001stands indivisible with >> do I have a approve approval anomaly I'm sorry correction Do I have a motion to adopt the board meeting agenda uh for November 19, 2025 with the correction under the consent agenda updating the date from 2005 to 2025 for the staff development trip? >> A motion to approve. >> Roll call. >> Sandra, >> I Sammy >> I. >> Valerie, >> I >> Patty. >> Hi. And I we have presentations tonight. First of all, we have a star student from John Leer. I want to thank you all for letting us go tonight because Yamallette was busy last Wednesday or of last board meeting Wednesday at a soccer game and she just finished hers. So, good evening everyone. I'm Dave Whitmore and it is my honor to recognize Yamallet Gomez Agiri, an outstanding
002student from John Middle School who sets a remarkable example for her peers through her hard work, leadership, and positive attitude. Yam Gomez Agiri, an eighth grader at JMMS, has consistently demonstrated responsibility, dedication, and excellence in everything she does. According to her teacher, she comes to class every day ready to learn, setting a positive tone for others and serving as a role model for her fellow students. Yamallet's kindness, strong work ethic, and willingness to participate make the classroom a better place every day. She is not only driven and determined, but also friendly and approachable. Always willing to help others succeed alongside her. Her teachers describe her as a student who overcomes challenges and with grace and continues to pursue her goals with integrity and focus. Yamlet, your efforts, attitude, and leadership make you a true asset
003to our school community. On behalf of JMMS, we are proud to recognize you as our CJUSD star student. And I love the figure. >> It shows you. There you go. >> I'm good at getting people. >> There we go. >> Congratulations. And now we have the quarter one report. Kevin 18. >> Yes. Uh good evening board president Cisneros, members of the board, uh staff and community. Uh we're going to go ahead and do a presentation for the quarter of the report. So it's going to go up and I want to thank uh Mr. Hernandez tonight who's stepping in from Patterson um there on the u our technology. So you ready to go to put that up there? >> Yeah. >> Awesome. So the quarterly report. So if you recall uh last year one of the
004requests from the board was to do a quarterly update on the pulse for the health of the system, the district. And so what we are doing is relaunching that again. And so I'm going to go through it quickly. There's a lot of slides, a lot of pages, but many of them are for reference only. So we'll kind of go through them. And of course if board is always if you have any questions can follow up and we'll follow up in the board update. So for the first uh the first slide with the arrows, there you go. Um you know, we came in uh when I came in almost two years ago, it was why we need to be intentional and every system is perfectly designed to get the results it does. And so we started
005to at the beginning start to look through listening learning sessions through um just looking at data with our team. And we did see definitely pockets of excellence like the arrows on the left, but we didn't necessarily see us moving all arrows in the same direction. And so that's what we've been doing over the last two years. And so um so that's what we're going to focus on really today. So with that, the next one is our roles uh slide. And so we're going to go and take a look at uh >> I'm going to pause for a second. There we go. Thank you, Mr. Nis for your help as well. So, uh we're go to the next slide. So really just real quick I want to touch on this slide which we have seen in
006the past which is um our roles in in our student success. So everybody plays a role in our district right and so whether it's the family and community the board who sets the conditions for me the superintendent and so on and so forth even though you see all different sections in the circle we are one circle. So when we talk about the district, we all are the district, right? So whether it's u our teachers, our classified folks, our management, even our students that are part of the district. And so uh we really have been stressing that this year. Uh so we know that it's not just uh entities within, but we are one we're one team, one family, and all focused on gaining students for college and career ready. Let's go to the next slide.
007So, I want to thank the board because these priorities were set two years ago and this was the the northstar for us, right? Being able to say like these are the three things that we want to see happen on a regular basis and um th this is actually the foundation for the work that we've been doing, but it's also going to be the foundation for the upcoming strategic plan which we are uh thinking about calling it the corporate commitment. And so, um, what it would be is founded on these priorities and then there would be actions, goals that the board would set and, um, and really guiding us for many years to come, not just that we're planning on a year-to-year basis. Um, and so we haven't changed the strategies and the reason being is
008because we're still perfecting those, right? We don't want to add more. We want to focus on what we have currently. So, the next one, next slide is just again briefly touch on this. uh leaders uh you know really wanted to have some uh idea of the role and responsibility and we start to develop that okay through this collective commitments and expectations that the leaders created as a whole. Next slide. So this is really uh a mosaic of our current district. Okay. Now um we have about 3200 students that we have enrolled. Uh we have almost 92% of our students qualify for um as socioeconomically disadvantaged right in our in our community. Uh about 72% are English learners. We have about 3% that are homeless, n% are foster uh youth and 9% with students with disabilities.
009the last time we covered this and what what has happened with the priorities, right? So, I want to make sure as we go, you can either ask questions after each priority or you want to wait till the end and ask questions, you're more than welcome to do so then. Okay. Um, so the priority one is we we are ensuring our campuses and workplaces to be safe, welcoming, and inclusive for all. And these are pictures of this year and really just the inclusiveness of what's happening right so we have all kinds of stuff going on in our schools and um there's a lot of um a lot of just good things happening now I will also in this presentation it's not just about the good we also will share the areas that we need to grow
010because we we have those as well right so definitely we're going to cover those as well so if we go to the next slide so this is the dashboard it just came out actually on the 13th I believe and um what it does is this is the state data so this is not ours this is ours but it's given to the state and this is the state reporting it so that's the validity of the data right so if we look at the suspension rate yearbyear as you notice right um we start off in 2019 with 5.4% or percent suspension rate and then we started to grow grow 2024 we're at 7.15 or 7.1 sorry and then we started to drop so we're actually declining in our suspension rate which is great because that means that
011some of the work that we've been doing around uh tiered intervention for support is beginning to work right um in uh 2023 on the upper rightand corner that's the dashboard board uh year that uh or gauge that the public sees that the state reports on. We were in orange. We had about 6.9% of students uh suspended at at least one one day. Okay. In 2025, we are now in yellow. We have decreased and that's a good thing, right? We want to actually be in blue. Okay. And so we've seen that change. So that's good. Now, as I say this, does that mean that we don't have students that are not that are misbehaving that everybody's good? No. We do have some students that are misbehaving. We have um some student uh discipline that that we're
012continuing to work on. But if we look at overall, we're seeing that decrease, right? Um and I know I don't want to steal the steal a thunder of our CHS folks, but I'm sure that they'll talk about in their report all the great things around the behaviors that that's been happening. And that's a testament to when we create systems and everybody's line, remember those arrows, and they're all lined in the same way, then we begin to see results, positive results, right? And that's what we're seeing. Uh, next slide. This is uh a snapshot of students with one or more suspensions. This actually uh feeds into what we report on the dashboard. So 23, 24, 24,25, that's the end of the year. Those are the year-toate totals, right? or those are the annual. In the last
013column, 2526 is the year to date. If you notice, we are currently sitting at 2.4% on our suspension rate. So, if we continue in the same model, the same vein trajectory, we can potentially cut our suspension rate by 2/3. Okay? And so um and that's really again a testament to our classified staff, our teachers, our our site leaders who are all working on teams to be able to be able to identify which students need the most help. Okay. And so um that's that's that. Next slide. In uh in our dashboard, we also in priority one is chronic absenteeism. One of the things is if we want safe, inclusive, welcoming schools, then students need to be here. So the question we need to ask ourselves is why are we having students that don't want to be
014here? What's the root cause? Right? And so if we notice this again is from the dashboard, the the first uh the first three that I'll go through in chronic absenteeism. We saw that back in right after the pandemic in uh 2022, we were sitting at roughly 49% uh almost 50% chronic absentee, right? But that was not um not unheard of in our districts overall throughout the nation. Okay, so I also want to call that out too that we had a lot of students that were struggling to get back to class if you guys remember that. Okay. Uh then our the team even back then in 2023 actually almost cut that in half which is pretty amazing right so they got down to 29%. But in 2024 we got down to 21.9 and in 2025 we
015dropped it again a little bit to 20%. And so that's really the great work of our community contacts our u when when parents are contacted by teachers when they're contacted by schools to see what's going on. we see that students are are that they feel that they're valued and they're they're going to come back, right? Um and so we we're still in yellow back in 23 and then now today the graph on the bottom, I know it's really small. Um but right now in November, if we were to look at overall this year, we're we're sitting at about 15%. So we're at about 5% less uh than our annual uh annual rate last year. So if we continue that progress, we look we can look to drop at least 5%. And so um again these
016are these are predictive scores at this point because we still have a lot of time in school about almost half a semester more than half a semester but we're on a good trajectory. So again I want to thank all of our team uh for really focusing and working with our students. Next slide. So this one is uh schools at a glance. So this is the dashboard if we're look at it. And they don't really have this uh this visualization. So we just kind of created it but based off of their data, the state data. So you can see I'm not going to go through each school, but uh you have Bret Hart uh all the way to John Mir. And it shows you what they were in suspension in 2023 and what they are now
017in 2025, right? What they were in 2023 in chronic absenteeism, where they're at in 2025. Okay. And so the reason why Corkran and Kings Lake aren't don't have data is because the state stops chronic absenteeism after 8th grade. So they don't they don't measure that. So that's why it's there in grade. Okay. All right. And the last piece before we end with this priority is uh the the next steps. So let me go to the next slide please. So these are some of the things that we are continuing to work on to make sure that we continue that trend. Okay. Then again kudos. A lot of them are sitting in the room today are site principles that do this work day in day out with their teams as well as teachers that are here in
018the room as well. Okay. It's a collective effort uh to do that. So the tier one and tier 2 teams, they're doing an amazing job. We had the Hanigans, which is the next bullet. They're they're a group that comes and works with us. Um, they just finished [clears throat] actually and they owe us a report. So, I'm going to ask them for that report. Um, because they do owe us that so you get an update on on where we're at as a as a district. But they basically said uh it's night and day like when they came here at the beginning and what they see now in our sites doing their tier one and tier 2 meetings is why we're getting the results that we're getting. And so it's because we're focused. We're looking at
019kids kid by kid and we're trying to do our work now. Are there kids that are still misbehaving? Yes. Okay. But if we look 20, 30, 40 years ago, were there kids misbehaving back then? Yes. Right. So, we need to and that's not to minimize that, but but there are some students that need a lot a lot a lot of support. And so, those are the the next steps that we're taking. But overall, for many of our students, they are here to learn, right? And we saw one just right now, a star student, right? Soccer doing what she do best there. Many students are like that. And I don't want to minimize all those students, right, for the great behaviors that they're doing. And then there's other things there. Defining roles responsibilities for student support
020staff, engage in customer service training for classified. So that's something we're working on to do that. And then engage in crisis prevention uh uh training for our classified staff and some selected uh certificate staff as well. So there's still a lot to go, right? So I I don't want to walk by and say that we're just painting a rosy picture, but this is the data shows the reality, right? Okay. Any questions on priority one? >> No. >> Okay. >> And if the only thing is instead of comparing end of the year, end of the year to what it currently is on the next time you can give us apples for what that quarter was to this quarter. >> That's great. Yeah, great idea. So we'll definitely work with our with pars. we work with to
021try to get that done. I agree. Yeah. All right. Next one. So, priority two. So, Dr. Vargas is going to walk us through through these slides here. >> Yeah. Great. So, priority 2 is primarily focused around our instructional program. So, I'm going to walk us through some data as well as then talk about some of the strategies that we've been using to continuously grow. So, if we could go to the next slide. So, this I think we skipped. Was there one before that? ELA >> ELA. Okay, there we go. So, what this represents is the district-wide perspective of how many of our students are meeting the expectations for their grade level. So, orange, of course, means that they are not meeting it. Yellow means that they are very close to meeting the standards for their
022grade level. And then where we really want to get our students is green and blue, which means that they're meeting the expectations for their grade level. So again, this represents the entire district and their progress on our ELA results. And again, I'll sorry, I'll clarify when I say the entire district, remember that we only assess uh grades 3 through 8 and then 11th. So that's what's represented in this graph. The top bar represents where we were in and then you can see in the 2023 school year and then what is outlined in the 2425 are most recent results and we're seeing the trend that you want to see. So you want to see the orange decrease and the yellow decrease and you want to see the green and blue increase. And so you can see
023we have made steady progress over the last 10 years to ensure more and more of our students are meeting the expectations for their grade level in English language arts. Next slide. So this is the same graph but representing our math outcomes and we know that math is an area of growth for the district. However, you can still see the same trend. We see the orange continuing to decrease over time and we see our green and our blue increasing over time. So these are indicators that we are headed in the right direction. Next slide. This line graph is one of the ways that the state represents this information. They call this in measure the distance from standard. So right now we are at a negative in both ELA and math but our goal is to get
024closer to zero and then surpass zero and go into the positive. Um that being said you will see that there is steady growth over the last couple of years and noticeable growth from 2324 to 2425. So again, another indicator that we are continuing to show progress and our outcomes are continuing to get stronger in both of those subject areas. Next slide. So similar to the colorcoded table that Mr. Pacina showed in the previous the state also has indicators for English language arts, math, our English learner progress which is measured by the summitive ELPAC um college and career at the high school level and our graduation rate. Um there's a lot of information on the slide but I will say yellow, green and blue is good, right? Yellow means we are sustaining and green and blue
025mean we're progressing. There are areas um as I mentioned math continues to be an area that we need to work on as a district and there are a lot of initiatives this year dedicated to that. But you can see um you know there's been a lot of other progress in other areas uh for the English learner progress. The other thing I will note is that we added a second uh English language development coach this year so that the elementary has their own and then the secondary um middle school and high school has their own. So we'll get continued targeted support to continue to help growing in that English learning uh learner progress indicator. Next slide. Um we also wanted to show you how we were doing relative to other districts in our area. Kind of
026same color scheme here. Um yellow, green, and blue are good. Orange and red mean we're making progress and there's work to be done. So you can see um Corkrin is the third one down from the top. Um and yeah, we do have a couple of oranges, but we have yellows to show we're sustaining the growth that we're making and blue showing that we are going above and beyond in terms of growth and performance. Um and you can see how that compares relative to some of our neighboring districts. And if the next slide, you can see where all these districts were in the year previous. So everybody has made progress. Um, but we are particularly proud of continuing to hit some of the blues um and continuing to um translate some of those yellows into greater
027growth and work towards greens. Next slide. So, how have we been doing this and what's our continued focus? A big part of the work that the instructional leadership team has been doing this year is around alignment. We want to make sure that students go through our program and have a coherent experience. And so we've been focusing on these five key levers. Our instructional practices, our academic intervention systems, our data and assessment systems, our PBIS practices, and our professional learning collaboration structures. across those five areas, we've been really thinking about how do we create alignment for all of the schools so that our practices are similar and as students transfer to different campuses that they're experiencing very similar supports and services. Um, we are also continuing to build up our coaching team and our professional development.
028We are just piloting a new coaching platform tool to help us to be able to organize um all of the great things that we see happening on our campus so we can leverage those um and continue to scale. Um as I mentioned some of the work that we are doing this year uh is focused on math. In particular, we are looking at what do we want how do we want to build our adoption process for our math uh curriculum that's coming up pretty soon. And so we have two different teams who are thinking about what does the vision look like for our math vision. And these are representative teams that include uh teachers, coaches, and leaders from all of our different campuses. We are also continuing to partner with UC Merrced for those accelerated math
029camps that have had a lot of success and we hope to uh leverage our partnership with the rack this summer to expand those offerings to even more students. Lastly, I will say we just have this ongoing commitment to continuous improvement. And so, we are consistently looking at our data with our teachers and setting goals and thinking about the adjustments to instruction to continue to meet the needs of all our learners. So, that's it. Just a little bit. Um, but if you have any questions, I'm happy to feel any of those at this time. >> Okay. So the last one's priority three and really this is all photos because it's uh this is really about intentional about engaging our students, staff and families on a continuous basis from the board to the classroom. And so we
030heard loud and clear uh way back two years ago when we when you established this and it was more than just it sounded just about uh back to school night. There has to be more than that if you guys remember that or going to a game. And so really hats off to our school sites because they've done an amazing job of really opening up even more opportunities for parent engagement more than just a school site council uh ELAC and those. So this is flip through the slides real quick. So we'll go through them really fast. So here's uh you know uh our schools. We see John Mir here uh is just you know have a lot of clubs, a lot of things going on. I know that we've all talked about the band. They're at
031John Mir and it's a great opportunity for our students. Our our Baka teachers are here today and I was just congratulating them this morning on the the tremendous work that they're doing. Um and let them know that I know that you guys have all commented in one way, shape or form about them. Let them know about that as well. They were very happy to hear that that your support's there. Um and so that's that pastries with principles, pizza with principal that allows for for parents to come in connect with with with Mr. Whitmore, but every uh school site is doing that right in some way, shape or form. The uh next slide. So, we have uh just recently we had the high school do the upper right corner, upper left hand corner, the veterans day.
032So, that was that was really good. Uh we've had uh the blood donation drive with our health pathways. Uh there was a Dia de los Muertos event that Kuanas helped with and that was pretty amazing too. We had a mariachi that was there and student. It was a great vibe right that day and really really great um you know we had homecoming um you know just ways for um just you know the the the students to get involved and we had Miss Bautil last time give you really a data perspective from a community member that said as a mom right I remember what she said last time was that the pride the school pride has really picked up right and again hats off to Mr. Lin and his team um on on that work. Next
033slide. Uh again, just a sports, volleyball, football, our FFA, right? We always want to uh you know, just it doesn't it it amazes me on our students who you'll see like they're an FFA, they're going from that to being in a sport to playing in the band all in the same day, right? Like they're they're very active. And so, um you know, you don't always see that. their schools that are pulling teeth to get students involved and we're the opposite and that really is a testament to all the staff that are encouraging our students to do so. Next one. Again, in our lower grades, uh this is our Brett Park math night, the parent teacher conference week at all our schools. Um pastries with the principal or coffee with the counselor and uh you know,
034many of the schools did the Ruby Bridges day that we always do. And so all that is to to engage families. And so I know that um we have the numbers and we'll collect those and share those next time. But every time that that a school is doing something, their numbers are in the hundreds, right, of of of participants. And so again, it's just, you know, their dedication to seeing families come out. And so, um, so it's very, um, great work that they're doing. Last part, the key next step for quarter two is just really maintain the level of family engagements at the sites. We're going to continue to increase our social media visibility, but we've also, if you if you haven't checked yet, our new website, we're going to continue to build that, you
035know, build some of that out. I know we have to update some photos and whatnot, but it's really to get um so families have access to information there as well. So, we're continuing to evolve that. Um, but that's there. Our advisories that we have, I'm not the only one that does advisories. our our sites do as well. So they meet with students and that helps to give them an a different take on things and then we're going to begin to start a communications plan. And so we started to do that work a little bit. Um and we're going to continue to do that. That's that's the goal is to finish up by the end of the year. Okay. All right. So with that, any questions that you have? That's the last one. The other slides
036are just reference slides or data extra data. Any questions? Okay, thank you. >> Yeah, so uh good evening again uh board president members of the board. I'm going to preach this pretty quickly. So um a few weeks back uh give you a packet and it's again there to desk on the management evaluation process and so this is justformational as we launched that but we wanted to make sure that you were aware of the process and everything that went through that. So we're going to go ahead and and just kind of go through that uh pretty quickly. Again I start off the slide deck with our priorities and our we wanted to make sure that the process lived out the priorities. Right? That was one thing was important. The other thing is that the leadership commitments
037expectations were also found in the evaluation tool. Okay. And [clears throat] so the purpose of accountability and so this one is is important the purpose of accountability. And so right here it says accountability the ability of people to understand what is expected of them um exercise authority and take responsibility for delivering results is an important dimension of organizational health. And I put that quote in there because it's important that we um it's important that we really look at the evaluation process is a part of the organizational health. When people are unclear about what they're expect they're expected to do, then it becomes very scary, right? It they don't know what is um you know what what door to go through, what autonomy they have, all those things. And so for our leaders, it was no
038different. And so we really spent some time to to and hearing the board about having accountability, but you can't have accountability without having clarity. And that's what this was about, right? Awesome. Thank you. So go ahead and go to the next slide. Next one. There we go. And so that one is is again just accountability is really about understanding expectations, exercising the authority that they have and taking responsibility for delivering the results. Right. Next slide. So uh research and west is uh like a very renowned uh research organization in education. They're like the male clinic of of the education world, right? Male clinics like the health world. West's the same kind of counterpart in the education world. And they said principal evaluation should provide information about the most important aspects of a principal performance. What
039principles do, how they do it, and the impact they have on their school's teaching and student learning. That that's what the evaluation should have. We could also say that for any [clears throat] manager in our in our system, right? that it's what they do, right? The results they get and how they impacting schools, teaching and student learning in some way, shape or form. The next slide. >> So, our problem practice was was this. How might we create a researchbased evaluation tool and process which builds a culture of high expectations, provides meaningful feedback for personal growth, and maintains accountability to student outcomes. Now what we didn't want was an evaluation process that was an I gotcha because an evaluation process should be a growing tool should be a place where it gives us feedback so we
040can grow. So this is the process that we took. Next slide. So our journey was pretty quick but at the same time it was very intentional. So in June we began the discussion on accountability and we introduced the capsules. Okay. And the capsules are the California leadership standards. They're researchbased. They are similar to the CSTPs that teachers are evaluated on. So we use that for teachers, but we we didn't use any really researchbased tool for our leaders. And so we wanted to make sure that we looked at something that was California aligned and also gave clarity around their role. Uh in August and September, we reviewed the capsules, the process, and gathered feedback. So the leaders along the way were a were asked do these align what do we need to change and we had
041some really good discussions and I was proud of our leaders because we had classified certificate in there so we had Mr. Roas right he sent it alongside Mr. Lar and they're looking at the same tool and they're asking themselves, does this apply to my work, right? And they were really wanting to make sure that it was a tool that not only was compliance driven, but more so it helped them to grow as a leader, right? Gave them good feedback. And then in November, which is now, we're informing the board and then implementing. And along the way, we've been informing the board of the process through updates and whatnot. So the current So next slide. So I'm going to walk you real quick through the difference between the current evaluation process and the the the one
042that's to be implemented. Right? So this is the evaluation tool for for classified management. That's like Mr. Roas, right? Mrs. Moreno, right? Um and they are evaluated on the same tool. They were evaluated on the same tool as our classified staff, but they're two different roles, right? And so um this was what their evaluation was. And what would happen is they would get the top part. So as an evaluator you would say compliance with uh rules regulations and you would mark right uh you know what I think Andre follows the job. He's a three and that's what it would be. And then you get through all the check boxes. And then at the bottom there was a whole another rating but didn't align with the top. So even though as a supervisor I would rate
043the top part, I still had a subject subjective mark at the bottom, right? And then I would choose those down there. And so that's one of the the concerns was Mr. Roas's job as the director of is extremely complex, right? And that those uh elements there weren't really necessarily showing the complexity of his work. So we couldn't celebrate or identify both areas of strength and growth based on this tool. Okay, next slide. This is the new. So the the table on the left is this the councils and I'm not going to read all that but there's six standards and they run everything from development and implementation of a shared vision all the way to external context and policy. And what what we said with classified management is we asked them what elements don't align. So
044you see two that are crossed out, right? Because our classified staff although they have a impact on curriculum and instruction, it's not direct. And so the elements didn't align with their work. So we went ahead and crossed those out, right? But everything else did. And I was proud of them because they were like, "Hey, we want to make sure that we can touch as many of these as possible, right? Because this is what California leader is. we want to rise to that occasion, right? So, it was it was a I remember that day and it was uh pretty awesome to hear them say that. Um on the right, the green, if you see there, it's very small, but it's like four shades of green and four columns. That has huge descriptions. That's a rubric that
045tells them for one element what how they're rating themselves and how we rate them. And it gives them specific examples. Okay, remember the one before? Can you go back one? the one before just back there. Look at the example in that box versus what they have on there. Go back to the to the other one. The the example in the box in the group super detailed. So they know exactly what is required of each one. That's clarity. But they also know as a leader I know that that's where my autonomy is at now. Right? So it's very clear. Uh next next slide. So for certificate management on the left side evaluation areas those are all the elements that are on the old evaluation tool right so safe and orderly environment all the way down to
046uh personal and professional attributes. Okay on the right is an example of instructional leadership. So as an evaluator I have a scoring rubric of one through five. Right? So this kind of like golf right it's the lowest number versus the highest. You don't want to have a lot of high numbers on this eval tool because then it's a bad eval, right? You want to have low numbers. So, it's opposite. But when we look at instructional leadership, which is a big part of our job, it would be like in healthcare um health care professionals being um judged on or evaluated on the um the survival rate of their patients, right? And how many patients are healed in the hospital. That's what you'd want to see. That's what the instructional leadership has. So, it has a quick
047definition, right? The couple sentences and then it has like a little blurb about what was outstanding. But not every single one of those bullets on the left has that outstanding description. So then it's hard for evaluators to do because now they're subjectively saying, "Well, I think you're a one. I think you're a three." It was very subjective, right? And it was hard to give feedback off of that. So go to the next slide. So the new one again the columns it's very clear. It says these are the things based on research that leaders should be doing and if you want to be on the right as the best this is what it should look like. If you're not uh if you want to do the minimum then it's on the left that's what it looks
048like. Okay. And it's very clear very very concise. And then the elements on the certificate side they own all of them. Okay. All of them. And so uh now for uh you know Mr. Larkin or you know Miss Ree it's very clear and as they do their their their evaluation they can point to these are the things that I'm doing and this is why this is what the this is what research says and the state right so we're aligning their evaluation directly with what the teachers have been doing right and the CSTPs. So that's accountability because it's clarity right la last uh last slide. So our new imag evaluation process will be this going you know going forward in the future. So the goal development and review that we're not really changing much the one
049part that we are changing one is the tool but we're also changing the check-ins. So instead of it being where I I meet let's say I meet with Dr. Vargas at the beginning of the year and then we have a meeting mid year and then we have an end of the year meeting. We meet uh in July, October, January, uh March and the end of the year. And they're quick check-ins, but it's where are you at? How are you doing with your goals? Right? And how can I support you? What what supports do you need? Those are the questions that should be asked, not you're you're the only thing is like you're doing wrong here. Like this is the stuff that is not happening, right? If that is, then yes, we do have those conversations,
050but we also want to build our leaders up. We want to make sure that they have that opportunity to grow, right? And that's that's this process. Um, there's also a piece in April and May, and this was agreed upon by all the leaders, is that they would do a self-reflective 360 feedback survey. So, for example, um, Dr. Barbies will have a we all we will develop the survey together and it'll be short not super long but she'll choose people that she works with that she'd love to get feedback from she gets that that serve those survey results I don't as the evaluator is for her as a self-reflection tool so she could see her impact on the people that she is serving and supporting and so it's a way to be able to see really
051being reflected and not just the end of the year and then we're Right. It's it's a growing tool. Okay. I think the one's the last slide for questions. So questions, feedback, anything. >> Had you completed the form? Was there a complete outline of the form? >> Yeah. So it's there if there's a there's a packet there and I I have provided that to the board before and it's just another example of it and it has a process. So it just mirrors the the capsules. uh we just kind of put in our own brand but um but it has the continuum there. >> Can I request that you give us all presentations and reports by Monday to give us adequate time to give you questions? for any questions. >> All right, we have reports. We have
052middle first Ben Gonzalez from the air. Good evening board members, district managers, parents and community members. My name is Dr. Gonzalez and I'm this year's John Mc School ASD class president. Tonight I like to share some great things that are happening on campus. Tonight we'll start off with academics for the second quarter progress reporting period has just ended and students are continuing to work hard in all of their classes. Seventh and eighth grade students at J Middle School recently completed the PSAT for the first time and are excited to see their results. This week, Mr. Woodmore hosted popcorn with students, pastries of parents, and pizza with parents. These events were a great success in communicating with our students and families of John Middle School. The John Middle School theater program is putting the finishing touches
053on the preparation of upcoming production of Rainer Games. Please look at for an invitation to their performance on December 10th, 11th, and as well as the 12th. The soccer season at John Middle School for JV and varsity teams is getting close to the end of the season with varsity teams fighting for playoff spots and the JV teams are challenging their skills by playing varsity schools from other middle schools. The John Middle School wrestling team continues to practice and is getting ready for upcoming tournaments. Last Friday, Miss Abu Baker and her leadership class led the Ruby Bridges Walk to School Day last Friday and it was a great event. Thank you for letting me share all the great things going on at JMS and I look forward to coming back and sharing again. Thank you. >>
054Mr. Jason. >> Hello everyone. Good evening. Uh this week ASD rolled up their sleeves for a campus beautifification project. Students cleaned our rooms and storage closets to make way for new developments on campus. Great teamwork for a better learning environment. We also had an amazing Veterans Day assembly that recognized a few of our own veterans and even had Mr. Richard Valley speak to our students about the military. It was a humbling experience and all the students were very respectful. a great sight to see. Our fall sports season has officially wrapped up and our athletes gave it their all. Now we're diving into winter sports and aside from the weather delays affecting soccer, our teams are off to a strong start. We're also excited to announce that our competitive cheer program is back. They'll be competing
055in various towns representing CHS with pride and panther spirit. ASB has been spreading some positiv positivity around campus, too. In the main hallway, we have a giant thankful turkey where students can write messages of gratitude. It's fun to watch it grow with kind thoughts from our Panthers. To get everyone ready for this upcoming holiday season, ASV has also created 3D snowflakes that will be hanging throughout the hallways after Friday, festive and cheerful for all to enjoy. ASB will also be kicking off finals week with holiday dress up week from December 8th through December 12th, giving students a fun way to show their holiday spirit. And after a long week, they plan to host a movie night for everyone to relax and enjoy. It's time to celebrate our CHS students. Students achieved zero interpersonal conflicts throughout
056October, demonstrating strong Panther pride. To celebrate this accomplishment, an extended lunch will be held tomorrow. Dipping Dots will be on campus selling treats. We'd like to congratulate honor students to their continuous success on our campus. Our drama class is working hard getting ready for their upcoming play. Students are rehearsing, building sets, and preparing to put on a fantastic show for our community. Finally, our CHS band just finished their amazing season coming back coming back home with a trophy from every competition they went to, bringing home three third place trophies and two first place with many more including plaques and banners. We're very proud of our Panther band and wish them all the best with their upcoming concert season. There always something exciting happening at Corkran High School and we're proud to share all the amazing
057things our Panthers are accomplishing. Thank you. >> Thank you. >> Superintendent report. >> Yeah. Good evening board presidents, members of the board, staff and it's great to see our students presenting and uh showing all the spirits that is happening in our sites. First, I I want to acknowledge the deep hurt in our community tonight. We lost one of our students in a tragic tra tragic act of violence last night. On behalf of the district, I extend our love and condolences to the family and all who are grieving. And I also want to thank our staff who came together last night and all day today to care for our students and staff, counselors, teachers, classified staff, administrators, uh everyone, transportation, nutrition, even our office teams all stepped in so students had a safe place to land
058this morning. That is who we are at our best. Our schools are the hubs of Portland and this district. All of us together is a circle of support around those hubs. We are called to be a lighthouse for our community. Welcoming, safe, and inclusive, just as this board has charges to be. We cannot control everything that happens outside of school or the conditions our students come from. But we can affect the culture inside our departments, our schools, and our classrooms. When I was a teacher, I learned quickly that my classroom culture started with me. I set clear expectations, routines, and engaging lessons. Just as important, I met students with empathy. I greeted them by name at the door, learned their stories, and made sure they knew our classroom was a safe place. I was not
059always the strongest content expert on campus, but my students rose to high expectations because they knew I genuinely cared about them. We have many staff members in Corkran who do this every day. I myself see it when I visit classrooms, offices, talk to our classified staff, visit cafeterias, and walk the playgrounds. To those of you who are living this every day, thank you. You are making a difference in our in the lives of our children. At the same time, we know from our data and from what we experience that some students are still struggling with behavior. And I don't want to walk by that and we did so in the presentation as well. It is fewer than before, but each one represents a young person in need for more of us. From preschool to 12th
060grade, our students are asking us to do this. And this is what they're saying in my advisories and in our SWAT sessions that we've had. Meet them where they're meet them where they are with empathy, not with sympathy or pity. Hold them accountable and teach rather than ignore or give up. Challenge them with real learning, not just an activity to get by. They want to they want challenge. They want to learn that they ask that every day. Listen to them and believe that their dreams are possible. In my student advisory groups, our students say clearly they want to learn. They want to be pushed. And they want adults who care enough to set high expectations and stay in the work with them. Tonight, I am asking all of us, myself included, to recommmit to that
061work. If any of us have grown discouraged, frustrated, or tired, this is our moment to reset. Our students do not need us to be perfect. But what they need us to be is to be present, consistent, and hopeful. We must be their hope, their coaches, and their champions. Not district versus side or department versus school, but one corporate team united around our students. As we finish this semester, let's finish it strong. Let our commitment be to every student who walks through our doors. We are moving in the right direction. as we've seen tonight with the data. We're not perfect and we're not quite there, but we're moving in the right direction and um we can continue to move in that direction together, changing the conditions so that every student in corporate has the opportunity to
062to thrive. I want to thank you know my time. >> Thank you, Mr. Board of Trustees reports. Thank you. Corpet at CFA. I'm in the flesh today. >> Well, I just want to start by by telling you that there's one important skill that I teach my students. That's perspective. So, perspective is often based on experience. So, keep that in mind as I read my report tonight. Okay. Good evening everyone. I am Rosanne Salceto Brooklyn Faculty Association president. It's Wednesday and the fog has appeared earlier than usual this season. Our district is definitely in need of a foggy day schedule. Teachers in the district have been requesting a foggy day schedule for several years since the majority of us do not live in corporate. Also, several of us transport our own children to this district. She's
063right over there. This is one of my many important one of the many important issues that CFA would like to address with the board. Another issue is the TK MLOU. CFA has tried to discuss this issue with the district for quite a while. We recently received an email to meet next month. This is an important issue for TK teachers that needs to be addressed and taken into consideration. In a previous conversation about it, Mr. Pina mentioned that the district was advised not to consider the TK MLU. That is an acceptable response considering it affects teachers working conditions. Now, contrary to the data that was presented tonight, remember that we teachers are the ones in the classroom. Teachers in a district have been dealing with misbehavior after misbehavior in the classroom. Teachers are beyond frustrated when
064a student continually repeats a behavior that disrupts a learning environment and/or becomes violent. Teachers are beyond frustrated when we do not get admin support. Teachers are beyond frustrated when admin have been advised not to suspend and/or expel students for repeatedly violating ed code and our board policy regulations for major infections. That's not necessarily their fault. Teachers are beyond frustrated when we are trying to protect safety and educate students in our class but cannot do so because there's no real consequences for those students who do not follow the school rules and or board policy regulations. This is happening in all grade levels from TK up to the high school level. Our job is to teach a standard and ensure that all students can learn in a safe environment. Students need to be held accountable for their
065actions towards other students and staff in and out of the classroom. Teachers are dealing with misbehaviors beyond our work requirements andor our credentials. Now, in a recent article in the Corker Journal, it was reported that our superintendent, Mr. Casino, was offered a contract until 2029 with an outstanding base salary of $235,520. Also, according to the article, he'll be receiving continual increases yearly along with additional language that greatly benefits his contract in the district. The article sparked interest among teachers since Mr. Pacina's leadership has been recognized [clears throat] and he had been compensated for a short time in our district, including a leave of absence that lasted several months. Now, in the article, it quotes, "Mr. Passina emphasize the district's progress, noting improvements in test scores." End of quote. If the teachers in this district are
066doing such a great job, then why does a district continue to request a yearly teacher salary CA exemption and have a huge amount of money in reserves? We teachers also deserve to feel appreciated and valued for our time, our hard work, our dedication to this district. Obviously, there's a plethora of funds to be shared among us all who work in the district. To end this report, I would like to wish the teachers of the district a well rested week off. You deserve it. Happy Thanksgiving. Thank you for your time. Or faculty association. >> Thank you. >> California School Employees Association. >> Can you hear me? Good evening board members and administration. Dulsa Sandival, CSEA chapter president. I have come out of hibernation. My schedule has finally freed up a little. So, we have finally reached
067the first long break of the school year and it's much needed for staff and students. Our yearly germs and illnesses have been making their way around campus and we have runny noses, coughing, and sneezing at every dinner. Winter sports have begun at the middle school and high school campuses. Parent teacher conferences are beginning to wind down this week and award ceremonies are being held to showcase our students accomplishments. We're excited to finally see the district at on offering district staff CPR first aid classes. We've been advocating to get staff trained for several years now and it's great to see the district finally listening and offering two sessions this school year. I myself have signed up for the first session being offered this month and I'm excited for the start of providing classified staff the opportunity
068to be trained. It's unfortunate that we've lost a principal at Mark Twain as that site has been having huge behavior issues all year and requires support of a full administrative staff team. I don't believe that seeking in-house applicants to serve as an interim principal is the best approach by the superintendent as that will leave another site short staff and we're already short staff at several sites. The suggestion of a survey to seek out public input for qualities in the principal is not ideal and we've seen it does not work. By this point, the district and the board should know what is needed in a new principle for the site. Previous survey should have sufficient information on what qualities the community seeks. I would also advise that marketing staff be surveyed on what they believe is
069needed and their new leader and also the site staff and the unions may be included in the interview process as having a varied interview panel is beneficial to choose the best possible candidate. We are looking for longevity in the new principal and a commitment to the community and students, not just someone using us as a stepping stone for a higher position. The students and staff deserve a committed individual looking to build a connection for years to come and improve the overall campus culture and environment. The behaviors at the elementary levels continue to increase and several classified staff members continue to be injured in the process. CSEA continues to advocate for the district to be open to adding different job titles, job descriptions, and pay ranges to address the needs of different types of class settings
070for par profofessionals. The behavioral issues continue to increase year after year, and the district continues to fall severely behind other districts that have evolved and expanded on having different types of PAR positions. We've experienced an increase in district office administrations trying to change or add duties to classified decisions without consulting CSEA and taking the proper steps. We do not condone insubordination of our members, but at times it may be the only way that we will be heard. Negotiations have been slowly moving along if we've had three meetings so far with the district in October and we are scheduled to meet again in December. It's extremely frustrating when the district's team is not well prepared and we end up wasting time in caucus instead of actually negotiating. The sharing of requested data is frustrating at times
071since it may take longer than expected or it's incomplete and that stalls our discussion of counter proposals. The district radios for staff. There seems to be a shortage of district radios available for sites. We've come across several situations where radios are not regularly available for yard duty supervisors or par professionals on duty. This is a safety concern and should be addressed by investing in purchasing more radios to have in a district's inventory in the event they are damaged or a site requires more. There are these are tools required for some of our for our members to be able to complete their job responsibilities. Our cell phones are not to be used as a means of communication for a job since we are not provided a district cell phone or an incentive to pay our personal
072phone bill. and we are saddened by the recent senseless act of violence towards one of our students that resulted in the loss of his life. The district administration must remain vigilant because these situations almost always result in more violence within the community that may even expand into our school campuses. I hope all of you have a wonderful Thanksgiving with your loved ones. Thank you and have a great evening. Thank you. Public comment. Members of the public wanting to provide public comments on items listed on tonight's agenda, we recommend you fill out a public comment form on the table on the forum and hand it to Miss Gonzalez before the item comes up on the agenda. We may recommend you complete the separate item a separate form for each agenda item you want to comment on.
073Members of the public providing comment, please use microphone on the podium in the middle of the boardroom. Do we have any public comments action items? Consent agenda. Do I have a motion to approve? >> I motion. Do I have a second? I'll second. >> Any discussion? >> Oh, I will again voice my concern about sending staff to out of state for training when California, TSBA, and all kinds of other training can be done. California. So that is a concern. My second concern is in looking at the request according to the um notification breakfast and lunch is going to be provided by the training facility. We should not be paying our staff for breakfast or lunch and slipp by four people that auto pinned it and sent it to the board. Again, I'm going to say
074you need to review the documents that you send to the board. Everyone has a responsibility to review it and make sure it's accurate before it comes to this board. Just like a broken record. Thank you. >> Do we need to address? >> Yeah. So, I believe uh yes, we'll we'll review them. Part of it is that is an estimates and then when it comes back at the end for actual payout then all of that's kind of squared away. So um that's that's normally the process. >> But if it says it's paying for breakfast and lunch you don't even put it on. >> Yeah, we can do that. >> All right. Um let's see. Vote roll call. Sandra I >> Valerie I Sammy. Hi. Patty >> I >> and I >> personnel approval of contract amendment
075for 2425 superintendent employment contract and confirmation of reattractive payment. So on October 22nd 2025 uh the board approved the new contract for superintendent Bina. The contract places superintendent on step three of the salary schedule beginning in 2025. This a session will confirm the retroactive payment based on step two for the 20 24 2025 school year and step three for the 2025 26 salary schedule. Do I have a motion to approve? >> I'll make a motion to deny it. >> I'll second. >> Great. Not familiar with this process. Do we do a discussion? >> Yeah. So, what you would do first is um is go through it and then see if everybody agrees. If there's not an agreement on on that, then you can open it again for another vote and someone would in essence do
076the opposite. Make a motion to approve. And so, really, you get a motion to approve. >> So, really that should go first. >> Okay. >> They're just saying that they're going to say no during that that motion. So, you would say motion to approve if someone's >> would first second vote and it can be 32. That would be the caution. Yeah. >> All right. So, we'll go ahead and do the motion to approve. Um, do I hear a motion to approve? I go ahead and motion to approve. Do I have a second? >> I would like to hear the discussion. >> Discussion before the approvals. Okay. Go ahead and let's do the discussion. >> So, when we were reviewing the employment contract, so this is what he's asking for is to go establish step two.
077We never agreed and we never discussed for the 2024 2025 school year to place Mr. Patina on the step two of the salary check. It was that he was requesting more money he out of his contract in addition to his 1.5 that is mandated by the contract and the cola that was given to everybody else. We said no that we would go by the contract for the 2024 2025 school year. How would you like to put a 2024 retroactive to a salary schedule that was not adopted until a year and a half later makes no sense. And that is why I'm going to say no. That is out of ordinary. That is not within the contract and that is not what this board agreed to. >> So during the the meetings with our attorney, we
078did discuss that because we did not bring his contract up uh the last evaluation that we would go ahead and go retroactive. So this was based on the conversations and a meeting that we had with um attorney >> retroactive for the 25 school year for based on the new salary schedule. There was never any discussion for the 2024 2025 that he would go to salary step two. Matter of fact, it was discussed when when we talked about placing them on seller step two in order to negotiate with the other items that this board wanted. We agreed to place them as step three. That's what we agreed on. The contract for the the original contract should be binding until the new salary schedule is placed in effect. And that's what we did. So, if you're saying
079if you're saying you want to go back and retroactive 2024 2025 to the salary to the new salary schedule, then what about the one-year extension that he was already given? That is based on the old salary schedule on his old contract. I mean, not the salary schedule. Uh the only reason why this was brought back up was because during the October meeting, this was supposed to be part of the readout based on the discussion with the attorney and it was left out. Megan apologized for it being um omitted from the the uh contract. Um and I know I recalled that we did discuss because there was two evaluations. So we said no you know no we're not going to go ahead and grant anything for the first year evaluation because it was very short time
080when he first arrived to have the evaluation but we did agree to do something a retro for the second year. So that is the reason why this was brought forward and discussions with the attorney was done after the last meeting to make this whole. Um, I don't really know what else to tell you other than that was based on the attorney conversations based on the meetings that we had as a board. I I don't recall to me the step two portion of it. It's a little bit um I guess confusing because we were not on a step we were on a regular evaluation salary. So we did discuss though a retro pay for the last year that we did not bring the contract back after the positive or satisfactory evaluation that we had. >> Discussion
081for the retro was based on the old original contract not the new salary schedule. So I'm going to disagree with you. >> What does that difference mean? >> And and really theoretically if you do the math it's $965 difference. That's not the point. Point is, the contract was in place until we adopted the new salary schedule and placed them in step three. That contract binding, we never agreed to retro 2425 to salary step two. Never was that discussed. >> Can I interject on something? So part of it um other than what uh president um systems already mentioned the backup for this was because also for stirs um because of the jumps. So that's why uh Miss Macy actually in the in the packet itself there's the the signature page with the readout was for the
082stir component as well because they they look at all those things when they're looking at retirement. And so uh in addition to what you stated already um and I don't want to get too much into it because a lot of this conversation was in close session. So that's the other piece and that's why we're we're here at this point with this part um already. So I think at this point moving forward with you know uh with the vote first and then you know if it's two that are no then it's documented that way. I mean it's really that but um you know I would advise that that's kind of where we go. Do we have any um probably wasn't any record or anything because it was close session but my only concern is that we
083did discuss and we did uh agree to not do the first year only the second year retro. So that's my point where I'm still like we agreed on that. I'm not sure where where's the wiggle room to go back on. >> I think I'll move forward in case somebody wants to approve. >> Okay. So then do I have a motion to approve? I go ahead and motion to approve. As I recall, this is the uh the attorneys and discussions that we had. Do I have a second? >> I second. >> Okay. All right. Roll call. Sandra, >> I. >> Valerie, >> no. >> Sammy, >> no. Patty >> I >> and I business consider agreement for agricultural services elementary school TK playground with Minai Associates Inc. Danielle. Good evening. So the district did receive one-time
084funding for TK implementation and with those funds we would like to explore adding a TK playground on the campus. The agreement with Manini is the next step in getting all the documents prepared for that. >> Okay. Do I have a motion to approve? I go ahead and motion. Do I have a second? >> I'll second. >> Any discussion? Roll call. Sandra I. Valerie >> I >> Sammy >> hi >> Patty >> I >> and I >> consider an agreement for project management services with school site solutions roas everyone >> can you hear me >> yes >> okay uh this is for uh agreement uh for services from general uh from uh schoolside solutions uh with the current uh project uh at Kings Lake for that area uh to help us uh facilitate any type of
085letters or any recommendations with the bottom agencies noted on the package with one being DTEC. So it'll be that agreement for for that agency to help us. Okay. >> Do I have a motion to approve? >> Motion to approve. I second. Any discussion? Okay. Roll call. Sandra >> I. >> Valerie. >> Hi. >> Sammy. >> I. >> Patty. >> Hi. >> And I. >> Thank you, Mr. Ross. >> And you have the next one. Consider an agreement of sampling services with McClkley Consultants. >> Check it out. >> Uh it's same uh these are differently consultants. It's for some sampling at the same site. uh Kins Lake close to it and adjacent with that or new property just where the bill is going to sit. So, they're going to do some more. We're gonna they're going
086to perform some sampling just to make sure everything's right with the soil and what not and then keep going with the project. >> Okay. Do I have a motion to approve? >> I second. >> Any discussion? >> Roll call. Sandra, >> I Future agenda items. Okay. Then go ahead and identify close session topics. The following topics have been identified for close session. Conference with regular negotiator personal matters. Any public comment on close session items? No. Okay. There is none. So can go ahead and adjourn to close session at 7:12. I need a motion to do. That was a snam.