001[Music] Fall. [Music] Oh. [Music] Good evening everyone. I'd like to call this meeting to order at 501. Uh do we have any public comments regarding close session? Hearing none, we will adjourn to close session at 501. Heat. Heat. [Music] Hey, hey, hey. [Music] Heat. Heat. [Music] Hey, [Music] hey, hey. [Music] Hey, [Music] hey, hey. [Music] Hey, hey, hey. [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Hey, [Music] hey, hey. [Music] Heat. Hey, Heat. [Music] Hey. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Hey. Hey. Hey. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Where are you? [Music] Heat. Heat. [Music] Hey, [Music] hey, hey. [Music] Heat. Heat. N. [Music] Hey, [Music] hey, [Music] hey. [Music] Hey, [Music] hey, hey. [Music] Heat. Heat. [Music] Hey, hey, hey. [Music] Hey. Hey. Hey. [Music] Heat. Heat. [Music] Heat. Heat. [Music]
002Heat. Heat. [Music] Hey, hey, hey. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Hey, hey, hey. [Music] Hey, hey, hey. [Music] Heat. Heat. N. [Music] Hey, hey, hey. [Music] Hey, hey, hey. [Music] Heat. Heat. [Music] Hey, hey, hey. [Music] Hey, [Music] hey, hey. Heat. Heat. [Music] Hey, hey, hey. [Music] Hey, hey, hey. [Music] Hey, [Music] hey, hey. [Music] Heat. Heat. [Music] Hey, hey, hey. Heat. Heat. [Music] Hey. Hey. Hey. [Music] Hey, [Music] hey, hey. [Music] Hey, hey, hey. [Music] Heat. Heat. [Music] Hey, [Music] hey, hey. [Music] Heat. Heat. [Music] Hey, hey, hey. [Music] Heat. Heat. [Music] Heat. Heat. N. [Music] Hey. Hey. Hey. [Music] Heat. Hey, Heat. [Music] Heat. Hey. Hey. Hey. Heat. Heat. [Music] Hallelujah. [Music] Hey, [Music] hey, hey. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Hey, hey, hey. Hello everyone. Uh we will
003reconvene to open session at 606. First we will start with roll call and we will start with see who's at the end. Trustee Kumasawa >> here. >> Trustee Rodriguez >> here. >> Trustee Sandaval >> here. >> Trustee Frutos >> here. >> And trustee Aoyo here. Uh item B report of close session. We have a few items to report regarding extension of expulsion number 2024.05 05 education code violation 48900 A1 violation 48900 A2 48900B 48900T A1A 48915 A1B and 48915B2 Board member Futos made a motion to extend the expulsion for another semester and second by Rodriguez with a vote 5 to zero The second item is regarding extension expulsion of number 2024.09 education code violation 48900 A1 48900 A2 48915A1A 48915B1 and 48915B2 board member Sandival made a motion to extend expulsion for another semester and
004a second by trustee Rodriguez with a vote from the board of 50 the board also approved 520 a settlement agreement between petitioner number 31 I'm sorry 314589 and the Santa Paul Unified School District and again with the vote 50. And now uh we move on to item C pledge of allegiance. If you can all rise and join us. Ready? Begin. Pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. Um item D, approval of the agenda. I believe we have some changes to some of the items and I will >> um >> turn that over to you. >> Yeah. So, we're going to pull item 8B3, which is the adult ed coordinator
005position. We're going to pull 9B2, the contracts under consent uh from the business department. And um we are going to amend 8D5, which is the three IAS for special ed. We're going to amend that to be a one I for special ed instead of three >> before the amendment. What was the other one? >> Um 9V2 contracts. >> Yeah, some of the funding on the contracts that the you you would read is not correct. So, we need to bring them back, correct them, and bring them to the board. >> Okay. Um, any other items, comments, and changes to the agenda? Hearing none, do I have a motion for approval of the agenda? >> Yeah, I'll move to approve the agenda uh as amended. >> And do we have a second? I'll second it. So, it's
006been moved and second. All those in favor say I. I. >> Passes. Thank you. So, moving on to item four, staff reports. Um, committee updates. And we'll just start. I think we were all off, but start with Trustee Kumasawa. >> Uh, no updates. >> Trusty Rodriguez. >> No updates. >> Trusty Sandival. >> Not sure if this really belongs here, but it's kind of part of our CSBA duties. So, I just wanted to let uh all the board members know and um the public that we have been selected to present at the annual education conference up in Sacramento in December on the SER program. And so, uh that is going to happen during the conference. Um we have a prime slot. Uh couldn't have asked for a better one. It's going to be on Thursday, uh,
007December the 4th, which is the second day of the conference, at 10:45 a.m. So, everybody should be wide awake and have their coffee, um, not sleepy in the afternoon. Um, and, uh, we were going to have Dr. Ramon Flores, um, from the Navy Naval Base, uh, Sandy Birmingham from Cal State Channel Islands, and our very own um, Julie Bergman presenting. >> Awesome. Thank you, Trusty Frutos. >> Yeah, a couple of updates. So, um I've recently been added to the Santa Paul Education Foundation, and so I've uh I've met several times with uh our chairperson, Stephanie, uh Bera, and we do have our um meeting coming up on Monday, August the 4th. Uh, I've also been added as an executive board member to uh, Ventura County School Board Association and I've been meeting with Rebecca Kramer
008more email and phone and we have our first organization meeting on Monday, August the 11th. So, I I look forward to uh, actually giving uh, you know, a program report or more of a report at our next meeting regarding each of the uh, the foundations. Thank you. And I have nothing to report at this time. Item five, public comments. Do we have any public comments at this time? So we have none. Do you have something recognition? >> So moving to seven information item a first reading of CSBA policy update for June 2025. So before I start with the updates listed, we do have Chief Aguular here who would like to share some thoughts on the coming school year. >> Welcome, Chief Aguil. >> Thank you. Thank you, Mr. Superintendent and the board. Uh thank you
009for the opportunity to come speak briefly tonight. I just wanted to say we're excited uh of the upcoming school year. Uh we have our two school resource officers ready to go. Um we really enjoy the partnership. Uh earlier this week uh we had a vacancy one of our school resource officer positions and we uh as a collective uh team invited panelists from the school district along with panelists from the police department to interview the next SRO candidates. And um it was a great process and it just shows our continuing partnership uh to keep the communication lines open, provide the best fit for SRO's at our campuses and uh overall all of our schools. So we we do truly appreciate the continued partnership. Uh we had a good um uh debrief of last year uh and
010talked about things and um talked about things that uh we like that we uh were part of and things that we can still work on to uh keep the communication lines open. So we always appreciate that opportunity to have discussion. Uh the second thing I wanted to talk about was I know we have school resource officers at our middle school and our high school. Um but I want to remind all of our um administrators on campuses that these school resource officers are here for you as well. We know we have we respond every year to calls for service on our other campuses, elementary schools and we provide services to all of them. Um some incidents are challenging and we get through them and we have debriefs on at campuses. It's a great opportunity for all
011of us to connect with uh school staff um in those situations and uh we really appreciate that opportunity and we just want to extend that our services are there for uh all the other campuses as well and we look forward to serving them this upcoming school year. Um if you have any questions I I can try and answer. I know there's been a lot going on with um you know is and immigration and so I'd be happy hopefully to answer any questions you may have about our approach um as a police department and um our efforts in the community. >> Chief, I have one quick question. Um staffing, are you guys pretty much fully staffed? >> Yes, we actually we're close to fully staffed. We have a couple of vacancies, but we have uh those
012in the hiring process right now to fill those. And so we're we're continually looking at staffing. Uh so we're just about two two positions uh shy, but we have uh those in background. Hopefully they'll make it through. >> Sure. >> Um in in terms of ICE, you know, can you talk about uh any um activity that that your department has seen, you know, throughout the LA since June, right? because we were kind of lucky that it it's ramped up after we closed. Um, you know, but I was just wondering what what you've seen in our community. We've heard about different things going on in the county. Um, >> yeah, you know, we're concerned about uh the safety of our community. Um, we want to make sure those, you know, we've had uh some peaceful demonstrations.
013Want to make sure they they stay peaceful. Uh, ICE uh has come into town. Um, you know, we we always look for the professional relationships with our federal agencies and um, you know, it is it is common for them to call and advise us that they're in the area. They may not disclose what they're doing or where they're at. Uh, but they they do provide us uh, the courtesy of calling in when they're here and then when they leave. And we um we strive to maintain that rapport with them. And um if that uh becomes evident to us that they are a in town, we'll make notifications um to government entities to let them know that they're here and when they clear. Now, they do not always report in. So, uh we just have to
014rely on the professionalism and hopefully that they will report into our dispatcher and let us know. Chief, I just want to say it's it's um you you you kind of said it on a on a few uh times, you know, partnership. Um you know, that means a lot. Uh and we appreciate the the partnership with the uh the police department and uh and you know we we know we had to start from ground zero, but the fact that we we were not afraid to make a mistake, reflect on it and evaluate and continue to grow to to best meet the needs of our community. And I just want to thank you for your professionalism all the way through Commander Ster, excuse me, and and the rest of the department because you guys have been ultimate
015professional and a great partner for us. So, thank you, sir. >> Thank you. And we're we want to continue to build that. Uh I just want to finish with one quick story. We had our first Special Olympics torch run with our police department this year. And our route went by, I believe, three schools. And as our officers ran with that Special Olympics torch, including myself, uh the kids were out uh right outside at the fences cheering us on with posters. And that to me is a symbol of the partnership in the community with school staff and the and children, young kids recognizing um what good things that we all share in doing in the community. So I just want to applaud uh school administrative staff for taking the time even though it was just a
016few minutes or a minute or two to recognize what we're all here for uh to support um very worthy causes. So thank you all for your for your support. Thank you so much. >> Thank you. Okay. So, um we have a few information items for for the board. We have three board policies that are based on first reading. The first board policy is um high school graduation requirement changes from the California Department of Education. Um the uh basic changes are that um There is a require there is a requirement to take um three mathematics courses but at the same time um a computer science course um that is classified as a category C course based on um UC A throughG would um would satisfy one of those uh courses we have um added chemistry to
017our uh science courses and ethnic studies um is now going into this school year is now mandatory for all all districts to offer ethnic studies. So that was added to the board policy. Um we need um we instead of two there's one course in visual or performing arts or career and technical education. So there used to be world language used to be included in that. It's no longer world language. world language is now put in a separate category and asking for two courses in the same language are required and then um you American Sign Language can be one of those um courses and then we've always had one semester of of health courses that uh usually ninth graders are taking. Um so what that basically does it takes our elective courses from um 60 down
018to 50 because this adds to the mandatory courses that we're we're doing. And then uh the rest of the changes in the policy have to deal with um how we handle foster youth and their graduation as well as military families. Um they have a lower expectation of credits and um and what credits are required. Any questions on that policy on the first reading? We'll bring it back >> on the high school one. Um a couple things. one I think clarification on not that I'm against requiring ethnic studies but they the legislature did fail to fund ethnic studies implementation once again and that law doesn't the requirement from the state at least doesn't get triggered until that does get funded um I know that there's other like Oxnard's had it for like a number of years
019I think Ventura is doing it too so I mean it's something that we know we're going to have to do right >> um but I just wanted to make that that kind of that point. >> Um, >> we offer it. I mean, we we offer it's part of what we do again, >> right? So, um, you know, I think the the other thing I'd like to, you know, really kind of think about, um, and really I don't know exactly the process we should use, um, but I know that I've been really looking at our, um, UC through G, you know, completion rate. And you know, to me, I've never quite understood why, you know, the A throughG requirements don't quite line up, you know, directly to the requirements that we have for the for graduating.
020And not that everybody would be able to be A through G. I'm not suggesting that, but like, you know, I think there there slightly different requirements. It just seems like we would want to be at least encouraging, you know, as many students to be UC through G and so that they can achieve that and also at the same time achieve, you know, the requirements that they need for the high school. I don't have examples of where they're different. I think foreign language is one of those world languages where it's a little bit different. Um, I'd at least like to see the discussion because I think one of the things this year that I really want us to focus on is making sure that we have more kids who are UC A throughG, you know, um,
021completers, right? So, and if we can align our these graduation requirements to that better, I think that that just makes sense, >> right? I agree. Um, we just so that the board knows, we have been in communication with the Mr. Guzman, the the principal of the high school, um talking about the A throughG and talking about not only A throughG, but we also are talking about A throughG applying to CTE um also because that's a big part of our campus and if we can get kids through some of the A throughG using CTE would would benefit everybody. But again, our our main conversation is that um I'll our goal is so that when a student graduates our high school has choices, you know, and a lot of times when you're in ninth grade or 10th
022grade, you're making decisions that when you get to 12th grade, all of a sudden you're like, man, I wish I would have taken those A throughG courses because I want would want to go. So we have to just like we do for CTE, we have to market to the students and make and do parent awareness because there seems to be this um attitude not with all students but with some students that oh well I'm just going to go to a two-year college or I'm not going to go to college so I'm not going to take it. And what we want to do is say we want to encourage them to keep their options open and to take it. And if you choose not to go through a four-year university, that's fine. But at least, you
023know, you have the option, you know, to go. >> I would absolutely agree with that. Um, you know, because depending on the pathway that you pick, you're going to have more likelihood of success, right? And so, you know, if you don't ever have the chance, you're cutting off one of those pathways. you know, I would actually say that you re kids and parents really need to be educated by say sixth or seventh, right? Because I don't know I don't not as you know familiar with the the middle school master schedule, but some of those A throughg requirements can be taken right the math requirement you can have one in the eighth grade and a world language you can have in the eighth grade. you know, we need to be giving kids as much opportunity to
024make that completion, you know, be by the time they get out of middle school so that it's not quite as stressful, you know, on their schedule because I know that that's a problem, you know, with kids. It is. >> We're not giving them a lot of room to breathe, but we're I don't know how much we're encouraging them to like we're doing dual enrollment. Hey, take this credit and you can have it for your college. Well, why wouldn't we do the same thing from the middle school into the high school? >> If I can speak I mean I I can speak this happened to two of my kids. If they're in the agriculture program or human services, any of ourmies, >> they have to take health and back then it was choice choices >> um
025figure out during their other schedule. But the ones that know, if they take it the summer before going into nth grade, then they're set because if you don't do it, then then you're stuck either not taking an elective or ASB or other classes that you might want. Um, so in my example, both of my kids had to take it online because they I chose for them to do dual enrollment to get credit for college and high school at the same time. So, that's something that I agree our students, all our students should know their options in the middle school so that they're not in this with this issue. And that has to do with the size of our school. I mean, nothing against our administration because everybody does a great job, but um it's we
026don't have enough students to have that amount of classes or choices the way their periods work and when classes have to be taught because there's only so many chemistry classes. And you can speak from experience because you you know >> Yeah. I was one of those kids who had to map out their life through college choices and it was extremely stressful because um and again no shame to the previous administration when I went through high school and stuff like that. But at the same time um my my base question to you is do we have enough classes in our catalog or in our class schedule to offer something like this? because I know in the past it was very hard to sustain a schedule like this as an individual student to be able to take
027A throughG classes and not have them either overlap or conflict with each other. Um >> yeah, so we we when working with the master schedule, that's one of the things that we look at >> kind of like whether it's a pathway CTE, a pathway through A throughG, we make sure that during your four years, you're going to be able to complete it. But I will say that because we are a smaller high school, um there are times where certain students have a conflict in the schedule and they have to make certain choices. So um but yeah, we we definitely >> So I guess we're getting at I mean if we don't have to approve effort studies until we have the funding, that's something that we should maybe consider if it's going to until we align
028our courses or figure out what to offer. Well, that one's that one's just a semester long, right? And >> it takes the place of choices. >> Yeah. So, it does do that. But but I I but I hear what you're saying and and I think that and Mr. Guzman, you're in the audience. If you want to speak to this at all, like feel free to jump in, but feel free not to since this that would be kind of an ambush. Um but you know I I think it's just to my you know broader point that you know I think we need to understand what the administration is doing to kind of help alleviate these problems and and really kind of align you know better you know like for instance I know I've always thought about
029that CTE problem making sure that it's not just the G requirement which is like this catchall elective you know but how many of those CTE classes can be A through F, right, which are the the more core classes, you know, like English and math and science. Um, the other thing is is because we are a small district, right? And I totally understand. You know, I love the career pathway, you know, program that we have, we're going to hit a limit where we can't do anymore. Like, and maybe we already hit that limit, but I think we need to also be creative on how we're deploying these classes. And as many can that could maybe overlap within other you know different pathways right so like have an agricultural engineering you know course right that could serve
030as in both of those you know >> welding so many things with our new pathway >> but welding I don't know if that could cross right different pathways that's the thing it's like we can't offer it all could we offer it within the buildings and trade CTE those kinds of experiences Sure, we got to look at that, you know, but if you're say in buildings and trade, you know, maybe that drafting class counts for that as well because you need to know how to do build blueprints and all that other stuff and also the engineering, you know, pathway as well. So, again, trying to maximize, you know, what we can offer, trying to, you know, make sure that we're not, you know, we've got high school requirements for us and then A through G and
031they don't really align all the time. So you're taking extra classes to fill both fulfill both, you know, I think we just got to take a look at that. >> So >> agree. >> Yeah. No, I agree. I think uh like you said, we do need to look at our middle school and maybe we just need to look at our parents at our middle schools and give them an introduction of what the high school looks like and at an earlier standpoint like a little open house maybe in the winter or something to just offer them an idea what our trades or what our pathways look like so they can have an idea. maybe our kids should start taking the classes now to start preparing them for those classes later. >> So, I have a question
032for you, Mr. Weinstein. Um, so you mentioned um UC A throughG uh requirements uh versus A throughG requirement. What would be the difference? >> No, it's it's it's based on um the UC CS A throughG requirement. >> Is there an alternative A through G requirements? There really isn't. But the idea is can we get more courses >> that will satisfy the A throughG that our kids already like taking, >> right? And again, I'm not suggesting not trying to meet those needs, but I'm but I'm also thinking about those students who who who struggle and and and we're, you know, they're not making the positive choices and and then they're stuck somewhere in the middle of, you know, 11th grade and they're trying to figure this out. So, uh, I mean, I'm not opposed to making
033it more rigorous for for some students, but I also want to make sure that we have a safety net that our our struggling students are not going to get behind. So, the requirement as as it reads right now, what here's what I do like reading. I like that it went from 60 to 50 elective courses. Um because there are kids, some of our students, they have to take sometimes remedial classes and it's taking them out and then they're having they're still wanting to be in pathway. So then they're kind of stuck not able to >> they have to make a choice, >> right? And that's that's kind of where I'm going because one one bad semester can really derail um a student and and it's high school. We I mean we really don't want to
034make it obviously we got to make it rigorous but we can't make it where where one one bad semester of choices is going to derail uh student goals and student mindset but uh um so the the the biggest um I mean I'm with you guys with when it comes to ethnic studies I I I I can see where that that fits in. Um but again you you are confirming that there's no difference between UCA through G versus just general or regular A through >> the A through G requirements or it doesn't. Yeah. And just to clarify, like I I don't mean that all of our students should be a youth you UC through G, but all of them should be required to take the three math, right? Even if some of those those math classes
035won't necessarily qualify you for the UC through G, you know, qualification, right? But um again just the better alignment so that you know you don't have to take any more extra classes right to to f fulfill graduation requirements as you would for UCG requirements. >> Yeah. And and a lot of other places now are using the UC UC A3G requirements now. So it's going to be hard to just like not have an excuse not to do it now. Um I think especially at community colleges, you know, it saves people time. even if they go to the community college, you know, you take that three years of math, you're not going to be held back by taking another course. So, it is beneficial either way. >> Yeah. And there there's multi levels of what we have
036to really invest time and energy in. One is the counselors, making sure that the counselors are aware of this and that they need to talk to students about it, not make students take it, but talk to students about it and say, "Hey, this might be an opportunity for you." Um so we we'll be working on that all year. Um the other uh board policy single board policy is um before and after school program. So this is pretty simple uh change in policy. So the basically the way the policy now reads is that you can make up attendance by attending afterchool educational programs and and before school educational programs. So the idea is I believe and Dr. Ramirez correct me if I'm wrong. I believe it's four hours of um before or after school that equals
037one day of attendance for elementary school. Right. So the idea is this is an uh an attendance recovery program. We have a lot of kids that are in Aspire. We have a lot of kids that get there at 7 o'clock in the morning. And so if we can get these kids into um educational settings, pretty much we're going they're going to have 100% attendance because those four hours add up very quickly. >> So correct me if I'm wrong. So they would go to Aspire or would they go to a different program? >> No. So in within Aspire within the uh after school program and Aspire, we have educational opportunities. Okay. So that's where they would need to go. And before school, we have tutoring. We have other educational opportunities there. Homework, you know, u help
038and and all those type of educational opportunities allow us to count those hours towards overall attendance. >> Well, that sounds great. >> Yeah. >> Well, but that's there's a caveat to that, right? I mean, there has to be credential. There has to be someone credential has >> administering that. Yeah. >> So, so like you know, we're offering, you know, enrichment opportunities, right? But those won't count. >> Um, yeah. If the art museum sends an artist to talk to our kids about art, that's not an educ that as far as >> this is concerned, it's not educational, >> right? >> So, we're going to offer opportunities for teachers to stay after tutoring before school and >> and pay them on an hourly basis. >> Okay. >> So, um, back to that though, Jeeoff. So, I'm really
039interested in in looking at where the positive gains are going to be. So, in other words, really data collection here because I mean, if we're looking at attendance recovery, we want to make sure that we're seeing those dollars come, right? We're talking about ADA. >> Um, because if we are going to pay for certificated staff members, which I think is a great idea. >> I just want to make sure that we have the correct data. So make sure I mean >> I think that's going to be one of our biggest challenges honestly is making sure that we train staff in order to record properly the hourly attendance and then report it through um Dr. Mir's uh department so that we can then make the adjustment in the in Q in in our attendance system. Well,
040and I and I think you know even beyond the dollars, right, which are important, but you know, one of the things I would want to know is if we have students that are relying a little bit too much, right, on this kind of recovery of hours, are they still performing at the same level or is this going to be some sort of watered down babysitting, right, with a teacher in the room, but they're not really getting anything out of it? You know, I mean, I it's gota it's got to >> help them. It can't just be about the dollars. For sure. You know, none of us would would disagree with that. >> I agree with you. In fact, >> one of our biggest challenges when I first got here four years ago was um cyber
041high. >> That cyber high was being used as an opportunity to not do work in regular class and just take cyber high and really not understand the subject to the depth that it would be if you took a full semester of the subject. So, um which we've been working on and the high school's done a great job of shoring that up. But yeah, we need to do the same thing here. >> Absolutely. Um, you know, one other thing about the the policy, this is a little tangential, but since the policy is up here, I can talk about it. Um, something I noticed in here, uh, was that says every three years, the superintendent or designation shall review the afterchool program plan, including but not limiting to program goals, content, outcome measures. I've been on this
042board four and a half years. I don't not sure if I've seen an afterchool plan. >> We do submit with those things. >> We just need to present it to the board. I would like to see that. >> Yeah. And I believe and Dr. Ramirez again, tell me if I'm wrong. Um >> that's mostly that came out of the requirements for ASUS >> and for EOT money it's not the same. It it's not a requirement for the ELO money, but it is a requirement for the ASUS money. >> Yeah, I think Dr. Ramirez wants >> Yeah, I was actually going to ask if Dr. Merson come and explain. I'm reading the part where it says if a parent guardian has signed an ELO res registration form and that form is on file the student shall
043be considered enrolled in the ELO. So ELOP right and ACES are two different programs. So in the beginning of the school year we brought the program because we have to do it every three years and you've you've approved the plan um for that for our ELOP which is also our afterchool program. Um the this new uh piece discusses how we can recover attendance and we're looking at looking we've uh implemented the RAS kids reading program during the summer. We've had a lot of great success with that. So we're going to implement that for the certificated hour of the teachers where they can actually target those students wherever they are and support them with that piece. So the plan has been approved by the board and it won't come back until the next um two years.
044Well, I guess the you know, but that's just for the the ASUS, right? I mean, Huh. >> It's both for >> the plan. >> So, the plan, interestingly enough, the way that the government has done it, it requires the same thing for ASEAS it does for ELOP. Granted, there are some nuances that we just discovered recently that we're going to improve on for um ELOP. For instance, we're supposed to offer transportation to the students um even though there may not necessarily be a need. So, we're going to make sure we do that. But, um our goal is to make sure that all the after school programs and el we're using elop to kind of subsidize the amount of students that we serve. For instance, here at Glen City, normally would serve only a hundred. Now,
045we can serve 200 students because we have ELOP. But the the piece that that the superintendent was talking about was referring to the attendance recovery. Those students may be our after school students, but they also may be the students who are not coming to school that we're going to invite to come either in the morning or to come after school to recover that attendance. >> Just one quick question about ELOP and I just want to know if I'm not sure if I understand the rules correctly, right? But because we're over 75% unduplicated, aren't we supposed to offer that to anybody who wants >> So ELOP really is intended to be offered for us for TK to sixth grade, right? >> If that if it's if we have leftover money, then we can offer different programs
046to 7th through 12. >> Yeah. And I'm not talking about that so much. I meant within the grade. So if all 650 students from Glen City wanted to participate, aren't they allowed to? >> Correct. >> So we don't have a cap necessarily. We have a cap I think on one on >> what? Aspire. There's so many different Yeah. >> So but but because we do have to have a 20 to1 ratio, then we also have the 20 to1 ratio in ELUP. That's why we need to hire more people because we uh need to meet the needs of our all our people who want to participate in the after school program. So yes, that's why we've grown our program so much because we want to make sure that anybody who wants to be part of it,
047we can offer them a space. >> Sorry, Dr. Under the ELO after school, it's one hour or can be two or >> so. EOP is gonna it's offered till till 6 o'lock. However, when we want to do the recovery for LOP, we can do it for one hour. So, we're going to I'm not sure if I didn't Sorry, I didn't look to see. We submitted an RFP to be able to have teachers working after school uh from 3 to 5 so that we can offer an hour each for to support our students to recover attendance, if that's what you're referring to. >> Yes. >> Okay. Um the last part of the board policy changes and updates um has to do with the packet that we received for June 2025. So as normal um policies we
048bring this and we provide a guide sheet to the board which is basically the synopsis of each of these policies. I will give a highlights of the the policies. There are a number of policies dealing with charter schools that do not affect us. We don't have a charter school that reports to us. Um also, uh the comprehensive safety plan, there's been some changes there. Compre um for both the administrative regulation and the board policy. We also have um there's some change in the exhibits for uh parental notification. Uh so it's minor they say it's minor stylistic changes so the content isn't changing. And then and that is it for the ones that are being presented tonight for first reading. And then we'll bring them back for and in the guide sheet we we have highlighted
049the ones that were doing first reading so that you can do those and we kind of broke it up so that there wouldn't be as many at one time or you'd be able to go through it pretty quickly. >> Any questions on any of those? >> Uh yes I do. Um, so there's one policy in particular uh that I would encourage um my fellow board members to uh read uh in full and that's board policy 0441 artificial intelligence. Um and that's not just because I had a hand in crafting that at CSBA. I was on the you know as you know the the AI task force. Um, you know, one of the things in doing that exercise over the last year and a half with other board members from across the state is that the
050committee was kind of tilted towards proi kind of Northern California, Bay Area centric, right? and a little less eye on some of the downsides of that can come with AI um especially as it re uh involves um underrepresented populations. So the policy as it stands from CSBA is fairly permissive. Um now I'm okay with approving it right now. we should have something in the books. But I really do think that we as a district have to engage in AI in a very serious manner and understand what we want as a district to actually do in terms of you know moving forward. you know, for instance, um you know, the I know, you know, in my college hat, right, that some professors are starting to use AI to develop, you know, powerpoints and what have you.
051And students are going, I see that, right? What am I paying for? I could do this on my own. I mean, do we have, you know, teachers that are they're going ahead and doing that, you know, and and and there's ways of doing that that are that are helpful and productive, and there's other ways that it just becomes a crutch when there's really nothing going on. And so, we need to be intentional about that component because, let me tell you, AI is not going away and it is everywhere and we really need to be in front of that um because because it's is huge. It impacts every part of this institution, you know, and not just the students and the teachers learning, but the way that we conduct business in the district office, the way
052that office assistants, we had just talked about how um you know, Miss could could take the transcript, right, that we get and do meeting summaries, right, from it for for the minutes, and that would save you a ton of time. And that's great. you know, that's a productivity enhancement. Yeah. And but that's like something but we also have to be careful because if she doesn't review that, you know, and that becomes official record, you know, and something was misdone, then that's that's problematic and puts us in, you know, could potentially put us in some sort of, you know, at the very least awkward situation, if not, you know, legal jeopardy. So, um, >> well, but to tag on to that too, um, Dr. understandable. I I don't know if it still made it into the
053big beautiful bold bill or whatever it was. I didn't I didn't read all 8,000 pages, but there was um and I think there still continues to be discussion at the federal level where there's potential legislation being discussed where at the federal level they would create moratoriums at the state and the local level to do any sort of restrictive AI policym I think for like a period of 10 years. And so I I think what you're observing, you know, maybe at at CSBA or or just at other, you know, places you touch is that there's just this sort of trend to be very >> open arms and kind of light-handed with AI, probably because of adoption, probably because of, you know, lobbying and and things like that. But it's going to be very interesting to see,
054I think, what, you know, is going to be ultimately allowed for the various, you know, levels of government, you know, we're talking states, school districts, counties, cities to implement stuff that restricts AI because it seems like everything is very >> open to it. >> No. And and I I saw that, right? And I was I was like, who got paid for that one? Um, I don't think that necessarily negates the the process we need to go through too though because, you know, I don't think that that would preclude us establishing best practices. Um, you know, it's kind of like with a teacher, we can't really dictate every day exactly what they're going to teach. They're going to teach in their own way, but we do give, you know, guidance of what we expect. Um and
055that can be not restrictive but more like you know just you know this is this is a good direction to to go through. So >> yeah, and just to talk about how it's affecting the classroom, you know, some professors and some teachers, especially at the high school level, have decided to go back to written essays um like literally written in their classroom, you know, which is a big U-turn compared to um in the past, especially when uh when I was in undergrad, you know, you could just type it up, but now because there's so many accusations made towards students using AI, um you know, a lot of universities and a lot of schools or a lot of districts are unprepared for the appeal process. they don't know how to handle an AI appeal for students
056alleg students asserting that that's their own work. Um and so I definitely would like to see a policy developed where a student can or a district policy can be developed where students can find an appeal process. Um to just not have their work marked as a zero or as a fail because the teacher feels that you know it's AI. >> Right. Well and and just to add one more comment on the thought that I I was talking about you know some of the the legislative and policy discussions at the federal level. You know what we have observed, you know, under the new administration is a very clear and direct tie to certain policies, certain procedures, certain best practices that local governments or entities administer and how that aligns with federal funding for certain programs, right?
057So, just to be very clear, if there's federal dollars out there for AI or for technology or for business intelligence, but you as whatever entity you are might have policies in place that conflict with that, you're you're kind of exing yourself out, you know, for for potential funding, you know, which would have better benefits, too. I mean, that that funding always has strings attached, but just that game that I think we have to play when we're talking about this. Well, and and it all goes to to to kind of underline the fact that it's a very complex law landscape and we should be very intentional about what we do. Um because it does have ramifications across, you know, funding streams and how we teach and pedagogy and all that. So, yeah. >> Um and just
058for clarification, policy number 0441 is not being this is it's not the first reading of that one. We're going to bring it in August for a first reading because we have our staff going through each of these policies and and seeing what can work and what can't work. So, it's just the highlighted policies. It's on your guide sheet. >> Oh, it's just the highlight. All right. I'm sorry. >> The ones I missed first reading tonight, but no, it was great discussion. >> And by the way, just >> you know, Miss Sanchez told me that she really enjoys rewatching the board meeting over and over and over again. So I think heard >> pausing it, >> pausing, >> making sure she heard it right, you know, rewinding. What did that person say? >> Wonderful. >> So
059the last piece of um information that I'll be presenting tonight has to do with um our migrant issues within the community and the the political climate. So can you bring up the PowerPoint? So, okay. So, um just overall, you know, we our vision is to serve every student every day. Um no matter what their immigration status is. We don't care. We're here to serve every single student. We also have a philosophy of protecting and teaching the whole child, which also means social emotional um support systems and making sure that You know, when when a a parent brings a student to us, we are fiduciary responsibility to them, but we we have to look at their physical safety, their mental safety, you know, and and we have to look at the whole child in order to
060make sure we protect them the way we're supposed to. Um so uh we have um a resolution that was um done in 2015 followed by a board policy um to not support immigration enforcement by local, state and federal agencies. Now we do have to comply with the law but we don't give them free reign you know of our schools to come and go as they please. So the resolution basically um you know is written there. You can see that we we are um even in 201516 it was um you know there were heightened concerns and anxiety that certain district students and their families were experiencing um and it talks a little bit about the homeland security uh regulations. Didn't advance. There it is. Sorry, didn't advance. Um and uh basically what it says is that
061access basically has to be permitted by the superintendent or designate and we'll get to that in a little in a little while. >> Just a a quick thing on this particular page, right? And I gosh I can't remember whether we've updated this resolution or not. >> We we have not updated. >> We have not 2000. It was written in 2015, approved in 2016. >> Okay. So, because because technically speaking, this this resolution is now out of date because of new guidance from Homeland Security. >> Right. Because the um they will now allow uh um activities in sensitive locations. That was a one of the directives out of there. Right. So, >> so we we are asking fellow districts >> to if they've approved the resolution lately and to send it to us so that we
062can, you know, give it to the board to look through and and see what we're comfortable with and what we're not comfortable with. >> You know, it's it's something that actually you could probably ask CSBA, right? Because because they're pretty much they're pretty on top of what's what's going. Last time we did ask CSBA and this was >> around December. Um the uh the response was they're working on it. So I have to get back to them. >> Yeah. Well, and and so much has changed even since then. Yeah. You know, once the inauguration happened in January, you know, and the executive order started coming. Um, you know, and again, that's just one that I know like I wouldn't want uh our families to to have the impression that schools are protected, right? Because right
063now they're not per se, like they will conduct activity there. That doesn't mean that they are allowed on campus like you've said, you know, unless there's a judicial warrant, right? But but still there's there's kind of this ambiguity as to what the real effect is. And I know that they've tried to get on to LSUSD, >> you know, we've seen that in the news. So, >> um but yeah, I it's just >> and um the resolution goes on to basically state again that we will not assist customs enforcement or ICE enforcement of immigration laws. That's um not under our purview as educators. We're here to protect the child and not um not help law enforcement with with that type of uh system. So, we also have a board policy and the board policy reflects the
064resolution and um we it says district staff should not solicit or collect information or documents regarding the citizenship or immigration status of students. One of the things we are doing is we're going back through our files and we're getting rid of birth certificates. We're going to make sure that we have it noted what age they are, but birth certificates often show whether you were born in the United States or not, and we don't want anybody to be able to subpoena those records. Um, and then the last part of the board policy that I think is really important is that the superintendent of design should report to the board in a timely manner any request for information. So, if we do receive a subpoena, if we do get uh information act request, um we need to
065make sure that the board is informed in a timely manner, which probably will be um that Friday in in the update or I will send an email the day we get it and and the board will get it that and also in the Friday update. So leadership and staff training um is taking place on the protocols of what happens when uh you know enforcement does show up. So one of the things that we're doing is on tomorrow I believe we are actually um meeting with all the site office staff as well as a site administrative assistance and train them in the protocol some of the protocols that you will be seeing um but you know I've given a directive you've seen it in um my parent squares and stuff that um you know no government
066agency can request or be given information on student students without the written permission of the superintendent because I want to make sure that we're not we're doing everything we can to protect um our students. So just one clarification here, right? I mean the the information I can understand um but the allowing them on school grounds like if they have a judicial warrant >> we have to follow the law. >> We have to follow. So there so there is that's the quote unquote exception. >> Yeah. and we'll get to that in the presentation. Yeah. >> Um so basically any request for information or documentation notify the superintendent. Um inform the officer that the school staff must first receive notification direction from the superintendent before complying with it. Um also making requests for credentials and taking notes
067for all the documentation that they bring. Um inform families about the request and provide a description of the officer's request. Um, and you know, we we don't want to release any I mean, student information is confidential to begin with, but we don't want to do it. And the only way we will do it is if there's parental consent, a written court order, or judicial subpoena. So request for access to schools pretty much follows the same um thing but the notification of the superintendent inform the officer that the school staff must first receive notification direction from uh that's from the superintendent. Um request credential again um officers cannot interview or search a student without a parent or guardian um or a court order signed by a judge which is your judicial warrant. Um and we need
068to notify the parents immediately of the request that they're making. Um exceptional urgent circumstances. This is when uh timely safety issues are are being done and that is the one exception of them coming onto campus. they can uh show reasonable uh in um possible harm to students or staff then they um cannot uh they can come onto campus and we should not physically interfere with the officer. So as uh Dr. Sandaval was telling there's two types of warrants that we experience uh from ICE. One is a judicial warrant and that is signed by a judge and the examples up there where um the judge would sign. So a court judge actually has to sign it. And then um there's the ICE administrative arrest warrant which basically is signed by a d you know an administrator
069of ICE. That one we don't have to comply with. The judicial warrant we have to comply with. And it's important that we're going to give training on to the site staff as well as all office staff that you know what is the difference between the two and where to look for the difference and if you don't see the difference make sure you contact um the uh district office and send it to us and we'll look at it. So, we actually I'm not go through this, but we actually um have uh um scripts for if they're not sure what to say to the officer in we actually will be giving them scripts of how you address the officers, what you say. Um all all these uh scripts were developed by uh legal and then an administrator
070will also be ch we have our leadership retreat coming on the 5th and during that time we will be training on what an administration um how their script should go. So, um, one of the things that, uh, we really want to, uh, let the public know about is that we offer independent study and a form of whole homeschooling through our independent study. And although they do have to meet face-toface with um, teachers, they can do it through Zoom or Google Meet. So, they don't have to physically be here. um principal Robert Dandia um is is in charge of independent study and homeschooling. The teachers are actually located at um Isbel Middle School um but uh he's in charge of also the Renaissance High School Service Academy. So, one of the things that we're working on
071is um transportation for our students. So, as you can see, this is hard to see, but you basically the um Santa Paula Tripper uh or Valley Express um goes in the mornings, but there's no afternoon runs. So, we're working right now with the city as well as with um uh Valley Express to determine the cost of Monday through Friday afternoon runs. every single and you can see by the locations here, these runs go to every single one of our schools. There's no exception. So, every school has this run. So, this gives us an opportunity to um offer free transportation to those kids who need it. If the parents don't want to come to the actual school location to drop them off, um you know, we can we can remind them of this and they can
072take their um student to the bus stop and then they don't have to actually come on our campus. So, other support services, we do free meals. Oops. We do free meals for um students and um we uh that's for 18 years of age or younger offered as school sites and Blanchard Library. So, one of the things that we talked about a year ago was that um because people were very nervous about school sites that oh well they're going to hang out in the parking lot of school sites and and you know they're waiting for the free meals to come and and and they're going to use their enforcement that way. So, we made a partnership with the Blanchard Library where the actual food was delivered to the Blanchard Library and given at the Blanchard Library.
073So, the only thing that we're currently working on for the next uh I guess it would be winter break or actually Thanksgiving break would be um the change in times. So, offer alternative times for for kids go. The only issue that we still have to comply with that we're trying to work with a workaround is that the meal is given out of at the location that's approved by the federal government and you have to eat the meal there. It's not a graband go like we did during CO. Um, so notifications as as the chief talked about, you know, if they are aware of any ICE activity, the chief has promised to text me and I will get that information out on parent square as well as the board immediately. Allowing community groups to use our
074communication channels for migrant support services. So, we've had a lot of uh different groups that um reputable groups that we've researched and if they ask us to send this out to our parents, we go ahead and send their flyer out to the parents. Um counseling services at all school sites for any emotional trauma from the current events or just being fearful. Um and then we me we we've been messaging to the community since uh December. six parent squares have gone out talking about how we're here to support them and that um you know where we encourage you to send your children to school and that you know our job is to protect them. So you can see their website link. So, not only do we have a hotline that you can see on the bottom,
075so this hotline you can call and it and um recorded message, leave a message, and with 24 hours you'll be you'll get a call back and and we'll refer you to a local service in Ventura County that you may need. We also will have a list of those local services on our website. So, you go to the front page of the website, you hit the icon on the website and it links you to the services and you can go through and I believe the these services that are that we're offering it was approved by VCOE and they're the ones that came up with the list for all districts. So, we're going to make sure that the public has access to that. So, overall, any questions? I know this is a hot topic, you know, and
076that you guys uh, you know, want me to keep you up continuing to keep you updated of any changes and things like that. >> Yes, sir. >> So, first of all, I just want to again, what a what a prime opportunity to get this information out. Um, on uh on Friday, J July the 25th, uh, Mr. Weinstein, Dr. Santa Maria Trustana Royo and myself, we attended a roundt discussion with organizations throughout Ventura County and uh it was promising to to hear that there are services out there. So again, I mean, if um to to our staff, you know, please, you know, um listen intently with the uh with the idea that you are frontline. Our students look to you, our families look to you for for guidance. Um, obviously we're not here to solve the
077problems, but we can be uh we can help guide them in in the right direction. Uh, I love the idea of the the web having a website available and I know that VO is working working on that. Um, and last, I'm definitely interested in learning a little bit more or hearing more updates on the independent studies and homeschooling. I imagine that this is going to be uh hopefully a big support for our families that are hesitant, you know, coming to school and whatnot. And um I'm hopeful that that's not going to be the case that that they'll come. >> But if not, there's a there's a secondary avenue for our families that need it. So, >> and we're developing a brochure. >> Awesome. >> That will be at every single school site office as well
078as the district office to inform P. So if parent comes in or a student says, "I'm concerned about this, hand them the brochure, con gives the contact information for um independent study and homeschooling." And um Robert Dandia is very good about getting back people right away and uh getting them on board. And I will have to say he's done a great job over the last year because we did, you know, Trusty FTOS, we did see an uptick, a large uptick in our independent study. We used to have anywhere from 7 to 12 kids in independent study. We were just under a hundred kids at the end of this school year. So, um, you know, the word's starting to get out, >> you know, and I think that, you know, at the back to school nights,
079um, that's another opportunity to do, not just, you know, the independent studies, but that should be kind of, you know, people should understand that that's available, but there might be other things that other resources, right, that we can bring to each one of those nights, right? I mean, maybe we need to do a little bit of that, like accessing those organizations that are that are helping out and bringing those on >> site table, you know. Um, >> yeah, I'm eager to see the resolution updated. I know that we're just waiting for other schools to or school districts to update theirs. So, I'm very eager to see what an updated resolution would look like. Um, the other question I have for you is, you know, what if we have an encounter with they come to our
080school site, they don't have a judicial warrant. our staff recommended to tell them to leave or how would we not or facilitate that? staff would not an administrator would uh wouldn't wouldn't just be the staff the administrator would go and explain you know uh that we do not comply with administrative warrants come back with the judicial warrant because something and I all everybody has my cell phone number >> and I promised every school site that the minute something like that happens you call me and I'll be there in five minutes and I will be the one to talk to you >> you know the this is a little bit of a tricky situation, right? I mean, certainly within the training, you need to make clear that no one under any circumstances is to say the
081words, "Sure, come on in." or invite them, right? Because once they do that, they have full access to everything, right? >> Um so that has to be drilled into people. >> On the other hand, um exigent circumstances are tricky, right? because they can come in claiming, "Yeah, we have an emergency." >> How do they know? How does a staff member know? Like, I think it's it's important to to understand that or to to >> what? Well, not just that, but that >> you know, we're not mandating that you go to jail, right? Oh, yeah. you know that your that's not your responsibility which is why it gets kicked up to you as because I think you know just kind of imagining what the situation would be like you know we're not asking the office assistant
082to be the front line you know we're we're asking that person to stall essentially right until someone with a higher up right >> right that you know will come and handle the situation you know so I think that that's important because again exigent people can claim that you know and they will they may well well do that and then that puts you in legal jeopardy if you don't comply right because that becomes an obstruction of justice so so again I think it's important to talk to the staff about these issues I think there'll be some staff that are more like oh yeah I'm going to tell the line I get it, right? And others that are like, well, you know, I don't know if I really want to go to jail over this. Um, I
083think that it's important for us to be sensitive to to what they may have to face, you know, because again, it's not going to be us, >> right? It's going to be them. Um, >> absolutely. >> The I have a bunch of questions, right? So, if anybody wants to chime in, go for it. But I think Sure. Absolutely. Right. So, um, transportation, you know, let me know if I can be of help. I know someone who's on that S BCTC board and the Santa Paul line. Um, so maybe we can uh expedite that. >> Is there any way we can expand the transportation routes because I saw just how slim they were and um I just saw the map >> location where their stops are. >> Yeah. Is there >> we can request that too.
084>> Okay. has >> because you're paying for the bus and the driver and if it takes an extra five minutes because you're going to go to this place or this place in addition to there, it's not that we've already talked about that. It's not a big expense and so they won't charge anymore. >> But um where the expense comes in again is the is saying, okay, we want runs in the afternoon >> and especially because remember our our elementary school, middle school, and high school get out at different times. >> So, you know, we would multiple runs at those schools. >> I I think it's important for us to to really think about that, too. I mean, we do get 60% of that money back um for transportation, right? Is that across the board? Is
085that just >> 60% of our transportation expenses? I believe now it's 1984. >> Okay. Um but yeah, no, working that is going to be important and getting the word out that that's available. >> Yeah. you know because from what I hear Filillmore their numbers are of students that use it is is a lot right but we don't have that same thing >> and I think that we haven't communicated well that this is available neither has the city >> you know we we need to make sure that people are aware of it I mean I see the Valley Express going around Santa Paul all the time but knowing that that particular is a run that's done every morning and goes through every school it's not one >> um you know We talked about the use of
086parent square. >> Um I I think there should be a protocol or at least you know everybody knows and maybe we do, maybe we don't. I mean I we should probably talk about this but you know if ice hits a a campus do we send the alert out right away? Do we send it just to that school? Do we send it to everyone? You know there's pros and cons. We talked a little bit about this in our one-on-one. you know, do you want the attention to focus on that that campus and it become some sort of, you know, circus, right? Do you just tell that that campus, but knowing that everybody else is going to find out about it anyways, right? I mean, I I kind of I'm at the, you know, be proactive because
087the word's going to get out anyways. Yeah. Um but we also have to recognize that once the word gets out of an ICE action, do we end up with the same situation that we have in Camaro, >> right? Um where we had a protest that lasted for hours. And one of the things that that in my superintendent's meetings with the other superintendents of Ventura County, we talk about is if you send a message like that out on parents or even just say ICE, we've heard that ICE is in the community doing operations is there is going to be a certain number of parents that are going to show up at every single school site and want to pull their kids, you know. So, that's one of the things that we're trying to um make sure
088that we're transparent like if they're when we've had um and we had this experience a couple of years ago where we had uh a weapon brought onto campus and before they even walked the student to the front office, social media was blowing up exactly what was going on. So, it's it's hard to stay in front of that. So, we do have to uh come up with a plan. >> I guess are are we prepared to like tackle misinformation? Like for instance, if someone were to make a false accusation that ISIS is like let's say in Bur Webster, are we prepared to like just use parents to say no like it's not? >> There's been a couple of times that on social media um people have come to me and said we heard ISIS in Santa
089Paula and I called immediately called the you know the police department chief on his private line and said hey is this true? And then we've tried to verify it by calling Briggs and and Moo and and um Santa Clara Elementary. you know, we we just we call around and call the city manager just to see if we can verify it because we don't want to say it if it's not going because that's just panic. >> Well, in the way it's a J13 waiver, right? Yes. >> So there I'm not sure if that legislation is passed, I think is rather weak, but if you can document that there was ICE activity, you know, you can get a J13 waiver if attendance dips down. Yeah, >> I think we need to advocate for a broader exemption, you
090know, I mean the damage Well, we will like that that's our job, right? But >> still, you're right. >> You know, because the the damage has been done like I really afraid of what our attendance is going to look like the first day of school. >> Yeah. >> And our enrollments, right? And so, you know, especially if you know, an action happens, right? And then what happens? Like it's not just going to be for that day that the action happened. it's going to have ripple effects, you know, for weeks at least, right? I mean, it's it's ridiculous what they're they're suggesting as a remedy. Um, >> and I'm sorry. Uh, did we put in a J13 for the day we did the they did the protest? >> Yeah, we did. Okay. So, >> I don't
091think is is that covered? >> I don't know if that's covered. Did it go through? >> Well, we we you know, any extend any circumstances that are beyond our control. >> Hopefully that flies, right? You got to try, right? You can't >> say, "Oh, well, they'll probably won't." >> Kids, you didn't hear that. >> Um, you know, uh, couple more things, right? The adult ed. So, you know, as we had I emailed you, it looks like, you know, in the the current budget, it's we won't have it for next year, >> right? Next year being 26 >> 26 26 27. We do have it for this year, right? But the Department of Education has released guidance that none of that adult education money can go to people who are not or who who are undocumented.
092Um that's a new thing that came out from the Department of Ed. I we need to investigate what the ramifications of that are. because you know that could be that's problematic. I mean, we have a lot of ESL classes and they need to know our our whoever signs up needs to know that if they try and they're undocumented, that record is going to be there and they will I can't imagine they're not going to try to get that, you know. So, it's just something we need to be on top of and we need to alert people, right, that that's the case, right, to keep them safe. So, um you know, it's unfortunate, but that's just what's coming down. Um, and then finally on on the records like I would want I would like you and
093this can be in a a update uh board update you know I don't know if it's per site where the these records are stored or if it's >> per site when it comes to new records like recent >> we have that we started when the kids were in elementary school and now they're in high school. Uh, we just need to make sure I want to know when that's done. Um, you know, and I don't know if we have to audit that somehow, right, to make sure that it was done, right? But I think that's a really important piece of what we're doing to to try to protect families. >> Yeah. >> So, >> absolutely. Any questions? All right. Thank you. >> I think you're up next. So under eight action items, a superintendent, >> approval
094of joint use agreement between the city of Santa Paula and the Santa Paula Unified School District. >> You can take a break standing up here so long. Um >> you take a water break. >> As you can as you can see, we've been and this is a long time coming. Um we've been working since I got here. We have been working on a joint use agreement um with the city of Santa Paula. Um and so uh previous CBO after that previous CO left uh the district, I asked for updates and really no progress was made. So I have to compliment um Dan Singer and Greg Barnes who uh met with me multiple times to hammer this out. We sent it to our legal, their legal, but basically the the joint use says if your facilities
095are available and we have a list of facilities in back, but if your facilities are available and you're not using it, we can use your facilities no charge. The only charges that would happen is if we ask them to staff their facilities, right? So, same thing with us. They can use our facilities if we're not using it. But if we need to open a bathroom and have a janitor cleaning the bathroom and things like that or on the basketball courts sweeping, you know, cleaning up all the trash on the basketball courts, we would charge them just for the custodial um ens. But um it's the first step in in what I hope is many joint use orus with the city. Um they've been a really good partner since I've been here and and I want
096to um make sure that we we um use their use all the resources we can that they have and also offer them our resources. Any questions? >> No, I just want to say um I know a lot of that work was was done also in the 2 by two meetings. I know we we sat there and we we hashed it out and um I I know Trustee Rodriguez, we we talk a lot about having that historical point of view. So, I remember once upon a time I was on the city end of it when I when I was uh running the the u the rec department >> and we had these just open agreements and then how it just fell apart or how you know it and and it happens, right? But I'm I'm hopeful
097and I'm glad that again the partnership is uh has been reinstated. But when did you say the last time we had a uh joint use agreement? >> Um it the last time we had a joint use agreement was 2016. Okay. Gosh. >> Yeah. And then it and then it obviously expired. COVID hit. >> Yeah. >> And then we we didn't, you know, we we just got a new one. Now, we've always been >> we didn't have something in writing, but you know, we've always worked very well with the city in in sharing facilities and things like that. Um yeah, but uh you know speaking on the 2 by two meetings, I think 2 by two meetings are an excellent opportunity for us to create more partnerships with the city. Uh, one of the things that
098we were talking about at I think the last 2 by two meeting was um offering uh discounted preschool type things and and all you know those type of things and and I think that there's an opportunity I mean we're all government employees you know so there's an opportunity for us to um help each other out. So >> yeah, I'm excited to see this come before the board. Uh I I remember being at the last 2 by two committee meeting and a lot of ideas were hatched, you know, supporting each other's time capsule reveals was one of them, right? Um and so again, this is just one of many agreements that will come and support our schools as well as our cities, but also hold each other accountable in terms of shared use of resources. Um
099I wanted to ask, you know, for the next time we do something like this, can we also put in the language we get priority too? Um >> oh, in other words, first right or ref if they're not using it first right. >> Okay, perfect. Refusal. >> Yeah. Yeah. Um, >> yeah, >> but that's about it. >> Yeah, we also allow them to use our parent square for their uh newsletter. I don't know how often it comes out, but we they send it to um our communications officer and they and we send it out to the to the community. So, we we're trying to we're trying to find a lot of inroads where we're working together and when we send something out that needs to go out, we also send it out through their communication channels.
100>> And actually, it just reminds me something that we I didn't mention on the other one. Um, you know, we really do need to I don't know what kind of adoption we have on Paris Square. Um, but if not everybody is using it of our families, we need to teach them how to use this, right? So that they can get that kind of information plus other things. I think it's just and again maybe that's part of the back to school nights. Hey, >> we brought it up last school year too about trying to amp it up at back to school nights. So, I be curious to know in a board update what what the percentages were of parents that were signed up for it. >> Yeah. One of the main um things that they've been
101really working on the last couple of years is updating information in our system because Parent Square obviously uses the um cell phone numbers and and email addresses to notify parents. So, it's important that they're accurate or else it's just going into the oblivion. >> It it would be interesting maybe a board update at some point, right? uh to see what the engagement level is because I'm sure that there's reports that can show like how many people clicked into the message kind of thing or how many people logged in or how many people are actually signed up for that. >> So, and again, you know, maybe if if we have to incentivize it like school with the highest, you know, percentage of of parents that are using parent square >> like gets a pizza party or
102something. I don't know. >> Free food is a good thing. >> And kids will drag their parents to do it. They will actually do it for them. It goes a long way. >> Any other questions? >> Thank you. >> Oh, we need >> on this one. >> Yes. >> So, do I >> So, so move to approve the joint use agreement. >> I second. >> Okay. It's been moved and second. All those in favor? >> I >> passes 5. Thank you. Okay. See who's next? Item B, educational services. Item one, approval of the McGra Hill English Language Arts ELA instructional materials renewal for grades K through six. Dr. Ramirez. So, good evening. We we are asking the board to approve um our renewal. This is just a subscription renewal that we get. And naturally, I
103have to commend Miss Bergman because she worked really diligently to make sure that we reduced the amount we were spending and really just buying what we needed to buy. So, great job. >> Thank you for answering the question I was going to have. Well, if we don't have any questions, um, is there a motion for approval? Adoption if there. >> So, moved. >> I'll second it. >> Okay. Any questions, discussion? Hearing none. All those in favor? I >> I passes 5 Z. >> Now item two, appro approval of science and ELA EL instructional materials for grades 7 through 8. >> So again, this is another subscription renewal that we're asking for your approval and we are diligently really looking at our expenditure. So Miss Burman has done well. >> Thank you. Is there a motion
104for adoption? Approval. So move >> and is there a second? >> I second. >> Any questions, discussion? Hearing none. All those in favor? >> I >> passes 5. Item three, approval of contract with Sperinet for special education support services for the 2526 school year. This is a contract with the Sparinet who provides our collaborative educational services for our students who require that level of support. Um we also call it co-eds. Um it's our wraparound service that we provide for students. It's paid out of our special education funds and part um our mental health special education funds. So first um is there a motion for approval? So moved. >> I'll second it. >> So it's been moved by Sandival, second by Futos. Um any questions, discussion? >> I mean, I will say that a lot of
105these special ed contracts are large. You know, we just we know that. Um but I know Dr. Lawrence, you've been looking at all these contracts, you know, with with Miss Toms to to see where we might be able to bring some of those services in house or, you know, change contracts, you know, what what we're getting from them. So, >> that's right. And this one in particular is one that we're we're prioritizing right now this year. >> Okay. Thank you. It's always good to get an update on where we're at on all of these items. Okay. So all those in favor >> I passes 5-0. >> Item four, approval of contract with bridging voices for special education interpretation services for the 2526 school year. This is our contract for bridging voices. They provide our translation
106and interpretation services for our IEPs, for parents, also written translation for any assessments or IEPs or other um you know large documents that we need to translate for parents and students. >> Is this an up to up to $300,000? >> Up to >> Okay. I think we spent a little less than that last year and all the translations something on the documents that we just cannot do in house at all because I mean literally you hit a button but somebody still has to proof it and because I've seen your documents and it's like it's huge volumes depending on how large the IEP so I just don't know if it's something that you guys have looked at to things we do in house. Um but with some of those larger documents, we really do need a
107professional service to do that. Um and we do we often as administrators proof those and they go back and forth. Um there is a translation um a way to translate our documents, the parts of the document that are already in the system, if that makes sense. Anything that we add into it has to be translated by hand. It won't automatically translate those things. So the documents that are like the template part of the documents will translate. >> Okay. So they're not translating like the entire because I've seen I mean someone who's >> Yeah. the template of the document and then anything that's written in would be translated. But a large portion of this contract is really used for um the interpretation services that we use during IEPs. Yeah. They do a very good job. I've
108seen it firsthand. Um is there a motion So moved. >> And do you have a second? >> I second. >> Um any questions, discussion? >> So Dr. Lawrence, um again, thank you for the information. So, um I I do want to share a little discontent uh about that because um I I realize we need to do this and I realize that our our hands are being are are tied because we don't want to get in a situation where we're not translating properly IEPs uh where there's a lot of legal uh information. Um but but I come from I remember a time when we actually had someone in house that would provide the written translation. So, um I I know somewhere down the line we need to look at maybe reinventing that wheel. You know, it's
109already been in it's already been out there, so maybe bringing it back. But two, uh I I I mean, SSTs and IEPs, you know, we always had someone on staff provide that uh that level of uh translation. Is there a reason why we can't go back to that? possibly your I your your s your outreach counselors, uh your maybe your counselors, maybe a staff member, someone on on site that that could be stipen oriented that can provide this because $300,000 seems like a lot and and and if we can own maybe the the the translations portion of it, I I don't know. I'm just just tossing it out there. I think it's something we can look into and see how much time, you know, that would take for somebody to do the IEPs that would
110require um interpretation. I think it's something we can certainly um look at and compare. Yeah, I mean I I know it and again I'm not negotiating for CSEA and I've said this on several occasions, but there are those stipulations where you could, you know, earn an additional uh stipen 2% for being bilingual, four or 5% for being uh biterate and whatnot. So again, I I would I would definitely um encourage that we explore uh those options. One, we keep money inhouse. two, we're not paying three up to $300,000 in in those services. >> Yes, we can do that. Um, just to to also clarify, we only use these for IEPs. We certainly have staff who if we need to make parent phone calls or parents come in um for for a meeting that that's not
111um IEP related, we have staff that that provide that and written translation, too, even for IEPs if if needed. But yeah, >> and I think I I think one of the things though is because it's an IEP, you know, we would have to be careful about that. They would absolutely have to be trained. There's a lot of specialized language, right? That not just a typical person, you know, who is bilingual might might know, right? So, you know, I I I think I agree >> to make sure that it's interpreted appropriately and not that I mean, I think we can still look into that, but just even to give you kind of an idea, you know, we might have a meeting that especially one that that it's that's being translated um and interpreted. You know, sometimes
112can go two hours, three hours, sometimes it's continued. And within that time um they switch out interpreters during that time because you know for one person um you know interpreting an assessment that's pretty heavy um can be a lot. So they need to even just the cognitive load of that they switch it off to their partner and kind of switch back and forth even during that two to three hour time. Um and and that's I've seen that that is pretty typical. Um when that level of translation is required, >> do you recall if we're spending that full amount that closer to the 300? >> This year we spent less than that, a little bit less than that, the exact amount, but it didn't go. >> So we get close. >> Yeah. >> About how much
113now that that was brought up? just just >> two something or >> yeah in the 250s I want to say >> okay that's that's that's fair again so I mean again historical and historically speaking I translated many of those meetings and we we had we had individuals in there >> uh and again I I'm fully aware of the you know the high level language and again I you know I don't want to put ourselves in an at risk situation but certainly I would like to explore the idea that we we can provide services inhouse because we know our families, we know our our students maybe a a training but with with the right stipend in place it might be beneficial. >> Yeah, I think exploring that is absolutely necessary. >> No other questions? Uh all
114those in favor? I passes 5 Z. Item five, approval of contract with Ventura County Office of Education for the provision of extended school year services. Um just to clarify um this this is a request not just for extended school year services but it's our contract with um Ventura County Office of Education for our pair professional support for our students that attend our county programs. So um there were some additional staff added this year. So we we do need this increase. It does include a small portion of ESY. Um, but it's the majority of it is due to an increase in some of the staff needed um throughout the school year, not just ESY. Sorry, I was just reading the quick summary on the agenda separately. Um, okay. And let's first start with Do I have
115a motion? >> Some moved. >> It's been moved. Do you have a second? I'll second. Um any questions, discussion? >> Broken record. Uh again, I can't say it enough, but when we're looking at 700,000, 300,000, um 125,000 again under different different items. Uh again, not not debating that they're not warranted and not needed for to meet the needs of our our students, but again, if we can, you know, possibly keep looking at in-house, what can we do to to uh to recruit maybe uh teachers, pair of professionals so that we don't have to contract out because it feels like, and I'll say it and on the record, it feels like uh the Veco uh Ventura County Office of Education uh you know, special education services are are high and and um and I I don't
116know if we can continue to keep paying these amounts, but if we're I mean, if our hands are tied, we have to, right? But if we can find a way to be creative and and get our staffing inhouse, we put ourselves in a much better place financially uh and in addition to building uh positive relationships with our families. So again, you know, I mean, I'm I'm voting yes for it, but I just not liking these outrageous uh uh prices and um through uh Ventura County Office of Education. >> Yeah. To clarify this one, and I agree with you, um you know, as you know, we're looking at at bringing, you know, staff in house as much as we can. These contracts are for kids that are attending outside of our district >> um in the
117COE programs >> and and I appreciate that and I was mean I'm I'm speaking on a blanket term, you know, in an umbrella um uh perspective. You know, again, we we have to provide services. We have to we just we're bound to that and I get that. So, >> thank you. All those in favor? >> I passes 5. Okay. Item six, approval of contract with the Fresno County Superintendent of Schools for credit recovery for the 25 through 28 school year. So, good evening. So, this is the contract that we have to be able to provide cyber high at the high school. Um, and you should know that because it's been implemented really well at the high school, we had less students having to take summer school this year. So, it's really working out really well.
118>> 28. This is 26. One clarification. Is it for the 2526 school year or is it a >> It's a three-year contract from 25 to 28. >> Okay. >> We normally do it that way just because it facilitates um for us during the summer so then having to come back. >> Perfect. >> This just a clarification. Just making sure. Thank you. Um, okay. Let me start with is do I have a motion? >> Uh, I move to approve the contract with the Fresno County Superintendent of Schools. >> And is there a second? >> I second. >> It's been moved and second. Um, any discussion or questions? Okay. Board vote. All those in favor? I >> passes 5. Thank you. Item seven, approval of PAR professional services with the Ventura County Office of Education for the
1192526 school year. Same contract really as the previous one, but this one is for this coming school year. So, it's the full amount um estimated for the coming school year for our kids attending um VCOE schools. And you know, the way they bill us for that is through cost, you know, they get the ADA for our kids and then they bill us any excess and then they um once they attend their schools, but they, you know, bill us for the pair of professionals um the cost of the pair of professionals plus the cost of subs >> that they decide that we need, >> right? >> No, we we're a part of that that IEP and that's a need. Okay. All right. We are involved in every single one of those and I am informed when
120there's an assessment that feels that anyone feels is needed in order to look at the need for a pair professional keeping in mind that you know the kids that are going to our VCOA schools VCOE schools um many have very high medical needs physical needs um and some have very significant behavioral needs um so it's not uncommon um to need this level of support if they're they're attending um those programs. Um but the same is you know when we have students placed here let's say from Briggs or MUO we also charge in the same way we charge them for any pair of professionals that are needed and any excess cost and I just lost my train of thought. Do we get a motion? >> Uh I'll move to approve the curve professional contract with BCOE.
121I'll second it. >> It's been moved and second. Any other questions or discussion? Hearing none. Board vote. All those in favor? >> I passes 5-0. >> Thank you. >> Okay. Item C, business services. Item one, approval of change order number three for the Santa Paula High School library modernization project. >> You're back again. >> Sir, >> good evening. Change order number three for the library. I think alluded to last time or the time before there was going to be sort of a mop-up change order. This is it. This should be it for the library project. So, total change orders for the job came in at about $109,000. So, we uh hope that you guys will approve it tonight. >> So, if there's one more that comes in after that, we can dock your pay, right?
122>> Absolutely. >> All right. >> Has the work been done? >> Yes. >> When's the grand opening? >> It's going to open on the 11th. I don't know when the official grand opening is going to be, but the librarian has been in there this week and they're stocking books and it's looking good in there. >> Come on. We got to have something. I mean, even if it's just Von's cupcakes. >> We have We'll get it from our cafeteria. >> How better our cookies and and muffins and so forth from the cafeteria. >> You're asking for a fourth change order. Is there a motion? >> So moved. >> And I'll second that. >> So any more discussion, comments? >> Hearing none. Board vote. All those in favor? >> I. >> Passes 5-0. Continue. Okay. Item two,
123construction of interim portable housing for Isabelle Middle School project. >> Okay, so we had a bid opening about four weeks ago. I think it was on the first five bids. The low bidder was Ardland Construction for 2.564 million. You can see the spread there of the bids. First three bids are about uh 13% apart. The first two bids about 5% apart. We've worked with Ardellin on four different projects that we've actually publicly bid since 2014, including the phs 600 wing project and the McMahon gym project in 22 and 23. So, they're a familiar entity and uh we hope that you guys will approve it tonight so we can get going on this project. >> Is there a motion? >> I had a question actually. >> I was going to do the motion. >> Oh, sure.
124Right. You want me to do the motion? We do the motion, right? >> Okay. >> So, seeing that this is for temporary portables, you know, during the the middle school project, what's the plan for the pad after the project's done? Because it seems like quite a lot of money. I mean, I it's it's needed and I know it's not just concrete slabs. There's utilities and there's a lot of other things other than that, but it'd be nice to see, you know, if there's maybe some contemplated use of this once the project's complete. >> It's a very interesting question. Definitely has not been contemplated, but given that the site has flood plane requirements and you have to build up a big pad, yes, that would be an elevated pad where something else in the future could
125be constructed. Definitely. There was a comment before that some of the portables we were going to keep and use. So, wouldn't they be placed in a location where we wouldn't have to move them again? Cuz based on the floor plan, they're all going the back behind the other ones and some of them have to be removed because they're so old, have to be replaced. So, wouldn't they go in that location? >> Okay. So presently there's no plans for any portables to be removed at this point in time. I know there's been some discussion about it, but right now this is just a plus 19 adding 19 portables to supplement the existing portable classrooms that are already on campus. >> So we're not keeping any of them afterwards. the 19 unlikely unless we decide to purchase.
126We're going to be leasing them. If we know in advance that we would want to keep some of them, then we'd be more prudent to buy some of them instead of leasing them. >> We're kind of late in the >> Yeah, because I was my >> No, we're not we're not late on the the leasing because this is this is the construction contract. It's not the >> the portable purchase andor leasing contract. We're gonna bring that forward when we're closer to actually needing the portables. >> I mean, I get where you're going with that. I I mean, >> it might not be a bad idea to look at our current portables to see if there's any that are, you know, end of life. >> It was my understanding that had been done because that's why
127you had replaced some of the rampings. Or maybe I was my misunderstanding that only the ramping was replaced, but I thought some of them I mean I remember going into a couple and I mean you guys have fixed ACs, you guys have fixed edges around them. I mean you have I mean how old are they? Aren't they beyond their 30 years? >> Yes, some of them. I mean it basically works chronologically. So, the ones that are furthest to the south, closest to the main building, that front row there, those are the oldest. Obviously, they get newer as you go further to the north. I believe 26, 27, and 28 are probably 1988. So, you can do the math there, 37 years. Um, that definitely the least desirable of the group would be 26, 27, 28,
128and 31. And then the building in between, which is not a portable building, it is often referred to as a portable building. 29 and 30. Those are probably the the buildings that are longest in the tooth, if you will. >> Well, I mean, what would you recommend? I mean, would you recommend us at least think about that? Like, does it make sense or is it like uh you're talking about like tripling the cost kind of thing? I mean, if we were to actually just purchase some of those in with the intent of of getting rid of those other ones. Um, >> I think it's a very interesting idea. You know, if we're going to be renting said portables for x amount of time, let's I'm just going to throw out a number. Three years, you
129know, three three years of rental. Uh, last time we did this exercise, it we figured out that it would take about eight years to pay off a rental. >> So, you're 37% of the way there right off the bat. So, yeah, looking into maybe purchasing some. The the other thing kind of to um uh to the other point um you know there we were thinking about you know in a phase what three right doing some work out in that corner where this these are projected to go right um are there any site plans already like how this is going to be mapped or are they just general concepts at this point? There's there's general concept site plans that show the future phases which would replace the current existing portables with new classroom clusters. >> Would
130it go farther out too? I thought there was like three. Again, I I guess the the point is is that like if we're running, you know, utilities out to there like making it so that it could potentially be compatible with, you know, future site um development would make some sense, I think. I mean would make sense for sure. Um you know but I don't know how much additional work that entails now. Um or for again too late in the game for that um totally asked those questions a year ago. >> I don't think it's too late in the game. You know if the portal we choose to keep a portable out there it can stay if we purchase it. >> Um you know we could also down the line decide we want to get rid
131of three portables 26 27 28. I'll just throw those out and maybe move three of the portables that we had located from this project and relocate them over to 26 27 28 if we don't want the to have the campus continually stretching north and further from the admin building. Those are I mean everything costs a little bit of money but it's definitely a possibility. I I mean it maybe because I mean I can't anticipate I wouldn't anticipate going for an elementary school bond for several years right given our disastrous performance last year. Um you know in some ways maybe this buys time for the or lessens the need for the phase three if we could maybe even repurpose the portables to mimic what we were contemplating you know for that phase three. Um, again, I
132think what we're trying to say is like be creative and go for it, you know, and give us pitch us a proposal, right? You know, um, and if we have to spend a little bit more now for something that will be more beneficial later on, then >> No, exactly. I mean, when when we were looking at these plans and seeing the various options, you know, it was obvious that we had to be reasonable and realistic. And you know what's just kind of triggered me was just seeing again what kind of investment we're doing for this for something that's needed but how really it's it allows us for something that's sustainable and beyond you know what our immediate use is right which is just for these portables and knowing knowing that there's a a greater need
133on that campus. it'd be cool to see just some ideas and some suggestions about how we can maybe you know utilize this going forward after the the portables are done. So, I was having a side discussion over here where not just this campus, but other campuses might have some portables that are, you know, beyond their life. And if we're going to have these portables here for three, four years, two to three, four, um, and if it's better for us to purchase them after we know how many portables throughout the school district that we might need to replace, and then just that's that would be a cost savings in a way. Well, and in some ways, like let's just say, and I keep on saying phase three because it's kind of the one that I think
134is furthest away. If you created a um portable cluster, right, that kind of mimicked what that would be like and then say we do get the bond, right, and eight years from now we can, you know, do the real construction there. Couldn't we repurpose those portables to a different site like Glenn City has? How many portables that are and some of those are reaching their lives? Maybe that's a way that we can kind of, you know, leverage this one project to benefit other sites that have those portables that are as old, you know, just as old. So, >> yeah. And just even just the three that you mentioned, knowing that we will need those three to replace once they're done to move them at that location or I mean because you're you're removing the portables
135eventually, but you'll have the electrical all the stepouts for the utilities. Correct. I mean, basically, it's just electrical. There's no plumbing in them. Classrooms, the bathrooms are a different structure. So, it's really you're just dealing with electrical lines. So, sorry we went on a different direction, but at least that's like we can keep that discussion and that item, you know, separate from this vote, but that would be something that we would want kind of some direction as to how can we maybe consider purchasing them. We can amend it later. >> Okay. And I think that when it comes time, there's still going to be a one last circle back with this Isbel administration to say, "Okay, do we really need 19? Does it pencil out? Can we get away with 16 or we're renting three
136less?" So, we're going to circle back with that one more time as well. >> Thank you. because that was my other concern where I mean temporarily there's other activities occurring there but we don't need a portable for adult education those can be using existing classrooms since it's in the evening we we want to be you know mindful of the funds that we have so if we don't need so if we don't need the 19 then the price will come down >> yes the pad will be built but the price will come down because the electrical systems are basically daisy chained. >> So, we'll just stop x amount of portables short and they won't have to do the work in those last three portables, get a credit back, but most importantly, we just won't be paying
137that rental 36 months times three buildings or whatever that number would be. >> Okay, any other questions? >> Okay. Um, is there a motion for approval? I'll move. >> I'll second. >> It's been moved and second. Board vote. All those in favor? >> I >> passes 5-0. Thank you so much. And and item three, resolution 2526.03, temporary loans between district funds in fiscal year 2526. This is an annual resolution adopted by the board each year in order to give fist service the appropriate tools needed in order to manage cash balances for the dis district district's different funds. There are times when maybe um preschool funds may may be delayed and then may need to do a temporary transfer from the general fund over to the preschool funds. And then once those funds come in, we
138transfer those funds back. Do we have any questions? >> Just a quick question. Um, I can't remember, but I think our deferrals from last fiscal year are paid up through the uh in the budget, you know, approval at the state level. But is there I can't remember if there's deferrals for this coming year >> in June. Right. There's a a small deferral too, right? So, but but again that's another situation where you might have to do those types of All right. Thanks. >> Can Lori, can you recall the last time we activated this this type of uh temporary loans between district funds, >> uh the stateful fund um sometimes those credits are are running a little in the rears. We probably did it a couple of times this year. >> Okay. So, so it's common
139it's a common practice. >> It's a common practice. Okay. >> Any other questions for Lori? Hearing none. Is there a motion for approval? >> I'll move. >> Uh, do I have a second? >> I'll second. >> So, it's been second by Kimawa. Um, any discussion? Hearing? None. Board vote. All those in favor? >> I passes 5-0. Item four, resolution 25261, authority to improve compensation for unrepresented staff. This resolution gives the board authority to improve compensation for classified management, certificated management, classified confidential and contracted employees in alignment with agreements for represented staff. This is not an approval to give a raise. This is the approval to if you wish to I'm not even going to ask why we need to have this resolution. Oh, so moved. >> Any questions by anybody? Okay. Hearing none. Is there
140a motion? >> Oh, sandal. Okay. >> I second. >> Wasn't there yet? Is there a second? Okay. >> Sorry about that. My apologies. Present. >> There was a second by >> Okay. Thank you. It's been moved and second. All those in favor? >> I passes 50. >> Item five, resolution number 2526.2, appropriation transfers for fiscal year 2526. This is very similar to the the first one that we talked about. It's an annual resolution that adopts um to allow the accounting necessary tools to manage the cash balances in different funds of each fund uh the cafeteria fund, child development fund and so on each have their own cash balances separate from the fund balance and then like I said before depending on when um cash is received or federal funds sometimes there is a need for
141those loans as well. >> This is specific to federal funds. Are are these appropriation transfers within the fund or across funds? >> Cross funds. >> Any other questions? >> So again, same same as the first one. So is this a common practice >> and and when was the last time we most um we we've actually >> of the state preschool fund? Um the cafeteria fund has been um operating successfully. Um, I think that was probably the only one we did this year. >> Can you see where if if we don't approve something like this, could this put us in in a in a bad situation? >> It could put us in a cash deficit in a particular fund if funding was delayed for whatever reason >> and that could that could lead to a situation
142where we need a trans. >> Yes. >> Right. And then then now we're taking out a loan from the state and we're paying interest on it. Right. >> Instead of borrowing from oursel, we would be borrowing from someone else. >> Right. But Lori, this is because our funds are coming in late, federal funds, right? >> Yeah. >> Well, I mean, and there's other like the state sometimes has deferrals, you know, the state has I mean, like you said, the preschool fund, you know, there's all kinds of different, you know, reasons why those things. >> We don't know. >> Yeah. It's nothing that we've overspent or something. It's just the funds are not coming. >> Just routine in nature. >> Yeah. Okay. Um, can I get a motion? I mean, is there a motion for approval?
143>> So moved. Is there a second? >> I second. >> It's been moved and second. All those in favor? >> I passes 5-0. >> Item six, agreement for VCOE QS hosting service level technology for the 2526 school year. >> Good evening board, members of the public, superintendent. This action item is for one year agreement with PCOE for hosting our Q student information systems which includes our Q core system uh services, our Q sys uh food services, QIS for parent square, QIS for secure documents for a total of $84,024. We recommend that you approve this tax item. >> Any questions? >> Yeah, sure. Um, you know, uh, I hear varying, uh, levels of support for Q around the district. Um, like are there any alternatives out there? >> There is some alternatives. Uh, we have eeries.
144Um, Q, it's it's being so so right now it's what Ver County uses and we get a lot of support from from it. U, this is what our staff is accustomed to. Um so I get a lot of pro pros and cons but uh looking overall I think uh Q takes it and the the pricing it's very similar as well. >> Okay. >> So you're comfortable with it? You >> Yes. >> You haven't had any issues? >> Haven't had any issues and when we do uh VC it's very supportive. >> Okay. Any other questions? Is there a motion for approval? >> So moved. I'll second. >> It's been moved and second. Board vote. All those in favor? >> I passes 5-0. >> Item seven, approval of contract for goto communications. >> Sure. This action item
145is for a two-year contract with go to connect, our voice over IP phone service provider for the district. The contract includes 100 standard accounts which are high usage accounts, 530 low usage accounts. Um just a small side note, uh we conducted an audit of all of our phone usage throughout the district and we decided to move 200 of the uh high usage counts to the low usage counts which will save the district about $78,000 in these two years in this new contract. And This the contract would not exceed $155,000 with $994. >> Anyone have questions? >> No, but good work and uh and making that distinction, right? And you know, continue to monitor and you know, next year we'll see what what where it lands. So, >> yeah. >> Um that's amazing how much the
146the high usage account is how much more that is though. That seems very like a big difference. >> So they're about $18 per high usage account versus the low usage it's about $6. Big difference >> is I would imagine there that this isn't really possible right but are there any other solutions for those high usage then you're splitting different two different systems and that's just a mess. So yeah, >> that will cost more. It cost the district more since we'll be managing two systems. >> Yeah. >> Different equipment to move. >> No, I appreciate that. You know, we went and cut several cell phones and went to this system. So I know we already saved the district a lot of money and I did have a question like is it monitoring or seeing, you know,
147if they're all being used or we need to reduce. So the fact that you just presented that you have changed some um to low usage um shows that you are monitoring showing where we can save a dollar here and there. >> Thank you. Um is there a motion for approval? >> So moved. >> Do I have a second? >> I'll second. >> It's been moved and second. All those in favor? >> I passes 5. Thank you. >> Item eight, certification of signatures for fiscal year 2526. This again is another annual form that we fill out and we have some new board members as well as some new directors coming in. Um you'll see that they're assigned letters that things that they can actually sign. Some of those are authorization to sign reports, budgets, um or
148approve payroll or to sign contracts um there's different functions that are involved in each one. So this is just listing out the new people and what um they're authorized to do. >> Perfect. Thank you. If no questions, I'll Is there a motion? >> Second. >> So, it's been moved by Bruts, >> right? >> Yes. >> Okay. And second by >> Sandival. Sorry, I heard like three voices at the same time. Board vote. All those in favor? >> I passes 5-0. Item nine, approval of payment to CLC group regarding state of California funding consultant services. >> This is um to Corin Lett. She's our um person that goes out and gets our state funding um for different projects and it's just a renew contract for three years and it's being paid out of fund 401. >>
149Do we have any questions? you know, the only question that that or the request that I have at some point, right, is to see like what, you know, grant activity was generated out of the from this contract, right? Just to see the ROI. >> Um, >> you know, but other than that, I I'm I'm assuming that she brings in more than $90,000 over three years or else we wouldn't be, you know, approving this contract. >> Correct. Well, and if we're going to ask for that, the other piece that I would actually be interested in, too, is it's it's valuable knowing what we get. If we're going to ask for that, I'd like to know what we pursue and what we don't get. >> I'm sorry. Can you repeat the last part? >> So, if Dr.
150Samuel is asking, it'd be nice to see what the ROI is on this, right? So, if we're doing 90,000 for the fiscal year and it's going to get us so much in in state grant money, we're probably missing out on some, right? So basically I'm asking where is if we get you know $500,000 from doing this that's great but did we go after 2 million and we lost out on on one and a half if that makes sense. >> I'd also like to provide clarity on one comment earlier we did go after the J15 and we were for the protests and we were denied. Yeah, that makes more sense. We tried. And do I have a motion? >> So moved. >> Second. >> I'll second. >> It's been moved and second. All those in favor?
151>> I passes 5-0. Item D, human resources. Item one, approval of job description for a music and art teacher. Good evening, board president, board members, and superintendent, and executive cabinet. Um, tonight I have the um music and or arts uh teacher job description. This a job description was created to help um move positions that are currently funded, music and art uh music and arts uh positions that are currently funded from the general fund or from LCAP um under uh this job description for the purpose of funding through uh Prop 28. >> Thank you for the clarification. U any questions? >> I've I've got one. So I do see under qualifications where it has including English learner authorization clad B-clad or equivalent. Um, that's awesome. But what's the purpose of of that is? >> Well, all
152of our all of our um California credentials now already um they come with the clad. Um, but obviously we have our large English learner um population. And so it is something that, you know, we should anytime we have teachers, whether they're music teachers, music and arts teachers, if they have a B-clad, I mean, that's always something that's positive because it's only going to help instruction towards our English learners. >> So it's not must have that. Oh, okay. That's what I That's what I thought I was reading. I was like, "Wow." Cuz I don't got I don't got B-clad. >> I tried. I'm like, "I ain't doing this no more." But but I get it. >> It's or a clad. At least a clad is required. But if they have a B-clad, that works. That's great,
153too. >> Any other questions? Hearing none. Is there a motion for approval? >> So move. >> Have a second. >> I second. >> It's been moved and second. All those in favor? I >> I passes 5-0. >> Item two, approval of job description for community schools coordinator. >> This job description um is was created in order to meet the um needs of the community schools grant and this person would help support uh providing resources to connecting resources um from the district to our families and also seeking out new resources. they would also help support with um you know providing meetings, participating in meetings, um just being kind of the person who's helping to make all the connections um for the community schools grant. >> So >> any questions? >> You just spoke in in a
154past tense. So does that mean that we have someone that that's in this capacity? >> No, I'm sorry. I said would help support >> would help. Okay. Okay. No, no, that's okay. That's what I was wondering. We have not posted this is we have not posted this position. >> Gotcha. Okay. And then how many schools are we talking that have received the community schools grant >> right now? I believe there's two, right? I believe it's um Isbel and Barbara Webster. >> Correct. >> Okay. Yeah. I I see this position definitely aligned with a lot of the initiatives discussed earlier on with with migrant services and and working, you know, having all those resources available to families in need. So, um what a what a benefit to our students and families. >> What would the hours
155be for this position? I'm assuming Monday through Friday or any weekend or >> Yes. So it's an admin position. So it's a it's salary. So it varies is going to be based on the need. So really like maybe an 8 to 8 to 5 but also depending when there's meetings because we do have scheduled monthly meetings with our community, right? So they will be part of that piece. We have meetings that we have to travel out. So, this person is going to be instrumental in the implementation of our community schools and looking at the plan that both sites wrote to be able to bring that to life to make sure that they have the principles have the support they need to accomplish their goals. >> All right. I have a >> Can you also one
156more go ahead. No, you go first. Go ahead. >> Go ahead. >> Can you like describe kind of what a daily function of this staff would be if >> So, you know what? So, one of the things that we want this community schools coordinator to do is to work with the community schools outreach um coordinator to make sure that we are partnering with our partners around, you know, like um for like we're looking at uh implementing a food share. So, we want to be able to have a day where we're giving out food to our community, right? So, that will be something that they would coordinate together. We're also looking at um an instruction. So we want to be able to create um we you know project based learning but we work we're calling them
157performance tasks. So we're looking as this expert this t this coordinator to support teachers in designing those PBL lessons to be able to really uh make it tangible for students to see that what they're really learning is really meaningful. Right? So really kind kind of looking at our learner profile and bringing all those competencies out to the forefront to ensure that so on a daily basis it's going to look very different right it's never going to look the same but it's really going to be to so ensure that we have the four pillars in our community schools that all those get implemented but more than than that is really supporting the principal and supporting the staff and implementing that shift of instruction >> correct >> for those two schools. >> Yes. because the community the
158the funding that's going to be used for this is going to be the community schools funds. >> Which segus into my next question. Um we have never or I've never seen a job description that's been grant funded that says contingent upon grant funding or were you gonna say >> yeah. >> Okay. Yeah. >> Well, go ahead. So, so when when um when a position is grantf funded or funded through categorical grants, we can post the position as a grant funded position. So, that would um allow us to when the grants are no longer we do not have the grants anymore, then um that person we would be able to then um release that person. So, we don't have to put that in the job description, >> not in the job description, but we do need
159to put it in the posting of the position and it needs to be um documented in the contract as well. >> Okay, that has to happen, especially in the environment that we're in. All right. If the federal government decides that the community schools grant program is not compatible with its views and we, you know, lose it because we have to comply or we lose federal funding, then, you know, we're stuck, right? So, and we have to do that with every single grant-f funed position from here on out. Um, I mean, without exception. I mean it doesn't mean that we don't have a choice to keep it if there's other funding or other ways like we've done but it's important to note it. So I don't want to say like it's it's a it's going away.
160>> We need to reserve yeah we need to reserve the flexibility right you know >> and this can be done also with um certificated non-management positions too which is a practice that we I do um intend to follow through with all of all of our certificated positions that are grant funded from now on. Any other questions? Hearing none. Is there a motion for approval? >> So moved. >> Is there a second? >> I'll second it. Go ahead, Mr. >> I second. >> Okay. So it's been moved by Sandival and second by Rodrias. All those in favor. >> Passes 5-0. So we're moving on to number four. establish 12 new campus supervision assistant positions at one hour per day, two at each elementary site. So, we are requesting to establish a 12 um one hour uh
161campus supervision assistance um 1 hour per day from 7 a.m. to 8:00 a.m. per super um the supervision window. These positions are funded through ELOP and are needed because all current CSA positions were reduced to 3.5 hours um which no longer includes that morning coverage. Do we have any questions or further clarification? >> Just for clarity, that's for our early start program because we do have early start from 7 to 8 that was implemented many many I think three years ago. And so that's going to be essential for us to be able to do um our credit rec our attendance recovery. So that's why we need those two positions at each site. So, we're saying that the there's the ones that start at 8 can't start at seven. >> Well, um based on the rules
162for the merit system, right, these we um you can't just say Anna's going to get the se the extra hour. It has to go based on seniority. So, when we establish that extra one hour in the morning, it has to go based on seniority. So, it has to be offered to the the >> more senior employees. Got it. Thank you for the clarification. >> Have we thought because you know not all the schools are the same size. Have we thought about Glen City getting an extra? >> Well, the because we have um two Aspire program leads in the morning. Um I actually um moved one of the um so we have a lead that was only five hours at the middle at um here at Glen City. So I I moved that position to the
163middle school because we only have like 40 students and I moved the position lead from Isabelle to Glenn City to have more coverage in the morning from 7 to 8. So that will uh we're going to kind of look at see how that works and if it because we also have the librarians and then we're going to have the teachers that are going to be working with students. So we think that's going to work but if it doesn't then we will bring it back to but we did evaluate like we have an attendant we keep track of the early start and so we kind of we made we base the the need on that spreadsheet. >> So if you don't need the two you'll drop it to one >> correct you know and and if
164like in we have then we can move somebody to a different site. So uh so that's the flexibility that we do have because it's um for early start. >> So a couple things I heard. So I heard attendance recovery. So in an earlier presentation we learned that attendance recovery has to have a certificated staff member. How are we going to address that from 7 to 8:00 in the morning? >> So we put an RFP in for a teacher from 6:45 to 7:45. Granted that, you know, they have the 15 minutes, so they only work with students for 45 minutes. So that's how we're gonna um tackle that piece because it has to be before 7:45. Okay. >> Otherwise, it's um double dipping. We can't do that. >> No, no, I get that. And and so
165um the other the other portion was so again um if I recall, campus supervision assistance were were on the um were the on were being eliminated as of last year. So, how are we going to fund these positions and are um so that I'll I'll leave that for my first question then I'll ask the second. >> So, they're going to be funded out of ELOP. >> Okay. So, and and that the second one was um and again I and I've asked for this time and time again and and um is this something that the school sites are advocating for? And and again, I I can see where it's a it's a it's a benefit, but but if it but if it's a babysitting operation, I I I don't know if I can get behind that
166attendance recovery, I can absolutely get behind that because who benefits? And I think, you know, Dr. Sandival mentioned and and elaborated on that earlier on, but but I want to make sure that um because now we're we're doing this up and down thing and it's frustrating. I I've I've been on the end of that where where I've been cut then been reestablished been cut again. Um you know funding wise I mean so it's elop do we have sustainable funding to to be able to have this program? >> Yes. So actually um I did spend some time creating a spreadsheet with money and so uh you know trying to explore different ways of being able to maximize our attendance recovery maybe even using a Saturday school. So I did meet with all the uh principles and
167we discussed the need for the CSAs and for early start because we do need to have someone at the gates to make sure that our kids are safe especially in this time you know our CSAs are instrumental because we don't want anyone to get on campus. So we definitely need that. So when we discussed the number of CSAs that we requested per school site it was in a collaboration with the principles and looking at the needs of the school. So we looked at the the number of students that come in, you know, in the morning and they are our CSAs. They're not instructors, right? So they do help us manage. So they can they'll help us take kids to the classroom. So they'll help us watch the gates. They'll make sure that everything is kind
168of, you know, an order. So there's there is a purpose. And the one thing that we did, like I said, we know that they cut the positions because of uh funding. However, as we're re revisiting and looking at our early start, there's a need to have that those positions there to make our program safe and also make it run efficiently. >> And my final one is is uh is as asked earlier by by myself is quantifiable data. >> Um because we definitely want to make sure that this program can can almost pay for itself. the there's no question in my mind that a student on campus is in the right place regardless of the time. You know, they're they're they're being cared for. They're they've got the right support. They're having a meal and whatnot.
169But but again, quantifiable data when it comes to attendance recovery is really beneficial to us because then it one it pays for itself, right? So that's the the added bonus to me with with all the other, you know, SEAL, social emotional learning issues that are going on. Um, but please somehow and and again, I think Jeff, we're we're putting this on you is is create that spreadsheet where quantifiable data in terms of, you know, how are we getting the the numbers, where are the numbers um at and in terms of attendance. and not just attendance, but how well they're doing. I mean, the kids who are doing early start, how are their grades, how are they testing? Um would be also to to be able to support the program and then or whenever there isn't
170these grants, a way for us to continue to say, "Well, this this works. Let's keep it. Let's find a way to add it to our budget." And if it wasn't working, then we're like, "No way. Do we have a motion for approval? >> So moved. >> Second. >> It's been moved and second. All those in favor? >> I I >> passes 5-0. And item five was amended. We're asking to establish one new instructional assistant special education positions at Blanchard and two positions. I'm sorry. >> So, we're just doing one >> just one. And it would be at the 5.75 hours or 5.5. >> 5.75. Why not at 1 point 5.75? >> Okay. At 5.75 hours. And again, these positions are always based on the student needs per the IEP. >> Okay. Is there any >>
171questions? >> So, I've got to ask it. And again, and I know that Mr. Robinson's not here today. So, so someone who works 5.75 hours um and then that means they're they're a quarter short of of receiving uh benefits, right? Health benefits. But now let's say they apply for the uh campus supervisor or CSA position and get that one hour. Do they qualify for benefits? >> It's the total um I believe it's the total amount of hours worked. So if it's at, you know, if it reaches the six-hour level, then it does qualify, >> right? >> Is that correct? Yes, that is >> yes that is correct. It's based on the total number of hours that a person works. >> Sorry. whether it's even if it's in a different job classification like if I work
172in the cafeteria and then I decide I'm going to do >> they're two different positions therefore they don't qualify for um >> they follow instructional like assistant and then they do instructional assistant for the after school program then they would I believe right I mean, if memory serves me correct, you would qualify. But the only reason why I'm asking is is that I I you know, it I understand merit rules. I understand the classified. If you work six hours, you qualify. Doesn't matter which which which family you're in in terms of which classification you're in. But that what the reason why I was asking is why why don't we just go all the way to to 6 point 6.0 0 hours is that be to keep it under um >> so um from what I
173know I mean usually when we're looking at positions for um instructional assistance we are looking at the instructional minutes um the services for students um and so uh that takes account the six-hour day but then there's also the employee is entitled to breaks and lunch so then it doesn't equal up to the six Any other questions? Hearing none. Is there a motion for approval? >> I move to approve uh one instructional assistant at uh Blanchard for 5.75 hours. >> Okay. >> Is there a second? >> I'll second that. >> It's been moved and second. All those in favor? >> I I passes 5. Thank you. and I'm happy to get clarification from Mr. Robinson and and follow back. >> Thank you. Item six, approval of job description designation subject designated subjects career technical education building
174and construction teacher. >> So um this position was created um to fit the needs of our new CTE building and construction um teacher. Um it's designed to uh have someone who has um current uh experience and knowledge in uh building and construction trades and can bring um some of that knowledge and relationships um that they currently have from their uh previous position into the classroom to help create new opportunities for our students and give them um some hands-on and uh you know training and give them uh provide them instruction that could help them in a career moving forward. >> Is there any questions? >> No, but I want to make the motion on this one because I'm so excited about this CTE. >> So, move. >> So, that >> Oh, wow. That was awesome. >>
175I was going to beat you to it, but I was talking. >> I'm just going to vote no back then, you know. >> Okay. Wait, no. Let me start over. Is there a motion for approval? >> He was joking. Come on, T. >> No. No. All right. I move to approve uh gosh, where are we? >> Six. We're on number six. >> Does it the the career technical education building and construction teacher >> teacher contract? >> Yeah. >> Description. >> It's been moved in second. All those in favor? C >> can we have a short >> Oh, is there a discussion? I'm so sorry. No, I just I just want to say to to to our board that, you know, this has been long uh in the making. Um after several um parent nights and
176back and forth with our partners, um it's it's awesome to see this coming to uh to, you know, into reality now. Um the the site, if you haven't seen it, the site up at the high school is is phenomenal. It's awesome, you know. So, uh, kudos to to all of those who made this happen and and, uh, and I know we're going to have some some bumps and and roadblocks and whatnot getting started, but, uh, but I definitely look forward to seeing this program and working with our kids who so need something like this. >> Shout out for to Christina Gonzalez for getting this going. So, and and I just hope that we can expand upon, you know, the offerings that we have, right? I know we're starting with the painters union and focus on
177glazing glazers. Glazers >> glazing glazing. >> Yes. >> Probably they're called >> you know and and that partnership has been and been been great you know but um there's more to life than than hanging windows too right. So you know meeting the needs of our local labor force is is important. So and this is part of that. So >> and the pay I mean it's just phenomenal what they make. I mean, it's hard labor, but it pays well. And I mean, I'm I'm one for hands-on. Um, came from a school that was hands-on. Even my schooling was hands-on. I mean, I miss the days of wood shop. And the fact that we're getting something even better than that is just wonderful. And as my colleague said, you know, just kudos and thank you to everyone
178who took part in this and all the work. I mean, I know people were working hard just from cleaning to trying to make things work. You guys pushing the description to get approved. Um, so it's I I can't believe how many years it's been, but at the end, you guys just made it all happen so that our students can actually take these classes. Do you does anybody know how many students are enrolled as of now? So, three three sessions of like 30 kids, >> like 30 in each class, >> but I think it's going to be very popular. I mean, I know that the middle school students have even discussed it. I mean, my daughter brought it up at home the other day about possibly wanting to take it someday. So, I I think that
179the the kids are going to really want to try these classes and and some of them are still trying to figure out what they want to do in their future and this is a great opportunity for them to get some experience, real life experience on things they can do in the future. >> Oh yeah. I don't for me if it wasn't for what shop I don't think I would have ever selected a field with like hands-on or tried or wanting to do that or home projects. I think those skills that you learn you just take it with you for life or you learn that heck no I don't want to do that. Okay, got the vote. All those in favor? >> I passes 5-0. Item seven, approval of tenative successor agreement between California school employees.
180Sorry. Association 891 and Santa Paul Unified School District effective July 1st, 2025 to June 30th, 2026. The tenative agreement finalizes the negotiations between CSA chapter um 891 and for the 25 2025 2026 school year. Um this agreement aligns compensation and benefits with the teachers and reflects mutual agreement on all open articles. So um compensation um was discussed under article six which is the um matches the teachers um compensation um increase of 1.075 75 salary increase for the uh effective July 1st, 2025. Um it also under article 7, it um matches the teachers uh under fringe benefits with the um for benefits with the $15,000 cap and the $3,000 cash in L for outside insurance. And then in article 23, um it uh addresses it clears up uh language to align more with the teachers contract.
181Um, this was language that referred to married employees who worked within the district. Um, previously, uh, the language made it sound like any married employee could get like double coverage. Um, it has to be two employees of the district who happen to be married to each other. >> Thank you. Any questions? >> Yeah. So, again, I just want to make make known, you know, what in this stipulation in this contract 6.4 4.4 bilingual biliterate stipen. It's there already, you know. So again, I mean, this goes back to an earlier conversation, but we have the the guidelines and the parameters to go and search for individuals that can do some of the things that we've been talking about earlier on. So, thank you. >> If no other questions, is there a motion for approval? >> So,
182move. Is there a second? >> I second. >> It's been moved and second. All those in favor? >> I passes 5-0. >> Okay, great. Moving on to item A, approval, a memorandum of understanding with Santa Paula Federation of Teachers 2071. >> Um, so for the um CTE building and construction um in the hiring of the CTE building and construction um uh teacher, we um we I worked with the um and uh Christina Gonzalez and I worked with the union um to create a um a CTE credential salary schedule. Um this I am excited about because this will allow it to be um it'll make the process of hiring uh future CTE teachers uh easier. They have their own salary schedule. It's very clear. Um there's, you know, the steps are outlined and if at any
183time a cert teacher were to get um a degree um or a different credential, they could also transfer over to the um certificated salary schedule as well. >> So this like opens up for all your other CTS, CTE like right now. >> So we don't have to renegotiate like the pay the salary for each individual teacher. um this creates a a salary schedule that we can just follow from now on. >> Again, I just want to, you know, shout out that uh that, you know, having this model and having something in place is probably going to be the talk of the county. So, pe I think people are going to look to us and and ask how you did it and can we borrow, right? I mean, why reinvent the wheel? So again, you know,
184thank you Jeff and Vanessa and and uh and and our our partners, labor partners for for making this happen. So because again, such a needed program for for our students and and and our own community. So good job. >> So just a clarification for the public, a CT teacher comes in with x amount of years experience within the field that they would be teaching. Previously, um they would they would want to teach and they'd get a CTE credential, but they wouldn't have any teaching experience that can move them up the uh up the ladder of pay. And so this allows for every three years of experience within your um trade to transfer is one year of experience on the teacher salary schedule. So that's why we have it that way. So if no other questions,
185is there a motion for approval? >> So move. >> Second. >> It's been moved and second by Fr and second by Sandaval. All those in favor? >> I passes 5-0. >> Thank you. Thank you. >> Sorry. Moving on to item nine, consent calendar action items. Nobody has any questions on these. Okay, so consent items are considered routine and will be enacted by a single motion. None of the items will be discussed unless a board member requests discussion prior to the vote of the motion to adopt the consent calendar. So hearing none, is there a motion for approval? >> So moved. Is there a second? >> I second. It's >> been moved and second. All those in favor? >> I >> Thank you. Passes 5-0. And just for clarification, when we approve the agenda, we had
186moved item we had pulled item two already. >> Yes. >> Just content. So, moving on to item 10, board member comments, requests for future agenda items and whoever wants to start. Oh, um I sorry. Last week I attended um the Santa Paul Cardinal Academy graduation ceremony and I believe two weeks ago I attended a similar a similar event under the same program. Um both program uh both events were extremely were just a phenomenal or were just I'm sorry I'm like I'm so excited to talk about it but they were a wonderful experience. You know the outcomes of the event the fact that they were were able to identify students in need throughout the summer throughout the four weeks they were working with them. Um I believe that they had um correct me if I'm wrong
187they had 60 students um and 20 of them they have found that they needed IEPs and were of special needs. Um, so and these were students that didn't promote in Isbel that needed that extra support. Um, and so I'm very interested to see how this program can grow and evolve. Um, and during the ceremony, you know, students were able to go um up in the podium, say something that they learned, what they want to do. Um, and their parents will put on like their graduation stash on them and their parents will share a few words, too. And it was it was just such a beautiful event. You know, we had the mayor of Santa Paula there. We had Trusty Pachowski from Msur Community College um district there. Um it was a great event and um
188I can't wait for the next one. >> Thank you. Any other board comments, future agenda items? >> Oh, just the um to um memorialize uh the passing of the 16-year-old student. Um, >> thank you. >> You know, when things like that happen, right, it's just it's it's so heartbreaking. So, um, you know, just to to recognize, you know, that student's passing. >> Thank you. >> Um, couple of things. Um, first of all, again, I can't say enough how much we appreciate the staff and and the hard work that's gone on all summer long and getting us ready for this school year. Um, so a couple of things I just wanted to, you know, I one I was really really excited to read the uh family helpline um, you know, offered out to our our families,
189you know, in times of crisis. And I imagine that this is for any level of crisis. Uh so excellent job, you know, Mr. Weinstein and and your your team uh for Jalissa getting it out. Um Mr. Weinstein, I really appreciate your message regarding the immigration status. Um you know, just it heartfelt. I hope that our staff is is uh is understanding why we are in this business and it's really to to support our students and and get them ready for the the school year. Um, I also attended the Cardinal Pass, not the graduation, but one of the the events. Again, um the the staff at at the high school, uh, Mr. Casinto and and and all his staff, the all the staff members there, it was awesome to see the kids that you knew they're
190they're challenged. They're they're a handful, but they were open and willing. And that that's that's awesome because I recall being in that in that seat once upon a time and and you know so I hope that they they know that they have a future in front of them and they just got to work at it. So um the one of the things I I definitely would like to request is in our September the 25th partnership dinner um possibly maybe let's invite Vista Real Charter. I I think that there's there's an opportunity to maybe build a relationship with them because they often do uh receive a lot of our students uh especially the ones that have been um ex expelled. Um so having a partnership might work. I don't know. I'm just asking if you would
191at least entertain the idea. It doesn't stop with me, but if you would at least entertain the idea. Um for future I'd like to request um maybe like a transportation analysis. I think we spend a lot of dollars in transportation. I know that we uh maybe we can start small. Um you know after talking with some staff members I think it might be beneficial if we talked about owning some of the transportation. Uh I I I I don't have I don't have a an idea a suggestion as far as how to but maybe if we can start the conversation and that's not something that maybe that starts uh this year. Obviously it's late but if we project it out in the future um maybe let's start looking at transportation that we house our own purchasing
192vans. Uh we already have our the the green the green bus. I'm not sure where that's at, but maybe we can report on that. But again, just looking at how can we reduce some costs elsewhere, you know, that we're paying out and and keep some of that the those services in house. So, ju just an idea. So, >> um I was just going to request for a future agenda item if we if we can get an overview of the the Santa Paula Cardinal Academy. Um and just just to see how it was like you know from staff members point of view um what went down what and what kind of improvements can be made too like what were the metrics of success and what and how they weren't met and how we can support. So
193I also wanted to echo what trustee futtos mentioned about the family helpline. Um we had just met Friday with the mayor and and other groups and that Friday I think myself and Frto's text and called Weinstein asking you know what can we do? What can we provide? And this is Wednesday and he had this I mean I know he worked over the weekend and I know he he worked you know his staff did and I I just can't thank you enough. I mean, he's already worked more hours than he's supposed to. He doesn't take vacations, so he's basically working for free beyond his contract. So, I really wanted to point that out that um and not just him and I'm sure there's other staff members that we don't know about. And uh for all those
194silent people who were in the office working and beyond your hours, I I I just want to say thank you that you know, you know, this is a crisis and it's being felt. I mean I I have personal family members who who didn't go to work or who are afraid or there's just to know what all the resources are and you know social media does post there's people following immigration from their camera office and then they're posting it right away and people are following these social medias but for our parents and family members to know that our staff will be well trained and doing the best they can to feel secure that their students are okay. I have friends who, you know, they were in another district and they were working with other families to
195pick up their kids from school because they wanted to make sure that they were, you know, that life was normal. They didn't want to, you know, worry their kids. So, I mean, that just brings me to tears to know that we're living in this environment right now in 2025. It's I said I wasn't going to cry, but it's just it's very emotional just and heartbreaking to see this happening and the Friday meeting to see all the people who attended that meeting and how caring they were and donations to certain groups and u assistance with legal matters and the message. They're just saying just don't sign anything. don't sign anything if something happens, but just to know that our school district is working to if there is that emotional support that there's a number that they
196can call and and go to our website. It's, you know, just I I can't say how thankful I am to our superintendent and all the staff who's, you know, working extra hours, you know, just to respond to this crisis. And I will leave for future items later. Um, again, thank you for, you know, all the work that's been done in the summer. I, you know, can't wait to see an update what our students did during the summer and how successful it was. And I know a lot of kids had fun because our our agreement with the school district and the city providing, you know, having kids a fun summer, those who, you know, aren't able to take a vacation, but their vacation is these joint partnerships that we have with the city. Um, so just
197thank you to all our staff and hopefully, you know, we can send some kind of a message to everyone and congratulate them for a successful summer. And does anybody have anything else to add or any more comments, future agenda items? So our next meeting then, when is it? Oh. >> Oh, we do have >> we do have a special workshop on Saturday, correct? Ela, at 8 a.m. >> And the next regular board meeting is August 13th. >> And then the next regular board meeting, August 13th. And with that, we will sign off at 8:54. Thank you. Heat. Heat. [Music]