001Are you ready? All right. We will call the meeting to order at 5:00 pm. Um, Trustee Candeleria or is absent. Um, public comments on closed session items. Seeing no one in here. Um, at this time, any person may address the board on any closed session item or any item not listed on the agenda. Pursuant to the Brown Act, the board cannot consider issues or take action on request during this comment period. Time is limited to three minutes per person per item, 20 minutes per topic. Um, in close session, we will be going over C1, public employee performance evaluation, superintendent, C2, conference with labor negotiators. and no public comments. So, we will move into close session at 5:01 him. at 6:01 p.m. And if we could all stand for the pledge of allegiance. I pledge algiance
002to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Okay. And approval of the agenda order. The board reserves the right to change the order in which agenda items are discussed and or acted upon at this meeting. Subject to further action by the board. The agenda for this meeting is to be approved as presented. Items may be added to this agenda for discussion or action only as permitted by the Brown Act. And if I have a motion to approve >> I'd like to make a motion to approve. >> Motion by Trusty Cycllix. I'll second. A second by Trusty Erison. All in favor? I >> opposed. and trustee Candelary or is out. Okay. Public comment on consent and
003non-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 three minutes per person per item, 20 minutes per topic. Do we have any public comment? Okay, seeing none, we will move to close session. Reportable action taken. There was no reportable action in close session. And moving on to the consent calendar. Does anyone have any consent items to pull? If not, can I get a motion to approve the consent calendar? >> Motion to approve the consent calendar. >> A motion by Trusty Agamian. I'll second. >> Second by trustee Zelix. >> Uh preferential >> I. >> All in favor? >> I >> opposed. And trustee
004Candeleria or is absent. Okay. Moving on to association reports. J1 California School Employees Association does not have a report tonight. >> Oh, he already told me. >> No report. I'm on it. All right. J2 J2 teachers association of Cloverdale. >> I was just >> I'm going to guess there's none. See no one here. Okay. District reports K1 Jefferson Elementary School. >> Do you should we take some bets? Um I want just wanted to add we had a fabulous steam night the other night. It was our first steam night we've had at Jefferson. We had close to a hundred participants, which since I've been here, we haven't had that many people in that cafeteria after um school hours. So, um it went great and we'll have pictures to show you. Other than that, my my report
005is as submitted. Thank you. Thank you. K2 Washington School. Hello. Very nice to see everybody. you have my report as submitted. And I just want to do an additional shout out to um the artist Andreas Marquez and to Mac and Heidi Butler for uh doing the painting and everything in our gym. I don't know if you've seen it, but it now says home of the Eagles. And it just looks fantastic. And we had a little ceremony uh this week and had Kowanas come and it was a really nice event. But I just want to publicly thank all three of them because they did a great job. >> Always been >> Exactly. >> Thank you. Uh K3 Cloverdale High School J. >> Hi everyone. You have my report is submitted. >> Thank you. >> Uh K4
006Special Education and Student Services Report. >> Hello. you have my report. Um, but I actually have something to add this time for the first time in like many moons. >> All right. Um, so I've used the term wellness center a few times in my board reports now, and it occurred to us that I should probably explain what that is. Um, it sounds self-explanatory, but there's a little bit more background, of course, as there always is in educational things. Um, so a wellness center is a little bit of what it sounds like, but it's also a little bit more. It is a place. Um, and specifically it's a welcoming place where kids can go um, and where that they should feel like it's their space on campus. It's also a service delivery model that has become
007really popular in California and um, specifically in our county. Lots of high schools have been adopting this model because it really supports collaboration between all of the folks who are working on health and mental health wellness. So, we're considering a wellness center at um the high school to serve both of our high schools um for lots of reasons. There's lots of great research as you can see on the next few slides. Um Yes. Yes. Absolutely. And I have printed copies as well. Um, you know, it supports um better attendance. It supports better grades. It supports really just a sense of belonging at school for students to have this kind of space and support for their wellness. So, the next few slides just cover that. And then, of course, I wanted to throw in a little
008bit about funding. Um, as we know that's a hot topic. So, if we were to open a wellness center, there would be no contribution from the general fund. It would all be supported by the children and youth behavioral health initiative, CYBHI, um, which is the state's new mechanism for funding mental health and wellness really through the public or private insurance system. So both medical and private insuranceances pay into the system um which we would be tapping into. Okay. Um and really where we are right now is we're we've done our research. We've gotten the background. We know that this is something we can do using CBHI. So we're bringing it to the community, to students, to staff to get their input. and um we're looking at options. Do you have any questions at this time?
009Um my only my initial concern is when our students come to these this wellness center, how involved are parents or um that kind of raises my antenna because I want to make sure that the students students do feel welcome but I also want to make sure the parents autonomy on how I can't I don't know how to articulate. I just want to make sure that we don't cross any boundaries per se. Does that make sense or am I want to make sure the student is able to come but parents are also aware of this whole process that their child's going to a school wellness center rather than their own personal pediatrician or >> other type of resources they might choose to provide. Is that is that maybe it's a bit complicated? Um the way I'm
010trying to >> It sounds like you're thinking that there might be um like a lot of medical >> Yes. I want to make sure that we're >> going >> if we're because it says we're providing not just other resources. Is it just mental health resources or are we doing other >> type of medical intervention? >> That's a great question. So right now what we're looking at is really bringing all of the services that we currently provide into one space. Okay. >> So like we have a school nurse right now, right? >> She doesn't do any like serious medical procedures. >> Well, I I don't medical procedure, but there are things that >> some parents may may want to be involved with rather than >> have a discussion with their own, >> I don't know, medical
011provider. So I just want to make sure that we don't kind of cross that line >> and we would follow the same confidentiality and notification procedures that we follow now. >> Um there is an option if we have a wellness center that at some point in the future we could work with like Alexander Valley for example. Okay. um to have them come in and actually offer services on our campus, things like immunizations or sports physicals. Um that's a possibility we can look into. And of course then they would follow all of the same procedures that Alexander Valley usually follows for children. So >> thank you. >> Yeah. The biggest thing is is Nicole's hitting on is really is is having um all the services we currently have in in one room. or one building per
012se as opposed to having them spread out essentially. We did the same thing in my last district where we created a wellness center. That was basically what it was. We have the psychologists in there. We had everybody in there >> just that way we didn't have to okay you need to go see such and such or you felt more like the DMV when you have that right where now we have everything under kind of one roof. Um and some people have really in the in state of California some people have expanded it to uh include you know more of a family resource center right where now this is different than that but on on top of that also they had where the families could come and get diapers or things like that too but that
013was a little bit more in conjunction with something else. We already have some of those services here but this would mainly just be about bringing all the services together into one uh piece. >> Yeah. for that part. And I think to to the point you're bringing up, if we were to add anything that we don't currently have, >> that would have to come through you guys to allow us to be able to do that. But >> main thing is is just >> the ease of, >> you know, going into one building for that. >> Yeah, absolutely. >> Where are you thinking that this wellness center would be located? And >> oh gosh, >> you had said it would be for both um JH and the high school. So would it they just go to the
014same spot or would they each have their own or >> It would likely be one place um and for JH to access it because it would likely be on the CHS campus somewhere. Um you know, it's not a very long walk, but it would be a little bit of a walk. Um, we're looking at, you know, there are a couple rooms right now that are being lightly used or not fully used. So, we're looking at those spaces and really we're just kind of open to options and we're kind of in an inquiry phase right now on that. >> No, it will be on campus somewhere. >> Okay. Yeah. And then um would it just be also the same hours as school or would there be before and after school hours as well or what are
015what are you envisioning it? >> That's a good question. Um and that's really something I'd want to get input from students and staff on as well. >> Um we had initially talked about it being during the school day, but we can look at what the need is for students. Yeah, we in my experience we uh we started the same way with just school hours and we found that um >> a half hour before school started and and an hour after school started was kind of the sweet spot where kids would >> get the most kids, you know, like we had some kids before because their schedules were just packed, right? And they just they didn't feel like they had time to be able to come in. So, it allowed that part. Um and then we
016also had a situation much like we have with JH where we had it was called East High there. So it allowed them because they all got dropped off close by the transportation which was close to where the wellness center was. So it allowed them some time in the morning before their school started >> uh for that part. So that might be said but again we're just in like >> infant stages essentially just kind of looking at this >> uh to see if it's a possibility. That's why I Nicole and I were talking and I thought it would be good to bring up just kind of >> skeletally what what we're kind of looking at doing. And of course funding was a big issue to make sure that didn't it wasn't >> an extra expense um
017for that part. So >> there's a lot to be discovered and determined to now and then but we'll keep updating you guys as it's going. And then I have one more question and you again you may not have this thought out yet but is it something that we would also be able to offer during the summer where like these students are getting these um services and then summer happens and stop and then they have to wait. So, is it something that we could possibly make it available, you know, once a week or, you know, and you know, just brainstorming to as a possibility or >> I think these are great questions. Um, and some things I hadn't thought of before. And, you know, I think we can definitely talk about it from a CYBHI funding
018perspective. There's no reason we can't. Um, we can bill insurance all year round. they are. Yeah. So, >> we looked at that also and our our >> one of our issues was staff. Finding staff, >> okay, >> to do it was was the hard part. >> Um, but there was certainly a need for that. >> Not a giant need, but there was definitely a need for that. And so, we had a hard >> my previous district, we had a hard time just staffing it was was the issue >> because it's not one of those things you can just kind of >> be open, right? You have to have some staff in there in order for it to make it >> actually have the services there. Mhm. >> Yeah. That's it. >> My last my last
019question. Sorry. So, let's talk about the staff just to bring type of staffing. Do we have a counselor, psychologist, nurse? What who would be in the wellness center? Is it just Okay. Just making sure. >> Yep. Those are all people we already have on staff. Um, we are going to explore the possibility of hiring a new staff member to kind of like be the coordinator of that space. Um, and if we did that, that would be funded completely through CBHI. So >> yeah, cuz we ran and Nicole and I talked about that when we first started ours, we didn't have somebody kind of stationed there and so it was just people were coming and going and some kids would show up and there wouldn't be an adult there and it was just really, you know,
020a tough thing to go. So that was one thing we definitely learned and I think it's very important to understand that we're not doing clinical stuff there, right? what we're doing is we're doing what we're currently doing and then if there is an issue that arises, it's also a way for us to uh hook them into other services potentially, right, to be able to to carry that out. Um, and so again, that has that has to do with just again being in the same room uh establishing those contacts and things too, right? Instead of, you know, again, like I said before, having to send them over here or send them there. Um that way you kind of have all the people in the same and that's where the coordinator will be able to help too
021is to be able to figure out and again we're we haven't even talked to the units about any of these jobs or anything like that. We're just trying to get the skeletal part and then we'll start filling in stuff like from the questions you guys are are asking >> our two major hurdles there for the funding and then where's it going to go right >> and then we can start talking about all that stuff is our thought. But I didn't want to start that without us having you guys having an idea cuz like Nicole said, she's mentioned it a few times. It's like this um >> you know thing that I've thrown out there. >> I think everybody has a different idea and every district has a little different idea of how they do their
022um wellness center for that part because it's somewhat of a general term. Uh >> do you have a time frame of when you're hoping to have this? Like next school year? >> I think next week. I think we're probably >> get right on that. >> Yeah, I think best case would be next week or next next year. >> Um, but again, a lot of things have to align. I mean, these positions we're talking about have to be created potentially, >> uh, and things like that, too. So, we got to figure all that stuff out. >> Yep. >> All right. Well, thank you. >> We will move on to K5, maintenance, operations, and transportation report. You're growing big out there. >> Good evening everybody. Nice to see everyone. And uh my report is as submitted. >>
023Thank you. >> And Kasich business services report. Okay, happy January everybody. Wow, I got to bring this way. I never felt so short. Okay, so this is our monthly business report. So, this is going to be uh short and quick this time. Maybe >> turn it on or she turn it off. >> She turned it off. She's very efficient. Okay, so for January, we did have an increase at a couple of our schools. So, we've got um a little bit of an uptick of about eight students from prior month. Unfortunately though, we are still down about 31 students from prior year at the same time. So, we're still continuing to watch that enrollment and we'll see what February brings. for average daily attendance. Um, during month five, that was the month right before we went
024on on break, our total ADA was uh 1,14661 and that is down 50.89 from prior year. So again, something else that we're having to watch because all of our expenses are based on enrollment, but all of our ex um our income is based on attendance. So it's really fair. Um, okay. So revenues as of 123125, you can see that we have had a nice increase in our local control funding revenue sources. That's primarily because of taxes. We received the the bulk of those in December, April, and then we get some residual ones in May and June, but those are the big ones. We get state aid. We do not get state aid during November or December or June. So, it's really important that we get those taxes in. So, that's why we now have 57%
025of our estimated revenue received at this time. 33% for state, 85 65 85% for local revenue, and for a total average of about 57%. So, we're about tracking for where we need to be for this time of year. Expenditures also continue to track pretty well. Um, overall, it's about 44%. I I'm not going to delve into the services and operating expenses. We kind of did that last month. Um we kind of talked about that a lot. So even though these are the actual expenses at this time, it doesn't include what's encumbered, what's been set aside, what people have planned to spend. So when we look at those numbers, we're about tracking where we need to be as well. There are no changes from first interim for our contributions. We're still looking at the routine restricted
026maintenance account, special education, and the LCAP for supplemental concentration funds, which we're going to talk a little bit more about later today. And then the ending fund balance, there was also no change uh since first interim. These will be updated um when we have second interim coming up. Any questions? Okay, I'll be back. >> Thank you. Okay, we will move on to student board representative. Um, so so for the senior class, we've been preparing for Mr. Eagle the pageant and the senior trip. We have dates for both of them. Uh, Mr. Eagle is around February 27th and the senior trip will be on May 7th and we're fundraising for that as well. The junior class has set up a seized candy fundraiser as well as doing a car wash in the next few days or
027weeks as well. And we had a fairly successful Christmas rally I say I'd say and um a spirit week as well right before break. and Key Club um donated a little over $600 to the Christmas table from their fun uh from what they got at the crab feed. And since everyone just got back from break, no one has reported any issues to me. >> And that's it. >> Where where is your senior trip? >> Uh the senior trip, we're still uh debating on where. We have a few options. either Pierre 39 we're go or Santa Cruz like last year or um our advisor Mr. Stewart uh suggested going on a like boat ride. I think it's near San Francisco as well. So it's about 3 hours on the boat ride that would include catering and
028like a DJ as well. So we've sent out a Google form on the Google classroom to see who you know to vote and see what the students would like most. >> Okay. Thanks. Thank you. >> Okay. And uh moving on to board reports. >> I'll go. Um I attended um one of the winter uh TK performances. Um it was for Miss Feder's class. It was very sweet. Um Trusty Lopez White and I attended a coffee chat at Washington Middle School. Um I also attended the SARB meeting. Unfortunately um nobody showed up but we were able to do a lot of review of the um contracts that we have and looking ahead. Uh I also attended the alumni basketball fundraiser which is very um entertaining to watch and for a good cause. And then uh I
029was able to attend three of the four JES uh or uh JH uh big picture learning exhibitions. Um and uh it's always great to see um how the students there have grown um and how they're doing on their graduation status. So good job to them. That's it. Thank you. I'll go. Um I was able to attend a boosters club meeting. Um that was good. Not much to report there for the first meeting. Um lots of winter festivities. Just watch keeping up with the girls basketball. That's been interesting. Um and that's it. I can go. Um, so I attended my the first major H meeting. Um, I loved how it was quick. It was great. But anyway, I'll leave the update to um for later, but it looks like everything at the elementary school new building
030is going well. um very uh I think I love how we're transparent in our money where the money's going. But um I also intended attended the first grade Jefferson Christmas Carol. Um I also played in the City Alumni game. Definitely got a basket and I had a nice spin move, but I missed a missed a shot. Um, and yeah, and that's it so far. >> Thank you. Um, I did make it to one of the exhibitions at JH. Um, like Trusty Garrison said, I attended a coffee chat with her and I also attended the boosters club meeting with Trusty Z. And that's all. So, I'm moving on to superintendent report. Yeah, you will see the um first interim from the county letter uh that basically agreed with our um decision to do a positive um
031certification. So, that's good. Um I went to several of those programs as well. I was asked to play on the basketball game, but um two years in a row didn't sound very good. Uh last year I embarrassed myself, but uh so every other year I told him I would do it so I could embarrass myself every other year. Um but uh no, there obviously there's a lot going on uh in the week leading up to the uh the break. Um it does feel like it's been a long time since we had this. Um and so yeah, you'll hear more from me in the dashboard report in a second. >> Thank you. Moving on to report discussion. Item 01, measure H update. get this back up here a little bit. How's it going you guys? I'll
032just wanted to get you a little update and give a little bit of color to where we at with the project. And so if you've been driving by, you probably been able to check in on the progress a little bit, but a lot of it you can't see within the building. So, just want to kind of speak to some of that. Um, one of the big milestones that was hit with the project was handing over a big uh chunk of the parking over back over to the site. So, that's hopefully been able to relieve a little bit of the parking constraints that they've had over there. probably even with all the unlimited parking, it's a still it's really tight over there on Jefferson. So, being able to get that back to them, that's gone really
033well. Um, we obviously had some rain events that happened over the winter break, but thankfully obviously the building shells were all there, so a lot of progress was still made within the buildings. Um, and when you actually do stuck over the buildings, it's okay to uh if you don't have rain, you're actually out there watering it as well during the curing process. So, that was able to still make progress. Um, building A, which is west closest to the ocean. Uh, that building we're inside uh knocking out the HVAC ducting already made uh made way on the first coat of the paint, doing the tea bar ceiling, and then they've got the scaffolding down on that building. Once that scaffolding around the building comes down, then they're able to start working on the flat work and
034pouring curbs and sidewalks and whatnot. So, that's going on in building A. Building B is uh on the same course and right around the corner from that. Once the scaffolding once you see that scaffolding come down on building B, then you're going to see a lot of headway made on the flat work and the bulk of the site work getting knocked out. So, that's kind of where we stand on that um case work and cabinets and all the really cool finishes are starting to come in as well. We'll be doing the epoxy flooring and we're already doing the vinyl on the walls and getting everything ready for all the it. So, the the project's definitely on on a good schedule and uh yeah, just wanted to provide a little bit of color. So, if you've
035been cruising by and and you didn't know maybe all the details of what was going on, that way you can kind of see what what we have slated and then u the rest of the reports as submitted and I'm I'm open to ask any questions if you guys thought of anything as you've been cruising by or anything at all. >> Questions? >> What what's tenative date for completion? >> Yeah, we got an updated baseline schedule from increment one and because they're on the site work, that's kind of the schedule that we've been following the closest. Um close out starting April 1st is is where we're looking at for that. So the month of April is starting to work on the close out and everything in there. >> Yeah. Obviously weather pending and and things happen,
036it would push back concrete pores and different things like that, but the way we're looking, that's how we're how we have it scheduled. >> Thank you. >> Good for you. Okay, cool. Thank you guys. >> Moving on to 025 California dashboard update. I had to follow Nicole and Michael and Aaron and yeah, short guy up here. Um, okay. We're required to give you guys an update on and do a report on our dashboard. Uh, their dashboard is basically a temperature gauge of what we're doing uh in the school in the district. Um, so we'll go through this to kind of give you the overview of the district first and then, uh, dive into each one of the schools, um, and so on. So, we've been doing this for probably 10 years, maybe close to 10
037years, probably for the for the dashboard. Um, and they've gone from colors to wheels to speedometers to everything. And now they kind of got it all in one deal. Um, so here's and again I I'm one of those kind of people that doesn't like to read the slides when I go to the conferences and people just read their slides. It kind of is annoying. So you have it in front of you. Um uh and so if any questions come up but basically we're going to talk about um there's a new indicator this year which is the science indicator um which hasn't happened before. They've been taking the science test but they haven't had an indicator on the dashboard yet. Um and then we've got you know yellow, green, and blue are all good. Uh, and
038then it kind of is down from there. And you'll see here that there's a kind of a I don't know pin wheel, I guess if you would say. Looks kind of like a speedometer. Um, and then here's a matrix that'll show you how they come up with their colors. Um, so think of it that it has to do with progress from where you are, not where, not the raw numbers, but more of the progress. So you might still be uh as a district way behind like uh like several points below the average, but you still could potentially be like a yellow or green because you've improved uh a certain amount of percentage, right? And you also find that in some of our schools being in smaller school districts like JH, you're not going to get
039a lot of um indicators because there's too few students, right? So they don't want to be able to do something uh that could be potentially be identifying certain students. Um, and you'll see that uh on some parts you'll have an NA because they won't uh be able to show that. Um, obviously everybody wants blue. Um, but naturally if you're kind of a math nerd like some of us are that there's really no way to get all blue necessarily because you can't keep maintaining uh cuz maintaining gets you in the orange and the green or excuse me the yellow and the green and so you can't always have blue necessarily. Um, okay. So overall comments uh it lists some of our highlights that we have on the lefth hand side. Um and again you can read
040all these um and then on the right hand side we've got some areas uh that are in our red uh zones. Okay, which we um we as a school and as an administration try to look at those to see where different ways that we can increase that. Um some of the things just that might throw you off a little bit. um LTE l we call LELS which is long-term English language learners which I believe is 6 years and farther they haven't been reclassified um and then I'm trying to think uh anything else I think most of you understand the the chronic absenteeism and things like that too right there's a certain um plateau or a level you get to to be chronically absent okay um moving forward here's the district uh dashboard data Um, and
041I know it's tiny, so please, it's in your sheet, uh, to be able to see. There's no way you're going to be able to read it up here. Um, but what's nice is it comes nice and color coded, so you can pretty much look it over. Um, the greenish, green, and blue areas are, like I said, better on the better side. Uh, the red areas are the areas that have the most concern. And you'll see at the bottom of each one of these slides that it lists the the highlights, uh, as well as the areas of support. Um, we're using soft language here instead of it just being crappy areas. We're going to say levels of support that we need. Um, and of course they're broken down into different groups. Uh, I know you can't
042see it, but if you look on the left hand side, you have like English learners, uh, els, socially economically disadvantaged, homeless, foster youth. So, they break them all down. And again, if there's uh a certain uh color that's not there or it's grayed out is because either they don't qualify for that or and or there's not enough people uh to be able to do that. Does that make sense? Okay. Uh and then this is just kind of a historical data which goes from 2022 to 2025. Uh you will notice that some of those um like in science, right, they have the gray areas because they weren't given, right? and so on and so forth. Um, we're kind of getting past the CO areas. So, those were blank areas because we just weren't giving the test
043uh during that time. So, we're kind of getting past that. Uh, and again, it lists some additional highlights uh and then um also areas of uh support. And you'll start seeing some themes as you read through that uh for certain groups. Um then the next one is comparison to California. Uh again, so we're this is districtwide, right? So we're trying to compare basically and then the state of California has to do with the entire state, not just like districts similar to our size. It's the entire student population of uh of California. And again, additional highlights and then additional areas of support. Um please stop me if you have any questions. Uh then we get to our school level dashboard. So guess where we get to start? uh at Jefferson, right? And again, similar uh type
044setup where you have um your performance. Uh we have our highlights, we have our areas of support. Um and then you will see the different colors again with the um colors. It's the same colors, right? With the green and and the blue are good and and uh red and yellow uh on down. Okay. Uh and again historical data there. So very similar to each one of the uh as a district as a school sites uh where we have um our current data, our historical data and then um we didn't have the California because California only does it for districtwide, right? Uh so historical data here u and then I and then we put little uh parts in there that shows um that kind of gives the numbers or reasons behind why there are certain colors.
045All right. Uh Washington school is next. Uh again here are the highlights. Here are the areas of support performance color and improvement overview. Um I know it's a lot but that's why you have the slides to to be able to see. Uh and then again with historical data, uh we got a little bit of red in the mathematical area. Um and we'll leave that there. And Cloverdale High School. Um again with the highlights and areas of support and so on. uh and again with the historical data and remember science is just being started right so for the uh actually being on the dashboard so you'll see science is listed there but you won't you'll see on all these but you won't see a color because remember this is the first time they've assigned it colors
046right because it's the first time it's been on the dashboard and of course I don't know if I mentioned this or not but this is all last year's scores right so these are one that were taken last spring uh for that part we're always a year behind Um, and then a continuation school. These ones are going to be frustrating because there's not enough kids uh to be able to have it. So that way there's only one line, which is basically just all students. So some of the subcategories, there's just not enough people in the subcategories to be um shown. This is very common for a continuation school for sure. um even on some bigger continuation schools just because bigger you can you're maxed out at a continuation school at 10% of your um I believe
047I don't know if it's a district or if it's the high school I believe it's just the high school um that you can have um an improvement goal. So this is basically a way that we are we're kind of highlighting the low lightss if that makes any sense. Um we're the we're the lowest. Um, so our English learner progress, uh, in order to improve a color, so if we're currently at red and we want to get to yellow or I don't I don't know exactly what they are, uh, but we need to be able to increase by at least 2% for each one. So, it just kind of gives you the the parameters that you need to increase in order to move up a color, right? So, from green to to blue. Uh, obviously with
048blue, you can't go any higher. Um, but this kind of gives you an idea of what you need to be able to increase or get better and what percentage in order to be able to move a color, right? I think part of the misnomer is is that um if you're really good at something, you always have blue, but that's not the case, right? It's it's it's blue compared to what you were last year, right? So, if you continue the improvement part, so um I won't say what I was going to say. Um, so if you like the graduation rate for example only has to creep 5% to go up, right? So it's if you're at like 98% it's going to be hard to get an increase and what's going on, right? So it's not a
049perfect system, but I think if you understand the system, it makes it a little bit easier to to uh grapple. Okay. Um, and that is it. I think I got ahead of myself there. questions. >> Yeah. >> Comments >> under >> What page are you on, Chad? >> Well, let's I'm just looking at historical data, all of them. So, yes, if I read this correctly, we're 151. So, go with uh the high school. >> Okay. >> For mathematics for 2025, we're 151% below average. >> Not 151%. >> So, what does that mean? >> We're 150 points below >> points. Okay. >> Yes. So I I'm trying to think how we can explain that. What do you guys think on that? >> Um >> so the points >> so so you have you have a let
050me take a stab at you guys can correct me. So you have a level of where you are considered um what's the word I'm looking for? Um I know a not average but proficient proficient right and so there's there's a number let's say it's 100 right or let's say it's 200. We're saying that basically we're 150 points below that >> Standard. Correct. >> So, how do we know what the >> efficient number is if we're 151 below >> or it' be 151 better 151. So, we're 151 points below where an and probably if I'm and I'm not saying this right where a proficient student would score for that group, right? It's not individual. It's for a group, right? Does that make sense? >> Yes, >> that makes sense. >> So, yes. So, the idea So,
051the the red and the number are both helpful, right? So, cuz you could be red and only be 10 points below, right? If you dropped enough, >> right? But our problem is is we're red and we're way below. >> So, I think what I don't know if I'm speaking for you, but what's the starting point? How do we figure out what the start? >> That's a good question. Um well I do know historically obviously that like if we look at let's say mathematics for all students right last year we were 120 below and now we're 132 below right so we increase from 23 to 24 but from 24 to 25 we decreased that's the change in color right but we're still >> what's our poll >> well below >> right even though we have better
052color last year we we were so well below but your question would be is what is the score that we're trying to get >> hitting the mark. >> Our scale that we're looking at with >> I I don't know how to explain that. Um I don't >> So it's just arbitrary number. >> No, it's it's not arbitrary, but I I don't know that number. I just know that that most people deal with it about how far you are away from right >> either positive or negative from the goal. >> Does that make sense? >> I think that's the question is how do they determine >> be proficient? How do you do that? >> Right. So there is there is proficient then then uh then one higher than that which is more than proficient right or
053advanced right but there are two I think two tiers lower than that so it's like nearing and I should know all this but it's just >> I feel like another way that they could put it is how many numbers above absolute failing is it >> like the box >> oh okay here we go here we go so you've got you've got standard met which is a ma let's use math as an example So from a score from 25.86 to 2652 is considered standard MET or level three. And then if you go above that you just got a text message. If you go above that, if you go from 2653 and higher, you are what's considered uh exceeding the standard, right? Which is level four. The middle one's level the one I just told you was
054level three standards met. And then you have standard nearly met which goes from 254 to 2585 which is level two. And then below that standard not met which is 2265 to 253. And I'm assuming that's a just a raw score that you would get based on your um so a score that it says a score approximately 2500 is generally considered the threshold for meeting the standards across the grades. And that's >> but this is for grade eight for example. >> That makes it look sound a lot better when you're talking about numbers in the thousands, >> right? >> No, but but but >> you understand if you're looking at this, right? Like we have some in English language that are 17 and 29 below where theund and something sound is a bigger deal, right, than
055that, right? And I and I get comparatively I understand what you're talking about. But what I'm saying is that math is not good and English is not good but math is worse than English. >> Yeah. >> Right. >> Does that make sense? >> Yeah. So, but thank you for playing that. So, >> yes. >> Um >> I mean you anyone can go on this website and check it. It >> is available. Yeah. And all the years are on there. >> Yeah. >> Correct. It's just >> compare us to other districts. It's just not aggregated as good as this is. Um that because you basically go on there and you'll see they don't you can't do a historical on one. They just show you one year, show you the next year and and so on. So
056this is a little bit better constructed. And we're going to put this on our website, too, cuz that way you can see it comparatively a little bit better. Um well, I'm not there anymore, but >> might want to put a disclaimer on our website that that's not person. >> And see, that's the problem is And really, I mean, on the website, on the on the dashboard website, it it deals more with colors than it does with with the number parts. Um, which I think is a kind of a simpler way to do it. But even then, the colors aren't always, you know, you could actually be in a blue and still be below standard, I believe. Right. If you if you >> you increase enough%, right, you could actually be blue, but I don't know
057if you can get to blue, actually. >> Um, Yeah. Anyway, I'm probably making it worse, but yeah. So, >> if you're just >> Yeah, if you're medium or low, your best you can get is it'll be at yellow, right? So, there is Yeah, it have to be a little higher in order to get it to blue. Um, but again, we're we're we we're trying to get to basically where there's no red really. I mean is is the realistic part where there's no red. I think that's a pretty realistic thing to do uh for that. All right. >> And as you dive in a little bit more, you might have more questions that we can certainly answer things like that. It's just I think what the idea behind it was is to be able to give
058a measuring stick uh for how your district does compared to the state essentially and and but it is a little convoluted on how they come up with the colors that you're right. I think it it does take a little bit of a legend to figure out how to interpret the data, but I think the idea again behind it was to look and see if there's a lot of red, that's not good. All right. And if there's a lot of blue, then yay. Right. So, okay. Do you guys have anything you want to add? You do? Okay. You want you need to show this or you Okay. In my December board report, I included a breakdown of all the Sonoma County schools and all the nearby schools for Menescino and Lake counties, kind of comparing where
059Cloverdale's at. So, if you look in the December board report, you can click on that. And I just went on the California dashboard and looked up everyone's score and recorded everything. And so, it's really helpful to kind of give a perspective to our nearby schools and how we're doing. like every single school in Sonoma County, Lake County, Menesino County is in the negative uh in terms of math scores. So, everybody is points behind. Nobody is points ahead. So, it's just kind of helpful to kind of compare how we're doing because like Cloverdale High School has some of the highest scores in the whole Sonoma County and we don't have any of the lowest scores anywhere. So, it's helpful just for comparison reasons. Thank you. Any other questions, comments? Okay, we will move on to discussion
060action item P1, consideration and acceptance of donation. Um the donations PG& Blackbod donated $40 to JH Parker Elone Revocable Trust donated $7,242.14 to Cloverdale High School Athletics. Cloverdale Eagle Pride Boosters donated $4,200 to Cloverdale High School for the Huddle subscription and Cloverdale Eagle Pride Boosters also donated $360 to Cloverdale High School basketball. If I can get a motion to approve the donations move to approve the donations. >> A motion by Trusty Garrison. >> I'll second. >> Second by Trustee Zikoix. Preferential I. >> All in favor? I >> opposed and trusty candle or is absent. Moving on to P2, consideration, possible acceptance of the 2024 2025 audit report. Okay. So I want to start off by saying that the way you read the audit reports that you should have in your packet is you start them
061in the back and you start with the audit findings and you look and see what were your audit findings, what were your audit findings last year and is there any problems or anything? Has anything changed? So um for us for 2425 we had no audit exceptions. We had no audit exceptions in the previous year. So we were good there too. And then the other part that for me is a personal thumbs up is the fact that there were no changes to the unodudited actual numbers that were you were presented and approved that were then translated to the audit. So super excited and happy about that. That always makes me really happy. Okay. So what is the purpose of audits? Why do we have why do they do this? Right. So there's that what it's supposed
062to do according to the state uh controllers's office is is it's supposed to promote accountability over public educational funding and encourage effective and efficient use of state and federal funds. This is quite ironic coming from this state. However, that is a goal. So and it is quite a process that we go through with our annual audit. we are required. Um so the first step is that the audit guide is put together by the uh subcommittee of the state controllers's office which is the education audit appeals panel or the EAP because we need more acronyms and they have to have that adopted and issued by July 1st of each year for the year in which you're going to be audited. Then because that's not enough, they also issue a supplemental guide which is available by March
0631st of every the year so that they can come up with more things that they want us to check and and all that stuff. So that we do that. Then the next thing is that by April 1st, school districts must contract with an independent auditor because we're required to pay an outside auditor to come and audit us so that we meet the compliance of the state, right? because we're not wasting funds. Anyway, um we are um in a multi-year contract with uh Christy White Associates. So, the people that just did completed our audit will be our auditors for 2526 as well. The county office of education then will contract with an independent auditor if a school district fails to do so and they have to do that by May 1st. Then for the rest of
064the spring, summer approval. For the rest of the spring, summer, and fall, the auditors work with us. They request multiple items. They check everything and they follow the state audit guide. And it is it is not the same as if they are looking for all the different things that can go wrong. They are being tasked by the state to look for specific things that are outlined in that audit guide. Okay? So, not everything gets audited, just those things. The audit report then um is filed with the California Department of Ed and the state controllers's office and the county superintendent of schools by December 15th. Then after that on before January 31st, so at the January board meeting, the school board is asked to review the audit report and any sort of corrective actions. and we
065don't have any corrective actions this year because we don't have any audits exceptions. Then um if we did, the school district would have to submit corrective actions to the county office by March 15th. And then the county certification is due to CDE and the state controllers's office by May 15th, just in time to start all over again for the next year. So what are the most common audit findings? The most common places that we have problems or districts have problem school districts have problems are like attendance reporting. One of the things that they see often is mathematical errors or verification. So they fail failure to trace people's attendance from the date data organ or um origination to the final reports accurately. So when from when a a teacher marks a student absent and then following
066them through of what was the verification for that absence um how who verified it, how was it verified and then all the way to the final reports and that's one of the things that the auditors do is they check from the very beginning all the way through a child a student's attendance. So um attendance reporting verification independent study is also an area where school districts um can make a lot of mistakes because there are a lot of rules around independent study. How the contracts are executed when they're executed. They have to have um sample work attached to the contract so that you can they can verify that there is actual work done all of those things. The um next place is personnel and instruction compliance and this is um primarily like teacher misassignments. So like
067if you have a teacher whose credential is in English and you have them teaching six periods of math, that's a misassignment. You're going to have some problems. So that's one of the places that we get in trouble. Um continue uh kindergarten continuence. So, if you have a student that um is repeating kindergarten, you have to make sure that you have certain paperwork on file and available to the auditors for every single student that is in that case in that situation. And that's sometimes people miss that. >> That's not just kindergarten though. That's you just use kindergarten as an example. >> Nope. It is just kindergarten. >> Kindergarten is the only one that's audited and is required. The other ones you're not required to have. Although kindergartens, you're not required to attend kindergarten, >> right? Exactly.
068Because it's a state, it makes perfect sense. >> Thank you. Yeah, that's true. Um instructional time then is another >> instructional time is another place that um school districts can get into a lot of trouble. And this is making sure that the minimum number of instructional minutes or andor annual school days is required by ED code. And so we have to calculate all the we take the bell schedules, we count all of the regular days, we count all of our shortened days, we count all of our minimum days and everything and they all have to meet the annual numbers that are required by us for by the CDE. So um that's some place that that sometimes districts get caught into. The next place is um in internal financial controls. Um, one of the hot spots
069and one of the the biggest places that you have fraud is in the associated student body. So, ASB frequent exceptions occur there due to poor documentation of cash receipts and that's where you end up with fraud because it's really easy to just kind of pocket the cash and say, "Oh, we didn't get any. We didn't collect that. Those tickets weren't really that we didn't sell that many tickets or something." So ASB is is a hot bed for fraud and one of the places that they really audit heavily. We are really lucky to have Lette at the high school here. She is really really good and um really shout out to her. She does a great job. Indep um inventory and equipment failure to maintain updated equipment inventories and conduct physical counts every two years as
070required by federal and state compliance. That's something in the audit guide that has to be checked. The um last area is public reporting and programmatic compliance. And that refers to things like um the school accountability report card. And we were just talking um Kathleen and I about the the school accountability report card and who really looks at it and who checks it and all these things. Well, the auditors do. So um and they want to make sure that we have everything in there. We have to have all the student demographics, all of the teachers credentials, all of the facilities conditions and everything. And then another area that is on the rise for having um issues is the local control accountability plan and it's inconsistencies between the expenditures that are described in the LCAP and the
071actual budget allocations. So what they're doing is they take the LCAP and then they apply it to the budget and they make sure that all of those expenditures tie with every goal and action. And so that is that's checked very every year they look at that. So that's becoming an area of concern for different places. So what happens with these audit findings? Some of these audit findings um don't have any sort of material impact. They just you kind of get a slap on the wrist and you keep going. But other ones have a significant fiscal impact. And those areas include average daily attendance reporting, instructional time and days. Looks very similar to this list, previous list. expanded learning opportunities program. That one is um the new ELOP funds that we get for our afterchool program
072and those are starting to um climb. Non-compliance with the ELOP requirements such as insufficient studenttoteer ratios or lack of required program components um can result in fiscal penalties based on the program's enrollment and funding rates. So that's becoming an issue for folks. The other one is the current expense classroom compensation. That is the CA form that was that you guys approved in the unodudited actuals. And that is for compensation that says that we are supposed to send spend a certain amount of our budget in the classroom. That's where we're supposed to be. We're supposed to be educating kids. That's where the money is supposed to be going. And um we had no problem passing that this last year. And then the final area then is um well ASB and then the LCAP and then the
073CDE provides specific penalty calculators because it's not just ever one for one because they're going to say okay you missed this one part we you know we checked this one independent study student their contract wasn't correct. So we're going to say that all of your independent study contracts aren't correct or they're going to say a percentage of them is. So it gets it can be a really big penalty. So, you have to really watch that. Um, any questions about why we have school audits? Okay. And we did a great job on ours. So, I want to give a shout out to the business department at the district office. They are amazing. We did a great job and I'm looking forward to this year's audit. So, thank you. >> Thank you. >> Questions are >> exciting,
074huh? >> Questions. Uh if I can get a a motion to approve the audit. >> Like to make a motion to approve the audit. >> Okay. Motion by trustee Zwick. Second. >> I'll second. >> A second by trustee Oamian. Preferential. >> I. >> All in favor? >> I. >> Opposed. And trustee Candelary or is absent. Future agenda items. Does anyone have future agenda items they would like to add? >> Okay. some more audit discussions. >> No, I think it's audited quite >> already. Okay. Future board meeting dates. Uh we have February 11th, 2026, a regular board meeting at 6 p.m. March 11th, 6 p.m. April 8th, 6 p.m. We also have a special board meeting next week at 6 p.m. next Wednesday, January 21st. >> Second. And can I get a motion to adjurnn at
0757:02 p.m.? >> A move to adjurnn at 7:02 p.m. >> A second. >> Okay. A motion by Trustee Garrison and a second by Trustee Zwix. Preferential. >> I. >> All in favor? >> I >> opposed. and