001Huh? Hey. Hey. Fall away. mother. Huh? Fall away. Hey. Hey. Hey. Fall away. Fall down. I'm calling this meeting to order at 4:30. Is there any public comment for close session? There is none. So, we will adjourn to close session at 4:30. Happy birthday. Hey, hey, hey. Heat. Heat. 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. Crisscross. Cha cha real smooth. >> Oh, there we go. Let's see. Warm up, Chris. >> When you do ASB, you're
002going 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 here doing lunch, nutrition before like in the morning and just come cool down, hang out with your friends. There's I used to be a woman here last year. avoid it. Good job. I love you. Heat. Hey, Heat. Heat. Heat. Good morning. Good morning. Good morning. That's super rancher. >> 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. Make it really simple. Um, and I just wanted to welcome you guys here. Right foot two steps, left foot, two steps, crissross. Cha shot restful. >>
003Oh, 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 cool down, hang out with your friends. Um, I used to be a learner last year. go. Hey, hey, hey. Good morning. Good morning. Good morning. Billy, >> 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.
004Crissross. Sha wrist move. >> 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 cool down, hang out with your friends. There's um I used to be a lot here last year. avoid it. Heat. Heat. Good morning. Good morning. Good morning. That's super rancher. >> 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. Make it really simple. Um, and I just wanted to welcome you guys here. Right
005foot 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 in lunch, nutrition before like in the morning and just come cool down, hang out with your friends. There's um I used to be a learner last year. Avoid go. Yeah. Heat. Heat. Heat. Good morning. Good morning. Good morning. city. >> Where's Patel? >> That's super. >> 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.
006Um, and I just wanted to welcome you guys here. >> Right foot two steps, left foot, two steps. Crisscross cha. 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 or you can come here lunch, nutrition before like in the morning and you just come down, hang out with your friends. There's um I used to be a honest here last year. Good job. Heat. Heat. Hey, hey, hey. Good morning. Good morning. Good morning. city. >> Where's >> That's super. >> Where's Rancher? >> How about Grace? >> All right, I just wanted to step in real quick. My name is Dr.
007Jenkins. Most of the students just call me Dr. J. Make it really simple. Um, and I just want to do both of you guys here. >> Right foot two steps, left foot, two steps, crissross, 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 or you can come in lunch, nutrition before like in the morning and just come cool down, hang out with your friends. There's um I used to be a lot here last year. Avoid go. Heat. Hey, hey. Heat. Heat. Good morning. Good morning. Good morning. >> City. Where's Pelle? >> That's super. >> All right.
008I 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. 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 you just come pull down, hang out with your friends. Um, I used to be a honest here last year. Go. Heat. Hey, Heat. Good morning. Good morning. Good morning. That's super. >> All
009right, 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 want to give both of you guys here. Right foot two steps, left foot, two steps, crissross. this move. >> 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 a hard time or you can come in lunch, nutrition before like in the morning and just come cool down, hang out with your friends. There's um I used to be a woman here last year. Avoid Good job. Heat. Heat. Hey, hey, hey. Good morning.
010Good morning. Good morning. >> City. >> Where's Super We love >> Blanchard 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 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 morning and just come cool down, hang out with your friends. Um, I used to be a honest here last
011year. Good job. Heat. Heat. Good morning. Good morning. Good morning. city. >> Where's >> 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 want to do both of 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 a hard time or you can come in lunch, nutrition before like in the morning and just come
012down, hang out with your friends. There's um I used to be a learn here last year. Avoid Hey, hey, hey. Heat. Heat. Heat. Heat. Good morning. Good morning. Good morning. >> City. >> Where's Patel? >> That's super. Where's Blancher? >> Hi, Bob 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 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
013you can come in 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. go. Hey, hey, hey. Heat. Heat. Good morning. Good morning. Good morning. >> City. City. Where's >> 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 want to do both of 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
014skills. Um, our wellness center is basically a place where if you guys are having a 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. Go. Heat. Heat. Yellow. Hey, man. Heat. Heat. 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, crisscross. 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
015from 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 here during lunch, nutrition before like in the morning and just come cool down, hang out with your friends. There's um I used to be a learners here last year. go. Hey, hey, hey. Heat. Hey. Hey. Hey. Good morning. Good morning. Good morning. city. >> Where's >> 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
016go. 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 cool down, hang out with your friends. There's um I used to be a learn here last year. Go. Good job. Hello. Hey, hey, hey. Hey. Hey. Hey. Good morning. Good morning. Good morning. City. >> Where's Fidel? >> That's super. >> Where's Blanchard? >> 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
017to welcome you guys here. >> Right foot two steps, left foot, two steps. Crissross. Cha cha. >> 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 or you can come in 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. go. Heat. Heat. Hey. Hey. Hey. Heat. Heat. Good morning. Good morning. Good morning. Where's >> 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
018just 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. 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 pull down, hang out with your friends. There's I used to be a tear that boys. Congratulations. Hey, hey, hey. Heat. Heat. Heat. Good morning. Good morning. Good morning. >> City. >> Where's Patel? >> That's super. >> Where's Patrick? How about Grace? >> All right, I just
019wanted 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. 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 morning and just come cool down, hang out with your friends. Um, I used to be a honest here last year. Go. Heat. Hey, hey, hey. Heat. Heat. N. Good morning. Good morning. Good morning. City Billy. >> Where's Patel? >> That's super.
020>> 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 circles. 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 cool down, hang out with your friends. There's um I used to be a peer last year. go. Heat.
021Heat. Good morning. Good morning. Good morning. city. >> Where's >> 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 a hard time or you can come in lunch, nutrition before like in the morning and just come cool down, hang out with your
022friends. Um, I used to be a learnist here last year. Avoid go. Yeah. Heat. Heat. N. Heat. Heat. Good morning. Good morning. Good morning. city. >> Where's Patel? >> That's super. >> 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. Crisscross cha. 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
023like in the morning and just come cool down, hang out with your friends. There's um I used to be a peer last year. avoid it. There we go. Hey, hey, hey. Hey, hey, hey. Good morning. Good morning. Good morning. >> City. >> Where's Bill? That's super rancher. >> 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. Um, our wellness center is
024basically a place where if you guys are having a hard time or you can come in lunch, nutrition before like in the morning and just come cool down, hang out with your friends. Um, I used to be a learnist here last year. Avoid go. Yeah. Heat. Heat. Heat. Good morning. Good morning. Good morning. city. >> Where's Patel? >> That's super. >> 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. Stretch. >> When you do ASB, you're going to have to learn
025from 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 down, hang out with your friends. There's um I used to be a lot here last year. Avoid me. Go. Heat. Heat. Heat. Heat. Heat. Good morning. Good morning. Good morning. city. >> Where's Blanchard? >> 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. 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
026ASB, 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 morning and just come cool down, hang out with your friends. There's um I used to be a cheer last year. avoid Heat. Hey, Heat. Heat. Heat. I don't know. Heat. Heat. Good morning. Good morning. Good morning. Where's Patel? >> That's super. >> 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
027cha. 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 or you can come here lunch nutrition before like in the morning and just come down, hang out with your friends. Um, I used to be a honest here last year. like down. Calling us back into open session at 6:24. four and uh roll call. Trustee Gonzalez >> present. >> Trustee Torres >> here. >> Trusty Mana is absent today. Trustee Frutos >> here. >> Trustee Kumazawa >> here. >> Trustee Aoyo >> present. >> Trustee Ramir Ramos >> here. >> Rodriguez I tried to put them all together. Uh
028Trusty Sandaval is here partially. All right, reporting out from close session. Bear with me. We had a lot of action. So, for expulsion case uh 2025.11 uh education code violations uh 48900A1 uh A2 A1A uh 4891 A1A uh B1 and B2. Board member FTOS made a motion to expel the remainder of the school year in the fall semester but suspend the expulsion. It was seconded by Aoyo. The vote was 50-0 on expulsion case 2512. Education code violations uh 48900A1 and A2 48915A1A uh B2 B1 board member A Royal uh motioned to expel the remainder of this academic year and fall of next year but suspend the expulsion was seconded by Ramos with a vote of 5-0. Expulsion case 202513 education code violations 48900 A1 and A2 48915A1A B1 and B2 board member Frutos motion to
029expel the remainder of this school year and the fall of next year but suspend the expulsion that was seconded by trustee Kumazawa uh with a vote of 50-0 re resolution 25 uh 2025 202616 public employee discipline dismissal release uh government code uh 54957 resolution regarding release of temporary certificated employees. Following motions were made, right? Um the motion was made by Trustee Ramos with a second by Trustee Kumazawa with a vote of 4 Z with one absent. Resolution 252617 public employee discipline dismissal release GC 5 A uh 54957 resolution regarding non-reelection of certificated probationary employees. The following motion was made uh by Trusty Frutos with a second by Trusty Ram Ramos with a vote of 4 Z1 absent. Resolution 252618 public employee discipline dismissal release government code 459 uh 57 resolution of non-reelection and release of
030probationary administrative position and realign of to a teaching position. The motion was made by trusty Ramos with a second by Sandival with a vote of 40 with one absent. And finally, resolution uh 2025 2026 20 public employee discipline dismissal release government code 54957 resolution of release and reassignment of certificated administrative employee. Uh the motion was made with an amendment right to clause five that changed will to may. The motion was made by uh trustee Kumazawa with a second by trustee Ramos with a vote of 41. All right. Can we all stand for the pledge of allegiance? All right. Approval of the agenda. Do I hear a motion? >> I moved. >> I'll second it. >> All right. Any discussion? Hearing none. We'll move to preferential vote. All those in favor say I. >> I. >>
031Opposed. Uh board vote. All those in favor say I. >> Yes. >> I. Any nays? None. Motion passes. All right. Student board member reports. Trusty Gonzalez. >> Thank you. Uh tonight I will begin my report with the Isbel Academy of College and Careers. Uh at Isbel spring sports continue. Isbel hosted the 2026 Middle School Wrestling League takedown tournaments on Thursday, March 5th. Girls and boys soccer will play their first game on March 18th. And boys volleyball will play their first game on March 19th. for the Isbel Mock trial team. Mock trial competed at the Ventura County Championships. Bisa Gomez won third place for best defense attorney. Estabanario Martinez won third place for best witness to Morrison. And Isbel also won the sportsmanship award for the fourth year in a row. Moving on to now Mesa,
032which stands for mathematics, engineering, science, achievement. It is a program hosted by UCSB. Mesa competed at their national competition at UCSB on Friday at February 28th. Lucia Minat and Guan Carlo Vargas won first place for their cargo glider design. Uh Isbel's students also toured the campus and visited the Reef Center. Uh also going on at Isbel right now is registration for high school. So, Santa Paula High School visited Isbel on March 3rd and 5th to register current eighth graders for their freshman year at Santa Paula High School. Counselors visited history classes and were excited to show the future Cardinals the pathways and CTE classes that they could take at the high school. Uh, also we had incoming seventh graders visit Isbel's campus. Sixth grade students from Grey Still, Bedell, and Blancard visited Isbel uh on
033Monday, March 9th. students coured the campus and were given a presentation by ASB students and their adviser Mr. Lopez and teacher particip teachers participated in a dance battle while students ask questions about prizes. Uh that is all we have for this week for Isbel. Moving on to Glenn City. They had a schoolwide Dr. Seuss reading weekly challenge. Classrooms participated in a fun weekly challenge conducted via Grizzly Live where they competed by guessing specific lines that were read around by school staff from GL Classic Dr. Seuss books. Winning classrooms received a limited edition Dr. Seuss book for their class library. They had a 100% schoolwide participation and students and staff thoroughly enjoyed the Dr. Seuss reading challenge. And also um in previous weeks they had their reading across America um campaign. So in some of their
034um in some of their classrooms they had guest speakers read to younger kids. They read picture books, they read story books and they read stories in order to celebrate and promote reading across America. In order of read across America, they welcomed several community partners and district special guests to Glenn City who visited classrooms throughout the week to reach students. Uh this also included the superintendent of schools, Dr. Cesaro Bales, police officers from the Santa Paula Police Department, and some members from the school board. Finally, for Blanchard this week, they are writing they're I'm sorry, they are launching a new campaign. Instead of read across America, they're um launching Read Across Blanchard. Blanchard has extended the oneweek celebration of Read Across America into a a monthlong reading engagement through March Book Madness. This national competition features
035upper and lower grade books and introduces students to new literature while connecting them with schools across the countries in March Madness style bracket format. Each week, their librarian, Julia Barios, reads two brand new books that go head-to-head in brackets similar to the college basketball March Madness. Students participate by voting as the com competition progress towards the championship round. They are currently in the Elite 8. Through this activity, they have been able to celebrate and highlight their students love and joy of reading while collecting their connecting their learning community with others across the nation. Finally, um Mr. Walker reports that um Santa Paul High School athletics are going well, but there are no specific events to report. That is all we have for tonight. >> All right, Trusty Torres. >> Good evening. Starting with Mckvitt. Last
036week, Mckvitt celebrated ReadAcross America with the spirit week. Guest readers visited classrooms to share their favorite books and help promote the love of reading. McKvitt would like to give a big thank you to Dr. Sandaval and the Santa Paula Police Department for visiting Mckvitt and serving as guest readers. Fifth grade students have been busy working with the youth cinema project and are currently filming their short films. Next week, Mckvitt will be holding their parent teacher conferences. Moving on to Grace. Last week, Phil had an amazing time celebrating ReadAcross America in honor of Dr. Seuss. They kicked off the week with special guest readers from dis from district leadership and members of our community. One of the highlights was Donuts with grown-ups where parents and guardians join their children for a lunch for a special lunch
037sharing a a favorite book and enjoying sweet treats together. Next week during parent teacher conferences, they will be hosting their annual spring book fair. They hope to see you all there. Lastly, Renaissance High School. Last Friday, Renaissance High School hosted the Ventura County Office of Education Compass Compassionate Leadership Summit. Students from both Renaissance High School and Independent Studies are also looking forward to an upcoming study trip to Santa Cruz Island. Both Renaissance High School and Independent Studies have successfully completed the ELPAC testing window. Next week, both schools will begin CASP testing. Lastly, Renaissance High School hosted two night success sessions last week and will have two more this week. They will also be hosting a Saturday school on the 14th. That is all I have to report for you. >> Right. Trustee Fras. >> I
038have nothing to report. >> Trustee Kumazawa. >> Uh yeah, just some brief comments. So we had a a budget committee a couple weeks ago. Um I won't go too much into detail because I know there's a presentation tonight. I don't want to steal anybody's thunder, but um yeah, I also just want to reiterate too, look, it's it's no secret that school districts are just facing tough challenges fiscally. Not just our district, it's every district across the state, every district across the country. And so when you have a committee like a budget committee in a environment like this, we're going to talk about tough things. And so I just again want to emphasize that you know anything that's discussed in that committee their ideas we're addressing hard situations hard facts and you know it doesn't mean
039that something that we talk about in that committee is going to happen. It's always going to be you know at this board and in this public forum. So um just want to make that comment and you know just acknowledge too we we recognize all the hard work and you know all the good work you know that everybody's doing. Um, but it is a tough time. So, thank you, >> Trusty Aoyo. >> Just piggybacking on Trusty Kamazawa. I'm also on the budget committee. I completely forgotten that. That was almost two weeks ago from the meeting on Thursday. Um, but one thing I just wanted to make public is that working well Kumazawa too working in a government entity as our daytime jobs. Um, I feel that sometimes staff can be great insiders as to suggestions as
040to what we could do differently to be more frugal. So, I encourage everyone to and parents to email us with idea suggestions or a phone call if you don't want to put it in writing. Um, but I I don't always pick up my phone, but I do look at texts eventually after work or lunch or breaks. um or share with your principles or other administrators any suggestions you may have or actually directly to Lori and and her staff. So I just want to make that public for every year. I think it's important for everybody to give their two cents. That's all I have to report. >> All right, Trusty Ramos. >> Nothing to report. >> Okay. Um I will report we had a strategic planning meeting uh this afternoon and we talked about what our
041next steps are going to be uh I was uh informed about the the strategic plan road show um and that it is being wellreceived right so uh as we've got a couple more um sites to go but it's a start right it's a start to introduce the the staff the district right uh what we're thinking and so we're going to be is starting to revise it already for next year um because this year is pretty much done. So looking forward to all the work that we're doing there. So and also I just wanted to acknowledge that did all kind of have a joint meeting at the or committee meeting with the joint meeting with the council on uh March the 2nd. Um which I I think was a really good opportunity for us to to
042kind of share what each other is doing. Um, so it's I've been hearing really good things about it. Other people that are like from other cities that are like, "How did you do it?" You know, uh, so that was great to hear. So, all right. Um, are there any public comments? Move to that. None. All right. So, let's move right on to our presentations. We got a few. The Santa Paul Art Museum Partnership Update. If you guys could come to the podium, please. want to make sure I introduce our wonderful partners. So, they're get get to give you a brief presentation of all the work that they have been doing with our Aspire students um after school. So, >> hello everyone. Thank you for this uh opportunity to speak. Um my name is Gabriel East.
043I'm the curator of creativity at the Santa Paula Art Museum and I oversee the Aspire program as well as all of our school engagement programs. Um Janice Allen, our museum educator, was uh going to be accompanying me today. However, she did uh have an emergency to deal with. So um on very short notice, our supervisor of the Aspire program was able to join me today. So this is Haya Kusk and she will be talking to the curriculum um for our slideshow. So, uh, I wanted to kind of, uh, zoom out, if you will, and just, uh, let you know kind of briefly how this all got started. Um, Blanchard Elementary School actually, uh, kickstarted all of our school engagement programs by reaching out to us last year directly, um, through their efforts to bring art
044programming to their academy. And that, uh, kickstarted um, a whole lot of growth here at the Santa Paul Art Museum. We never did school engagement programs uh, during or after school. And uh today we are offing offering various programs including the Aspire after school program. We have many during the school programs. Uh our most popular is called Mexican folk and traditional art where we go into the classroom. We are currently serving uh two sites with the Santa Paul school district and three uh sites with the Ventura school district. We also have a museum curriculum um program. Uh we have family art nights at the Cole Creativity Center uh next to the Santa Paul Art Museum and professional artist show and tells. Um we're serving roughly 4,000 students within all of those programs. Um so moving
045on to Aspire, I just want to kind of briefly overview what we are doing with the Aspire. We do serve six sites, six elementary schools within the Santa Paul school district. Uh it's roughly 630 students uh over 37 weeks for this year. Uh each site receives lessons in six art mediums, one medium a week. After six weeks, when each medium has been taught, uh the second project will begin for another six week cycle. Uh so that's kind of the the overview. So we do have various mediums that we're going to touch up on. And uh I'm going to go ahead and start the slideshow here and hand over the mic to Haya Cusk. She's our supervisor. >> Hello everybody. Thanks for having me. >> Okay, so for our crafts, >> can you lower the mic
046just a little bit just so that >> everybody online can hear? Thank you. >> All right, so for our crafts, we have um we use um various materials. Um this project in is a popup card that we um a project that we designed. Um it was mainly to focus on teaching um the kids how uh depth of field um which would be um foreground, middleground and background as well as introducing them to the difference between threedimensional and two-dimensional. And then we have our painting um curriculum, which in this picture it's our space paintings. And that's kind of teaching them how to um use non-traditional um materials and create their own tools to paint. Um focusing on learning texture um and um starting to learn about composition. We also have a clay curriculum. In this photo,
047we have both aird dry clay and salt dough. Um both uh really focus on um tactile experience. Um the salt dough was about uh the the actual process of making the material because they had they mixed their own salt dough. So they got to to learn measurement and along with that and adding color. We have a fiber arts curriculum. In this photo it's a woven basket. Um and uh we also made some birds that are stitched together with yarn. So they learn about um basic stitches like a blanket stitch and a running stitch. And they get to use a a needle. It's a safety needle so they don't hurt themselves, but they learn what threading a needle is and how to use it. Also, introduction to graphic design because they design their own patterns on
048the birds. And we have drawing. This project was a focus on composition um balance including balance and um the line quality. They were working from a light an object and an observation. So they learned um also using the pressure how much pressure to use um that's affects line quality. Print making. We have a print making curriculum. In this case it was a rubbing um they texture rubbing. So they learn about texture and how that can create um a visual interest in the background or um also just getting them to understand that you know things it might be two-dimensional but in the creation of it there is texture there is something tactile about it. hand we have our um puntalism puntalism project and indigenous art Australian art specifically and they talked about the symbolism of the
049dot or the circle um as well as how to create a picture out of points. Thank you. So in this slideshow just wanted to take a moment to um really uh shed the light on all the team uh the team members and we do have two supervisors who are in charge of over overseeing essentially the the health of the the program as it runs. So they're backup teachers you know if needed they run materials if needed. They um you know check in with our leads uh or rather the Aspire leads. We actually um created a new system where they uh physically go into uh each site at least once a month, fill out a form so we can hear from the leads directly and see if there's anything we need to address. And then these
050are all of our teaching artists. Um a lot of them actually all of them are artists themselves. And uh we have found a pretty incredible team uh who's dedicated to meeting every day throughout the week and uh just giving giving their best for for the uh kids of the Santa Paula school district. I did want to take just a quick moment to invite you to uh the art of Aspire. We are actually hosting an exhibit of student artwork uh that was created in collaboration with the Santa Paula um art museum and of course Aspire program. Our opening reception is Thursday, March 26, 5:00 to 7:00 p.m. You are all welcome to uh come to that exhibit. It's we're going to have a lot of these projects there uh that you can see in addition to
051a slideshow of other work that was not able to make it um on that night. So, uh thank you very much for the opportunity to uh present to you guys. Thank you very much. >> All right. Before you go though, do we have any questions from or comments from our board members? >> I guess what kind of fun comments I guess what kind of fun comments have you heard from our parents regarding the artwork their children are engaging? Um do they normally have questions about it or I guess what kind of reactions um do they have >> from the parents themselves? Um well, we received some pretty positive feedback. You know, for a lot of these kids, they don't have an opportunity to do art like this. So in a way it helps them to
052kind of build their identity and um anytime you get into some creative flow. Um it's uh there's a lot of overlap with with mental health and kind of being able to have time set aside um to to create and to learn new skills like this. So I o overall it's it's pretty positive from the program that that we offer. Um yeah, I mean usually when we do receive any sort of uh negative feedback um or if there is anything uh that does need to be addressed um I we're we have a very um good connection with the Aspire uh leads and the admins and we are always in communication with them and we try to address any sort of concerns as quickly as possible. Uh first of all uh thank you for the presentation and
053and and definitely a congratulations or a job well done uh needs to be in order here. So please keep up the good work. Um and we know what it takes to work with with sometimes you know uh an atrisisk population or you know a population that that that can you know uh be some challenging at times right? So my question to you is how do you prepare your staff to work with with children of all ages or to work with children dealing with such uh problems and more specifically are a lot of our our staff members are mandated reporters. Our staff man staff members have to go through what's called targeted solutions. It's a training dealing with uh mental health and heat exhaustion and so on and so forth. So, how do you prepare your
054staff to be uh to almost streamline themselves into uh the the school campuses? >> We meet Thank you, by the way. That was an excellent question. Uh we do meet regularly with our teaching artists. We have time set aside to go over curriculum and that curriculum does address younger age groups and older age groups. So, we do kind of divide it between those. Um we do have a lot of support from Aspire. We have the leads there. um whenever there is any sort of concern or difficulty working the Aspire leads and the uh staff there with us do step in and they do help. Um we have had discussions on teaching strategies. uh our museum educator who oversees the curriculum uh does a lot of one-on-one with them when any specific situation arises and we
055do our best to prepare a teaching artist for any sort of um um you know situations that may arise. Uh we also do put an emphasis on um social emotional learning as well and creating these um routines that the uh students can anticipate and checking in with them and kind of having this um review at the end of class. So we we try our best to kind of um put emphasis on how we open and close uh for our lessons each day. So just clarification, there's always a lesson with the thing. It's not just, oh, here's stuff to draw, here's to play-doh. There's always a specific task. >> Absolutely. Yes. So we have six different mediums. Each medium has its own lesson. Uh but we do create that lesson. Uh we do subdivide it between
056younger age groups and older age groups. We have everything prepared for the teaching artists with materials uh prepped for each project. We have backup projects. Uh we also have a uh open studio program where uh if there's you know maybe let's say we don't have enough students at each site to um or rather if we have uh see how should I put this some students at a site will see our teaching artists twice a week. So in that case, rather than repeating the lesson, we have open studio projects where those may be a little less guided, but they're always going to have an original lesson with steps and with vocabulary and an an intro uh every week. >> So you're at sites like twice a week. Well, we are at a site um Monday through
057Friday, so we are always there and sometimes we see kids twice a week uh depending on the school situation and the student count. And in in in that case, if we if they are seeing us twice, then they at that point go into open studio. >> Thank you. >> You're welcome. >> All right. All right. Thank you very much. >> Thank you. Okay, we will move on to the Leap Lab program update. >> Yes, we're we're very excited with our LEAP lab as well. Thank you, presenters. One thing I just wanted to let the board know and the public know is that you know Mari Cruz and Denise who are my district leads work very very closely with the art with and with our leaf lab with all our partners and we do have consistent
058meetings to ensure that our kids are thriving and we're offering them great enrichment. So I just wanted to be able to let everyone know how hard th those two ladies work. So here it is Marcus and Terry. Thank you. Well, good evening and thank you for the opportunity to share with you the the work we have done to bring after school STEM programs uh to seven schools, Isbel and all the elementary schools. I'm co-presenting with uh Terry Duran and myself, I'm Marcus Ericson, the executive director of Leap Lab. It's a science center coming to Santa Paula. We're in the Union Oil Building. Hope to open up uh in 2027, early in in the spring of that year. Uh but we're here to talk about our our our experience this year bringing STEM programs to the
059district. Um I'd like Terry actually if you if you wouldn't mind presenting the first half of the presentation and talk about her work with the mentors in each of the schools. >> Yes, we're co-presenting. >> Um so our program overview, this is a 34-week program. We are actually in week 25 which just is shocking to me. Um and we are providing STEM and academy focused after school lessons. So um the majority of our lessons are STEM focused. However um four weeks out of the year so far we will be um focusing on the specificies. So let's say like Blanchard visual I mean arts academy. So, our STEM lessons will be focused around the arts specifically when it's on that academy. Um, kind of interesting, uh, Barbara Webster Sports Academy. That one's real fun. So what
060we do a lot of is to in to incorporate the sports we have had them make like um their own basketball um game and they were given the materials and they had to create their own basketball game and um like basically almost like remember the ball on the string and you put it in the cup but they had to actually put it through a hoop and they like had to make their own hoop and with the netting and everything with materials provided. So, um I do have to say um the sports academy, that one's probably the most challenging, but the kids really have even talked about how what they are learning there, what they do when they go out and play specific sports as well. Um all of these lessons are NGSS aligned and they
061do follow um NGSS practices as well. So with that being said, what the students are doing are they are crit they are critically thinking there's a lot of curiosity engagement there is data and reasoning um we have incorporated real world relevance so it's just not just random but we do add the real world and into it as well we do have a lot of engineering and design components um the collaboration and communication is just um it has increased so much just since we began in August when I go in the classrooms now the students are talking and sharing their ideas and like they'll go oh how'd you do that and then they'll just collaborate and go back to their own project um we also do group work as well um perseverance and growth mindset um
062perseverance I just want to touch on that one so um today the upper grades were doing um chain reaction And it was with the large craft sticks and they had to build it out themselves. And so they were given 20 craft sticks and they you build it. So it's a chain reaction and when you let go it explodes. They were frustrated and they were like we can't do this. This is too hard. And they know that I have been writing the curriculum. So when I walked in they were like why did you do this to us? And I said what did I do? And they said, "We can't do it. It's too hard." And I said, "You know what?" I said, "I bet you can, but we've been here 15 minutes already." And I said,
063"Okay, I'll give you a little clue. Hold your hand here. Do this. Do this." And the third time after that, they were like, "Oh, we can do this." And I said, "Exactly." And I said, "So now what can you do?" "Well, of course. Give us more sticks. We can make it longer." So that was exciting to see that they're not giving up. The frustration's there, yes, but they're also learning from failure, which I think is very important for our students. Oh, I'm so sorry. I thought I was loud enough. Um, and then of course um equity and access. We um do provide lessons where we do have that ex equity and access to um meet our um English language learners as well as our special needs um students as well. We are currently at all
064six elementary schools as well as Isbel. We have grades spans from TK through 2 through through third through six and 7 through 8. And we're currently servicing 665 students weekly. So the program management um mentor support I am actually the program director. So I am on site um five days a week. I visit three to four sites. I get to the sites three to four times each week. Um I have a rotating schedule to make sure that I get to all of the sites. Mentors are provided with weekly email updates with um upcoming things that they need to be aware of, specific um items in the lessons that they really need to make theirself aware of prior to the week going into the lessons. Also, I provide individualized one-on-one mentor support if need be. Um,
065there was a project that was a little timeconsuming and mentors were allowed to reach out and say, "I need an extra hand and therefore I would be in the classroom to support them. The curriculum is being developed by input from students and mentors as well. So because I'm on site about every two to three weeks I will stop a class and I will ask the students what are you interested in what can we incorporate so they do have student say which I believe is very important especially being in the afterchool program also um as I mentioned before all of the um lessons are NGSS aligned materials management they um materials are picked up and delivered weekly. Um that's where I would like to give a shout out to our office managers at our school sites.
066Due to the fact of how the program runs and everything, it's really difficult for our mentors to come and pick up. So, we deliver to them and the office managers have been graciously working with myself and my um person who helps deliver as well. um coordination with the afterchool staff um weekly communication with site leads. When I'm on site, I do check in with site leads just to make sure that everything with Leap Lab is going okay, that we're not overstepping our bounds, if we're following everything correctly. And then Dr. Ramirez, thank you because I did have it up there that I wanted to um really give a huge shout out to Marty and Denise because they are really on top of it. If there's a problem, they call me or if I have a
067problem like with scheduling or something, I call them and it is instant and um pretty much we have each we all three of us are on speed dial. So that's a good thing. So what are students actually doing? They're doing engineering design challenges, coding and logic activities, hands-on science investigations, as well as team- based problem solving. In addition to that, I have incorporated math and art as well. This is some of the feedback that we have received from our mentors. So, um they have shared that they have seen improved problem solving skills and increased confidence in explaining ideas from the students. There's a greater willingness to try, fail, and revise. Stronger collaboration among peers. All of those are just wonderful lifelong skills that they're developing right now. Um the one thing I will say the
068greater willingness to try fail and revise. There's this one class and um I went into it in August and I kind of decided to pinpoint that class. So, I go into that class every other week at that exact same time, the exact same day, because in August when I went in there, they turned to the mentor and they said, "You're not giving us the answers. You're making us figure it out by ourselves." And she's like, "Yes, that's why we're here." And they got really upset with her, but you're supposed to tell us what to do. And she's like, "No, that's not my job." She says, "This is where you are using your knowledge and you are going to try and failing is okay and you're going to try and try again. You're going to revise."
069So, as the weeks kept going on, I wasn't hearing that anymore. And then finally last week I was in that class and the the same probably the loudest student who had said that said well we don't need her anymore because we know what to do. We have to try and if we fail we do it again. So to me that's like huge. That is a huge thing. Um one other story I will tell you. Um, I have a friend and her grandson is in the district and he goes to Aspire. He's in kindergarten. One night I got a text message. Terry, what are you doing in Leap Lab? And I said, excuse me. Well, what are you doing in Leap Lab? I said, can you elaborate, please? She goes, "My grandson came home and he
070told me all about chemical reactions and every academic vocabulary word that went along with it." And I go, "Remind me again." And and I knew, right? I said, "Remind me again." I said, "What grade is he in?" you know, he's in kindergarten, but I just can't believe the academic vocabulary that he came home and he's using and he could explain everything and he told us how his hands were messy and how he did this and things were blowing up and I go, "Whoa, whoa, whoa." I go, "We didn't blow anything up." Okay. I said, she goes, "Okay, bubbling." And so the excitement is just that is what is really exciting for the kids to be excited and to see that they are actually being able to do that with the hands-on engagement. That's my part.
071I would say this quote is is just the best measure of of our success. Well, like the story Terry told a couple other stories of, you know, the students really getting excited about doing science. Um, we are now creating all of our own curriculum and it's as Terry said, NDSS align, but very much hands-on. For example, one one lesson I went to the beach with uh with nine five gallallon buckets, filled them full of seaweed off the beach, packed them full of ice, and the next day the students open the bucket and there's just a long line of kelp to pull out. And there are bugs jumping off it. And the kids get a chance to see up close and talk about it and look at identification keys and what the animals are and really
072get a chance to touch and see and feel in the context of a classroom and mentor to tell them what they're looking at. Another activity, we have property across the river and we had a cactus in bloom. They're all fruing, little fruing bodies on the cactus. We cut off the paddles, provided gloves and a kit and have and have the students get a chance to to cut open the cactus and see it, see what the cactus fruit looks like on the inside. I mean, when will when will a student get a chance to see how thick the skin is on a cactus paddle unless they physically get to cut it and see it and touch it themselves and experience that? So, very much leaning into hands-on experiences for our students. Um, our team, we're very
073proud of our team. Uh, we are 15 people. Um, everyone has classroom experience. Half of them are credentialed teachers. So, really have a really good team. And the feedback the the feedback loop has been been amazing. We ask our mentors, you know, what works for you? What do you want to see us do? What are the students interested in? So, having really good mentors uh in the classrooms allows us to have good feedback and improve our process. And I'll share with you, we did have a challenge in the beginning which we corrected. Um we did enter this this contract very late in August um right as the school year was beginning and we work with a company called PS Science. PS Science is is putting curriculum science curriculum STEM curriculum in over 30 schools in
074Los Angeles and I know I know the founders very well and we began using their materials but it's designed to be in the classroom. The kids are in chairs and they're there for an hour. It's not an after-school program. So within six weeks working with feedback, direct feedback from from you Dr. Ramirez, uh we pivoted very quickly and with with Terry's experience again developing our own very much hands-on curriculum and it's been a resounding success since. So looking ahead, what we propose is create our own curriculum very much hands-on NGSS aligned. uh 38 weeks. 30 of those will be STEM programs. Uh the other eight will be will be aligned to themies going to the principles seeing how we can integrate this after school program with what they're doing in the classrooms with themmies. We're
075going to make sure we're aligned on what they're doing in in class. And in summary, you know, the students are very much engaged. that quote the students are asking what's next? What do we come back to next week? Um, we're NGSS aligned and we're working really well. It's a good feedback loop with Aspire and our our mentor teachers. Thank you very much. >> Okay, remember to stay there. >> Yes. >> So, do we have any questions and comments from uh the board? Um gosh, same similar as before, but first of all, it it sounds like the uh the engagement is there. Uh I I appreciate hearing time and time again the the the partnership relationship and how it's working and uh just wanted to thank you guys for for being part of the that partnership
076and we and want to continue seeing this going forward. Right. Um similar question that I asked earlier of our of our U museum partners. Um how do you prepare staff to work on school campuses? you know, target solutions, mandated reporting. Um, what kind of trainings do you provide for your staff members? It sounds like you have teachers on board, but something more specific to what's going on, uh, you know, today with our own population. >> Well, with that, um, we we don't actually meet in person, unfortunately, just to to time constraints. So, any information they do receive is through an email. However, they have been informed like if something does come up at a school site, they do call me and I do immediately go there. Um, so I am you they do have right
077Aspire teachers in the room with them. But if something does come up or it's a concern, their first contact is me and then I will be there immediately to assist them. Um, they do know certain things. um if certain things do happen, they do have to report to the Aspire lead at the school site. So, we do that. Um another big thing we do well that I do is um I do send information out about building relationships with students. Um, and that has really didn't do that right in the beginning, but I know that they've read what I've said and that they listen when I go and talk to them about it because the relationship building um has grown by leaps and bounds since the beginning of the year. >> Any other any other comments
078or questions? So I'll ask a similar question that I asked um the art program. How many days a week are students receiving this? And is it like by grade level? >> Right. So there so we have three grade spans. So it's TK through 2nd, 3rd through sixth and then Isbel 7th through 8th >> and depending on the um enrollment and it's in Aspire that really depends how many times they're seen. So at mo at all school sites there are two TK through 2nd and two third through six classes that are seen twice a week and then on that Friday it could kind of be like the overflow like specifically like at one school site there's a sixth grade class and they're kind of like the overflow class so they come once a week and then
079that second hour that we're there, the other classes rotate through. >> So, at least twice a week >> for most of them. Yes. Except for those random where there's like the numbers are so high. And then like here at Glenn City, we actually have two mentors on site where one is only TK through second. And so they actually are seeing four classes. Well, no, I'm sorry. They're seeing eight classes twice a week and then on Fridays it could be a rotation and then one class comes once a week. >> Scheduling was a nightmare. I do have a just a couple things, right? Um, you know, I was it's it's nice to see in next year's uh um schedule that you're going to look at academy folky, >> right? Academy focuses. Oh, yes. Sorry. >> Um
080because I think it's important especially in in science, right, to be, you know, at the very least aware, if not coordinated with what's going on in the day. Um, so like you know being aligned to our CGI math initiative would be great because that just gets reinforced in a in an environment that's a little less academic, right? So more engaging but still applying those principles. So I would love to see more of that um as we can. uh the the the emphasis on soft skills quote unquote I think is really encouraging. Um I think that you know there are we can focus sometimes too much on those you know hard skills like you know what are they learning about uh specific facts but you know being able to have confidence you know uh to be
081able to problem solve. You know we we throw around critical thinking as a as a term as if it just happens right but it has to be intentional and sounds like you're really doing that. Um so so it was good to see those. Uh and then finally I think you know one thing that would be I think really helpful and I don't know how to do this but uh to to measure some sort of you know growth like in a in a real systematic way >> if you have an idea how to do that I would love to sit down and talk to you. >> I'll think I'll think about that. Right. But uh again, you know, the the the enrichment programs after school, I they we shouldn't think of them as a nice to
082have. We shouldn't think of them as a like extra activity, you know, and isn't it fun? And we want them to have fun, right? They've been in class all day for sure. And yet, it's another opportunity to build skill. And so, you know, be able to to to measure progress, you know, would I I will think about that. So um >> well the one thing I can also add to that is um after at the end of the lessons um the students are asked to report out to their peers their challenges um their revisions and what they did to basically be successful. >> That's great. So >> yeah, >> and then the one other thing I just standing here I just kind of was thinking I think the other thing that you probably do need
083to know um as you were told and I'm actually the one who is writing the curriculum. I think you need to know that it's just not meilly willy writing the curriculum. Um I but I also do have my masters in curriculum instruction. So it's not I'm just some random teacher um excuse me some random retired teacher. um you know what you're doing, but I do have my masters in curriculum instruction. >> Well, and and to piggyback if I could some of Chair Sandaval's comments and I and I'm sure you guys are probably already doing this in in some capacity, but you know, we have these CTE pathways at the high school, right? And seeing that your program is not just elementary, but junior high school and you're talking about, you know, continuing to develop and
084refine your curriculum. Obviously, it's as much about having the kids get excited about this stuff, but also keeping them excited and keeping it productive. It would be really cool maybe in a future presentation and if our staff were here to say that is encouraging some of those synergies, especially at that junior high school level. So, how those can kind of act as a funnel to some of our CTE pathways and keep those kids, you know, maybe coming into the high school excited about that. um not trying to you know educate them to death to that to that point but you know I just see a lot of parallels there with what you're doing with with your program and after school and what we're trying to do in the classroom. Well, and also what's really nice
085about that too is our mentor at the middle school is actually a high school science teacher and so they're getting the exposure to a high school science teacher as well and so incorporating themies which was also my work before I retired. I mean that that's actually a really great idea. If I could if I could add something real quick and I just want to say this is a very ex exciting time for for education in Santa Paula with a science tournament coming online. We're going to have a maker space. I was just talking with uh with John Clark an instructor at Ventura College about creating pathways and certifications for our students at to be a feeder for that program there. But having the maker space here um uh lends itself to CT& to sort of
086go there and use the CNC machines, use the 3D printers to very much be integrated with the facilities we're going to create there to to allow students to have that that access to those those experiences. >> And I I think one more >> Sure. Uh just to piggy back though real quick on the CTE, you know, >> piggy backing on that too. >> Yeah. Oh. Oh, okay. Well, you can get it. I'm sure mine will be different, right? Um the president's prerogative uh no just one thing you know that that even at the elementary school like introductions to those pathways I think is important as well you know the engineering to patient care to to cyber security um buildings and trades right so you know it doesn't just have to be a junior high thing
087so >> inside joke sorry additionally on um my initial well I'll do the piggybacking uh with trustee Kamazawa mentioning about our CTE. Um you're aware we have a school farm and after school programs do after school field trips as well. Uh if you have ideas where you can also use our school farm for some of these lessons. >> Marcus, would you like to uh share what you're doing with director Gira? >> I mean there's beekeeping. There's so much um I just saw this video during lunch on some teachers who >> quit their job and started a a farming u program and having the little ones just learn how to care for animals, how to they do three hours of curriculum and then they go into just uh call them I don't want to say soft
088skills but um just learning how to care for little chicks, learning how to bead, how to do chores, um just life skills. So, I don't know there's anything incorporate that into like for example Bedell being next door to the school farm or other field trips, but just growing and uh Mrs. Duran was my oldest son's teacher and so I know I have faith in her curriculum and how she teaches and um you have a great director. I forgot that you were part of the same program. So um kudos to you. And then also are you guys doing any like quick surveys of the kids after a presentation after um a class? Do you guys say would you like to do this again? And everybody raises their hand or they say they really didn't like that
089lesson >> and the mentors give me that feedback. >> So what not to do and I get it at the beginning if it's hard maybe they'll say oh no but you know it's a good skill for them to have so continue to do it. >> Yes. So, our mentors do ask and they do give me that feedback. Also, mentor input. Like, there was a lesson a couple weeks ago that it totally bombed and I said, "Well, you need to let me know so I can just pull it out." I know I went to one with the seaweed. Um, and it was like a mixed reaction, but I was very happy that a lot of kids got exposure to that because if you ask, have you been to the beach? I'm surprised how many kids have
090not been to the beach and have not touched seaweed. So, some may have been like, "Oo, gross." But, you know, I think that was a good thing to have. And then there was something else that Mr. Weinstein wanted you to add. >> Go ahead. >> Yes. So, we actually had a a very good meeting yesterday talking about the farm. Um, you know, as a science center, I want to integrate everything that we we want to bring to Santa Paula with the with the district, with the students. Um and and the farm is a unique opportunity to do so much hands-on uh experience in the science of life sciences in geology in agriculture farm to table. So some of the things that we talked about um was growing uh growing row crops, growing wheat. Um there's
091a the Snorren Wheat Project. Um uh the Snorren Wheat Project. Uh it's it's a local baker that takes wheat grown here and goes all the way from here's how we mill. She has a portable mill that you can travel around to schools. We mill the flour. We make the bread and here you can taste it and the students see the entire process. We we propose on the farm to to create not just these row crops growing wheat, growing corn, also growing pumpkins um to share with the district. Um, I have a personal friend who is the the chief propmaster for Jimmy Kimmel Alive. He's also a professional pumpkin carver. He goes around the around the world carving pumpkins. He would love to come to the district and carve giant pumpkins, but we got to grow
092them. There's a great great chance for the students to go to the farm and grow maybe have like a giant pumpkin growing contest and then have this professional pump pumpkin carver come here and do that work. Also creating a a living classroom. So talking with Brokoff Farms next door, uh Nathan, I forget his last name. He works in the farm. He has been doing it's called Variety Acres on Brokoff Farm which is growing Zapote and guava and bananas and mangoes. and he said it was so be so easy to grow a banana walled meeting space have hay bales where the students sit to begin the uh the field trip on the farm and then go see the pumpkin patch see the wheat being grown and then from Videll we had a meeting with uh uh
093Dr. ner about a spiral curriculum asking four big questions really focused on farm the table like you suggested uh because for many students at some point that chain of custody from the seed to the food in the grocery store many kids their parents are part of handling that food where their parents are actually physically look at the parents hands sometimes they're the ones who are picking the food sometimes or they may or they may work in a packing house or they know how where the food comes from and the students who experience that and understand that I think it's just a rich experience for them to bring that home. >> So yes, we're very much excited about the possibility at the at the farm. >> Did you have >> I agree. >> Okay, one last
094>> and then we'll move on. >> Absolutely. So um definitely again it just it sounds like the things are move um the programs moving in the right direction. Um but I want to speak to a little bit about the NGS NGSS the national next generation science standards uh curriculum. Is it incorporated into the standards that our students are being exposed to on a regular basis? >> So the lessons are all NGSS aligned. >> Okay. >> So they should I mean they're spiraling, right? So it they should be receiving this in the classroom as well. Awesome. >> So, with that being said, my other hat, as you approved, I got I received the 200 hours to support um elementary science, which I see that as a blessing because then I can see what's happening in the
095classroom and then I can make sure that as I'm writing the curriculum that we're spiraling and that we are hitting those standards, right, >> in Leap Lab as well, >> you know, because I see the partnership and one of the things that that we acknowledge as as a as an area of concern is our our fifth graders are being exposed to the CASP science exam for the first time. And it it's maybe not a vocabulary issue, but it could be um the performance task that they're being asked to to perform during that CASP test. So imagine giving I I I imagine a program like Leap Lab aligning with what our students need to know for that and and we're getting double benefits and I want to be able to you know you know get that
096double benefit if if possible. So um I I mean I'm not sure where we're at with that but I think that would be something I would advocate for is getting our students that kind of exposure uh standardbased exposure performance task oriented um activities. so that when they get exposed to that first time test in fifth grade, they're they're a little bit more prepared and that's what I was looking at. So, thank you. >> Um, so I can share with you that I did um meet with Mrs. Bergman today and we have developed a plan of how we are going to um really support science in elementary and that is a key component to not only look and see what our fifth graders need but the lower grades as well as to support them at moving
097up and we're going to do some well we I'm going to do some backwards mapping to make sure that that is put into place and like I said I see it as a double benefit as the fact that I am doing that with the district but then also as the program director for Leaf Lab as well. >> All right. >> So I'm failing at retirement. >> All right. Thank you very much. >> All right. We will move on to the Santa Paul High School counseling midyear update. >> Dr. Ramirez, you are excused. Thank you. Enjoy San Diego. >> Safe travels. Good evening. Um, good evening board of trustees, student board members, and superintendent Weinstein. My name is Mary Bill Delgado. I am a school counselor at Sapala High School, and I'm also currently serving as
098department chair for the counseling department. This evening I have the pleasure of presenting with my colleague um Dr. Lucia Samura who's also a counselor at Sapala High School. >> Good evening everybody. We're happy to be here. >> Thank you for giving us the opportunity to present our midyear counseling report this evening. Um earlier this semester we had the opportunity to present to the staff during a staff meeting and to parents during one of Mr. Guzman's coffee with the principal. In front of you, you will find a folder that includes our midyear counseling report and also brochures with information about our counseling program. During the presentation, we will be highlighting the role of a school counselor, um share first semester highlights, um a snapshot of what we're currently working on, and review what we have planned
099for the remainder of the school year as well. Our mission is to encourage all students to reach their highest academic and personal potential through a comprehensive counseling program that includes academic, social, emotional, and college and career readiness, excuse me, college and career counseling. At Santa High School, we have five counselors, school counselors who manage case loads align aligned by alphabet, academy program, and special populations as well. In addition to academic guidance, we support students with social emotional needs, college and career readiness, crisis intervention, and parent engagement. We also have two additional counselors, intervention and wellness who focus specifically on supporting students with social emotional needs. In addition to managing our counseling case load, all counselors take an addition take on additional responsibilities that support our school community. For example, I oversee the scholarship committee. I
100also co-cordinate senior scholarship night um which is an annual event that where we recognize our senior students who receive scholarships and awards. I also collaborate collaborate with another council bringtos on on hosting our annual junior parent night and as area chair I work closely with administrators on several counseling initiatives that require coordination planning and a lot of collaboration. Dr. Samura oversees several summer summer programs. She promotes these opportunities to students and coordinating application process. She also assists our assistant principal with registration for the following school year. She coordinates counseling presentations for both the high school and the feeder schools in addition to her to um these are some of her additional responsibilities. So, high school counselors play an important role in supporting students academic success, personal growth, and future planning through comprehensive counseling program based
101on the ASKA national model. Our work focuses on three main areas: academic development, social emotional support, and college and career readiness. Counselors work closely with students, families, teachers, and administrators to ensure students have the support and opportunities they need to succeed. The counseling program is structured using a tiered system of support. Tier one includes universal supports that are available to all students across the school. Tier 2 includes targeted intervention for students who may need additional support and tier three includes intensive intervention for students who require more individualized assistance. This tiered model helps ensure that every student receives the appropriate level of support based on their needs. To better understand how this model works in practice, the next slide will highlight the different levels of support our counseling department provides. Beginning with tier one, universal supports
102that are available to all students at Santa Paula High School. Our counseling program provides universal support to all students through tier 1 services. These services focus on academic planning, social emotional support, and college and career readiness. Academically, counselors monitor graduation practice, help students select courses aligned with their post-secary goals, and evaluate transcripts. We also support summer school planning, tutoring services, and NCAA eligibility for student athletes. For social emotional support, counselors are available to meet with students about personal concerns and connect with connect them to community resources when needed. We also collaborate closely with our wellness center. Our wellness center provides presentations and wellness Wednesday activities. In addition, we provide college and career guidance through classroom presentations, workshops, and individual supports related to A throughG requirements, college applications, financial aid, scholarships, and dual enrollment opportunities. Our
103goal is to ensure that every student has access to the guidance and resources they need to plan for life after high school. While tier one services support all students, some students require additional support, which brings us to tier 2 intervention. Tier 2 services focus on students who need additional support beyond our universal services, which represents about 20% of our student population. For academic planning, counselors collaborate with teachers, parents, and administrators to support students who may be struggling academically or with attendance. This includes teacher and parent conferences, academic follow-up meetings, and credit recovery planning. For social emotional support, counselors may refer students to the wellness center, the intervention school counselor, or provide short-term individual counseling when needed. We also provide more individualized college and career support, including reviewing college application essays, assisting with financial aid applications,
104writing letters of recommendation, and helping students prepare resumes and interviews. For students who require more intensive and individualized support, our counseling team provides tier three interventions. Tier three services support students who need the most intensive level of support, which typically represents about 5 to 10% of our students. Counselors participate in student success team meetings, IEP meetings, and 504 plan meetings to ensure students receive the academic and personal support they need. We also work with students who may need alternative pathways, including alternative education programs, credit recovery options, or GED pathways. From a social emotional perspective, counselors collaborate closely with our mental health counselors to support students experiencing significant challenges. This includes crisis intervention, safety planning, suicide risk assessments, and referrals to outside mental health services when needed. Now that we've reviewed the different levels of support
105our counseling program provi provides, we will highlight what our team worked on during the first semester. The media report you received contain contains more detailed information, but due to time constraints, um we wanted to highlight a few examples of the work we do within the counseling domains. Some of our academic highlights include classroom presentations for seniors um pathways and programs. At the start of the school year, all students receive a counseling presentation on graduation requirements and resources at our day of welcome. 11 students and two student mentors participated in the pre-engineering program during first semester. And this semester we have 12 students and one student mentor who were selected to participate. At the start of the se of the the semester, 86 students were enrolled in cyber high courses. This is an ongoing support system
106and students are moved in and out of the courses throughout the year as needed to help them stay on track for graduation. We had 5,37971 student contacts. This includes individual student meetings, classroom presentation, workshops, um, and other meetings that include addressing grades and specific struggles students may have inside the classroom and outside the classroom. We held 197 parent conferences which includes student success team meetings, 504 plan meetings, and other conferences also to focus on supporting student progress. Some of our social emotional data highlights the level of support our students need and the role counselors play in connecting them with resources. For first semester, we made 87 referrals for therapy or intervention services including referrals to the wellness center, intervention counselor and other community resources. 28 referrals were made to the to the mental health counselors
107from the wellness center. counselors conducted 16 suicide risk assessments and developed 11 safety plans to ensure students receive immediate and ongoing support. We also completed 714 mental health screeners. This these are screeners that occur when when students meet with a counselor and there are you know they have specific concerns or struggling with something specific. The counselors um assess whether that there are additional mental health services or supports that the student may need. During the fall semester, we hosted several college and career readiness events focused primarily on supporting our senior students. We held sen a senior parent night on September 18 and a financial aid overview presentation on September 30th and that we had several financial aid workshops following after that. For financial aid, we collaborated with inter college whose representatives attended to assist parents and
108students with financial aid process. We also work closely with our college and career specialists and EAOP college site coordinator at Sapala High School to ensure that all seniors receive the guidance and support they need. We also coordinated a dual enrollment parent information night for grades 9 through 11 and hosted scholarship presentations for both the Ventura County Community Foundation scholarship and the Sapala Education Foundation scholarship. Counselors organized student presentations to guide seniors through UC and CSU application process. In November, we hosted a CSUCI recognition celebration for students who were on track with their A throughGs. 130 students were recognized that day out of 203 that were eligible. And I do want to emphasize that because the UCSU application deadlines are in November. Um, that's why we have several college and presentations and financial aid workshops during
109our first semester to make sure that students and families have the support they need before these important deadlines. Some of our second semester highlights include several events focused on supporting students and families through important high school milestones. On January 13, we hosted a freshman and sophomore parent night, followed by our junior parent night on January 27th. These events provide families with important information about high school requirements, academic planning, and preparation for post-secary opportunities. We also hosted two financial aid workshops offered both in the morning and evening to ensure families had the flexible opportunity to receive assistance with completing their financial aid applications. Counselors also began presenting in the ninth grade transition classes. Um we reviewed high school graduation requirements. We worked with students to create their four-year plan and review registration forms individually with students
110to support thoughtful course selection for the next fall for the next school year. In the in addition to financial aid workshops, our college and career center specialist and EOP coordinator made an effort to individually um individually meet with students and parents who had not yet submitted their financial aid application by the March 2nd deadline. And as of yesterday, they shared that we have an overall completion rate that we reached of 90%. And finally, Ventura College for application workshops were conducted in senior classrooms um over a twoweek period. We wanted to ensure that all seniors had the opportunity to apply to a community college. Currently, counselors are focused on supporting students as they prepare for the upcoming school year. This includes registration for the 2627 school year, summer school registration, and one-on-one student meetings with grades
1119 through 11 to review academic plans and course selections. We are also continuing scholarship support, academy, and AVID presentations, and registrations for incoming freshmen from our local middle schools, Isabelle, Mu, and Briggs. In addition, we support with 9th grade transition presentations. Our upcoming one focuses on coping skills. At the same time, counselors continue to meet with students and families for academic planning, social emotional support, and meetings such as SST, 504 plans, and IEP meetings. In addition to this ongoing work, we also have several important events coming up that support our students and families. Looking ahead, our counseling department has several important events planned this spring. This includes our mental health fair on March 18th, which promotes students wellness and connects students with community resources. We will also host our career fair on April 16th where
112students can explore different career pathways and connect with professionals from a variety of industries. CEC student application workshop was held on March 10th to support with the career education center course applications offered by VCOE. Additionally, we will celebrate students achievements through events such as the pre-engineering graduation on May 5th, senior recognition night on May 26th and senior scholarship night on May 28th where we recognize the accomplishments and scholarships earned by our students and graduating seniors. These events help us celebrate student success while continuing to connect students with opportunities for their future. Thank you for your continued support of Santa Paul High School counseling department and the work we do to support our students academic, social, emotional, and college and career success. >> All right, thank you. Don't go anywhere. Let's see if we got any
113questions, comments. >> I just have a question. Um when students are getting days and Fs, what is a counseling department's role on that? Like do you guys provide a report, meet with parents or what's the involvement? >> Yes. So we do receive grades every grading period from our office text um that we do have in the counseling office. Um they share the report with all counselors. So it's broken down by counselor. Um, so we do make it a point to meet with students who are struggling academically. Um, we try to for focus on our seniors because they're on their way out, right? They're ready to graduate and then freshman as well. Um, but we do it depends on the student and the situation, right? So we could have a individual meeting with a student or
114if it's a student that we regularly meet with, we might do a parent conference, right? Or we could have an SST meeting. It depending on the situation and where they're at as well. And do you do it at the progress or once the final grade comes out? >> We do do at the progress. >> Yeah. >> Thank you. >> Um question over here. I have a I have a role in the community similar to what y'all do in counseling. Um and I also provide some case management right now for some students that have graduate or have are on track to graduate and are on track to attend universities besides community college. Um, my question to y'all is, you know, you have students that have been identified as being accepted to CSCCI or other UC's. Um,
115I guess how do you help them navigate the whole imposttor syndrome or just feeling like they're not adequate enough to attend these four-year institutions and want to go to VC? Um, just how do you navigate that discussion? How do you encourage them to to just be have a little more faith in their current means? >> I mean, you Yes, that's a great point and it is very challenging, right? because we do have several students who have that fear of not being successful, right? Moving away from home or just wanted to stay close, you know, stay close to home. Um they always say, I want to do two years at the community college and then transfer, not understanding that sometimes it's harder to transfer, right? Um and instead of going straight to to a four-year, I
116mean, we literally having conversations with them, right? Encouraging them, showing them like all the different opportunities at the different university level as well. um you know throughout with the team that we have like we have you know educating the students like in the classroom as well with presentations um bringing gay speakers as well into some of the classrooms has helped um but really just having that meaningful conversations with them and it's sharing personal experiences you know we all have a different um we all you know got where we went a different way we took a different path so just sharing our experiences as well >> and then I'm sorry I'm just getting very like in the weeds with y'all and you can tell to back off whenever, but do you ever um do you have
117like a spreadsheet keeping track of, you know, let's say student A got accepted to UC Santa Barbara and then the outcome of whether they attend UC Santa Barbara or not, or is that just completely out of out of your reign? >> No, we do have um we through UCSB we do have EAP in our on in our site. Um so our AAP coordinator, he's able to get that data for us. So he does share it with us and we do share with our administrators at towards the end of the school year. Yeah. And just a comment just you know just wonderful work you all do. I mean I can't imagine case managing for high school students. I normally do young adults or sometimes um very few situations of seniors but just great work, wonderful work
118you're doing. >> Thank you. >> I just have a a quick question just out of curiosity. Can you talk a little bit about just sort of what your partnership looks like with the county behavioral health department and specifically like when you're looking at sort of those tier three interventions and crisis stabilization like what that transition looks like if there is one to the the county's uh CSU and and how you guys work together in that kind of situation. >> Um yeah, we do have a lot of like social emotional support within the district as well. So it is you know we do have a social emotional flowchart right that we that we do and try we also we try to follow when it's possible um and at times we do like our the counselors do
119make referrals to for example the intervention counselor who then makes the referral to BCVH right or if we think the student is an appropriate referral for BCVH the counselor can make that referral directly um and then in order to keep contact with them we do have to have them sign a specific form that way we can have communication with the therapist. Um, and again, it's so that with the permission of the parent and the student, right? Because sometimes the students don't want to share that they're receiving services or they were, you know, they're accepting the services or who they're seeing or when. So, that's also respected. Um but when when necessary or when possible and they're okay with it, we do communicate with them and some at times even ask like for guidance right on
120from the student and like what type of supports they can be beneficial to the student u when we do connect with the therapist. >> Um first just want to say Dr. Samura congratulations be I love hearing that and and Dr. Samoto former student Barbara Webster love it. Um you guys are obviously doing good work. I mean you see the work being done from academic support uh and the events and whatnot. Um but as as one of five on the dis we see a lot we've been seeing a lot of students with coming up for expulsions. Uh we've been seeing a lot of behavior problems and uh we're we're starting to see those numbers increase when it comes to the to county behavioral health referrals. Um I beat this dead horse and I'm going to continue
121to to beat it. But I want to know where do you stand on home visits? Where do you stand on working with parents one-on-one outside of the school grounds? Because sometimes parents are reluctant to come to the school to the schools. Um, and we know that there's bang for your buck there. You you you really do gain a lot of insight by visiting a family's home. Uh, just today alone, I had parent conferences. I had one parent couldn't make it. I says, "Don't worry about it. I have way I'll be there." Gave her 30 minutes. I know that that was a a plus. Being at that home gave me a lot of perspective about my student and the way, you know, things are. So, where's your perspective on home visits? Because it's not presented here
122and that and I get that. Um, but maybe it's maybe it is somewhere in there. Um, but what is what is the perspective of home visits from our counseling department? >> Yeah, I mean, we don't necessarily go out we don't go out to the homes. Um, and to be honest, when it comes to parents attending meetings and showing up, it's we do have a very high rate of parents, right, that do attend our our meetings. When we reach out and we we want them to meet with them regarding grades, right, or specific behaviors, a teacher may reach out and say, you know, they're having an issue with a student in the classroom. Can we have a parent conference? Normally, when our office reaches out to parents, we don't have an issue getting them to getting
123them to their school. So, they we do meet with them on we do meet with them in the school. We have um several parent conferences like I mentioned before and that's that's normally we don't have an issue of them attending our meetings. Um I mean we have have mentioned before like to our our principal Mr. Guzman you know for you mentioned behavior right having more parent um workshops in the evening that address you know how to you know um you work with their student at home um I've know like um triple P I believe it's called. Yeah. Right. It's like having more pork workshops that way that we can recommend to parents when we having those meetings and those conversations with them that we have some type of interventions and resources to present to them.
124>> And and again that's good information and I'm not not negating that but it's the tier three five to 10% those those parents don't come to these meetings. Okay? We know that it's it's the um it's the students that are up for expulsions. It's those kinds of students. I mean the, you know, call it what it is, the little cholos out there on the on on on on campuses. H what are we doing differently to reach those and and to to reach those those high high at risk uh students because there there there's a pipeline right now and we're seeing it here um as a school board of of one after another uh expulsion that's really concerning to us. Again, we're not saying it's your fault. Please know that, but what can we do to
125maybe cut that off? What's the preventative intervention measures that we're going to continue to work with that really high-risisk population? >> And and you know what? Sometimes what we also notice that once those students get to the high school, they're receiving their first interventions at the high school, right? That's the first time they're getting an SST meeting or we're um implementing an initial 504 plan, right? Or they're getting assessed for special education. So that's the first time that is happening. So I do think that you know earlier intervention uh will be definitely helpful for for those students. >> Good feedback. >> Um I do have a couple questions. Uh do you do you monitor A throughG progress right of students? So like, you know, when they're in the 10th grade, do you have like a
126list of of kids that are, you know, meeting it like on schedule ver versus, you know, maybe on the bubble, right? Um, >> yeah. Um, yeah, I think that we do keep list, but it's individual. So, at the moment, like I have my list of my current students, and I know where they're at, right? um for A3G is what they completed what do they have to retake to in order to be A throughG what are their plans after high school so each counselor keep the kids their own list so we were to ask for a list we were able to compile them but we don't have a universal >> well is that easy to information to get out or is that information that you have to kind of go in and check right because I
127think that that should just be a report right where you go in and you say okay here's my co case and this is where it is right now as opposed to say a spreadsheet you know >> I believe there's a there's a feature in CQIS But sometimes it can be inaccurate unfortunately. So we do that's why we do keep our own information or data. I know we are working on >> CC finishing the partnership with CCGI which should help tracking to make it easier to just be able to get that data accessible from all across us. I know maybe at the beginning there'll be some issues so we'll still rely on our paperwork individually. Um but as it gets better at identifying all of our classes it should be more accurate with time. >> Yeah.
128I mean and I would expect that for like you know students grades too you know where it's just a report and pops up you know and then you can monitor like how many interventions has happened you know for a particular kid you know I also think because we had this kind of come up when we were doing the cardinal success cat uh academy like how are we identifying students going from the eighth grade into the ninth grade they're going to need a little extra attention like I don't know if there that there's a true h or what that handoff might look like if it does happen. >> So, we do have our intervention counselor who does meet with the school counselors at the end of towards the end of the school year um at the
129middle school and they did we so they do share a list of students who they might you know have um concerns about and would like us to meet with um but again it doesn't necessarily mean that they were the students in that specific academy. Yeah. Um, you know, I think one of I don't know if this is happening, but I know that one of the things that that we're talking about doing is is uh allowing eighth graders to take math one, >> right? So, that really means that seventh graders need to start thinking about A through G, right? Is there I don't know if you do that right now, if you go down to Isbel and talk to the students about, you know, being ready for for college or if there's a plan to do
130that. Um, but I think that that's going to be an important thing. they can't have they can't wait till ninth grade now, you know, or they're going to miss out. Um, so I don't know if there's been any collaboration on that sense. >> Um, there hasn't. I mean, really what we go down to the middle school is to present for the following school year, which we do include like a brief overview of the A throughGs and what they are, right? Um, but again, that's the first time the eighth graders are hearing it. Um, but yes, I we completely agree. We would like the students to be exposed earlier because they should really be coming to the high school prepare. Well, at least with some knowledge of the A throughG requirements, right? Or in some kind
131of idea what they would like to what career there would look after after high school. So, definitely collaboration with really K12 counselors will be great because we do even early as sixth grade, it will be great to to um collaborate with them on to and prepare the students before they get to high school. >> Yeah, I would agree like fit six for sure. you know, um, you know, the one concern that I have, you know, just generally is, you know, we we we tout a rate of 70% of our kids go to college, right? And 70% of those are going to VC, but only 20% of those VC kids are going to go and get a four-year, right? I mean, and a lot of them are just not going to get anything. They're not going
132to get an AA. They're not going to get a certificate. You know, I we we need to be I I think we need to be exposing them to the opportunity that CI brings, right? I mean, I'm biased. I teach there, right? But, you know, the the the facts don't lie. You know, if they go to to Caly Channel Islands, they're more likely to be done in four years. They're more likely to get that four-year degree, right, by far. um you know if you go to VC and it might be the the way that some students have to do it for sure you know if they're not A throughG eligible you know they don't have a choice it might be the right step for them but it is going to take them longer and they're going
133to have a higher failure rate and I think we need to address that we need to talk to them about about those those realities because you know I I'm a proponent of us getting into the national clear clearing house national student clearing house so we can track the success of of our students because it's not that they graduated, it's not that they went to college, it's that they successfully completed these things later on. That's really what our success is. Did they make it in life? Um, so I would definitely be supportive of not waiting for UCSB to give them their data, right? We have access to that. We could have access to that data as well. Um, so, so anyway, those are just that's just my two cents on that. But, um, on my two
134cents, if there's anything we can do to assist with programs that are out there that would make your life easier or it spits out the reports, >> um, there's grants, there's LCAP money. Um, there it's meant to assist. And if it's something like Since my daughter's going to start college, um it's changed a lot how I started looking how they're going to succeed in college. And there's a program where and I I forget what it's called and maybe Daniel knows if Chenno Island has it, but it shows them what their curriculum needs to be to follow their path every year. And they don't really have to meet with their counselor. unless they have a question about maybe altering a class, but they see it that they have portals and they see. So, there's programs where,
135you know, students who who want to to show their parents like, you know, that they're meeting the A through G requirements and it's showing that they're ahead. Um something saying, hey, when you're in seventh and eth, you can take your Spanish online or take it at the middle school and get credit with dual enrollment. just some kind of portal to just those who want to move on or hey these are these technical classes and they're offered at more park uh BC Channel Islands if just I don't know just just thinking out loud of what what else can we do >> yes thank you and then actually we have been commenting among the counselors you know that we would like to maybe connect with the tech department because maybe they have some ideas of how you
136know we can better streamline some of the our forms, right? Or like the processes that we use. Um but yes, like some there are certain programs that will be very helpful like tracking and and um creating like the four-year plans with students. Uh we do create four-year plans, but it would be nice to have something like a program that will be accessible to students. >> Yes. So, we do have a form and just so you know, we do create four-year plans for several of our students and you know, they tend to change to throughout high school, right? So um so some student may start by saying I want to go straight to a four-year senior year comes around and they completely change their mind and wanted to do community college which is fine but you
137you know just going back to what you were mentioning Dr. of all um it also I do also believe that it starts like with educating our parents because sometimes I feel like students don't want to go far away because of the unknown right and parents saying what are you going to do by yourself over there or what is going to happen and sometimes that also tends to the conversation of students deciding to to um not do it straight to a four-year even though it's close by right >> I know Camaru is not that that much farther than than Ventura no but that that actually underlines the point of like starting in the fifth and sixth Correct. You know, I'm a huge proponent of, you know, having those professors come here or their enrollment and start
138in that like them going over there, you know, our the steam carnival that happens like so that so that they see so they go, you know what, this is a place that we can go to. >> Um, so and plus they have the CI promise now. >> So the affordability question is getting to be less and less. Um >> we did actually also and I didn't include on here this semester um a celebration another time with CSUI where several of our students did receive scholarships. So we do have some pictures of those that we can share with you later on but it was after we put this presentation together that happened. >> All right. All right. I'm going to move the Thank you very much. I'm going to move us on. Right. We can probably
139talk about this all night. Um but let us move to uh information items. First reading CSB policy updates February 2026. >> So, as usual, we're getting updates to our policies. Some of these updates are because the law has changed. Some of these updates are because there's been a lawsuit and with that lawsuit, it's been t uh set precedents. So, there are a couple, actually more than a couple, but there are a couple of ones that I think it's real important for the board to um review when uh before we get um approval. So, board policy 4119.21, that one basically is professional standards. So, we have a professional code of conduct that our staff and certificated and classified staff have to follow. Um there's been some expansion with that and it prohibits inappropriate conduct between district
140employees, adult volunteers and contractors. So whether you're an employee or a contractor or a vendor or if you're associated with the school through volunteer work um you need to abide by this policy. Uh the next one is even more um interesting because we have seen um even in our own district a uh rise in this issue. Um the next board policy is 4119.24 which is maintaining appropriate adult student interactions. So employees include interm volunteers, contractors and other persons with employment relationship with the district. So, as we all know, we're mandated reporters, but a lot of our contractors and vendors are not mandated reporters. And what this is doing is holding them accountable to the same mandating reporting that we um we have to do. The other one is um property uh reimbursement for employees. if
141uh I've had this happen in on a previous district where a car was uh rammed by another student um and it's a staff member's car. And so um what this does is it says that we have to pay their deductible. So if they have car insurance, you know, up to $500 deductible, it says that we will be paying um the deductible because of all the protests and off-campus protests. There's also another board policy um 5145.2 freedom of speech and expression expand student exercise of freedom of speech and um or the press to include official district and school websites on social media accounts. So this is um encouraging some of the things that we've already seen our students do. Speak up, freedom of speech, um know their rights. And finally, the last one is we have
142a change in our high school graduation requirements. So the new policy basically is where um in 2030 and 2031 um technical education can count towards visual or performing arts or world language graduation requirements. So that's adding that to to the scope of the um additional things that students have to um take. And that's pretty much the highlights of these. We'll be bringing them back in two weeks on the 25th for your approval. So if you read them, I know some of these policies are long, but if you read them and you have questions, please let me know. >> All right, we'll move on to action items. uh approval of the Leap Lab Science Center contract. >> So over tonight and um over the last couple of meet >> I guess you're going to do it.
143>> No, we're >> Yeah. Go ahead. >> No assistency bed. Um the >> so the approval of Leap Lab Science Center of Ventura service agreement. So this is for our afterchool programming which you just had the um presentation on as well as um you know uh going into next year what changes we can make how we can improve um Leap Lab. And so we've been going back and forth with Leap Lab and we've come up with a contract that we think is uh reasonable as well as um increasing expectations for our students. And the contract is for $279,000. >> All right. Any questions for Mr. Winston? >> All right. So, do I hear a motion to approve the Leap Lab Science Center contract? >> Move. >> I'll second. >> All right. First and second. Uh,
144any further discussion >> here? Comment that I'm glad that our directors and Aspire worked with Leaplab to make something that's going to work for our our different um schools and looking ahead of our CTE. So, just kudos to all the staff and all your hard work and making this work. >> All right. The only thing I want to add is just down the road, obviously we're not we're not talking about that right now is is definitely incorporating language that that references CAS performance task getting them ready so that we're moving our dashboards. But that's standard based standard, >> right? Correct. >> Okay. Thank you. >> All right. Well, we'll move to a preferential vote. All those in favor say I. >> I. All right, opposed. And uh board vote. All those in favor say I.
145I. >> Opposed. All right. Motion passes. Move on to the uh approval of the service agreement with the Santa Paul Art Museum. >> So um just like with the other vendors that we use for after school. Um Santa Paul Art Museum's been very good at lesson learned for the afterchool program. In other words, what works, what doesn't work, what the kids really respond to. Um, this uh contract is for $250,000. >> Um, and I am going to recuse myself from this vote. Uh, seeing that I am the treasurer of the Santa Paul Art Museum. Um, I won't step out of the room this time, but go ahead and discuss away. It's all right. >> Any questions? >> Do I have a motion? Actually, just a question on the funding. Are are we able to use
146the grant? Are we able to use the ART grant for that? >> Yeah. So, we can use um Proposition 28, the art grant, but right now we are completely using ELO funds for this, which is our extra learning opportunities uh grant. Well, actually, just to clarify that particular point because the the Prop 28 only allows like no more than 20% on non salary, >> right? >> So, it would only be a fraction of that anyways and that's by sight. So, I don't know if you guys go through that kind of accounting on on a contract like that. >> No, but I think our auditors do. >> Thank you. >> Anybody like to make a motion? >> Yeah. So I move that we approve the service agreement with Santa Paula Art Museum for the 26 27th
147school year. >> I'll second. >> No, I said I will second unless one of our student wants to do a second. >> I will second. >> Okay. Thank you, Asher. All those in favor? Uh preferential vote. Sorry. All those in favor? >> I >> and board vote. All those in favor? >> I yes. >> One absention. Thank you. Um, we have the approval of the Boys and Girls Club of um, Santa Clara Valley. This is they are doing culinary arts. Um, there's a slight increase from last year on this contract. The reason is the >> Jeff, did you skip three? >> Oh, the youth sports. I'm sorry. Yeah, I'm sorry. You're Thank you for the correction. The approval of the service agreement with the city of Santa Paula. You saw the presentation in the um,
148joint meeting. um very successful uh really helping serve the community and this contract uh states not to exceed $295,000. However, I would like to point out that we've been closer to 150 the last couple of years in their billings to us. So, that's something that we're um very happy with and they're doing everything they can to keep the actual um cost down, but the approval is for not to exceed $295,000. And I'm presuming too um that whatever we get build for by the city is just so that they can maintain cost recovery. >> Yes. >> Okay. Thank you. >> And just left FYI, I'm going to recuse myself on this one as well. I don't think I technically have to, but given that my wife is on city council, just thinks it looks better that
149I don't. >> I should just I can. All right, I'm ready to go. Vacation starts tomorrow. So, >> so my question is, is this is this program growing and are we able to serve more students in the summer like the afterchool program? Maybe not the >> So, there's a summer sports program that's separate from the after school program. Yeah. >> Okay. Yeah. So, let's say they don't need the academic portion of it. Oh, I understand what they want to do after school, the sports and all of that. Are we able Do they have to do both or can >> Yes, they have to do both. That's the way we've arranged it so far. unless they go directly to the city and just play sports. But if they're going to be coming through our system, so
150they would play the sports with PAL and the Star and the different outside agencies that also have teams that play. >> Okay. >> One of the reasons we do that, just so everybody knows, is we want to make sure that our students are student athletes. And so, you know, Yeah. You know, so the idea is if they're going to be representing our different elementary schools and middle school that they also maintain their academics. >> That would just be nice to add swimming to it. >> I I think if I recall correctly, they are adding two more sports. >> Um they're expanding their repertoire of sports. >> Yeah. >> And when we build a new pool, maybe we can do swimming. >> I don't know if they have the I don't know if it has the
151does it have the There's a YMCA program, but I feel that unless you >> have it where you have transportation from the school to the high school, it won't happen. Parents are at work, >> right? We use the CT bands to transport students to the YMCA. Um, swimming lessons. >> Yes. So, my dream someday is that we have a great pool that every student before they graduate knows how to swim. That's a big dream. Hey, it's a good dream though. >> So, we'll let Vice President Ramos >> Absolutely. >> So, do I have a motion for this contract? >> So, move to approve the agreement with city of Santa Paula for youth sports for the 2026 27 school year. >> Do I have a second? Presidential. >> I'll second. >> All right. Moved by Fru.
152Uh second by Kumazawa. >> All those in favor um for preferential vote. I >> I. >> All those in favor for board vote. >> Yes. >> I >> and I too. >> Okay. The next one is the Boys and Girls Club of Santa Clara Valley. So they do the culinary arts. It's probably one of the most successful afterchool programs for engagement with our kids. This is a slight increase from last year in the cost because their supplies of the um food that they're making and everything, all the food supplies, the culinary supplies, all the um equipment that is needed by the children to make the different um recipes. Um they last year they they found that they were not covering their costs. So we talked to them a little bit about that. There were more
153students than they expected and so we're up about $30,000 from last year. >> Total contract is for $374,000. >> All right. Any questions? >> So, the food supplies, is there anything that we can get from our cafeterias or order it from our end to be more cost effective or is >> we we wouldn't be able to. Yeah, because the funds for the food service department is very restrictive and separate and we wouldn't be able to use their funds to fund the afterchool program. Now, we can use the vendors that we use with the food service department, but would have to be paid out of a separate fund. >> Well, it doesn't save us anything more than >> Yeah. >> Thank you. >> All right. So, we will move to a preferential vote. Oh, actually, I
154got sorry, I need a motion. Sorry about that. >> I'll move I'll move to accept. >> All right. Do I have a second? >> I'll second it. >> All right. Awesome. So, now we'll move to a preferential vote. All those in favor say I. >> I. >> Um move to a board vote. All those in favor say I. >> Yes. >> I. I. >> Opposed. All right. Motion passes. Approval of special education excess cost payment. I can do it >> to the Ventur County Office of Education. >> Good evening. So, this um is approval for excess cost for our our Ventura County Office of Education um cost for our students that attend uh those schools. And it's important to note that this cost has already been budgeted into our budget from the very beginning of
155the year. We just don't usually bring this cost until now because we don't get the actual costs from them until um February, January to February. This year we got it more midFebruary. Um another thing to consider is that overall our cost to VCOE have gone down a bit. the transportation cost which which already went to the board earlier in in the year um did reduce by about $200,000. Um so overall our cost of VCOE were less than what we had projected. >> Just need to make one comment. So, if you saw in the um excellent explanation on our agenda, 32 students over $1.5 million. >> All right. Is there any any uh questions for Director Lawrence? >> More of a comment. So, again, can you >> I lost my train of thought. So based on
156our history, have we been in any litigation uh cases? I'm going to just go over the over the past three years as a as a result of not providing services uh for service for students. >> Uh no. >> Yeah. And the co I mean what we pay is excess cost. We pay a portion of teachers, related service providers. often the students that attend these programs um have a variety of services um on each of their IEPs. So, we're paying a portion of all of that. Um >> and to that point, that's why we have to pay this amount. There just there's no question around it. And that's >> yes, >> that's I just, you know, more of a clarifi clarifying question. So, thank you. >> Yeah, my son was a beneficiary of this uh not
157too too long ago. So, um I understand the cost involved, but I also understand the benefits to the students. Um you know, some of those programs are just we we couldn't replicate them, >> right? We we just can't. So, um do I hear a motion um to approve the special education excess cost payment? >> So moved. >> I'll second it. >> All right. 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. Yes. >> Opposed. All right. Motion passes. >> Thank you. >> All right. Donations. Um we have four donations. The draft um donated to the um Santa Paul High School's girls soccer club for the amount of $3578. uh El Preferredo Taco Shop uh also donated
158to the Santa Pala High School girls soccer uh for $190. Uh and CSEA chapter 891 donated to the Young Writers Contest in the amount of 150. All right. There was also an inkind donation from Jerry Gomez and Margarito Gomez. Uh a 1937 El Salano. So that's old. All right. Uh, can I get a motion to approve those donations? >> Some moved. >> Do I have a second? >> I will second. Um, let's move to a preferential vote. All those in favor say I. >> I. I. >> Uh, um, opposed? None. Um, board vote. All those in favor say I. >> I. Opposed. All right. Motion passes. All right. Look at you two. Let's move on. Let's do the second interim budget. Yeehaw. Everybody's favorite time of year. >> Great. >> Only good news if you're
159excused, please. >> So, we're here looking for approval of the second interim budget. And >> I'll do that. You can do that. >> All right. So the good news is right we've increased our revenue by 1.7 million since the first interim uh big portion of that was LCRS uh learning coaches or literacy coaches that we got across two of the different schools. We increased our medical um revenue uh 400k and equity multiplier. We had um was it the independent study group that got another 170,000 that we didn't know about but yay for us. Uh and then our L u LCFF funding went up 250k. So all good news there. And then um basically the ending fund balance increased overall by 1.1 million just to note that's a 6% increase from the last time around. So
160good news. Um then we go to enrollment and average stuff. So we're looking at comparison where our numbers that we started with last time around. We update these right continually we are looking at our ADA our enrollment. So, we went down slightly uh with our enrollment count, 36 heads. The percentage obviously goes down as well with the ADA that's showing up, kids showing up, but not terribly, which is good. Um, so funding wise, it's a comparison of 4358 and it's come down just slightly um by 2.3 heads for second interim. uh enrollment numbers a little bit better percentage-wise on that um comparison 1% 1.35%. The unduplicated pupil percentage did come down slightly. So we'll see that later and I know yeah just the 88 percentage is all that also known as attendance >> is known
161as what >> attendance. Yes. >> Okay. >> But butts and seats. Yes. >> Right. though I just wanted to like acknowledge that that's attendance and our attendance is >> up >> and that's great >> slightly. Yes, that's important. >> One point that's not slightly >> for your actual attendance not your enrollment. So yes. >> Okay. So here's a comparative slides as far as um first interim to second interim and the reasons why they changed. So, our LCF went up um $244,000 due to um enrollment for TK that increased and we also got a slight increase in funding rates. Um the other state revenue um did take a little bit of a dive and that was due to lottery funds kind of that went down a little bit and um the other um the local revenue
162also went down just a slight bit. Overall, um, in the unrestricted budget, we picked up $115,000. Our expenditures overall also dropped. Um, we're down $189,000 there. Um, again, there's the reasons off to the side there why we did some LCAP reallocations. Um there was a reduction in program administration because we moved an assistant principal from the general fund into the community schools grant. So we were able to pick up some savings there in our unrestricted funds. Um the LCAP reallocations, we moved some people around in there. Um overall we're down 189610. the contributions because of some of the the decreases that we're seeing in expenditures, we didn't have to make quite as much. That's especially in sped and that's Dr. Lawrence's good work that she's doing in sped so that that her expenditures are down
163so that we don't have to transfer as much out of the general fund to cover those expenditures. The other thing I want to highlight there is um under D transfers in we are still going to move $3.7 million in. Um so our ending fund balance overall are from from looking at first interim to second interim were better for almost a half a million $477,000 in our unrestricted budget. on the restricted side of the house. There was no change um there because there is no LCF funds there. Um we there was a decrease in the title funds. So that's that 103 negative there. We got some new funding, the LCRS. Um we got the literacy coaches grants and we've got an equity multiplier. So all of those combined together, we picked up a million there. Uh
164medical as well, K16 second cycle and the CYBHI bridge grant, those picked up um 700,000. So we're up 1.6 million in the unrestricted. Now when you we did not budget out to spend that whole all those new funds. So the expenditures aren't matching exactly to what the revenue is because we're anticipating the expending those funds in the following year. So those are going to that money will follow down through to the ending fund balance. So our other outgo um we are second 842,000 contributions down our ending fund balance from first interim to second interim is up 607,000 because we are planning on spending some of those new funds but not all of them. And then combined when we take these two and we put them together and see what does it actually look like our
165revenues overall are up 1.7 our expenditures are up 653,000 due to new funds coming in and our ending fund balance we are we were projecting to only have 17.4 4 million and with this new luck, we're uh projecting it to be $18 million. So, we picked up a million dollars. For those of you that don't like staring at all the numbers, there's actually a pie chart that's a little more visual representation of how the budget is um broken up. And so this is the revenue side which uh you can see the LCFF is obviously a majority almost 66% of the total budget. That's the giant blue section of the pie. And then it breaks down the other parts your um federal revenue which is mainly your title one and um mental health grant and part
166of small part of the sped grant that falls into that. That's 4%. Um your state revenue at 16.8% 8% and then uh your local revenue and then your other transfers and stuff. So, it's just I think some people like that visual look versus just a whole bunch of numbers to see the comparison. And then the next sheet is the actual expenditures, the same type of overview. So we took a look obviously the blue is your certificated salaries and that goes around your classified but as a combination of all the uh labor costs it's 70.5% of the total budget. So you get the 66% that's coming in on LCFF but 70% of the total expenditures is your labor costs and then um from there it goes through your services, books and supplies um and other costs.
167So hopefully that's a a better understanding of seeing where those dollars, you know, are visually looking at them. Okay. So um this is a high level uh set of numbers trying to >> I believe. Yes, sorry. I was gonna say >> per uh somebody's um request. Um, so the first two columns you you have our carryover funds, right? Also known as ending fund balances that come into the new year. That's the first set of numbers broken broken down by both your unrestricted and restricted. And then the second column is your new revenue that is coming in for a combined third column there of the total revenue. So then the fourth column is incumbrances, things we have not paid but we actually have purchase orders for. Okay, things that we discussed tonight. Those things are part
168of that incumbrance. And then the actuals, right? Actual expense, real money that's gone out, really spent those combined into the next the last column there that says actuals plus ENC plus EXP. That is what really committed. So what are we going to do with that 30 million that's left? part of that we will spend and that's going to be a lot of uh extra duty and things between your spring breaks, between your summer school, things like that. Um on any any last minute uh purchase orders in the next two weeks that schools all have until May 27th to write their purchase orders to spend the balance of their funds for this year. And there's a lot of field trips going on, a lot of last minute chaos, pardon me. But um so they're trying to
169spend those funds for those kids this year. Okay. We will expect at least um 15 million of that will be um coming back through as the ending fund balance. Um and then we also have the $3.7 million transfer. As a total, that bottom line should be about 18.7 million is what we're expecting. So I look at that as about half will get spent and then half will get carried over. That's our expected numbers right now comparing it to the second interim. Okay. >> Does that help? >> Could I ask a question right now? >> Of course. >> So and you're when you're saying the 15 you're referring to the restricted >> because they may >> no combined between them. >> No no of the 30 are you assuming >> that majority is coming from the
170restricted because >> It's a mixture. Okay. like deadlines. I know there's grants that we have to spend by certain amount, >> right? >> So forth. So I thought most of those under the restricted. >> Okay. >> Both of them. >> And then if you had to guess, do you think we were in the same situation last year at this point with the current balances? >> Similar. And we came in under our expectations. Like I said, we're always conservative. Remember that's we are conservative. Please continue to be conservative. >> Okay. So, we are in a similar Yes. >> Can we predict, you know? No. >> But I think we're going to be better. >> Just just another quick question. So, first off, thank you for this slide. This helps me a lot. Um, >> it's just
171for you. >> No, it's for everybody. >> No, it's >> um just one quick question. the 66 million um for the unrestricted under the second interm allocation >> and the 28 under the restricted. How do those tie back to the previous slides where we had the first interm and the second interm at least from a revenue standpoint? Because they're just a little bit different. Well, is the allocation the same as the budget number though? >> Yeah, >> that's that would it is >> the is the budget number the same as the allocation number? >> I would think they're a little different, aren't they? >> They are a little different because sometimes we don't even though we get the allocation in, we're not budgeting it all to be spent in the current year, if that makes
172sense. So, some of it we know that's going to fall through to the fund balance and that's okay. That's what we want to have happen so we can spend it for next year. >> Okay. >> Because the idea makes sense, but I want we should talk about that. >> Yes. Yes. >> We'll have to follow up with you. >> Okay. >> Yeah. I I get what you're saying because it's like, oh, we're getting 130 thou million dollars, but it only shows like 106 or whatever it was. uh um 103, you know, on the on the the revenue side. >> A little caveat down there because the revenue and totals that I put on here include the contributions. So, I've already taken the contributions out of those totals. >> That that mockies it up a little
173bit and that's like 30 million right there. >> Okay. This is to do the multi-year. These are the assumptions that we used. the current year ADA. This is based on P1. Um, and then our projected two years out, our funded ADA, it's a rolling threeyear average. So, we have the gift of in 2526 looking back at totals that were high. our ADA was um like 4745 45 and then the current year and then we get an average of those three numbers. So we get a higher number. As we move into the third year, we don't get those higher numbers anymore. We're shifting now into what the actuals were for the last two years. So that's why you'll see numbers starting to decrease. our cola going across that's directly off of the um and the stirs
174and the pers that's all off of the um SSC website. Um our unduplicated percentage you'll see there is dropped as well. Go for it. >> Part of that was we looked um most of our uh projections go from first grade goes down to second grade for each of the years and then we take a 1.5% reduction but your TK and uh kinders are the ones that we have to kind of guesstimate. So once again very conservative. So that's part of the reason some of the numbers are coming down and it all plays in with the percentages with what she was saying with the three-year averaging and stuff. So, you know, again, we just really feel like we need to be conservative in our in our numbers that we're putting in here. Okay. All right. So,
175here's our multi-year projection summaries. Um, so 2526, we have our revenues at a total of 65 million. That's inclusive of the 3.7 million and taking out the contributions. Okay, our expenditures are at 65 leaving us with a deficit of 3.2 million. Our beginning fund balance was the 14 million. Ending up with our ending fund balance at 11,160 362. Our required reserves here was 3% of our expenditures that we have to put aside in our required reserves. Um so that's the 34 3.4 4 million, but our ending fund balance for the unrestricted side of the house this year is 11,160862. Now, as we get closer, when we get to do our actual estimated actuals and figure out, you know, when we're not seeing the expenditures come through the budget, we can back off of that and
176there's a potential for that contribution of 3.7 million actually decreasing. maybe we don't need that much. So, we'll be able to tell that as we move forward, but as you follow that along um into 2627, that 11 million becomes our beginning fund balance. Next year, we're planning on transferring 3.550. So, our ending fund balance now becomes 8 million. And as you go to the next year for 2728, there's no more transfers going in. So, as you can see, our ending fund balance drops all the way down to $3 million. And the thing that we need to remember is again, we have to put aside 3% of all of our expenditures. So, underneath of that total there, that 3.047, that's 3% of our expenditures, meaning that we made it by $38,000. Okay. So, Moving along in
177the the restricted line again, we're dropping from 7.3 next year out to 4.8, following year out to 2.9. >> Just another question too. So I know on the multi-year assumptions, you know, those are predominantly well I'm going to oversimplify but predominantly revenue based assumptions >> correct >> on the expenditure side what about things like MOAS you know with the unions um those kind of things have we what assumptions are we using for that >> so at this point um we have not put any increases in we have assumed step and column still that um goes along with anybody that has that movement still available to them. But right now, we have put no increases in. >> Since we're on this right, can I ask just one question? Uh particularly the restricted side of the house
178on the expenditures this year, we have 46 million, you know, 46.8 and then next year we're assuming 35.5. We're going to decrease $10 million. Do we know where that's coming from? >> Well, some you have to remember some um programs are ending and so we those grants are ending so those expend that fund balance will be eaten up and there will be no expenditures to go along with that fund balance. I know of a couple of large projects like the um energy um one that uh Doug manages that's $2 million that's this year that goes away and done. So >> okay that's that's in there. Okay, >> you know stuff like that that's going >> the So that's not capex though like is greenards >> that's a different that's what I thought. So, but so
179that you don't look at that number and go, "Oh my god." Because I do, right? Like, where's that coming from? That's just that's expected. >> And if I could add on to, sorry, Dr. Sandable, I think what and I I have a similar >> I guess not concern, but curiosity is you look at the restricted revenue for those two periods, it's going down about 8 million, but to your point, the associated expenditures are going down 11. And so to me I if those are in alignment then I'm like okay it makes sense but when you see the expenditures going down more than the revenues there has to be something else there. Um right because >> yeah ex except for the fact that you know this is multi-year like sometimes we get funds that get booked
180and then so so I get that there can be some slop for lack of a better word I guess that's a technical term I think slot. Um, so I don't know like that's what I wouldn't Yeah. But >> in in this we did not budget anything for titles two through four >> and title one we took 27% decrease. >> Oh, that's still in there. Oh, interesting. >> It's 73%. >> 73% of what we normally >> Right. But that was passed. So the the house but the and that was signed. That's those those budgets are whole. >> Good. >> So, >> we're better than we thought title two, three, and four. >> Yes. Yes. That happened in the last, you know, game of chicken. >> That's half a million dollars for titles 2, three, and four.
181>> Yeah. The the last game of chicken. Um, you know, the they passed the Senate bills. >> Okay. So, so that's good news. Able to add that to the for estimated actuals. We'll have that back in there. >> Okay. But we do go through by each resource, every single resource we're looking at. Is it is it stopping? Is it uh extra duty that will not happen for the following year? Was it uh professional services, you know, or books or things like that? And if it's people, we're going to have to address that. Okay. So, we do go through and item by item and I can't tell you there's at least 50 of them. I think you know, you've seen the list that we've given you of all the different resources. We're going through by each
182one. How's that affected and where are the people moving around? But a lot of it will be extra duty that is cut. You also have the big one that is um ELOC that we know has been uh using up some of the u uh carryover money and that's going to have to uh manage within their new budget this next year. So um we have our new director that's going to be looking at a lot of those costs as well. Okay. >> But the contracts that we just approved, >> they're within budget. >> Yeah. So we not I would >> it trends um about a $100,000 a year increase over the last few years. So which should put the ELOP if that trend holds true at right about $5 million in revenue for next year. So
183that's about everything in just shy of a million dollars that those programs that you guys signed off on tonight will take which will leave a balance of about $400,000 to run the program. Other questions? >> Well, just to respond back to your comment about slop, you look at the ending fund balance in the restricted for 2526 versus the projection for 2627, it's going down about 3 million. So that tells you right there how those expenditures are are being funded. >> Yep. which is not sustainable. >> Correct. Correct. >> Yeah. I I guess the one last thing is like basically Hey, that's what you're going to get them no matter what, right? Yeah. But but just again looking at the multi-year, >> it seems like okay, bring back that 500,000 a year, right, for the titles.
184Um, you know, I would guess that we really have about five million to cut by 27 28 to get balanced. I mean, that's that seems about where we're ready to where we're landing. And just so everybody understands, that means that by n May of next year, we have to get to there because that's when that budget is due. >> Correct. So, if you go back to the multi- um the multi-year projection, the surplus and deficit that you're seeing in the unrestricted, if we didn't do that $3.7 million transfer there, you're looking at $6.9 million in the red, right? And for next year, you're looking at about 5.8. So, just want to make sure that everybody understands that. So, this is similar. I mean, we're just looking forward. It's the same thing. We're looking monthto month.
185What's going on? What revenue things are changing? Um, looking at ADA. We're looking at it monthly, watching the trends, working with Dr. Santa Maria, and how are we going to get some of those numbers up? Um, you know, so that we get better forecasts for you guys. Um, still staying very conservative overall. Um but uh slight cola increases to the budget helps a little bit but not enough. Um and then waiting to see what the governor is going to do or new governor might do with our budgets, right? So same ongoing things, but we have monthly weekly updates on revenue. So that's I mean good news. We hadn't heard any of that, but we did hear recently about our um mental health grant. So that but we got some good news for that um from
186the lawsuits that are going on. So we do have some of that funding in there as well but not all of it but some of it. So um we just you know keep updating as we go. >> I'm sure we got more questions right >> or comments. We'll take those >> for for me. Um so I looked at the multi-year What what's our what's what are we working with right now? Like what what do what is our ending deficit? What what's our deficit? I guess maybe that's the best way to to ask that for this school year. So for the current year, if you look at the multi-year projection summary, our our deficit is 3.2 2 million but again that's with the 3.7 million transfer in. So our total deficit in unrestricted is going to
187be 7.9 million but we're borrowing or taking from the other fund and infusing that cash into this fund to make it only a $3.2 two million dollar deficit instead of the seven million. >> I guess my next my question to you is um to avoid a deficit or to ch to tackle the deficit next year, right? Um I guess I'm picking back up what you said, a $5 million, you know, price tag. Is that possible for a school district to tackle on in just one year or is it I mean I guess I just want to know like how how much of a deep cut would the district need to make to make an to have an effect on that deficit? >> Yeah, that's a loaded question, isn't it? >> Well, answer the best as
188you can. I mean, let's be hopeful. Let's be hopeful that we get some more ADA in from the building that's going around us. That some kids come in and we get our ADA up. that'll help um and right sizing right >> there. I mean it's it's not complete gloom and doom, right? Um uh the the governor's budget, you know, which you haven't included any of those proposals, right? There's probably 2.2 million over the next three years for the discretionary block grant that's been proposed. There's a $500 million infusion in uh special education, which we're not sure what they how they're going to uh allocate that. Um but that's a pretty hefty chunk that we would probably get maybe 500,750. Um LRE, right, the learning uh recovery grant is going to be funded one more year.
189>> That's another what like 500 750. >> We got 440,000 this year. So, I don't know if we've been told what we're getting next year, but >> yeah, I don't think that's the that's there. Um, did you include the multiply the equity multiplier for the independent study? >> Yeah. Okay, that's in there. Um, there's some reading coach money out there. There's some other CTE money, other grants. And then the kind of the other big one is the community schools. >> And so, there's another there's a proposal for another billion dollars in funding. And there's actually talk about making that money ongoing. So, you know, as one of the programs that that gets funded. So, there are nonrealized opportunities of probably about $3 million, right? That would absolutely help this, which is why I kind of
190looked at the $5 million. And the $5 million doesn't have to be done next year. We have a budget coming up. the more that we can tackle this year, the less we have to like hit that pedal like when we when when we don't have a choice, >> right? >> And I think the other part of it is we need to look at who is being funded out of the unrestricted budget that could be funded in any of these other one the grants or the the restricted side of the house. So that's something that we need to look as well. All right. Um, so we need to have a motion to approve the second interim budget. So I think that this will exclude our TR student trustees since there's um human resource implications. Um, so
191do I hear a motion? >> I'll make a motion. >> I'll second. All right. Any further discussion? Okay. Hearing none, we'll move to a vote. All those in favor say I. I. >> I. >> Opposed. All right. Thank you. >> Okay. We will move on to the Nick Partners Fiber Project at Esbell Middle School. >> Good evening, board, superintendent, members of the public. Uh we are requesting approval to re to relocate Isabelle's Middle School main network equipment room, also known as MDF, from the main building to the gym during the summer of 2026. Currently, this room houses core network equipment and fiber connections that provide internet and network connectivity to the entire school. Relocating this equipment in advance will ensure that network and internet service across campus remain available during construction of the main building.
192Although this project will be founded through uh measure P. Uh the work will be overseen by the technology department. The total cost of this project is $74,9694. The administration recommends uh board of trustees to approve the contract with NIC partners. Any questions? All right. Any questions? All right. Well, hearing none, then uh do I hear a motion? >> Uh I'll first motion to approve this contract. >> I second. >> All right. So, um, let's move to a preferential vote. All those in favor say I. >> I. >> Opposed. All right. Board vote. All those in favor say I. I. >> Yes. >> Opposed. All right. Motion passes. >> Thank you. >> All right. Human resources approval of final PAR supplemental retirement system. Good evening board, superintendent, president and everyone in the audience and anyone who's
193watching. Tonight we have Carter from PARS who will be presenting um the results of the um of the employees that decided to uh opt to take the uh PARS incentive and we are requesting approval of um the PARS incentive for certificated andor classified staff. Carter uh Carter, can you hear us? >> You are on >> Yes. Can everybody hear me? Yes, we can. >> Awesome. Uh, well, thank you members of the board, board president, Dr. Donghue, and and Dr. Weinstein for the time tonight. I will try and be brief and answer any questions that anybody may have. So, today we'll be talking about um the fiscal analysis of the PAR supplementary retirement plan that was offered to eligible employees. this uh past I I'll say fall and and winter. Um on page two I'll just
194touch on the plan eligibility. Um there this plan was devised mostly of standard stirs and pers retirement criteria for classified employees. That was um at least 58 at least the age of 50 with 5 years of district service. And on the uh certificated side it was age 55 with 5 years of service or age 50 with 30 years of district service. Uh the plan design uh this may look similar as uh the the plan was offered in the the previous school year, but this was 75% of final pay. Um and that was put into an annuity by Pacific Life. Um the eligible participants had 14 different options. Um so it's a very flexible plan that could that could ultimately um be beneficial to to their situation. Um just a a quick overview of the eligible
195employee groups for this supplementary retirement plan is here. Uh there was 152 total uh eligible participants between the three uh eligible classes. Um and of that 152 there was 13 uh participants that elected to accept the plan. uh that is a little bit lower than our projections. Um but that's also um probably due to the fact that this was offered previously in the district as well. Um but I will show the fiscal analysis of what those 13 project uh those 13 accepted um eligibles will ultimately warrant for the district. Um so broken down in a different way um of those 153 eligibles um for the certificated non-management side there was 53 eligible employees and seven of those certificated non-management employees projected or took the SER which was about 13 uh and and a half% a
196little bit lower than that on the certificated management side um there was no um participants who elected it um but on the classified non-management side out of the 93 eligible employees there were six um actual um SER retirements. So that projected fiscal impact um I the top box if you see where it says break even replacement I broke it down into the two groups um that selected the plan and we took um a replacement factor to see ultimately if if each group were to stand alone what would the replacement number or non-replacement number be for the district on the certificated non-management side what that means is out of the seven people who who took the plan if the district did not replace two of them, then ultimately the plan would break even from the certificated
197non-management standpoint. As you can see in that projected savings for year 1, that would be about 21,000 amongst that time. And if you go all the way to the right side of that box, um over five years, that would be 50,000. on the classified non-management side. Out of the six um participants that elected to take the SER, uh in order for this plan to break even just from the classified non-management side, the district would have to non-replace four of those positions. Uh in year one, that would save just over 6.5,000 and over 5 years, that would save over 51,000. Uh however um if you look at the second box uh this is the district provided replacement scenario which we've worked with the team at at Santa Paula to ultimately uh see what their plan will
198be amongst this time period with the eligible participants that selected the plan. Um so out of the seven certificated non-management uh employees that took the plan if the district um and this is the district provided replacement scenario to non-replace seven of those positions. You can see the projected uh fiscal savings in year one would be 178,000 and over five years that projected savings would be 929,000 and some change. Now that assumes that the district does not replace those seven positions amongst that whole time period in order to save that whole um amount. Uh on the classified non-management side, uh the number that we received was zero. So, uh the numbers in red that you see will be a cost to the district. Um so it would uh be about 51,000 uh cost in year 1
199and then over 5 years that would be about 20 uh 289,000 and some change. However, if you look at the bottom box below, um we've added the two numbers together in order to uh show a true savings uh to the district if they were to accept um this plan for both of the eligible district or eligible groups that accepted the plan. It would warrant over five years 640,000 and some change uh of a savings to the district assuming that they non-replaced uh these positions over the life uh of the plan itself for 5 years. >> Um and then this is just a kind of a a look back in time but also a look forward as well. Um the board uh adopted uh the resolution to offer the parser back in December. Uh the enrollment
200window closed um as of February and then uh that leads us today for March 11th. Ultimately, if the district decides to move forward, uh the elig the employees that uh accepted the plan would um have a retirement date no later than June 30 of this year and they would receive their benefits August 1 of this year. That concludes um all of the information that I uh had prepared today. However, if there are any questions from the board or any anybody else, I' I'd be happy to uh answer any questions that there may be. >> All right. Any questions? >> So, I'm curious is um is the six and seven 13 is is that a good number for us? I mean, I know there's a savings cost, but I I know we were hoping it to
201to have more employees uh take it. I mean, I know we got a good a good amount last year. So, is this expected that we were going to be a little bit less this year? Just out of curiosity. Maybe that's a question for you, Carter. And this is a uh Tommy Frutos. >> Thank you, Supervisor Fruttos. Um yeah, I I'll just say that um you know, a good number um for every district um is very different. Um but ultimately referring back to the district rep uh provided replacement scenario. Um I I would probably define good by how the district plans to move forward. Um and so ultimately if the district um does um hold true to to this district provided replacement scenario then um I would classify uh this plan as good for the district.
202I will also add that um I do know that a lot of these employees had expressed interest in the plan last year and just um some of them for age reasons and some of them just for finances weren't able to make it work. So um they were there was a lot of these uh individuals had already expressed last year that if it just happened one more year that they would be able to take advantage of it. So I I kind of expect it around these numbers as well. >> I I think the good thing is that is the non-replacement. You know that that that that if it would have been seven and we had to replace them all then that would be one thing that's on the certificated side. Correct. >> Classified side though, right?
203we have an issue because we have to replace every single one of those and we needed to get to at least four to non-replace, right, for that to even break even. So, I I think that's where the discussion comes in. Um I I think on the certificated side, totally makes sense. You know, I'd rather have people voluntarily retire than to have to lay people off. And so that continues that forward motion, right, for right sizing. So in a way that I think is as fair as we possibly can be. Um so that one's a no-brainer to me, but I the classified side we've got to we've got to talk about. >> And to be fair, um I know I was the one who advocated to bring that equitable uh access. And so and I get
204that, you know. So, Trusty Sandival, I I I also see the numbers and see, okay, well, uh, we're not really benefiting in a time where we need to benefit financially because of budget reasons. So, um, you know, I agree with that conversation needs to needs to happen. Is that something that we have today or is that something going forward? >> And yeah, we have to decide this right now. >> Yeah. >> Uh, sure. We'll make a motion. We'll move to discussion. But are there any further questions for uh Colton >> Carter. Sorry. Why do I had Sorry, Carter. Sorry, Carter. >> Tommy. >> That's Well, it's all right. He called him. Yeah, he called Tommy a supervisor. So, that's a just getting back at him. Um, anyways. So, are there any further questions though? Okay.
205So, >> we Okay. I I'm trying to get the right motion in there. >> Go ahead. accept the certificate. >> Do do you want it there? >> Yeah. So, I mean, I'm I'm really inclined to to go in one direction but not the other, right? Not accepting the full plan as presented. Um because of the the budget and and the finance situation that we're in. So I I'm making a motion that we do accept the certificated portion of PARS but not the classified and classified management portion of PARS. >> Okay. I just wanted to check with Trusty Ramos because he had jumped in. We were about to make the motion. No, that's okay. Is >> that motion? >> Is that the same motion? >> Yes. Okay. So that's okay. You want to second them, >>
206man? You let me get thrown under the bus, huh? You want to second it? >> Yeah, I second it. >> There you go. Share the bus. >> All right. Is there any further discussion? >> Just one final comment. So, it it you know, I don't have the numbers in front of me, but I think we all agree that the numbers from the last time this benefit were offered were higher, right? and looking at the projections that we initially, you know, just and I get it, it's a crystal ball. You don't really know, but looking at the projections that we saw back in December, I think, you know, we were hoping that there was going to be a lot higher participation on both sides and that did not happen. Um, and I think getting at to
207where we're at and and faced with the numbers that we're at, this tells me that we're kind of at the end of >> Yeah. This isn't going to help us anymore, right? And so there's going to have to be some some tougher choices made um, you know, after this is this is done. I I mean I I would absolutely agree like the we've gotten as much blood out of this stone as we can. >> Correct. Pars uh when I spoke to the PARs representatives, they said it's not um very common that we districts offer this uh two years in a row um for this reason. Um because usually you you meet your max like you know if you offer it right one year after another. And there were employees that were identified last year that
208were um eligible to retire. And they were very um good at looking and identifying employees that they said, "Well, that person's eligible, but they won't retire based on the their criteria. They won't retire." And um I will say we did work uh you know as a in the within the district to um reach out to employees and we did get some of those employees that we were not expecting to retire to take the parts this year. So I think you know moving forward would be very very difficult to get any employees. >> Oh go ahead >> Vanessa. Um has anybody mentioned to you that they're interested for next year? Do you have a number of that that did that conversation even happen? >> Not not a specific number. People ask me, you know, um are
209they going to offer it next year? I get a lot of requests for the years that they're going to retire. Can you offer it in, you know, two to three years? And I always remind them that's I don't have that authority to make the decision. Um and I remind them that, you know, this is probably not going to come along for a while after we offer it this year. So I think people are aware that it's not likely not going to happen again for a long time. >> I I can't imagine us offering it next year. >> No. >> Like I I just I mean I think that one of the differences is that I think the economy is a little bit more is a little shakier >> this year. So it makes people more
210like, hey, why am I going to leave a good job? Like and I get that. that was commonly expressed. >> Yeah. And so, you know, we don't know what next year is going to be like, but if every, you know, the economy goes crazy and everything's great, like it still probably wouldn't make any sense for us to do this again. Um, you know, we have to give some time. Like I I knew that we were pushing it right by doing it two years in a row. And, you know, I know that we got there was a little bit of flack like why are you doing that? I still think it's the right decision because last year it was 13 and we had to bring back one on the certificated side and this year is seven.
211So 12 versus seven, that's still progress in this district. You know, that's that's really that's real money there. >> And and I want to just make one final comment, too. And and I I realize how this is going to come across um but I just I I can't help but make the comment you know, and I'm try not to speak out of turn. You know, you look at just the descriptions of what we discussed tonight in close um close session. You look at what we're doing with this, presuming this board approves it. I see certificated making a lot of concessions and I see certificated taking a lot of the brunt of what we're faced with and at some point it's going to have to be on both sides. >> Yeah. So, um All right. So,
212we have a motion on the floor, right? I'm going to move to a board vote. Right. So the since this is uh human services. So uh let's do a roll call. All right. Trusty Frutos. >> Yes. >> Trustee Kumazawa. >> Yes. >> Trusty A Royal. >> Yes. >> Trusty Ramos. >> Yes. >> Trusty Sandaval. Yes. All right. Motion passes. Thank you. Right. We are going to move on to the approval of job description. Director of M multilingual and community school services. So tonight um for your approval we have the director of multi- lingual and community school services job description. Um this position will focus on English learner programs including integrated designated um ELD ELD identification, the reclass reclassification process, ELPAC testing, uh districtwide CASP testing, uh supporting the LCAP development, um supporting the community ser
213community schools initiative and multilingual family engagement. So we are seeking approval for uh of the job description. Is there any questions for Dr. Donahghue? >> So, I got a question. Um, so approval of the director of multilingual community school services, um, approving it today doesn't mean that we all it means is we're approving the job description. Is that correct? >> Correct. >> Okay. All right. Do I hear a motion? >> I'll move. >> Is there a second? >> A second. >> All right. Uh let's move to a uh board vote. All those in favor say I. >> Yes. >> I >> opposed. All right. Eyes have it. Um I did skip an item. Sorry about that. We'll go back to um uh D2, the resolution 252619, reduction or discontinuence of particular kinds of service. Sorry
214about that. >> No worries. I I just pivoted really quickly. Okay. So, tonight for approval, we have the reduction or discontinuence of a particular kinds of service. Um this uh is the opinion of the district that has become necessary to reduce or discontinue the service and we are looking to um reduce uh a psychologist position by one psychologist position and just for some um reference information in 2019 2020 we had uh six psychologists in the district and so the psychologist uh multiple psychologists shared two schools in 202122 We made a big jump and that was coming back from COVID and needing additional counseling for special education students. We uh had 11 psychologist positions. Since then, um Dr. Lawrence has been working at any time that there's a a psychologist that leaves, we do not fill
215that position. Last year, we also reduced one psychologist position. So, this year, we have currently eight school psychologists. And um we would be looking at for next year after the reduction of this one psychologist position having seven. >> Sure. Go ahead Dr. Edwards. that bigger number I think that we see like before 2020 or or around 202122 if you remember and this predates me I think by a year but we had reduced a contract um I can't remember who it was with now but that was providing DIS counseling so we had pulled back from that contract and then school psychologists were starting to provide DIS counseling and at that time there was really a a significant amount of counseling um that we've also done work on looking at the appropriateness of it. We do assessments
216for it now. Um so, you know, while that's also reduced somewhat just because of making sure it's appropriate um based on goals on their IEP and things like that. So that has also kind of contributed to one the increase that kind of happened when we first reduced that, you know, when we first um stepped away from that contract, but then also um we can now reduce because we've put systems in place to kind of better and more appropriately provide the dis counseling that. >> All right. Thank you. >> All right. So, do I hear a motion? So moved. >> Do a second. >> I'll second. >> All right. Is there any further discussion? Okay. Hearing none, we'll go to a board vote. All those in favor say I. >> I. >> Opposed. All right. Motion
217passes. All right. Approval of job description K6 itinerate academic support teacher. So tonight we have for your approval uh the um K6 itinerate academic support teacher job description. This job description um has it focuses on um having itinerant teachers intervention teachers that are targeting um reading and math for K6 students. Um they would be uh conducting or having small group instruction or as push-in instruction as well. And this position will report to the director of early childhood educa elementary and elementary education. And um one thing to note that uh this this position or this job description within the job description and and having the dire director Bergman lead it um it it will be very strategic in in the services and the implementation provided whereas um current intervention positions. It's more based on the the
218school sites, the individual school sites. And so this will be a district-wide plan when um when the instruction is provided. >> All right. Any comments? >> So definitely a question. Um so this sounds a little bit like and maybe correct me if I'm wrong. It sounds a little bit like a tossa like a teacher on special assignment. Is that where we're headed with this? >> No, it's um an itinerate teach itinerate teacher. So it would be intervention teachers. They're just um because they're itinerant they're going to multiple sites. So they would be sharing um schools would be sharing an intervention teacher or itinerary teacher. >> Gotcha. Thank you. So then help me understand. So we we are reducing um RTI or or reducing maybe not RTI but but reading teachers um reading intervention teachers but
219we're wanting to add this right here. So I guess help me understand this is only because it's it's a mobile. It's not only mobile, but it's going to be more strategic and the um instruction is going to be or the the focuses are going to be more um uniform. So, uh the plan will come from director Bergman and looking at data and being very strategic on who we're who we're providing the services to districtwide and it will be mobile. It will also focus on math. Um although uh intervention teachers it it can be within it is within their job description that they can do other subject areas most of the time they are focusing on language arts but it is that plan is based at the school sites versus this is going to be more
220from the district perspective and it's going to be schools are going to share and it may not consistently be at the same sites all year long. There may be shifting throughout the year as well based on the needs and data. >> And so we're if we approve a job description, how many do we plan on filling? How many teachers do we look to? >> Right now I believe the plan would be for uh three teachers to be shared throughout the elementary schools. >> And so we're trying to reduce, but here we're adding. That's my only concern. I'm just trying to make the the the the plus sign and the negative sign work when it comes to to budget. Um if if we're reducing, you know, I mean personnel at school sites, why are we asking
221to increase staffing that would be shared? I guess I'm a little concerned or or confused, not concerned, but confused. The concern is about budget. Right. So, we are reducing the seven intervention teacher positions um that we currently have in place and there uh those teachers will be placed back in the classroom. Um there have been other uh other shifts that were made where we um reduced three positions in a a different program that allowed us to kind of have the flexibility to also provide this tier 2 intervention since it is kind of a large part of our district's tier 2 uh our district's RTI process. we kind of um shifted three positions somewhere else to to find these three positions. >> So, so another follow-up question to that would be, okay, so we know that
222we have uh a a big concern being part of the ELD task force with our our language learners, ELD students. Are is this program or this uh job description going to have any language directly specific to that? I mean, it obviously does because it talks about intervention, but but are we going to target >> Yes. the specialized population? That's kind of what I'm looking at. Um >> so we'll be looking at all different populations specifically our English learner population because it is a large percentage of our student population and it is an identified need and um we will be targeting um English learners um looking at their data as well as the other subgroups that you know we have and looking at the the needs across there and trying to distribute >> because we've been
223we've been identified as as DA but I think that's more high school or or secondary, not elementary. Maybe you can speak to that. Um, Director Bergman, because Yeah, I just want to make sure because again, I'm not saying I'm not in favor. I just want to make sure I'm understanding the the the shift in and why we're moving in this direction versus not staying status quo with our intervention teachers. So, >> so like director Donahghue, director Dr. Dr. Donahghue shared um the the the current intervention model is disperate amongst the sites. What we're looking for is a more targeted plan where sorry targeted plan where we are addressing equitably intervention at the different sites with literacy and math with our special populations in a way that is it's data driven and it's a little it's
224responsive. Not that that's not already happening. We are using data at the sites. There are shifts happening but this will be a more focused targeted effort. So piggybacking on that because my question was I I know it was reduction and we're concerned for example our fifth and sixth graders that are that need reading intervention that are very low. How will this serve those students? What are we doing different by creating this description? So part of what we can do with this description is also a flexible hour. So they could start later and be available after school to c to catch some of those students. So that that is one of the main differences. Additionally, as we're collecting all of the data now, many times with our current intervention model, we rely on beginning of year
225data to start before we start working with the students. We can take the end of year and we can start with students on day one. I I mean I think look you're you're reducing reading intervention right in this other program you know how long have we had reading intervention going on >> right >> there's it's only been so effective right so you know I don't mind shaking up the tree you know because what we were doing was only so helpful right and so you know the idea idea that you're going to become even more data focused, right? I mean, because and and it's not sight specific because every site has different needs and so if you're one person at one site, maybe you're not seeing as many kids as you are somewhere else, right? And
226so, how do you become flexible enough so that you can, you know, really shift to where the need is at that time? This offers that we know that if you don't have it in the job description, it ain't going to happen, you know. So, so I I'm more than willing to, you know, in a sense try this, right? And and and see where it goes to >> there's a component of this as well that we'll talk about another time, but that is also vertically articulated with the middle school and how we're going to address intervention at the middle school, but also our sixth graders like Trist Royo shared in that interim. anything to fix our numbers. I mean, there's no reason that our fifth and sixth graders should not be reading at their grade and
227above before they leave our elementary schools. So, yes, anything you try anything and especially this would be like LCAP funded, correct? >> Yes. >> Yeah. Not to oversimplify it, but I mean I share some of the concerns that trustee FTOS mentioned about, you know, cutting and then adding, but if this at the end of the day is going to be a net reduction in costs and provide a better level of intervention to the students and give you guys more flexibility to to do it um and not be restricted in the way that you were, then then I would I'm supportive of it. It is a net reduction of four. Um, and it's I'm not going to say that it's going to be a better model because we haven't tried this model yet and we know
228that our intervention teachers currently are working very hard to provide the interventions. It's a different model and we're going to approach it in a different way to see if we can get some different results. And how are these teachers selected? I mean, do they have they have to meet these qualifications? It's not like on a I have more tenure so I get the spa. >> No, there will be an application and an interview process. Thank you. >> All right. So, do I hear a motion? I don't think we Yeah, we haven't. So, >> I'll like to make the motion. >> Do a second. >> Oh, I second. >> All right. We will move to a board vote. Right. All those in favor say I. >> I opposed. Motion passes. Consent calendar. Consent items are considered
229routine 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. So this >> president I would like to pull human resources report do that separately and talk about the correction that's needed. >> Yes. Almost forgot about that. All right. So uh there still is classified personnel, right? So, this would be just a board vote. Um, but do I hear a motion to accept the consent minus the certificated personnel report? >> So, moved. >> Do I hear a second? >> Second. >> All right. Okay. We'll move to a board vote. All those in favor say I. I. >> I. >> Yes. >> Opposed. All right. Motion passes. So, classified personnel activity report. Um
230go ahead. >> There is um on on the report 3G there is effective resignation but the date the year of the date is wrong. It says currently 6:30 2025 and it should be 6:30 2026 and that's the only correction. >> All right. Do you hear a motion to uh accept the report as modified? some move. >> There's pimp. >> The second comes next. >> Well, I see another one where the year is 265. So, I'm assuming that one's 26, too. >> 200. >> Oh, yeah. >> Which what >> uh bullet point classified personnel activity report. >> Oh, on the classified Ah, we just approved that. Oops. That'll have to come back. Sorry. All right. Well, I caught one. I didn't catch that one. Um, so, uh, did I hear a second? Okay. So, let's move
231to a board vote. All those in favor say I. >> I. I. >> Opposed. All right. Motion passes. Um, so let's see. Board member comments. Uh, Trusty Gonzalez. Um well um I want to say that I was very happy to see um all of us at the Santa Paula City Council joint board meeting. Um that was a very productive meeting. That was a very educational meeting. I was very happy to be there with the city council to discuss issu discuss issues that affected the students, the families and the comm and the community at large. Um I had one more thing but you know what? I don't have it anymore. Um that's all I have. It happens to us all the time. >> Did you do something this weekend? Did you get an award or anything
232>> for that? >> Um, so Santa Paula High School, the high school mock trial awards um happened last Tuesday. I got top six prosecutors in the county. Um, also congratulations to Kenyan Don Reyes, Yhaida Mana, Mauricio Ortega, and a couple other members of the mock trial high school team. I do not have all them off the top of my head. They also received awards at the awards ceremony and that is all I have to report. >> Hopefully we can we'll see them here and honor them. >> All right, Trusty Torres. >> No questions or comments. >> Trusty Futos, >> no comments. No questions. >> Trusty Kumazawa. >> Uh, no comments. Thank you. >> Okay. Trusty Royal. >> It's 9:26. No comments. Have a good evening. >> Uh, Trusty Ramos, >> no comments. Oh, good. Now
233I have more time. Just a couple things. Don't don't get me wrong. I'm ready to go home. Uh, I met with the um CEO of the Gold Coast uh health plan um to talk about ways in which we can collaborate. So, Gold Coast Health is our uh Medicaid provider um health plan in the county. So, um getting him uh access to to people. Um, I went to, um, Mr. Nilson Lopez's room to talk with students about their film festival and their ideas and that was great. Um, I can't wait to see what they have and also I participated in the ReadAcross America at McKvette which was really nice and sweet. Um, there you go. Didn't take very long. So, so future meetings, we are meeting on March 25th and with that >> chair if I
234can make one comment too. So, um I just want to um take a moment to recognize Tommy and recognize his dad, Ray. I know, um we adjourned the special meeting, um in memory of of Tommy's father, dad, but um I'd like to also request that we adjourn uh tonight's meeting in memory of Tommy's dad. Um you know, I didn't know him. I read about him in the paper. Um, but I grew up in a very small town very similar to Santa Paul. I grew up in Castic and I know um what it's like to have a member of the community um that is so important to the rest of the community and to lose that person. So um you know while I didn't know your dad, I wish I did. And having just lost my
235dad, um I know what you're going through. So yeah, >> I remember um because he was he was a custodian at the high school. No, at Glen City. At Glen City here, right? Because I was a little kid. He scared me, right? With his finger, right? So, um but a good guy. Yeah. And I was definitely going to close um in his honor. A longtime employee of this district. So, you know, even though we did it once, um I I'll open it up if anybody else has any comments on that. >> Tommy, yeah, I I remember meeting your dad when the kids were at Mckvitt. I remember seeing him at the baseball field. I saw the newspaper article. It was wonderful. You guys were all there. Um just like, you know, Trusty Kamasawa said, "This
236is a small community. Everybody knows everyone." So, he he was very involved. Um and and he would remember you. I mean I did not expect him to remember you know who you are. Like I know you like you would just his just such a sharp memory and how many lives he touched and you know just just sorry for your loss. >> I I just want to say that community has been you've you've heard me say it time and time again. Gosh, I love this town. Now you know why my dad loved this town. Uh my dad was a custodian. Then he then he went into outreach uh counselor and I had the awesome privilege of working side by side with my dad for you know better part of 15 years and that was awesome. Uh
237then he I managed baseball and he was my assistant and you talk about having fun. Uh we umpired together. We uh we we did so much. He was he was president of CSCA, I was vice president. He was chief negotiator. I was chief job steward. And we just kept feeding off each other. We just kind of kept pushing each other. Um, you know, my dad's a giant. No, no doubt about it. It just I love the stories everyone just keeps bringing out and they're bringing joy to my heart. I'm I'm really crying of of happiness because I know my pop's in a good place. He really is. you know, uh, I thought he'd be here before I was. I thought I always thought he was going to be a board member. Julie, you worked with
238him one one-on-one with him at Blanchard. And what a what a trans, you know, transformative person he was. He knew how to captivate and and the guy was intense always, you know, so always. But, uh, but thank you all for for your kind words and we're gonna get through it. So, thank you. And let's not forget the service he gave to this country too. All right. So, and the the the loyalty he had to the the VFW, right? I every one of those is I associated him first and foremost. So, so with that, right, we will close uh this board meeting at 9:31 in memory of Ray Futos. May you rest in peace.