we celebrated and discussed our summer school program. Uh kudos to Director Bergman and her staff and the afterchool program staff. Uh it looks like our two um uh summer school sites are Grace Still and
042Bedell uh Isbell or at Renaissance High School will be our our high school. >> But again, I mean and just just looking forward to seeing that that take take on. Um uh then we talked a little bit about our joint meeting. Uh I know it wasn't I didn't have the opportunity to attend due to personal reasons but uh the discussion was possibly having our next one in spring of 2028 uh going with like every other year so that giving new members on each of the the council and school board opportunities to immerse themselves into their role then to have a um I guess an intricral uh part in the conversations. But, uh, other than that, that's my 2 by 2 update. And then just another plug for S Paula Education Foundation. We have our Cardinal
043Legends Award night this coming Saturday, June 13th. Um, it's $75 per ticket. We need the support. Please understand anyone watching and anyone in the community trustees that money goes to uh supporting um uh scholarships uh for our graduating seniors. So um and that's all I have to report. >> Trusty Kumazawa. >> Uh no updates. Thanks. >> Trusty Oaro. >> No updates. >> And Trusty Sandball. No updates. All right. We'll move to public comments. Do we have any tonight? All right, the no news is good news, I guess. Presentations, emergent bilingual update. Good evening, board members, superintendent, and public. I'm joined here with my fabulous Myra Lopez. She's our ELD toast. I said she's godscent. I just want to make sure everybody knows that. Um, can you hear me? Okay. No. Yeah. Okay. Down there. So,
044tonight we're just going to give you a brief overview of um what we've been able to accomplish this year and also, you know, we always want to start with our glows and then we'll go into our growth because we always uh are reflective and thinking about what we can continue to do to improve the opportunities for our emerging bilingual. So, here were our priorities for this year. As you can see, we you know, we um tried to accomplish all this and I I want to say that um we're pretty successful in most of it. And again, you'll we'll get to share with you what we're want to be able to do next year. One of the biggest I think successes for us uh this year has really been all of it that you see there.
045We're going to work a lot on our ELD support for Sant Paula High School and Renaissance, but um we'll share some of our great successes that we've had with some of those priorities as we continue moving forward. So, here I wanted, you know, um it was a request to see how many emerging bilingual we have by grade level. So you could see that we do have uh the great majority um of our students in the upper grades um which totals 658 currently right now in elementary that will shift of course next year um but this is where they are. One thing I wanted to highlight in this one, sorry that it's I was trying to um be able to show. So the ones in the purple were the students who score of four in the
046beginning of the school year. And this year, because we were able to receive our scores early in May, we were able to identify students who um who were already a four. And so, um, Myra worked diligently to ensure that we focused on our middle school and our sixth graders to reclassify those students who were ready to be reclassified. Um, you know, we didn't have sixth graders this year, but we did have 12 fifth graders at Glen City, which was really exciting. So, we're really working on all of those students to reclassify them, which means that they're ready. In the next one, we have our um middle school or secondary uh schools. And you could see that uh we do have about 78 at the middle school, but you're going to be very excited to see
047that that number is going to decrease because they did an amazing job this year with um having students score fours. So, um, as we move into the level fours, you could see that at the middle school, they had 30 students, right, that scored a four, which is excellent, right? We, this is the highest that we've ever had at the middle school. When we when we did the math, it was 52% of our emerging bilingual that were that got to score of four. And again, Myra has been working diligently to ensure that we reclassify those who who are ready, especially those going into ninth grade. And we also were working with the ninth graders even though you know there was only a few 212 but we are um going to also work on reclassifying those students
048and and when we get to the next steps you you know this has given us an opportunity to really plan early on interventions for those students who who um who are maybe threes um and didn't really move forward and what we can do to really support them because one of the things we want to do is identify every student who did not move a band over and have those discussions with teachers early on. And now we can do that because we have the scores now. And um so here's our long-term English uh learner data, which I'm really excited for us as a district. You know, back in 2022 23, we were at 14% almost 15% that were long-term English learners. We've been working really diligently to reduce that number. I was really excited to see
049that we're at 8.4%. Um, so we are um, you know, working and it's whatever what what what we're putting in place is making a difference, which is what we're really excited about. And again, we always continue to grow and be reflective, but this was um, something really positive for us. We don't like that at risk piece that kind of uh, went up a little bit, but we're still below uh, 10%. So, we're going to continue to work on that. And then here I was very very thrilled about our LP which is our English learner progress indicator. We went from orange to green you know and again one of the great things about the measures now that when we're looking at the way they do the uh reporting is that they're looking at increases right not
050just you know um not just like if you're you know below basic but you're like they're really celebrating any you moving forward. So for us here we are really making great progress because we went from orange to green and this is all in our LPS you know for like the students who are able to move one level up which is great for us. So that something to celebrate. The other one is in language charts you know even though we stayed the same colors you can see there were still an increase in um in the in what we're doing. So we that's something that uh during our EL task force we spend a lot of time looking at the ELA uh at the cast data um and uh we're looking as you can see right we
051are um you know I have some growth to do in that in that area for ELA and math um and so we spent some time looking at um all the different domains in the CAPS and the biggest piece that we realized was reading and writing and we know that in fifth grade is where they start to to really uh move more into the below standard band. And so we are working to put things into place to mitigate that piece. But we do know that that's something that that's why integrated ELD is just as important as designated ELD. And Myra is going to talk to you a little bit about how we've really working um being intentional of what we're doing during integrated and designated ELD. And so here's our ELD task force. The first thing
052that we started with was what are our assets? What do we already have that's working well for us? And then what are our needs? And you know, as you can see, we bolded reclassification criteria because that was something that we really needed to tackle early on, which we did. We spent quite a few um meetings talking about the different uh reclassification across the state. And um and just so that you know, a new bill is kind of moving forward that now they're really going to just look at the students who score a four on the ALPAC. They would already just be reclassified without really looking at any other criteria. So that's just something to to, you know, keep in, you know, in the forefront that's going to happen in the near future. Um soon. And
053so here is the the great success. So last year, you know, Glattus and I when we were attending the um ELD um multilingual, what are they called? Multilingual meetings at the county, you know, they brought forward that this ERWC program that was new for middle school. So we said, let's try it. So we implemented it this year and um as you can see, it's really based on the cr really encouraging critical thinking. the students are reading true literature, they're writing, um they're using Avid Excel strategies, the teachers, and then they also have a sore period, which is a period where the students during lunchtime, those who those emerging bilingual who needed support were being pulled during that time. And we attribute a lot of that success to the implementation and the dedication of the teachers
054to really be faithful to this uh program as we you know was our first year uh in implementing but we saw great success and so now I'm going to turn it over to my because this is a exciting piece for all of us. >> Good evening everyone. Um okay just like Dr. Ramirez um mentioned our data chats were a key focus for us this year. We um wanted to implement data chats across all school sites uh using a structured PLC data analysis protocol using the results from the ELPAC interim assessments. Teachers engage in a deep uh dive session that uh to evaluate their students performance across all language domains, reading, writing, listening, and speaking. This process allowed teachers to pinpoint specific learning needs for their students and adjust instructional strategies. Through these collaborative processes, teachers
055were empowered to identify precisely where students scored developmentally, if they were at the beginning level, somewhat developed or well-developed. Um, this helped teachers identify their language proficiency and allowed them to differentiate instruction supports effectively. They also uh learned to isolate problematic ELD standards that required highly targeted and intentional instruction and uh how to select high impact evidence-based strategies from the elevation uh platform to address the identified um areas of need. There is a link I'm not sure if we're going to be able to see it and if you could click on the third tab please. Okay. So, oh, a second tab. I'm sorry. So, this is an example of what we did. So, I I worked with um grade levels at each site. We extracted the data from our uh SER website and um it
056listed how students did on these interrum assessments pre and post. Uh we got to see the test type of of question, the difficulty level, um what percentage of the students um scored um on those type of questions. We also noted the standard that was uh highly tested and which ones were problematic. Once we identified the standard, we looked at the progression of emerging um expanding and bridging and how to um target those students and then we um uh planned our next steps. Can you click on the third tab for me please? So here the teachers identified not only what number of students were in each of the um levels but then they put a name to that number. That way um during their integrated um ELD all teachers knew what um specific standards those uh
057students needed to develop further. We also uh logged onto our elevation platform. We looked at um different strategies that that tailor their instruction to those specific um standards and then they implemented them. Um they did formative assessments throughout the weeks and then reassess to see if there was any growth. Okay, moving on. So, next slide, please. We also implemented student portfolios. The implementation and use of these student portfolios highlights how we are working to empower our students to take ownership of their language learning journey. At the beginning of the year, every emergent bilingual student in grades three to six received a personalized road to reclassification portfolio. Rather than keeping student data in a file, we placed it directly in the hands of our students. Students use these portfolios to reflect on their progress, set goals,
058and track their growth through reclassification. Each portfolio included their summitive ELPAC results, progress monitoring tools, and studentfriendly tracking sheets uh that helped make the reclassification process easily understandable to our students. One of the most powerful aspects of this work was that students were able to graph their progress after taking their interim assessments. So, their pre and their post and they got to compare and see how they were doing. They also got the opportunity to reflect on what was working, what areas of need they needed um help in um just to take ownership of their progress. By teaching students to understand and monitor their own data, we are building self- advocacy, accountability, and competence skills that extend far beyond reclassification and support lifelong learning. And again, there is a link there if you can click on
059it for me. This is an example of the cover sheet. So again, studentfriendly, it clearly starts with um attaining a four on the ELPAC. Once they do that, they can move on to the next. Our ELD task force um agreed that meeting a a two approaching on uh the ESPback ELA was sufficient um proficiency levels. And then if they had at least a two or a letter C grade in ELA, that also would um clear the way for them to then reclassify. We're using a mirror now. So we again um as a ELD task force agreed that having a range between the 24th and 75th percentile would be um enough for them to qualify for reclassification. So this um just laid out the road map for the students very um easily and they knew where
060they stood. Um there's also tracking sheets where they are able to oh it's a different one but this is uh okay so this one is also part of their portfolio there they get to so this is done at the beginning of the school year the students um receive a copy of their summitive ELPAC results the teacher walks them through it they get to write down their scores where are you are you at the beginning somewhat or welldeveloped in that domain once they know that and in the back. If they continue going scrolling down, there's um goals that they highlight that um indicate where they are, what needs to be done, and what steps they're going to take to attain um a higher level in EL. So, and we made it pretty simple. So, instead of
061just having an open response, which they they still can, we gave some a very specific responses and they just check the ones that apply. So, making it studentfriendly and teacher friendly. Okay, we can move on. The next slide please. Okay. Um, another highlight was the uh TOSA chats. So, our instructional support efforts for our emerging bilingual students through TOSA chats provided coaching and support for our teachers, ensuring effective implementation of state standards and best practices for our emerging bilingual. This year, TOSA Chad served a a collaborative professional learning opportunities focused on assessment practices, student portfolios, and instructional strategies. Using um the ELPAC interim assessment resources, we ensured consistent training and support across all school sites. Throughout the year, we provided targeted support based on site needs. Both sessions focused on uh the rollout of portfolios
062and interrum assessments. January emphasized on writing instructions for grades three to six at Barbara Webster and Grace Still. And the February session supported data analysis and assessment refinement at Blanchard, Glen City, and Bedell. These efforts help teachers use multiple measures, including interim assessment data and students work samples to better monitor student progress and adjust their instruction. Looking ahead, we continue to expand our writing support, strengthening our datadriven instruction, and refining our coaching model to further improve outcomes for our students. Next slide, please. This is um an outdated uh list of criteria. We did uh the task force did modify and adjust that. I think you have a copy of that. We um removed some of the barriers that were listed that were preventing most of our not most but a good amount of students from
063reclassific reclassifying. One being um meeting a three or above on the ESPback. So instead we um agreed that having a two a nearly met or an amir score between uh the 24th and 75 uh 75th percentile would be enough. Um we also uh included core um core phonics and heard cut points depending on when we were uh assessing um the students. So next slide. All right. And that brings us to our Reclassification as you know is a major milestone. It signifies when our emerging bilingual have learned the um language um skills sufficient enough to access grade level content independently without the need of ELD services. Um this year we're proud to share that 130 Santa Paula Unified School District students were reclassified, demonstrating their dedication, perseverance, and academic growth. To honor this achievement, we hosted
064our annual reclassification celebration at the Santa Paula Community Center. The event was designed to recognize our emerging bilingual students and celebrate their success along their alongside their families. We took great pride in creating a welcome a welcoming and festive environment to reflect the significant of this accomplishment. The celebration featured performances by mariachi ooas from the auxner school district and florico dancers. They brought joy, culture and community spirit to our event. Attendance exceeded all previous years, making this the most successful celebration to date. Each student was individually recognized and awarded a medal in honor of their outstanding achievement. We are grateful to our students, families, teachers, and staff whose collective efforts contributed to this success and we look forward to continuing this meaningful tradition in the coming years. Thank you. There's some pictures for you. And
065I think one thing that I would like to add to the reclassification where we have so many is that those students who were a four but did not meet specific criteria, we create we sat with every principal, teacher, parent and came up with a plan and then we revisit them back in um in uh March, April uh because we didn't want them to have to take the assessment if they were ready. So we were very happy to see that every student who scored a four last year was reclassified and I and it's just to the efforts of everybody just you know all hands on deck and working together to ensure that the student who is ready is truly ready and that behavior is not part of the reason why we do not allow a student
066to reclassify or not. So as we think about like I said this is this is our growth right. So we know that um having data conversations is critical because of the importance of really looking at the standard and using that assessment to tweak our instruction because if we just do assessment just to do assessment it doesn't help. So next year instead of um you know uh having individual uh pullouts, we're going to actually have a day where we're going to pull out all third grade teachers, you know, half and half. And we're going to go through the same protocol and identify those things and make sure that we are that we meet with every single third grade teacher, every single third through six and middle school, they meet all the time. And then now our
067next focus is going to also be high school, right? So our next year we have to truly focus on our uh secondary which is just Renaissance and Sana Paula High um because we need to do more of that EB monitoring there and also the uh the ELPAC interim assessments they uh went really well for us. We know we are going to change the order of the assessments because we know we need more reading and writing in the beginning so to be able to give them more strength and again that was all conversation with the um uh EL task force. So nothing everything that we're going to change or we're going to adjust came from our discussions and then um our key strategies we know um you know we're really grateful that uh uh director Bergman
068uh was able to to listen to our idea of looking at I Ready uh because we were having some challenges with Amamira really being a well the teachers were stating that Amamira was scoring the students higher than they were and so we really needed to look at something different. So, um, you know, and then, uh, you know, we just shared the idea and Julie just ran with it. And so, it's really exciting to be able to see that coming to fruition. Um, we also have English 3D in fourth and sixth. We're going to um, evaluate how it works this ne upcoming year because we didn't have any sixth graders who scored a four. We don't know. Oh, we did. Oh, oh, sorry. You know what happened is that we did, but we they were already
069reclassified. That's right. I apologize for that. Thank you. And we're also looking at they have ERWC for sixth grade as well. So, we're going to be looking Myra and I are going to a conference this uh summer to go look at um what it what it entails and and how we can really expand it just because we've seen such great success with um with the middle school. And I commended, you know, uh, the teachers because I know how diligently they worked and how invested they were in the implementation of ERWC and just their willingness to try something new. So, we are just really elated, you know, with the progress that we're making and we're hoping to see better progress next year. And, you know, like I wish I had more Myers. Uh, but you know,
070Myra and I are a mighty team and we're going to continue to support the best way that we can and be real strategic as to what grade levels we really focus on. So, and with that, um, and, um, I open it up for questions. First, if I may, I just want to say thank you. who I did attend several of the ELT meetings and I appreciate um the feedback that was received and everyone trying to work as a team and I I really did see how you know all the effort that everyone made between staff at all sides. Myra, I mean, I think you did a phenomenal job bringing us data and um the the event to reclassify was huge and we need a bigger site as I've mentioned before. Um but everybody was happy.
071I I think you know I I it's I saw entire families and not just their parents. So they were very happy to be there and celebrate. Um, I I've just seen a lot of great work and I appreciate that you're working on our our fifth and sixth graders and trying to make sure that we don't have uh long-term students who who just need that extra push. And I know I'm sure I brought this up at one of the ELD committees, but I just feel that our students need to be pushed more to read, whether it's during the summer, whether I I remember sending my kids to the library where they would get um I'm sorry. Uh they would win things or they were given things for every book they read. It was just like a
072game. it. They were >> they were really meaningless some of the the prizes, but they enjoy doing that and getting their stars and and beating other kids. I think when they see like how far they've gone, it just keeps pushing them and motivating them. And then if they're going to, you know, maybe win a game or or pick a free book or something um something that they might like, I I just feel like you continue that during the summer as well. And then when they come back saying, "Show me," you know, the parent signs off or or another adult that they've read that book in addition to the other program that they used to have where they would get tested, but kids found ways of >> getting around that and clip notes and so forth.
073But I think it's just to encourage it and >> whether it's a gift card or or something or ice cream at the end, I just feel that that really helps. And I'm I'm sure we talked about it during LD, >> but again, thank you for all your work. >> Definitely want to want to chime in and and kind of mirror what Trustee Aoyo is mentioning. Um we're seeing the good work. It's it's obvious uh to to see 130 students being reclassified. That's that's absolutely amazing. Um the next piece of that information would like like would like to see would be now that they've been reclassified now what because what we do know >> on our dashboard is that those students tend to do really well in CASP because we're talking about ALPAC and and passing
074that >> and and and now what and so definitely would like to see maybe that data down the road. >> Um I'm excited about Assembly Bill 2555. That's the get a foreign alpac, you reclassify. No longer are we going to need other local indicators to uh to to get that information. I think that's important. Um my my first question is do we have a relationship or a partnership with Elevation? >> Yes. >> Okay. Because what I do know about Elevation, Elevation then puts a lot of that information already in >> Yes. >> the the redesation form. So the teacher all all they have to do is put a little bit of anecdotal evidence >> and agree to it and then they're their RFIP. So that's a plus. >> Yeah. So that's what we you know
075this year was you know that has been always my thing like we got to operationalize it. So we were able to operationalize it. That's why I said Myra has been godsend because she just makes it happen. And um and then you know we uh so it was really much easier doing it through the system and also our monitoring right because we have to monitor all our EBS regardless and then we have to monitor our FEPS. So that was all done through elevation this year. You know we we learned we had a couple of hiccups here and there but you know we fixed we're going to continue to fix them right make them better so that teachers don't have to um it'll be easier for them. We don't want to give them an extra thing to
076do that's not meaningful. So that's important for us. We want to make sure that anything that we ask someone to do that we're actually want to see something different come out of it. >> Also want to make sure that we acknowledge the the collaboration between Director Bergman and and and the and and our our EL task force and working on the interims. Uh because one thing I do know as as a standing teacher that when you offer that opportunity for students to take the interims, it gives them positive exposure and so that then it gives them that opportunity to feel comfortable and confident when they actually take the actual alpac um we know what are what and my second question regarding the interims and alpac what's the one domain reading writing speaking and listening what's
077the one domain that you feel is our most challenging ing the one that's hard to overcome. >> So reading >> reading >> and you know we um the writing you only get to administer it once. So but you know it takes a lot of handc scoring oneonone and that's what we decided to do like a full day to just like spend some time well a half day for the teachers but a full day to really look at what strategies we need to incorporate because a lot of times the students just forget to put a capital or you know there's different things. So really looking at the rubrics and understanding what is required of them. Not that we're teaching to the test because that's not what we're doing. Even for ERWZ, they ERWC, you know, they
078say, you know, people say, "Oh, it's a five-page par a five paragraph, five sentence paragraph." It doesn't have to be a five paragraph essay or a five paragraph because some paragraphs have three sentences. And that's okay. So, it's just really being able to stu teach students to create a cohesive essay or a cohesive paragraph. >> And I'll be honest, I don't care what we call it. Teach them to the test. I don't care because when you apply for uh a a job, you have to know how to read the application and you're going to write according to the application. So, what I would like to say is that we're teaching them life skills. >> Correct? >> If the the question is this, teach them how to write the answer to answer the question. So, that's
079not teaching to the test. But again, those exposures >> gives us those opportunities. um again. So, uh and maybe I'll ask it later on, but I I just uh just I think what I'd like to see also when we do have our schools, uh giving their presentations, I want to make sure that each of the schools are highlighting their own positive good models. What are the models that are working? Because it's not a twoman team. It's not an ELD task force uh initiative. It's got to be done in the at the work sites. It has to be the colleague saying this is what I'm doing or this is what I did for that student last year in in second grade. This is what I believe will work in third grade and so on and and
080so up, right? But I think we need to hear more of those good models and in those presentations when they're coming to the board. Um because without it, we're just speaking. It's just it's just a a speech and we want to make sure that's not that's not it. And then my final one is I really love what Trusty Aoyo says. It has to be incentive based. I I I I think our students I mean we want to definitely want to reach our students and and teach them to work within the intrinsic value within inside of them. There's value in in making progress and that's important. But what's wrong with the small price uh the cherry on top, right? Give them the ice cream. give them the pizza parties. Those are the kinds of things that
081matter >> because you know for darn well we as adults don't work for free and won't. So, so I think we have to we have to expect that of our of our students as well. But again, just thank you for for a good presentation. We we definitely have some work. There's no question about it. I see a lot of gaps, but uh but if we start asking our our good programs, our our our teachers and our school sites that have good models and I'll call it out. You look at Barbara Webster, Glen City, Grey Still, I mean those are big numbers. Uh Santa Paula with 29 removing the alts is huge because that's what's going to get us out of differentiated assistance, right? with we are not in differentiated assistance because of we're in differentiated
082assistance because of suspension and um chronic uh absenteeism >> wasn't els >> yes but right >> because I understand it was els as well >> it is it was it was our els but under the category of suspension and >> exp no but but again that's what I'm saying is we're chipping away at it and I want to celebrate that this not not knocking it but again just want to uh kudos to the task force and and and everyone that that's following suit. So, thank you. >> And one of the things I just wanted to just highlight because we um it was a big focus for us is that we want the teachers to see the aha, right? So, spending the time with the Grace Steel teachers and the Barbara Webster teachers and for them
083saying, "Oh my god, this is what I need to do. This is it." And it was like for them it was like uh oh my gosh, this is great. And I think that's when we we because eventually the goal would be for us to so next year we're going to do it at the district level right working but eventually the goal is to for it to be at the site level right so but it just you know we're want to be able to train everyone and then but then send them back to their sites. >> Um I have uh just a couple questions comments. Um, so just to be clear, how many um, EBS did we have >> in the school district? >> 989. So we had 130 reclassify, right? And 189. So that's about
08413% of all of our EBS. >> What should that >> Sorry, we also had the plus. >> So we >> so all of that. >> Yeah. So it's what'll be 231 >> 231 out of 989. So about 23%. What should that number be? What is our benchmark? How many should be reclassifying every year? >> So our goal would be uh like having >> no realistically right like >> this is so the the state average is 16%. >> That's not good enough though, right? So for me, so this is what I would say, right? Like I I think we need to create a measure right that we have as a benchmark at the beginning of the year. So if we have x number of level ones, x number of level twos and so on, like they
085should be able to go from one level to the next within the school year, right? >> I want to see whether we meant that or not because that will indicate whether we're making true progress or not. I mean, one of the problems with just showing, you know, numbers, right, counts, is that I don't have any sense of whether that's progress or not. And so that's really important for me, right? Because the EL population for us does so poorly when they're in when they're designated that way, but does so well when they're not. And so if we don't get the 30% of our population, right, to reclassify, then you know, our test scores overall are always going to look terrible, right? Um so so the but I think part of it is having the right measures
086so we know like where we need to be um especially at the board level like but because you know I don't have that sense um the only the other thing too and it's more of a comment right um because we are in differentiated assistance and maybe it's in those two areas I want to see a report on that I want to make sure we're making progress on those numbers as well because [clears throat] we don't want to be there, right? And so, you know, it's part of our responsibility and accountability, right, to to show that we're that to see that we're making progress in that as well. So, I would like to at some point see that um you know what that number is like how [clears throat] we did this year um and what
087progress we've made >> and we are working on that right now. just that uh we um because that's what we want to see how many students actually moved over and some of and which of them did not and then having those conversations with the teachers early on in August to saying these students did not actually we had one student that I know of that regressed right and so the dad's like I don't want him to be in ELD anymore because he went from a three to a two so we don't want that to happen so we have to identify okay why what can we do different so we are always looking at those opportunities that we can support our teachers. >> Did you have anything? Oh, go ahead and get to the >> just to
088to add, we can definitely work on those a spreadsheet and get through those numbers and and set some definite um cut points so we can measure our growth and and we can focus on on getting better results. I mean and like for the say chronic absenteeism you know I would hope right that part of that is kind of focusing on those kids who have been there right and then monitoring you know with the help of Dr. Santa Maria, right? Because he holds the keys to that, I think. Um the their absentee rates, right? And seeing are they here, are they doing well, right? Are they starting to go down, right? Intervene maybe a little bit sooner than we would for a a normal, you know, you know, a typical kid, right? They're not right. So,
089any any other comments or questions? Okay. All right. Thank you. >> Thank you. >> All right. We are moving on to the technology use and artificial intelligence presentation. Good evening, President Sandival, members of the governing board, uh, Superintendent Weinstein, and community members. Tonight, Marco Reyes, our director of technology, and I are pleased to present an overview of the work Santa Paula Unified School District has undertaken regarding artificial intelligence. As AI technologies become increasingly common in education and everyday life, our responsibility is to ensure that we approach this emerging technology thoughtfully, safely, and responsibly. Tonight we will share how the district is building a framework that balances innovation with student safety, academic integrity, privacy, and responsible use. Our work is grounded in board policy, supported by existing safeguards, and informed by the work of a diverse
090AI task force representing students, staff, parents, and administrators. This work is not simply about technology. Artificial intelligence impacts teaching and learning, student behavior, academic integrity, digital citizenship, privacy, and school safety. Because of this, we have taken a comprehensive approach with tonight's presentation where we focus on three areas. First, policy. The board has already provided direction through the adoption of board policy which establishes expectation for the responsible use of AI. Second, safeguards. While we continue developing guidance and procedures, we have maintained strong protections through filtering systems, monitoring tools, privacy reviews, and restrictions on student access to AI platforms. And third, the AI task force. Over the past several months, students, staff, families, and administrators have worked together to study AI, identify opportunities and concerns, and develop recommendations for implementation. Ultimately, our goal is to ensure that
091any future use of AI supports learning while protecting students and maintaining public trust. Good evening, Moore, superintendent, members of the public. Uh, thank you, Dr. Santa Maria. Uh, let me start with talking about our foundation board policy 0441 adopted on February 25th, 2026. This policy [clears throat] gave us real direction. It acknowledges that AI can open doors, helping student access information, supporting teachers in their work, and improving how we think about assessment. But it also makes something very clear. It recognizes that AI when misused can undermine student achievement, health, and well-being. That is why it has been used. It has to be used with strong oversight, clear expectations, safeguards that protect our student learning, privacy, and well-being. The policy is gr grounded in nine principles that fall into three simple categories. First, he puts people
092at the center, our students, staff, and our community. Second, it demands responsibility, ethical use, transparency, accountability, and equity. And third, it commits to growth through professional development, ongoing engagement, and continuous improvement. These aren't just words on a page. They are what guide every decision we make. And the work of the task force is proof that we're turning those principles into something real for our students and our community. Now, I want to make something clear for the board and the public to hear. Policy 0441 does not stand alone. It works alongside different policies we already have in place like student use of technology, employee use of technology, academic honesty, discipline, bullying, mobile devices, and more policies. AI might be new, but our responsibilities are not. We still have to protect our student data. We still have
093to make sure technology is being used for the right reasons. We still have to maintain academic integrity, address misuse when it happens, and we still have to give students a clear expectations. What policy 0141 does is bring all of those existing responsibility into focus and applies them directly into AI. So before I talk about the task force, I want to spend some time on this slide because I believe it's really important. While our guidelines are being finalized, people might wonder what is actually protecting our students right now. The answer is a lot. Students access to AI platforms on district devices is currently restricted. That was a deliberate decision. We want to make sure that when AI is introduced into classrooms, it is introduced thoughtfully and at the right time, not before we're ready. We also
094have a SEPA compliant web filter in place. Our filter blocks harmful content including adult material, self harm, violence, and malicious websites. This filter is actively running on every student device every single day in school and at home. Every app or tool that a student might use goes through a review process before it's even used or put it's put on hands of our students. Myself, the director of technology reviews reviews it for privacy and security and site principles and directors of educational services review it for instructional value. Companies must also sign a student data privacy agreement before their tool is used. That's how we keep our student data protected. In grades 6 through through 12, teachers have Goal Guardian, which means that during instructions, teachers can see exactly what the student is doing and can step
095in immediately if needed. And across all devices, we use Bark, a safety monitoring tool that works in the background, watching district accounts for s signs of self harm, threats, bullying, and other serious concerns. When something is flagged, an alert goes out to principles and other appropriate staff to follow up. What I want the board and the public to take away from this slide is that our our approach is not one single to tool to protect our students. We use multiple layers of protection and the goal has always been to be proactive, consistent, and intentional how we keep our students safe. All right. So, now we're going to talk a little bit about why we formed the task force. And the main reason is because AI, it's not going to go away. And we know that
096if we're going to going to introduce it responsibly in our schools, we need to do the work first. We also knew that we could not we could not come from what this could not come this work could not come from one department or one person. He needed real voices from across across our schools in our community. So we started by listening. We sent out a survey to staff, student and families to understand what people were experiencing with AI. what questions and concerns they had, those responses deeply matter to us. These concern, the concerns that people shared, the questions they raised, the ideas they brought, all that information was used to give direction to the task force. We also partner with outside partners, outside experts including AI for education who joined us to help us guide
097our learning and our planning. And the task force itself reflected our community, student, teacher, teachers, parents, administrators, and district staff. They all had a seat at the table. The goal was always the same, to build a foundation for responsible AI use across the district. The task force did not jump into into writing guidelines right away. We took time to learn together first. And learning first starts with a simple question. What is AI? At its core, it's a technology that learns from data and it uses that learning to answer questions, create content, solve problems. It is a tool and it's a powerful tool. And like any other tool, what matters the most is how we use it. And that's where our task force started. We began with AI literacy because we could before we could set
098expectations for students and staff, we needed to understand the tool. The task force with the help of director Gara and Bergman developed a full plan for AI literacy from kinder through 12th grade. A grade bygrade road map that outlines exactly what students will learn about AI and when. We spend time, we spend real time on the opportunities that AI could bring. Better differentiation for students who learn differently, access to tools for students with the diverse needs, support for multilingual learners, created exploration and career career readiness. These are real benefits and we want our students to have uh access to them. But we also spend as much time if not more looking at the risk because understanding what can go wrong is just as important as understanding what can go right. We talked about inaccurate information
099because AI can produce context that is completely wrong and it presents it with confidence. We talked about bias because AI can reflect reflect confer assumptions into their um training database. We talked about privacy because we understand the importance of protecting our student data. And we talked about over reliance because we never want to a we never want AI to replace student thinking. And we also tal talked about academic integrity and deep fakes because AI makes it easier than ever to produce work and content that misrepresents the truth. This was never simply about saying yes or no to AI. It was it was about understanding the two so that the guidelines we build actually protects our students while still prepar prepares them for the future. The task force started by developing an AI vision statement and
100guide guiding principles. This connected directly to our division uh our district mission and our learning profile. They defined what we believe about AI and how we expect to serve our student and our community. From there, we drafted a handbook. This handbook is the district guide for responsible AI use. It covers the benefits and the risk of AI, our ethical commitments, how tools are approved, clear guidelines for staff and students and what they are expected to do. how will how will we communicate this to families and how we will will review this every single year. It also reminds our students of something we never want uh we never want them to forget that their own privacy their own thinking matters and that their own original work will will always mean more than anything AI can produce.
101This handbook gets a living document, meaning it will grow and change as AI grows and changes. I also want to be clear about professional development. Before AI tools are introduced more broadly into our classrooms, our staff will be trained. Teachers need to understand these tools, know how to start set clear expectations with student and feel confident in how to respond when those expectations are not met. That's a non-negotiable for us. One of the most important messages we want to communicate is that AI does not create a separate set of rules for students. Rather, AI use falls within our existing expectations for responsible technology use and digital citizenship. Students who use district technology are required to comply with the district's student use of technology agreement. That agreement makes clear that district technologies to be used safely,
102responsibly, ethically, and for educational purposes only. Under the current AI guidelines, students may only use district approved AI tools. Any use of AI for coursework must be authorized by the teacher when appropriate and must maintain academic honesty and integrity. Students are prohibited from using AI to impersonate others, create or distribute misleading content, generate harmful or threatening material, manipulate images or media, violate another person's privacy, or engage in cyber bullying or harassment. It is also important to understand that AI should support learning, not replace student thinking, teacher judgment, academic integrity, or privacy protections. The consequences for violating these expectations can be significant. Violations of board policy, the student use of technology agreement or applicable law may result in the loss of technology privileges, school discipline, suspension, expulsion proceedings when warranted and other interventions based on the
103specific circumstances. Additionally, some forms of AI misuse may rise beyond a school discipline matter. For example, AI generated threats, harassment, extortion, distribution of altered images intended to harm others, or other potentially unlawful conduct may be referred to the Santa Paula Police Department or other appropriate law enforcement agencies for investigation. Our goal is not to punish students for using technology. Our goal is to teach students to use these powerful tools responsibly while ensuring that there are clear consequences when technology is used to harm others or disrupt the educational environment. Student safety, school climate, and accountability remain at the center of our approach. While main while many technology related concerns occur on campus, it is important to recognize that student conduct occurring off-campus can also have significant impacts on our schools. social media posts, text messages, AI
104generated images, videos, and other digital communications created outside of school may still affect students, staff, and the educational environment during the school day. Board policies addressing mobile communication devices, cyber bullying, student discipline, and suspension and expulsion recognize that off-campus behavior may be subject to school discipline when it substantially disrupts school activities, interferes with a student's ability to learn, or impacts the safety and well-being of students or staff. For example, if a student posts threatening messages, shares AI generated images targeting another student or staff member, creates deep fake content intended to harass or humiliate someone, or uses social media to engage in cyber bullying, the conduct may occur off-campus, but still have a direct impact on the school environment. When that occurs, the district has both the authority and responsibility to investigate and respond appropriately. Our
105disciplinary decisions are guided by California Ed Code section 48900, which identifies the acts for which a student may be suspended or expelled. Each situation is reviewed individually taking into account the specific facts of the incident, the students discipline disciplinary history, the effectiveness of prior interventions, and other means of correction that have been attempted. Students are accountable for their actions regardless of where technology is used or whose device is being used. Whether a student is using a districtsued Chromebook, a personal smartphone, a home computer, social media, or an AI platform, conduct that disrupts school activities, threatens safety, or harms others may result in school disciplinary action consistent with board policy and ed code. These expectations help us maintain a safe, respectful and positive learning environment for all students. So our next steps, we will finalize communicate
106the AI handbook and family facing resources so that everyone staff students and families have clear expectations they can understand and trust. We will follow through on our commitment to professional development. We will pilot approved tools really carefully to collect feedback from people that are actually using them and monitor the impact on teaching, learning, privacy, and student safety on every step of the way. We will also bring this direct directly to students, families through workshops and awareness sessions. Students will know what is expected of them. families will know what what tools are being used, how children are being protected, and how to have conversation at home about AI. We will review all of these every single year because again, AI will keep changing and our practices will need to keep up to uh to it. So,
107I want to I want the board and the public to leave knowing tonight that SPUSD is not ignoring AI and we're not rushing into it without a plan. We have a plan. We have the people and we have the commitment to get this right. So, one last final um comment. We all share a responsibility to help keep our school safe. We encourage our students, families, staff, and community members to remember, if you see something, say something. Many situations can be prevented or addressed early when concerns are reported promptly. Reporting allows school administrators, counselors, law enforcement, and other support personnel to intervene before a situation escalates and to provide assistance when needed. The Santa Paulie Unified School District partners with WTIP, which provides a safe and anom anonymous way for students, families, staff, and community members
108to report crimes, threats, bullying, harassment, safety concerns, or other misconduct. Individuals can submit information anonymously which helps ensure that concerns can be reported even when someone may be hesitant to come forward directly. Thank you for your time and attention this evening. Marco and I would be happy to answer any questions and receive any feedback from the board. >> All right, board members. So, just a a a couple. So, you mentioned the agreement use contracts or digital citizenship contracts. Um, I I've seen those before and they're sometimes they're a little bit more challenging or for maybe someone in second grade all the way up to like 11th grade. So, do we have age appropriate contracts that maybe can be broken down uh per, you know, specific grade levels? >> So, we currently don't. So, we only
109have exhibit um for student AUPS. Um and that one that's only one and that specific one the parent and the student sign. >> Correct. I've seen it. It's it's not in layman terms. And that was my second question is is parent um als parent parent also use of agreement. Um, so I mean I don't know. I'm just I'm thinking in order to to make sure that we we highlight and we capture that this is going forward this could be a real issue, right? I mean we we have to let our community know and our our students know their constituents that their time on on a on a on technology has to be used appropriately. Uh and if not the the consequences have to be spelled out for them. Um I don't know if that's Yep.
110That's that's fireworks. Yeah. Sorry. There you go. Got to go to the restroom now. Um so um I just want to make sure that that you know that also teachers are then are also being instructed or supported on how to deliver that type of contract because is it or those contracts in the parent con compact? uh because again I just want to make sure that that we're really highlighting the importance of we're gonna require our students to be in technology because it is a requirement. We we're asking them to take their state assessments on it. So we want to make sure that we also give them the right information about when they misuse the the technology. So okay, you know I'm going to have a lot to like say on this one. Uh first off,
111you know, I was uh at least at the beginning involved in the AI uh task force. Um unfortunately, my school schedule just didn't allow me to go to the to the um uh second semester meetings. But um when I was there, like I loved I really loved what I was seeing. Um the the the stakeholder group, right? the even the students that sometimes dominated conversations a little bit, right? The professionalism of the consultants that we actually like did hire and were leading us through that. Um, you know, I I couldn't have hoped for a better process. Um, you know, and yet, right, there's there's so much more that work we need to do, you know. Um, it's really was just like a first, okay, this is what's, you know, where we need to start. Um
112I mean AI technology is changing so fast and you know I think that there's a lot of what we do that's just behind still. Um so for for instance I would actually like to see um teachers right talk about how they might be using AI or things that they're thinking about using right to get a sense of you know where they feel this is impacting education right or where it could impact um I know as an educator at higher at the uh higher education level at the college level you I am allowing my students to engage in AI and I have there's other professors that are like don't do it at all or at least don't let me know that you're doing it right because we don't want to know right and you know maybe
113it's the in between right that really has to happen like I'm not a fullthroated hey go ahead and use it but I'm really experimenting with them to understand well when is it best appropriate for them to use something um so I'd like to see you know eventually Right. Some a presentation on that. You know, in terms of parents uh and how what uh Trustee Futtos was talking about, you know, we did have a I think a fairly successful presentation with the police department. I can't remember what that was. Like maybe we need a little like a joint presentation, you know, because uh you know, there are legal ramifications to this use. I mean it's it it isn't different in the sense that anybody could say you know create digitally altered images before. It's just that
114it's so much easier to do now. Um the technology is so pervasive and um you know there's the and and us older people right don't necessarily know how to police that for kids right they don't or how to to tell them what's right or wrong and some of this we think it should be like you know evident right but um still I think that sometimes you know kids make mistakes and how are we going to react to that you know how are we going to uh teaching them and their parents which again is is really key. Uh I think you know we looked at kind of focused on the student use of technology but I think I would like to see well what about teacher use of technology. Uh I don't remember if the task
115force looked at do we use AI for grading? Do we use AI for creating, you know, powerpoints or lesson plans or, you know, any other ways that could uh lessen the load, right, for teachers, right? But also give up their roles as truly as an educator, right? Um so so seeing some more on that you know it does bleed into you know also some of the discussions that I've been seeing around the state about uh device usage and how you know during COVID everybody went crazy everybody gets a device and now there's pullback um you know being on top of of what people all are seeing and what the research shows and stuff I think is is an important discussion we need to have as well. So again, not completely AI, but you know, technology
116for sure. And then um finally, I'm not giving you a chance to respond to any of these things, right? [laughter] Uh and and finally, you know, just a kind of a clarification on the off-campus behavior. You know, there is a a new law that came into the books in October, uh AB77272, right? uh off-campus cyber bullying and that is leads it [clears throat] it add it um requires that the CDA be come up with a model policy on off-campus you know activities right and so it's supposed to be out by June 30th and so it will give us the ability to tailor that to our own needs right because that bill was going to mandate that anything that happened off site was our responsibility and we pushed back at CSBA. Um, so now it's something
117that you can do if you want to, but we need to be aware that that's coming and that's going to fit into a lot of the discussions we've had to to to deal with over the last, you know, couple board meetings um in terms of student discipline. So uh um again there's not really questions per se just just comments. Um this is an area as you know you know I've been involved in over the last two or three years uh being on the CSBA's t AI task force we actually I had a little hand in that model policy that we took the uh 441 right 0441. Yeah. Um, but again, great work, important work. I'm glad we're doing what we do. So, and again, if there was anything you wanted to comment on, like I
118said, I kind of rolled over you, but >> Well, just uh thank you for bringing to the attention the AB was it 772? Um so we can be looking out for that bill um come end of the month to see how that might inform future policy for the district. >> So in terms of uh AI use for teachers, we had great conversations in the AI task force and basically a lot of the u staff guidelines specify what they can and can do. So, and one of the things we highlighted is that we won't use AI for grading that we still are going to use certified teachers to do that. So um and again you know in in the future we would like to bring um presentation uh for for the board about the AI task
119force and bring the AI task force uh so you can talk about you know all the great things we have done on that. Uh that'd be great. Anyone else? Sorry I went on a little rant there. [clears throat] All right. Thank you very much. Okay. Does does anybody need a break? No. All right. Um we'll move on to the public hearing for the proposed 20 26 27 uh local control and accountability plan and district budget. So let's see uh >> do we have any public comment right for the public hearing? Uh hearing none we will close the public hearing right and move on to the presentation of the LCAP for next year. You gonna take a break? No. Okay. >> [laughter] >> So, um, thank you. So, tonight we're going to just, uh, present to
120you our, um, our draft of the LCAP. You know, we want to make sure the public has an opportunity to be able to comment. Um, so I will go over with you tonight like our budget overview for parents. Um, I have to tell you that Lori and Lynette and I and the county have been working very closely for the last couple of days to ensure that our budget is accurate and um we're receiving lots of support and just you know I want to commend both ladies for just um you know their dedication and their support as we are building our budget and we don't want it to come back to us to say we have to fix it. And then we'll talk about our local indicators, our stakehold stakehold stakeholder input um because that's what
121really uh changed or modified some of the actions that we're going to change for the 2627 LCAP and then we'll open it up for questions and discussions. So um here's our timeline. As you know, you know, this is something, you know, we have to we are now on June 11th, which is we're going to review and update our LCAP, and then at the next board meeting, we'll bring it back to you for approval, and then right after if you approve, then we will be able to send to the um BCOE for review. So, here's our budget overview. uh you can see that um you know our what our LCF's um uh bud total budget is plus what our uh concentration money is and it's 19 million so that's our budget um that's what we're going
122to work for that's what the LCAP plan is going to address is that amount of money and so here I wanted to first you know we have to every year do a self-reflection question. Um uh in all these priorities that are not there are local indicators. You can see that it says met. Met doesn't mean that we're excellent where that we're at a five which is really full and sustainable implementation but is that we were able to provide our stakeholders with the input and they were able to give us um the uh their reflections and their ideas. So just so you could see you know we had 94 certificated staff. We you know we gave it to our classified staff, our parents and our students. So um you know even though it does look small
123the numbers they increased from last year which is always our goal. We want to do better um you know instead of not. So here you know here is what you can see what the uh the stakeholders what the surveys wanted to see for us to be able to do. They really want to increase tutoring and you could see that across the way. They want us to um they want to be more aware of college. You know, even our elementary students really would like to see, you know, be become more aware of college and career. Again, secondary the same. And you know, our parents are focused a lot on the mental health piece, which is critical. As we know, if our children are not well, they can't really learn or self-actualize. They would like better communication.
124And interestingly enough, as we were going over the surveys, a lot of our parents did not have a lot of awareness of our of our um state standard. So, that's something that, you know, as we move forward, you know, with our parent ambassadors, thinking about how do we communicate that a little bit better with our parents and interestingly enough, as we're talking about AI and computers, our teachers would like to see a limit amount of use of Chromebooks. Uh so there's a lot of reliance and so that was something that they brought up forward and they would like to do improve and increase our professional development which is something that we are you know this ye this year um we've worked really closely uh with the other directors to really look at our professional development
125and trying to create a really cohesive plan so that it's not just you know but we're really listening to what the teachers would like to learn uh about as well as um our classified staff they would also like to have professional development. So that's something that we're going to look and being able to provide. Actually today we had one of our instructional assistants be part of our PBL training with learner center profile uh learner centered collaborative which is really exciting to see and we had a couple other um classified staff there. So here's our adi. So we met on a monthly basis with our LCAP advisory and I'm just going to kind of provide you with the feedback that gave and that's what informed a lot of what we're proposing to be our new actions
126or our modification of the actions. So um as we look again the LCAP as you know is the supplemental and concentration amount of money and it's really targeted for our emerging bilingual foster youth homeless social economic disadvantages and students with disabilities. And so we're really looking at uh at that population of students as we are um aligning our um actions and services to that. So I just wanted to you know we always want to um look at our data and I know that you know we I would like for it to all be green but it's not and that's okay. You know we are going to be where we are and then we're going to try to improve and just like you know Dr. Dr. Sandival mentioned earlier, you know, our long-term English learners for
127suspension and chronic absentism were in the red. So, we have uh put some things in place as a cal collaboration. I have to do with Dr. Santa Maria because those are what he um supervises. So, we um have to work closely together to support that piece. Um our home our homeless youth, you know, there was a decrease. were still in yellow and or um and orange but we are um we've identified that in our um advisory as well and then our students with disabilities. So Marcy and I had an opportunity to meet and talk about what we what professional development we can bring forward that's also aligned to our strategic plan because our strategic plan offers you know talked about UDL. So let's think about how we're going to bring that forward for next year
128as well as the co-eing model. So this is kind of what we framed our um our input from. And so here you can see for goal one, you know, we did make some suggestions. So um here for the professional development, we would like to see the UDL piece and the co-eing support that I mentioned. Uh that would be like an additional along with CGI because we're going to continue with that. And also with core, we know that this year we didn't do like core specific training, but we know that's still needed. So, we're going to look at ways to be able to hire some of our former teachers that are were, you know, that have the skill set to be able to support us with that piece. And then for the P1F, you know, we're
129going to change that title to match our LCAP, which will be DLI support. So, we know that that's something that uh you know, um Julie Bergman is looking at. How do we really support our DI program and provide professional development and so on. We're going to keep the P1 GL task force. We're going to continue to meet and refine and just like, you know, really try to create systems so they're sustainable across the way. And um the committee also agreed that the need for the newcomer support. So we continue to have that there uh because our newcomers, if we can provide them with extra support, they will accelerate. And then for P1Q, we're going to add specific actions to support our long-term English learners. you know, the the state really require us for us to
130call out an action and be able to provide something specific to support our um our long-term English learners. And um and just to mention as we uh we reviewing our data, we realized that um there was an um there was some missing information for for the advisory to really be able to give good feedback about whether something is working or not. So we are working on developing internal systems that will help us be able to identify whether something is working or not as we're presenting to our advisory committee throughout the year. For goal two again you know this we know we're going to we are going to reduce the inter intern itinerant itinerant teacher to four from eight. Two of them are going to be paid out of the reading grant. Um out of 2B
131we are looking at Voyager. So, so learning for writing something that for our K6 and then we're going to continue to do the supplemental math and science resources and we're going to incorporate on track which is our 8th to 9th grade program and uh for P2E we're going to continue to support the reading supports. It says a mirror there. We're going to um pay um I Ready out of there I believe after we discuss and we're going to um they did a pilot on I Ready. Like I said I was so thankful to Julie because she's like yes let's do it. So, you know, piloting the I Ready with the teachers from the um ELA task force and really for us to really be mindful of creating a cohesive plan, not having too many different
132um isolated programs where I Ready speaks directly to elevation. So, it's it's it's it's going to be a easier uh transition and and more cohesive. And then for our P3, our goal three, um we discussed, you know, uh really providing a per pupil account to be a lot a lotment to expand theirmies. So, we're going to be real specific to every principal to say this is the amount of money you have to be able to expand themies. And again, that came from our um from our task force that it was important for them to be aware of. And then we're going to continue to support our elementary sites. And then for our mentoring, our P3C, you know, uh I have to commend, you know, principal Guzman. He spent a lot of time working with Mr.
133Dandia and Mr. Hicks about bringing in um a mentor program. So he looked out to Mondo which is the mentors against negative decisions outreach and uh bringing them to work with middle school and renaissance and the high school. And then another one is looking at um the mentoring program with the big brothers big uh no boys and girls club of Santa Clara Valley. They have a they're going to give us a person well we're going to partner uh get to get a person that's going to help us monitor our els. So that's going to be their big focus. Um and so again I I give all the credit to uh Mr. Guman for you know uh spearheading it and making sure that we have something in place for our students. Um P3D which is or
134the restorative justice we were unable to hire a person this year. However, you know during our discussions we know restorative justice is critical especially to find an alternative for suspension. So that's something that Dr. Dr. Santa Maria is going to be working on how to develop that piece and how do we look at alternatives for suspension because that brings up our LTELs like numbers. So we need to figure out what else we can do to support them. um and P3E which is um oh the PBS PBIS. So that's something that we um we were talking about how do we create positive culture and so we were thinking that this year we were going to give sites a certain allocation so that they can develop their PBIS program to be able to really look at creating
135positive um behavior programs for their school. like some some sites use CHAMPS and that works really well. Others use like show kindness. So they have a different um different types of programs. So we want to be able to give sites that autonomy to be able to say what does your site need to be able to create a positive culture and uh P3 there was a a reduction in that amount for support to teen parents. One thing I learned this year was that um ABC preschool doesn't charge us for us sending the students. They actually have a state grant that pays for them to participate. So that was a really good aha thing for us to learn because we didn't have to um pay. But we we really um my department we focus uh on all
136the the um the team parents provided them with resources where they can go get diapers where they can get free meals. So we just connected them to resources. Uh we still have a small location in there just in case for transportation. But what what we're my our goal in my in our department is to um help parents or just the community been connected to resources because we cannot always for instance uh buy diapers every month. We can't do that. We can't sustain that. So it's like what what organizations already do that and how do we connect them to those organizations and if they have to go to Filmore then if they need to get a bus pass then we give them a bus pass to go to Fillmore. So our goal is to really just
137connect them. So we worked with um uh Kay Wilson. So she's allowing now some of our parents to uh who are Mckin Vinto to wash for free. So you know it's again is that connecting and really using our community uh to build that piece. And goal four, you know, the only um P4Q is like we're going to you keep financial literacy there, but the goal is to use that for the high school students. I know that uh Melissa Gara is working on developing uh a program or that's going to be a requirement that we're going to have to do. So, she's working on that. So, we allocated money and left it there for just the high school piece. And um so P5A so this is the goal where we have our equity multiplier and so
138the goal is to be able to reduce suspension because that's in the red indicator and the population is our social economic disadvantage and our Hispanic students. So we're going to work with Mr. Dandandy because both independent studies and Renaissance have the equity multiplier. this year they used it for the community schools outreach coordinator and that is the plan again for next year um to be able to help reduce um suspensions there at the at at the at the Renaissance. And so here's our mission, right? Our mission is committed to serving every student every day. And so we should never consider education a luxury. It is a necessity especially for children in poor and minority communities. It may be their only chance at a better life. So, this is by Anthony Muhammad. I would like to
139take credit for his uh quote, but um I just think that this is kind of what drives us. Like, you know, when uh when we're working to really supporting our students, we keep this in the forefront of our minds that anything that we do is really to try to support every single student in our community. So, now I open it up for questions. >> All right, questions. No questions, really just comments. I was happy to be part of the committee and um hearing feedback, honest feedback from staff and those who did attend. Sometimes we had a lot of people, sometimes we had very little, just depending, I think, on everyone's schedule. But I think you guys went back and did try to reach out to the principles and other staff that were probably not there
140and really discuss um as you mentioned, Julie, um you know, being able to work with more people, having I I feel that when you have more people in the group and who really care, you can really achieve a lot more. So I think um from previous years I feel like we're going back in a great direction from when I was first on these committees many years as a parent there was I feel like after co there was just a time of it was just a document and we weren't really getting feedback as to what the need what the current needs are because I think it's always changing and our students are all different so we really need to focus on what the current needs are and adjust to that >> and when you talk about
141the budget I feel like sometimes I think we know we need to be a little bit fluid and sometimes funds need to go more towards another direction. And as you presented tonight, um you did make notation of those items of how to incentivize our schools, how to support them and and what they want to do. Um and I just think that helps every site uh achieve their goals and the students will be proud to to do well. >> Thank you. All right. Well, thank you very much. We'll move on to the star of the show, our proposed adopted budget 202627. Good evening. We're here tonight to um share the proposed 2627 adopted budget. Lynette and I are going to share and try to remember to move the mic up and down. Should have it automated.
142Okay. Budget assumptions. Sorry. So, the big thing um for 2627 was the colas that got adjusted. They started with a 2.87% 87% COLA and added what they're calling a one-time 1.44% COLA. That was really directed at the new um PPDL parental leave that is being enacted um effective July 1st, I believe, where parents are going to be able to have 14 weeks of paid leave, fully paid, and then their other leaves will still kick in after that. So we set aside 430K just for this year out of those funds, but that'll be an ongoing thing that we have to cover. And then you can see the other colas 3.3 and 3.09 were reflected in the outer years that we've got stir pretty consistent hers um fairly consistent slight blip up in 2728 a little bit
143down 2829 enrollment. So we start with 26 um 27 at 4233 but as a reference um for this last year we had uh 4408. So that is going down. But then we are going to start an upward trend in the next two years because of uh new housing that we've been told by the city will be coming on board with um I think it's 480 approximate um low-income housing units as well as um some additional um houses out in the Harvest area. But we took um factors that the city provided us to um allocate the um increased enrollment trying to be still a little bit conservative but taking those numbers and pushing those out into the 27 28 and 28 29 years. Um from there you go through the um ADA that we're using. uh
144we it's about a 93% 93.1% factor that we've used looking at our historical data over the last couple years. So that projects to the 3941 393 because of the increase in headcount. So it still takes a look at what you've had the previous year decreases it but then you put in the new factor for those new kids. So by that third year it is actually going up which is nice. Um it's still we we always get the better of the three-year running average or current year. So for both 26 27 27 28 that's using the three-year averaging there of 4270 and 4113 and then uh the last year actually because the numbers are higher it is actually using that current data for the budget of 40 4135. um we look at the UPP of course
145um that factors in to all the calculations in the LCFF and um running approximate averaging of 84.81 across the board um we do try to make sure we're looking at trends even though they can be a little wonky we still try to use averages. So the big things that are factored in to the budgets. So this um next year of there's approximately 11 uh certificated staff members that have done retirements or movements back into the classroom and probationaries coming out, that kind of thing. That equates to 1.5 million um in improvements, cost improvements for us this coming year. After that, we know that we need to review um historical statistics and recommendation on site um staffing ratios uh over the next two years. So, we are looking that for um both classified and certificated staffs.
146So, we are putting some projections in there without any real details yet, but that's what our budget committee will start working on here in the next couple months so that we have a better plan. We're hoping by January, so come March 15th, we can have a good idea of what we're going to do going forward. Okay. Um so we also did look at materials and professional services and took 10% cut across all the um unrestricted um costs. Okay. Next we moving on to the student assumptions. Um what we did in the green portion is the comparison to what we have in the 2627 adopted to what we had in the second interim. Um the variance there where less 12 kiddos 2627 were down 51 but again like Lynette had said then we're going to see
147in 2728 a little bit of an upward tick due to um new housing hopefully bringing in new kids. we're being optimistic but we're being conservative at the same time. Um and then in 28 29 obviously the same. So all of these kind of three different four different areas follow that path. So we are um hopeful that moving forward we'll get more kids in the area more kids will be moving into the area. Therefore our funding can increase. This is the um slide that I gave you an updated version of. There was a um >> something deleted inadvertently. So you have a new slide for that one. >> Okay. So uh looking at our estimated actuals, um we're looking at revenue. I'm looking at the um combined uh unrestricted and restricted of 1007 million. Um just
148as a comparison, oh that does include the 3.7 that we're going to transfer from fund 401, but um as a comparison to uh our second interim, that's about 800k more than we had originally uh thought. So that's a good news. Um then going out um for our adopted uh we're the transfer that we're going to do is only going to be 3.5 million. Total revenue is projected at 101. I'm sorry I round. It's a lot of little numbers there. But um overall it's a $6 million reduction between where we're ending this year and what we're projecting for next year. We'll get into the details uh two pages down about what those funds um represent. Expenditures in the same time periods for estimated actuals, you're looking at 113 million. That is also slightly down from our
149second interim numbers. Uh I want to say about half a millionish. And then uh 2627 will come down with the changes that we had put in um with the uh people that retired and u moved around. So that's down to 106. So that leaves a difference now of 7.4 million. That's reduced in the expenditures. And with even the reduction up above, you're still looking at a gain of 1.26 million um for the bottom line between the two years. We're still running a deficit, but it's a reduced deficit. >> Um, before you go on or can I ask a question on that particular slide? >> Sure. >> Um, what was budgeted at the beginning of the year uh for our deficit? >> Do you guys know >> for the what? >> For our deficit like what
150our >> because we have the estimated actual >> So I think it was like 6.7ish >> adopted. Yeah. >> So, we're about where we thought we were going to be. That's pretty close. >> We lost less money than we planned for this time, same time last year. >> Yeah. But not by much. >> No. No. So, yeah. So, the deficit for the adopted budget, so June of last year, >> Yeah. >> Uh was around 6.7ish, I want to say, off the top of my head. >> So, half a million dollar. >> Yeah. >> And we haven't closed the books yet. So, >> all right. Thank you. Sorry for interrupt. So this slide is for those that prefer visuals. Um the revenue side there is the LCFF. Our LCF ones that we receive make up 71%
151of what we receive in. You can also see that there's that little yellow sliver there and that's the 3.5 transfer in. Okay. On the other side it's our expenditures. Um and of those expenditures, 76.77% is salary. The rest going up in here are books and supplies are only 5%, services and operating expenditures are only 15% and other outgo at 2.2%. So the the bulk of it is in our um salaries. This slide shows our ending fund balances. So let's take the first one. It's the estimated actuals on the unrestricted side. So we our net beginning fund balance was 14.4 million. When we got to the end, our deficiencies is what we think that we're going to be ending at is 2.9 million. This is again is after the transfer in. So we think that our
152ending fund balance is going to be $11 million. So if you take that $11 million and you go up to 2627 unrestricted, that becomes our beginning fund balance. So in that year, we think [clears throat] that we're going to be down 3.2, which our ending fund balance would be 8.2 and then taking So the difference between those two is about 3.2 million. our unrestrict I'm sorry our restricted um totals are going to be down um the reason they're going down is because we're using up our fund balance. So not necessarily are we overexpending in any way. We're just using those funds and that's due to some of it is that we have expiring funds. So we have to use those down by time. Now, if we get more funds, great. Then that'll kind of replenish
153that bucket, but we don't know that yet. So, the next screen is our multi-year projection. So, again, we're going to we think that we're going to end our 26 27 year for unrestricted at about 8.2 million. And then moving to the next year, we think we're going to end there at about 4.5 4 point sorry 095 and then in 2829 at 3.4. So you can see where we are needing to make some changes. Our restricted balance again that's because that's restricted funds and those are the ones that we need to use. They have expiry dates. We are going from 7.1 million to 3.1 to in 2829 those funds will be spent down to 1.1 million. So earlier sorry we talked about how the budget um went down in the revenue about $6 million. So this
154is the big programs that are in there. So, there was the $2 million that was part of the Cal Energy project that had basically the same revenue and income um offsetting it. So, that'll go away. Um the next line that we call spuds is the um student support professional development discretionary block grant that we did have one-time funds so far of 1.332 million. So, that is not projected yet for the new year. Obviously, that's something we're still waiting to hear about. Okay. Um LCRS was also one-time funds that affected two of the school sites. Um there's still questions about that one and whether or not we'll be additionally funded, but we have not put anything in there. We haven't seen anything in writing yet. So, um that's 900,000 medical. We're always conservative on medical. Sorry,
155but I know we've gotten the money in these last couple years, but we just can't predict if it's going to change or not. So, we take a conservative approach. So, the number is down um 700K for that one. Uh mental health grant that is still up in the air with legal issues. So, we again took a conservative approach. We have enough to cover this coming year, but we did reduce the um revenue projection for 26 20 27 20 26 27 sorry. Um just to be careful um and then LRE once again funds that we got of 444 still possibilities in the future but not signed, not approved yet. So that's almost $6 million that was revenues that came down. Um the expenses that also did go down like we said the Cal Energy grant LCAP
156we had had previous um carryover this last year and we are spending it all and we'll be gone. So that is a reduced expenditures for the year. Lottery um we're projecting lower expenses because we don't have a book adoption at this point that is planned. So that's 850k. ELOP, we have trimmed positions, reallocated things to LCAP, so we're looking at about a million dollars less in spending. Title One, we had carryover the previous year, so a little bit of those um expenditures will go down. And then um A to G grant, the funding is gone, but that was 250K that has expired. So that's 5.6 million of those expenses that went down. So looking forward, this is a potential good news. So once the um legislature and the governor pass their state budget and and
157um we make we can do a 45day budget if it's needed, some of the big um changes are sped. The student allocation is proposed to increase from $999 per student to $1,340 per student, which is approximately $1.3 million access that we could get. um the ELRA allocation, if that comes through, that could be potentially um 800 almost $890,000. Our Spuds grant, the student support grant, um if they fund that, like they're thinking it could be another million dollars to us. So, those are we did not budget those since we they're not a sure thing. We did not include them. So our our outlook could be rosier than what we're looking at if these come to fruition. Um so what we what we're working on next, we're um shooting on completing the well the unodudit actuals
158by um September of this year. We'll be tracking enrollment as it comes in and in first interim make adjustments. Um the audit for the unodudited actuals needs to be done by December. We're currently working on the interim um audit right now. Um the auditors will be on site the third week of June. So that's what we are currently working on. Questions? >> All right, guys. Who wants to go first? I'll throw you a couple. >> All righty. just to get it started. I'll try not to dominate like I did on the AI. Uh so I just want to make sure that I'm understanding this correctly. At this point, this budget has about $2 million in cuts for next year and the year after that. Correct. >> A million and a half. >> 26 27 >>
159and then another two and a half. I think >> two and a half year, >> Right. So, so that means that we even if we make those cuts, we're still in deficit. >> Structural deficit problem. >> We still have a def Yeah. Right. And so to really to get us to a balanced budget, what is that true number then? Um, if we're looking at the multi-year projection, uh, we're looking at $5 million combined in 2728. So, an additional 2 million at that point because that's baked into those or something like that, right? So that that I guess the the the thing is is that that deficit that we're showing in the multi-year is actually bigger >> because we have to make those cuts like those cuts aren't >> allocated. They're not just going to happen,
160right? >> So okay, >> even with these three things up here, 3.3 million, it isn't going to fix it. It's going to help, >> right? It's going to help a lot. >> It will help a lot, >> but it doesn't Yeah, that was my first question. What's next? Anyway, >> I appreciate that you provide us the the data on looking forward where it's not in the budget, but if it was, what would our deficit be for the following year if you did include those funds under sped, LRE, and SPUD? >> Well, >> if you included that amount, what would >> 3.3 million only one of those would be ongoing? That's the sped part. >> Okay. Right. But if you're looking at five >> just for next the next >> so 5.3 right now is the
161projected deficit. So if you take 3.3 away from that you're still going to have a $2 million deficit. >> Okay. >> We still have a lot of work to do. But I I just but that's a >> things were Yeah. >> But it's still a $2 million deficit with two and a half million or one and a half planning cuts. So, as I'm going through through this and being part having been a part of the budget committee a year uh ago, um I guess I want to keep throwing out what's our low hanging what's our lowhanging fruit? What are some things that we need to do, you know, going into the next school year um that we can we can start that savings? you know, do we need to have a spending moratorum? Obviously, there's
162things that have to get paid. I I I realize that, but there's things that don't we don't have to have. Uh we need to start having those hard discussions and stop maybe awarding those contracts that that that are breaking the bank, that are putting us in the deficit. Um so maybe we need to start having those conversations and maybe they're they're being had already in the budget committee. So, I I don't want to overstep my my role here, but uh but if I'm looking at a recovery plan uh to get through some of these financial challenges, um I think we've done some good work. We have to acknowledge that. Uh but we're not done. And uh maybe that's the next time that we have this conversation is what are some of those things out out
163front that we can start making some of the the changes like immediate that would help us out. >> Well, and if I could respond to that. So ju just being on the budget committee and my perspective of you know what the the budget and our projections tell us is that respectfully I don't think there is any more lowhanging fruit. I think the lowhanging fruit has been has been found. We've identified it and this is our reality with having those cuts. Right. And and I think the fact that you've baked in and I appreciate that. I really do. The fact that you baked in some cuts um and it still shows the the projections that it shows, I think, really shows us that it's it's really about systemic reductions that we need to make. And we
164need to be very objective about those those decisions and those reductions that we make. >> You know, we talk a lot about what our district's priorities are, what our board's priorities are. um we need to in my opinion quantify and stack rank those. It's going to be painful, but if we sit down together as a board and we sit down together as a district and we really pick favorites, you know, so to speak, and say this is our one, this is our 10. In my mind, that provides a discussion point, right? And then the next step is obviously looking at okay what what funds those what are the revenue sources for those right and what are the programs for those and if we have something that is a low priority that we are showing is
165going to be going down in revenue over time. I I'm gonna come out and say it that program that that revenue funds if it's a low priority in our one through 10 that program has to go down to you know and I think if we start there and if we look at it from that standpoint we don't necessarily have to make that decision and say that's being cut but my my hope is is that that's what the committee would recommend to this board and again trying to make objective recommendations Um and again the data and and this is the best thing I think about data driven analysis the data doesn't have to guide the decision. The data gives you a choice to make right and if you come up with a process and we all
166agree with it and we we we don't like what what it says. Well then that's where you apply the subjectivity to it and say look this is really important to us. Maybe we need to restack our one through 10. Right? Maybe we need to look at those funding streams where there's flexibility. If we're saying that that revenue is going to fund these programs and we don't like how it lays out, well, let's reduce that, you know, revenue somewhere and put it where we obviously are painful. >> I I I mean 100%. But we're at the end of this fiscal year and we start a new one July 1st. So, I think that conversation really needs to start happening and I think with under under the guidance of the budget committee and our and our our
167um our finance uh department, I mean, please guide us uh because we need to make it, you know, and again, I mean, furthest from students is always best. I mean, I I hear what you're saying, Mike, and I don't want to definitely discount that because if it's not a priority, we need to um definitely move away from that. So, but we just got to then identify what is that whatever that is. Let's start moving in that direction. >> Yeah. And I and you know, I don't want to get, you know, too ahead of it um and and talk about other things, but you know, I think my goal for what the budget committee will do over the next six months is bring recommendations to this board of, hey, these are potential areas that we could
168reduce. you know what what do we think and do and be able to have that discussion while not being under the gun of adopting or approving a budget, right? Just laying that foundation. So then that way if we can agree on those recommendations from the committee when the bud when the budget ultimately does come and we are in in May and in in that sense we understand how we got to ultimately what is going to be recommended right because we can reflect back on oh the committee said this this and this we disagreed you know we gave feedback now we know why we're having to approve what we're approving in the spring Right. >> I I think one of the things though, right, as I think about it is that we've never had the stacking,
169right? What's the one through 10? You know, we haven't had as a board that discussion, right? And I think that some of the work for the the strategic plan, right, can filter into that because again it should be being created in that lens of what is our 1 to 10. But we really need a board workshop that where we discuss that so that you know when the budget committee does its work you know the the whole board is not surprised at what's being decided you know what's being offered as a cut or not. Um, >> no, and I and I appreciate that tying because absolutely I mean the strategic if we come if we were to do that exercise and come up with the one through 10 and it doesn't align to the strategic plan
170that that right there I think is a fundamental problem. Right. There's a disconnect and that is I think you're 100% spot on with that. it. There's there's multiple ways to look at this, but I don't think regardless of how it's done, at the end of the day, we are not going to get away from asking ourselves hard questions. >> No. And we can't. And I mean, look, like we have to address the fundamental reality that we not too long ago had an ADA, a funded ADA of almost 5,000 and now we're at about 4,000. That's a 20% difference. That's huge. And we can't ignore that. Now hopefully we're at the bottom of that curve. hopefully, right? And time will tell, right? But [clears throat] if we don't adjust to that new reality, then we're never
171going to make the budget's going to going to >> and and not to like just keep piling on. I appreciate it, but it's still sobering, the ADA projections and the estimates that we're using today for 2627 are lower than what the ADA projections were for that for next fiscal year a year ago. So, so staff isn't being aggressive. They're saying they're noticing that trend and they're reducing those projections even more than they, you know, we we knew we had to reduce them a year ago. They're they're making further they're being more aggressive with their reductions and it's still not there >> right on the bottom line. So, >> um, you know, just a a a couple more things about this page, the looking forward. Um, because I know we did put in the super cola,
172right? The 1.44. And I mean, that's not law right now. I'm kind of surprised you guys did it because you are usually like if it's not for real, it's like >> they put it in the calculator though. It is inc. >> Oh, they did put it in. All right. Well, there that's kind of unusual for I was going to say I mean that's unusual for school services to do that then cuz now that said >> when you compare the governors and the states and the the senates and the assembly's budget you know plans all of them are yes the super cola we're going to do um all of them is yes the 2.87 87, right? Fully funded. Um, all of them are yes to the special education bump. Um, all of them are yes to
173the discretionary block. As a matter of fact, the Senate and this assembly are more aggressively funding that block, right? Hopefully they win, right? But probably the five billion is the floor. Um, all of them have the extension of the learning recovery uh block grant. Um, you know, the CTE grants, there's differences there. Uh, kit funding, there's differences there. You know, none of those we could really depend on, but, you know, it's at least reassuring that some of those things that are on this list are things that they agree on and are liable to be kept in the final budget. We will see shortly, right, >> you know, within the next week or two. um how these things play out. So >> the one thing about the super cola that extra 1.44% 44% you put aside
174>> it's if it moves forward we're only that >> right because the parental >> apply that moving forward to the years >> one time for an ongoing cost right >> no right >> and >> right >> well but it does bump your base it'll it'll it will bump the base so the base going forward yeah it won't always have be a 1.4 for additional. But that >> exact Yeah. >> But but just keep in mind that I think if we costed that out for just the people that were out 25 26, I don't think that 400,000 is even going to cover it. >> Yeah. And that is something at CSBA we're fighting cuz it's like what are you doing? You're giving us more money to fund a mandate. >> Exactly. That >> which you're not
175funding us nearly enough. >> Yeah. We're we're kicking and screaming on that one. um you know to be sure. So uh you know I I think the 45day is going to be critical though because you know I if these things come true we do want to see those come in you know so that we have a realistic picture of what the problem really is and you know one I think thing that we can kind of be feel a little bit good about right is that when you look at last year's multi-year projection Um, we were expected to be at Oh gosh, our ending balance was 15. I want to make sure I get this right. I think our Huh. >> very small. >> Uh, yeah. And we're better than Oh, the 2627 projection was supposed
176to be 12.2 million. That was last year's budget. This year we're projecting 15.4. for. So that isn't a substantial, you know, increase in our projected fund balance. I mean, so that's good, right? That's that's good news that it's not as bad as we thought it was going to be, right? But that overall trend still is there. The structural deficit hasn't gone away. And maybe we're going to get lucky a little bit, right, for it. >> We might be able to pick up a little bit more this year. Obviously, we haven't closed the books yet, >> right? But, you know, Absolutely correct. We have a bigger problem that our Yeah. >> expenditures are greater than our revenue. >> Yeah. >> Period. Yep. >> Anybody else? Trusty. >> I'm just waiting for the next committee meeting. Make
177sure it's on our calendar. Maybe a reminder to make sure everybody's there and really have the the hard discussions. And it's going to come down to staffing and making sure that our class sizes are are correct and that we reduce the smaller um classrooms of 12. You know, just making sure that they're full. And I believe we've been doing that. I've seen, you know, just on our Friday updates information on moving certain classrooms and reducing. So, I know I I'm hoping that everybody is is hearing the message and that it's being um you know trickled down from the superintendent to our directors to our our principles to our teachers uh our our union members because I feel that they could provide guidance as well as some suggestions on where they can cut uh especially at
178the high school with with classes as students want different subjects there's a reduction in others there's more kids are wanting college classes. So there there are areas where we can cut and and move. And I know a lot of our directors are working very hard to to check their numbers and going to the middle schools and figuring out what classes students want. So come September, if I see numbers where there's x amount of students and it wasn't taken care of, we've just added another class with five students or six. And I'm not referring to like your starter ones where like I'll just say engineering, you know, there might be just 12, but it's a program that we're trying to grow and you have to give those classes a little bit more time. It might be
179three, four years, but then after the fifth year, if they're not, there's no interest, it needs to go. We need to find other ways to get those six, five students are interested in getting them into the college. as an example >> and I want to and I want to piggyback that too. You know, I agree we need to look at class sizes and we need to look at ratios and all of that too. I I would also say we need to take a hard look at, you know, the classified side and we need to look at stuff that we increased during COVID because we got CO funding for it and that we are continuing to fund with other funding sources that allow for that flexibility that frankly we just do not have that luxury for
180anymore. >> Um I think that's that's an example of prioritizing, right? If if we're getting the these this funding and it's really meant for something else and we are choosing to use it for something that could be in, you know, interpreted or understood as a nice to have, it's the time for nice to haves is is gone. >> And one more thing, I mean, I love our engineering program and the fact that we're starting to from the elementary and the middle school so that it grows and we're having like, you know, steam schools. I would be ecstatic if we have two, three classes of engineering by the time they get to high school if that's what they want. And I think the way to get there is by, you know, the the different programs that
181we've been doing um from the elementary and the middle school and getting more interest in it. And I think there's more even more girls too. I believe the numbers and correct me if I'm wrong, but I mean just feel like it's it's growing. So, I I just use that as an example, but we have a lot of work to do. >> While we're on the the topic of commercials, let's not forget um our ELD population. I don't think we're spending enough there. And I know we're talking about reducing spending, but we need to be more strategic about that. And again, I I I really do have to be an advocate for that because we uh as you pointed out, Dr. sound. It's an area of of concern and we can't we can't ignore that. Um
182I mean I think we're seeing the move the needle move, but we can't we can't ignore that that our special population needs our our support there. So, but it just again we're giving you a lot. We understand that we're giving you our wish list and and again that's not fair to you guys because now you're going to like, oh shoot, how do I how do I juggle this? >> Well, I mean it's but it's I mean but it's not I mean it's it's true. It's that the it's the stacking, right? You know, because I know I would say the same thing about, you know, special education, right? Agreed. You know, but the and and I think we as electeds need to leverage that, right, to be advocating for, you know, the funding that we need
183at both in Sacramento and at the federal level. Like even though you know it might look like the Department of Education is going to go away and funding is going to go less you know one of the things I've learned in CSBA is that well while some of those funding sources are on the block there's starting to be a bipartisan push to fund special ed more you know proactively than they have right we should be part of that fight you know there's no reason why we can't um you know that's something that we may need to invest in, right, to make sure we're going to, you know, our Congress people and visiting, you know, DC and trying to get, you know, support for for that because, I mean, let's think of it this way. If
184we didn't have to transfer for special ed, this wouldn't none of this would be a problem, right? I mean, it's chronically underfunded, you know, and everybody knows that and we want to support those students absolutely the best we can and we've been, you know, kind of microscoping it a little bit in some ways in a way that feels a little bit unfair, you know, to those students. But, you know, this the fact of the matter is is that they do, you know, need all that support and we have been good about, you know, reducing some of those large contracts that are way too expensive. you know, we got to keep on working on that, but we have to do our part, too, you know, as advocates for our districts. So, um yeah, thank you. [laughter]
185All right, on to better and brighter things. Um the approval of resolution 2025 26.28, 28 the proclamation recognizing June as pride month um pride month proclamation whereas Santa Paul Unified School District recognizes the importance of fostering a safe, inclusive and respectful learning environment for all students and staff members. And whereas the month of June is widely recognized as Pride Month during which we recognize the LGBTQ plus community's contributions to our society. And whereas acknowledging and honoring the diversity of our school community promotes understanding, respect, and empathy among students, staff, and families. And whereas it is vital to create a supportive and affirming environment where every student, regardless of sexual orientation, gender identity, or gender expression, feels valued, safe, and empowered to succeed. And whereas inclusive education plays a crucial role in reducing discrimination, bias and
186pre prejudice thereby fostering a positive educational experiences for experience for all students. Now therefore be proclaimed that Santa Paula Unified School District recognizes and affirms the rights, identities, and experiences of LGBTQ plus students, staff, and families within our school district. commits to fostering an environment and actively combats bullying, harassment, and discrimination based on sexual orientation, gender identity, or gender expression, and will take appropriate actions to address such incidents promptly. Encourages professional development opportunities for staff members to enhance their cultural competence and understanding of LGBTQ issue plus issues to better support and advocate for LGBTQ plus students. Now therefore be it resolved that the governing board of the Santa Paula Unified School District is committed to fostering an inclusive and equitable educational environment where every student can thrive regardless of their sexual orientation, gender identity or
187gender expression or proclaimed month of June 2026 as Pride M. So that is the resolution before us. Do [clears throat] I hear a motion? So move. >> I'll second. >> Any further discussion? All right. Hearing none, we'll move to a board vote. All those in favor say I. >> I. Opposed. Eyes have it. All right. Speaking of money, let's spend some. >> Good evening. The first item that I will go over with you is item B1, approval of the uh college and career access pathways partnership agreement with the Ventura County Community College District. Basically extending our dual enrollment agreement through the 2627 school year. >> Any questions, comments? just good job. Good job. I know it was hard. Uh >> there was some challenges along the way, but uh thank you for making this happen.
188So appreciate it. Our students need it and appreciate it. >> Thank you. >> Now, [snorts] this still doesn't address some of the challenges we still have. >> We have an agreement with SPF through fall of 2026. Uh and so we will address spring uh in the fall. >> Yep. Okay. All right. Do I hear uh a motion? >> So move. I'll second. >> All right. Any further discussion? All right. Hearing none, we'll move to board vote. All those in favor say I. >> I. Opposed. >> Eyes have it. >> All right. Approval of service agreement with P school for secondary student assessment and reporting services. So item B2 is requesting approval for performance matters which is essentially uh a database where we are able to quickly access uh data snapshots of students. Performance Matters has
189been utilized at Isbel uh for the last three years and Santa Paula High School has expressed an interest in uh continuing to develop uh their uh ability to utilize it as they explore uh implementing professional learning communities. So uh this is not going to be K12. We reduced it uh to 712. Any uh questions for Dr. Gara? >> Do you know how long we've been using this? >> I want to say that we're going into year four. Three or four. >> Okay. >> So, how does Oh, you done? I'm sorry, Anna. You done? >> You're good. >> Yeah. Okay. So how does this replace like elevation that takes data uh from a lot of our local indicators or local assessments? How what what does this do in place of like elevation? >> So my understanding
190with elevation is that it's exclusively a database to monitor our emergent bilingual. It's not okay. So, >> okay. Well, then I don't know that I can fully answer that question. >> And that's okay. That's that's why I've asked because I've asked it once before and we've got kind of a similar and the other follow-up question to that was how different is um this program to our current subscription with uh with Q. So with Q so uh performance matters allows uh the our teachers to create their common formative and summitative assessments house those assessments within the platform quickly input assessment data analyze it and adjust their instruction. Q doesn't quite allow us that type of flexibility >> you would be viewing only it's data reporting. Um, okay. And again, this this goes to part of the
191conversation we were having earlier about about spending. I I I certainly am not the one that says this isn't the program for us. If you're recommending it, but this goes to why. Okay. Um, I mean, if teachers are using it and we're seeing the data that's supporting it, then then that's fine, right? But that's why I'm I'm suggesting why go in this direction when we have interim assessments that then can inform our instruction. Why go in this direction when we have curriculum that we've adopted? I know we just adopted a science curriculum and we're I think we just adopted math that or we're on the verge of it. I know we're probably just in that that beginning stages of it, but those programs gives us those opportunities to also uh help us with our our
192formative and uh and and and common assessment. So, that's kind of where I'm I'm confused is again, if it works for our our our secondary education, I'm not the one that says no, you can't have it because if it works, it works. But do you see why now we're into the spending conversation? So, >> yeah. And if it's utilized to its full capacity, performance matters is a snapshot of a student holistically. So, you're able to see pretty much everything you would want to know about a student with a quick run of one report versus having to access multiple databases. Uh, again, I can't speak to how Elevation could address that need. Uh, but I know that at Isbel, uh, back when Dr. Moore was here. We really uh ran with performance matters and our teachers
193were utilizing it for all of their benchmark assessments, also using the FIABs and the IAB data and um creating those common assessments where they could go back to their PLC's and analyze and adjust. And we're seeing a lot of that. Uh we're seeing the fruit of that especially through our ontrack initiative because our teachers are using performance matters for their data pro or data reporting uh for ontrack. >> So director Garrett that's that was probably masterful in your response. That's kind of what I wanted to hear because what I needed Yeah. What I needed to hear was is is that it's it's one it's it's not just a a program hanging out there that we use it when we when we want to, but that it's actually a program that we actually are utilizing on
194a regular basis. So, that's kind of what I was looking for because again, we're having to spend money on it, right? Uh it's not a mandated cost. It's not something that we have to spend on and and now we have to make that decision. And I think we were trying to be very thoughtful in our spending because we recognized that elementary didn't find value in it. So that's why we backed off and we decided to just pursue secondary. Santa Paula High School hasn't delved in uh as much into it yet. And so that's a goal of next year and that's been a request of the teachers. So that's why we wanted to give it another, you know, another attempt to see if we can roll it out at SPHS the way it's been done at
195Isel. I and just to jump into that conversation h too bad um you know don't worry what I'll say is masterful I'm sure um that's going to be the >> less is more no but you know I I remember this contract before and it was much more expensive right and I remember the discussions on you know whether it was performing what it needed to do in the elementary settings or not so this is actually an example of analyzing those contracts making sure it works Now I would suggest right it would be be nice because when we go through our rankings of stuff like we're not going to get to this level of detail like it's impossible we can't right but at some point you know it might be helpful when we do have larger contracts
196to see how has this improved things like a little few slides right you know even have a teacher this is how we use it you know this is how it's driving instruction you know because I think that's one of of the things that we don't do very well at all is, you know, ask, okay, so what's this going to do? Sure, we ask. We we get that and we go, it's going to be great. It's going to transform education and everybody's going to be a genius, but then we never ask a year later, hey, how did that go? You know, um, and I think it's that kind of reflection, not because we want to know everything, right? But I think it's just a discipline that we have to instill within the district, right? that if
197we're going to invest in something, we have to show that it's making a difference. And if it's not making a difference or if we don't know if it's making a difference, then we got to question whether we need to need to keep it or not. >> You did all right. >> Yeah. And once again, >> masterful again, I will say, you know, directing our directors and principles to really look at the software that they're using and evaluate is it working or not or where can we cut. >> Yeah. And that's to the same point. That's why we got rid of Renaissance and that's why we went to I Ready because of because of that that level of discussion that was taking place with district leadership and down onto our school sites. And again, so we
198know that the conversation is having and and that's why uh my recommendation to school sites when they do come before the board and make their their their nice, you know, presentations, speak to those points as well, you know, and that's going to take our leadership to give them those talking points. Thank you. >> Thank you. >> Okay. Anyone else? All right. So, do I hear a motion? >> I'll motion. >> I'll second. >> All right. Any further discussion? Hearing none, we'll move to a board vote. All those in favor say I. >> I. Opposed. >> All right. Motion passes. All right. Time for B3. >> B3. >> So, one component of our learner profile is developing students as courageous communicators and written expression is a key component that goes in it goes to the earlier
199question um trustee FTOS asked about the four domains when we were discussing our English learners. So, our current ELA curriculum adopted in 2017 is woefully lacking in writing support and instruction, and teachers have been asking for years for a program to support this curricular area. This was a main focus this year of the literacy task force. Um, in the writing domain on the CASP, only 20% of our students were above standard, but 51% were near standard. A comprehensive, highly structured program featuring explicit instruction with both baseline and sumitative assessments will support and excel our students writing skills and performance. Enter step up to writing developed in 1985 as the readr connection and then rebranding as step up to writing in 1999. This program is tried and tested in writing instruction and assessment. Many years ago,
200maybe 20, when we were still Santa Paula Elementary, we did utilize this program. And for whatever reason, at some point, the program was discontinued. Many seasoned teachers are still using this method and strategies they were trained in all those years ago, and the work their classes produce is exemplary. Our team is confident step up to writing will be an asset to our curricular tool to toolbox and we request your approval for this program funded through LCFF resources identified in the district LCAP as presented this evening by Dr. Ramirez. >> Anybody? >> No. >> Again, good job at making that connection. It it this is one of the domains. I appreciate it. I'm also I use step up to writing in my own classroom and I know it it it works. It's a program that our
201students can follow. So, but thank you. >> Do you have any I you know the question I'm going to ask, right? >> You're going to ask me how I'm going to know if it works. >> Yes. That will be with the baseline and summit of assessment seeing the growth of our students and watching those 51% of students who were near standard move up in the cast to at or above. >> Okay. I look forward to that presentation of data. >> Can't wait. >> I'm sure you can. All right. Uh let's move on next to um >> Wait. >> Oh gosh. I guess we do need to vote. I thought you guys already decided that. Sorry. Uh, all right. Do I hear a motion then? >> So moved. >> I'll second it. >> Okay. Any further
202discussion? Hearing none. Move to a board vote. All those in favor say I. >> I. Opposed. >> Board or motion passed masterfully. Yes, I did. All right. We'll move on to the next bucket of money. Yeah. >> Good evening. >> No. >> U tonight I'm recommending approval of our excess cost owed to Ventura Unified School District for students we have placed there through their IEP through special education. We have seven students there. Um two of them are infants. They do act they do also hold our regional infant program that serves our students zero to 0 to three um through under IDEIDA part C um that's a regional program that we utilize and then five students most of them are high school students um but I do also want to point out that this amount will
203likely reduce significantly because there are some um errors that I found in the billing but we wanted to be able to it is budget Ed for this year it is for the 2526 school year services. So we wanted to bring this to you um but it will likely reduce. >> So is it not to exceed Okay. >> I have a question. Will some of this eventually be paid by medical? We reimbured for what we're paying? Would any of this >> No. No. This is excess cost that we would end up. So, our students are placed there, they get the ADA, and then we pay anything additional for the special education services if they have an instructional assistant and things like that. It's similar to what we pay Ventura County Office of Ed for student placements
204in their programs. Um, in fact, many of the students um were placed in Ventura County Office of Ed programs and have kind of moved along like Ventura Unified took those programs on themselves as they um as time went on. So, they're now being served by them, but it's a it's a similar structure as how we pay for >> Ventura County Office of Ed excess cost. >> So, I I understand that the the infants, right? because there's no way we would have enough, you know, capacity to do that. But what are the kinds of um placements that those five high schoolers are experiencing? >> Some of the needs that the students have that that are inventory unified um are like deafness, visual impairments, physical impairments, um orthopedic impairments. >> So, but >> so they have specialized
205programs. >> They Okay. Right. because we can't we don't have enough say you know uh students who are deaf right to house our own program right or students who are blind right to house our own pro program so okay any other questions all right then do I hear a motion um to approve the excess cost >> so moved >> uh second >> all right any further discussion hearing none we'll move to a board vote all those in favor Say I. >> I opposed. Motion passes. All right, I'm back. Seeking approval for agenda item B5. Did I step on your toes? >> Why would you do that? >> Usually you announce it and then I >> Oh, no. Just go for it. You know, come on up when you know you're supposed to. I'm requesting approval
206for uh the agreement we are uh seeking with CSU Channel Islands for an ethnic studies dual enrollment course for fall of 2026. This is a pilot class to see uh what this partnership might look like and how it can supplement some of our dual enrollment offerings in the event that we're not able to uh get VCCD on board with certain course requests or access to uh viewing rights of the learning platform so that our teachers can best support our students during the asynchronous uh times when the college instructor is not uh at the school site. So this class would be held um very similarly to the Ventura College dual enrollment model where the college professor would be on campus twice a week. We are doing this in the human services academy. So the ninth graders
207will have a dual- enrolled ethnic studies with Channel Islands and dual enrolled health in another semester with Ventura College. So, how many classes do you anticipate and what would be the the total cost? >> The total cost uh with the approval of this agreement is almost $8,000. It's $231 a student and right now we have 34 students who have a course request. If it goes well, we would like to offer it in the spring for the other cohort. So, this will only be offered to if you're in HSA. It's our pilot. So, I think ideally down the line, we'd like to explore offering dual enrollment to other uh students on campus. So, it's not exclusive to CTE pathways. But for this particular agreement, yes. So, I just have an issue with that because it should
208be offered to to all and also that we should still strive to do VC where it doesn't cost us any money um since we're talking about funds. But I think it's great and it's something to explore and I'm glad you're calling it a pilot. >> Okay. Thank you. >> Those just my thoughts. >> So with this agreement and in this this partnership, which by the way, I like the idea because I I think we have to continue to to think outside the box when it comes to working with our students in dual enrollment. Um, but does this agreement displace any of our own employees? Is this going to uh take take away a job for any of our own um teachers in ethnic studies or >> No. >> Okay. >> So, uh the college professor
209will work uh with Jovon Mosby, one of our ethnic studies teachers. So, he will be the teacher of record for the students when the college professor is not there. >> I mean, in some ways, it's a co-eing model, right? But this is what happens with the VC and dual enrollment classes, right? Um I mean and that's one of the the that's one of the issues, right? is that you know up to this point the when we had dual enrollment it was a co-eing model essentially you know the our teachers had access to to canvas their learning you know platform they could see how students were doing what assignments during the times when a professor wasn't there right which is three days a week they could be working on those assignments coaching those kids I you
210know so it was really a partnership um that's changed frankly, right? And and so until we can get that back, you know, we need to, you know, this isn't a way of exploring how do we still continue those experiences, you know, if we can't, you know, finish that negotiation, right? Um, >> you know, and it's and it and it is a pilot, right? Because it is a very different institution, right? um you know four year university is different than a two-year you know and I think there are ways in which we could probably get some of these courses like it's not really meant to replace Ventura College you know um I think that we can be strategic about what kinds of courses we would dual enroll with Channel Islands versus which ones we would do
211with VC for instance you know and I haven't even talked to you about this right but uh and it's just possibilities, right? I think I maybe had um Dr. Ramon Flores, right? Who we have partnered with with our pre-engineering program and the SE perch program and other things, right? He has a grant from the Navy that's helping develop a intro to engineering class at uh CSUCI and the intent is to make that a dual- enrolled class that you know potentially could fit right into our dual enrollment pathway. And since that's usually funded by CTE grants, right, that's a way that we can relieve pressure off of the general fund, right? So that we don't have to do that. Um, and I think that there's certain other classes and and again for full transparency I have
212been involved in these discussions because I know the dean, right? And I introduced them to Dr. Quera and the um and um Superintendent Weinstein. They've taken it from there. Um but you know but there's there's other areas in which you know we might want to explore that could be very helpful like we the dean had talked about you know physiology and anatomy which is a prere to get into their nursing program and we had three nursing students going to CI this year I think so huh or maybe even more right you know and so that would be another thing that would make them even more attractive to go so so it's really about just exploring what that relationship ship could bring, you know, and how do we construct this, you know, for the best results
213for our students. >> And I think we just want to continue to expand our partnerships with all of our local institutions. We want to continue our partnership with Ventura College. We have five courses that will be dual enrolled with them in the fall and then this one with Channel Islands. The only other high school in the county that has a dual enrollment course with Channel Islands is Oak Park and their course is offered before the school day. So, this is really a a feather in Santa Paula Unifi's hat. It's a great opportunity for our students because there aren't any really any other students in the county who are getting this opportunity. And when I made my comment about who is this class available to, um, I look at our LCAP and I mean our students
214who are emerging bilingual, you know, our foster youth or homeless, social economically disadvantaged students with with disabilities. I mean, if we can bring the college experience to them at the high school, I feel like we're meeting some of those goals that we have under the LCAP plan. So there's ways of also funding and instead of taking our students in buses to the colleges, you're actually bringing a college class to them. >> And that's the whole idea behind the CCAP agreements. And I I want to point out that the human services academy is a California partnership academy. Part of the grant requirements is that 50% of our students meet certain criteria to be at promise. So by offering our human services academy students these CCAP opportunities or dual enrollment opportunities we are meeting those goals that
215are in the LCAP. >> And I guess what I'm saying is if possible also offer it to other students who are interested that criteria is kind of what I >> Yes. I love that idea. I want to expand dual enrollment so much but I have to hold back a little bit because you know not everyone feels the same way. So, uh, I'm a huge proponent of dual enrollment. I think it's a great opportunity for students. When I graduated high school, I had 12 credits already or 12 units. I still remember that. >> It was kind of a long time ago at this point. So, I I think it's important. >> I still remember it, too. So, and to me, that's why I push my kids to do that as opposed to just the APs. And
216that's where we want to get our numbers. I mean watching where the kids who are taking dual enrollment and passing them as opposed to the ones who are taking AP classes and not passing that AP. So when you look at the percentages, I think it'll show you that all of us that there's a a higher percentage of the ones passing their college classes than the AP test. >> Thank you. >> All right. Any other questions for >> Can't wait for the report back to say that it was worth it. >> Thanks. >> Um, okay. So, do I hear a motion? >> All motion. >> I'll second it. >> All right. Um, all those in favor say I. I. >> I. Yes. >> All those opposed. Okay. So, is that a 4? All right. All right.
217Motion passes. Thank you. Um second reading uh and adoption of high school graduate requirements BP6146.1. >> So if you recall at last meeting I explained that uh we had an inflated number of elective credits for our students 255 versus 230. Dr. Sand have all pointed out that that would be more than the amount of credits that you could actually accumulate in four years of high school. So, uh this is an attempt to reset the grad requirements back to what they were in uh 2022 was the last update and that has been our practice and that has also been what has gone out in the annual notice to parents. >> Any questions or a motion? I'll make the motion for approval. >> I'll second it. >> Okay. Any further discussion? Hearing none, we'll move to a
218board vote. All those in favor say I. >> I. >> Opposed. All right. Eyes have it. Um, we will move on to business services donations. Hey, money coming in. Um, [snorts] you're doing the donations. I'll go ahead. Okay. So, we got from the BL Blanchard Community Library uh for the Santa Paul High School Choir Club 300 bucks. Moo Grill the draft, Santa Paul High School Choir Club, $250. The Santa Paul Alliance Clubs, Santa Paul High School band, $500. Big Brand Tire and Service, Isbell Middle School Sports, $500. So, 1,500 bucks. 1,550. Yeah, I rounded. All right. Do I hear a motion to accept? And if I don't, I don't understand you people. I'll motion it. >> Who seconds? >> I'll second. >> All right. Any further discussion? Good. Uh, we'll move to a vote. All
219those in favor say I. I. >> Opposed? Eyes have it. >> Okay. Approval of resolution 2526.27, authority to improve compensation for unrepresented staff. This is an annual resolution that's required by VCOE. And basically what this allows for is increases for unrepresented staff. It's not a guarantee. It just gives the ability to do so. >> So move. Uh, second. Okay. So, um, this has come up and in discussion with the board president and myself and, um, I think it's important for the public to know, my leadership team to know, and, uh, my staff to know that, um, as superintendent, I will not be participating in a raise. given some of the, you [clears throat] know, things that have been happening around the county, uh, it just seems appropriate to be as transparent as we possibly can.
220Um, but, you know, I think we have a we have a motion in a second, right? Just the further discussion is on it is that, you know, this this largely goes to you guys, right? Um, and the >> confidential and is it just confidential >> confidential and leadership >> and leadership, right? And honestly, you know, given that we haven't had an assistant superintendent of educational services for going on to, you know, we're going on our second year, I think uh leadership has stepped up, you know, and and I think that um it would be welld deserved. So happy to approve this. >> Well, I have one comment. Um I I disagree with you, Jeff. I think that you're in line. You're you've been doing your job as well. I don't see why if we're going
221to acknowledge all leadership that you fall right in line with that, but that that's kind of where I'm coming from. I get transparency, but um you know what? This is our district. We deserve to to acknowledge our our leadership team the way I feel we should. So, that's my recommendation. If we're going to do it for all, we do it for all of our our team. I'm a team player, by the way. So um >> I agree too >> that not arguing there but this is just giving the board the authority >> correct >> to give raises and then at that particular time we can discuss it but you know with our budget deficit and I'm obviously the highest paid person in the district. I think it's important that I set an example that I'm
222not going to benefit from increasing the budget deficit. And I appreciate that again having having gone through budget crisises over the years. >> U that that's huge of you Jeff and I appreciate that you know and if that's your will so be it. But I want to make it I wanted to make sure that it's coming from myself as a trustee that that as a team we all we all we all benefit and we all >> well and and again that that this is just giving us the authority to do so and when it comes back you know forever you know for everyone we can you know further that discussion. But just for clarification, that document as confidential and district staff would technically include the superintendent. >> Not necessarily. >> It doesn't have to be
223it doesn't have to be as part of the uh the three-year contract or extensions of your contract. >> No. Well, basically the superintendent can there's two in the contract gives the board two sets of um direction to go with the superintendent's raise. One is for the superintendent raise to be negotiated separately from the rest of the staff. Since I've been in education, it's 12 years as a superintendent. I have never taken more than what the regular staff has taken because it's just it's not right. I mean, like Tommy put, we're all a team, right? So, I don't deserve any more raise than uh than my leadership team or my confidential employees. So, >> so again we have a motion on just to give the authority you know when it comes back you know we can
224further discuss that. Um but you know again just heightened you know transparency issues. Just want to make sure that no one thinks we're citing something under the you know god forbid that we get on social media. Um all right so uh we'll move to a board vote. All those in favor say I. >> I opposed. Okay. eyes have it. Um, agreement of Cal Herp Ka Herp financials, payroll personnels. How do you say that? Um, >> we're looking for approval for this is our financial and our HR software system, which we refer to as Escape. Um, it's the ERP system. Um, so we're looking, this is an annual um fee that VCOE charges us. So, we're looking for approval for that. Do you hear a motion or are there any questions? >> A choice right >>
225director [laughter] is what the government charge is kind of like wearing pay your taxes. This is the percentage that you are taxed on >> pretty much. >> Yeah, that's what I thought. >> And I guess going with that um let's say we had a choice would it would it be more costly for us to do these things inhouse? >> It would be a huge undertaking from many departments. Okay, that that's Thank you. >> Is this purely pass through or is there anything added on? >> Just this is what it is right here. >> Can we just use QuickBooks online? >> Just kidding. >> All right. So, do I hear a motion? >> I'll motion. >> Any second? >> I'll second. >> All right. Any further discussion? Hearing none, we'll move to a vote. All those
226in favor say I. I. Opposed. Right. Eyes have it. All right. Uh proposal for equipment order from LT generators. >> This is for the approval of an order for five generators for the district office for Isbel, Barbara Webster, McKvitt, and Thelma um Bedell. Um this would be funded out of LCAP to use up our carryover in our P4M our safety portion. So as you know that especially Mckvitt they their power goes out a lot for the here at the district office it would save our technology so we wouldn't be going down as much um and is the other component to that is perishable food when we lose power CNS has all the food in the in the um different kitchens that potentially could expire or go bad. So this is to um purchase the generators.
227It covers the generators, the installation and the permits >> and no other costs associated with this, right? >> Just those three. >> I mean, I'll I'll step in, right? I mean, it's necessary, you know, with with the the way that Edison shuts off power, you know, at the slightest breeze, you know, it's it's important that we have that kind of backup, you know, and it's just an unfortunate reality of the of the world we live in now. I mean, luckily, it's using carryover money, right? So, so that's good. >> It is, you know. >> Yeah. >> And the schools that weren't included, it's because they haven't received power outages. No, no. I'm referring to the ones who are not like Blanchard or Grey Steel. Do they not >> power outages? >> The Blanchard and Grey
228Steel have not had power outages at the same level of um power outages at those other schools. Blanchard, I don't even remember the last time they had a power outage. Um you know, and Grace Steel, it's been it's been a while. So we wanted to especially we wake up in the morning and the first thing I and I wake up pretty early and I have Jeff Arjun texting me saying hey I know it's early but you see now we have power out at Bedell we have power out at McKvette and and so I always ask were we warned about this did we receive an advice so we should have known earlier and a lot of times it's no it's just Edison makes that decision and we have to suffer for it >> is those particular
229circuits too, right? I mean, there's a number of different circuits that are that run through the town. So, >> so Jeff and and and Lori as well, um so as a result of many of those power outages, obviously you talked about uh perishables, food being saved, um have we've had to cancel schools as a result of some of those power outages and would this alleviate from that? Would this solve that problem? So, we've had to cancel school and more over it's usually the afterchool program that gets cancelled. You know, we get the outage and we hope that it's up by 10:00 and so when it's not up by noon, we we I talk to Dr. Ramirez and we decide whether we're going to keep a spire open or not. >> And and this would then
230solve that problem by just keeping it open. So, >> yeah. >> Thank you. C can I ask have did did staff explore any grants for these kind of generators? >> Say that one more time please. >> Did was were any grants explored for these types of generators? >> Not for these type. No, they weren't. >> Okay. I'm going to approve it. I know that there's a ton of funding out there for this kind of stuff. Um specifically even the county. So, the county gets money from HUD from for CDBG for community development block grants. Now, I know that that's typically for, you know, affordable housing and and things like that, but the county could potentially allocate a portion of that that funding to the district. Um >> oh [clears throat] uh just so that the
231board is aware, we did attempt um to apply for the cops grant um but we did not successfully um were um received those funds. >> Okay. If we could get that information from you maybe other school and I think there's even so many out there that they will even >> as I want to step there's even retroactive funding so you it's to if you can show that you had you know expenses a certain type of it's a narrow expense but a certain type of expense and it was within [clears throat] a certain time frame you can even get reimbursed. >> Um I'll do some digging with our sustainability group. >> That'd be great. and asking maybe Doug on our energy efficiency. I don't know if that even kicks in. I just did a AI search
232and see what came up about energy efficiency and equipment assistance grants. So, just from the California Department of Education. Okay. >> All right. So, do I hear a motion? Do I hear a motion to approve approve the LT generated contract purchase? >> I'll motion. >> I'll second. Any further discussion? >> Is there any way of adding that caveat to research on grants before them? I >> I don't think we have to formally vote on that. I don't think they'll do it anyways. >> We we listen to the directives of the board and the suggestions of the board and then we execute them. Some of you have seen my board takeaways and that something like that would be put in the board takeaways ask directing my staff to look for grants. >> Okay. >> All right.
233So, any further discussion hearing? None. We'll move to a board vote. All those in favor say I. I. >> Yes. >> Post. All right, motion passes. Okay. Uh, human resources one D1, approval of job description, college and careers teacher on special assignment. >> Good evening. Uh, before you tonight is a revised version of the uh, job description for the college and career tech teacher on special assignment. The proposed revisions update the job description to clarify duties related to college and career readiness initiatives, AVID support, pathway development, student planning activities, work-based learning opportunities, and grant-f funded program requirements. This remains a grant-f funded position and does not impact the district's unrestricted general fund. >> Do we have any comments or questions for the directors? I do want to thank you for for going back in and
234exploring options as far as making some recommendations. And I and I'm going back and forth from the one on on March the 25th to today's and and there are some changes. Um the only thing that still concerns me is f flexibility. Um, and and maybe I'm missing it, so maybe if you can point it out to me, but again, I just don't want to be tied to uh 7:45 or whatever the contracted hour is. That that's not what I'm saying. And and and not having that flexible time and working beyond a normal workday because this is the kind of job that that's going to need that. Uh and again big discussion last time on to comp time and all that. I just want to get away from that. I know the confusion that should be
235comp time. It should be flex time. >> I understand that and that's what I'm trying to get to is I just I don't see it in there, but maybe if you can point it out. Uh I I I certainly am not going to get in the way of something that that is working so amazingly awesome for for our community. I just wanted to make sure that we we can at least be mindful of our our constituents in our community where we need someone that's going to be able to be to be flexible for that. So, um but thank you. And it's not specifically in there because um the flex time language is in the contract now. And um so we have also worked to uh have a system to track our flex time and make
236sure that it's being implemented appropriately and that our principles have a way to manage it as well and keep track of it. Um I I think we talked about this position also looking at the the district farm and how it can be utilized for RCT pathways. You know, I I think something we need to think about of a way to think about this is is an investment, right? Because we did talk about, you know, a farm plan and how we can grow avocados there. you know, there's a potential to have that help, you know, uh, fund our CTE programming because, you know, we do get a lot of grants for it, but who knows what how those will last. So, developing that that um that sustainability for that program, right? I I see this position
237is helping in that that effort. Um, I mean, I don't know what duties you'll all assign to them at some point, but I know you did mention that at some point. >> I guess, you know, to piggy back on that is really seeing like a time, not a timeline, but like a chart of hours are allocated to the different CTE, how you plan, how this person's state would be or month in future. Well, uh, so some notes that I just wanted to highlight is you, uh, as we discussed earlier this evening, the expansion of our dual enrollment programs, there's a lot of work that goes on behind the scenes to support that. We need to continue to engage our advisory committees for our CTE pathways. Again, that's a very timeintensive task to be able to
238reach out to coordinate those meetings to come together and implement the plans that uh come as a result of those discussions. Uh we also need assistance with managing and coordinating our industry certifications. As I've been going through and writing grants the last month and a half, CIG and Perkins, one of the things that I've had to uh highlight is that we don't have an industry certification for each of our pathways. And so that's something that is a goal. We want to make sure that we are offering highquality CTE programs. Uh we also want to make sure that all of our curriculum uh aligns to the CTE model curriculum standards for California. And uh we also want to support the work of the farm. So there's a number of items that this person can assist us
239with. Uh the other big ticket item is the roll out of the college and career guidance initiative. And that's one of the reasons why we really wanted this to be a TOSA because it's an instruction uh intensive uh task to be able to work alongside teachers and counselors to ensure that our students are utilizing the platform to its fullest capacity and capability. So there's uh so many things Masterful. [laughter] >> So, uh, do I hear a motion? >> So, moved. >> I'll second it. >> All right. Any further discussion? All right. We'll move to a vote. All those in favor say I. I. >> Opposed. Or, there you go. >> Thank you. >> All right. consent calendar. Um, I would read the little description, but my computer has bit the dust, so we know what
240the consent calendar consent calendar is all about. All right, fine. Consent items are considered routine and will be enacted by a single motion. None of the items will be discussed unless a board member requests discussion prior to the vote of the motion to adopt the consent calendar. Anybody want to pull anything? All right. So, do I hear a motion to accept the consent calendar? >> A motion to approve. >> And I'll second. Any further discussion? Hearing none, we'll move to a vote. All those in favor say I. I. >> Yes. >> Opposed. All right, let's move on to uh board comments. Trusty Frutos. >> Wow, what a meeting. Um definitely want to want to congratulate our secondary uh schools Isbel Renaissance High School um for uh just an just awesome graduations. Uh I know our
241elementary sites also had them and I didn't get a chance to go to them. One day I will. Uh I think when I retire I'll have a little bit more time. But uh being being that evening um you know uh programs I it always makes me feel good when I get to see former students of mine walk through the lines and and and such you know good moments for in their life and whatnot. So um I wanted to wanted to kind of bring something to the board and to staff. Uh I I'm I recently got involved with a another organization in the community. Uh it's called team team cardinal. their youth football. They're trying to restart their program back up. Uh we used to have junior Cardinals way back. I was on that original planning
242team 20, 30 years ago and that ran for many years. It was a really good program in our community and then it just kind of went away. So, we've got some individuals, former coaches, former athletes from Santa Paul that really want to see this back up. So, I'm asking staff um to maybe let's let's have a just to have a discussion on what what can the school district do to support a program like this? Um I think of it as athletics. uh if maybe elop I don't know again budget I get the the the financial um you know constraints there but if there's some way maybe the school district can get involved to support our uh our our program I think that might be something to look at. So just just for discussion purposes but
243if we can at least start the conversation. Um, two, I I definitely want to uh I was approached by by someone in the community about our our Boswell Adult Center program out in Ventura through uh Ventura County Office of Education uh operator program. Uh I I think we have students that or young adults that are going to this program. Um maybe a a presentation one day. uh what are our costs and is there ways that we can be creative in creating maybe one of our own programs here in Santa Paula if we already have one how can we expand it just a presentation because I admit that I don't have a lot of information on it but would like to to learn more um because we keep hearing how much things are in special education
244and and we know we're doing the good work but what else can we do to support uh that that uh that program Um, and then budget. I just can't say it again. I mean, I hear we we just we're we're spending money, but um we really need to get on that whole um you know, just a recovery plan and maybe a spending moratorum, but uh I'm not even sure where to go with that. But I'm maybe I'm recommending a budget workshop uh on top of so many other things that we have to do with bonds and and um but I think we need to nail it down because you know we're going to have to make those those hard cuts. Um but I do want to thank our staff for for always uh staying in
245there, staying in the game, staying motivated. We know that we we do ask a lot of you. Uh we appreciate you guys. Um, good job schools for ending another positive school year. Uh, staff get your needed rest. Uh, hope hope our our our support staff gets, you know, get some rest while they also get our schools uh, ready for for the next school year. So, thank you >> Trusty Kumazawa. >> Uh, no comments. Thanks, >> Trusty Roy. >> Just short and brief. Thank you. Thank you for all you do for these great presentations and updates, emails and um as my colleague said, the graduations promotions were wonderful and dittos. I wasn't able to get to the elementary ones because I was at work, but if I'm ever a schoolboard member again or just a grandmother,
246I would love to attend the elementary ones when I retire in a few years hopefully. And again, thank you. Thank you. and enjoy some summer. And please always feel free to give us your feedback and don't be shy. Thank you. [snorts] >> Uh well, since I lived the life of leisure, I was able to go to Battel, Glenn City, Blanchard, and Barbara Webster. So, and it was fun. It was actually the first year I tried to make a point to go to them all. Um, plus, you know, we all went or we went to Isbel and uh Renaissance, which is always Renaissance is my favorite, I've got to say. Um, and Santa Paul High School. Didn't mean did like whatever. That's great, too. They're all great. Um, so did all that. Uh, the senior scholarship
247award night. Uh, you were there, >> weren't you? >> Yeah, I have a senior I had a senior had. So, I went to all the senior functions like senior tea and so forth. So, I was there. It was a long last two weeks and it was a long meeting tonight. So, sorry. I'm just ready to go. >> No. Right. And then one last thing that or a couple couple things, right? Uh I went to Tippoc um to support Special Olympics, which happened at Park. That was great. Um I missed a couple things in the district, but some of our students are in Special Olympics. And then finally, I don't know if you guys know, but our fantastic cardinal mural at the high school, you can get on a t-shirt. And that t-shirt, the proceeds go
248to the art department. So, we should like put a link out, right? Cuz I think I'm going to get one. But that thing is amazing. It's awesome. All right. So, with that, uh, future meetings, right? 6:24. All right. will be here in two weeks. And with that, we will adjourn at 9:39. Hey. Hey. Hey.