001We'll call the meeting to order. Tuesday, November 18th, 2025 of the San Valley Union High School District Board of Education. >> Roll call, please. >> Please note that all board members are present. >> Thank you, Terry. and we'll stand for the flag salute. I'll leave this. Okay, we can move on to uh is for approval of the agenda. Is there a motion for approval? >> A motion to approve the agenda. I'll second that. >> Roll call, please. >> Mr. Johnson, >> I. >> Miss Noble, >> I. >> Miss Grace Velasquez. >> I. >> Mr. Levini. >> Hi. >> Miss Sheep. >> I. >> Agenda is approved. And are we ready for the superintendent report? We're going to have our student board member report with us. >> Okay. Awesome. >> Okay. So, for November in ASB
002right now, we're currently doing some some Thanksgiving week activities. Uh today was a pie eating competition. It got it was a little gross to watch, but it was really funny. A pie eating competition. [laughter] Um, tomorrow we're doing a turkey trot with some blowup turkeys and some students going through an obstacle course. On Thursday we're doing chubby turkey. And on Friday we're doing pie teacher in the face which we're using to raise funds for me. >> Is it all right? >> Yeah. >> Okay. >> What's chubby turkey? >> Oh. Um, have you ever heard of chubby bunny? where you like you put a marshmallow in your mouth and you say chubby bunny and then you see how many marshmallows you can do for you if you can't say anymore. And then we're also right now
003we're doing a canned food drive. So if anybody would like to donate, please bring canned food or spices to the boxes around school. And getting into the Christmas season a little bit, we're doing toys for tots. So any unopened toys we will also take and give to people helping people. We are also starting the frameworks to bring back fraud talent which will be a variety school to show off the talents of our students. Thank you. >> You want me to proceed? >> I think we'll move on to uh superintendent reports. >> Well, I'd first like to really thank our ASB students, including our student board member, our clubs. um they just put on a lot of fun events for students and all the clubs have a club advisor and it's an adult on campus. So
004I want to thank those adviserss too for always supporting the great ideas that our our ASB and club kids have. Um I also want to make sure that um everyone knows that we've been honoring Native American Heritage Month and the students have been researching and writing about some um local people. So, this is one of the things that they they um read out in the bulletin, and I just wanted to honor it here tonight. Um, we recognize that our school stands on the traditional homelands of the Chumash people who have lived in this region for over 13,000 years. Their culture, leadership, and stewardship continue to be a vital part of the Sanz Valley today. Um, they wanted to spotlight Kenneth Khan, the tribal chairman since 2016. And under his leadership, the Sanz Band of Chumash
005Indians have expanded scholarships, strengthened youth programs, and invested in the culture and environmental health of our community and they they support a lot of the programs and um activities and things that go on on our campus. So, we really appreciate them. Um, I wanted to just wrap up and thank one more time the solving friends of the library for hosting the author Joe S um Ciple on campus. We enjoy Joe's visit. He and we look forward to following his career both in print and on the screen because his book is being made into a movie and we want to thank all of our students who participated in the event. But we look forward to participating in more community book clubs with the friends of the library. We are continue to continue continuing to look at
006our facilities master plan and we will be having more meetings. We've had a theater meeting now. Um we've met with some athletics and we are going to just continue to meet and come up with a list of things facilities needs. Uh I wanted to just talk a little bit about fall sports as we're heading into winter sports. Cross country season is still going on and they will travel to Woodward Park this Friday for the first CIF match. Brook Felen finished second overall in league championship. Girls tennis placed third in the mountain league and the doubles team of Haley Towns and Keegan Withro qualified for CIF individuals. I they're heading to Bakersfield tomorrow to play. Um typically I would go to Bakersfield but we have negotiations tomorrow so I can't I can't. But I wish those
007two um awesome tenn they're fun to watch as a as a doubles team. Um girls golf finished second in mountain league and were the the division three CIF runners up. So in the last four years we've either won CIF or been the runner up in golf girls golf. So that's pretty impressive. Flag football in the inaugural season the girls finished third and we're just literally a couple plays away from from a league championship. It was like win it and win a league championship or lose it and come in third. So they finished nine and four all over overall and they will return almost their entire team for next season. Football finished second in the Sunset League with a six and four record and lost in the first round at home. Just a couple kids I
008wanted to highlight. I was hoping to bring them here, but these kids are so busy and we we may actually um bring them here at a later date, but I know they will be um greatly honored at their banquet. Um Jude Pritchard had um uh records in career passing completions with 443 career passing touchdowns with 48 career passing yards with 5,842 career attempts in a game with 50 and career attempts and a career with 759. So super impresses. Dlego Diego Paleo um had career field goals where he made 19. So that's that's a record. Austin Willis had the most kick return TDs in a season, three, this is unconfirmed, but we're 90% sure based on the records we have. And the second largest kick return for a TV TD of 98 yards. Girls volleyball made
009it all the way to the CIF semi semifinals and lost in a close game. I was there. They played a very tough team. Um they finished the season with a winning record overall. Boys water polo finished in third in Sunset League and were on the road in the first round but lost to the third seed. Girls water polo finished with a winning record. Um they tied for second place in the Sunset League. They actually made it to the quarterfinals before they lost. Um very talented girls team. Fun to watch water polo. Love it. Um winter sports. So, we're looking forward to girls and boys basketball, girls and boys soccer, girls and boys wrestling. So, soccer's today. They're out there today. So, it's all starting just one finishes and one begins. Um, furthermore, we wanted to
010congratulate Von Gordon for signing his natural national letter of intent to play golf at Oregon. Um, I can say it just takes a special athlete both physically and mentally to compete at the next level, especially in division one in any sport. Um, I'm glad I had the opportunity to get to know Vaughn a little bit this year. He's really mature, driven, and a good human being. On another note, Van knows I'm going to say this because I talked to him today. There's a big game this week in Eugene, and I'll be there. The game has playoff implications and Sports Center will be live from Eugene. Being a USC alumni, I'm challenging Vaughn, the future duck, to a friendly bet, where whatever team wins, you have to paint your back car window in the other team's
011colors. So, I am bringing my cardinal and gold paint. And I'm hoping to paint Van's window. I'm not sure how that's going to go down, though, because the Trojans have a tough road on tough game on the road. [laughter] Um, I want to say that Emma, our play was fantastic. U Mrs. Kurtie shared that they were delighted to celebrate what have been what would have been Jane Austin's 250th birthday. She shared that um many people have grown up obviously with Austin's sharp wit and fanciful language which has influenced many literary greats who followed her. Her charming story of spoiled Emma Woodhouse, who finds a delight in playing Cupid for everyone in her sphere of influence, is a tale as old as time. Um, for the heroine Emma, her match turns out to be right under
012her nose. And her story reminded us that some of the greatest love stories happen when we least expect it and when we aren't truly looking. She wanted to make sure to thank um all the adults that also helped behind the scenes. And um I wanted to make sure that the 37 students that participated at cast and crew, they were they're so talented, you know, and it's not just the kids on the stage, it's the stage hands and the lighting and just a lot of kids participated and we can't wait to see their talent um our talented students again in March in the Sound of Music. So that should be really exciting. Um, and I wanted to call up Miss Carter. Miss Carter, did you want to honor a student tonight? We're so excited to hear
013from Miss Carter. >> Okay. Well, we're happy for you to speak of them even if they're not here. Okay. All right. Um, I'm going to recognize a student from the Um, we have also a couple of students, other students we'd like to recognize. First, I'd like to call Dez Stewart up. So, come on up here, Dez. Dez has to come stand in the center up here while I talk about how wonderful she is. Yeah. have stand up here. Um, tonight we celebrate our Elks Club sponsored student of the month program which honors students who excel academically and serve their communities. The San Valley Elks Club uplifts local youth by fostering a commitment to community service core values of Elk Scholars. We are proud to support the Elks mission knowing today's scholars can be tomorrow's leaders.
014It's our privilege to introduce our November Elks um club student of the month chosen by our office staff and administration, Dez Stewart, a senior at Sanz High School. Dez is a remarkable student whose strength, compassion, and determination shine through in everything she does. She comes from a loving family which includes her mom, stepdad, four-year-old sister, and two-year-old brother. A passionate reader and dedicated gymnastics coach at Pacific Flips, she balances school, work, and extracurriculars with the maturity far beyond her years. Having moved to the San Nez Valley in 8th grade, she reflects with gratitude on how much she has grown since arriving and how happy she is now to call um this place her home. This semester, Dez is in two Alan Hancock courses. She has taken five career teched classes as well as six semesters
015of FFA. One of the highlights of her high school experience has been participating in FFA. She deeply appreciates how large and active the program is for a school of of our size and it has become one of the most meaningful parts of her high school journey. Her biggest inspiration is her mom who raised her as a single parent and continues to work multiple jobs to support the family. Even during times when her mom wasn't physically present because of work, she now understands that every sacrifice was an act of love. This foundation taught her to her respect, resilience, and the importance of valuing hard work. Her favorite subject is English literature, where she enjoys exploring stories, ideas, and new perspectives. This year she is press especially proud of raising a pig for the 2025 county fair
016where she earns second place in market. An accomplishment that reflects her dedication and commitment. When it comes to academics, she stays motivated by remembering how much she has on her plate and how important it is to stay on top of everything. She is focused, driven, and determined not to let any opportunity slip away. for school has for her this is where I really um bonded with her for school for her school has never really been about going to class it's about it's about connection involvement and belonging she thrives on staying busy forming friendships with people from all backgrounds the experiences she participates in outside the classroom are what make school meaningful and joyful to her involvement speaks for itself FFA cheer and rep repres representing African-American students on campus while contributing to the diversity and
017inclusion efforts. She takes pride in representing the welcoming, vibrant, and evolving culture of Sanz where both longtime locals and newcomers together create a community she is proud to uplift. She strives to live by honesty, integrity, and staying true to who she is. These values guide her daily choices and shape how she grows how she grows up in the school community. Whether through her involvement or her leadership role, she contributes by being visible, engaged, and willing to represent others. One of her bis biggest personal challenges was learning to love living in the valley. At first, the transition was difficult and she struggled with grades and belonging. Joining FFA changed everything. It gave her purpose, confidence, and a reason to invest in her school experiences. That shift not only transformed her academics but her entire outlook on
018life. After graduation, she plans to attend college and pursue her dreams of becoming an a teacher. Her dream is to her dream school is Abraham Baldwin Agricultural College in Georgia. She will also consider um attending a junior college and transferring for a for a four-year college for very smart economic reasons. You never know, right? Her long-term goal is to continue to inspire students just as FFA and Sanz High School have inspired her. If she could offer advice to her younger self or to a younger student, it would be, "You are who you are for a reason. You are enough exactly as you are. Be yourself and go for it all." A fun fact about her is that she loves to sing and enjoy enjoys R&B and country music. She can also play the saxophone and
019piano. Her favorite book is Everyday. It's a story that inspires her with its themes of identity, empathy, and love. If she could meet any favorite famous figure, it would be Kim Kardashian. And I admire the reasons why she says this. It's someone she's admired because she's intelligent, she has a huge work ethic, and she manages the career and motherhood despite being completely misunderstood. And I think she's right. She's super smart in every way. Dez Stewart exemplifies, sorry, the spirit of being a Sanz pir pirate. Intelligent, hardworking, kind, and humble. She leads by example, balances excellence with grace, and represents her school and community with honesty, pride, determination, and integrity. And we are honored, we are honored to recognize her as our November student of the month. Congratulations, Dez. [applause] And after I read after I
020read the next one, we're going to call you back up to take a picture. >> Sorry. [laughter] [snorts] >> Okay, our next student of the month, Samantha Bruceno, come up Samantha. This this student of the month program is proudly sponsored by Kelly Huninger. This program provides an opportunity for the faculty to nominate a senior who demonstrates outstanding character, achievement, and service um as both a student and a community community citizen. Each honore receives a $100 award and is recognized in the local paper generously provided by Miss Hunuger. It is [snorts] my honor to introduce our November senior student of the month, Samantha Brceno, a San Nez senior. Samantha has lived in the valley her entire life and comes from a large, close-knit family with four older siblings and one younger brother. She enjoys building Legos,
021something that led her to join the Lego club, and finds peace and happiness in driving through the valley and appreciating the views. And I told her, I also love to do that. Her love for creativity and her appreciation for the place she calls home [snorts] ground her in who she is today. What she enjoys most about being a student at Sanz High School is the opportunity to meet teachers who are kind, supportive, and truly committed to helping students succeed. Feeling welcome and accommodated has allowed her to thrive academically and socially. Her parents are her greatest inspiration. As immigrants from Mexico, they have worked hard to give their children opportunities they never had. Their strength, determination, and sacrifices motivate her to do her best in everything she does. Another important role model is Anelli Tolin, someone
022she admires for her work ethic, involvement, and goal-driven mindset. Samantha is at the very top of her class with a 4.6 6 GPA, having having taken three honors and 11 AP classes. Her [snorts] favorite subject is h history, which she loves because it is both entertaining and meaningful. She enjoys learning about the past, understanding the lessons it offers, and making connections to the present. One of her proudest academic accomplishments is or earning scores of three or higher on all of her AP exams she has ever taken. a reflection of her strong work work ethic and dedication. She stays motivated by remembering the opportunities her parents have worked so hard to give her. Education is she a privilege she takes seriously. She is active and serviceoriented on campus. Her involvement include the folk lauria club, jazz
023band, Ola club, Rotary Club, and AP Scholar Recognition. She has participated in community service including the Bethena food drive, Little League, SYV Snack Shack, and Dancing for the Virgin Mary at Sanz Church for the past 10 years. She also works at Solvent Toyland, Mayberries, and the Danish Mill Bakery where she is known as a reliable, responsible, and hardworking employee. These experience have shaped her into a well-rounded young adult who understands the importance of balancing academics, work, and life. They have prepared her for the responsibilities and independence that college will bring. She strives to live by values such as kindness, hard work, and always doing her best. She believes in treating people well, helping others through bad days, and contributing positively wherever she goes. She helps make the school community a better place by supporting others
024with stress management, boosting her peers confidence, and always offering a helping hand. A significant challenge she has overcome was during nth grade when her father became ill and her family had to move to a new house as she also transitioned to a new school. So moving from 8th grade to high school and moving homes still in the valley but still a significant move through the it though it was a difficult time she learned to appreciate life more deeply and discovered that hardships can lead to growth and gratitude. After high school she plans to attend a university. Her first choice is UC Berkeley where she hopes to major in engineering or possibly pursu pursue a path in the medical field. She dreams of helping others, giving back to her parents, owning a home one day, and
025traveling to experience the world. Her message to her younger self would be, keep trying in school, stay focused on what matters, work hard, but don't be too hard on yourself. Always look for the positive. A fun fact about her is that she loves collecting wheat pennies, pocket watches, and old typewriters. Super cool. A unique hobby that reflects her curiosity and her appreciation for history. Her favorite book series is the Percy Jackson series. And if she could meet any hu his historical figure, she would choose Gandhi. She would love to learn about his courage, his ability to rem remain peaceful under pressure, and the mentality that allowed him to purs persist in the face of um adversity. In every way, Samantha Basenial exemplifies what it means to be a San Pirate. Intelligent, compassionate, grounded, and driven
026by purpose and integrity. Her story is one of faith, gratitude, service, and leadership. And we are so honored that she is one of our November students of the month. So, congratulations, Samantha. >> [laughter] [applause] >> So, now we can just take a couple pictures with the board and our students of the month. Yeah, that's always thank you to all of our students who are amazing. But every time I meet these young people and I get to interview them, I'm just in awe of just even like how mature and self-reflective they are at such a young [laughter] age. My gosh. So definitely the highlight of my week and month is recognizing these students. So thank you. That's the conclusion of my board report. >> Thank you. >> Great job, ladies. Keep it up. [laughter] >> Thank
027you, Jim. That was wonderful. Uh so we can move on to uh board comments and correspondence. Does anybody have anything they'd like to discuss? >> Talk about comments and correspondence, things you've done or >> have a comment. >> Well, this is just for Did you Did you attend something or >> Okay. Okay. Todd. >> Um, yeah. I just say congratulations to the fall sport uh athletes and good luck for winter sports. I look forward to attending lots of basketball and other sports, winter sports, but yeah, >> basketball's great. >> Yeah, I love it. So, >> yeah, I think there's been a lot of success across all the sports in the fall, which is fantastic. >> And not only that, academics. Mhm. >> It's absolutely >> it's it's shown and and and some of the uh
028>> reports that we get as far as how our students are doing is spectacular. Um so I believe in December um our principal Tori Martinez will be bringing a report to you about um the released dashboard results and not to I mean it's public but for the first time in a long time that people can remember we are blue and green in every dashboard category. So that is really a tribute to our teachers here um who work really hard with students and our students because that's 11th graders only. So that's this year's 12th graders. So um them really taking it seriously and knowing that you know their effort is what kind of gets us those green and and blue dashboard. But Tori will be giving a report on that in in December. when I when
029we get to the next part where board it's towards the end of the I'm going to piggyback on what you're saying because I I have an idea. >> Okay. I guess we can move on to public comment. I have no public comment sheet. So, we can close that and we'll move on to the approval of consent. Is there a motion for the approval of consent agenda? >> Motion to approve consent. >> I'll second. >> Thank you. That uh roll call, please. Terry. >> Mr. Johnson. >> Hi. >> Miss Noble. >> Hi. >> Miss Grace Velasquez. >> Hi. >> Mr. Lamini. >> Hi. >> Miss Sheab. >> I. >> Consent agenda's approved. And now we can move on to discussion. And is this where you wanted to talk, Kathy? >> I think so. >> Should we
030wait for the presentation first? >> Okay. Um, I can go ahead and start my presentation on our special education transfer plan. We have Oh, go ahead. Sorry. >> Skipping the >> Sorry. So, sorry. >> Yeah. Uh, the revised uh Alan College and career access pathways agreement. >> Yes. Um, per the ED code, our partnership agreement is outlined here. Um, we we will continue to work on a multi-year agreement with Alan Hancock. Um this um CCAP agreement includes but isn't limited to do the total number of high school per pupils to be served and the total number of full-time equ equivalent students projected to be claimed by the community college districts. Um [clears throat] so >> so this is coming before us because we are approving the 2526 course list. There was a revision to the
031course list. So the major terms that are changing are just the course list included. Correct. >> Yes. And we have to bring that to Alan Hancock by September for the following for for the next school year. Correct. Tori, >> there you go. She's the expert. >> Yeah. Come on. [clears throat] >> I have a a quick question. So, was there a was there an issue with um the requirements that Hancock was having? Was that part of the >> um that is not part of this CCAP agreement? This CCAP agreement is just for the course list. >> Got it. Okay. What will happen with CCAP is um if typically you have the threeyear CC cap and then annually we would have an update related to our appendicy because they will say [clears throat] based off of
032what you may be offered or you plan on offering versus what you actually offer. The state of California requires that the community college approve through their board um what actually is happening at their high school partners site. And so for us, it's just an information item. That's what's required through legislation that we just share it with our board. This is actually what's on our schedule this year. That's what's actually happening. For example, we had planned on offering bill 102 and bill 110 through Alan Hancock. And then when we have the instructor not approved through Alan Hancock, that's where it's not on this, but we have the separate plus one we did that we brought forward to you all last meeting, I believe. Um, so we would expect to see an appendicy update from Hancock every
033year. Um, even on a multi-year agreement because whenever meets the road, what is approved versus what's offered doesn't always >> perfect Tori for the save. >> That was >> Yeah, perfect. She's been handling the courses. I've been handling something else. [laughter] The list just gets updated though as you decide on more different courses or is that working with Alan Hancock or this list will just be the same? So, so was it our September meeting that we got that list? I think you presented the list of the courses that were potentially to be offered. Okay. All right. >> Yeah. And so it will always be a cycle of um questions. >> Thank you, Tori. [laughter] >> Just to know where that partnership. >> Wonderful. >> Thank you. Tori meets with them regularly, like a couple times
034a month. [laughter] >> Sounds good. >> Yeah. Um, okay. So now we can move on to the >> I wonder I'm sorry I think I think this is where I can throw in an item for the discussion. Is this part of the discussion G? Right. >> Well the disc discussion items are one is the the one we were just discussing and then the special education. >> Well I have something I wanted to discuss or put on for future board meetings. Is that at this point right or >> that >> was that before? >> That was the prior the board. Yeah. >> That would have been during the correspondence. >> Can we backpedal? >> No. What's that? >> Did I? No. >> Okay. Well, I'll make it um it won't be public then and then I'll
035talk to the powers that be. [laughter] >> Okay. >> Yeah. Normally, you could bring that to me if prior and we could get it on agenda. >> Okay. Yes. Just an idea. >> Okay. Great. >> Uh now we'll move on to the special education program transfer plan presentation. Okay, thank you. Um, so, um, I've met with the consortium staff. I've met, um, Alisia and I and all of us have met with our staff yesterday. We had a parent meeting last night and then the board meeting today. Um, a little background. Um, there are seven schools in the consortium. Currently, Buleton serves as the administrative unit and oversees the fiscal services as and it serves as the employer for all consortium employees and is responsible for compliance and oversight. Um the consortium also participates with Santa
036Barbara special education, the SULPA, um and directs special ed revenues from um state and federal through the consortium through Bolton. Um, Buin provides compliance review, professional development, and legal advice. And the SULPA offers a continuum of servants and guidance with um, from the Santa Barbara County Office of Ed. Just a few of the challenges we've been having as being a part of the consortium is the high school has particular needs, graduation requirements. Unlike since we're the only high school, unlike the six feeder programs, we have post-secary um, planning. We have program continuity really important the who, what, where, when and how. So that's the challenges. There has been a lot of staff turnover with the consortium. So really not a consistency for students. Um the impact has really been on students and the families. Um
037and there has been a little bit of a disconnect between the staff and family connectedness because of the turnover. And really um that has in some ways um put more of a burden on our teachers for the educational outcomes of our students. There's a need really for more direct oversight by our district. Um I am one superintendent of seven so I get 17th of a vote on everything but we currently pay about 35% of the bill. So um the district over the direct oversight by the consortium is their staffing the programs and the budget in which we send to BUton $2.4 million. Um the consideration for the transfer plan um it would take effect July 1 of 2026. um formal notice was given by all seven districts in June of last year for the 2627
038school year and that we have since been conducting a program review. We've been collaborating with all the districts. We've been trying to come up with cons consortium 2.0 you know, and we are at the point in which we feel that um not only us but um Salvang is kind of a month and a half ahead of us and then four other school districts are presenting together I believe as well. But we really remain committed to collaborating with our current members to um establish a smooth transition. um we've decided to pursue the program transfer plan um and try and get approval by the SULPA um as our next step depending on board action tonight. I would present at the SULPA JPA um board meeting on December 8th and they're telling us that I thought we would
039have an answer in January, but now they're telling us they wouldn't give us the answer till the February 2nd board meeting. So, um, the transfer plan must be approved by the CelPRA. We're we're hoping to do a little bit of a hybrid MA model. We would hire in-house staff, all of our teachers, psych, nurse, speech pathologist, aids. All of our current staff um that we deem that we would need would have first rights to all of those jobs. we would contract out with the SULPA um for some of the smaller things like adaptive PE or maybe occupational therapy where we wouldn't need a full-time person. Um we I have up here pupil needs. So we have 94 students currently and they have needs you [snorts] know a vast amount of needs. The great thing about
040the program transfer is we are already servicing and serving all students on our campus on our site with teachers and aids that although employed by Buen work on our campus. We our goal through this whole thing is really to strengthen our student programs and the service that we can give to our students by having it housed on our campus and all services. Um really, you know, if parents have issues or questions, they no longer need to call another school district or find somebody. Just really house all the people that need to meet their needs here at our school. We will ensure that students receive their special education services and continue to receive their special education services whether it be through somebody working on our campus or like an adaptive PE contracting that out but somebody
041coming here to provide those services. Um, we will obviously offer legally a full continuum of services from 9th grade through age of 22 and extended school year and all the contracted services that they they need. And we will make sure that the staff um meets the credential qualifications as required by the CTC. We will have a continuation of their current IEPs. We will ensure a smooth and positive transition for students that are here. nothing really changes. They'll have their annual IEP. For eighth graders, they'll have a transition IEP that occurs every year as they transition to high school. Anyways, so we'll make sure that we're, you know, um, deeply involved in those. We will collaborate and attend all their annual meetings and all their tries, which we already do, but this is, you know, legally
042what we need to do. We will continue to um FAPE will continue to be an assurance and we will continue to make sure that students get their free and appropriate education in the least restrictive environment and we will continue to prioritize opportunities for inclusion here as we're currently doing. Um and we hope to even continue to expand those inclusion models. We will um maintain all IEPs um and support the IEP process through transition through specialized health services with a nurse or any other supports will establish and maintain the necessary special education administrative and support staff to oversee and manage all of the students and their instructional needs. There will be a few um and I'll I'll um speak of it on the next slide. I believe staffing. We currently have 27 I believe staff members
043on our campus. Everything that's listed here, it's 27 people I believe. still um just a little bit of shift in we um the three people in the red are people that we feel um they're they're employed currently with the consortium but if you don't have these services you have to contract out these services and we feel that by having these f services on our campus that it will serve our parents and our families better. So, for example, a director of special education will be in charge of all the compliance issues. If we don't have a director on campus, we would need to contract with a director through the through the county office. And I would rather and it would be pro probably more expensive. So, I'd rather have that director on campus to make sure
044that we're meeting all of our timelines and our compliance. We also think it's really important through Cyrus to have a data entry specialist that is also a bilingual interpreter. Um, often all those all 94 IEPs, all addendums, all tries, all initials, all that stuff needs to be entered in Cyrus accurately. Um, Cyrus is the, um, special ed student management system that houses their IEPs. And, um, oftentimes those IEPs need to be interpreted into Spanish. So, um, there's a bilingual interpreter. if we don't have a bilingual interpreter that can do that technical skill, we would need to contract that with the county. So, we're hoping to bring that in-house. We're also hoping to bring in house um human resources. Um right now, we have just um a clerk who it's not necessarily written in her job
045description, but she gets here at 6:30, 6:45 every morning and kind of make sure that we have subs and somebody in every classroom. Um but the consortium does that for the consortium employees. And now by taking that back, that's an additional 27 people with the with the with the opportunity to have subbing. And so we're going to need somebody to focus to make sure that all those jobs duties are covered. And plus that that human resources person will also help with, you know, calling parents and making sure they're updated on this is when your IEP meeting is and this is followup and you need to sign these documents and things like that. So that's kind of our staffing needs. Um legally we have to ass um have some asurances that there'll be full compliance with
046federal and state laws. um that we commit to participating in in any improvement and monitoring programs and um that we will ensure that we meet all reporting timelines are met, assessment reports are timely, IEPs are compliant and calpads reporting is accurate, which is why that data entry person becomes so critically important too. We want to make sure that our staff and our parents were involved in this. So, the staff, like I said, we had a consortium staff meeting. We had a staff meeting. 70 people attended our staff meeting yesterday and they had some some great questions. And then we um had an opportunity for parents to come last night. And then equipment transfer is another compliance issue. So, if there's any equipment um like we have one student here with I know of that has
047an um alternative communication device. Technically, the consortium owns that device. So, how we're going to that device should really just follow the student. The student is ours. We have participated in a shared cost for purchasing that device in the first place. So, um we're going to work on equipment transfers and and I'm sure that'll be agreed on by everybody, but we'll formalize that. Facilities. We are so lucky here that we already house all the programs. We have the facilities. We don't need to bring in any classrooms. We don't need to bring any portables. We really don't need more space. We already have every classroom we need. Um and so even if we hire a director, we have a space a director can be. We don't need to build anything or construct anything, which is great.
048Um we have to make sure that there's um certification. So um if the school board approves the transfer of plan tonight, then I present on December 8th. And then I was hoping to come back in January. Now I'm being told by them by February. I'm going to ask them for that January date as part of my presentation, but this transfer plan would go into effect July 1 of this year. And then now we have Alicia. Okay. So the last piece of this uh jigsaw puzzle is the budget side of the house. Um, looking at the current projected Senzas Valley Special Education Consortium budget for our district for this year, we are being projected a direct cost bill of 1.4 million in addition to a shared cost bill of $929,000 for a total projected cost this
049year with the consortium of 2.3. And I will caveat these numbers with these are just the most recently available numbers. We got additional new numbers in today that are not reflected in this and will not be reflected in this because all of the information's already been compiled. But as of the date of these presentations and this you know these programs and all that these were the numbers that we were receiving from the consortium budget in making this transition and bringing everything inhouse. We will redirect revenue that is currently being funneled. um it's generated by the district or the district ADA in some way or another and it is funneled through the administrative unit or the Buin Union school district into the consortium on our behalf or be you know as a result of our students
050or whatever the case may be. These revenues will then be uh diverted back to the high school and will no longer go through a third party. So the three main sources of revenue that we know of at this time are the transportation reimbursement, the mental health services revenue, and SULPA revenue. So the SULPA is the um the local plan for all special education in our county. And they get revenue from the state and federal government on behalf of special education LEAs. And the consortium is considered an LEA despite all of us being members. So, our portion of that LEA revenue will come back to us as a district. We have we [clears throat] have um projections for that now, but we do not have final numbers from SULPA until they recalculate based on LEA, ADA,
051all that type of stuff. With the transition, we will also be bringing over expenditures. So everything will be brought in house. The salaries, the benefits, transportation routes and costs, insurance, software, legal fees, contracted services, materials and supplies. The good news is we are already paying all of this. It's just how we pay it is going to look different. So currently we're paying it as like a transfer out of tuition to another JPA. So it is all in one lump sum in one line item. So when you see it like in our interim reports and such, all of our special education costs are in one line. Once we bring everything inhouse, it will go where it belongs. So right now we're having issues and complications with state documents where I have to like tease out what
052really is a salary and a benefit versus what is a service on forms that do these calculations that say are we meeting this requirement or that. this will put everything where it goes and we won't have to do so much of that back-end manual work which is one of those happy consequences for us on our side. Um the estimated revenue that we expect to see from the three major sources that we are anticipating one is our LCFF transportation reimbursement. So we know the cost of our routes. We know that we have two routes. We know that we will need to continue those two routes. So we can fairly accurately estimate that our 60% reimbursement for those routes will amount to 156,000. We also know right now this year we're receiving 62,59 in mental health revenue
053that is currently being uh abated from our books and sent over to Buin. That will stay inhouse. And we have our most recent estimate from SULPA which at this point is several months old. And again, we will have to redo numbers with SULPA once they tease everything out. But the most recent projections from SULPA revenue on behalf of our district would be about $890,000 give or take. So that looks like an estimated additional revenue to the district of $1.1 million. When we look at the expenditures we bring in, and again, these numbers are all um educated best guesses. So I would say our salaries and benefits are and transportation are very close to what they will be just with some tweaks as to where people land on the salary schedule, how many people we you
054know end up with or don't that type of thing. Uh the others like additional legal that is a very hopefully a very conservative estimate just to keep us very safe. Um we also don't know contracted services. We don't know what the cost will be. We don't know how many we need until we get there. We're talking about a whole another fiscal year, IEP meetings happening, all these things that are in flux. But for our educated current best guess, we're looking at expenditures of about $3.3 million. When you take the added revenue of 1.1 and the new expenditures of 3.3, the total cost to the district after the revenue is 2.2. The current projected cost for 2526 with the consortium is 2.3. The difference is an annual savings or a projected savings of a little over
055$75,000. Again, we hope that this is a super conservative budget and then we hope to um end up in a better financial situation than this. But we don't know. I cannot sit up here and tell you for 100% we will save money. I cannot tell you it will even be this close. I can tell you that I think we will save money. I can tell you that we've had meetings with SULPA and other organizations that have looked at our budget and our projections and they also agree that they they think we have a pretty conservative budget and should be in a good spot. But again, there are so many unknowns and moving parts. We may break even. I don't think we would be on the side of not breaking even, but again, students move in,
056students move out, things change. So, as of now, it looks like the transition or the consolidation of special education into our district will be a cost savings to our district. And I I just wanted to say that if there is a cost savings in this next fiscal year, we would um put that cost savings in a reserve for special education for like a rainy day in case there is a student who needs a non-public school or in case we have a very high need student or in case we have anticipated litigation, which we hope by a program improvement and bringing all of that in-house that we won't need to get to that point. Um, but we will need to build up a little bit of reserve for special education for a rainy day >> and
057that will be separate from our minimum fund balance reserve. So, currently the consortion has a a 4% reserve. We're looking at that being probably close to where we'll want to be, if not a little higher, just to make sure that just for special education costs or expenditures that that that reserve is there and independent of the general fund operating reserve. Thanks, Kim. I forgot again. >> No worries. So now um there's a chance for you to ask any questions or give input or comments on um the transfer plan and moving forward. >> I just for Lisia um two questions. I when you say transition that doesn't mean just transition from Builton Consortium to ours. It's legal like the legal 150,000 is about per year an estimate. It is just a best wild >> but it's
058only per year but not I keep thinking transition is a change of you know what would be upfront cost but that's just a transition >> no they're not transition costs it would just be general operating legal costs for opinions or things that we may need help with that we don't currently need right now >> that's what I thought I just wanted to make sure >> it's a budget number >> yeah just to be sure and to be quite honest we are like at 200 and something of a budget currently and we don't use it for the entire district and all the things that come up. So, right, I'm hoping that that is like a super conservative number and we won't get there, but I just would rather tell you guys that it's going to be
059a million and it's like a 100,000 than the opposite way. >> I Yeah. And that's Do we use the same um you know organization that we use for our current legal help or is that different? >> No. We we tend to seek legal services based on expertise of firms. And the firms that we currently have, we have one firm that helps us with our building and construction codes. We have another firm that helps us with like the general program side of the house and HR. We currently work with one at the consortium that is that specializes specializes in special education and I believe it is our intent to continue given they have the history of the students of the cases and of the program. That would be very difficult to get another firm up to
060speed. Not to say we would never change but at this point I don't think we're looking at um changing that provider. >> Last question. >> No, keep it coming. >> Okay. I wrote down in my notes when you said that you have new numbers today. I'm just wondering, we've been asking I attended those those community meetings and we were asking for numbers for so so long and I'm just wondering did you get the numbers today? Is that what you mean? >> No, ma'am. >> No. So, what new numbers are those? So, in order to build our first interim budget, there are just basic bulk numbers like direct and shared costs as well as any additional legal fee numbers. And we were supposed to have those by November 15th and we did not receive those. Um,
061and then there was some back and forth as to getting that information in a timely manner. We received it, but for us it's too late. Our numbers have already been entered for a week. So, while those numbers um are helpful, they're not timely. So, they won't be included until second interum. >> So, did they meet >> We have no breakdown of anything. >> So, did they meet any of the public records requests that we sent to them? >> Um, so yes, they responded. They responded through their legal team and they provided documentation but the documentation was not in the format that was requested and it didn't outline the things in the way that was requested. So if you were to pose that question to the administrative unit the answer would be yes. All that information
062was provided. If you were to answer that question from one of the member districts it wasn't provided in the way that we've been asking. So, it's really status quo at this point. We're getting a little bit more information, but not the information that we've been needing. [clears throat] >> Thank you. >> I have a couple of questions. Um, so on that note and that question, so this consolidation then will lend more transpar transparency for us in the sense of line items and actually knowing where the money is going to help our students. So even if this cost right now 2.4 which just right before I walked in here we saw a little elevation in that 2.4 which always seems to happen with really not a lot of explanation and a breakdown. Even if this were
063to cost us 2.5 million which would be more money than we are paying now we will know where every penny of that 2.5 million is going in every line item for every reason. And then we can really evaluate are our programs actually helping students um and keeping students at the focus. If we have to spend 2.5 million to help our special education um population meet their IEP goals, I don't think there's a person that would argue with that at all. We want our kids needs met every day and we want them to have the best possible programs they can have. We just want to know where that money is. >> Um, and on that note, uh, Alisa, you had mentioned that SULPA, they use ADA money for students or is that just [clears throat] going
064to work with us? >> Yes and no. It's not like a straight ADA like our ADA is 703 or whatever the case may be. It's it's our ADA within the special education community and world and how that ADA relates to other districts in terms of percentages and those types of things in how it generates revenue. And also there are some expenditures that the SULPA takes off the top before they provide any excess revenue for things like that they charge all districts for. So >> turn it into speed. >> Right. Right. Right. So it is not a straight like if your ADA is 10 you are generating 10 whatever it's it's how the ADA calculations work but yes it is based on ADA. So, it's slightly different than our budget model because it's a se it's
065a separate entity basically is I guess what I'm saying the special ed and the cons um right >> right and their budget model is separate from ours for us for our purposes it's just figuring out what the revenue stream will be the calculation and then they provide the documentation to us and say here's the ADA here's how it applies here's the revenue sources and your percentages of said things here's the amount of money that we're charging you and here's the revenue your district. So, we won't be doing the calculations. We will receive them from the SULPA. >> Okay. And then I have one last question. And so, um, once we get the transparency, we see where the line items are, we see what our students needs are. Um, because I'm thinking of, you know, the
066the idea of the consortium to me was brilliant to saving costs and sharing costs, I guess, amongst these small little districts. So, on the flip side, could we continue to do that shared cost? like if we need an OT, would we go through SULPA or could maybe we share costs within the if everybody's individual and and it would be a win-win. We have talked to the other districts and if somebody wants to hire a full-time OT if we can find one in the valley, um we are not opposed to then contracting that OT's services and days out to other school districts. So let's just say for example solving or hires an OT but they don't need an OT every single day. We we are not opposed to all of us working together where solving would
067bill us for the amount of hours or services that we need from that OT or even adaptive PE teacher or any of these services. We are open to those possibilities. Absolutely. >> Because that would keep it I mean to me it would keep it more local. It would be the same teachers I would imagine We also have a model for that. >> So we we have a model for that here at the high school already. We've already done that with shared IT positions several years ago. We've shared music teachers amongst variety of different uh feeder school districts. So the model exists like anus already exist. It would kind of be a plugandplay for whatever the services or staffing that would be required. Yeah. >> So you guys asked questions I was gonna ask, but I'm
068I've got something else. So, is there any precedent set because I I know that this consortium was started in ' 05. Is that right? Is there any precedent set in small districts like ours that didn't do a con consortium, but they share like we were talking about as far as OT's or >> we are actually the only consortium of our kind in the state of California. >> Okay. So the the precedent is really for districts in the state of California to have the special ed model that we had. We are the only one in the state of California. So the precedent is that the districts, even if they're small, find ways to manage their sped on their own, whether that's utilizing SULPA, whether that's sharing with community, you know, partners and districts and that type
069of thing. They leverage and get creative. But generally the consortium was a a an anomaly in a very positive way for many years. Um but in its makeup it was an anomaly. >> Thank you. Thank you for that. Yeah, it's >> the only [clears throat] >> Why are we the only ones? >> Because it's creative and very complicated. >> Yeah. To to just really boil it down >> and LA city schools couldn't handle it. >> I won't comment on that. >> So So why can't >> So the the um the proposal um I think it's great and I think that since we're the big fish here, we obviously have the most students that are affected and uh um we're going to be hiring these teachers anyway and we're and so we'll have the infrastructure and
070maybe we don't use them all the time. I think it's great if one of the smaller districts needs help, >> they can actually hire from us, >> right, >> and go from there. I think that's fantastic. >> Yeah. >> The the beauty is that um everyone in the valley is still committed to serving students and serving their needs to the best of our ability. That is at the foremost of everything. Um if that means, you know, sharing services, sharing, we are all on the same page with doing that still. So that that's great to have to have that cooperative agreement. Um, and everybody just wants to kind of analyze their fiscal position in all of this with as much transparency as they can get. Um, and and you know, we still have till January to
071wait to hear if SULPA is going to approve us. We had a great meeting with the SULPA today. We had a great meeting with the fiscal person from the SULPA. Um it was very positive. Um and we really think that we can meet our students needs here. >> Can I ask one more question? Um so just so we're adding 27 employees about to the health and benefits. Does that change what everyone else is getting in health and benefits or kick it up a notch to the amount of that's a large number. So the addition of the staff, there's kind of two parts to your question. One, we are already paying for these individuals. So the only thing that changes from our perspective is how we're coding that and then the discrepancy or the the slight
072differences between like what they make now and what they'll make here in terms of trying to match people on the salary schedule. If you are asking if adding these staff take away from the benefits or the salaries of our staff, in no way does that happen. If anything, it's more just we extend those additional benefits to those who have been working on our site for many many years and have felt a disparity. And it it's no fault on the administrative unit or Buin as a whole. It's just they were connected to a different salary schedule, connected to different benefits, connected to different um work year, >> right? different calendars, >> different calendar work year. >> So it extends our benefits. It will increase our one, twos, and threes expenditures, but again, it's mitigated by the
073decrease in the sevens because we're not paying it out of there anymore. So there will be a minute, you know, calculation as we like tinker with it and get everyone where they need to be, but it in no way takes away from or detracts from what our staff already get. So at that staff meeting, was there any of those concerns that were brought up? And are are the staff our current staff here at the high school not consortium? Are they how are what is the the gist of how they're feeling? >> So from a fiscal perspective and a union negotiations perspective, I would say our staff is extremely positive and has been extremely supportive and they have been um instrumental in just like hey did you think of this? Hey did you see this? Hey,
074what about that? Hey, did you think about that? So, they're all ready to um welcome these staff members classified and certificated to their unions to figure out how to blend them and make it work. And I think in general, there's a sense that it will just streamline things in a way that we haven't been able to do before. Kim, I mean, correct me if I'm wrong, but it's been overall positive. There have been questions how like how does this work? How does this integrate? But nothing that is like, "Oh my gosh, I can't believe you're doing this. I don't think this is a good idea." More how does it work? How do we make it work? How does this function? And have you thought of these things? >> And to our staff's credit, at the
075staff meeting yesterday, a lot of the questions that they were were asking were student centered questions, right? >> Which I really appreciate of our staff. So they were asking question like hey can you tell us our our Sanz Valley staff was asking questions like hey what's going to happen with the transfer IEPs like who's going to handle that which I really really appreciate that our staff is being thoughtful in looking at this from a student perspective as well as from an adult perspective because the adults obviously there's some stress and anxiety that goes along with wait I'm losing a job at one place am I guaranteed a job at another place you know there's all those questions that come about, but I love that they're constantly circling back to isn't this going to be great
076for our kids? So, that tells you the quality of people that we have working here. >> All right, one last one. I'm sorry. I said this. >> You know, this is a this is a really complicated and complex and important decision. So, I think >> Okay, thank you. because I I just what I >> you know I'm taking down some notes and I've obviously processed all of this but I'm going back to my memory of the first >> what I don't know that the special ed meeting >> the valleywide special education >> library one and I still remember a parent coming up and saying >> why can't we have consistent aids why do they keep changing and going to different schools my kid needs the same you know aid and then you know they they
077get used to the student and then they're gone at another school. And I am very pleased that not that that won't happen, you know, and that aids won't leave, but I think that that consistency um of having staff um you know, at a school and hired and working with the student population, knowing the teachers, um knowing you know the admins and and parents being able to contact you know PE and knowing just it just to me again going back to the students. Um I think that is just such a a positive you know you know option to have for these for [clears throat] these kids because it is they disappear they go to a different school or psychologist leaves and gets pulled and you know there's a lot of scratching of heads among parents and
078um so I think this is something that will help. But I agree with you on that because um [clears throat] the special ed student has special needs and to have the inconsistency potentially of an aid or a teacher coming and going it's very hard for them. And I also like the idea of having um on a compliance side like for litigation having someone here directly overseeing it not someone down the road not to diminish the consortium and what they did but I think like Kim you had mentioned the parents can just call the school and get their questions answered rather than going through all of these steps to maybe because the parents are [clears throat] taking care. worried about their child and that's the most important thing are the kids and I think bringing it
079in house could be really beneficial in that regard too. >> [clears throat] >> So um are there any other questions while we're >> I think financially the direct cost and the shared cost what are the two what like what what are sample examples of >> Yeah. So the direct costs are those costs that stem from the direct salaries and benefits of those who directly work on our campus. So your FTEES, >> correct? Correct. And then the shared costs are those things like legal fees that we share a portion of um or um OT that we share a portion of based on our IEP needs. Uh another example of a direct cost. Uh recently transportation was made a direct cost. So we pay the direct cost of those students that have transportation in their IEP for
080our high school students. Uh other shared costs would be we have our transition house which is students um that are you know 18 to 22 that stay with us and then there is preschool that is you know before the TK both of those are considered shared cost programs so that not one district is taking the burden of of those entire programs so there's a number it's very complex but those are examples of whether or not the districts share the costs or burden of that program or whatnot. or um if it's a direct service to their site. >> So, one of the things that we've been asking for for a really long time is when Alicia and I'm I'm I think if we go back here um to um the fact that there are direct cost
081and shared costs, we can pretty much pinpoint where the $1.4 $4 million in direct costs is coming because we are already paying the direct salaries and benefits for anybody that work on our campus. Where we're struggling is the shared costs and how those break down. So that $929,000. We would like to see line item for every dollar that is that $929,000 in addition to the pieces of revenue that we know that the consortium is getting. So the revenue, so we would like to see where that revenue is applied, if it's applied to direct or shared, if it's applied before we get build or after we get build. Where there's just so many unknowns. Um, and really those shared costs, there's always more shared costs. That's all that that [clears throat] so it's very difficult to
082even have a budget or project a budget. >> Um so so that in that is where I think the rub is is in the shared cost. Not that we don't owe every penny of $929,000. We probably do, but we would at least like to see a line item for every item under that 929,000. Just like every month we give you guys here's our POS, here's the checks we've written, here's um we we would like to see that. And we we still have not gotten, correct me if I'm wrong, >> we [laughter] haven't, >> but we have not gotten a line item even of direct costs, even though we can kind of figure those out. >> And I think the issue >> and it's a lot of money. It's two $2.4 million. And then when they
083say, "Oh, it's going to go up by another $138,000 this year." Why? How? Where? You know >> we also when we talk about shared costs as we do see things there are questions as to how it became a shared cost and how is that shared cost being allocated and why because they weren't brought before the superintendent advisory board. So it's it's a mix of not knowing what really is contained in the shared costs and then not understanding why some things may be in the shared cost. >> So, so I'm just going to give one example that I that I gave to our staff and it's a tiny example. Okay, a tiny example. Part of our shared costs is paying some of Buen's internet. Okay. So, um, we have internet here and we don't charge Buin
084for the 27 employees that work here that use our internet even though they're Buin employees because we just take that as that's just >> operating expenses and kind of how you do business, right? But they charge us for a shared cost of internet because they have in consortium employees that work there. So these are things that like maybe even if we had a conversation about it and we knew like okay of that $929,824 2,000 of it is internet. Let's have a conversation as to why we're paying paying some of your internet. Maybe it's valid. I mean, I don't think it's valid because I'll bill you back for I'm I'm I'm getting kind of out of pocket, but you know, I can get very passionate about this, but but if we just knew every single expenditure
085and then we could ask questions and we could have a conversation about it, I think that that we would be in a very different place. But we learn about new things all the time and it's like just give us the true picture and the whole story. So now we will have it. The [clears throat] trans the transparency obviously has been the issue. Huge. And we've seen it for months now. Couple years actually. Couple years now. >> Well, before you even came on board, it's been it's been terrible. So bottom line is we're going to get transparency and and it's going to be in house. We're already paying this amount of money anyway. >> So it's not like it's coming out of our general fund. It I mean already is coming out of the general fund.
086>> So >> it's not an additional hit. There's no reason not to do it this way. >> I I just want every penny of 2.351 to know that it's going towards better programs for kids. >> Yeah. [laughter] >> And and if we can prove that and even if it costs us a little more, as long as we have kids that are succeeding in getting their needs met, I don't think there's a person that's going to argue with even even costs if they escalate. If we get 20 more students, costs are going to escalate. You know, things like that. But at least we will know why they're escalating. but also be in control of the programs too because if you get 20 more students that have similar needs to students that are already here, you can
087create a program that fits as well too because it would be ours. Yes. So any other questions? Okay. So I believe what we need to do is >> move on to our action rights. Yeah. So now we will move on to our action our only action item which is the special education program transfer. And is there a motion to approve the special education program transfer? >> I motion to approve the special education transfer program. >> Second. >> Roll call, please. Jerry. >> Mr. Johnson. >> I. Miss Noble, >> I >> Miss Grace Velasquez. >> Hi, >> Mr. Laamini. >> Hi, >> Miss Shea. >> I >> special education program transfer approved. And now we can move on to board matters. Uh, we have Have you guys do you guys have any issues with our upcoming
088meetings? >> We moved it to a Monday. >> Monday? >> No, no, no, just that one. >> Just the one in December. We changed it last meeting. >> Yes, it's Monday. >> Yeah. >> Okay. Uh well, we can move to close session. It is uh 650. Take a little break in between.