CJUSD Board Meeting & Special Board Meeting June 17, 2026

001Good evening. It's now 5:30. I will go ahead and call this meeting to order. We do have a quorum. Before we begin, we would really like to take a moment of silence for the two of our teachers who passed away last week, Mrs. Spina Gamble and Miss Leslie Conley. They were both amazing teachers at Mark Twain. So at this moment, would you please join me in a moment of sadness to remember them? Thank you for that. They will be truly missed. Welcome. This meeting is being webcast live and recorded. The recording of the webcast may capture images and sounds of those attending the meeting. At this time, I would like to remind everyone of the procedures of public participation in tonight's meeting. Members of the public are encouraged to attend and address the board on

002any agenda, item, or topic within the board's jurisdiction. Public comments will be allowed a maximum of five minutes per speaker with a total of 20 minutes allocated for each item. If necessary, the president may adjust these times to ensure everyone has the opportunity to speak. Non-English speakers will be given double the time if a translator is used. Speaker request forms are available at the entrance of the boardroom and can be handed to Miss Gonzalez prior to the public comment. Regarding complaints, if a concern is raised about an employee, the complainant will be informed of the appropriate complaint procedure. The first step is for plain to submit the concern in writing to the district office after which the district will begin the investigation process to address the issue fairly and promptly. Complaints involving child abuse or

003unlawful discrimination will be handled in accordance with specific legal protocols. Please note that any documents handed to the board during the meetings are subject to public records request in accordance with the California Public Records Act. The board prohibits retaliation against complaintants and all complaints will be investigated promptly and impartially. Please be respectful of the meeting process. Disruptive behavior will not be tolerated and may result in removal from the meeting. Thank you for your cooperation. I can please have everyone stand for the pledge of allegiance. >> I aliance to the stand. >> Do I have a motion to adopt the board meeting agenda? Patty made a motion. Sammy second. Thank you. Roll call. Patty I. >> Sammy. >> Hi. >> Sandra. >> I. Valerie. >> Indai. Report. Superintendent report. >> Yes. Good evening board president members

004of the board. Um again just our our deep condolences go out to the two families and then we've also had some staff members that have lost uh family as well. So just to them as well um as it's um you know we're ending this school year and it's it was a rough time. But I also want to thank our um team uh Miss Copeland uh overseas and it's all of our counselors, our therapists um that just moved in um you know given notice to be able to provide support to um our students and our families um both whether the school was in session or not. So I want to thank them for that. Um and just in addition to that, tonight we're going to be sharing with you the uh budget and so um Miss

005Alvarez u Mrs. Delvers and her team, uh, Miss Luna being one of them that's here in the audience, as well as Mrs. Mendoza and Dr. Vargas and the rest of the team, uh, take a lot of time to put this together. So, I just want to publicly thank them for that work, uh, because it takes a lot, right? So, Rebecca Shrader, um, Sylvia, um, Angie and, um, Becca and Will, I want to make sure I capture everybody all play a role in that. And so um it's a lot of work and so I want to thank them for that. And other than that um we had graduation and those other things um you know uh and uh you know we got some um feedback um you know everything positive uh the negative etc. And so

006we we will debrief when everybody comes back and be able to um you know continue to increase the the quality of the of the of those um those celebrations. Right. And so with that, um, we have summer school happening right now and we have, uh, quite a few kids at UC Merrced, uh, and Freso Pacific in the UC UC Merrced Math Academy. So, it's pretty amazing to see them as well as all of our rack students who are over at the at John Mir right now. Okay. And with that, I trustees. >> Do we have California Faculty Association online? California School Employees Association. Very good. So, we're going to go ahead on to other reports. At this time, I would like to invite Melissa Elizabeth Mendulsa, director of category programs to the podium. Good evening,

007President Cisneros and board members. Tonight, I will provide a brief overview of Joint Unified's 2627 dashboard local indicator self-reflection report. These local indicators are part of the California accountability system and provide an opportunity for the district to reflect on implementation of key local control funding formula priorities including basic services, academic standards, parent engagement, school climate and access to a broad course of study. So the purpose of the local indicators is to measure our progress in areas that are are not reflected through state test scores alone. These indicators help us evaluate how effectively we are supporting students, families, and staff and how we provide valuable information to guide continuous improvement efforts. Overall, the district has met the reporting requirements for all the local indicators and demonstrated continued implementation across each priority. And you see those seven

008indicators um listed as reference on this page. But now I will move on to um looking at each one individually. Under priority one, the district evaluates access to instructional materials, facilities, facility conditions, and teacher assignments. I'm pleased to report that all students have access to standards align instructional materials both at school and at home and there are no identified facilities that failed to meet the good repair standard. These results demonstrated our continued commitment to providing safe well-maintained learning environments which is a board priority and ensuring that students have the resources necessary for academic success. If you look at the teacher assignment data, it is the uh most recent data which is 2324 published on data quest um with um 79.4% having clear credentials and then the breakdown of whether they are um considered ineffective which

009that just means that they're newer to the district, not that their evaluations are ineffective. Okay, bad term for California to use, by the way. um and um interns um out of field and then incomplete credentials which means that there was a reporting or there may have been a reporting error in priority two the implementation of academic standards the district um has also reflected on the implementation of California's academic standards Corkran Joint Unified continues to rate itself at full implementation in English language arts, English language development, mathematics, cal career technical education, health and physical education um as well as um the visual and performing arts and world language programs. However, science and social studies were rated at initial implementation which is considered a three instead of a four. four being the highest. Um, and it's um

010reflected um that we're trying on an ongoing basis to strengthen the instructional practices at those. And one of the reasons that it may be rated lower than all the other standards is that a K5 we don't really hit the standards the way that 6 through 12 um implement. um they are um braided into the instruction and so um the the focal point are not those history and social study standards the way they would be in 612 with a period dedicated uh completely to those subject areas. But overall the data does indicate that we have strong systems in place to support teachers through professional development, coaching and collaborative planning. In priority three, parent and family engagement. Family engagement continues to be an important strength for our district. Parent survey results indicate that 85% of parents believe

011that our schools are caring and welcoming. 83% feel that they have opportunities to provide input. And 86% believe that district programs reflect and value the diversity of the families. The district continues to provide multiple opportunities through ELAX, DAX, school site councils, and EPAC meetings, as well as providing parent workshops, literacy nights, math nights, home visits, and regular communication through parent square and other platforms. While these results are encouraging, we always want them to be uh much larger um and we would love for um higher participation rates um in these trainings, advisory groups, and volunteer opportunities. So, we're striving at increasing that participation every year. School climate remains one of our most important focus areas. Um the pan panorama student survey identified strengths in teacher student relationships and students perceptions of rigorous expectations. However, the data

012also highlighted concerns regarding um school safety, student belonging and overall engagement. And that's the blue section that you see in the presentation. Only 44% of elementary students and 49% of secondary students reported favorable perceptions of school safety. Additionally, feelings of belonging were reported by only 38% of elementary students and 35% of secondary students. Secondary student engagement was particularly low at 24%. Student advisory groups continue to be a valuable um asset to the district, identifying discipline issues, fighting disruptive behavior, and the quality of relationships with adults is major factors influencing their feelings of safety and connectedness. In response, the district will continue to strengthen positive behavior interventions and supports or PBIS, restorative practices, social emotional learning, and opportunities for student voice while emphasizing relationships centered across all schools. And the final priority um that we have

013reflected on as a district is the broad course of study. The review confirmed that 100% of students have access to a comprehensive educational program including core academics, career technical education pathways, arts, music, PE, English learner services, and special education supports. The primary challenges identified are ongoing teacher shortages and specific content areas and we know that those are math, science and special education. Um so we do um understand that those are limitations but despite these challenges the district continues and will remain committed to ensuring equitable access and opportunities for all students. So in closing, the local indicator self-reflection demonstrates many strengths across the district, including access to resources, implementation of standards, and meaningful family engagement. At the same time, the data clearly identifies opportunities for growth, particularly in areas of student safety, belonging, connected, connectedness, and

014engagement. These findings directly um inform the actions and the services in the 2627 LCAP and will continue to guide our continuous improvement efforts to ensure that every student feels safe, supported, connected and su successful. Are there any questions? >> Yes. priority shapes belonging. >> Why do you think that number? >> Usually um school belonging is has to do with connectedness and that's whether a student feels that they are connected to something at the school. So, it may be a teacher, it may be a support staff, it may be at the high school and junior high levels um activities such as clubs or um sports. Um so, if they check that they don't feel like there's something there that um they're not connected to, they may or may not feel like they a sense of belonging

015at the school. That is a very good question that we are >> we had a very low number out that we had 38% believe that they belong that that to me is concerning. >> Um I hope we can find some solutions to bring that up. >> I think they all need to feel like they belong. They need to feel comfortable in a learning environment. And I just feel we need support, >> right? And another thing could be that they do not feel engaged at the school. But I do know that um some of the work that we did last week at um at our training institute um has to do with um setting higher expectations for our student students, getting them engaged in the classroom and in lessons. And that in and of itself can

016help increase their sense of belonging because they'll feel like they have a purpose there versus just sitting and listening. Um if they're engaged, they're more likely to feel connected to the school. So we are working on that. Um and we're on a trajectory to um really help improve the engagement in our classrooms in order to get this up so that activities aren't the only thing that students are connecting with. we start some sort of program. Um, it's been quite a while, but I remember something that I was so impressed with that the teachers were doing and bringing these kids into the circle. >> Yes, I I do remember um I have a blank right now, so I can't it is um it had to do with how to build relationships between teachers and students and

017staff members and whatnot. Uh I for some reason I'm thinking of the positivity project that uh BreitHart was doing earlier, but I I don't believe that's the one that you're talking about. Um but yes, we did have something to that effect. But um I believe that some of the um changes and the um the ideas and um initiatives that we're working on right now to increase the engagement in their classroom are really going to help with the connectedness. How do we get tips to tell us how they would born? >> So, currently we send out the surveys and we also have student advisory groups that we meet with that help that are um that help inform not only the local indicators but also the LCAP. Um we are required to have advisory groups from sixth

018grade all the way to 12th grade. So, we have two and I know Mr. Pacina also has his advisory groups and that's where we could dig a little deeper and that's where some of this qualitative information actually came from why they feel disconnected. >> It's just data from paper or just >> these surveys are only four through 12 just because of the um complexity sometimes of the um surveys. We have done them down to third grade, but it's not uh surveys are not the best for anything under uh below that just because they may not understand what a statement means or how they feel about it. Um and so we want to get the most uh accurate representation in order to really serve our students. But I do know that the elementarymentaries have advisory groups

019uh or Mr. Cassina has had advisory u meetings with younger students. Um so um empathy interviews would probably be the best thing to um get into the minds of our younger students third and below. >> 382 students did how to the the survey so that we have a better understanding of 38%. I want to say that we had a 1,700 students um respond to that. The the percentages of students who took it at Corbin High School and John Mure um were extremely high. So um they had a 80 80 something% um response rate. The elementary was a little bit lower but not significantly lower. Yeah, and I'm glad that >> you're welcome. >> If I could chime in real quick. U so we do do the advisories uh both Miss G Mendoza, myself, I go

020all the way down to Bret Hart and there is differences on how they look at Bongi at U K. So my advisory at Bret Hart's K1. So that one's always interesting because you know kinder and first grade students do not have a filter. So, they're going to let you know exactly how they feel. And their pieces of belonging are more about um that there's they're all across the board. They all want to see an adult that cares for them. Number one, right? That's that's the first thing. Um as you get up higher into like Mark Twain, middle school, high school, it's exactly what um Miss Mendoza is saying is the students are saying, "Push us to learn like challenge us. We want to work with our hands. We want to talk. We want to do

021those things especially in middle school, right? Middle school they're saying like we want to be able to speak in our core classes because what I'll ask them is what class do you want to run to and be like I want to be in here and it's the electives in middle school and ask them why like robotics and you know art whatever and they said because we're together and we can talk and we challenge each other and so that's that's where they're you know they're saying that. So that's a big factor in it. And then the other piece last thing I'll say is that um when we've had these advisories like for example the middle school one things that they didn't have is activities really any activities outside. So the the school itself they provided like

022games and stuff like that for them. Interesting is at the high school you would think that they wouldn't want recess anymore but they asked for some type of recess setting. So those are still some things that go across that we're looking at. Um, but that's all in the sense of belonging. But it's great questions you guys are bringing up because that helps guide us as well uh in the next steps. So, thank you. >> Excuse me. My granddaughter for instance is terrified because she's going to be starting John Denver and I don't know where she gets that or why she feels that way but is there any kind of a buddy system the older kids I know we had talked about that before that would you know help the new students there not be so

023intimidated with the whole situation. Yeah, they were exploring um it's in the high school setting it's called link crew and I forget what it's called in the middle school. It's like a different >> something similar. They're like ambassadors and they were starting to explore that. Um but of course with the changes that we're going to have there that might be a little bit uh we'll see what we can do still. We don't want to not stop that process. So working with uh with Mrs. Capiji and we can take a look and see. >> Yeah. a busy girl. Wow. >> Your name. >> Well, good evening again, President Cesneros and board members. Um I will also be presenting the 2627 LCAF federal addendum for corporate joint unified school district. So the purpose of the federal addendum

024um is that it serves our district's plan for utilizing the federal every student succeeds act or ESSA funding. It outlines how we use title one, title two, title three, title four resources to to support student achievement and to align those resources to the LCAP. The purpose of the addendum is to ensure that our federal funds supplement and enhance the work already occurring through our state and local programs while maintaining a strong focus on student outcomes and equity for all students. This federal addendum is directly aligned to our two district LCAP goals, which goal one focuses on developing a broad-based educational program that supports students academically, socially, and emotionally through a multi-tered system of supports. And goal two focuses on creating welcoming, safe, and nurturing environments that foster student engagement and meaningful parent involvement. goal one

025um and goal two as you can see are um are reflect the board priorities that you have set. Our annual needs assessment process process which included input from parents, staff, students, educational and other educational partners identified several continued areas of need and these include the English language arts, um math, chronic absenteeism and suspension rates for the district. Federal funds support a variety of programs and services that directly impact student learning. So, as you can see, Title One supports uh the academic achievement through literacy coaches, in intervention services, supplemental instructional materials, assessment tools, and technology integration. Title two supports professional learning opportunities for teachers, administrators, and other staff staff to strengthen instructional per practices and to improve student outcomes. Title 3 funding supports our English language learners through professional development, focus on designated and integrated EL

026instruction. And designated is just a period of time where language development occurs. integrated is the are the supports that are provided to students during the instructional program all day. Um, title 4 is transferred into title one um as allowable under federal regulations to further support instructional technology and enhance student learning opportunities. Together, these funds support and provide targeted um interventions to students while building the capacity of our educators. So, in addition to supporting academic achievement, the federal addendum also emphasizes a strong um family engagement component and student support services. We continue to engage parents through schoolside councils, ELACs, DAXs, and educational partner advisory committees. Uh we hold annual title one meetings, different workshops, and have ongoing communication with through parent square with our uh parents. The district ensures access for all families by providing translation

027and interpretation services and offering opportunities for meaningful participation during these decision-making processes. Federal funds also support some of our most vulnerable student populations, including our homeless youth. So, part of our title ones, we do have to have a reservation to support homeless youth. services may include enrollment assistance, transportation, materials and supplies, um academic counseling, tutoring or attendance interventions and referrals to community services. While the supports help remove barriers to learning and strengthening connections between students, families and schools, we know that um we have to have the utmost attention in um how we utilize those funds for those services. Accountability and continuous improvement. So these federally funded programs um we are held accountable uh for the use of these funds and uh we do use multiple measures to monitor their effectiveness. So some of the things

028that we um utilize are the California dashboard indicators, CASP, ALPAT results, star assessments, attendance rates, parents feedback, and annual SIPs, which are the sing uh school plans for student achievement, and our LCAP evaluations. These data sources help us determine whether our programs are producing the intended outcomes and also allow us to make adjustments as needed. Ultimately, the goal of the local of the federal addendum is to ensure that every federal dollar is strategically invested to support achievement, support equity, strengthen family engagement, and to provide meaningful opportunities for students. And this is and these funds are meant to supplement and not supplant, which means that they cannot be the core of our spending for specific per purposes. And that is it for the federal addendum. Are there any questions on that? Thank you. Are there any

029public comments? Okay. Public hearings. The local control accountability plan. I now open the public hearing for the local control availability plan. Are there any public comments for those? If not, then um I close for the public hearing. >> Miss Alice on the budget proposal for 26 and 27. >> Yes. Good evening. So, we will be reviewing the budget presentation and the complete budget report is included in the packet um for your viewing. Uh taking a look at the budget financial cycle, it's the complete cycle is 16 months. within that cycle, we're working on both the current year and the prior year or the upcoming fiscal year. So, we um in this process, we've reviewed expenditures and made updates to the budget. We're looking at our estimated actuals and it serves at our initial starting point

030for the upcoming fiscal year. Right now we're currently at that blue arrow on the lefth hand side where we're looking at the 2526 school year, how things are estimated to end and then looking at the budget adoption process for 2627. A few budget highlights overall is that the 2627 budget does have the sufficient reserves for our size district. The reserve level is $2 million which we do have and we are projected to have a positive certification. The overall budget development process does include looking at our district priorities, the funding levels from the state and any other grants that we might have, trend data for enrollment and attendance, any salary changes and adjustments for onetime expenses, and any changes to our ongoing expenditures that we might have, any ups or downs, increases or decreases that might

031be occurring. ing with those ongoing expenses. Specifically for our district, our enrollment, we have been experiencing declining enrollment. The enrollment is the number of students that we have enrolled from TK to 12th grade as of the very first Wednesday in October. The um enrollment is what we use to create staffing decisions, but we are funded on our average daily attendance. So looking at our a comparison of the two the enrollment compared to the average daily attendance this is a snapshot from 2223 upwards to the estimated 26 27 figures. The attendance funding is based on the highest of the gray columns that we see up there. So the highest gray column of the current year that we're budgeting for. So in this case 26 27 or the prior year 25 26 or an average of the

032three years in that we're looking at. So for us our highest is the three-year average and while our district attendance percentage was just under 93% for 2526. It's not too low but we would like to see some that increasing the benefits for that. Obvious we have our increased funding but then students are in class and increased instructional time. General snapshot of our general fund revenue. 67.4 million is the projected revenue for the 2627 school year. A majority of that coming from the local control funding formula. That's how the state funds all the school districts within California. uh sub 14% from state grants, various grants like the ELLB, ASUS, Prop 28, which is arts and music or uh learning recovery funds. Uh following the state, we have local revenue coming in around 6% of total revenue

033and then federal grants, the remaining 4%. Moving forward to expenditures, just looking at those on an object level. That's how we classify the coding to describe what it is that we are spending funds on. Um 66.9 million in expenses is projected for 2627. 73% of that going towards salary and benefits, so staff costs, and the remaining 27% for non labor. So, paper, pencils, etc. Other services within that 66.9 million is the largest portion of our sal of our expenses being salary and benefits. We do look at that very closely. That includes adjustments for step and column. So, the new placement that staff are at on the salary schedule in the upcoming year. any estimated savings from attrition. This would be from any staff that are retiring or resigning and any changes in cost to us

034as a district, whether it be replacing or refilling the position with a different estimated cost, the the projected cost for the new staff member. In addition to that, we do have five additional FTE included within the total expenditures. And these are new positions identified to address areas that are underst staffed and provide support for employees and students. Looking at the general fund expenditures in a slightly different way. So the function code is a section of our count line that distinguishes not necessarily what we purchased but what was the intended use or what area of our district was it used for. So 76% of it was for instruction or people services or co-curricular 12% for maintenance and operations, 9% towards administration costs and 3% for other outgo payment for the modernizations that were done a while

035ago and um payments to KCOE for special education. So these are the projected breakdown for those categories. Looking at the two together, our total revenue and our total expenditures that are projected for 2627, we have a total increase to the fund balance of $497,000. We break that down further looking at unrestricted or restricted dollars. So the unrestricted are funds that come to the school district and we have local decision-making ability on how we spend those dollars. The restricted dollars are funds that come to us with specific requirements and um specific uses that we have to follow. So on the unrestricted side, we have an increase to the fund balance of about a million. And on the restricted side, we're spending down the funds that we have received for those specific purposes together bringing it to

036the 497,000 increase to fund balance. Looking at the outy years, not just the current year, but the remaining two years after, uh, we have the 2627 school year has the state projected cola of 4.31%. Within that 4.31%, it's very important to distinguish that 2.87% 87% of it is a statutory cola which means that the larger calculation at the state level says that they should fund us at 2.87%. The governor has included an additional 1.44% to fund um primarily additional leaves that are being proposed for um pregnancy disability reasons. But looking at the full picture from 2627 all the way to 2829 factoring in any changes in revenue any additional stepping column changes in the remaining years any changes to statutory benefits right now the only one that we have a projected change on is the

037PERS the amount that employer pays for PERS retirement system and any reduction to onetime grants we are looking um healthy across the years we do have an increase to fund balance largely from the unrestricted side and an ending estimated fund balance of 33.4 million by 2829. Kind of diving into that cola a little bit further. I know I already identified the fact that we have the 2.87 is statutory or the amount required for the funding calculation. Um but that is how it gets attributed to our overall funding. We do have changes for attendance and other adjustments to the calculator. That means while we plugged in a 4.31% increase to revenue that the governor is projecting with the budget, what Corker and Joint Unified receives estimated is only 3.61%. So if we take away the additional

038funding that's being attributed for the increased benefits, the actual COLA for the district is 2.17%. But it just kind of gives you a picture that from year to year, while we have a statutory cola or the amount that they're funding us, the amount of revenue added to our budget does not always line up to be equal percentages there. And looking at the district funds, all funds within the district, we have our general fund, the student activity fund, adult education, child development, which is our preschool program, cafeteria, deferred maintenance is funds that we have set aside for larger facility needs and developer fees. Lastly, our special reserve capital outlays. the more um the deferred maintenance being for like larger repair funds versus the spec special reserve being for improvement funds or other facility enhancements. But across

039all funds, we are projected to have an ending fund balance that is positive. Um all expenditures are tying out to utilizing the funding in the intended purposes that they were meant for. And our general fund ending estimated fund balance of 31.2 million for 2627 and a half million of which is for unrestricted and 13.7 is for restricted purposes. Any questions? >> Why don't we have this year's actual >> the 2526 estimated actuals? It is included in the full packet, the full budget report, the state forms. >> Okay. But that should have also been included in here. So be something to reference that where we currently are at this time. Um also in looking at staff changes. So these are added positions that you guys are putting into the budget so that we could approve these

040added um added uh positions. Is that correct? Um, in the email you sent us, you sent us a video and it had two different options, but there's only one option in here. Is there a reason why there's only the one option? >> Let me take that. We just listed all of them, but there's two options. So one would be the you go back to that slide with the staff >> and then to add on that before >> this is reflecting what has been built into the expenditures that are seen in the state report. So as Mr. Msina might add on here is that there are still two options but this is identifying what is already included in the reporting tenatively. Okay, but we're adding positions. The ELO supervisor that is to me extremely unnecessary. We

041have you've already hired a grant consultant who is overseeing the grant management and then you also have the rack who oversees the boards who also has their own board of directors who oversees them. To me, it seems like we're just spending more monies. I understand you guys meet with them once a month and I don't think with you guys meeting once a month that justifies hiring a supervisor. >> The um what we looked at was the rack does not receive all of the funds for ELO and Miss Albert can give us the breakdown of that. Uh but there are some uh funds that we receive as well that are pretty substantial and this person would actually be overseeing some other components to that which is like for example attendance recovery that could be funded within

042the ELOPE um expenditures um as well as um some other uh key pieces that the staff can um identify as well. But that's an that's that's in addition to the rack. And so um so that's where that's where this came in and it's funds that we already have in place. So I I'll leave it to um >> key, right? But what are those keys that are going to go into there? Like you just can't put it out there and say this is what we want. Like give us a reason as to why it's really necessary. >> So I'm going to go back to one of the things that Mr. mentioned about belonging. that the initiatives we're actually really excited about next year is potentially authoring through EOP funding sending all of our eighth grade students

043to Washington DC. So it would be an earn trip but it would be available to everybody. And so, as you can imagine, that takes a lot of coordination and tracking and monitoring throughout the year. But we do believe it's a way for our students to see themselves um you know, and really inspire them to think about college and careers um while developing a sense of belonging with their peers, their teachers, and really having something to again inspire uh some of the challenges that we face in middle school. So this person would um help plan that over the course of the year, manage all the logistics. And secondarily um we really want to launch our attendance recovery program as part of um making sure we have additional revenue coming in when our ADA has been a

044struggle over the last couple years. So the plan that we've come up with um is pretty tracking intensive again and the compliance monitoring. It would go year round. Um we want to try to launch it with uh fourth through base first but potentially scale the second semester but it does require that our students are with teachers multiple days after school the quality of instruction they're receiving to count to make up to attendance um is going to be high quality and this person would help ensure that the compliance pieces are there that the quality pieces are there and then again that would be a year-long project that they would oversee in that we already currently do the whole after school thing where the rap is already overseas but it's kind of straight content >> it's separate

045so that that's what Mr. Cino mentioning like a portion of the funds goes specifically to after school program attendance recovery in order for us to get the revenue. We have to be the employer of the teachers which is not what happens with any teachers who work for the lab. So again we would need people to help we would need a person to help manage those people who are employees for that portion of of the program. Why is it that the grant consultant that we hire to manage grants and be able to do that? The grant consultant is actually seeking out grants and then they help us write them. So there's a grant that we're actually in the process of writing right now which is the cops grant that I think we've tried to in the

046past do or we might have done once and so Mr. Patterson is uh co-leading that and they're they're doing those pieces. They're identifying grants but they don't do the grant management for >> that's us grants. It was for being able to they they said that they could do grant management if we needed it, but it was only for the seeking of grants and helping us to be able to apply for grants. So that's but they're not managing their grants themselves. >> And how much are we paying them? >> I believe the contracts a little bit north of $4,000 a month. >> So who's doing the job that this supervisor would be doing right now? it doesn't currently exist because the initiatives don't exist. So ELOP funding is going to be use it or lose it

047kind of mentality and so we've been leaving a lot of money on the table. So there's a lot of opportunity for us to think about how do we increase our attendance and revenue? How do we increase engagement and belonging? And so these are some of the action plans and ideas we have to make sure we're using that money that has been provided to us that is not going to the rack because they are very well funded. Um and so that we are again thinking about all the things that you mentioned about how do we increase engagement and belonging for our students. >> The current allocation for ELOP is close to $4 million and the most recent contract with the rack was 3 million but they are initially submitting a proposal to have that lowered. So

048if we don't spend the additional million then that goes back to the state. So, who currently meets with Iraq and does all of this Elo stuff? Because that person seems that they would be qualified to I'm sorry, just wear an extra hat because I don't think we need a full-time employee to do that. >> That's Elizabeth and I primarily um and again sometimes EOP is so the expanded learning opportunity program I know is often associated with just after school or the summer and winter, but it's much more than that, right? And so that's where we're trying to expand services that go beyond a regular day. So while we're liazing with them to make sure that their after school, the winter and summer are aligned to our academic program, we have opportunity to do even more.

049As Dan mentioned, there's a million dollars or more that we want to invest back into our students. And that's a different level of coordination because again, it's separate from our after school and our summer. So, how much of time do you guys actually spend on that currently? >> The two of you, >> but the initiatives don't exist right now, >> but you're working on something because you have the funds and you're coordinating with the rat. So, you're currently working with them and you meet with them once a month. So, I'm curious as to how much time do you actually put into working with Eva? as a portion of the other responsibilities we have throughout the year. >> Like you mentioned, we meet with them approximately what one time a month >> to be able to

050coordinate again not this additional $1 million but the $3 million for the programs that they >> So what would happen is if we're not having someone that's having some oversight over that we'd basically be giving up that million dollars because we won't be able to we don't have the capacity to actually implement anything and that's what they're saying. So, they're very much expanded on their own time. Uh, you know, doing other things. I mean, staying late quite often and working on the weekends. Uh, that's all of our staff um that do that. Um, and so because they're already wearing multiple hats, um, which was found in the school services report, um, that creates confusion and, uh, and I think the they mentioned as wolffully we're wfully understaffed. And so what we can find in most

051districts and either Miss Mendoza or any of the staff if they want to chime in is that most districts have some form of a ELO coordinator, supervisor, somebody who is actually doing that work. Um even if it's part of it is outsourced to another entity because it's such a big investment that's not going away. So these funds I believe are going to be around for a while if um if that's the statement. as long as they they'll be able to fund it in the budget. So, it's not a one-time. So, that's where uh districts have said, "We want to make sure that these funds stay local. We're going to have somebody that that that has oversight over them." And so, this is a supervisor to help implement those additional pieces that we've only listed on

052the board because we don't have the capacity to actually have them happen. If you're closing these schools from jobs, why is it we don't have job descriptions for them? And we also don't have salary scoutage. >> One of the things we want to do is get feedback from the board first. So, we need to do that as well. We did I did talk to the unions today, the union presidents, so they're aware of of this conversation that's happening. And so the one thing is again because we are um we need to prioritize our our time and where we're putting effort uh we wanted to get the feedback from the board first. Are you interested in actually having these happen and then we'd work on developing the the um the JDS to bring back to you.

053Um but you know to do all that like work up front um and then it just fall flat wouldn't make sense for us and in the time that we have that we spend on their current um programs that that we have uh that we offer um and in speaking to both union presidents and I don't know if they're listening but they understood that you know that we we want to make sure that we have that first and then we would move forward with um some of them negotiated like for example the the secretary maintenance it um is a negotiated uh piece and so and so that's where um they do Sanders we had that conversation today um I don't know if the any other staff wants to chime in on those pieces and I know

054that the salaries miss Alvarez can just kind of talk about the methodology there >> we just reviewed the estimated placement we nothing has been formally finalized that would need to come back to the board for approval and have a job description and final placement of the salary But I utilize the best guess based on conversations on where we thought that they would fall. >> And so I know this is just a report. So when will you leave us to vote on? >> The budget approval is brought next meeting. So June 24th. Though if there's any adjustments that need to be made, I would need to do that based on um comment from the hearing. So you want us to go ahead and approve at the max meeting without stating yes we're going to do this

055without job descriptions and without salary schedule. I think that is going to be definitely not that noted I would like to see president if uh other board members have any feedback as well and input because we want to make sure that you know we gather everyone's input. Um, again, the purpose of these five was to really look at the the uh the school services report that said that we're we were very understaffed and um the thing that comes up in all the meetings that we have is the um communication concerns um support for staff and these are that why we chose these different areas. And so again, not wanting to put all of that effort in there if there's not going to be um you know, that's why we're getting the feedback from you all.

056So if if it's okay if we could get um input, that'd be great. >> Yes. >> So the HR confidential is that the additional for the HR that the source have brought to us that correct? >> Correct. >> So at the last meeting a few meetings back when I asked about that employee Danielle told me that that person was now at 100%. You can watch your bid down. So if that employee is already at 100%, has that employee received a a change of job description and change in salary in place because you have now made them 100% to that position. >> We working within their job description itself. And so this one, and this is also based off of not only the school services um report, but also we've had Mr. Griffin here for about

057a month or so. And remember that he was a assistant superintendent of HR and business himself as well as a former superintendent and being in the role that he's in now, he's been able to assess himself and really see that it's really needing to be a threeperson department. um one that would be the executive director, right? One that would be the um the business or really HR assistant, right? because of the changes in in stream uh streamlining um and they would focus primarily on classified and one that would be an HR this HR confidential uh which is more focused on certificated because that's like credential uh anal analyzing that's uh dealing with in our world in in the certificator world for example there's increases to pay based on units there's different credentials that um individuals

058at um there's a grant that just came out that we were awarded which is around literacy that's actually wanting to increase the levels of literacy credentials for for certificated staff at the elementary level. And so all that that's additional work that is going to be placed on on our individuals and we we love that the legislation and legislators create these ideas and then they pass them down to us like EPK universal preschool but without knowing the impact that's going to have on a on a district and its staff. So no different than what you would see for example at the institutions where there might be some changes ironing fees whatever the case may be and now employees are having to work overtime they have to do all this other stuff right to to make sure

059that that they that they meet that so that HR confidential is really focused on the certificate side of of things. >> Okay, >> that just doesn't answer my question though about them being 100% or not because that's what I was told at one of the last meetings. So, is this person 100% or are they still working half and half? And if they're 100% then the job description should have changed because they're no longer working in the business. They are now working in their new job. >> Yeah, we definitely can analyze that and see that. That's definitely something that's a um a district administration side of things uh to be able to do that. >> But you currently stated that you have already given this employee 100%. So therefore, I believe that employee should be compensated.

060Sorry. >> Okay. >> And that was stated in one of the you can go ahead and look back at one of the board meetings that was on YouTube. It states it. >> Yeah. And I'm not saying that we didn't say that, but part of it and >> without getting too much into the into the weeds, part of that is again the administrative that's a district administrative function, right? To be able to assess and see does that person really um meet the threshold to have any use whatsoever, right? >> We say we're not supposed to ask questions about that. No, not I'm not saying that. >> You're saying we're not supposed to ask questions about you, but it's administrative. So, basically, but out because move this person to 100% HR failed to do a job description.

061How does that person know what they're supposed to be doing? How do you expect to hold that person or any other person accountable for doing their job without a proper job description? That is your failure. Okay? You've done it once. you'll continue to do it because you think it's an administrative function that you are in charge of, but this board oversees everything including policy, including job descriptions and the the organization of this district. That's our responsibility. But you want to say it's an administrative function, but that's where I'm getting. >> That's not what I'm saying. What I'm saying is that there is roles defined in there for specific reasons and what it becomes is it becomes overreach which you know just in other situations that's been an um a lightning rod for the grand jury

062uh to to to really look focus on those type of things. We want to make sure that we're careful about those things. I think that's that's really what it's about and getting to. it's not about but having the board but out and so that's why I'm trying to seek additional feedback from the rest of the trustees to be able to see what what other input um you know we would need as guidance as we as we look at helping support our staff right we don't want our staff to be working seven days a week get being away from their families or being frustrated because they're trying to get information and people are wearing multiple hats and we're always going to wear multiple hats we're a small district I understand that But we have a third

063party report that has said that we are severely understaffed and yet even with those positions in the budget, we we're still fine. So we're and we want to make sure that we have retention of staff, but if they're overworked, quite honestly, they might not want to stay because at some point they're going to say, "Can I get a the same paying job?" because we're very we're very competitive in our salaries. We know that as we've done the research and yet they can go someplace else and not work as much. So that's what we're trying to do is this this whole notion of the sense of belonging with the students. There's also a sense of belonging for staff. And so we want to make sure that they also feel be that they feel like they belong

064here. And part of it is is making sure that they have the adequate supports that they need. And that's it. We want to get your feedback. We want to make sure that that u we we we definitely want to include the board. We're not saying about that's why we're bringing it here because you have to approve them. You have to approve the positions. What our role is is to identify in the system where where are the the gaps and be able to bring those recommendations to you as being the ones who are um in the work day in day out, right? We're wanting to do that. So, I don't know if there's any other feedback that we can get. your secret your secretaries to make it. What are your two secretaries for >> you? Um,

065so we have two district office secretaries. I've reviewed the uh district office secretary too. Not having them in front of me, it's a little bit hard to to put the names to them, but the one has a combination of items in there. General district office support and there are some elements for maintenance department that are specifically called out. Um the other additional secretary is primarily supporting the business services team. >> So you have a secretary up front that is for maintenance. Correct. Part of their duties, >> part of the duties do include supporting the maintenance team. Yes. >> And you're requesting another one. That's unnecessary. If you already have one, that's as a matter of fact, if it's supporting the maintenance department, it should be in the maintenance department so that they're able to work

066with the supervisor so that they're able to do what the supervisor wants them to do. Not sitting in front of the district office so that you have two people answering the phone. That's nine. I don't think that's that's very good work uh working condition there. >> I believe that. Okay. >> One is maintenance supervisor, transportation supervisor. What would that be for? >> Yeah. So, I'm going to address the the the maintenance IT secretary and the the one that's up front. Actually, I believe the one that's up front, that's part of their job description to be in that that role in that space. That's why they're there. So, um, in addition to having to wear multiple hats, again, we're trying to alleviate that pressure. And so, even though, yes, they have, uh, maintenance and they have

067facilities and they have all these other components, I I see personally see their work daily and what the amount of work that that's flowing through there. And not only us, but again in the report that's from and I know that you guys don't like hearing this statement, you know, some of you the report from school services, but that's a third party. School services is someone that the state, the California Department of Education brings into districts when they're fiscally insolvent to help them out. So they are the the primary authority in business and in operations. So when they came that day and they said that we are short staff, one of the pieces in that report if you remember was that we're short player staff as well. And with the the the example that they gave

068was if you have a principal like let's say I'm going to sorry Ed Mr. Larkin right is a principal but he's having to do his secretary's job. He's I'm into the custodian and he's doing all those things and never gets to being a principal. Never gets to get into classrooms, never gets to focus on instruction. All of that's going to weigh into the site. And what happens is with, for example, Mr. Roas who's here and is our director of he's not functioning in the director role because he's having to drill all the way down to that to that level and do that work in addition to the work that he's trying to do. So we're not operating at optimal uh because of the conditions the situation and so again that's why that um that secretary

069is there and it's supporting both it because again it is doing the same thing focusing on the secretarial portions of it the clerical and not getting to do the work that they need to do which is the director level right and so they're they're bogged down there and and so we're we we see missteps And it's not to the people. It's it's quite honestly unfair to them to put them in a situation that in essence is causing them to eventually burn out. That's what people will end up doing, right? They're going to burn out. And so that that secretary to maintenance and it is something that was actually in in in the report as well as something that as we've talked to our staff is something that's needed. Now, the two ladies that sit up

070front, and I know they're not here to to hear this, and I know sometimes there's um there might be uh misconceptions. They work hard. They do their job each and every day. They're uh amazing ladies. They they they are attention to detail. They're at their desk all the time doing their work. And so and and yet even with uh even with all that that just being there, there always is tons of work that needs to get done because again there's this there's there's a conditions we set the conditions for people to be overwhelmed and burnt out. Okay, that's just what it is. The the transportation supervisor again that that position right now, Mr. Roas, as a director also needs to become the supervisor. So he takes off his director hat having to uh be the

071one to be in charge of we I asked him like a while back how many square feet do we have of real estate uh that's something we need to find for you but six schools multiple buildings buildings thousands of square feet in real estate okay and I know you guys are understand those pieces and to have someone that's supposed to uh be the overseer of those things and yet have to go down all the way to the clerical level or supervisor level and do other things and pulls them away from being here to do that work is actually a detriment to our system. It's a liability. It's also can create failure. And so that's the pieces that we're trying to do is create systems and conditions so our our employees can number one don't feel

072burnt out. they're not overwhelmed with tons of hats on their heads and that they have um focused work and so we can support students and we can support the staff. That's what that super supervisor is doing. It's being able to be the conduit between maintenance and transportation so they can do that work and Mr. Roas can really focus on the bigger uh projects and things that that we have in the system. And that's I don't know if you want to add to that besides that, Miss Alvarez. Yeah, the maintenance transportation supervisor would be able to help support the departments in more direct hands-on time where our maintenance operation director would be able to look at larger um facility implementation. The amount of time that's required in any one given day to have to focus on

073the larger facilities projects, custodial, grounds, transportation and maintenance departments altogether is quite cumbersome. So having that additional supervision support for those two departments is extremely beneficial for both the staff and then community and and families being able to have a point of contact as well. And I'll give you a prime example of how liability and the effect on students is rest when we have such a lean staff. How many HVAC units do we need to replace in the district? >> Like close. How many >> I'm sorry, what was your question? How many what >> how many HVAC units do we have to replace in the district that are over like well over >> I know we have Breart coming up 17 units just at last night >> but more than that close to 100 >>

074oh yeah more >> okay because and the reason why I use this example is because we have a individuals that are not focused on the big things and it's not any call out to to Mr. draws, it's actually the conditions. We're not able to create refresh plans. We don't have a long range facility master plan, which is super important for a district to have. None of our staff can do that because they're wearing tons of hats. And they're doing just the day-to-day minimum to survive, right? And so those are big pieces because we we have a ton of real estate, buildings, staff, etc. and but yet they're drilled all the way down and having to do day-to-day tasks that aren't allowing them to do the bigger things that are what the what the report said

075were liabilities for the district and that we're at level one and that it's very concerning. So again that these are the five positions that we've proposed. They're five positions that fit within the budget. It's not breaking us at all. Um, and we're still in a positive certification with almost half a million dollars left over. >> Well, I think it's kind of ridiculous that you don't have a short-term or long term. That's something that's required. You guys have less assets. You have to have short-term long-term. You have to have a federal standards by the DOT. So, to say that you don't have them, that that's very concerning. One, u, the second one is the secretary. The secretary is up front. Nobody's saying they're not amazing. They are amazing women uh in and out of the office,

076right? Personally, as well, but are are they at a secretary too at this moment? So, we just want to create a secretary to now just for the maintenance and it the maintenance it is going to wear two hats because they're going to work for maintenance and IT. So, even though we're hiring another person, we're going to make them more complex. >> Yeah. because I mean part of it is we're trying not to take >> we're trying not to take the full almost 10 FTE that the that the report said. So without bringing I mean ideally if to your point if it was to everybody to only wear one hat or as least as possible it would be 10 FTE but that's not what we're we're proposing. we're only proposing half of that. Um because we're

077trying to still ensure that we maintain fiscal solveny as well as something that I've seen in other other experiences where if we put too much personnel to something and there's not clarity around what they do right beforehand, then um it's it's it's a it's really um doesn't turn out well. So we've been trying to be very intentional about the question we asked ourselves is what are the what are the FTE that we need to maintain and to be a little bit better than we are right not to be way out there with you know 10 FTE or even more than that and so we've tried to uh hearing you all and wanting to make sure that there's fiscal solveny right and being being responsible but also in the board priority of number one, safe, welcoming,

078inclusiveness, right? We want to make sure that's the same thing for our staff that that they feel that way, too. So, um, that that was the purpose for that, but it would be great to hear feedback. >> Yes, they can't you if they have something to say, that would be great. And I know that's your way of trying to get me to stop talking, but you want clarity for their positions. Then why don't we have job descriptions for these new positions that you are proposing? And that's where I wanted to chime in a minute ago. And I do love the fact that we're able to discuss this, but I think that we all know the staff, they work hard, they overworked, and I don't disagree with looking into hiring people to assist those. that's his

079priority number one here to make sure that everybody's working at their capacity and then that way they can get the best. So I I I feel that we we went off really wrong here like you guys identified the areas that they could need staff to improve. We as a board should have had that information. We need these staff. This is what they would be doing. This is how it would improve and give us all 10 if the 10 had been um identified as needed. and then together we could have came and identified okay yeah there's a need for this there's a need for that and so right now I do feel myself that us being giving these five individuals without any what they're going to do who they're going to help how they're going to

080actually assist student services it's very difficult to say okay we can approve because it's in the budget um I would like to like Valerie said make sure that we understand what their job duties are going to be what is it that we're expending how is it going to improve improve the student outcomes uh because I do believe that there's a need that's not even going to be a negotiated state. I do believe that we need to improve the work um but I think we need to be more informed on that. So with that I will go and pass it to um Patty at the end and then we can come forward please. I from our report that we got from the the trend that we had we short 10 people supposedly and my question was

081maybe we ought to look at the ones that is the most important are these are these the ones that we we should look at. We've got the money so that's not a problem. But um there was 10 areas that we >> Yes, these were these were the ones that we identified uh overall that were the most important. Yeah. >> Right. >> So these were the ones that were the most important. There were others. Uh for example, um they had um a director, if you remember, they had special services split between a director of SPED and the director of student services, right? That was another piece. Um part of that was our way of of trying to alleviate some of that was the special education, TOSA. So teacher on special assignment. We know that right now

082that what happens is Miss Copeland who's uh you know doing a lot and being the director of special services is really not a is really doing work that a certificated individual could do for IEP and 504 compliance and that would alleviate a lot of uh from what she's doing now so she can go out and monitor because we talk about accountability you want accountability right monitor support and coach teachers, site leaders and be able to be that conduit with other competing factors that are that are in the system like right now we are working with the state because we are CIM and I forgot what it stands for completely >> compliance monitoring >> compliant compliance intervention monitoring and almost every district I think's a part of it because of the way the system's set up

083now that's additional work that again legislators put in place that we have to take the burden because it's mandated upon us and then what happens is that's something else that's placed on the plate and then we have potentially in special education serious liability issues with legal documents like IEPs and 504s that can create lawsuits etc. So that's why that piece was in there, the special education TOSA. Right now we don't have that and that was definitely a I need recommendation uh because that's missing. So that's something that would need to be there. Um and then we've talked about the rest. But to answer your question, yes, these are the five that we felt were the most needed at this time. Right. >> I I'm a little bit concerned. I really don't know how to phrase

084this, but do you feel that we are going um we're not doing the helicopter view from this? Are we is this your um your job and not all ours are or vice versa? Are we trying to pick up on some things that we just aren't supposed to handle? No, >> I think that's a great question. Again, you know, I definitely we appreciate the board, right? And you know, there is that distinction. So, in the the update that we gave, we wanted to make that distinction clear in that the the development of the organizational chart, the what where people are placed and all that is and and I'm saying this not out of disrespect. So just know that as I say this is not to disrespect anybody right or the board as a whole but it

085it is why you hired me as a superintendent to do that work day-to-day management right to and it's also I kind of equated to this uh um you know um healthcare for example a surgeon's in the room and they know exactly what they do because that's what they studied for and they do all that right and so they're going to make those recommendations or whoever is in that case or we can say a we can take it out of the surgery room we could say a welder or whatever the case may be, right? They're making those recommendations based on their experience, right? And their knowledge base. That's what we're here to do. We're here to provide that re those recommendations based on our experience and knowledge base being those practitioners that are there day in

086day out, right? And so, um, that's why you only see one special education TOSAsa and not a special education manager because in our our thinking through it, it's what can yield us the best results without we're not trying to put more in management. We're not trying to do that. So, that's that's the role of our the district administration. We bring those recommendations to you as a board and then we're having this discussion which is great, right? To get feedback because that's what we want. And the the questions you're asking are great because that's definitely questions that should be asked, right? Why is it that this is happening? Is this aligned to what our priorities are? Those type of things that's there. And are we going to in essence the last question is are we going

087to go broke by making that decision? And so we're providing you that those that information say no, we're not we're not going to go broke. Right? But at the same time, what we're going to happen is the the the phenomenon is going to be and we've had it happen is people have left because the it it's just the job is the jobs are overwhelming. And so that's that's something that we want to make sure that we don't have. And so that's the distinction in the roles, right? We can't move this work without the board approving. And that's why we're bringing it here, okay? That to make sure. But the the the goal would be or the ideal state would be is that in hearing our recommendations and and why they're they're there and we're providing

088those right now and of course yes we don't have the JDS the job descriptions because if we would have did all that late work up front without know getting any feedback at all then we wouldn't know we it might have been wasted time right so we want to make sure we do that and I hear that loud as clear that that's a request from the board and we'll provide those Right. There's there's some out there already that we can look at, okay, that we can provide. But that's what the way the process is. So yes, so we're doing the day-to-day the more so the cover type of thing is is this going to make us broke. Is this aligned to what the needs of the district are? We we're going off of the report that

089the board approved and wanted the organizational audit, right? Because he also wanted the HR audit. And so they they said there are things that need to get fixed, but you're short staff. So, we're not going to be able to fix what needs to get fixed if we don't have staff. >> I have a question for you. If you were one of those HR persons full-time HR, who's going to count with a portion of her full >> more of a technical question. >> Who does the payroll section? That was the question here. >> I'm sorry. Who does the payroll section of the position? >> So that position that you had was half payroll or half accounting or payroll for business and half HR. Like Miss Vegas said, you guys move that person 100% into HR. Who

090is doing the other portion of that job? Because she'd been in there for about a month and a half, two months I think. So who's doing that job? And how is that job getting done? When you said she's been in there for about a month and a half, who is that? >> Probably a month and a half. >> Who is that? >> I'm sorry. >> Who is that in reference to? >> The person that was HR and business services about a month and a half ago, probably the end of April, you came to this board and you made the statement that you moved that person 100% into HR who is doing the business side of where she was doing before. So when I came on board, I >> I think the question is we know

091that that person was half and half, but a few weeks back at one of the board meetings, you stated that they are now 100%. He just wants to know since she's 100% on this side now, who's covering that portion of their job responsibilities on the business side. The question is slightly difficult for me to answer mainly because the job duties haven't changed in large part. The the classification of which department the duties fall under that has changed. So while she's still the person is still doing certain duties, it may have been previously defined as a business services function, but it is an it we're defining that as a human resources function >> because in that role in in that function of business and HR, there's a lot of it it intermixes. And so it's not

092there's not a clean break with business and HR. You can't say it's just this and this, right? there's and and it doesn't and I'm pretty sure that's that's true of whether it's a school district, a county level, um u private industry, you have that inner mix. So um it might an example and I'm going to get the most rudimentary example possible and you correct me if it's wrong, but uh payrolls here and there's a portion that's HR and there's a portion that's business and they both work on that same one. So that's where it can become confusing because that it's still that right HR and business um intermix. There's not one without the the other and so um because in order to have an FTE the HR side of things you have to have the

093finances to back it up. So that's where they're both intermixed. So, um, so having that and really making sure that, um, that they have their HR business functions separated that way, but it's still mixed business wise. There's there's going to always be that. Um, it's it's always like that. Um, so I don't know if that helps, but that's what we see in in school districts. >> So, the person is still doing the business part. There are some business reports that are no longer processed by that individual. Those reports are something that the business services team generate. But >> it's just the rest of the >> Yes. And the the other reports were distributed amongst the rest of the business services department. >> I have one more thing that I want to make sure that is

094perfectly clear. Your two ladies up front and every employee of this district over the last 16 years that I have sat here have done an amazing job. They have come up to the plate and they have performed exceptionally well. And I just don't know how these five new positions if they've been doing such an amazing job for the last 16 years with not one complaint, and trust me, I get a lot of complaints. Not one complaint from any of these people that have been in this area have ever come to light. I think district is in the financial position because the board members that have sat here in my 16 years have been very frugal and very to put a point blank have been very tough with budgets and with expenditures and with uh positions.

095I would rather see you hire five new security personnel and clean that place up and let's not have fights that we have every day than that. information updated just so there's no more confusion. >> All right. So I think um when we discussed that we do have the need for staffing it it's just very it's kind of confusing to to have seen it here for approval already when it was a suggestion. So, I think we need to to figure this out and do this better in some way that we can have a better idea of what's more important for the district. Um, it it's just the way it was presented today was very difficult to absorb because it just seems like it's already in the budget. It's already done deal when we hadn't had the

096opportunity to actually discuss it. So, I don't know where we go from here, but it just needs some work. >> That's part of my question. Thank you again for your input because I think it's super important, right, to have this dialogue. So in this we uh put it here in the budget because it's tied to the budget, right? So um I guess point of clarity for myself, right? Um and working with the board is how would that look for you for all of you um to be adequate because this this can be taken out of this and the budget will be approved that it'll just have that big chunk of money that's there because it's it's not going to go anywhere. It's just it right now we had it potentially allocated to positions, right? So

097then it's really just there. So would it be to um in my experience in the past we've had budget workshops which are just focused on positions and we can have more of this conversation uh to get guidance uh from you. Um and then we bring it back in August for um you know then uh is it um having a special board meeting in July to be able to really dig deep into that to give the staff some time to work on it. But of course people are going on vacation. So actually getting something in place probably wouldn't be until in all likelihood probably October by the time we get to that point, right? Because we had to start school and all the other stuff. So just curious to see what what would be the best

098way to do that for the board because this is new for us too, right? To be able to do that um and be able to say what would meet those um those needs. >> Question. >> Um I wanted to know here we give you guys give us a general fund, student activity, adult so forth. That's your breakdown. Could you provide us a breakdown per department instead? So, I know what the high school's budget is. I know what the John Mayir's budget is. I know what transportation's budget is. What have they allocated themselves in their areas? Um, I know that's how um other governments do it where you approve this department's budget and you review that budget. >> Isn't it? How many how many departments do we have in the sax code? >> Okay. >> Well,

099>> there's no department sication, >> right? >> There's I wouldn't be able to give you >> We're saying several several dozen. >> Yeah. At least uh 30 plus. >> Yeah. So, so which is something that we could look at potentially doing in the future. Just know that you're going to receive a presentation that's going to be like 50 slides long or something. So, I just want to make sure that that's >> informative. >> That's the will of the board. If that's the the will of the board, then that's definely something we could do, but that's also definitely more work for the staff to do as well. So, we just want to make sure that we're having that balance. So, just curious to see hearing that idea. I want to see what the rest of the

100board feels. >> The other departments don't do their own budgeting. >> So like HR doesn't do their own budgeting. Transportation doesn't do their own budgeting. No, >> they all have responsibility over their budgets. Yes. >> Work because they already input that into the budget. So sometimes they manage multiple funding streams. I think maybe the process where it's going to be a little hard to extract like how much of this source was this department and over I look at my budget. I do my budget every year. I know what my expenditures were for the past three years. I know what my current allocations are uh my actuals and then I budget for the next two years. And and I kind of already go off that and I'm going off of my overtime and my does employees,

101my training, travel, all of that, you know, and I do that for my own department. And that's why I'm just curious like do they not already do that on their on their side, >> right? >> Because that would that's where you probably get all your numbers from all your input to put into this data that is very simplistic very easily. Well, I guess because again sure I'm wondering if you want that does each trustee want that because we're producing it you know it's it's a lot of work. So the thing is is each trust want in essence thousands of pages reports because that's the way it comes out that's where I'm trying to get other governments and other bases and kind of reference their not everybody says that. So just a question I guess from

102how is this all toide? >> So that helps us know we have departments are keeping within their budgets and who's not keeping within their budgets and because we're not we're not really seeing the big picture. We're just seeing like not seeing every budget, right? We're just being given this portion. we're not being I feel and it's kind of hard for in my opinion to approve a budget when I don't really know what's being allocated. The full budget uh workbook is in the packet and it's the 132 pager that has all the state reporting that does break it down further by functions and >> then it's already done just >> I mean we we can adjust the presentation if that's preferred. It's following similar format as before but absolutely open to suggestions. I am not a

103budget person. Totally lost most of the time. But I I do wonder I'm worried about letting the the uh administration have a little bit of breath. >> I I I just that's where I'm torn here. I I Valerie, do you have the the city council on your back over all that stuff? That's how we provide by department itemize. That's how we do it. And our council, we have council members who will say, "I have not approved an unbalanced budget. We have council members who um question it." Another thing is our the city council, they don't put uh the board register and consent agenda items. It's a regular agenda item and high ticket items are are already tagged so that they can tell the council exactly what it's for, what funding we use for it, whether

104it be grant or general fund. It's very transparent. >> I'd rather have more information than no information at all. kind of a good starter to see what's actually included in in the package because it's it's harder to review every single in the package. So, we can at least myself and the vice president see that to see if it's efficient. If not, we need more to be able to share with the rest of the board. That way, we don't have to create new work for you guys and do the no only thing. Just see what we're talking about first. Would that be good? >> Okay. Very good. >> One last thing. uh just what I've noticed or what I've experienced in the past in budget development is actually starts way before this time and so um

105but this has been historically I believe been the process that we were through in May or June in previous work that I've done it actually starts all the way in January and so we present by kind of like you're saying by department but you know part of it is that there's there's pluses and minuses to that to that structure so So, the plus is is that you're getting all that information. The minus is that the the um and we know because we're both funded the same way in the sense of the timeline that the governor's budget was released January 15th and that's all some of those those u in some districts they start doing the budget development then based off of those numbers but it's not until really on Monday I think it was June

10615th >> well you have May revision but then you have the final June June 15th when it's actually solid right and it's only even solid because they're still going to negotiate all the way till August, right? So, what happens is that districts that start that early, they have a lot of augmentations on the back end. And then what happens is community says, "Well, now you're lying because you said it was going to be this way." Well, they were functioning off of old numbers and now the new numbers are it's changed. So, there's always that balance of where it's at. And I think that's why most districts wait and do budget development, not until or these conversations until after May 15th when you have the May revise, which Miss Alvarez talked about. And so that's when

107you start to have that those conversations. But what I do see and something to recommend to the board is actually having a meeting where it's just budget. It's actually a budget workshop. We're able to go deeper into those things. It takes longer. It's a threehour commitment probably I would think but then it's really taking time to to dig into that which is different than having uh you know where we do the the standard two two-day thing right so two sessions >> I agree especially if some like said they don't understand it well it is our it is our job to understand and approve the budget that's why I'm saying it is our job to do special extra. >> Yeah, we're actually going to bring back the governance calendar for um for next year because we

108didn't do it during December because one had already been done for the entire year. So, we need it at least for till December, but we can actually do went all the way till the end. It could be revised at the organizational meeting in December if we need to. that can be built in uh to that um in May so that we can have that that meeting for next year and next May uh could be that that piece because that that could be helpful. The last thing I'll say, um, you guys have done a great job of training and and really, you know, seeking to learn and seeking to train. Uh, CSBA has a masters in governance that has a budget piece that you and I went to that one section that really took time to

109dig deep into what was important, right? And at at that training the end of the end of the day they said regardless of all the detail what you need to see is that slide if you can put it where she uh go that one right there is that right our our uh ending revenue versus expenditures and what's out on the equal side it's positive and so they're they're like that's where it's at right and so um that's something they talk about so you know having that we can always bring CSBA here and they can do that training for for everyone here if we want to or we can see about I think we went to Fowler and they had it on a Saturday. So those are things to consider because it is confusing, right? If

110you're not in it day in day out and budgets from the city are different than budgets from a district that different from budgets from a county, right? They're all different. And so being able to have that knowledge is not not not helpful. It's important. And so we want to be able to have that. So, that's something that I would recommend to the board for us to look at having CSBA come and either do a budget workshop or and we put that to a calendar or we find the one that's out in the area and we go as a group to them. So then uh to to finalize the staff changes and I would um I feel that it would be best if you guys have some time to work on it and bring it back

111and that way we can actually um make some something out of this. Yeah. Okay. Okay. Was that the rest of the presentation, Miss Aris? >> Yeah. >> Okay. >> Right. So we're What is this? I'm sorry. I now open the public hearing for Corporate Unified School District proposed budget for 2026. Are there any public comments? None. Okay. Therefore, hearing no comments. I declare the public hearing for the Corporate Unified School District proposal budget 2025 267 26 27 closed. Okay. Moving on to action items. Do I have a motion to approve the consent agenda? I will second. question. >> Yes, Parseek is our data visualization tool. So, they take all of the data from the different platforms that we have and they bring it into one source. That's what's actually created our accountability framework for site

112leaders and district leaders we have on the instructional side. So, it's us being able to see the data. We look at everything from um from uh student test data to attendance to behavior. Um we use it quite often and we've worked with them to build a customized tool that I was actually with them today online and they're like your tools the the most advanced that we've had from any district. And so again building off of the notion of accountability that the board has wanted. We can't have accountability without having a way to measure first. And so that was a way of measuring. So um that's something that we use also to build uh the SPSAS and the LCAP. They use that um those that data set to be able to do that. And what's called

113cost for the cost it is um the cost agreements uh 54,000. It's in the packet. >> Can you tell me why they're showing $118,584? >> Let me see here. It is actually 118,000. So, it's 118,000 is a double package. So there's a mistype on the the the cover part, but the actual contract is under 18. So that's what the the contract would be. >> Okay. So that's something that oversight on our part. >> Roll call. >> Patty. >> Hi. >> Sammy. >> Sandra. >> Hi. >> Valerie. >> Hi. >> And I administration. First reading of the board policies for mobile communications devices. There's no vote on that since it's going to be the first reading. And then first read for the um 2026 27 elementary, middle school, and Kings County Lake Education Parent Handbook. So

114it's also first reading and we are in the receipt of that handbook. Teaching and learning consider the approval of Fresno Pacific Guarantee Admissions Program Memorandum and understanding. Mr. Pacina. >> Yes, President Cisero. Uh this is a really good thing for our students. Uh we worked with Freso Pacific and they are um committing to anou which would give guaranteed admissions to our students who meet the criteria for the university and in addition to that they would receive scholarship funds and so um we have quite a few students who are actually there right now in a math academy and those students uh are being exposed not into that uh institution but they go to Merced as well to go visit that. we have a guaranteed admissions uh with them as well. And so this just opens up

115broader access to higher ed. So um you know the hope would be that they either go to Freso State, Freso Pacific, USC Merrced and they go anywhere they want but those are guaranteed uh if they meet that criteria. >> I will second. >> Roll call. Patty >> I. >> Sammy. >> Hi. >> Sandra. I >> Valerie and I personnel. We will now move to personnel item A which is an information item. The board would like to formally acknowledge receive the California school employee association's assessor initial proposal. And that is it. Right. Okay. Any future agenda items? We will um there's no close session this time. So we'll go ahead and adjourn. a motion to adjurnn. >> Is that P? Okay. >> Patty Sammy. >> Hi. >> Sandra. >> Hi. >> Valerie. And I. And please

116note that the board will not convene a special board meeting at the close of this meeting. I call to order at 7:14 um the approve the special board meeting agenda. There's any public comments on this? Yep. So we I just need a motion to approve the agenda meeting. I will go ahead and mot the agenda. Yes, >> I'll second. >> Valerie second. I need um Patty. >> Hi, >> Sammy. >> Sandra, >> hi. >> Valerie, >> and I Okay. Uh the discussion for this meeting is a possible action regarding the advertising for celebrating America's 250th birthday fireworks show in Corkran. Uh the agenda was um item was requested by Mr. Ramirez. the staff had provided a board with an update of the advertising u for the upcoming fireworks show. Uh this is the way we're

117going to proceed with this um special meeting since this is the first one for me. So uh we will have the staff provide the board with the information. Mr. Mirez, if you have any additional uh items that you could present to the uh the agenda and then we will discuss whether we need to move forward this or not. U Mr. Pacina if you can proceed now. Yes. Good evening, President Cisneros, members of the board. So, the district, so this is something that was placed in the update. Um, a few weeks back, the district was approached by a member of the fireworks committee about sponsoring the upcoming event. Um, that's happening, I believe, July 2nd. The district was clear that we could not sponsor the event, but we could advertise. That's allowable expense within the CESAM.

118And, um, it's something that districts do quite often. Um the in its advertising that we would do for enrollment, the committee member stated that the amount would be 2,000 and per the update we gave the board that the board policy 3300 authorizes superintendent designate to approve purchases of supplies, materials, equipment, and services up to limits established by the public contract code without prior board approval. These expenditures are later brought to the board through the regular warrant ratification process. Because the board has already adop uh already approved the district budget and advertising is an allowable expense within the cam. This type of enrollment recruitment expense may be handled administratively. So it's at the administrative level. While the board could be asked to approve the expense in advance, um doing so may set a precedent for board

119involvement in routine day-to-day business decisions. Board policy 3300 exists to provide administration the flexibility to manage these operational expenses on a day-to-day um setting. So in case the district would use the funds uh in in this case we would use the funds to post banner supporting enrollment recruitment. There's going to be fencing that's along the way as well as the line of sight for the fireworks uh connected with the rack to make sure that that was there. uh would we would have uh six banners and those six banners would move from that day to our schools to also be used for enrollment uh purposes as well. I believe your contribution of $2,000 for firework is illegal and not just not even for your advertisement 3,300. They specifically states advertise this for We did check with

120legal counsel that stated that it was actually an appropriate expense and so they uh went ahead and and confirmed that >> you check with legal counsel. >> Yes. >> Well, council would have told everybody else. >> Yeah, I did research as well and for the type of event it says that it's not um that's my thing I researched up. So, I did research, but it does say that it's not allowable. Um, and you're saying about six banners. Banners don't cost for six, not even if they're the big ones. The one that was already purchased by the Chamber of Commerce that is down avenue, >> that was probably to the degree of the dollar for that one. >> I don't understand. But the advertisement goes on and on. I mean >> and just for clarification over

121250 only that's always being used >> just for clarification >> specific >> just for clarification we will purchase the banners we're paying for the advertising space the $2,000 not the banners will be us and that's our our work that we do we're paying for that advertising space just like a district would do on a television commercial billboard. Um that happens all the time and we did check with the council specifically to the fireworks event and that it was appropriate expense. >> The one that I just stated >> the board policy 3300 >> contract. Yeah. >> Just just so I can reference. >> Sure. >> Okay. So this time Well, now ask two options. We can either someone can make a motion on this or someone to disclose the meeting of this motion. I have a

122second to stay and I would like to say well one reason I would like it to stay is Boswell is a big contributor in this they have done so much for us and politically it's not a good move. I don't understand. >> We're not talking about politically. We're talking about the expenditure of public funds should be for should be for educational purpose. If this would have been brought to the board, I would have suggested a way around it is to sit there and invite all the kids in an area and teach them. Bring them something about the constitution. and bring them something about what they're celebrating because a lot of kids don't know. That would have been probably appropriate and that would have been great for you. Your idea of the the advertisement only came

123after you were called on the carpet after the the flyer had been printed with corporate unified and it was brought to my attention and many other board members attention. That was the only time that you changed it to advertisement. If you read 3,300, that is not the 3,300 checks. So, another thing is if you look at the updated flyer, the chief has already removed the school district from >> Okay. Thank you. I guess a motion to not approve. Yes. >> So it's two not approved to vote for. Okay. All right. >> Yes. reference this information the staffing board was taken to the city on March 24th and it does state that the not oh so I just for your reference it is in the city's website and there's a breakdown as to who was paying

124what portion for fireworks not what >> okay I said yeah right so motion to do I Motion. >> I post