April 8, 2026 Regular Board Meeting

001order at 5:00 pm. Um, we have all trustees present and we are adding onto our roll call. Trustee Andrea Kellog Shriner Kellogg >> Kellogg >> just Kellogg is please. >> Um, public comments on closed session items. At this time, any person may address the board on any closed session item. Pursuant to the Brown Act, the board cannot consider issues or take action on requests during this comment period. Time is limited to three minutes per person per item, 20 minutes per topic. >> I think they're probably going to make it. >> I am seeing no one in the audience and I'm guessing there's no public comment. Um, so we will move into close session at 501. p.m. Um, if we could all please stand for the pledge of allegiance. I pledge allegiance to the flag of

002the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> If I could get an approval of the agenda order. >> I'll make a motion to um approve the agenda order. >> Okay. A motion by trustee Kendaller or do I have a second? >> A second by trustee Ogamian. Preferential >> I. >> All those in favor? >> I >> opposed. >> And no one is absent. And um Okay. Public comment on consent and non-aggenda items. The public may address the board on any consent or non-aggenda item pursuant to the Brown Act. During this period, the board cannot consider issues or take action on any item not listed on the agenda. Time is limited to 3 minutes per person per item, 20

003minutes per topic. Have any public comments? Seeing none, we will move on to close session. Reportable action taken. There was no reportable action taken in close session. Um, and our consent calendar. Do I have a motion to approve the consent calendar? >> Motion to approve the consent calendar. >> I will second. >> I have a motion by trusty Oamian and a second by trustee Candeleria or preferential >> I. >> All those in favor? >> I >> opposed. >> Strong. >> And no one is absent. Then we can move on to association reports. Um, CSSEA has no report tonight and we'll move on to teachers association of Cloverdale. I'm going to assume no report. >> Okay. Uh, district reports C1 Jefferson Elementary School. >> You're doing it now. >> I am. >> Oh my gosh, I

004am. Michelle's got her glasses on. She's recording. >> That's right. >> Just kidding. >> So, in addition to um our board report that was submitted um to you, uh I wanted to give a little bit more information on um our proposed closed campus model. So, I have a little presentation for you and this is a presentation I put together um and I'll talk a little bit about it, but this was a presentation uh I put together for you and also some talking points moving forward with um our our families and community. Oops, backwards. Forward. There we go. Sorry, I have a few more. So, in order to get my head around um the idea of closed campus, I've done a fair amount of research. I reached out to um five different campuses close close by

005to us here in Clale and I also reached out to some um fellow administrators in S in in other parts of Sonoma County. And what I found is the majority of schools, particularly elementary schools and middle schools, have a closed campus model where parents um uh greet uh say goodbye to their students at the gate and the students independently walk to their classrooms. Um and so I've also spent some time in the morning out observing our campus and also um uh observing our uh pickup procedures as well and just gathering information there too. And just the as I think about this plan, it's uh I I have a presentation, but I'm constantly open and listening to feedback and um parent concerns and also continuing to reach out to um other schools just to collect the

006best information I can have and share with my my staff and as we move forward with the plan just amending it accordingly. >> Yeah. And the main reason guys for this is we're we're obviously we've been talking about this for a while. Obviously um Andrea and um so what we're really trying to do here is we're trying to show you guys that this is the presentation we're going to use when we go to the public essentially and talk about that. But we don't want to go there if the board's not in favor of us doing this because as you know change is hard sometimes, right? And so we want to make sure that you have the information so that when my assumption would be people would talk to you about the change that you would

007be armed kind of with the same information that we're giving, right? Um because it is going to be different. >> Yeah. >> Um and so uh we to to give Andrea a little bit of a history. So we talked about doing this kind of when I got here about three years ago. Um but we knew that the construction thing was going to happen. It was going to get messy. So, we thought it was better to kind of wait until we were kind of done with our project um so that it was set up a little bit better to have a closed campus. Um and so with traffic and everything like that, too. So, um, we stuck our toe out about two years ago and it got, I don't know, cut off maybe is probably a

008quick way to say it. >> And so, then we kind of regrouped a little bit, kind of pulled back a little until we got done with this. And our and our hope is going to be is that not our hope, but it's going to be the project should be done by the end of the month. And so, that gives us planning uh to be able to go forward. Yeah. >> So really um it's not really an agenda item, but we are looking for make sure everybody on the board is on board >> on the same page, >> pun intended, I guess, um with with going forward with this for that part. So that's kind of why we're doing this. >> Yes. >> And and um also feedback, right? So anything that comes to mind, any

009questions you have for me? So um okay so the f the focus for for um our campus a number one is safety. We have 471 students on our campus and with our early learning center it there's a a wide um area where students are. And so um by having our by looking at a closed campus model we're really looking at heightening the safety for our students as they arrive on campus. What comes out of that also is really um promoting and supporting um independence with our students and also building resilience which are great like side benefits for our students to really be strong. So in this graphic you can kind of see this these are some pictures but this is our kind of our current model of what's on campus and truly one word that

010consistently comes to my mind in the morning is chaos. We have students running around that are not on the playground. We have little tiny children um that aren't even school age yet. And so um it it creates uh uncertainty and which is really unsafe particularly we've had a few things come up where um there wasn't any visibility on our video cameras because of parents standing in the way and um we've had some issues come up with just in between adults that just really it's it's unsafe and it doesn't create an environment of focus and preparedness for the day. And so the idea for our um closed campus model is that it it um offers intention for our students when they arrive on campus. They can um uh put their things away and then begin connecting

011with students right away and their peers and then really getting ready for what is going to happen after the bell rings. So, um the first the model will begin that um for 1 through fourth grade at the beginning of school, but those first two weeks uh will be critical in really supporting student success. Um, our plan for this year is to gather information and resources to communicate to parents so that they can start having conversations with their children and practicing um coming to school or um uh wearing a backpack and hanging it up and things like that. And so just really promoting that um idea of can do you can do this. And so first through fourth grade will start the uh first day of school. And we will have a lot of visual supports

012and staff supports for our students to say goodbye at the gate and make it successfully to their um classrooms. Teachers will be out. They'll be able to um meet their friends. They'll be guided to the playground. And then when that um bell rings, teachers, we're going to have flags and it'll be really visible on where to line up so that there's not any um fear or concern as to what's going to be happening. >> I have >> and you will be there. I didn't even question that. >> I'll bring more. >> Awesome. Yes, we can we can we and we'll we'll write on the back. So, what what Michelle's also talking alluding to also is we're we're we're figuring out what we want to do with TK and K, right? TK and K once everything's

013done is going to have really its separate campus, right? Um I mean it's connected but it's a separate campus. So, we're still in kind of talks with, you know, cuz TK especially is is hard, right, for not only for the kid, but for the family, right? It's because it's brand new. um they're four years old and um so we're looking at possibly waiting a couple of weeks for TE. I know you're going to go into it, but I'm just trying to give you some idea. Yeah. >> Is we're we're still mulling it over. I mean, there is some benefit to saying, you know, taking the band-aid right off, right? >> But we're also trying to be somewhat >> cognizant of the fact of parents and kids and really the the kid part is is their

014unsuress, right? to be able to do that because we don't really want to start a TK or off where they're scared, right? Because that would be a bad thing. >> Um, but >> so it might be a little so it will be easier for us to do TK and K a little later because of the separateness of it, right? Because they have their kind of their own area as part of that code. But I'm saying that because we want some input on that and maybe what you think. I know that that double or excuse me um Trusty Ogamian has some younger kids too and so maybe some perspective would be good on that um from the parent perspective as far as that goes. >> Yeah. And one of the biggest um things that came to

015mind was we don't have procedures for that site yet like ourselves. So then how can we ask students to uh and parents to um to follow procedures that we don't have uh set in place. The other part of it is um developmentally we want our students to um feel the support of parents and have parents um be able to um foster that but more of a um a gradual release because it's way it's it's a lot more um appropriate for littles to do that instead of all the chaos out in front and the dropping off and something really different being uh an immediate that first day. And I would say the other consideration I had was um having uh closed campus launch in two separate areas on our campus could be quite chaotic too in

016terms of having enough support to make sure that it is a successful launch. So that delay could be beneficial for those reasons too. And I mean it is somewhat of of physical. I mean even being out there in the back what I've been doing with crosswalk most of the TK kids their backpack's bigger than they are. Right. Yeah. I mean so there's the So again I I would hate for them to start off on the wrong foot as far as it being scary for them to go. The the parent thing is important but really the kid is is what we're trying to focus on here, right? To have that. So we want to make sure it's an enjoyable experience. Yes. >> Um it's kind of like when Miss Vader does her pre >> The jump

017start, right? just to really get them what's going on and things like that, too. So, I see kind of both sides of that whole thing with this with the starter a little bit. We're talking like two weeks, right? Aren't we talking two week uh difference between first and fourth and then TK and K? >> Yeah. And one of the um one of the conversations and concerns that parent brought up was um parents get to communicate with each other first thing in the morning and where that that is important for our culture. We need I really want to focus on finding a um a equally connected culture um for our school but not in the chaos and unsafe um situation that we have now on our campus. And so, um, we I, um, thought about and

018we've been brainstorming, our, um, staff has been brainstorming on different ways that our, um, our families can connect. Um, we have, uh, parent nights. We have, um, well, at the there's different levels, right? So, you have parent square and um, and those kinds of things where we can communicate. We have our news and notes um direct mail uh direct um phone calls and back to school nights and open houses. Um we also have um talked about uh grade level playdates which is something that's done at in other districts which was an idea where um after school um uh a classroom will invite their families in. parents notify ahead of time. Parents can come and connect with the students and the families and um so it's more of a connection um where uh we it's just

019more known of who's going to be on campus. Um and then um yeah, and then I'll talk in just a minute about some um events that we'll have on campus before school starts to be able to connect with teacher the teacher and their classmates um and our community. So, there are families that um really really want to be on campus. And um so I had a conversation with a parent and I said, "Well, um would you be willing to have a volunteer position on campus that would be supportive of our students and purposeful so that when you are on campus, we kind of know why you're there and you can really support um our student success." And that that seemed to be a really great idea. So we have our fingerprinting and our mandator um

020mandated reporter um hoops to jump through. And once parents have done that, then we will start opening up opportunities for parents to volunteer either being like uh student greeters um or working in some other volunteer ways on our on our campus. >> Yeah, we thought, you know, if we have parents that want to be there, we could they could managate per se and have kids, you know, coming in and things like that as well. Um where we would run into issues is if they were not doing what they're you know they're volunteering just to get on campus and not really you know but um we could always use the help. >> Absolutely. >> As far as that goes it just needs to be >> structured help right as opposed to just being like hey I

021got to pass right I get to be on campus. >> Yeah. >> So because it is >> it is going to be different right? I mean it is going to be different. So I think we need to be understanding of the fact that we are changing some stuff, right? So we have to be a little bit more flexible when it comes to allowing some of the parents to be on there. Um, and again, it would benefit us anyway to be able to have that potentially there. Um, but the only hard part is going to be is figuring out people that are volunteering that are actually going to do what they're volunteer to do. >> Right. Right. Yeah. and and and as we move forward, you know, how do when do we train those that that

022will all come into play? We'll fine-tune all that. I did also want to point out too, we have um students on campus who have needs and of course those we will meet the students where they're at and we will support them as they need support. Um you know, if a if a student needed assistance coming on campus, parents would come into the office and get a visitor's pass. I know we have uh a room located very close to um a gate that has been used in the past for those students to come in that gate because the classroom's right there which really enables them to get there successfully because they have mobility issues. So those kinds of things we're thinking about as well on how to best support our students that need that little extra

023support. And so, uh, a few things that have come up in terms of really helping children to and their families to practice this launch is, um, to have a rehearsal day, um, at several days or a day before, um, school starts where they can practice walking on campus and saying goodbye and hanging up their backpack and playing on the playground. Um, and, uh, ice cream social where the, um, students will already have their teacher information. they can connect with their teacher, maybe take I don't know if I can do this, but uh um take a peek in the classroom before school starts. It's always such a big deal. Um and then also meeting their their classmates and and parents meeting other parents in the classroom as well. And then on the day on the day

024of school and then the um following the first few weeks uh two weeks of school really having pathways and banners and lots and lots of visual supports for students to feel that there's a little bit of fun. Um and also it's just a safe pathway to their to their classroom and to the um playground before the bell rings. I tried to put as many little circles in here as I could. Um, and I ran out of room, but uh I like I like the way this graphic looks because it's continuing. And what I'm um hoping is tonight we um are we are presenting this proposal to you and um eliciting feedback and support. And then we will have uh going forward if we have support then we'll have a community meeting where we connect with

025families and listen to their feedback and concerns. And then um I'll continue working with families one-on-one if there are specific concerns and at any time having any conversations that are needed. It doesn't have to be scheduled. Um, and then I want to re uh revisit the board in May and as we get close to the end of school to just give you an update on where we are in the process and anything that has come up. And then um towards the end of school, end of May, beginning of June, we'll start sending out um support for families. here are some things you can do to um help your student over the summer and um in the beginning of August to really develop that independence and um successful steps to get to school independently. And I'm

026really um uh grateful for the support we've received from other school districts because we've have some really great tools. And then over the summer, we'll be again fine-tuning how that launch will look and uh we'll continue to send communication out. Um and then again at that first week of August when administrators are back still making ourselves available to really help parents individually to um have that successful launch. And then that half circle right there is our is our fall launch. But that will come more into vision when we get closer to the um our May revisit on this with the board. And so the idea with um taking the time to have be purposeful in our planning, I want to be sure that we are moving forward together and that we continue to stay open

027to concerns and and dialogue with our community and families and then amend our plan as we see things come up. And and then I I I when I think about um creating a closed campus model for our c for our students, I really see the high points in safety and then just a clear purposeful vision for starting school at our campus every day where students feel safe. They feel like they have a purposeful pathway and then they're and they're ready to learn. So, I'm happy to take any questions or concerns that you might have. >> Um, I think first through fourth grade have the typically have the skill set or the I say maturity to be able to get to their classes cuz I have a first grader and a third grader. But I do

028worry that 2 weeks is still too short for I'm picturing my child at four. It took about a month or so to get comfortable of saying bye. That was the first schooling experience and they she did do the jump start as well. So I I don't know the answer. Well, I do know the answer. I'm going to say it's too short in my opinion. >> Okay. for first through fourth or for TK TK. >> Are you saying TKK is also only two weeks or is that happening? >> Yeah, the the idea with TKK is everyone would start together and then practicing those skills over the course of two weeks um would be the timeline and then at the end of those two weeks students would transition into uh coming on campus independently. >> I get

029that but it in here it's just talking about first through fourth. So, >> oh, there's >> there's a there's a slide for TK. >> Slide talks about TKK. >> Oh, okay. Yeah. >> Yeah. And the idea was that again, it's not >> the the the beauty of of the campus is is that >> there's only going to be parents in one area, right? So, there's going to be a, you know, a true >> So, it's not as disruptive where you've got one wing has parents, right? And the other other one doesn't have that. >> Um, yeah. And I I don't know. I It's a good question. cuz I'm just even at >> halfway through the school year, you still got kids balling, >> you know, but I'm also wondering how much of that is >>

030the parents there >> that we've left it longer, right? >> Okay. Well, I mean, you just don't know until you try it, but I'm just I'm only going from personal experience, right? >> And I'm the personal experience where I'm like, rip that band-aid off and we go, >> I know my kid pieces out on me like nobody's business. It's like, okay, mom, bye. And then we're good. So, but I do understand the concern though very much. >> Yeah. >> And maybe it's more >> that whole piece of individually working with families who still might be >> experiencing that and seeing how we can kind of work with that to make sure that that obviously doesn't end up happening. >> Um, >> and and just I and talking with other districts, there are some districts that

031started day one with TK like the TK through sixth grade and there are other districts who have h had like a mindful plan for their early learners. So, um, we just connecting more with them to see how what the pitfalls were on both of those would be helpful, too. >> Anybody else? >> I'm going to put you on the spot. Riley, what do you think? I know your daughter's almost to four, right? What do you think? >> Yeah, she'll be TK next year. Very excited. Um, I think two weeks is enough, but I do I do think two weeks is enough. >> Okay. With my kid, she goes to Eaglets two days a week and it's easy drop off. The first week was hard, but literally it was two days and then she got used

032to it. Um, but she had the ELIT experience >> and I know not every TK student will, right? >> So, I don't that's the only difference of >> my my thought would be is I think if we start with two weeks, we can always extend it if we need to, right? Yeah, >> but I'm >> I'm just wondering how I guess where I'm going is I'm wondering how much if we enable it >> are they going to continue that but I don't I don't know that. And again, we're talking about we're not talking about kids who have >> developmental disabil, you know, physical disabilities, things like that. That's a whole different ballgame, right? >> Me. >> Yeah. I was just wondering if um the TK >> Is she on? >> Am I Am I not?

033I was just wondering if um the TK teachers and the kindergarten teachers had an opinion about that two week window because they have so much data and I can also see how you would want to be gentle but it's been my experience that it can go it can be harder the longer it goes and I'm just wondering did they provide did they were they in there like going two weeks is about right or do you did you have a sense of their opinion on that there's um mo >> I talked to him today. >> I know. I would say our TK our TK teachers would like to start day one. >> Day one. Okay, that's interesting. >> Um I also think they do recognize the need to um to make the transition together with families.

034And I think, you know, stu students have fears, but parents have fears, too. particularly if it's their first young child, it can be tremendously um uh nerve-wracking. And so I think to really facilitate a team approach and to really support parents like I know just being a a fir when I was a first-time parent, I didn't know what I didn't know. And so really facilitating that moving um to that transition together is just I I think a very mindful and um and rich approach to to that transition. >> Yeah. And we were cuz I showed the TK and the K. We walked over and saw the the um classrooms today and we were talking about that and and I would agree that I think T K was like we're done. >> Yeah. Um TK was

035the same way they wanted to be done, but they also realized that it was a different thing. Plus, I think the part that that I think is going to that's going to be different this time is before they were kind of in the general population area, so it was chaotic. So I think this being just TK and K will be le less chaotic. Does that make sense? >> So instead of having 470 kids, we're just going to have two grades worth, right? And so I think it'll be in their own area, it'll be a little bit better. Um I don't so we have gotten them and they're they're not at a consensus necessarily either but um I think that they understood that the two weeks and the two weeks is just kind of a random

036thing that we thought was two weeks we could have done we talked about a week we talked about a month you know but we thought two weeks would probably enough right just >> go ahead >> just one one um point that they had made is um it is very challenging even now we are in April we still have parents who um just that relationship with their child, it's very difficult for the parents to really step away. And so we still are having and I think that's one thing that our TK team alluded to is the longer you take the the the harder it gets cuz you start developing those patterns. Yeah. >> I just another question like a social question cuz we'll put my wife in the spa. She likes her pictures. So, are we

037like stopping that teacher picture, not crap, she loves it, that she likes to do. Is that like done day one or are we doing that social is that social first? >> That is a really great great question. I I think we're going to find like I think we will find an answer to that that will appease um as many families as we can because that is that's a that's a really great point. There are so many families that want to be right there at that door to take that picture because they do it every year. >> Yeah. >> Well, and then how are you going to handle like Halloween parade and different things like that? >> So, in connecting with other schools, the particularly with um like awards ceremonies, a lot of that is much

038more controlled because it's the um invitation is directly to the parents. Um and they had other schools have um multiple signin sheets so that we can see who's um coming into those awards. The jury is still out on uh some of the our bigger um evening evening events and events where students are with their families. It's it's not an issue because um if something were to happen, parents could take their children. It's not a matter of us having to provide that safety for all of our students. Um, you know, there are adults that are with those students. Um, family day on the green is what I'm working on. And the consensus in other school districts is that they have they just let that happen. And I am struggling with that one because that's not really

039safe. So, um I'm still looking for a good answer for that, but currently we we don't really um the only answer is that they that because they're minimizing the daily that um events like that are more uh just they let them happen. >> Okay. Yeah. >> Yeah. And I think infrequency of that, right, is a little bit different. Um there's more people out there. It's a different atmosphere. Um I think and and I think what's what we're talking about here really the main thing is is we've got people on campus that we don't know what kind of state they're in right and so um you know it's funny everybody always says well this is Cloverdale right well if and I don't mean to be morbid but if you look at a lot of school shootings

040they don't happen in big cities necessarily right I mean we're just like you've all right right we're a small town everything like that too so we have to be cognizant of that right and so and I know this day and age that's just what we have to do right and the only way we can do that is to control who gets on the campus, right? >> But there are going to be those days that it's impossible to have 500 people sign up, right? It's just going to be really difficult. But what we can do on those days is is everybody's out. I'm there. People are there, right, to be watching what's going on. >> Well, and I look at look at like assemblies. They're going right to family day on the green. They're going right

041to the field. There can't be a reason they're wandering around. and we in just in recent years we've made some amends to how traffic flows to the field on that. So we've taken some precautions there. I think just it it is a struggle to get my head around um big events like that because I want to have a perfect answer that um that um sort of uh um provides a completely safe option for that. And I've asked seven different schools and schools and school districts and it they just they just let it happen. So yeah. >> Anything else on the um you know because again this is really going to the more united front we have the better it's going to be right. So we all have the same talking points and everything like that

042too because ultimately they're going to come to you right as the ultimate decider. So, we certainly don't want to go down this road and take this band-aid off without full support, right? Because it's not going to be an easy lift as you guys know, right? And so, we want to make sure that we are representing your decision correctly, right? That we all have that because I think the biggest thing is like we everything we do, right, we have to have a reason why we're doing it and we have to be able to have talking points of why we're why we're doing things, right? Um because ultimately when people come to us and say, "Hey, we don't like this." Our answer is going to have to be, "Well, you need to come to a board meeting,

043right?" I mean, ultimately that's where things have to happen, right? Um and that's why today is important because we are starting, but if we're not on board, we could just let this easily go, right? Um and so, but I don't want to start this and then all of a sudden in June we get cold feet and we yank it out, right? because that's that's just not fair, right? And it's not okay. Um, so now is the time to be able to have that because as Michelle said, we need to start meeting with families and stuff soon, you know, cuz the end of the year is coming. >> I'm in support of this and I was when you brought it previously, I attended that. Um I feel that um this is more thought out and it's

044a better plan and >> I'm three years in now, >> you know, more accepted or welcomed by families because they will have a chance to ask questions and can see the reason behind it and what the plan is that there was >> it felt rushed I think to everyone before and so I feel like this would have more support by the community. And one thing I don't think we've mentioned too is I would say I would venture to guess it's close to 100% of the staff is totally for this. >> I don't think there's very many people that aren't because >> they're truly the ones that have been disrupted by the whole thing. Right. And so I mean we have some people that don't that don't leave campus until after I'm done doing my crosswalk

045duty >> and it's >> yeah it's about going in >> it it can be anywhere from a half an hour. So 7:45 to 8:15. Um, some parent I we have a set time at 8:13 we start politely requesting that parents leave, but we've we it's not uncommon to have parents on campus that are still lingering. >> Well, that takes away from everyone else's responsibilities and why they're there >> that and yes, >> and I think is a crucial component to kind of drive home as well. And I'm in full support of this. you've got like total thumbs up for me because I mean I experience it multiple times a week. Um and again I think for me one of the biggest selling points is just the you are there to learn. You have your responsibility.

046this is your job and they get, you know, with parents and and I understand it cuz she's my one and only and I had a hard time in the very beginning to an extent, but I think just the sooner we give them the confidence to be able to move forward, it just creates that sense of independence, which is super important. >> It's a good point. Yeah, thank you. >> I am on full support with this. I'd say put a sign out that says support your local coffee shops. Let's go mingle at the coffee shops in town. >> I I did sort of jokingly think like we could have a coffee truck out in front like do that out there, right? >> The traffic. Oh, that's the Oh, I was just going to say, am I

047am I on? Yeah. Okay. um up on the coffee uh idea. I I do know of um I know of a school I I I don't know what the name is, but I I do know of a school in in Santa Rosa that does something similar where um the some parents um walk to the local coffee shop after school and have an informal, >> you know, hour or half an hour just to talk and connect. So I mean there's I see that you've already brainstormed ideas for you know that connection and I think that's a useful you know idea and my my inclination is um is to support this for sure as um I mean I I'm the daughter of a school teacher so I I have heard a lot about this over the years

048um and I know one of you said um something to the effect that um uh you know it's it's uncomfortable Um, but it's it's also true that lots of times parents are making it way worse and that I think that's the most uncomfortable thing to say. Um, because there's a projection of what their difficulty um, you know, separating. Um, so I think acknowledging the difficulty of it, it goes a long way towards um, maybe mitigating that. Um, but I would definitely support this. Thank you. And even in my time over there with the uh crosswalk duties, I've seen a lot of parents now get to know each other and go on walks after they've dropped their kids off and they're in the same class and or they hang out and talk a little bit, you

049know, out by the sidewalks and things like that, too. So, it definitely is. >> Yeah, we think it would would create a little bit more of that part, too. So, I just appreciate all the work you put into this. I know it's going to be a tough world going forward, but >> sounds like we're in it together, right? >> Thank you guys for that. >> Thank you. Okay. So, we will move on to K2 Washington School, which I think is as submitted. >> Correct. Okay. Sean told me to tell you as submitted. >> Okay. Uh K3 Cloverdale High School, JH continuation school. >> Hello. And Andrea, welcome to the board. Um you have my report submitted. >> Thank you. Uh K4 Special Education and Student Services report. you have my report is submitted. Um, and

050also just in support of the Jefferson closed campus, I wanted to mention that I would not be surprised if that helps us with our attendance as students develop those resiliency skills and those early morning routines. So, thumbs up from student services. >> Thank you. Um, we will move on to K5, maintenance, operation, transportation report. I'm going to say as submitted, >> correct? >> And now K6, business services report. >> We decided on this one, guys, to kind of do uh go back to the original one because we knew we have Andrea is is new. Um, and we went uh also pretty deep last month too with the uh second interim also. So, >> hi and welcome to the board. Uh, my name is Christa. I'm the CBO for the district. And, um, yeah, this month

051we're going to go a little brief and then next month we're going to do another dive in because we'll be having the May revise and we'll be in the middle of budget development and all of those fun things. So, let's get rocking. So, our first um first slide, >> you guys have this in front of you, too. Try to screen and look at the >> Yeah, everybody should have a coffee. Okay. Um so, our first slide up is enrollment. And you can see that last year uh during the first part of April, we had 1,268 students. And this year, we're looking at 1,249 students, which is 19 students less than last year at the same time. However, one thing that's very unique about this year compared to last year, or maybe last year was the

052anomaly, not sure yet. Um, we're one up from what we were in October. Whereas last year we went down from 1303 to 1286. This year we're we were 1248 at in October for our seabeds count for our student count and now we're at 1249. So very interesting. um doing the enrollment projections for next year it's going to be very um challenging. Okay. So then our next um slide is about attendance and um the enrollment is important because that's what we have to base all of our expenditures on. We have to make sure we've got enough classrooms, enough materials and everything based on the the student number of students that are enrolled. But we only get our funding based on attendance. So if their student if your student is here, we um generate funds. If the

053student is not here, we do not. So the attendance is pretty important for how they calculate our local control funding formula. And I know we talk in a lot of acronyms in education, so I will try to make sure I slow down and explain them a little bit. So last year at this time you can see that for month 8 uh was 1,600 1,167 and six 16 and then this year we're at 1,159 and some change. So we're um tracking pretty well um for the for the year. This next time uh we'll be doing P2 which is what our funding is based on. and P2 is the um accumulation of everything from first the first month through the last period ending honor before April 15th. So um that report is due to the county on

054the 20th. So I'm starting to work on that right now and that will be what our funding is going to be based on because in school business we wait until this late in the year to find out how much money we're going to actually have. Right. Okay. So revenues, this is our revenues as of um March 31st. And this is only our unrestricted funds. This does not take into account any of our restricted dollars like CTE or um the Prop 49, our music block grants, anything like that. This is this is none of that. This is only our unrestricted funds. So, the local control funding formula, which is what our um funding is based on on the ADA, our budget is 17,529,853. We've received 11 million of that, which is about 64% of the funds

055so far this year. We will be getting um a few more funds this month uh with the with property taxes and things like that. So, we'll be getting more of that in. There are some deferrals this year that the state is implementing. So, we will not be getting cash from the state um in June. So, but I think we'll be okay with cash. We'll get through that. Okay. >> That's another reason you want to have good reserves. >> Mhm. That's true. Then uh for other state revenues which are for other state revenues which are mandated our mandated um mandated cost block grant unrestricted lottery transportation assessments other things that come in from the state we're about 60% of receiving those funds so far for this year. the local revenues that is things like use of

056facilities, interest, um we got another return of equity from RISG again this year, billings, um salary continuences, reimbursements and things like that. That's what's this this number is and that's at right now it's about at 110% of what we had originally budgeted. So, we're not going to complain about that. Then the next section is um our expenditures at through the 31st of March. And in schools we don't produce anything. We don't make anything. So our biggest investment is in personnel. So this is where our the most of our expenditures are. Certificated salaries 6.4 million uh 6.4 million and our percentage to date is about 70%. Classified salaries is running at about 74%. Employee benefits are running about 71%. Um books and supplies is about 61%. And then services such as PG&, water, all of those

057things is running at about 53%. So, but some of those expenses that will be hitting us um don't come in until later in the year. So, uh we've have that money set aside, but it's probably going to be spent. >> Christa, can I ask you real quick? um classified salaries getting higher than >> certificate. Is that because we have 10-month, 12 month like different levels? So, it's kind of on a >> more progressed on the >> It actually has to do with um with um paying off the paying out the 1% and the two the retros that we did at the on the March payroll. >> So, that's that accounts for that difference plus um classified subs. >> Okay. And there's also been an interesting swing this year between um with coaches. So there's been

058more classified >> coaches than there are certificated. So we've had to move some of the funds from certificated to classified. >> Thank you. >> Yeah. Okay. Uh contributions. The contributions are the routine restricted maintenance account. That number is established during the June adoption and that doesn't change all year long, but that transfer gets made at the end of the year. Special education that fluctuates a little bit during the year. Um Nicole and I were just having a conversation today about getting the forecast for next year. Um we've been waiting on it for SULPA and it came like an hour after we talked. So that was pretty cool. Um and that's >> very expensive. >> Yeah, I know she has expensive taste. So, um, no, but Nicole is very mindful of the special education budget and

059I really appreciate that and her other budgets that she manages and I appreciate that very much. Um, hopefully with the new formula coming in from SULPA, we should benefit from that is what I'm hoping. Uh, we got two proposals today. Um, I haven't had a chance to finish looking at those. Um, some of the funds look like they're going to go down, like our property taxes for special education is going down. um our allocation for uh resource 3310, which is our federal specialed dollars, that looks like it's going down, but our AB 602 allocation looks like it might be going up. So, there's going to be some some movement there. Then the um other contribution that we make is for supplemental concentration funds. And this is these are the funds that support the local control

060accountability plan that we'll be bringing back to you in June. And um this these are the ones that are generated by our eels's foster youth and um >> homeless homeless and um lowinccome. Those are the these are the funds that are generated by that population for us to support. And that's that transfer is 3.3. And that does vary because it is based on the local control funding formula and every single time I plug numbers into that it changes that number. So that number gets updated a lot during the year. Okay. And our last one is our ending fund balance. And these are the same numbers that you had last month based on second interim. The uh state required reserve for a district of our size is 3% and that's $748,000. the board commitment of 7%.

061Um, right now we only have 1.73% toward that and that's 431,849. What those numbers actually are will be determined during unodudited actuals after we get to the end of the year and close the books. >> So that's my report. >> Thank you. Any questions? Good. Does any board members have questions for this? Okay, then we will move on to our student board representative report. So, uh the senior cl the senior class is having a car wash fundraiser on April 18th, uh which is only about $10 per ticket. And the seniors also took a trip to the Santa Rosa Junior College to learn about signing up for classes and help getting registered there. And FFA also came back from their state conference which was a lot of fun and it was very inspiring for me at

062least. And uh yeah, prom is also this Saturday. So >> yeah. >> Uh super excited for that as well. And that's my report. Thank you. Where is prom at this year? >> It's going to be in Hillsburg at the Villa Shant Clear. So, I'm super excited for that. I saw it I saw a tour I toured it last year and it was really pretty. So, >> thank you. Um, we will move on to board reports. Um, is is it okay if I mine's short and sweet? >> Um, oh, >> okay. Uh so board reports this is usually when we this is typically where all the board members will um have an opportunity to report on all the committees or what they've been doing and since the last time we all met at a board meeting.

063>> So we're expecting a full detailed >> in the 10 minutes. >> Don't go off of mine then right now. >> Um so Riley what we decided and actually this is just future all of us who are alternates. So for what Andrea or sorry Trusty Kellogg is going to be taking over. So, I'll be coming to the CTE meeting. I believe I've emailed already, but she will be going just to kind of on board. Um, but my I have had no subcommittee meetings at this moment. So, I wanted to give a shout out to awards assembly. I did go to Jefferson. My kiddo got two awards and she was very surprised and I was very surprised. Not that I mean, you know, that sounds awful, but it's not in intended that way. So, it's very

064exciting to see all the kids. There's so much especially with the jumper awards. like it was phenomenal to see so many students making so many leaps forward which was really great. And then shout out to Mrs. Bird with slime party. I was able to take a day off to go and the amount of compliments. If you are having a bad day, you need to go into a little kid classroom and they will shower you with the most wonderful compliments out of absolutely nowhere. Um and so it was super fun. It actually was a little less hectic than my average classroom day of 155 that I see throughout the day. So it was wonderful. So that are those are the two things that I have to report. I'll go next. Uh I had SARB this morning

065and as Miss Le had said in her update, we had one new referral from Jefferson. They showed up so that was positive. Um and then we had uh one was a no-show. And then the one that was um supposed to attend from the high school JH school, uh they did show up and it was pretty um exciting because they also graduated. So um that was um a positive thing. And then uh there is a coffee chat April 21st at 3 p.m. at the high school. So everyone is welcome to that. That's that's all I have for right now. Um, I also attended to award assemblies. Um, it's always refreshing that they listen and know there are bees at Jefferson. Um, if you're able to um participate in Read Across America, you should do it cuz

066then you get a cool picture like this. Um, other than that, that's all I have to report. >> Thank you. Um, and I know Tracy Kellogg, you're brand new, but is there anything you want do you want to introduce yourself to anyone or use this time to say anything? >> Well, I will just say that I'm I'm grateful to be here and um just briefly, I'm the daughter of a longtime school teacher at Jefferson School and um have been living here for 10 years and have had K children go through um all three schools. Um I'm really excited to learn. I have a lot to learn and um I'm excited to serve. So, >> welcome. >> Thank you. >> Welcome. >> Um my board report, I attended boosters club meeting or boosters meeting last night

067or Monday night. Um I will say the big push for me asking me I was a football coach which everything it'll happen when it happens. That was boosters. >> Do they want you to coach? >> No. >> Okay. >> No, no, no. Everyone's just very interested in when a football coach is coming on. So, um, that was that. Um, and Jackie said the coffee chat coming up. So, other than that, I have nothing else to report. Moving on to superintendent report. >> Okay. So, do you want to come up? Riley's going to do a little bit of presentation during my report. Uh but you see the letter in there for the second uh interim report uh that we got from the county that basically approves our um part. So um while she's getting set up,

068Andrea, so what we do is twice a year we have to do an interim report for basically our financial status and then we as a board decide or you as a board decide uh there's three uh basically um certifications you could do negative, qualified or positive. and then um whatever we decide and then the board has to or excuse me the county then has to verify essentially or validate what we agreed it to be. So that's what this letter shows. And on a totally different topic, um Ry is going to update us on some CTE stuff uh which is the WBL grant which is the workbased learning grant as well as the uh that CTE facilities uh grant that she's talking about. So um take it away. Thank you, Glenn, for letting me fall under

069your report tonight. Um, good to see everyone. Uh, tonight I'm going to give a refresher of what CTE is. Um, I know we have a new board member tonight, so I'm hoping that'll be helpful to guide some of the comments and then the remainder of my presentation. I'm really looking for feedback tonight. I brought a notepad to write down all of your thoughts. I have lots of things to throw at you to see if you like them or hate them. I really want your feedback. and then probably for the next few meetings I'll come back and give you some updates um because we have some big deadlines that we need to meet. So, first I'm going to talk about the workbased learning grant that we just received and then a totally separate conversation about the

070facilities grant that we applied for. So, um a refresher CTE at CUSD. So, what do we even have to offer? CTE stands for career technical education. Uh we have three industry sectors. Um child development focuses um on preparing teachers at the kindergarten and a TK level specifically. Um there is a older um education pathway but we have the child education pathway specifically for younger students. Uh we have four agriculture pathways. So we have um the aggra business pathway which we call farmtotable. Um floral design is what I teach and I love it. Uh we have animal science which is our three course pathway. The rest are two that includes a biology. Um and then animal anatomy and physiology and then vet science which is a dual enrolled class at SRJC. So, um, I teach the

071vet science class and, uh, when I teach it, I am technically Professor Dale, um, teaching on behalf of SRJC, so I'm a faculty member there. So, the students are getting a science credit that is transferable to CSUs and UC's, which is awesome. Um, we also have a construction, which this is its first year, and it's been extremely successful. The students love it and I do feel like it serves our male uh demographics specifically. It's kind of their elective option that they they have that they gravitate towards. Um so those are our A pathways and then we have the arts and entertainment um sorry visual arts pathway. So that is taught by Mr. Vagert and uh he has several sections of CTE classes. We do have work experience that we offer at the high school as

072well. This doesn't fall under a specific pathway, but the idea is that students are getting credit for work that they're doing outside um of school hours and in school hours as well. If they're in the class, they can work during that class period. And what's really neat is I think the students that may not love a traditional classroom setting really appreciate that they have this opportunity. Um, and then also students who want to learn more skills have an opportunity to get credit for gaining those skills so they're prepared for the workforce because we know that Cloverdale students are more likely to go into a career after graduation than they are to go to a college. So, um, this is a great way to prepare students for the real world. Um, this was a graphic I

073shared last year. I think on the same date last year we had a board meeting. Um, and I just think it's very powerful because it tells a narrative with data about the importance of CTE. So, we are in I don't know if you could see that up there. We're in region three and if you look in um so this is talking about the rates graduation rates of uh CTE students. So if students are not in a CTE class, their graduation rate is 71% in our region. If they have one CTE class, their graduation goes up all the way to 89%. If students have um two CTE classes but aren't necessarily in the same pathway. So let's say they take a floral design class and a farm-totable class, those are called dabblers. That's what the state

074calls them. they have a 94% graduation rate. So even the second CTE class helps with rates tremendously. And if students are pathway completers, they have almost a 99% chance of graduating, which is incredible. The next narrative, um I know Christa would love to hear this. after uh what she just shared about attendance, we see that being in a CTE class helps attendance tremendously and attendance translates to dollars. So CTE is worth it and the state knows that it's worth it. So um if students aren't participating in a CTE class, attendance is looking around 80%. Versus if they are a pathway completer, it goes all the way up to 95%. So schools benefit from it financially and the state also recognizes the power in this data and that's why they're pouring so much money into all

075of these grants is because they want schools to invest in CTE because they know that it gives students purpose. It gives them real world skills. It helps them establish relationships with teachers that they see year after year. And so it's just very important to offer these classes and to support them. So, um I love these slides cuz it it tells a great story. Um this is also one of the metrics on our um help me out Mr. Harper. >> Yeah. Our CCI or college and career readiness index. Um and so we get scores for uh math and suspension rates and you know the little meters that you've probably looked at before. There's one specifically for college and career readiness. So, there are seven ways that you can be determined ready for a college or career.

076Um, two of these seven ways have something to do with being a pathway completer. And then, uh, recently, about a month ago, I went to a professional development coordinated by the department of education and they were talking about adding an ETH metric that is specific to work-based learning. So, if students, they kept saying the number 40, like throwing it out as an idea. If students completed 40 hours of a work experience, then that would mark them as complete on the CCI. Um, so it's just something to consider because it helps our data. It is a metric that we analyze, we talk about as a staff. Um, and we are wanting to improve that data all the time. Okay. So, jumping in before I move on, sorry. Do you have any questions about CTE before I

077move? >> I just have a question that Mr. Dr. Harper brought up in his board uh report that he provided to us. He talked about how um our numbers for animal science were low. So, we're not offering that next year. Is there still a possibility that that could be added or what are we going to offer instead? Or I thought about talking about the challenges that we have in CTE, but for the sake of time, I didn't. But I'm glad you brought it up. So, this is great. Um, I would say that the one of the biggest challenges that we have with the vet science class specifically since they are enrolled in SRJC during that section, they are not our student at CHS. And so technically that is their free period that they are taking

078um that college class during. And so students who are taking vet science are not able to take a free period. And so when students learn of this, they are more inclined to take that free period. Um so free periods have been a huge challenge for us and our solution is to offer vet science every other year. Um, so students can anticipate when they should know that they won't be taking that free period. And I think next year we will have the number just based off of kind of the the a that I got when kids found out that they weren't going to be able to have it. So um hopefully it'll be fine next year, but the free period is really what's working against us. I think students would totally sign up for it otherwise.

079>> Okay, any other questions? Can you share with me briefly um the new class A construction that you said is really um popular with the boys? Uh can you share with me what a little bit about the curricul curriculum or or what they're doing in that class? Yes, of course. Um so the con a construction class was offered. We lost a construction position last year in our CTE department. Um, and so this was a way to offer an opportunity for students to still gain those skills because construction is one of the highest demanded fields in our county. So, we want to make sure we're preparing students properly. Um, and a lot of our kids at Cloverdale go into the trades. So, in that class, students are first learning safety and tool identification, which is great.

080So, they have to pass um an OSHA 10 course. So, they're certified in OSHA safety before they can start using tools or machinery. And then students have been building things like cutting boards, um, birdhouses that they partnered with the senior center to paint, and then they entered them in the citrus fair. They've built chicken coops. Um, today kids were building cornhole uh, sets for our boosters fundraiser next weekend. So, um, kids are just constantly working and my classroom's right next door and it's so loud and I love hearing that hammer cuz I know kids are doing stuff. Um, but yeah, it's been great and I think students feel very satisfied that they're building something and they have a product to show at the end of the week of what they've been working on. >> That's

081wonderful to hear. Thank you. >> Yeah. Any other questions? Okay, let's dive into topic number one. So, um, we were awarded almost a million dollars, uh, for a workbased learning grant. So, to move forward this idea of work-based learning is valuable for students and how are we going to integrate that into Cloverdale High School. Um, this grant is going to try and do a lot of things. So, even though it seems like it's a lot of money, all of those dollars are allocated towards executing specific objectives. So, um, developing a work-based learning sequence is something that a lot of districts have. We don't. SCO has one, um, that I think a lot of schools in the county use, but I would love to see us create one that's specific to measurables that we're doing at

082each grade level to make sure that by graduation students are prepared for their career. And I know you a lot of careers you need to go to college before you can enter your career, but every student that we have is career bound. So I want to make sure that they have um those skills and we've talked about them in staff meetings of what could that look like. So we have some teacher input that we've all collaborated on from different departments and then together um we're working on compiling well it has been compiled but just refining it is the next step. Um we are going to develop some more work-based learning curriculum. So finding ways to have our gen ed classes to incorporate more uh work experience in the classroom setting. So for example, we were

083funded to purchase an anatomage table. So the healthcare industry is also one of the highest demanded fields in our county. Um we're a small school, so it's hard to have a health pathway with limited teachers in uh section availability. So, what we're hoping we can do is have our like biology class or AP bio class use an anatomage table, which is it's like a giant TV with a interactive cadaavver on it for them to interact with so that they can learn about body systems um and dive into those objectives while also some of the skills that they're learning for that field specifically. So, it's not tied to a CTE class, but we're trying to integrate more into a gened class. I know we have a math teacher as well that's very into fashion. So, how

084can we maybe bring the fashion industry, which is big in California, compared to other states, how could we bring that into math? So, like those types of ideas, giving teachers the time, um using some funding from this grant so that they can time card the extra work that they're doing to refine their curriculum. um having the tools for work-based learning. So things like the anatomage table or if a teacher wants to develop a unit related to um being a nurse or whatever it might be, they have some resources to purchase supplies that they can use year after year. Um AI in the workplace, this is a regional priority that the Bay Area had. Um, so I tried to weave it in. So he got some extra points. But I also think it's valuable as well.

085And so without teaching kids about all the different ways that AI is used, I think what we can do is teach students how AI is being used to filter resumes and cover letters um and how to use it to where you still sound authentic if if you're going to write your cover letter with AI. But having lessons developed that prepare students instead of them just doing it on their own without any coaching from us, I think we can find a way to meet in the middle. Um, transportation. So, something we've talked about on our advisory committee a lot is that students don't have driver's license anymore because we don't offer driver's ed in school. and it's just not something I think the whole state of California is pushing or students aren't motivated to get their

086license. Um, and so how can we still make sure students have access to work experiences because Cloverdale is a commuter town and a lot of people travel to their work. So, can we find a way to take students to places in the county like Copa or Kendall Jackson that are hiring a lot of students directly out of high school to get a couple hours in during the week? So, in the grant, we budgeted for a van driver um and a a new Suburban as well to take um students to their job sites. Um, hiring a work-based learning coordinator. I'll touch on this in a minute, but somebody who could just help all this come together would be lovely. Um, work-based learning experience by graduation. I'll also mention this, but how can we make sure that

087every single student isn't like thrown to the wolves when they have their first job? So, trying to dial in what that looks like here for CUSD. Building out a child development lab. So resources to build our little preschool that we would love to do so that if students take a third year of child development, they're really in a third year of work experience where every single day they're operating like a library hours sort of thing and we have the space that can support that. So funding that space and then also funding more uh bilingual resources, a workshop for parents, um communication, marketing, just whatever that could look like. Hopefully the workbased learning coordinator could map that out. But just making sure that no family is lost in this process and that they all feel like

088they're preparing, everyone's feeling prepared um to support their own student. And so these are all the objectives. I know it's a lot. Um, and I just wanted to elaborate on a few more. We're always working towards this goal of incorporating all three of these things into our CTE classes. So, we have a foundation that we always go back to. So, um, the rigor in our classes is trying to make sure every student is completing a CTE pathway by graduation. It's not a graduation requirement, but I would love to see it become one because the data shows how important and valuable it is. um creating relevance, making sure that students have skills that are applied to the workforce. So, giving them a work experience and then also establishing relationships through uh career technical student organizations. The

089one that we have specifically right now is Skills USA or sorry FFA. But I would love to see Skills USA launched um in the next few years. So that all careers are falling under that umbrella of the CTSO whereas FFA is just specific to the A careers. Um this is an example of a workbased learning continuum and I just wanted to share what this looks like with you. So something at every year or every stage of um their process in being prepared for their career and then there's measurables to it. So this was just one school's example that I found, but there are lots out there and making one that's our own. Um work experience at other sites. So we have work experience here. This is Elise who works at North End and she was

090in my work experience class last year and she checked in and then went straight to North End to start working. So, we have a really cool class that's set up and building gaining lots of popularity with students. Um, but there are lots of other ways that it could be done to reach all students. So, some examples that I just wanted to share with you. um at Helsburg every junior takes a junior seminar and they for 6 weeks will conduct or complete a internship that's aligned with their career goals. So um that's where they're practicing some of these skills and it's every single student does it. It's a part of their graduation requirement and then the rest of the year they're working on their resume, cover letter, career skills, they have career speakers and that is

091um a seminar class that they have. Uh, Corning High School is where my sister teaches. Um, and she does some she's also a CTE coordinator and she does something really cool for every senior whether or not they're in a CTE class. They do an internship day or a job shadow day. Um, sometimes it's with parents that are willing to volunteer and take students. Um, and then sometimes it's like people that are 30 minutes away because that's where they want to be or students want to be one day. So, um I just think it's a really neat idea of the whole campus coming together on that same day to do something that aligns with student interests. And then Annalie is doing a lot of similar things to us. And I think a lot of schools in

092this county are leaning on the career uh CTE Foundation for their path to purpose program. They have about 200 internships that they've lined up for students across the county. We have three students of those 200 um who are part of that program but leaning on them to facilitate that work experience for us. Um so who would do all of this work? So uh on the consent agenda we had a workbased learning coordinator position. Um, and that person would be a part of our CTE team and they would meet with students to understand what their career goals are and try and set them up for success with their their classes and maybe a pathway. Um, but also talking about some work experiences that they might want to engage with. So, they would take the initiative on

093that, meeting with teachers to figure out how to embed more work-based learning into their curriculum. um doing the parent communication to our students to make sure everyone feels included in this. And then we also I I mentioned a van driver. After a lot of brainstorming of how to make that happen cuz it's really hard to nail down a van driver around here, um we brainstormed how we can adapt that. So finding somebody who could be our workforce development coordinator that is taking students to their work sites but is also building relationships with people in the community and they're building that comprehensive list of all of our partners and making sure that we're not doing um contacting and JH is doing it separately and our workability program is doing it separately like they're kind of um

094keeping tabs on all of our contacts so that we really look cohesive as a district. Um, so any questions about our workbased learning grant? That was a lot of talking. Sorry. >> Keep going. Okay. All right. So, our CT facilities program grant. So, we applied for this and, uh, we got passing scores. Um, I actually think the application score we got for our a portion of our building is one of the highest scores in the state, which is so exciting. Um, Unfortunately, the scores don't matter anymore. It just means you passed and moved to step two. So, uh here is what is next. Um we have to do a lot of work which includes uh submitting the second portion of our application by June 30th. Um we need to submit our um our application to

095the the oh gosh, what are they called? the OPSC. Thank you. Yes, OPSC. And so, um, they need to, uh, we need to send it off to them. And we also need to come up with a 5year master plan for our facilities to submit with that application. Um, along with a resolution from the board. So, all of that is due on June 30th. Um, and then there was a question about match, I believe, the last time I presented. And so I was able to get an answer on that and they uh specified that match just needs to be received by the completion of the project. I know that's not what we would do but that is the answer of providing our match by the end of the project date. So when we open the doors

096that's when we need to know that we have all the funds in hand. Um so important conversations that need to happen. So, approval approval to hire an architect to complete the next step, which was also on the consent agenda. Um, a five-year facilities plan approval, which I'm not exactly sure where we're at with that, if we have something in the works or if we got to start that. >> We're about to talk about that today. >> Exciting. >> Our our facilities plan is old. >> Okay. >> I think it's been like what we say 20 >> 10 years. >> Yeah, it's been 10 years old. 2016. I feel like the last time we talked about bringing it forward, it was let's wait till the site over there was done. >> Yeah. I wonder if this

097might be um a good time to spark other conversations about spaces that we have that the district owns and maybe button some of those up. I know they get brought up often, so that is something we could talk about. Um set aside time to approve a resolution. they provide us a a template. We could do this at the June meeting probably. Um, but it does need to go on the board agenda and then come up with a fundraising game plan. So, I have something to propose for the fundraising game plan and I'm I'm really open to all of your feedback. Um, so we have an $18 million fundraising goal. to make this project happen, we need to find $18 million. And I think we can do it. I know we can do it. We can

098do this. Um, so ideally, we will get all $6 million from this facility's grant, and that will really help us move along. But that leaves $12 million left that we need to um figure out where it's coming from. Uh so private donations would be um mostly where it's going to come from and then our salaries like CTE teacher salaries can be used as match. So that's something we want to use as match towards other grants as well. So we don't want to lock all of our salaries into match for this but over several years which this project will take it will add up. So, I think that that's where like CUSD can chip in our match for this um project, per se. But I came up with some little metrics that we could use on

099marketing material. Um welcome to your feedback, but the goal is 18 million. So, uh what are some things that we should talk about? So, um we need to capture our programs. Um we did take some professional photos last year, but not many. And so I I think we need to make an effort to showcase what CTE is through our campaign, but also it's a really great chance to create some marketing material for our own community. Um, who I don't even know if they realize all of the cool things that we're doing in CTE. And I think that that could also help with potentially declining enrollment numbers. Not like that's the solution, but just showcasing more of the great things we're doing. Um, I think finding a way to capture that would be helpful. Um, connect

100and coordinate meetings with donors. So, I'll take the lead on this. I have a list of contacts um that I've been building that I um think would be great partners for this uh campaign. Um, and then have our superintendent, a student in their FFA uniform, myself, um, and one of the CTE teachers meet with the donors with some of our campaign materials in a very professional meeting. Um, develop clear measurements for donors, which I'll touch on in a moment of if you donate so much money, this is what we can offer you. Um, so some exciting things for both parties. And then having a kickoff date and a deadline date. um I don't want this campaign to go on forever and I also want to have some closure on if we can't do this, we

101need to call it, right? So having a a clear and realistic deadline. Um so what do we want this fundraising to look like? So I printed out some and I'm telling you I'm welcome to your feedback. I printed out some little flyers with some measurements of what we could offer donors. And this is where I feel like we all need to be on the same page of what we're what we're cool with. So, if somebody donated $1,000, we could put their name on a stepping stone. like they're helping build the foundation of our um building. Um the builder level is a $10,000 uh metric. So then they would get their name on the side of the building. Uh a foundation partner is $50,000 to $100,000 and they could have their name on a piece of

102equipment like the ovens or the stand mixer or what whatever cool equipment we have. they could sponsor that big piece of equipment. Um, a legacy would be half a million dollars. So, giving them the chance to name put their name on one of the classrooms, which I actually think somebody's already expressed some interest in this, which is great. But being able to offer them this formally, I think would really motivate them. Um, so we have a bunch of different classrooms and labs. So, it's not just the three, the child development classroom, the farm-to-table classroom, and the animal science. There are labs for all three of those. So, it's really six different spaces that we could put a donor's name on. Um, and then also the name of the building. If so, if someone was willing

103to donate $4 million, we could put their name on the building. And would we be okay with that, too? Is something I want to ask. Is would you be cool with putting Guy Fury's name on the side of the building? Is that something we would want as a district? So, this is where I'm hoping to get some some feedback >> or donations. >> I don't feel like I have a problem with any of us. >> Yeah. If you're able to get all this, I don't >> Yeah, >> sure. >> Okay. It's how it works in college, you know? They give the money, the name goes on the libraries. So I don't see why it wouldn't be acceptable. >> Okay. >> I Yeah, if you can get >> Are we okay with those measurements? Like I've

104lost sleep over what these measurements are. Any thoughts? >> Yeah, I think >> as long as it's legal, get it. >> My only thing is it seems like a big jump from legacy to visionary. Yeah, I was going to say I'd be concerned that you'd run out of but you're going to run out of classrooms if you only have six classrooms. That's only a couple million dollars. So, I feel like maybe that even needs to be higher or something like that because >> Well, I mean, are we just I don't know >> because what happens if someone's like, "Oh, I want to give $500,000. Sorry, we don't have any more classrooms to put your name on. We'll still take your money." You know, or what what would be what would be we be able to

105offer? That'd be a good problem to have. >> Yeah. >> Yes. >> Yeah. >> The district. >> I mean, I feel like we could get creative. >> And what about like board tattoos? Do you have that material? >> I'm willing to offer that for you, Ben. >> I was going to say I have enough tattoos. We're good. Um, I mean, I feel like if someone is willing to donate $500,000 and they find out that we've already got six other $500,000 donations, I feel like that's going to be a different conversation. Like, hey, sorry, we ran out of classrooms, but what would you like? Let's talk. I don't >> We We do also have a work experience lab. Um, so that could be named after. And I do have a lead on maybe somebody who would

106be interested in having their name on that space. And then we have the outdoor labs as well. So um like there's the child development indoor classroom, but then there's the outdoor play area. So I guess we technically have 10 different >> I also >> our biggest thing I'm sorry I interrupted Jay, but our biggest thing to have her coming here was when her I when Brian and I were speaking is I being new from clo to Cloverdale obviously, right? I don't know what I mean. You have some things like you have the John Allen Field, you got some other Daily Field, you got different things like that. I'm just not I don't know that this the town and city well enough to know what that entails, right? We don't want to we don't want to

107go out and say, "Hey, if you give me four million bucks, we'll put your name on it." When that's not something we do, right? So, I I that was that's the reason for the discussion was is is you know, the the money thing is that's whatever, right? we're going to that's not a problem. But we just didn't know what that would be because there's a potentially that somebody gives something. Let's use Guy Fear as an example, right? Some people might be like, "Well, that's I'd prefer not to have them on there, right?" So, we want to make sure that when we're going out and doing this that it's we're not telling people >> information that's not accurate, right? That we want to make sure that we have your blessing much like we did with Michelle.

108We're not going to go out and start doing stuff without your your blessing for that. Um, and I know Christie has a question, so just one second. But Jenny, you you had something else. >> Oh, well, no. I was just And please, Riley, do not think I'm being the dream squasher. I promise you I am not. I am total full behind. This is an if conversation, right, guys? I mean, like, so like, let's say for instance, if we were to have seven or eight people, I mean, we could put two names on a building. And if that's not satisfying enough, like then, >> well, I'm not worried about that. >> Yeah. Okay. So, no, that was just my point before you kind of got into that kind of realm of thing, but that was just

109my thing. So, like these things can all come down, you know what I mean? Later on, if the problem arises, and we're going to put problem in quotation marks cuz it'd be awesome to have that many people donating. What >> do we have any concerns if a medical marijuana dispensary wants to donate >> or a casino or something like that >> or someone's too possibly controversial or >> correct? What if it's like a name a classroom? Just can you put in there like subject? Yeah. Subject to board approval or like >> Well, but I think that's >> You can throw us under the bus. I have no problem. >> Is we're trying to I don't >> It's a super cool idea. I don't I don't think uh >> I think it needs to fall into

110our no you know like a a drug-free campus like you have to we still have to follow certain guidelines. So, >> right. No, I understand that and I get that and and actually donations would be approved by you guys anyway because that's what's supposed to happen. >> But I think we don't and I don't want to speak for you, but we don't want to go out and market it without having some asurances, right, that are going to be, you know, cuz just be like walking out and saying, "Hey," and we get somebody to do it. And we're like, "No." Cuz I think we would be purposeful on who we're asking. we wouldn't be asking anybody quote unquote conf uh controversial, but we also don't know if somebody's controversial potentially. Does that make sense? And I

111don't know as a way to do that, but I don't know. I guess and I don't know if that would be a part of this, but it's a fair it's a fair assessment. >> Yeah. I >> I'm just so excited how excited you are. >> Yes. >> No, like 100% I fully support. I'm just doing devil's advocate. That's all. And I'm trying I did help with um a building campaign in college and I think something that they specified was that it had to be a name and it wasn't a business but we're now in my line of thinking is I am hoping Kaiser might be one of our donor donors. So that like why could Kaiser have a business versus um a family name for a medical marijuana place, you know? So that could be

112a stipulation we make. >> I would go back to we're a drug-free campus so we should >> technically if if somebody does something that's illegal business there's not I mean you know so then you start getting in the weeds. >> So is the pun of course but I'm just going to throw this out there. There's the place in Yukaya called Cookies. It's a medical marijuana or not even medical it's just a recreational marijuana business. We have it in our um school hand student handbook. They can't wear cookies t-shirts to school because it promotes >> No, I I get it. I get >> I get that. So, I mean there's >> I understand that. Yeah. >> And maybe the appropriate response would be thank you for your donation. Can we put your your name >> family

113name >> your name on it instead of your business name? >> John Cookie. >> Well, and I think some of this, like you said, Glenn, some of this that you guys are all going to do the vetting to begin with. You know what I mean? You have a very specific list already. And so, I mean, if the due diligence is done ahead of time, then I don't really think too many of these conversations will more than likely have to pop up, right? I have a a list. I'm not going out to cookies and asking them specific. If they wanted to, that's a separate conversation, but they're like not currently on the list. The only thing the only thing that I would say to stay away from potentially is any political donorship ties because that can

114be unfortunately incredibly divisive and then that would be something that would leak on over into our school district which would be something I would love to avoid. I'm just >> speaking clarity is what is considered political? Like is PG& political? Well, if they're donating to like let's say presidential campaigns or they're donating to governor, >> just be ready. All the best. >> That's all that I'm saying. >> National Party wanted to donate. >> Then I would say no. But if it's no to the DNC, okay, >> or I'm not trying to pick and choose here at all. It's just >> equal. >> Okay. >> So, here's my board response. Do you want to donate a bunch of money to give our students an amazing facility? Go for it. >> Yeah, I think it'd be great.

115>> That hope we can be that. That's what we all want, right? >> Yeah. And if anybody wants to reach out to me about who's on my list or if you have ideas, that would be great as well. I'm happy to share this list with you. I brought it. Don't think you want me to read it off, but um yeah, I'm happy to share this information. Okay. >> So, I would think that sounds like most board members are for this approach. We're >> in favor. >> Cool. >> And what about the look? Like, is there a spec I just threw this together on Canva, but is there a specific look that we're trying to achieve? I might do a little less text. Okay. Only because I'm just thinking about people's attention span and reading and

116whatnot. And it just there is a lot of text. I would do maybe a few more visuals instead >> just to kind of break up that text. >> And like Bunting said, I would highlight the Cloverdale High School a little bit bigger. >> Yeah. >> Recognizable. >> And yeah, I would say that very top transform student learning at Cloverdale High School. I would make that pop a little. I don't know, just bigger because that's like the general that's >> The mission. Yeah, that's a good way of putting it. >> It's a nice mission statement. So I would definitely make that >> cuz that sounds exciting like oh I have an opportunity to trade >> I know one of the pictures is one of our students is the are both pictures our students or just one

117of them >> just one of them is >> I think it would help to do our own >> this is where I like we might need to hire somebody to do that >> I would also get permission before you use >> Yes. Yes. I I just want to point out too that you're using the acronym and you can't assume the people you're going to get this to knows what CTE stands for. >> Yeah, that's good. >> So, the immediate like cognitive dissonance of that can be offputting for people. >> Thank you. >> Anything? >> Anybody else? All good suggestions. >> Okay. >> Yes, sir. Contact Cole and Yes Taylor. When I looked up there right away, I thought it was one email and missed a couple people reaching out for it. >> Yeah, >> good

118catch. Thank you. >> He raised his hand. It's like an option. >> Yeah, I got excited for >> her. And I don't know if I should be the contact or how we want I'm looking at Christa like who I don't know if somebody wants to donate $4 million. >> How does that grow >> because you're also going to have more information for that person, right? >> Yeah. >> Yes. >> That than than than Crystal or I >> you are the coordinator, so it makes sense for it to be you. Perfect. >> It just doesn't say on there to write the check out to Riley Dale, which is good. >> Oh, you didn't see that? Um, I'll make sure to add that tattoo comment onto that uh $4 million. >> Only Ashley and Jenny were really

119>> Thank you. Um, any other questions? That was a lot. >> Okay. Thank you. Thank you, Riley. >> I love that you put students on actual students on your >> Thank you. >> And that completes my report. >> I guess my last question is what happens if we get the donations, Miss Dale? What happens if we get donations and we aren't able to get to that goal? Do we have to give the donations back? Like what would happen in that? >> Yes. I think we save it. We do not spend it until we reach our goal and then we give it back if we don't reach it. >> Okay. >> I'm hoping that 6 million we get and then we just get a launch from there. I think it sounds better saying we already have

120>> not to be a dabby downer. I was just wanting to know like what would happen with if if we didn't get that >> and we're still on track that we're not spending any of the the six million at any point before we know we have all of this right because that would all have we don't >> but we only have to get matching right we only have to get six but we need 8 mill 18 to complete the whole project correct >> correct so yeah we only technically need 6 million ion to receive their $6 million. So, we could scale the project back so that it's worth 12 as opposed, >> but $18 million is the pie in the sky bill. >> Okay. >> That I think we can make happen. >> Okay. >>

121And I'm not going to mention that $6 million grant to anybody I reach out to >> because I want them to see that the need is the $18 million so that maybe they'll fund the whole thing. >> Be very >> Thank you. Okay. Well, thank you uh for the superintendent report. >> You worked really hard on that, superintendent. Um moving on to report discussion. Measure H. Measure H update. >> I can't just come up and do as submitted on the back end of that. So, I'll give a little bit of uh color and nuance to where the project's at. If you've had a chance to to drive by Jefferson, you can see that we're right around the corner from being substantially complete on the project. Um we're just kind of at that 95% complete mark.

122So that those couple loose ends is looking like uh cleanup of the project, removal of the temporary fencing, um knocking out the punch list where we go around with the architects and the and the construction teams and the inspector of records and critique every little corner of the project to make sure that the district's receiving uh the value that they put into the project. Um, and then working through the closeout of the project. So, getting all the verified reports submitted through DSA, getting, you know, as built and warranties and all the closeout documents of the project will be kind of happening over this next month. And then Michelle and I will be work working on the move with the teachers and the maintenance staff throughout the end of the year going into the early part

123of the summer to make sure that everything's uh ready to go and looking really good for the start of the school year. And then uh of course we'd like to do some fun stuff and Glenn and everybody can kind of coordinate that, but we'd love to do some sort of ribbon cutting or some sort of ceremonial u kind of celebration of the project getting completed and and knocking out this big one on the back end of of the measure HB bond. So um that's kind of where we stand with the project and I'm always available. So if people want to reach out and they really want to get on site, they want that hands-on tour, they they want me to walk around, anything, I'm always available for that. And then uh I'll shoot over an

124email, too. But uh I I seen agriculture construction with the CTE program. I could always come do a presentation. Um I could always speak to the different you know players that are involved in the construction. I also did FFA and was a state delegate for my high school at Elgrove High in Sacramento. So I'd love to come participate in that or even do a overall career fair for the kiddos. I I do that donation >> and a donation. Yeah. I got I got some ideas. So I might be back at a future board meeting for one and then uh yeah that's uh that's what I got and the rest is that submitted. >> Thanks. >> Thank you all. >> Email address, right? >> Yeah. There was no contact in I put contact. >> Okay. Uh

125we will move on to discussion action items. So we will go into the P1 consideration and and acceptance of donations. Cloverdale Home and Guard Garden donated five hand shovels and five rakes, five gloves, and one storage tub to the Washington School garden. >> Yeah, that was now I see why you added each in there. Five each. I read that all wrong. Uh Cloverdale Ace Hardware donated various plants to the Washington School garden. So, thank you to everyone who donated and we can get a motion to approve. >> I'll make a motion to approve. acceptance of donations and also another big thank you. >> I will second. Okay, we have a motion by trustee candelaria or and a second by trustee garrison to approve the acceptance of donations preferential >> I. >> All those in favor?

126>> I opposed. No one's absent. Okay. Moving on to P2, consideration and possible acceptance of the measure H, citizens oversight committee 2024 2025 annual report. >> I will make summary to the board. Sorry. >> Oh no, it's okay. I'll make a motion to approve or sorry accept of the measure H citizens oversight committee 2024 2025 annual report. >> I'll second. >> We have a motion to accept. >> Yes. Thank you by trustee Kendall or and a second by trustee Oamian. Preferential >> I. >> All those in favor? >> I >> opposed. And no one is absent. Okay. Moving on to P3. Consideration and possible approval of resolution 226-12 to dedicate May 4th through 8th, 2026 as employee appreciation week. I'll go ahead and make the motion, if no one minds, um to approve resolution 226-12

127to dedicate May 4th through 8th, 2026 as employee appreciation week. >> I will second. Okay, I have a motion by Trusty Kendall or and a second by Trusty Garrison. Preferential >> I. >> All those in favor? >> I >> opposed and no one is absent. and P4 consideration and possible approval of candidate to elect as California School Boards Association Delegate Assembly Subregion 3A. >> Are you giggling for the reason I think you're giggling? >> Um, do we have to vote? >> So, the only one, and I will be very open about this. I won't go into reasoning. I would like to not support Mr. Casten. That is the only one out of the four that I would really be leerary of voting in favor. But if we don't want to I would like to vote

128to make sure that it's not a default if that is okay with everyone. But that's up to you guys. >> What do we know? Was there any information or is this a compilation of something that was voted on before? Why why is there no information to help us make years? There's been >> they also have an option to be able to include set. Some people just don't include it. >> This is the >> It says it's a runoff. >> Yeah, it's a runoff. >> Yeah, >> you already voted for the original person. You already >> Yeah, these are right there. And so there's no information on this. So this is a runoff. >> I I would agree with what Jenny's saying. I think it's better off to cast a ballot. >> Yes. >> Than it

129be a no vote. >> Which one's the better district so far? idea people are search that's why I'm >> I would go more or walker personally >> more >> okay >> then I just would stay away from RVUSD and I would definitely stay away from Santa Rosa City Schools >> okay >> I have no problem saying >> okay um so we're going to go with more okay um I will make a motion to vote for Liddonna Moore I'll second >> okay we have a motion to support Liddon Moore and a uh sorry, we have a motion to support Lonam by Trusty Candelaria or and a second by trustee Garrison. >> Preferential >> I. >> All those in favor? >> I >> opposed. No one is absent. All right. Best of luck to Ladonna Moore in

130this >> down with the other guy. >> Yes. >> Okay. So, future agenda items. Do we have any future agenda items we would like to bring forward? Uh, should I add facility master plan onto this as a future agenda item? >> I think that'd be substantial. >> Okay, I'm going to put that down there. >> Okay. Future board meeting dates. We have May 13th all the way in 2926. Uh just saw the typo right now. 2026 regular board meeting at 6 p.m. Then June 17th at 6 p.m. and June 18th at 6:00 p.m. And >> I move to adjourn. >> I will second adjournment at 7:46. Okay, we have a motion by Trusty Garrison and a second by Trustee Kendall or to adjourn the meeting at 7:46 p.m. Preferential. >> I. >> All those in

131favor? I opposed.