001Heat. Heat. N. Baby. Heat. Heat. Fall away. Fall into you. Fall away. I would like to call the session to order at 5:00. Um, are there any public comments for close session? There are none. So, we will adjourn to close session at 5 o'clock. Heat. Heat. Hey, hey, hey. Ladies and gentlemen, Good morning. Good morning. Good morning. >> City. Where's >> Pelle? That's super. >> Where's the matcher? >> How about Grace? >> All right. I just wanted to step in real quick. My name is Dr. Jenkins. Most of the students just call me Dr. J. make it really simple. Um, and I just wanted to welcome you guys here. >> Right foot two steps, left foot two, crissross real smooth. >> Oh, there we go. Let's see. Warm up. When you do ASB, you're going
002to have to learn from everything from speaking to public to time management skills. >> Um, our wellness center is basically a place where you guys are having hard time or you can come in lunch, nutrition before like in the morning and just come down, hang out with your friends. There's um I used to be a learner last year. Avoid right there. Heat. Hey. Hey. Hey. Heat. Heat. Heat. Hey, heat. Hey, heat. Hey, hey, hey. Heat. Heat. Good morning. Good morning. Good morning. city. >> Where's Patel? >> That's super. >> Where's Blancher? >> How about Grace? >> All right, I just wanted to step in real quick. My name is Dr. Jenkins. Most of the students just call me Dr. J. Make it really simple. Um, and I just wanted to welcome you guys here. Right
003foot two steps. Left foot two steps. Crissross. Cha cha. Real smooth. >> Oh, there we go. Let's see. Warm up. >> When you do ASB, you're going to have to learn from everything from speaking to public to time management skills. Um, our wellness center is basically a place where you guys are having hard time or you can come here lunch, nutrition before like in the morning and just come pull down, hang out with your friends. Um, I used to be a honor here last year. >> The boys right there. Hey, hey, hey. Hey, hey, hey. Heat. Heat. Good morning. Good morning. Good morning. city. >> Where's Pelle? >> That's super. >> All right. I just wanted to step in real quick. My name is Dr. Jenkins. Most of the students just call me Dr. J.
004Make it really simple. Um, and I just wanted to welcome you guys here. Right foot two steps. Left foot two steps. Crissross. Cha cha. Real smooth. >> Oh, there we go. Let's see. Warm up. When you do ASB, you're going to have to learn from everything from speaking to public to time management skills. >> Um, our wellness center is basically a place where you guys are having hard time or you can give them lunch, nutrition before like in the morning and just come down, hang out with your friends. There's um I used to be a learn here last year. avoid 270 right there. Heat. Heat. Hey. Hey. Hey. Hey, hey, hey. Heat. Heat. Hey, hey, hey. Good morning. Good morning. Good morning. >> City. >> Where's Fidel? >> That's super. >> Where's Patrick? How about
005Grace? >> All right, I just wanted to step in real quick. My name is Dr. Jenkins. Most of the students just call me Dr. J. Make it really simple. Um, and I just wanted to welcome you guys here. >> Right foot two steps, left foot, two steps, crissross. Cha cha real smooth. >> Oh, there we go. Let's see. Warm up stretch. When you do ASB, you're going to have to learn from everything from speaking to public to time management skills. >> Um, our wellness center is basically a place where guys are having hard time or you can come during lunch, nutrition before like in the morning and just come cool down, hang out with your friends. Um, I used to be a honest here last year. 27 right there. Hey. Hey. Hey. Hey. Heat. Heat.
006N. Good morning. Good morning. Good morning. city. >> Where's Patel? >> That's super. >> Where's Patrick? >> How about Grace? >> All right, I just wanted to step in real quick. My name is Dr. Jenkins. Most of the students just call me Dr. J. Make it really simple. Um, and I just wanted to welcome you guys here. Right foot two steps. Left foot two steps. Crissross. Cha cha. Real smooth. >> Oh, there we go. Let's see. Warm up. When you do ASB, you're going to have to learn from everything from speaking to public to time management skills. >> Um, our wellness center is basically a place where if you guys are having hard time or you can come in lunch, nutrition before like in the morning and just come down, hang out with your friends.
007There's um I used to be a woman here last year. avoid right there. Heat. Heat. Hey, hey, hey. Hey, hey, hey. Heat. Heat. Good morning. Good morning. Good morning. city. >> Where's Pelle? >> That's super. >> All right, I just wanted to step in real quick. My name is Dr. Jenkins. Most of the students just call me Dr. J. Make it really simple. Um, and I just wanted to welcome you guys here. Right foot two steps. Left foot two steps. Crissross. Cha cha. Real smooth. >> Oh, there we go. Let's see. Warm up. >> When you do ASB, you're going to have to learn from everything from speaking to public to time management skills. Um, our wellness center is basically a place where you guys are having hard time or you can go in lunch
008nutrition before like in the morning and just come down, hang out with your friends. There's I used to be a cheater last year. 270 right there. Hey, hey, hey. Heat. Heat. Ladies and gentlemen, Good morning. Good morning. Good morning. That's super. >> All right. I just wanted to step in real quick. My name is Dr. Jenkins. Most of the students just call me Dr. J. Make it really simple. Um, and I just wanted to welcome you guys here. Right foot two steps. Left foot two steps. Crissross. Cha cha. Real smooth. Oh, there we go. Let's see. Warm up stretch. >> When you do ASB, you're going to have to learn from everything from speaking to public to time management skills. Um, our wellness center is basically a place where you guys are having hard time
009or you can give them lunch, nutrition before like in the morning and just come pull down, hang out with your friends. Um, I used to be a learn here last year. Avoid right there. Heat. Heat. Heat. Good morning. Good morning. Good morning. >> City building. Where's Patell? >> That's super. >> Where's Patrick? >> How about Grace? >> All right. I just wanted to step in real quick. My name is Dr. Jenkins. Most of the students just call me Dr. J. Make it really simple. Um, and I just wanted to welcome you guys here. Right foot two steps. Left foot two. Crissross. Cha cha. Real smooth. Oh, there we go. Let's see. Warm up stretch. >> When you do ASB, you're going to have to learn from everything from speaking to public to time management skills.
010Um, our wellness center is basically a place where if you guys are having hard time or you can come in lunch, nutrition before like in the morning and just come pull down, hang out with your friends. There's I used to be a woman here last year. 27 right there. Heat. Heat. Hey, hey, hey. Heat. Heat. Good morning. Good morning. Good morning. city. >> Where's Pelle? >> That's super. >> Where's Patrick? >> How about Grace? >> All right, I just wanted to step in real quick. My name is Dr. Jenkins. Most of the students just call me Dr. J. Make it really simple. Um, and I just wanted to welcome you guys here. Right foot two steps. Left foot two steps. Crissross. Cha cha. Real smooth. >> Oh, there we go. Let's see. Warm up. When
011you do ASB, you're going to have to learn from everything from speaking to public to time management skills. >> Um, our wellness center is basically a place where if you guys are having hard time or you can come in lunch, nutrition before like in the morning and just come pull down, hang out with your friends. There's um I used to be a peer last year. avoid right there. Heat. Heat. Heat. Hey, Heat. Heat. Heat. Good morning. Good morning. Good morning. city. >> Where's >> That's super. >> Where's Patrick? >> How about >> All right, I just wanted to step in real quick. My name is Dr. Jenkins. Most of the students just call me Dr. J and make it really simple. Um, and I just wanted to welcome you guys here. Right foot two steps.
012Left foot two steps. Crissross. Cha cha. Real smooth. >> Oh, there we go. Let's see. Warm up. When you do ASB, you're going to have to learn from everything from speaking to public to time management skills. >> Um, our wellness center is basically a place where you guys are having hard time or you can come in lunch, nutrition before like in the mornings and just come pull down, hang out with your friends. There's um I used to be a woman here last year. Avoid right there. Heat. Heat. Heat. Hey, Heat. Heat. Hey, heat. Hey, heat. Hey, hey, hey. Good morning. Good morning. Good morning. city. >> Where's Pelle? >> That's super. >> Where's Patrick? >> How about Grace? >> All right. I just wanted to step in real quick. My name is Dr. Jenkins. Most
013of the students just call me Dr. J. Make it really simple. Um, and I just wanted to welcome you guys here. >> Right foot two steps, left foot, two steps, crissross. Cha cha rest. >> Oh, there we go. Let's see. Warm up stretch. >> When you do ASB, you're going to have to learn from everything from speaking to public to time management skills. Um, our wellness center is basically a place where if you guys are having hard time or you can come in lunch, nutrition before like in the morning and just come pull down, hang out with your friends. Um, I used to be a honest here last year. right there. Heat. Heat. Yeah, All right, we are calling this meeting back to order at 607. Roll call. Trustee Gonzalez >> present. >> Trustee Torres
014>> here. >> Trustee Magna >> here. >> Good to see all three of you. Trusty Frutto >> present. >> Trustee Kumazawa is absent. Trustee Royal >> here. >> Trustee Ramos >> here. >> Trusty Sandaval obviously here. All right. Uh report from close session. Expulsion case 2025.14 education code violation 48900 A1 and A2 48915A1A and B2. Board member Ramos um made a motion and was seconded by Frutos to expel the remainder of the 2526 school year and the fall semester of the 2627 school year but suspend the expulsion. The vote was 4 to zero. All right. Can we all stand for the pledge of allegiance? >> Oh, hold on. Sorry. What was there one more thing to report out? >> We have to do the um cont the settlement. Oh gosh, I almost forgot. I don't
015don't have the settlement number on them. >> Yes. >> Um, see. Okay. So, we um are also reporting out a final setment and a release agreement. Um, do I have to say the case? >> Yeah, just the case number. this case number O a case number 202620289 um >> approved by uh unanimous vote 40 all right now >> no there wasn't we don't have to worry about that on that one okay now we can all rise for the pledge of allegiance All right. Approval of the agenda. Do I hear a motion? >> So moved. >> All second. >> All right. Any discussion? Hearing none. Move to a vote. Uh preferential. All those in favor say I. >> I. >> All those opposed. >> Board vote. All those in favor say I. >> I. >> Opposed.
016All right. Motion passes. Uh staff reports, student board member reports. You know what? Let's mix it up a little bit. Trusty Magna, go first. >> Hello everyone. So, starting off with Webster. Today, Webster hosted a wonderful parent event where parents and guardians were invited to go and have lunch with their children. The event went amazing and with amazing with over 200 family members coming to eat lunch and have a great time with their children. Mr. Madreal would like to give thanks to Jessica Lemon as well as campus supervisors for pulling this event together. Moving on to Bedell. Bedell also had an amazing day with their PAUSE Wellness Center having its grand opening celebration. PAUSE stands for pause awareness, wellness, and support. And this new space will give students a place to recharge and help their
017overall well-being. As Moving on to SPSHS, SPHS had an event yesterday afternoon at McDonald's where teachers and staff became the workers and SPHs switched roles and it was now our turn to tell staff what to do. There was an amazing turnout and I was able to go and it was a lot of fun. It was a really fun time. A huge thank you to Mcmero Family Restaurant for allowing us to host this event. We also had two spirit days. Wear mismatched socks on Friday and wear yellow or blue on Monday in honor of World Down Syndrome Day in recognition of our wonderful students with Down Syndrome. And that is all I have. >> All right, Trusty Torres. >> Good evening. Starting with Graceville. Firstly, Phil would like to give a big thank you to all
018the families who joined them for their second annual family art night. Phil would also like to wish their third through fifth grade students luck as they compete in the district-wide battle of the books competition. Go Tigers. Moving on to Renaissance High School and Independent Studies. Both Renaissance High School and Independent Studies have officially ended their third quarter. Last Friday, students from both Renaissance High School and Independent Studies went on a study trip to Santa Cruz Island, where students had a blast hiking, getting in the water, and spotting island foxes. Renaissance High School is participating in a fun spirit week this week leading into spring break. Students voted on fun themes like opposite day, where students dress like teachers, and throwback day, dressed from the 80s, 90s, and 2000s. That is all I have to report
019for this week. >> All right. In trustee Gonzalez. >> Good evening everybody. Tonight I'll begin my report with the Israel Academy of College and Careers. Uh they are tobacco use prevention and education program. They participated in a statewide webinar. Uh their club students Estavan Kario Martinez, Kaylee Donnelly, and Natalyia Ratana participated with the VCOE's education statewide webinar. So this is a program that is across the state. Isbel was the only middle school invited to participate in the webinar and showcased the amazing um awards and partnerships with tupe. Uh also Isbel they have they annually have tours for incoming usually it's sixth graders now it's seventh graders this year um they are hosting um Isbel tours that um the elementary school seven sixth graders will go on so that way they can get a taste of
020campus life. Isbel also received a superior band rating. So um they in the um SCBOA which is the competition that they participate at. Isbel is graded on a one through five scale. Five being the lowest score they can get, one which is a superior being the highest um score they can get. This is the first superior rating that they've gotten since 2019. Um they qualify to go on to regionals after this. There's also a promotion and panoramic picture day at Isbel. Isbel eighth graders took both their promotion and panoramic pictures on Friday, March 13th. Students dressed their best to impress that day and they're looking forward to their promotion ceremony in June. Isel and Ventura County um they hosted a food share and a distribution to families. Um that was on March 20th. They went
021to Isbel and distributed food to families from the Harvard parking lot. administration, teachers, students, custodian outreach, the wellness center, Aspire, they all teamed up to help make this event a success. And finally, we have spring, I'm sorry, not finally, uh, spring sports are also continuing. Uh, the Isel wrestling team participated in matches at Nordof Academy and Da Middle School. The boys volleyball played their first game against Monte Vista on Thursday, March 19th. Girls and boys soccer will play their first games on Thursday, March 26th. Finally, we have the spring rally. So, Isbel will host their spring rally Friday, March 28th in their gymnasium. Spring athletes will be recognized and students will be will be invited to participate in games and win prizes. Moving on to Blanchard, they are preparing for CASP testing. Their theme this
022year is May the force be with you. Um, they've also selected their classroom buddies. And finally for Blanchard, uh, grades three through six, they have a Chromebook challenge, which is a challenge to bring your cho Chromebook charged and ready to learn every day. Uh, Miss Lopez notes that that is going very well. for Glenn City. They would like to thank the early childhood elementary director, Julie Bergman, for coordinating yesterday's young writers contest at Isbel Middle School and for recognizing award winners across the district, especially Glenn City, where several students placed in the both poetry and narrative divisions. They appreciate our their teachers for their continued support and extended congratulations to their students. Poster boards featuring the winning entries will be displayed in the literacy center and everyone is invited to stop by and to enjoy
023reading them. Finally, for Santa Paula High School, we celebrated uh Down Syndrome Awareness Day these past uh couple of weeks. Um these past couple of days, Monday and last Friday, um students were invited to wear yellow and blue and mismatch so shocks in order to bring awareness about Down syndrome. And then uh EAOP today also went on an educational field trip to Sea Sun. They got back at around the end of the school day. Finally, also to wrap up for Blanchard. Um my apologies. They are also celebrating um kindness week and autism awareness week this week. Um autism awareness day worldwide is April 2nd. However, they are choosing to push that um in advance um a week in advance. I actually had the opportunity to speak to the students over Beagle Live about that and
024to bring awareness to the condition. That is all I have. >> All right, we'll move on to committee updates. Trusty Fru, >> I have nothing to report. All right, Trustee Ooyo. >> So, I had the pleasure to attend the LCAP committee meeting and uh currently we're continuing to review the goals um and also the budget committee which was almost two weeks ago. And that's all. >> All right, Trustee Ramos. >> Yeah, I attended the LCAP meeting last week. It was really fun seeing our community members and our staff members interact with one another just questioning um with each other you know how our resources being spent what's the net benefit so it was really nice seeing all that interaction especially between again staff and community members. So if you have the pleasure of seeing an
025LCAP meeting I strongly encourage that you attend because it's it's a lot of fun and it's nice to get your opinion out there. All right. And I uh attended the strategic planning meeting today and we talked about how we're finishing up the road shows uh to present the the plan as it exists today. Uh and also talked about the action items that need to be incorporated into the plans for next year. So all right, uh we'll move to public comments. Do we have any public comments? That would be a yes. All right. Oh, all right. There's an emailed um comment. Good evening, Superintendent Weinstein, board members, and Santa Paul Unified School District community members. Normally, we attend and make a public comment. We would attend and make a public comment. However, our older son has
026a baseball game at Channel 9's High School this evening. So, we're cheering on the Cardinals. Good luck to them. Uh, we'd like to take this time to express our sincere gratitude for the entire staff at Barbara Webster Elementary School. After two years of having our youngest son enrolled in charter school, we decided it was time for a change and Barbara Webster seemed like the best option in town due to all the amenities, the learning center, the wellness center, athletics, etc. Since he has been at Bever Barbara Webster, our son has progressed immensely. Principal Madregel and the staff at Barbara Webster truly care about the well-being of the whole child. In the last eight months, our son has moved through various tiers in Barbara Webster's learning center and developed academically, social, emotionally, and physically. We're extremely
027thankful for the principal, Jeff Madreel, his teacher, Mrs. Negret, all of the learning center staff, his case manager, Mr. Forell all of his therapists, PE teachers and afterchool coaches go mighty mites. Everyone has played a role. Everyone has played a role in nurturing and our boy boy is thriving. All all classified and certificated staff have been very kind and welcoming to our child and we're so appreciative to all. We've h we're happy to call BW his home for his remaining time in elementary school. After all, who doesn't enjoy bunny yoga, parent lunches, student incentives, AR parties, and much, much more. Looking forward to the future of Barbara Webster Elementary, as well as SPUSD. Go Bobcats. Very fondly, Danny and Kristen Reeseman. Congratulations. All right. Uh, let us move on to board of trustees, superintendent, evaluation,
028instrument, and timeline. >> I'd like to invite Dr. rice up to do the presentation. Good evening, Board President Sandival, Superintendent Weinstein, members of the board, administrative staff, members of the community. Gives me great pleasure to be with you this evening to review a proposal for the possible implementation of a superintendent evaluation model. For those of you who don't know me in the audience, I'm the retired superintendent from Ventura Unified School District. And over the and over the past three years, I've been serving since retirement as a consultant with the education support services group, which is affiliated with the Atinson Anderson Lawyer Rude and Romo Law Firm. We're a group of retired superintendents and assistant superintendents who support school districts in their needs for things like human resources, which is my forte, but also board governance,
029superintendent evaluations, uh, superintendent searches, and so on. So, this evening, I don't know if we do we have the do we have the slides? this evening. It gives me um as I said great pleasure to present to you this proposal. I'm gonna just go ahead and out of respect for the board's time move into the presentation. If we can get the slides caught up. Um would that be okay? Okay. So, first I want to share with you that the core principles that the board should be looking at to uh in my opinion to guide an evaluation of the superintendent revolve around four or five key principles. One is accountability. Obviously, we have a whole group of staff and employees and even students who are held accountable to a high degree of performance. The superintendent should
030be no different. Performance improvement. Any good evaluation system should incentivize performance improvement on the part of the superintendent. The third core principle of evaluation is goal attainment. Obviously, if the superintendent's performance improves, you would expect that the goals goal attainment would be would be increasingly met. But if they're not, that needs to be called out in the evaluation as well. A positive evaluation system of the superintendent should also include uh be a collaborative pro process between the board and the superintendent and it should be trans uh transparent. Everyone in the district should know what the superintendent's evaluation model looks like. So, big shout out to the board and the superintendent for providing that transparency this evening. And there should be no surprises to the board or the superintendent, the outcome of that evaluation. The second
031thing I want to share with you this evening revolves around the the core tenants of the evaluation system that we're proposing this evening. your teachers, your classified staff, your administrators all get evaluated around a set of standards and the superintendent's evaluation should mirror that so that there's a sense of equity amongst all the employees and um we are proposing this evening to align the superintendent's evaluation model to the California professional standards for educational leaders. I'm going to briefly go through those standards with you this evening. Standard one is the development and implementation of a shared vision. Standard two is instructional leadership. Standard three is management of the learning environment. Standard four is dealing effectively with family and the community. Uh standard five is ethics and integrity and standard six is the etern uh external context
032and political policy. Uh so how it would work here in Santa Paula is that we would work together as a team as a governance team to align the evaluation to these standards but also be based on the board priorities and the LCAP goals. We would integrate it with qualitative and quantitative data. Qualitative data would be gathered uh if it's consistent with the models that I've worked with in other places through surveying of the board, surveying of key administrative staff, teachers, classified leaders and so on. And quantitative data would be uh would be the kinds of data that you would expect to collect that are reasonably related directly to the goals that the superintendent has set. So, for example, if the superintendent's goals revolved around fiscal uh solveny, then the quantitative data that you would be
033gathering would be budget related. If there's a goal in there about student achievement, then you would expect to see quantitative data gathered around things like test scores. Okay. We would also create a continuous improvement cycle and I think that will be readily apparent when I go through the proposed timeline in just a minute. and we would establish clear accountability for the superintendent that is based on no surprises, wellestablished goals and the standards for uh educational leaders here in California. So, the annual evaluation cycle overview. The way that these superintendent evaluations typically work is that during the spring, and I could jump into this because it's a cycle, I could jump into this cycle at any point during the year, but I'm going to start in the spring since we're in the spring. So the the
034model would start in the spring with an evaluation of the most recent year and then reflecting on the degree to which the superintendent met his own goals as established through the board's priorities. Moving into the summer, there would be new goal setting based on the reflections made during the current year evaluation and alignment to the adopted budget and the adopted LCAP. During the fall, you would expect the superintendent to be implementing the kinds of initiatives that the board supports through the budget and through the LCAP so that he is charged with the responsibility of working with the staff to implement these initiatives so that the goals are attained. And then during the winter, we would move into midyear collection of data and midyear uh review and adjustments to the implemented initiatives. And typically that would
035include a mid-year report to the board uh typically in close session under superintendent's evaluation. So more specifically, how would that work this year with this superintendent and this board? So we're in March and I labeled this slide which we're not seeing but I'll keep going through it. uh we would name the the March period right now is the launch phase and during this phase we would develop and refine the evaluation model and I say revi refine the evaluation model because this evening and for the next couple weeks this would be a great opportunity for you to provide input to the degree there's meaningful input I would work with the superintendent and the board president to refine the model accordingly. We're not looking for an action item from the board tonight. More we're looking for ascent
036and consent to just say, "Yeah, that sounds good. Let's let's go with it. Let's try it out this year." But to the degree there's feedback, we would try to revise the model and then get it to you as quickly as possible. The third element for this March would be identifying goals and data sources. In my initial conversations with Superintendent Weinstein, my understanding is that one of those goals could potentially be related to fiscal operations, fiscal stability of the district. And since that is likely to be the case, then we would work together to identify what metrics serve to support the achievement of those goals. We would establish a calendar and expectations. And we're beginning the process with the presentation this evening. In April, we would begin collecting data. That's I say April, but that's what
037next week. So, we would work together really quickly to conduct uh I'm going to call them capsules, but that's just the acronym for California Professional Standards for Educational Leaders. Capsulebased surveys. I've done this in with other districts and typically the way it works um is we would identify uh working with the superintendent's executive assistant key uh principles directors classified education leader teachers and we would identify 10 to 20 individuals. We would give them surveys related to each of those six standards that I just outlined. Quick 25 it maybe five items per standard. how much do you agree with the statements? And then I would compile the data working with the superintendent's executive assistant. Um at the same time, the board would be getting the same survey and then potentially I could come uh to close
038session under superintendent's evaluation and report to the board what the data was that was gathered. That would that would happen probably in May. Board feedback would then be incorporated into the draft evaluation. Meaning if after you are presented with the findings, then you would have a ch an opportunity to make comments on each of the six standards and we would develop um a final evaluation hopefully for approval at the end of May. Typically in a superintendent's evaluation cycle, June and July is the time for um a review and a reflection of the superintendent's evaluation. That would likely include reconsideration of superintendent contract, superintendent compensation, superintendent term based on the degree to which the evaluation was positive. And in addition, refining the the goals because we we don't use the same goals every year. So June
039and July would after you've evaluated the superintendent, maybe there's an area where you feel you want increased emphasis, whether it's literacy or math achievement or fiscal stability. Those would be added to the next cycle of evaluation and then the whole process would start again in August and September. That's the time to let the superintendent go to work with the teachers and with the um administrative staff in the district to implement initiatives that are geared towards helping the you guys achieve your your goals and your priorities. And one of those that I strongly encourage is to align the district administrator and site administrator evaluations to the superintendent's evaluation which in turn is is typically built on the board's priorities that builds in internal coherence into the entire operation. So you don't you wouldn't want to have
040a situation where the LCAP is developed, you approve the LCAP, you identify your priorities for the coming year, and then you give the superintendent goals that are not aligned to that. And then he in turn gives the staff goals that are not aligned to that either. That that's incoherent. What you want is all of it to flow from the board's priorities and the LCAP through the superintendent's evaluation and then he in turn can work with his team to evaluate them on the same priorities that would start in uh during the summer. So what does success look like? Success looks like alignment between the board goals and outcomes, datadriven decisionmaking, continuous improvement cycle, and a transparent evaluation with no surprises where everyone understands how the superintendent is being evaluated and what the goals and priorities of
041the board are. So the next steps and this is I'm going to bring this to a close now. Next steps would be if the board has any input, I can take some notes this evening or you can submit that to the superintendent. Uh he has my email. If you'd rather submit it directly to me, you can email it to me. We would want to refine the model to the point where the the board president and the superintendent agree with moving forward. We would finalize our timeline and calendar and we would begin the implementation as outlined in the proposed timeline. With that, I'm happy to take any questions you might have. >> All right. Any questions? >> I guess I'll start. So when you made the uh statement about having different goals, so I think in
042the past what we've looked at is we look at our mission statement and basically we want all our students to have opportunities um do well in testing and obviously rem remain fiscally responsible. So we've contined to do that. So when you mean goals, you mean like just certain things, but always understand that this is always part of his evaluation that we continue to follow our mission statement. How can you give me an example like? >> Sure. So um and we put this in place in Ventur Unified when I was a superintendent there with the help of Lanne Burman Ria who is a consultant with California Schoolboard Association. And what it would look like would be if one of your priorities as a board is to provide as many opportunities to students as possible in what
043in whatever area, right? Could be community engagement, could be family engage, whatever those involvement opportunities are. Then you would write that as a goal for the superintendent. And then when he's being evaluated, he would be charged with submitting to you the quantitative data or and qualitative data both that he's done that with his team. And he in turn would ask the principles. I see um Dr. Guusman sitting back there. He just got promoted. Uh love Danny. He's doing a great job at Santa Paul High. But Danny's evaluation would would include how have you, Mr. Goose mom provided opportunities at your site for the kids and Superintendent Weinstein would hold him accountable for providing those and then he could provide to you all an outline of each school's efforts to achieve that goal that you mentioned
044with data to show that it's either been achieved or hasn't been achieved. What's the recourse? >> Well, in June or July, well, the recourse first. >> No, it's no longer a goal. So, in the following year, we don't make that a goal because it's been achieved, but then there's problems. Things are not happening and it's but it's not a goal this following year. >> Two things I would say. One is one process for that is through the LCAP development process, new priorities, new issues, new goals will be brought forward through the community, through your staff, through your team. Um, and we're I'm going to put that in the parking lot for just a minute. But those priorities that are approved by the board can then be used like let's say it's no longer providing opportunities
045because everybody's doing a great job with that. Maybe it's uh literacy. You want to see all your third graders reading at grade level and you want to improve by 10, 15, 20% each year. Whatever whatever those targets are, that would be identified hopefully in the LCAP. To the degree it's not, you would want to you would want to push back on that if that was a board priority. And then what typically happens is during the month of June and July, if you go back and look at that timeline, that's the time to maybe have a board workshop. Um when I was superintendent Ventura uh Ventura um Ms. Vervetta came out from CSBA and she led uh a study session. We called it a study session. It's a fancy way of saying a special board meeting
046with only one topic and it was the superintendent's evaluation and she facilitated a conversation between me and the board to identify exactly what you're saying. So where did we do well? Where did we not do well? And then each board member would have an opportunity to throw things out there that might be included in the superintendent's evaluation knowing that nothing was put into the evaluation without a majority of the board agreeing to put that in there. But there h you're right, it doesn't happen automatically. It happens through LCAP development and then a facilitated workshop typically. >> Thank you. Well, just to kind of piggy back on that, right, because one thing I've always had a hard time wrapping my head around, right, is that uh school district is a very complex beast, right? And even
047within the LCAP, there are a series, right, of goals of what we want to do. And yet we're not going to right at the superintendent level say okay all those LCAP goals and all the other goals we have over here and all these other goals over here you're responsible for them all we're going to measure them all right so you know so so there's that the other thing is is that you know our board priorities right you know I know one of them is balance the budget okay who wouldn't be so want that how does that trickle down further, you know, to the say the site level. Did you blow your budget or not? Yes or no? Should they even be really focusing on that? Can't there be kind of different priorities at the site
048level versus the DO level versus the board level or superintendent level? Right? How do we I I I am sympathetic to the idea of the coherence, right? But at some point the complexity of it makes me go okay like how can we have complete coherence um when we say you know do the board you know student achievement you know don't they have to be specific goals for to be able to to be able to fairly judge whether he's met them or not? >> Yeah. So how I would answer that is the complete coherence is uh more thematic than it is specific. Right? So if you tell the superintendent that you want to see increased student achievement in in literacy throughout the district, then he is not going to go to every school and say you
049all should get to 90% if one of the schools at like 30%. Right? So I'm I'm I'm agreeing with you. He should use his um ascertainment of their current level of success or not and establish appropriate and specific goals individual to those sites. So that that's one answer. But also you might have goals that are different like at your continuation high school, right? like one of my one of my roles earlier as a deputy superintendent in the county office was to oversee the the continuing education program uh and I worked at the state level to to um develop a an accountability model for continuate continuing education that was different from the standard model right so you have to let the superintendent go in my opinion go work with the sites to establish those individual goals
050as long as they're fitting under the umbrella umbrella of priorities that you have set as a district. One school might need help in math, one might need help in English. You trust that the superintendent is going through the data and is establishing appropriate goals with the site. Um, but they're still consistent. They're still coherent within the framework of say student achievement or student opportunity or some more broadly stated priorities from from the board. Do you have any questions? >> Yeah, let's move. So, we're gonna stay there for a sec. Right. I think we've we've gotten our questions answered from you at this point. Um, but we are going to move into a discussion, right? And I I just wanted to kind of set the the tenor of it because I asked for this item. Um,
051and sorry I haven't been as responsive as I should be, right? But one of the things that has been a problem is that we don't have a set process. like we've kind of made it up every year and it hasn't been integral to what we do. Um, can any of you name the goals that we set for Jeff for this year? Like other than budget, I don't even know where to find it, right? I I was searching, you know, and I can go back to 2023. But but that's it. That's that we've part of part of this exercise is to bring discipline for that so that the next board president has the schedule and knows what to do. Right? We have to get to that level of this is just how we are progressing on
052these things. So we know like when things are happening, what we need, what information we need, when we set those goals, how they trickle down, all all of that, right? So, so that's what this is about. Now, we are in a kind of strange place for it because March is actually really relatively late. Um, we didn't have a midyear, right? We've already skipped that. So, we could try to have a midyear right now, which it's not midyear, but when then we're going to be establishing goals in June. So, you know, those things I think we can work out like what really is the the actual timeline knowing that we have to catch up, play catch-up. Um, and might have to skip some of those, you know, steps that we didn't do because we didn't have
053a process. Um, you know, because we need to be fair to our superintendent. You know, we can't go too long without discussing contract, right? And we can't discuss contract without an evaluation. And we can't discuss an evaluation without a process to complete that evaluation. So, so I I just wanted to say that out loud, right? Because we do need to discuss that that lack of rigor that we've had. >> I think it's a really good idea because one of the takeaways from our VC um VA meeting back in February was identifying a process and having a timeline. So, uh thank you Dr. Soundal for for making the recommendation and thank you uh Mr. Rice for for being with us here today because I think it's important I think it's important to to to have those
054those discussions and being on a timeline. So absolutely. >> No, I mean I like this I like this idea. I want us to move forward with it mainly because last year, you know, was my first like superintendent evaluation. Um and I believe it happened around this time, right? It was like March. Yeah. And it was kind of awkward because there wasn't really that much structure from the year before and it was two new board members, right? And now we have Mike. So we have another new board member for this evaluation, but then we have three more seats up. So if we don't have any structure going, you know, there's just no followth through or there just nothing to add with the vision that we want to build here at the school district, right? because we
055have our priorities, but then when we don't follow through with our priorities through an a simple evaluation, the whole structure comes apart and then the public who reviews the evaluation doesn't understand what's going on or doesn't understand the the direction we're all going. So, I think it's a great con I think it's a good idea for us to have some cohesion from the top to the bottom. Um, and I would love for us to move forward with this Okay. So then can I get can I assume a consensus on moving forward with this process? Can I assume that within the next week if we have additional feedback to give we will do that via email. Okay. And then by the next I mean we we really got to be this is the trick. Our next
056meeting is not until April 27th, the 2nd. Um, so there's going to have to be some work in between now and then. Uh, and I guess we can talk about how we get that work done. Um, so all right. I I mean, I think if we're all good with that, let's let's get this done. You know, I I think the only other thing that I think we need to think about, right, is when we want to have this process done, right? you know, there's a a a timeline in here, right? Are we comfortable with that timeline? I think we really need to think about that. Um because Mr. Weinstein's contract is coming up to uh in July of 27. Right. Right. So, so we got to keep that date in mind when we're where we're
057doing all this stuff. So, >> yeah, if I might, I appreciate the support from the board. I I agree with some of the comments um from trustee Ramos Rodriguez. Um and I appreciate the comment you made about building capacity into the system so that when there's change over superintendent or change over boards that we have something for the whole district to fall back on. The current timeline that's proposed and my initial discussions with Superintendent Weinstein would support that we could get the draft evaluation done before the end of May so that there could be a signing off of it at that May 27 late May whatever that meeting is. We think we can get that done and and if if the if I get the nod of ascent, which sounds like you're interested in moving
058forward, I would work with the superintendent and his executive assistant to get the surveys uh duplicated out to you all, identify the people uh who we would want to send those surveys to, work with uh Superintendent Weinstein to identify a goal or goals from this past current year that could be supported by the board. And then he would be working to collect data to support those goals, providing it to me. And my my role would be to collect all of it and compile all of it, maybe have a meeting with board president Sandival before before that close session so it's not a surprise to anybody and then either he can present it to the board or if you want to invite me back, I can I can come to that meeting and and support it.
059>> I think the only other thing I would say is that, you know, this timeline kind of is already built into the the lateness, right, that we're we're going into it. This isn't the timeline that we would use going forward. We would be modifying this, right, to make sure that we're on top of these things. Um because even January for midyear seems a little almost seems a little late, right? When you really want to get like in your ideal situation or in once we have a cadence, when would you want the superintendent's evaluation done? When do you think is an ideal time >> for the district? It's a little easier for the districts that meet twice a month because my typical answer would be at the beginning of like May, that May 10th. But if
060you're only meeting once, >> you know, you're going to be a couple weeks later here or there. But you're right, this year's really compressed, >> and that's because the conversations that we've had led me to know that we needed to compress it and get this done to be, as you said, to respect the superintendent's um evaluation need and and contract needs. So, >> um, >> in the following year, what I would what I would probably do is go back and draft one for the following year that's a little bit less compressed at the end. >> Yeah. Okay. All right. Well, I think you have our consent. >> All right. We'll be in touch. >> Thank you very much. Okay. Let us move on to presentations. Agricultural SE center program update. All right. Good evening everyone.
061Board of Trustees, Superintendent Weinstein, student board members, members of the community. I am excited to present on the potential of our agricultural center here in Santa Paula Unified this evening. So, the microphone is falling. The objective of this evening's presentation isn't to outline a step-by-step plan, but it is to highlight and to explore the possibilities. We have a unique opportunity to do something very special at our 32 acre district farm. So, our vision is to have an agricultural center. And this agricultural center will will serve as an outdoor classroom for hands-on learning. It will connect students from preschool through high school to agriculture, environmental stewardship, food systems, and career pathways while highlighting the rich agricultural heritage of Santa Paula. So for many years and as far back as I can recall in the 1990s when
062I was a student at Santa Paula High School and prior to our unification Santa Paula Union High School District's farm was located off of Peek Road and the area was small and a bit rundown and our FFA program outgrew it over the years. In 2019, I recall attending the grand opening of the new farm, which is located just up Ohigh Road in the backyard of Bedell Elementary School. And I remember attending this event and reeling at the potential of the space. So, this space currently houses our FFA students fair animals. There are multiple large pens on a beautiful lot with a small existing avocado orchard. When I took on this role, Mr. Weinstein tasked me with creating a vision and plan to utilize this acreage for all of our district's students and not solely our
063FFA program or our secondary students. So over the course of the last couple of months, I have had multiple meetings and conversations with stakeholders including our principles, teachers, and community partners. Principal Guzman, Alex Flores, and I visited Celia's ranch, which is Ventur Unifi's district farm. It's located on five acres behind Pacific High School just near Lowe's. And what struck us is how much they were able to accomplish in such a small space. A hydroponics tent, avocado orchards, and an outdoor classroom and a lot of different opportunities for all of their district's students to learn from the space and it is on five acres. I consulted with our elementary and middle school principles, particularly Dr. Dr. Nancy Nasser of Bedell and met with potential community members such as Leap Lab and in doing so we created
064a framework for the student journey as it pertains to the farm. Our agricultural center will become a farm learning pathway spanning preschool to high school and consisting of four components. a and food systems, environmental science, STEM and innovation, and career exploration, all while tying into our NGSS science standards, literacy, and obviously other content areas. Our vision is to offer teachers who want to bring their students to visit the farm with a menu of a variety of experiences that can be tailored to their own curriculum needs. activities can incorporate literacy standards, mathematics, and different elective topics. The current and following two slides offer some ideas at the elementary, middle, and high school levels. Each slide lists a number of ideas, but for time sake, I will only expand on one idea per slide. And so for
065this slide, preK to second grade, students might experience a farm story time and nature walk. During this farm story time and nature walk, they might read a farm themed story followed by a guided walk around the farm. Students might identify plants, insects, and different farm equipment. They'll focus on observation and asking lots of different questions. And then there might be a a writing task that's tied to literacy standards that could be a natural f follow-up to this activity when they return to the traditional classroom setting. Topics of discussion could include soil analysis, plant life cycles, and early learning about photosynthesis. For grades three through six, students could participate in a farmtotable cooking demo. Students could harvest simple ingredients from the farm, such as herbs and vegetables. They could watch a demonstration of preparing a healthy
066snack that's conducted by our child nutrition services. And they can learn about nutrition and local agriculture. My own children have visited Silas Ranch in the Ventura Unified School District. And when I asked them about their experience, they share that their favorite activity is actually making guacamole and tasting it. So, our avocado orchards could provide something similar or even superior for our own district students. In middle school, when students begin to show signs of losing some interest in school and disengagement, we know that there are some key drivers of engagement, such as engaging in competitions, creating things, and having some choice about their learning. So, some thoughts for our older students are perhaps a farm field day where they rotate through stations that include farm competitions, cooking demos, and leadership challenges, or even PE at the
067farm. And although there's not a slide exclusive to high school, collaborations are already happening. Of course, we have our a academy pathway students who are participating in the FFA, but we also have our IT department led by director Marco Reyes working alongside our cyber security pathway lead, Mr. James Hos, and our students who plan to execute the installation of cameras at the A center. So, our students are going to configure network equipment such as a point-to-point antenna between Bedell and the farm and setup switches to route network traffic for a new camera system. I would be remiss not to include Leap Lab's contribution to this plan. Mr. Weinstein and I met with Marcus Ericson and Anna Cummins to discuss a partnership in which Leap Lab would help coordinate programming, curriculum alignment, partnerships, and community engagement
068so that the farm becomes a very dynamic educational experience for preschool through 12th grade. On this slide, uh you'll take a look at the map of the farm. Not all of this is currently in existence, but you'll see that there are some zones that are listed toward the bottom, four zones in particular. Uh these zones include a proposed pumpkin patch, a living classroom, and a varied row crops as well as a new nursery. For the nursery, we envision growing plants for sale, crops, hosting workshops, and encouraging entrepreneurship. In the Thomas fire, there was a greenhouse and it was destroyed. So in partnership with the SPHS a program and community partners such as the SATAOY food hub, we are proposing to rebuild the entire greenhouse in order to pro provide plants uh for schools and student
069groups as needed uh to restock and replenish plants that are needed on the farm and to grow plants for any potential plant sales that our students might engage in. We also are really excited about the uh prospect of having a pumpkin patch. We'd love to see some vertical articulation between elementary and high school in a plan where elementary students might grow the seedlings and phs students might plant those and care for them. And in the fall months, all of our elementary schools could take a field trip to the farm to visit the pumpkin patch. We currently pay thousands of dollars in buses for our students to visit local farms such as Underwood Family Farm during this season. So, not only would this be a great project, but it would also save us a lot of
070money. Additionally, in our collaboration with Marcus Ericson and Leaplab, he mentioned that John O'Neal, who happens to be the lead prop engineer for the Jimmy Kimmel Live Show, is also a professional pumpkin carver. and we could possibly host an event or contest at our a center which would serve as an amazing opportunity for community engagement. For zone two, we propose dedicating part of the farm to row crops and giving our students hands-on experience with seasonal plantings with corn, beans, squash, vegetables, and pollinator friendly flowers. Rotating crops throughout the year let students explore crop cycles, soil health, and the connections between agg and ecosystems. And a highlight of this would be the three sisters of Milpa. This is a traditional indigenous system where corn, beans, and squash are planted together. The corn supports the beans, the
071beans enrich the soil, and the squash suppresses the wheats. Students could investigate crop diversity, seasonal planting and harvesting, and indigenous agricultural practices. Scattered pollinator friendly flowers would attract bees, butterflies, and beneficial insects and adding beauty while supporting the farm's ecological learning opportunities. Although I would love to take credit for this particular idea, uh, Leap Lab did talk about a creek interpretive trail. So for zone three, the Santa Paula Creek flows through the farm which creates a natural classroom for students and the community to explore life sciences. And along its course, the proposal is to install interpretive science which could highlight ecological relationships, geological formations, fossils, and insect life, which offers hands-on learning at every single stop. Visitors could observe how the creek shapes the landscape, study habitats, and connect water systems to the broader ecosystem.
072And this is my favorite of all, zone 4, the living classroom and variety acre. This uh area would provide an outdoor classroom meeting space for school groups to gather. The space could be utilized for lessons, for demonstrations, just for gatherings, or to have lunch. Leap Lab has shared that they have been in communication with Nathan Lurri. He is the manager of the adjacent Brokaw Ranch and he can help support the creation of this very special area. So we envision the walls are banana trees and the desks are benches and hay bales. Next we have an additional potential partnership that Dr. Nasser has been working on and that is the Sonorin wheat project along with a local baker Antigua artisan. So seed to sourdough is a plant-based learning concept that engages students in growing sorin wheat
073and they take it from field to flour to fermentation and then to bread. Utilizing our teachers and our administrators creativity and vision and in partnership with local industry, we recognize the strategic benefit to Santa Paula Unified School District students. These upgrades will not only support science learning, but they will allow us to strengthen our CTE a pathway and provide the opportunity for vertical articulation through hands-on experiences for all of our district's students. So, thank you. Are there any questions? >> All right. >> When would it start? >> Well, when you give us the go ahead. >> Um, director Garrett, first of all, I just want to say awesome. I love it. I'm I'm really excited about the partnerships that that have been forged as a result of uh our questioning um back in January. Um
074I I think no one here wants to see this project not succeed. I think we all want to see uh in in um you know in succession here. Um but I again I just I love that the the idea of partnerships and that's important. Um I guess I'm just trying to put my head around it in terms of uh buyin from someone like Blanchard School and I'm not calling out Blanchard school but that's a distance for for school. Would we still have to then provide transportation? Obviously, right? I'm just looking at at those kinds of um um I don't want to call them problems, but but you know, areas to face or issues to face >> definitely. And you know, there could be some potential snags there. We do have our CTE vans and we
075can transport up to 28 students at a time in one trip. So outside of gas and maintenance, there is no cost to the district for us to be able to take smaller groups of students, which would be appropriate for maybe an elementary sized classroom. And um we did talk about these ideas with our principles. In fact, they provided some of these ideas and they were very excited about the uh opportunity to potentially bring their students to a local district farm. You know, just kind of piggybacking on that, you know, we do have the four vans and if 28 isn't quite enough, maybe we need to think about investing in one more van, you know, and that maybe gives the capacity to get a whole classroom comfortably there if we have the five drivers to actually
076>> that would definitely help our secondary classrooms. Yes. >> Sorry. Go ahead. Is there a timeline that maybe we should be be hearing it? Because the last presentation was around $76,000 for an irrigation system. Is that being put back on the table? Is that something that we need to to be discussing and vote on or or this was just strictly what what potentially um this farm could look like? So I think what our intent was to give you an idea of our vision for the curricular component of the farm. If we have your blessing, then we would like to start bringing those items to the table because there will be uh significant costs in bringing this idea uh to fruition. >> Yeah. And thank you for bringing that up about all the other costs. I
077mean, I would love to see this the things that we do at the farm where students are involved in placing the irrigation and learning how to seed the pumpkins be basically be part of the process just like our IT students with the cameras. So I mean that's part of the education pro. Obviously there are some things that they cannot do or maybe they can. I mean if we had a wood shop they can probably make some of the benches or or 3D print some of them in some. So I think there is some lowlying fruit. We've talked about what are some things that we could implement fairly quickly even if the entire farm envision isn't quite implemented. you know, we might not have the interpretive creek trail ready, but we could probably pull together the
078living classroom. So, elements that would still provide opportunities for our students to visit and have an exceptional educational experience during that period of time, I think are within reach in a relatively short period of time. And then another thing that I didn't see on here, um, and maybe you guys decided it wasn't a good idea, but if there's we plant orchards like avocados or other type of trees, would we have like where a community come in, pick your own fruit on a Saturday as a potential or um to profit from it or the fruit that is grown here, it goes back to our cafeterias? I mean, are those still options or is it something that just wasn't going to work? >> So, it's it's not an exhaustive list and I think throughout the process, we
079are open to creativity and ideas. So, this was merely uh a sample of the potential of the space, which is vast. And I want to thank Alex Flores. He I've been to the farm, but I hadn't been since 2019 and the grand opening. and he took me on a tour of the space recently so that I could really envision uh the potential and it is beautiful there and I think our students could have an amazing time and when you go and visit Ventura Unifi's 5 acres that's even cool so we have 32 acres 20ome of which I believe is usable we don't need anywhere near that to provide something great for our Yeah. And the Ventura farm, I think I visited two years ago when we were asking something for the farm. Um, and I
080believe it just didn't work out for the directors to join. So, I think it was just me and one other person. And I believe they were doing like herbs and trying to sell it to their restaurants. I don't know. They're still doing that. Uh, in addition to all the the tours from the different elementarymentaries. >> Yeah, they're doing a number of things. They didn't bring the details with me, but uh they have their hydroponics uh greenhouse. They have uh this massive drone. They have uh different varieties of avocado. I learned that it's H and not hos and I believe Gemini. Gem. Yeah. So, they're doing a number of things. >> And there's so many other potentials. I mean, there's so many SAEs that uh Mr. Flores can probably share to the board that we currently
081don't compete in because we don't have the staffing for it. And the comp the level of competition and entrepreneurship projects that these students do at other schools, it's just amazing how they just create their own businesses or some that are already in in farming. But I if if Loris doesn't mind, I would love for the board to know about the potentials of SAPE projects just from having a school farm. And and I think just to cautiously address an elephant in the room is that we would have to invest to staff the farm to some degree to be able to provide these opportunities. So, I think that's something to consider as we move forward is what that looks like. And of course, we do have the option to tap into our CTE grant funding in order
082to do so as this is directly tied to industry into opportunities for kids through internships, work-based learning, and uh careers. >> Trusty Ramos. >> Yeah. Sorry, I'm a bit of a safety net. So last year the county did the risk assessment around the city regarding you know what's a what's close to a fire h a fire sorry a wildfire hazard you know what isn't the farm unfortunately is marked as like very susceptible for you know wildfires um I would just urge caution and just creative ways of how our students could access it and or can evacuate and you know worst case scenario there is a wildfire what to do when the wildfire happens and after the fact or I believe there was a road closure around that area too. Um, so I hate to throw
083all these uh all these That's a good point. >> Yeah. If if we could just I know a lot of good people are working on this and I know you have a lot of creative minds. So if we can just exercise caution, safety um as always put that as a priority so that way we can just enjoy the farm more sustainably um in the future. >> Of course. Thank you. >> Um just a a couple things. the that bottom piece of the farm map. How many acres were you guys proposing to use for that one through four zone? >> You know, I don't know how many acres that is. It's not very >> small like maybe a couple large and it's that area right behind Bedell, right? >> So, it would have Bedell students would
084have direct accessibility if we were to create a path leading that way. um you know some of the things that you were talking about like in terms of the CTS that are already involved right makes this honestly more appealing right because um it broadens what we can do there you know and who can be involved there and and I think that's important you know it's it's it's a expensive asset that we have and we should be you know utilizing it as broadly as we possibly can so a lot of these ideas are great. You know, I still think, you know, you guys need to flush out like what is really going to happen? Like what what are what are we going to prioritize um how much is that going to cost? You know, I think
085the biggest question I have is on the 11 acres that you uh you were proposing or the district was proposing to create to to put avocados on. um like it we need to I would want to know you know if that's still part of the plan and how that looks like in conjunction with the learning activities that are going on. Um you know because the idea was to sell those avocados on the open market, right? I mean not necessarily just to to to give it away, right? Um, I mean, and so, so I think there's still there's still work to be done, but but I will say this is the direction that I was hoping we would always go in for the farm. Um, I think the level of partnerships could grow. There are so
086many people out there that want to help. Um, I have access to CI professors who would love to be involved. There's other community community partners like the Monarch Foundation that there's this there's a strip of land on the other side of the the creek that's inaccessible from our side but not from Broqua Ranch which when we had brought them out they were like we can make that monarch you know butterfly habitat um and that could be part of science right and you know and we would have access if we have a partnership with Brokaw Ranch because they're like yeah you you could just come on through. Um I've been to that side of the river. So um I I think I can say for all of us, keep on going, right? Like keep us in
087the loop to and when you have something that's concrete, you know, we look forward to to seeing it. So >> thank you. And I just quick shout out to Danny Guzman and Alex Flores. We spent a lot of time meeting fleshing out a lot of these ideas and uh you know they played a big role in helping formulate this plan. So I just want to give them a quick shout out >> there. There is I don't want to un you know I really want to emphasize how much potential there is and how much we would support building out that potential. You know >> Dr. Nasser Bedell I had her put her science eyes on this. She gave me the blessing. It's like the perfect principle for that site to use. I mean, the pumpkin patch,
088they will just have so much fun >> participating in planting of that area. And >> Sandal, when you're mentioning about, you know, our other CTE, I mean, I totally envision our engineering, our our construction trades. Uh, >> I want to see drones. >> Well, that I was actually going to say the drones part. I mean, they have a drone at the Ventura uh farm and they use it to analyze the soil of the trees that they have out there. I mean, it's amazing. >> Yeah. >> What can be done? >> Yeah. I met uh someone in the ad community who does remote sensoring and they're like, "We would love to demo on your farm, you know, as long as we could bring customers every once in a while to showcase it." Like they they would
089give it to us for free, you know. So anyways, plenty of opportunities out there. >> Thank you for the progress. >> All right. And uh without further ado, the Barbara Webster Academy of Sports and Health Science 202526 program highlights. >> Crew of exceptional individuals to come on up. >> Although, are you just going to say, you know what, that letter said it all. We're all good. >> Okay. Um, first of all, thank you for this opportunity. Um, in my time at Webster, we have always pushed the envelope on whatever it was that we were doing, whether it was academics or anything else. As we go through this presentation, uh, I want to thank you for giving us the opportunity to share it with you. Uh, because we have shar shared this with a VCOE. Uh,
090we have shared this with some community schools grant folks. We have shared this with various school districts. and it suddenly occurred to me that we hadn't even shared it with our own family. So I thought it was time to come and talk to you about all the things that are happening this year. Over the last two years, Barbara Webster has gone through a renaissance. And um as I said, we challenged ourselves to grow in three areas. One academically, two social emotionally and then finally physically because we are the sports academy. Over the last couple of years, we have invented and implemented, and I do say invented because we came up with some really cool things that nobody had ever done before, like the learning center, data analysis meetings, which we'll talk about tonight, the wellness
091center, a fully realized tiered system of support to help students with their social emotional growth, a sports academy, and then finally, our community outreach, which has given us probably the uh largest parent participation that I have ever seen in my career. Um all of this has culminated in our test scores going up in 2025 and we are on point to go up again in 2026 in math and language arts. We had more reclassifications in 2025 than we'd ever have before. Um we've had better attendance over the last two years than we ever had before. I went back and checked the metrics just to be sure on this on the California site and uh our parent involvement even though I don't have a metric I just have my eyes we had 200 people there today at
092this activity and this is like the third or fourth thing that we've done not in including the hundredyear celebration which some of you went to we've had a lot of people on site so it's been fantastic um I also want to say before I just launch into very quickly to the academics none of this can be done without the extraordinary people that are behind me these These are the people who are making it happen at Barbara Webster and that's why I thought it was so important that they come and they get two minutes which is all I get to um talk about some of the things that they've been doing. So first academics uh we set a goal last year um actually the year before of having last year's CASP uh go to have ELA
093be 33% passed and math at 22% passed. Uh we achieved both goals, math by the skin of our teeth, and we did some things to improve upon that this year, and we set new goals. Um when we made those, we thought it was important to celebrate. Uh we had a schoolwide celebration on March 9th. We had an that was an all day game day. We did send kids at Disneyland. Yes, we did. We sent 20 the year before and we sent 30 this year. So, we went up in that metric. Um we also created this CASP wall of fame, which I think you're going to see a picture of tonight. And we had a great ceremony where we just highlighted the kids who passed their CASP in front of their parents. Um at the beginning
094of this year, I set a rubric for the school and I said this rubric and the what you're going to see the um scores here. Uh I I said this in front of the students. I had meetings with every single grade level. Said this in front of the staff and at a special parent meeting. This is our rubric for the short term. We want to get to 40% in ELA and math in terms of our kids passing. If we're at 30 to 39, that's good, but it's not where we want to get to. If we're at 20 to 29, and I use this word because I think it's important to let to not go too hard on people, but to let them know that this is not okay. We're approaching, but we're not there yet.
095And anything below 19 is concerning. Everybody knows that rubric from the parents to the kids to the staff members. And I thought that that was important because those are the three communities that are going to make this happen at Barbara Webster. All right, not going to go through all these slides, but this is the slide presentation that I gave to the students and I gave to the staff and I gave to parents. It shows where each grade level was at in 2025 and where we're trying to get to in 2026, third grade, fourth grade, fifth grade, and sixth grade. And then finally, the entire school. So this is our goal for this year and we are on point to achieve this goal. One of the reasons why I know that is because we meet three
096times a year as each as a learning center and uh each grade level and we go through the data. It's called our data days. Mr. Portella is going to talk about this a little bit more. So you got to imagine you're sitting in a room with your colleagues from your grade level and me and the intervention team and we're going through every single student's grade. It can sometimes be a little bit of a contentious meeting. Sometimes it's a come to Jesus meeting, but lately it's been almost entirely celebratory. Our first, sec, our kindergarten first, second, and third grade scores are the highest I've ever seen them. And I have to give a shout out to our superintendent who was wise enough to bring CGI and CORE to this district. Core has been a gamecher like
097I've never seen in my entire career. our kids, 70% of our kids on the Amir test in first grade and second grade are reading at grade level. That's super encouraging. Um, and CGI, I go into classrooms now and I see kids not stalling. They know how to tackle a math problem. They don't get scared. They don't they just find another way to solve the math problem. Think about how powerful that is for a human being to have that skill. In addition to that, I want to give a shout out to um um Julie Bergman, who was wise enough to put FABS on the assessment calendar. FIABs, if you don't know, are CASP lookalike tests. So, they're practice CASP tests. We sit down on data day and we look at how many kids pass those tests.
098Very, very encouraging. At every single grade level, we are making our goals so that it looks like we are going to make those goals for 2026. And a special commendation to the fifth grade. Fifth grade has a very very challenging class this year. They are the class that came to first grade and didn't get kinder through co and they are not only making their goals, they are exceeding their goals. And this is the first time I've ever seen it. We didn't get that last year when they were in fourth grade, but my fifth grade team is especially dynamic and they have gotten those scores this year. Um, we talked about this before. sixth grade had been struggling, but their latest FIAB in math was very encouraging. I want to say it was 40% of the
099kids were passing that. That's better than we've ever had before. So, we are on our way up. Um, the folks behind me are going to talk to you a little bit about how we are getting there. And again, it is the exceptional individuals that are about to speak that have made all this possible. Mr. Portell. >> All right. Thanks. I'm going to little short there talk about the learning center here. Uh this has actually been a work in progress for many many years. Um and we have continue to perfect how we intervene and support students and the staff at Barbara Webster. The learning center is a multi-tered system of support rooted in the researchbased response to intervention model and our intervention ranges from tier four all the way up to grade level and even above
100grade level enrichment. We have grown to provide intervention in reading, math, and most recently writing which when we first started intervention was all about reading and we found a way to squeeze it all in. Our next goal which we already started this year as Jeff has said is we are focusing in on those state practice assessments and now providing intervention on those. So that's really exciting for us moving forward. We are 100% inclusive and equitable. Uh we service all students, newcomers, ELLLs, students with IEPs, disadvantaged, low performing, etc. We're we take a lot of pride in no matter where you're c where you come from, where you are, and what you're dealing with, we have a place and a level for you to meet you at your zone of proximal development progress monitoring. Our students
101are really motivated by it. They want to move for through the tiers in our learning center. when they go from tier four to tier three to tier two and exit, it's such a confidence boost for them. We have a seamless SST process. Um, no one falls through the cracks at our school. We because of all the tiers of support we have, we limit unnecessary referrals to special ed. We uh have students that are receiving special ed services that have the same opportunities to move through our through the tiers. Uh recently we've had more students exit in special ed the learning center than ever before. So it's working. If you don't qualify and you are assessed, you still can come back and get support and services in the learning center. We don't just put you back
102in general ed slide. Our grade level teams meet uh three times a year uh with the LC staff and we analyze data. We move students through the tiers and it really has supported our uh professional learning community model when we meet the learning center. Uh next slide the learning center um just some of the numbers as service just this year alone 237 students um for reading writing and math combined 39% have exited 39%. That's the best that we've had so far. Year after year, we are uh seeing district assessment scores improve um as Jeff kind of said, but possibly most exciting again with the support from the district on the emphasis of state testing, we are really looking to intervene and uh get those scores up. Next, I'm going to quickly talk about the social
103emotional learning culture at our school. This is also rooted in the multi-tered system of support because there's not a one-sizefitsall model when you're talking about social emotional learning. Every student uh when students aren't meeting the schoolwide expectations or they're they're making a mistake, everyone receives what's called the tier one reflection. It's a non-punitive, non-coercive counseling approach to developing relationships with students. Those relationships that our teachers build and the rapport with our students is how we change and get students to feel confident in themselves and meet the expectations. I'm gonna have Jeff just share a little bit more about that. >> So, um, we talked about this before. It's right around camera. >> This is our reflection form and I know we talked about it before. Very, very important. And the reason why I want to
104highlight it myself is because I think this is something that we could use across the district. It's been a really well-kept secret at Barbara Webster. I've said this before. We do not punish at Barbara Webster. There are consequences to your behavior, but we do not punish. We are a learning institution. So, we look at problems and mistakes as opportunities to teach. This is the structure by which we do that. It's a way in which students can look at themselves in terms of what they did. I don't ask why did you do that? I mean, that's such a common thing that I did for so many years. Why did you curse at the teacher today? He doesn't know. I want him to identify the feeling that he had. I should say it's it is always he
105or that that the person had when they did that because then they can start to realize who they are in that moment. When I get mad, I do X. I have a limited amount of things in my toolbox. The next question is, what did you want? I wanted to get attention from friends because that's super important to me. I wanted to get back at this person because the other day they really made me mad. But the only tool I have in my toolbox is to curse or to throw. We deal with this every single day and we use it as learning opportunities. And we have had tremendous success with this document. If you turn it over, this next part is equally important. It is the place where they get to release themselves from the guilt
106of their mistake. Recidivism is based upon guilt. The studies show that. So this apology is very important. Even if the victim and sometimes they don't accept the apology, it is important that you go through that process. But oftentimes kids are very generous. They will accept that apology and then we get to move on fresh. So very powerful instrument. I hope that it could someday be used throughout the district. >> All right. And uh if there are students, which there are in an um RTI model that need another level of support, we also have level two and level three. Uh these are tailored and more individualized to the needs of the student. Uh but I think it's based on a a tangible point system. So there's some reinforce reinforcers in there, but I think what's most
107powerful about this is we bring the parents to the school. We sit down, we learn more about the family, what's going on, what the needs are, and they become a very integral part in not only progress monitoring with with us on a daily basis, but rewarding or incentivizing the the students at home and daily going through what they did really well and what areas they could work on. So, we're really rooted in this community uh kind of collaborative approach to um helping our kids reach their potential. This next one is something we just started. I thought it was really powerful. It wasn't part of the original plan, but it's called Sewn to Grow and I want Miss Hernandez to talk about it, please. >> Okay. So, I'm Miss Hernandez and I am the school counselor
108at Barbara Webster and I also run the Wellness Center. Um, so yes, this year we got a partnership with Son to grow. So, it's a platform um for K through 12 schools to improve like the well-being um with weekly check-ins and lessons and it's all uh based around the castle framework. So, helping students develop self-awareness, managing emotions, building relationships and making responsible decision- making uh while feeling strong sense of belonging. So, they get personalized feedback and we also have access to curriculum. Um the students are here through the schoolwide data. Um so, this is from March. Um students demonstrated a strong engagement writing over 1100 reflections with teachers. So they check in directly with their teacher at least once a week. Um and so we had an 83% of them respond um in an intentional
109way. Um the emotional well-being remains positive and stable. Um so averaging 3.9 out of five. And all the 21 student alerts um that are high alerts that me and Mr. Magical get um were fully addressed um or by me um Mr. Madigo or the teacher. Um so they were all addressed um through over time. You can see here is an example of the student responses. Um so from here we see over time students became more open, more reflective um sharing more personal and vulnerable insights which suggests like a greater trust between their teachers, more engagement with their teachers and deeper learning in their reflection process. Um for this one it's uh the I think we went through the student reflection. Yeah. Okay. Okay. So this is where we saw the obviously the um the connections
110with the teachers um it increased. So there was more authentic engagement um with the teachers. So there were more affirmations, more validation over their feelings um obviously through time. And then this is another partnership highlight. So last year um our leadership um during our leadership meetings um we decided that we wanted to partner with childhood matters and this is for staff workshops. So not only is the social emotional well-being of our students is important but also of our staff. Um so we brought on staff workshops supporting um students that impacted by immigration. So, we got to review um helpful ways for our students to be supported um along with teachers, right? Giving them um the courage to talk to our students about such a tough topic. Um we also did a workshop with them, thriving
111through anxiety, and we're going to do one in April with coping with fatigue and burnout for our teachers. Um we also had like a four agreements um book series um where the staff were able to participate and our students received grief and loss growth mindset um and self-empowerment um obviously uh meetings um and you can't see it right there on that slide but um you're welcome to check out Mr. Mad and I were interviewed by the seed um so just how the impact of uh Son to grow has had on our school um so you're welcome to to see that through that link. Thank you. One of the things that Sone to Grow does is it uh enables us to catch kids before they fall through the cracks because a lot of times children will
112not tell you what they're thinking. They won't tell their teachers. So, they can do this in private and we all get alerts. To me, it's a very very useful and and powerful tool. Okay. Next up, our outreach coordinator. >> Good afternoon. My name is Jessica Lemon. I'm the community schools outreach coordinator at Barbara Webster. Um this year we've focused on strengthening attendance, family engagement, and um as well as our community partnerships. Uh to start off, we do I do attendance support. Uh I've done home visits. Um eight of the home visits this year were early in August when we had uh the fires on the east side in the camp. So we were able to check in on the families, see what the students might have needed. We delivered backpacks and other snacks. The other
113home visits have been to students for wellness checks, attendance or late pickups. Um we also do starts. Um I'm happy to share that we've done 18 starts this year and all students have improved. Um other stuff that we've done is incentives of encouragement for students as well as parents. Um something we developed this year is the parent punch cards. It's a small card the students got to take home. Parents were explained how it works. Stu parents are encouraged to come to ELAC to our parent workshops to PTA coffee without sign off on them. Students get principal recess um with Mr. Magical and parents are entered into an incentive type of raffle. Um, we also started this semester coffee with outreach where I want to be able to communicate with the parents, talk to them about
114certain things that they want to hear or learn about here at the site as well as do wellness activities with them. Last month we did rock painting. Um, another thing I do is collaborate with schools like Renaissance and Isbel. They come and support our sites during events. Um, and then we do student sound baths as well. Um, something we also started is the Bobcat Boutique. It's in progress right now. We are currently in the works hoping we get a bigger space next year. So, we're currently working on putting the clothes away, organizing it by size, but at the same time, we are servicing the students. Um, another thing I do, I try to do three times a month is lunch activities with the students. I usually get 100 plus students. They all run outside and
115do the activities. Um, I'm trying to do more community partnerships, but one of our fun ones was Driscoll's Berries this year. We got to partner with them. They came in, they read the book, the Sophia special to the students K through third and the students all got to take a book home either in Spanish or English depending on what the teacher recommended for their families and through that we also have the partnership from now until they don't want to partner with us so we can always bring them into our site. Um, other things that I'm doing is connecting families with resources, food support, county resources, community resources, Mckin Vento. Um, we have a strong PTA. It's stronger than ever this year. We collaborate great. Um, we've been bringing in different events. I mean, you just
116heard we had 200 plus people today. The 100th was great. We have movie events, a lot of fun things for our students and our families so that they feel like part of the community. Um, through this whole process, I've been part of the community engagement initiative and community schools. And something we've seen and learned is that community engagement is a strategy. It's not a goal. And we want parents to know that they have a space at the table. So the next steps as outreach um are we want to do positive home visits starting in the school year, you know, early on, visit the home so they have a familiar face when the school year starts and we want to grow in-house parent groups. Teacher referred. We meet monthly and they're able to support the classroom.
117Um I do want to end by inviting you all to our community schools collab international fair tomorrow at Isbel. And then we do also we did just start community soundbass so we have a second session on May 16th. Thank you. And by the way Webster's contribution tomorrow is on indigenous peoples. So we made that a point to that the all the students who are presenting tomorrow are presenting from the indigenous perspective of the Americas. Okay. Um and now the jewel of Barbara Webster which is our sports program. And I wanted to end with this one. It's special to us. So, Miss Crafts, >> good evening board members, and thank you for allowing me to speak today. Uh, my name is Coach Amanda Crafts, and I represent the Star Nova after school sports program at Barbara
118Webster. Our goal is simple, to use sports as a platform to build confidence, develop social skills, and create a strong sense of belonging for every student involved. Throughout your support, we have been able to provide students with opportunities that go far beyond traditional after-school activities. One of our most important outcomes we see is growth in confidence and our social skills. Students who begin the program shy or hesitant quickly begin to communicate with teammates during sports and during the school days. Um support one another on and off the field and take pride in representing their school. here at Barbara Webster. Um, athletics provide a safe environment where students learn teamwork, leadership, and resilience, and how to handle both wins and losses. These are life skills that directly support their success in the classroom and in their
119futures. What makes our program unique within the SP Wreck is our strong commitment to inclusion and community engagement. We actively include our special education students, ensuring that every child has the opportunity to participate and feel like a valued member of the team. We also host in-house games, which I've seen a few faces at, throughout this years, um, and championships on our own campus, allowing staff and students to attend, um, as well as families to come together to support our athletes. In addition, we provide opportunities for our younger athletes, including our first and second graders, through our Mighty Mightes League, um, as well as a wrestling and jiu-jitsu program that includes discipline and several and confidence at an early age. These opportunities have helped us create a school culture where athletics are visible, celebrated, and accessible
120to everyone. Our program also extends learning beyond the campus. We organize field trips and enrichment experiences that connect athletes, education, and inspiration. Students have had the opportunity to visit places such as the UCLA campus, live college sporting events, and the California Science Center. Um, specifically the Game On Exhibition, um, science, sports, and play. These experiences expose students to college environments, teamwork at the highest level, and educational opportunities they may not experience otherwise. To further collaborate our students, sorry, to further celebrate our students, we are hosting an athletic award banquet this spring. This will recognize athletes from every sport who have been nominated for their effort, leadership, sportsmanship, and dedication throughout the year and seasons of sports. Moments like this reinforce to our students that their hard work matters and their achievements are valued by their
121school community. Continued funding allows us to keep providing these meaningful experiences and opportunities for our students. Thank you for your time and for supporting our programs to help our students grow both on and off the field. And I have a few uh student athletes that I would like to have them step up. >> Hi, I'm Athena Krasco and I've been in this program for 3 years. This program has helped me a lot with my athleticism and has been really fun. And I've also been able to watch my brother play since he's in second grade. And it's cool that they're doing it for person second grade so I can see him play. >> Hello, my name's Abraham. >> What's your name? >> I am a mighty might. >> I did flag football, basketball, and soccer. I'm
122excited for next year to play for Barbara Webster on Saturdays. Hi, I'm Jose Anil Zamora and this is uh was my first ever basketball season or sports season. Uh this season really meant a lot to me. I went in as a beginner and came out as a renewed version of myself. Uh I made some unexpected friendships and learned a lot and I mean a lot. Uh it was tough at first but slowly the pieces started aligning. I got elected as team captain and we began our competitive games with a really good winning streak that continued throughout our season. We even made it to the playoffs but sadly got eliminated. Uh we also had a Friday league team which my team won. uh for our fifth and sixth grade team division. Uh and I'm very grateful
123for this experience because it opened a lot of new doors and made me discover a new passion that I didn't know would be possible. Uh so I'm very thankful for all the coaches and especially coach Amanda for giving me this opportunity. One last thing about Jose Anil, he has traditionally been a very high academic achieving student and he um challenged himself to do the domain that he was not good at which is the physical part of himself. And he would probably agree with me that first couple practices he looked really ragged. It's like this this is not math. This is not language arts. I'm not writing or speaking. I'm running up and down the court with these brutes. And he hung in there and he became team captain. That's pretty cool. Um, I just want
124to end by saying first of all, it was you who agreed to fund the sports program last year. I came before you and you were like, "Absolutely, we're going to do that." So, I encourage you please to consider doing that again. It's doing a lot for many of our students from all different walks of life. So, thank you for that. Are there any other questions? >> Board members. >> I mean, go ahead. just a comment, you know, thank you for doing a fantastic job and all your staff, like you said, it's it's it's a team effort and um I'm a true believer that our students need to be well-rounded. They need sports, they need art, music, um and sometimes when sports are not after school or at your campus, parents can't make it. I mean,
125there's so many opportunities that I mean, my kids didn't get to do because I couldn't get out at 3 or 4:00 to take them to gymnastics. You know, they were able to do, you know, football, baseball, basketball, certain things. But, I mean, it takes time and money. >> So, you know, just kudos to everyone. >> Thank you. Thank you. I just want to say again just mirroring uh Trustee A Royo uh thank you all for for your your uh your energy. It's obviously that that you really do care about um our future here and uh it it shows. So thank you. Uh having spent time with you, Mr. Sportell, and and a committee. Uh again, I just you're you're a class act and you're you're truly what what uh what embodies here. Uh Jessica Miha,
126I mean, you and I have known each other for many years. Mr. Hernandez, I mean, again, just can't say it enough. Uh I'm a Bobcat for life, so I I went to school there. I worked there. And uh and so I it makes me super proud uh to see you guys out there and for our student athletes. Uh I'm a coach for Santa Paula High School. Um so the things that you are doing right now is preparing you for your future. And I'm not just talking about athletics. is preparing you for your your future uh self, your future life. So, good job to you, Miho, for for uh challenging yourself. That's huge, Mio. Proud of you guys. And thank you, Mr. Magical. Appreciate it. >> I think the one the thing I'll say, right, because
127I'm the data guy, right? Um so, going back to that, uh you know, you have an overall goal, right, of 40%. That's good for the school. Yes. Right. But what I would like to see next time, right, is your cohort data. How are they progressing? How is Cuz fifth grade seemed to knock it out of the park. >> Yes. >> And if they went back to 40, that would be not good, right? So, you know, looking at it that way to see, okay, are are kids making that progression as they're going through, I think is huge. Um, and something that I think we need to instill within, you know, the district that we're looking at the progression of the student and not just, well, where are they at right now? Yeah. >> Um, so, so
128anyways, but when I made those goals, I made them in it was weird because I had it that was for the kids so they could see and so I used last year to challenge this year and so it wasn't in specifically for the cohort, but when we talked with the staff and with the parents, we were able to say this group of kids did this during this year. We want to see them come up. And it's usually about 5%. We want to see them come up every year. But if you look at it, that looks skewed. It looks like they're going down. It's only because, like you said, because of that cohort because I took that into consideration. But I hear you. The goal, overarching goal, which I didn't say, is to within the next
129two or three years get to 50% and then ultimately beyond that. That's our goal. And I want us to incrementally move up. And I think we're in a place where over the next three years we should see the scores continually climbing with CGI with everything that we're doing. We're poised to do that. I I think another thing too is that you know when we think of it in the abstract right from going to like say you know 35% to 40% we we lose sight that that's actually you know kids that we're talking about. There's a number of kids that that 5% >> yes >> represents and can we be a little more strategic in terms of identifying those kids that were right on the cusp >> right I hope you you guys that's data days
130and it's like and because she really showed us we had been doing that already >> and we did it more this year but Myra took us even deeper than that she met with every grade level and she said in terms of ELPAC which we for CASP. What are the exact kids and what are the questions in which they're fumbling upon? We got that deep this year where we looked at SERS which is out of the you know CD and we looked at the exact questions in which the kids were missing on the FIB and we had were able to identify not only the kids that cast like the the bubble kids >> but the those students who were not doing well on the FIAB and why they were not doing well and we made adjustments.
131That's what's so great about data day is we're able to make those adjustments three times a year. So yes, absolutely and we have been doing that. >> Good. Good. Right. And and and it's the final thing, right? I mean, we do focus on test scores sometimes too much, right? However, if they're not doing well on the test, right, they're probably not doing well academically overall, you know? So, it does mean something, you know? I mean, I always look at Compton Unified as the example of like a school that everybody had written off a district and now their CASP scores, everybody's going, "What are you doing?" Right? >> You know, and I think what they're doing is working really hard as a team, collectively, you know. So, anyways, >> thank you. >> Keep going. >> All
132right. >> Thank you all. >> I do have a question before I have real quick. >> Um, I'm curious with the CASP data. I do love how we're seeing the progress. I want to um give you guys kudos. I'm curious, what are uh some of the strategies we're employing to get that 22% up to um something higher or what are the strategies that we have seen that got that 22% predicted to a 22.5% or that um or the other statistics up? >> First, we need to talk about each grade individually. So, fifth grade did very very well last year and that was a product of what those teachers were doing. One of the things they did is they had the students track their progress throughout the year on the CASS practice test. We expanded that
133to every grade this year. So third, fourth, fifth, sixth are now all doing that. One of the most powerful things that you can do for a person is to put them in charge of their own learning. And so students are held responsible for their own learning. Every time they take an FIAB, they have to track that score in a portfolio. And then they get to retake that IAB. and then they get to see how well they're doing because I also believe that part of taking that calf test is that you believe that you can do well on the calf test. Just like in sports, you have to go into a game with momentum believing in yourself. So that's one thing that we did. The other thing that I think is really taking hold and we
134have to acknowledge that the teachers themselves are doing this. This is good first instruction. CGI is now taking hold in the district and we're seeing the fruits of that. In the past, students would get to a particular question in during the day or on the day of the test and go, I just can't. And you could see them fall apart. I literally do not see that anymore. I see them working and struggling to try to solve that problem in as many ways as they possibly can, taking different routes. That's been specifically true with the sixth grade because if you look at the scores, it was sixth grade that really tanked us in math. We would have been far higher if it wasn't for that sixth grade score. So, we doubled down on sixth grade in
135terms of taking the FIB. They got some CGI training. Thank you, Julie. And that teacher was made fully aware of what was going on. I just leave it at that. Our last FIAB, I think it was 50% when sixth grade they passed that test. That was we did that at data day. So, we're on our way. But those are the metrics. So, if I had to summarize it, you need a little bit of pressure. You need some encouragement. And then you need the tools to be able to do that. And I feel like we've been better than ever before at giving them that. >> I'm curious. Oh, I'm sorry. As a >> go. >> One of the things uh that >> microphone. Sorry about that. So Amy's our uh tier two. One of the things
136in experimenting with the learning center, one of the things we tried with sixth grade this year, we typically take the lower performing students, but I'll have Amy explain what we did. >> So it was Mr. Magical's idea this year to do something different for sixth grade math. We only focused on math for sixth grade this year in the learning center. So I took all the students who had scored fours on the CASP which is the highest level and I took those into um learning center during their extra time and then Mrs. Reeseman took level threes and then Mr. Forell um took his usual he takes the lower performing students, but we wanted to keep those students accountable and keep their levels up so that they could do well this year as well. And it's it
137they've done really well. I'm really proud of them. >> Additionally, it allowed the teachers, the general ed teachers to keep the bubble kids during that intervention time to move them to the next level, which was which we feel is going to be critical. I'm curious. Um, does uh Barbara Webster offer any incentive systems or incentives with Are you reading my mind? So, um, I do believe that a lot of our kids do really well at every single school during the day and they come to that CAS test and they just check out. I saw that for years and years and years. And so, that was the big push to do all the incentives. And there may be some Poke folks who say we went overboard, but Blanchard did the same thing we did and Blanchard
138scores went up and we did that and our scores went up. It's got to be I can't imagine that that did not have an impact. We just had Mr. Softy at the school the other day for the kids who passed their last FIAB. Had a ton of kids get Mr. Softy. Yes, it was expensive. We used community schools grant to pay for it. But I believe that that is going to give us momentum going into this exam. I think you need that. I think you need to incentivize the kids. I think that's a big part of it. Thank you for bringing that up, >> Mr. Madreal. I'm a true believer. I keep telling the board at meetings as that's what worked for me. I go, "You want that game? You want that trip or or
139pick for the Dollar Tree five things when they were little?" >> It worked for me, you know. So I I truly pushed that that you guys had funds for that. I mean even a lot of parents are willing to donate, >> you know, whether it's a gift card to somewhere. >> Um just asking them on that list, you know, for incentivizing it. It it works. >> Thank you. >> Amazon. >> Thank you. >> As one final followup, um in a future presentation, will we be able to get data on also how um special education students are performing on the CASP testing as well? Well, our our well, we could give you the RSP data. Now, at our site, we do have STC extensive, so they take a different test than our other kids do, but
140yeah, we have our RSP data, too, which I didn't I didn't want to take too much time. >> Thank you. >> Your two minutes are up. >> It is. >> Thank you. >> Thanks. All right. We will move on to uh action items, superintendent resolution 252621. >> Um Dr. understandable since >> do you want me to talk about those? >> All right. So, I will I will put on my uh CSBA um uh board of directors. No, I'm not going to recuse myself on this one. Um the California School Boards Association has been making a big push over the last year uh on the state, right, to help on closing the achievement gap. And so they have introduced a series of four proposals to help bring accountability to the state for helping us, you know,
141cut down on reporting, which we know, I'm sure our directors will say we've got too much and it's duplicative. um to align systems, right, to hold accountability uh to you know the the people who are at the state running education. All right. So this um resolution, right, is a suggested one by CSBA. uh and it is in essentially saying yes, we support this initiative, right? To um help closing the achievement gap and to to call in on the state to to look at itself, right, and see the ways that it gets in the way of us being able to do that. So, um so hopefully you guys have read the resolution. Um but I guess I'll ask if there's any questions. and maybe I'll be able to answer. I >> think you've answered unless I
142mean there's initiative. So I was going to ask if there's any reference to >> not to specific legislation >> pro Senate bills or >> Yeah, there's bills reference because there's nothing referenced in this resolution to >> there. No, what it what it does is it references um that such a plan it's on the last page establish specific measurable goals for the state agencies that's been wrapped up into a piece of legislation. So, we're not supporting the legislation per se, although we could at a different board meeting, but we're essentially supporting the goals that that legislation is uh trying to support or enforce. So each one of those is um is part of it, you know. So one of the again it's not the whole entire legislative package. One of the things they want to do
143is create a uh commission on closing the achievement gap. Um but that's not necessarily I don't think that's referenced in here per se. So So it's not necessarily again to support the specific legislation, but the goals that they're they're trying to achieve. Dr. Sandival, does this give us any more leverage in terms of uh maybe uh receiving additional funding? >> No. >> Right. What it what it does is help CSBA put pressure on state legislators to to help in this area. >> Gotcha. Okay. Right. And then does this change anything in terms of uh already goals set for closing the achievement gaps or is it more just kind of more of a um symbolic? >> It really is. It's kind of both, right? I mean, there is certainly some symbolism. You know, is this resolution
144going to close the achievement gap? No. Right. Is it going to make the state do it? No. But is it going to put pressure on those legislatores legislators to um help this problem? Yeah. And I think that that is really what the goal of this is is that >> I mean thank you for the work you're doing obviously Dr. Sandable for bringing this to our attention. I know there's some school districts that probably aren't as interactive with the CSBA because they don't have a board member that's so ingrained or so dedicated as you are. Um, you know, I support this. I guess my followup to you is, you know, what comes next for us as a board? Are we going to continue to support C uh CSPA through resolutions like this or um are there
145more opportunities for us to engage with our legislators that CSGA may be hosting after we show support for this resolution? >> Well, I'm glad you asked that. Um, first that last week was CSBA's legislative week, right? So, uh, we they ask for volunteers, right? So, you do I do encourage you to to look at those emails from CSBA. It's tucked into that you get get a lot, but it was tucked in there. Um, there was an opportunity to actually meet with Senator Lemon staff and today actually uh we met with Assembly Members Bennett staff. You know, those that's one way in which we engage. It's only once a year, you know, and that only goes so far. we had a whole 15 minutes. However, it's really I think in those opportunities that we have locally
146that it makes the most difference. Right. So, um today I was at the Bedell, you know, uh wellness center grand opening and uh Assembly Member Bennett's representative uh was there and that's a great time to interact and say, "Hey, like this is what we're doing. This is what we're supporting. this is how we need the help, you know, and so I think it's more those interactions that are more critical that we can do. I think especially with Senator Lemon, she is the president prompor now of the state senate. Nothing goes through that body without her consent, right? That's a very powerful position and she's our representative. you know, I there's no reason why we can't ask for a meeting, invite her here, you know, show her what we're doing, you know, and then say, "Hey,
147look, like we really need to talk about how you guys can support us better." So, I think that's where there's the opportunity for us to move the needle. Um, and we should take it because they're always asking for, "Okay, what's going on on the ground?" Because they don't know, right? I mean, even though Bennett was from education and uh Senator Lemon was as well, right? Higher education, you know, it's been a while for them, you know, and it's changed. We know that. So, all right. So, do I hear a motion to adopt this resolution? >> So, was that a Okay. Um, do I hear second? >> I'll second it. >> All right. So there is there any further discussion? All right. Hearing none, we will move to a preferential vote. All those in favor say
148I. I. >> I. >> Opposed. All right. Board vote. All those in favor say I. I. >> I. >> Opposed. All right. Motion passes. Thank you all. Um we'll move to uh second reading. CSBA policy updates February 2026. So last board meeting we brought to you the CSBA policies for Febru or changes for February 2026. Highlighting them was the professional standards um increase uh maintaining appropriate adult uh student um interactions, freedom of speech um as well as high school graduation requirements. Um and we are looking for an approval of these updated uh CSBA um policies. Do we have any questions for Mr. Wy? >> All right. So then do I hear a motion? >> Some moved. >> Second. >> All right. Um are there any personnel related policies in here? >> Um yes. >> Yes.
149Okay. So then we will just move to a board vote. All those in favor say I. I. >> Opposed. All right. Eyes have it. is uh educational services approval of AVID center services agreement who's presenting that oh so lazy fair I have it so we have um annually we renew this contract with AVID it gives um support to our AVID centers and also AVID training uh The total amount, excuse me, is um 70. It's around 70 55,373 and this includes the entire year's worth of support. >> All right. Do we have any questions for Mr. Weinstein? >> Just out of curiosity, what would what would happen if if maybe we didn't have this level of funding? Not that we're not going to approve it, but just what would happen if this funding wasn't available? Like
150what's the level? >> I think, you know, we are we're all aware of AVID's uh ability to support um to support increases in students ability to study, students ability to time manage, students ability to take notes and those type of things that would um dude it wouldn't stop. I mean we would be able to do some of this stuff but and not having the support of Avid itself you know um uh you know different um products that are con you know consumables and things like that that we use through Avid we would not be getting. >> All right. Do I hear a motion? >> So move. I second. >> All right. Any further discussion? If not, we'll move to a preferential vote. All those in favor say I. >> I. >> Opposed. Board vote. All
151those in favor say I. >> I. Opposed. All right. Eyes have it. Next. Uh, business services approval of transportation plan 2526. So unfortunately um Lorine Toms couldn't be here today to present this and neither could um Doug Henning as we go into the green schools grant. So um each year we have to submit to the CDE a transportation plan that basically outlines our costs of what we've spent in transportation. What this does is it kind of checks a box that allows CDE to reimburse us for a portion of that transportation cost. They um you know for years the uh lobbyists for um school districts have been asking for a onetoone reimbursement of transportation expenses. We are we are still at the level of 1976. So it they just have not felt it necessary to increase
152even though there's been a number of bills that have gone forth. They've all failed. So So but this at least gives us the amount we've been getting and maybe a little increase for cost of living. All right. Do I hear any questions for Mr. Wingy? All right. If not, we'll move to a preferential vote. Oh. Oh. Oh gosh. I guess I'll ask for a motion. Why not? Anybody want a motion? >> Mana. Come on. Motion. >> Move. >> I'll second. >> Was there a first? Who was who first? Asher. Asher. All right. Thank you for keeping us moving. All right. So then we will move to a preferential vote. All those in favor say I. >> I. >> Opposed. Board vote. All those in favor say I. >> I. opposed. All right. Eyes have it.
153All right. Award of construction contract for green schoolyard uh project at three schools. >> Should I do the public comment first? >> Remember the public comment? There was a public comment on this item. >> It wasn't a public comment. It was just email to the board. >> Oh, okay. All right. >> Yeah. So, and the email to the board for the public with Dr. Santa was accessibility. Making sure that there was accessibility for our sped students, students with autism. Um, and Doug Henning was able to send us information that confirms that this all meets all the ADA requirements as well as um, benefits to each of the different special ed groups. So, this is six contracts total. We're talking about the actual contract for construction is the first one. However, it ties into the rest
154where you see um outdoor tables is number three. Number four is playground equipment. Um number five is playground equipment and a splash um table and then award for freestanding play equipment. So what has happened is that we found that we could buy the playground equipment, outdoor tables and everything at a much cheaper um amount than what the construction company if they bought it for us. So um this allows us to buy this and the green school grants reimburse us and then that lowers the overall cost of the um the construction. So the number two is the actual construction contract for the green schools projects. Um this encompasses three sites as you are well aware and um project's estimated cost is between6 million and $6.5 million. >> Okay. So all three >> are we going to
155take these all as a bunch? >> No, we have we have to do them individually, but I just wanted to make sure that you everybody understood that they all kind of tie in together. >> Sure. So, so let's get any uh comments out there. >> Jeeoff, remind me please what fund 401 is. >> 401 is deferred maintenance. >> Deferred maintenance. Okay. >> So, when we're wherever we're doing upgrades to the um schools, it comes out of 401. The green schools grant will be deposited into 401 and then it would be used for these types of expenses. >> Yeah. And that total that total grant amount was $9.4 million. >> 9.4. So So without the cost of the um the uh equipment, we're about 6 point I believe you said 6 uh 135, but it's going
156to be between, you know, there's always change orders and things, so it'll be between six and 6.5 million. >> Yeah. And correct me if I'm wrong, but this grant was supposed to cover the architects, basically everything. even 20% I forget the percentage for for maintenance of the landscaping because I remember asking a question about the trimming of the trees the additional uh work that's required to maintain when it's growing and throughout. Correct. So there is yeah there's a portion. >> So we've already paid the architects through the green schools grant. So that's >> so this so I just wanted to make it clear this is no cost to us from what I recall going through >> and then we have extra money that will sit in 401 >> with interest >> with earning interest will
157sit in 401 and we will use those funds for the actual maintaining of the changes to the to the school sites. >> Yeah. I just want to make sure the whole board knew that since there's no like staff report or recap and this has been going on for >> year a very long process. Yeah, very long process. >> Well, I mean it has to go get reviewed and there was some changes and the changes were the ADA stuff at the end >> and there was a lot of um staff input, student input. So, I mean I think the architects did a good job of encompassing everything they needed to do. >> Quick question for you. Um would you I know um you're talking about the um ADA um with the um modifications and then also
158the um accommodations to students uh in special education. Would you be able to send um the list of the accommodations that would be incorporated into the green schoolyards projects to the board? Yeah, I can forward the email um that I received uh listing basically the different types of playground equipment and tables and stuff and how that associates with ADA access sensory perception you know different things like that. >> Thank you. I mean and just to be sure like you know I going through that you know if we need to make any changes or if there's opportunities to be you know even more inclusive you know I don't mind change order on that >> you know so um because it should be part of just what we do. >> Oh absolutely absolutely >> we serve every
159student every day. All right. So, let us uh let me ask then for a motion, right, for the award of construction contract for the green school Yards project. >> Some moved. >> I'll second. >> All right. Any further discussion? Other than I'm so glad we're getting these contracts. I can't wait for this project to be up and running and and then done. So, we'll move to a preferential vote. All those in favor say I. >> I. I. uh board vote. All those in favor say I. >> I. >> All right. Eyes have it. We'll move to the award of contract for Green School's project uh outdoor tables. >> Right. So, just a reminder that this is for all three campuses and the amount is a little bit below $61,000. And these are for outdoor tables,
160outdoor learning spaces on those tables. >> So, any questions on this? >> Oh, go ahead. I'd like to make a motion for >> sure. There have a second. >> Second. >> All right. Any further discussion? >> All right. Move to a preferential vote. All those in favor say I. I. >> Opposed. Board vote. All those in favor say I. I. >> Opposed. Uh motion passes. Uh next contract right for the playground equipment. >> So this is a very expensive contract. However, it does fall under SEMAS which is the California multiple awards schedule. So, California CD negotiates on behalf of all the districts within California um and then approves certain types of equipment and certain types of um purchases and they're the ones that negotiate the price at a much low lower rate because they're doing
161volume of all the districts. And so this falls underneath that. And um the financial impact to us for playground equipment for all three schools is about $724,000. So quick question. Uh does this fall uh does the uh additional 724 fall under the green school yards or would this be coming out of pocket? >> Can you say it one more time? I'm sorry. >> Would the um amount um remain for us to pay? Would that fall under green schoolyards or would that come out of our pocket? >> No, that falls under green schoolard. >> Okay. Yeah. >> So no cost. So, no cost to us, but you know, we want to use the green school grant funds wisely. And so, when we can have a CAMASS contract or we can get the discount that the state
162has negotiated, we, you know, you need to jump on it. >> Okay. So, do I hear a motion? >> So, move. >> A second. >> All right. Any further discussion? Hearing none, we'll move to a preferential vote. All those in favor say I. >> I. >> Opposed. All right. Board vote. All those in favor say I. I. Opposed. >> Okay. Playground equipment and splash table. >> Yeah. So, this is very similar to uh what we talked about. Um this is an actual combination of playground equipment and splash tables uh for the cost of approximately $112,000. >> Any questions? >> This one's just for one school, right? Barbara Webster. Yeah, Barbara Webster. This is for um just for one school. Yeah, it is right there. >> The splash table is is was designed for the Barbara
163Webster project. So, >> can I ask why the splash table is only for Barbara Webster? >> They have the largest sped population. >> Okay. Thank you. >> And that's what they requested. Every school like everybody had input of what they wanted, what their theme was. >> Yeah. So that was from basically said >> imagine what you want and landscape architects presented based on what they were asking for um some ideas. So that's why there's a lot of input on this. >> Okay. So do I hear a motion? >> So moved. If no student wants to do it, >> I'll motion. >> Okay. So >> do I hear a second? >> And I'll second then. All right. So, uh, any further discussion? Hearing none, we'll move to a preferential vote. All those in favor say I.
164>> I. >> Opposed. Board vote. All those in favor say I. I. Opposed. All right. Um, motion passes. >> Next contract uh for freestanding play equipment. >> So, this is similar to the first part of the play equipment. The first play equipment, uh, playground equipment are the ones that are like I I'm sure if you've seen the one at Glen City, they're all connected together. This is more freestanding. So, this these are separate individual pieces that um we are paying for outside of the large um apparatuses that all connect together that the kids can use. >> Any questions? All right, let's move to preferential. Oh, let's uh do we have a motion to uh accept contract for the freestanding play equipment? >> So moved. >> Pinch poke. Give me coke. Um someone want to second
165that then. >> Well, it was between them two so thank you. All right. >> All right. So, uh any further discussion hearing? None. We'll move to a preferential. All those in favor say I. I. >> Uh opposed. Uh board vote. All those in favor say I. I >> I opposed. >> All right. Motion passes. Last contract uh for Green Schoolyard project. Uh the log climbing frame. >> I don't know if there's anything else to say other than it's a log climbing frame, >> right? >> Um yeah, I mean want to >> I didn't I was looking for the picture so I could describe it to you, but yes, it's a log climbing framed um apparatus. >> Any questions? They showed it to us already. >> Yeah. In their presentation, they did. >> All right. So,
166uh, do I motion to accept the contract for the log climbing frame? >> I'll make the motion. >> Second. >> I second. >> Okay. Any further discussion? Hearing none, we'll move to a preferential vote. All those in favor say I. >> I. >> Opposed. Board vote. All those in favor say I. >> I. I >> opposed. All right, there we go. >> One last contract. >> One last one. This one is not a green school's contract, but it is a seamass contract and it is for the repairing of our track, specifically the red part of our track. It's crumbling from the different uh environmental factors and it has made it unsafe for them to run track on the actual track which prevents us from having track meets at our own site. And this total to
167total cost is a little under $80,000. >> Any questions? >> Yeah. So Jeff, is this a total is it a repair or a >> it's cutting out just the red section and repouring the red section? >> It's not the entire track. It's just that one section. And I have been told by um the people who examined the track that the other colors st have stood up very well and for some reason the red and the environment it did not suit it. So, >> and then >> and if you're asking if we're going to pour red again. No. >> Yeah. >> And then the other question is um remind us please what is fund 140? >> 140 is uh the title is a special fund. It's made for special projects. Some of them are um track
168improvement. Some of it is uh school site I mean school classroom improvement and things like that. So, it's it's um we also deposit into 140 um safety credits that from our JPA to help us fund repairs that are for safety. So, I think this would qualify. So, do I hear a motion to accept a contract to repair the track? >> Some moved. >> Second. >> All right. Any discussion? Hearing none, we'll move to a preferential vote. All those in favor say I. >> I. >> Opposed. Board vote. All those in favor say I. I. Opposed. >> All right. We got the room. Okay. Uh, human resources approval of job description. College and career teacher on special assignments. >> I will invite Dr. Donnu and Mosira up to talk about this job description. And thank you
169for allowing me to be the assistant soup of education at CBO all in one one evening. So, >> you're not getting a raise. No, it brings back memories. >> Good evening, board president, board members, and superintendent Winston and audience. Um, tonight we're seeking approval for the uh college and career to teacher on special assignment job description. And I I have director Gar here to help with answering any questions you may have. >> Any questions? >> I do, but does anyone want to go first? You got it. >> All righty. So, um, first of all, I'm still really excited about the the the farm and I think about CTE and how important it is to our community and how I recall when it started many years ago and what a challenge it was and to see
170where we're at today. So without a doubt, we need to celebrate all the gains that we've been able to do and and again um director GA, thank you for your for for I mean just running uh you know as your start this year. Um couple of things I have is so what would what would a a CTSa work hours look like? >> Uh standard teacher work hours. >> Okay. So I do have concerns about that. So, because I think we need to tie in some flexibility. Um, but but that's just that's just me as as of right now >> there there would be the opportunity for flexibility. >> Okay. >> Like coming in a little bit later. We'd have to obviously make sure that we're in line with our CBA, >> right? Agreed. So, and
171then um when was our So, maybe this is for you, Dr. Donny Hugh. So, when was our CTE counselor position reduced? >> That was last year at the end of the school year. Okay. So, you can kind of see where I'm making a connection. So, we we thought that it was it needed to be reduced probably due to to budget or maybe a need. I'm not sure, but yet we're asking for a TOSA right now. Uh couple of other things, questions. Um what would be the funding source for for this this particular position, the CTE TOSA? >> So, there's a number of CTE grants where support was written in. uh we could leverage our Perkins, our K12 strong workforce program, our K16 and our C TIG. >> So, which leads me to another point regarding
172position and again I I I I just want to just throw it out there as a suggestion because I I I I can imagine the the the financial impact it would have if we hired a teacher. And I've done some research and I know that there's also CTE program support specialist. Um, not I don't know if we have someone like that in our district or or that that job title, but I am that would be a classified position. So, I'm wondering if that might do us a little bit better to maybe have a classified staff, which builds in a little bit more flexibility because you can tie it into your job description. I looked at one through uh San Bernardino uh Unified School District. Um and I I think your salary would probably change a
173little bit. Uh I I think you can require this to be maybe a Spanish-sp speakaking individual so that if you're doing outreach with parents, whatever the case may be, but it also ties in a little bit of maybe that clerical support that that could be. So what are your thoughts or comments about possibly move maybe going in that direction? Just an idea. um weren't we weren't opposed to a potential classified position. I think uh we were looking at the time frames as well and there's not a pre-existing uh job description. So we would have to take it through that process which we know can be extensive and that was part of the reason why we decided to go the certificated route. Uh there's also elements of this that certainly a classified staff member could support.
174However, the roll out of CCGI, the college and career guidance initiative, I think uh it involves some classroom instruction, which we felt would be more appropriate for a certificated staff member as well as the expansion of our AVID program. >> Appreciate that. That was that was my next question. Um, and then, um, so back in January, we looked at the the egg, uh, um, farm and and we we weren't comfortable with with the $62,000 uh, purchasing of the the irrigation. Okay. How am I going to tell you then? Uh, but we then we we looked at how it could be funded out of fund 401. That was back in January. today's presentation regarding the egg. We possibly could use some of these extra dollars to to get our egg uh program or egg our farm
175um you know on its way right with some seed money and and I'm thinking this might be in that direction. So, I'm I'm a little apprehensive thinking that if that's a direction we want to go in and and we're going to need all the dollars possible to maybe move in that direction then to hire uh a position like this. So, I'm just I I think maybe then um on the dis I'd like to have that discussion, but I do appreciate the the the Q&A. Thank you. >> Can I provide just a little bit more context for that particular decision? So we recognize that the farm roll out is going to be extensive and so our thoughts are this person can help support a lot of that work. In addition, I've been in conversations with the
176career education center. They are the uh the group through VCOE that manages the consortium where we uh apply for the K12 strong workforce program funds. Uh Anthony Moreno, Dr. Moreno has given me some advice about how to beef up our application particularly at the high school level so that we could qualify to apply individually where we're the only lead on our grant or qualify to apply through the consortium with an a focus along with uh four other schools within the group. So, uh, we are looking at acquiring funds specific to the farm, uh, needs. >> And I I think just to to kind of piggyback on that, right, because one again going back to that 11 acres of avocados, you know, it was I think estimated when it's fully growing $500,000 of of product. I
177don't want that all to go to the farm, right? But it absolutely could support our CTE programs because there is a little bit of me that's like okay like we keep on getting this funding and right now that's very popular under this governor to to provide this. What happens when the next governor comes and these workforce funds start you know drying out. So I think it's something that we need to look at to how to make sure >> component of the grant funding is for us to be able to demonstrate sustainability. So planting of the orchard and harvesting the avocadoados would be a key component of potentially acquiring those funds, >> right? And if it's all integrated into the CTS like we were talking about, like you had cyber security out there and engineering and
178maybe we eventually have a business, you know, an entrepreneurial uh CPT along with the agricultural um the a sense, but that's going to take work. So and and right now as I understand it this this is required within the grants that we have or it was written into the budget >> written into grants this level of support. >> So repeat that. Is it h does it have to be a teacher for for the grant or can it be uh classified? Because I'm just looking at what we had before there was assistance. I don't know what her title was within uh the CT director at a few years back but I know that person was like provided part-time to CTE and part-time to another director and it's important that their hours are flexible without doing overtime.
179So whether their start time is at noon to 8, there's field trips, there's just so many things that happen even on weekends as well for several of CTE, competitions, um human services, everybody has uh different competitions or places they go. So I don't want to be paying this person overtime. Um or whether it could be rolled into as a stipen similar to I think what we do for the other So without it being written on the description or the central I I just I have a problem with it for it to be a teacher. >> Um within the contract uh we did uh put in some language last year. I can't remember if it's actually in the CBA or inou but we did put in some comp time language. So, um the ability that gives
180us the ability to have some flexible hours with certificated staff. Um if they have the approval of their supervisor ahead of time, they're able to, you know, some days come in a little later um because, you know, they stayed a little later that another time and kind of flex their hours that way. So, that's a way that we um did incorporate some language so that we can have some flexibility. I also just want to highlight that this is K12 support. So, it's not just for secondary. And we were strategic with the job description because we really want this person to be able to support our AVID program K12. Tonight, uh the board approved Thank you. uh bringing on multiple elementary schools to our AVID uh uh college readiness system, which is a significant investment. And
181so, we would like for this person to be able to support those endeavors as well. And then Dr. Donghue for our TOSA position, right? If it doesn't work out, we can always remove the TOSA position um the following year, right? Or >> Yes, that's that's correct. If we decide that the position is not appropriate or if funding runs out um that it's a teaching position and the person would get um a March 15th notice um letting them well, not even a March 15th notice because it's a teaching position. They just went back to the classroom to the classroom. >> I mean, it's special assignment. >> Yes. >> For a reason, right? So theoretically we can see if this works out. We can see if we if support staff is actually needed for the career and
182technical fields. Um and we can just evaluate this person's performance whether or not because there's a lot of big ticket items on there like meeting with the workforce development boards providing coordination for our AVID tutors so we can evaluate whether or not we need a TOSA or more of a classified personnel. >> So we consider AVID a CTE. It's not exclusive to CTE. However, CTE does have the college and career focus. So, AVID it we we are aligning it along with our CTE program. So, for example, we have some of our CTE teachers who are planning to attend the AVID summer institute and get trained. AVID has an entire strand focused on CTE. So, again, I think we tal we heard Dr. Rice talk about that alignment within our our strategic plans, our goals, our
183LCAP, and that's what we're trying to do here as well. >> Dr. Donahghue, can you help me understand a little bit about comp time? I understand the concept of it. You you work a little extra, so then you take some time off. Uh is the contract detailed or is it do you have information on is it time and a half earned or is it just hour for hour? >> It's just hour for hour. So if you if they stayed um you know a couple hours late in the evening you know they could uh use there is a limit to how much time can be used uh to make up that comp time but um they can take come in a little bit later like another day. >> Okay. And I'm not asking for any specific
184examples of, but have you seen comp time being used uh recently? Maybe I would just say within the school year. >> Uh yes, our uh I know that counselors use comp time a lot. They frequently stay um after work for uh evening events for parent outreach events. And so they will um work the schedule out ahead of time with the uh administrator, let them know, I'm going to leave a little earlier this day or come in a little later this day. So it's not always leaving I mean coming early can be sometimes leaving a little earlier depending on on the day and the activity. >> And and this is why I do have a problem with it is because I'm a teacher. If I have to stay late for parent conferences, there's no comp time.
185It's just part of the duties. if I have to stay late for um you know uh open house or any of evening events, there's no comp time. It's just it's part of the duty. So I I I'm I'm I'm thinking that you know this could be a recording nightmare for you, Director Gara, if you're having to monitor comp time. Uh I've been around long enough where I remember when comp time was eliminated because it was abused. So, because I do see where we're this particular individual uh whether it's classified or or certificated is going to have to work some long hours uh and it's going to have to drive all the way to uh to Port Wayne for for an event. They're going to have to drive to Veco for for an event. Um, and
186and I just want to make sure we're thinking this out entirely that we're we're not going to get in a budget uh crunch because I I I just got to make sure that that one that we are, you know, spending the money wisely within the budget and that it's not impeding onto another budget. So that it's kind of what I'm thinking. And we mostly um just use this for um you know the counselors towards the end of the year they have multiple events every night especially in the high school level. So it's um mostly used for so back to school night and um other like once a year events are usually worked in part of the contract that's normal normal teaching hours but um there's at the high school level there's a ton of events
187at the end of the year and they have to stay late pretty late for regularly for at least the last month and so that's when we are looking at like something like comp time so it's not just like an hour here or anything it's it's regularly staying later into the evening. >> That's my point because many of our programs are after hours. They're your seventh period or they're your zero period programs. So, this person would have to be flexible. And if it's a if it's a a a teacher um oriented schedule, I think you're you're you're I think we're tying our hands with with that. That's just my my interpretation of when you stay within that that uh um within the the the teacher workday I get think is probably the best way to say
188it. So that's my that's one of my reservations. I mean, obviously it's dollars, but but then then if it translates into comp time, hour to hour because CTE is not 8:30 to to three or, you know, two whatever time the kids are getting out nowadays at 3 3:25. Um, I I just worry about that. So, that's kind of what I'm asking my my board is is uh maybe we need to revisit and maybe ask for more information on on classified, but that's kind of where I'm at right now. >> Well, but aren't there downsides for it being classified, too? Like, I mean, how does it how do we get how do I mean, how do we get over that overtime there? like if they're spending extra hours. I mean, I I I'm not 100% sure
189that just because it's a classified position, then well, then they're going to work whenever they want to work to because I mean, let's look let's be honest. Let's look at our outreach, right? I mean, how are we negotiating those hours there, you know? >> So, can you answer that because that's a good point. What I understand is that you you you build in flexibility um work schedule. Some of it is flexibility and some of it's or they do come in later. So for instance, some will say, "Okay, on Tuesdays and Thursdays, I'm not going to report till 12:00 noon and then that I I'll be working from 12:00 noon on on those two days." Um or you know, so there could be a combination of both. special circumstances will come up and and they'll you
190know know they have to do something tomorrow and tell their admin and admin says okay come in a little later and work your full shift. um you know so there's a combination of previously agreed upon days that they're staying late and also that special occasion that would happen and >> and that's my point but I with a teacher salary schedule you don't get that you're not going to get that but with classified I think uh uh m uh superintendent Weinstein just confirmed that that's a possibility >> I have to say we would have to go back to the table with CSEA a renegotiate the job description, have it go through the merit system of the personnel commission and things like that. >> Well, then what happens if the money runs out there? >> What happens
191if the money runs out on the classified side? Don't we have to >> reduction in workforce at that point? >> Reduction of workforce, >> right? And we got to go through that process as opposed to >> do the same with >> No, you wouldn't. If it was a TOSSA, you'd send it back to the classroom. But at the same time, if it's written in the description that it's via a grant, if that grant goes away, we don't have the funds and that position goes away. >> Unless it's unless you hire it as a temporary a position, you don't. >> No, I'm I'm referring to >> a classified, but you'd have to move. >> It's a classified. Am I correct? If you write the job description that it's only funding through a grant, >> I would
192have to confirm, but I do believe it's the same. you do need to u if you post that the job is a grant-f funded position. I do believe that once the position the grant the funding has there's no more funding then the position can be um eliminated. >> I know for the college it's like that because my son had a job that it was grant funded and as soon as it was done they were done. Josh Roy, I think you you're you are correct though in the concept that if it's not written up front that way, then it's very difficult to enforce something like that and you have to do a reduction in force. >> I would just want that to come back with our answers. If things are not certain, I'm not ready to
193support this. It's a great and I believe we need it, but just our options and what we're looking at pay and making sure that it is a grant funded position, especially since we're short like 3.5 million that we just >> but that that wouldn't impact that like this isn't going to nothing we do whether it's classified or certificated is going to impact on this because this is all coming from grant funding like so I don't know how that's that factors in >> I I I can prove that it would factor in if we are exercising comp time time off that that's going to and mileage that's going to have to come out of um general funds, right? That doesn't come out of the grant. >> Comp time's not paid. I'm sorry. I don't No, I
194do. Yeah. No, I get it. >> It's the same thing as classified where they would come in a little bit late if they stayed late in the evening and or they could leave earlier if they >> see. That's not how comp time works. I I I I I I and I understand where you're going. Uh in a classified, it's an adjusted schedule. That's not comp time. In a certificated position, it's time away from the job. They're going to be putting it in another position. But you're you're you're talking about I'm looking at it from this perspective. There's a lot of time that that this TOSA would have to spend a lot of hours a after 325 or whatever the contracted workday is and that's going to be a recording nightmare, you know, just keeping on
195track of that. So, but but but that's where I'm at. So, >> we could also look at um reshifting the hours for the TOSA position. Um we have done that with other positions. So, uh intervention positions before. Um, that's something that could also be done. >> Would that have to be done at this point with the approval of the job description? >> No. >> All right. So, it's not going to affect the job description. >> No, the job description will will be the same. Um, we'd have to just uh it' be in the posting. It be we'd have to go through the negotiations, but then we could put it in the posting. I do want to vouch for a second. Um, you know, I know all of our staff, both classified and certificated, are incredibly
196hardworking. And I know that many of our, uh, teachers, especially at the secondary level, are putting in hours far above and beyond what they are, you know, contractually required to do. And I feel very confident that we could recruit uh someone who uh embodies those those uh those beliefs about uh getting the work done and uh really making it something that uh you know it's not necessarily the 745 to to 250 or whatever the contractual hours are. So, um, someone who's interested in this position is is very likely going to understand that there are going to be times where, uh, we have an evening advisory board meeting that they need to be at or we need to go and attend an event at VCOE. So, um, I feel confident, uh, either bargaining unit uh, member
197could satisfy those tasks. and >> this person has to be an extension of you and that and and I I know how busy you are, Melissa. So, that's why I'm saying I I want I want you to have the support. I really really do. I just want to make sure that you're not going to be hitting the wall because of language because I know it happens. I'm I've been around long enough to know that it happens. If I do this, this is what I expect in return. I I I'm I'm glad that you're you have optimism and I love it. >> Yeah. And uh but you know, >> thank you. >> I I you know, I worry about what because I can see kind of a direction, right? So when you look at the essential
198duties, what would you have to eliminate if it was a certificate or a classified staff member, right? um support the development and implementation of college and career pathways. Is that a classified duty? Collaborating with counselors and administrators and teachers, is that a classified duty? Is supporting the counseling department with the implementation of CCGI? Is that a classified duty? Like I'm not seeing where this is just interchangeable between, you know, one unit or another. like you're talking about a completely different job description and you're trying to get that flexibility which I get. >> No, I get but it's like I see those as a director's position of Melissa Mrs. responsibilities to assist or where where that person needs to do some >> paperwork um coordinating scheduling meaning I mean I know that when I have to
199do clerical work instead of working on projects it could take 50% of my time so you need somebody to do all of that scheduling and phone calls and followup things and creating things so when I look at those I just say supporting the director so I can see how you can totally change the description and and see both hand in hand. >> But it would be a different position. Like that's the thing. If you're looking for someone who's doing 50 a position that's doing 50% clerical, then sure. Right. But I don't see what this that that's what this is. >> But when we created the director positions for CTE, those were the responsibilities of that director as well. So that's where I'm coming from where create another position. And >> but that's not the only
200thing that the cleric director does. No, >> right. I mean, and this is already built into those grants. >> Yeah. And, you know, coming from my position working within the the workforce development boards, you really do need someone that can perform these these duties. You know, we are investing a lot of money in these programs and we want them to be successful, right? So, we really do need someone that's dedicated and can complete these job duties. you know, if we enter bargaining with CSEA and you know, some of those things have to go away, well, then that weakens our opportunity within within our CTE and our college readiness programs. So, that's my biggest concern is I'm willing to make the investment because we've already invested a lot of money into these programs and I'm not
201willing to back away so easily. If I can add one thing here, uh I understand I don't vote on this. Uh I do just want to say though, I I love the TOES position. I love the flexibility of it being certificated or classified. I'm sorry. Yes. Um, however, I think my only concern with the comm time would be, as previously mentioned, the outreach portion because as we've seen with previous board reports, outreach hasn't really been the best. We still see grades on the decline. So I think my only concern with this just as an observer is how would the outreach of this toast be affected by the comp time. All right. So let's uh see is there a motion? >> So moved. >> And is there a second? I'll second. Um let's move to uh
202roll call. So, Trusty Futos, >> no. >> Trusty Oo, >> no. >> Trusty Ramos, >> yes. >> Trusty Sandaval, yes. All right. All right. Let us move on to the consent calendar. Uh, 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. Do I hear a motion? >> So moved. >> I'll second. >> All right. Any discussion? All right. We'll move to a vote. All those in favor say I. >> I. Opposed. >> All right. Um board member Ber comments. Trusty Gonzalez. >> Um I would like to add on or not to add on. Um I'd like to um emphasize Blanchard. I had the privilege of being
203asked by Bianca Lopez to speak at Beagle Live, which is almost like Condor Isel's advisory live um uh to their students on autism awareness um which is April 2nd. I was asked to share some of my experiences but then also to challenge the students to the students and the staff to um be extra to not just be extra kind but to change their actions into becoming a more inclusive space. Um, and the main thing I wanted to emphasize and highlight to all the teachers is to make your classroom like a home. Uh, that is something that I've noticed for a lot of special education students. That's something I've noticed in my home being raised in a loving environment with my mother, my grandmother, my grandfather. I was always felt at home. So, in celebration of
204Autism Day coming up, I believe this April 2nd, uh, I'd like to invite everybody out there, including the teachers, to make your classroom, make your environment, make your surroundings, make your friends feel like they're at home. Give them the love, the support, and the kindness that they need to succeed. Um, happy evil hated World Down Syndrome Day. Um, I love seeing that. I when I was walking around the high school, I loved seeing the support of Down Syndrome. saw so many people were wearing yellow, they were wearing blue, they had crazy socks on. It warmed my heart to see how well that was going. And I would like to invite and encourage every school in every district, especially in our district and in VCOE, to celebrate that and to celebrate and encourage difference. That's all
205I have. >> Trusty MCA. Um, I would just like to wish everyone a happy spring break and I don't have any other comments. >> All right, Trusty Fru. >> Yeah, I just want to thank the the staff for all the hard work that they do. Uh, please know I I I want to see the support in our CTE program. So, I'm going to go ahead and ask uh Jeff if you would please for future board item. Maybe explore a revised job description. Maybe look at what classified could get you. Maybe it might be there might be a better savings. Um I I I maybe looking at uh a revised job description for for the certificated uh uh CTE position, the TOSA position. so that we could have that flexibility. I just I just want to
206make sure that we get the support. Uh I mean, here we are in March and we're hoping maybe to have this position in in August. So, I think there's time. Okay. I don't want to lose any light on it and I really do appreciate my colleagues for for um further discussion. I I know we're not in in a 100% agreement, but I bet we're pretty close to to to 90%. I I I do feel that way, but uh but if if you can work on that, um Superintendent Weinstein, that would be be awesome. Uh and I know that puts a little bit on personnel commission and and so on. Um and then finally, I just want to say, yeah, uh two weeks of spring break. Um please, uh spend your time with family, loved ones,
207get some rest. Uh I we all know that uh that we need it. So um happy spring break, Paul. Just again, thank you to staff for their wonderful presentations. Um, it was wonderful to hear Barbara Webster and the great things that they're doing. Um, I'm even though by me voting note today, I am a true believer in the CTE program and I just not comfortable with the current information received if we have more options. So hopefully, you know, gain a little bit more information um on the two options as Trusty Futtos mentioned. Um, I would want this to move forward and a little more explanation on how we would fund this. um and making sure that if it doesn't work or the grant or the the grant ends that we end that position or find
208other funds to uh to continue it. um because I think all our students benefit from our CTE program and um happy spring break and again I'm looking forward to the groundbreaking for our green schoolyards and uh Mr. Weinstein are student trustees if are they al can they also be invited to the groundbreaking if they are available because it looks like it's at 8 8 a.m. for a photo. Not sure. >> Yeah, that would be at we're going to send out a revised by the way a revised invitation that actually lists the groundbreaking at each of the schools because basically the invitation right now says 8 a.m. at Barbara Webster but it doesn't have a time for the other schools. So, um that'll be revised out. We'll make sure that the board the uh student trustees
209get an invitation. >> So I believe they have school that day. So hopefully >> I'll write them a note. >> They can at least go to they can at least go to one. But this is just amazing. >> That's all I have for tonight. >> Sh. >> Yeah. Happy board meeting everyone. Look out for those next LCAP meetings. They should be fun. They should be engaging. Let us hear your opinion. Um, but as always, you know, I guess I'm like the safety guy. So, if I can just have more information maybe in a board update or in a presentation on how we're encouraging our parents to, you know, exercise safety with our students when it comes to on the road or when it comes to the online world uh world. You know, I'm so sorry
210to put this on you, on anyone whose job is this is, but you know, I've seen a lot of school districts like doing outreach, teaching kids on how to be safe online, you know, through um through popular issues that are like sextortion, AI, um and making sure that they're mentally, you know, equipped to handle this summer because, you know, with a lot of with a lot of a lot of crazy things happening in our world, you know, we got to refocus ourselves on our children and what problems they're facing in terms of the anxiety they're seeing online that comes to life. All right. And for me, uh, today I went to the Bedell Wellness Center grand opening, which was great. You know, we're, uh, one more down, right? So, one just one more to go.
211One more to go. So, uh, good to see that. And, and again, just to reiterate that, uh, because we won't see people until April 22nd. That is our next board meeting. So that uh green school's um groundbreaking will be on uh Friday the the 17th. So you we won't be able to announce it. Other than that, hopefully we'll get it through Parent Square though at least. Um so and that'll be great to see that project moving. So all right, other than that um thank you everybody and we will return at uh 8:56. Yeah. Hey. Hey.