Board Meeting 5-1-25

001Right on the dot at 5 p.m. Any changes to the agenda this evening? Yes. I'm pulling under closed session D1B. And that means I will also be pulling under E, convened and open session, 6, there'll be E, 6B. I'm also pulling under consent, under... Business approval purchase orders G 1 a PO number 7 and then last under L teaching and learning L1 I'd like to pull Cache Creek High School School plan. Can you repeat the second item pulled? Thank you The last item that was being pulled was item L1 Cache Creek High School school plan. All right any more changes to the agenda that we have before us from May 1st? All right hearing none Can I get a motion to approve the agenda without item D 1 B? Make the motion. Plus item E

0026 B plus item G 1 A PO number 7 and minus L 1 related to Cache Creek High School site plans. It's been motioned by Trustee Rodriguez. Can I get a second? Second. It's been motioned by Trustee Rodriguez, seconded by Trustee Garcia. All those in favor say aye. Aye. Thank you very much. It is passed by all those board members present, minus Trustee Richardson-Fowler, who is not here. Moving on to public comment for items in closed session agenda. Thank you very much Monica. No public agenda for closed session Your own personal lives to make sure that you come prepared and that you spend this evening at a board meeting with all of us Same goes to our staff or superintendent Thank you very much, Monica, for being here this evening. On top of all of

003our personal commitments and circumstances, I want to say thank you for being here and acknowledge your families for letting you be here and spending time with us. And I can't stress it enough, and if you hear me continuing to repeat myself, it's because I don't have the words to say thank you for spending the time and investing in our students and their future. Let's go ahead and move on to closed session. The board will need 15 more minutes, so we'll start at 6.45. The board will need 10 more minutes. We'll start at 7 p.m. Thank you guys for your patience. We will be starting up at 7 p.m. All right, it's 7 p.m. Thank you very much for your patience this evening. I would like to reconvene an open session. Thank you to my colleagues

004for your patience and your hard work. Thank you very much for your time. Thank you to our staff. Thank you to our teachers. Thank you to everyone here. Before we go on to the Pledge of Allegiance, I just want to make sure that I make everyone aware of some items that were pulled off the agenda this evening. For the record, D1AB was pulled. Item E6B was pulled. Item 618 pertaining to the purchase order number seven, Legos was pulled. And the last one, item L1. report for Cache Creek High School was pulled. Did I miss anything? Thank you very much, madam. All right, so moving on. Thank you very much. Let's proceed with the Pledge of Allegiance. This evening, leading us in the land acknowledgement statement will be Trustee Laura Brubaker. Thank you very much. We

005should take a moment to acknowledge the land on which we are gathered. For thousands of years, this land has been the home of the Patwin people. Today, there are three federally recognized Patwin tribes, Kachaldehi Band of Winton Indians and the Colusa Indian Community, Kachaldehi Winton Sorry, Quetzalcóatl, Winton Nation and Yojidishi, Winton Nation. The Patwin people have remained committed to the stewardship of this land over many centuries. It has been cherished and protected as elders have had instructed the youth through generations. We are honored and grateful to be here today on their traditional lands. Thank you very much, Trustee. Leading us in our equity statement will be Trustee Rodriguez-Molica. All students deserve excellent schools, which are culturally responsive and set high expectations, a high-quality learning environment, and equitable resources to ensure that they are reaching their

006full potential. WJUSD will be purposeful about providing equitable access to all essential educational opportunities for all WJUSD students, especially diverse and disadvantaged students who have historically been underserved by educational institutions. Thank you very much, Trustee. I would lead us in reciting our Board of Trustees agreements. We agree to check in, remember our larger purpose, boundaries, remember that individual decisions are not personal, open, aspire to finding common ground, having empathy, being respectful, and assume best intentions. Proceeding with the next item, Board Item 5, Announcement of any Action Taken in Closed Session. There was no action taken in closed session this evening. I'll go ahead and move on. Well, actually, we do have action. Yes, we do. And I don't have a statement to read. I apologize. I'm sorry, Board. Trustees we need a little bit more

007time to continue preparing the document. Okay, so we're gonna go ahead and come back to that We're gonna go ahead and go on to item F public comments for sections G and H community engagement Anything there Monica? No public comment. All right The next item is item G consent agenda any changes to the consent agenda I'd like to pull the I'm sorry a board president. I'd like to pull the purchase order So G1A? G1A? No problem. We can go ahead and do the public comment as soon as we're done right here. Okay. I'll hold the vote before, okay? G1A? All right. We're pulling G1A. Any other items? All right. Can I get a motion to approve the consent agenda without item G1A? I'll make the motion. Trustee Rodriguez, motion. Second? Second. Second by Trustee Garcia.

008All those in favor, say aye. Aye. Aye. Motion passes unanimously. All right. Item G1A. And we have a public comment. We have Irene Diffentorum. Thank you very much for your patience. Thank you. I know you pulled the item. My name is Irene Diffentorum. And I am the CSEA Vice President and the Library Tech at Dingle Elementary School. To all of our principals out here, happy Principals Day. $27,000. Many of our classified staff don't even make $27,000 a year. A year. Yet, that PO was brought to you for Legos going out to our schools. 64 hours. Two people working a total of 64 hours for $27,000. It works out to be $421.88 an hour. Thank you for pulling it. But please, please question why it was even brought to you. After we purchase these and they're

009brought to our schools, who's going to make sure that they go out to classrooms? Is that our library text that makes sure everything else goes out to our classrooms? Because as a library tech, I'm already checking out Chromebooks, checking in Chromebooks, writing up damaged Chromebooks and sending those in, seeing classes almost every other hour or every hour a day, checking books in, checking books out, shelving those books. Providing academic and social emotional support to our students that I can tell you the parents have thanked me for. Providing social emotional support for our parents as well. And you want to add us, I'm guessing us, checking in and out Legos. Who's going to count each and every one of those Legos when they go out? Who's going to count each and every one of those Legos

010when they come in? I don't think in my six hours a day that I can put that on top of everything else that I do. Bringing this up makes the community wonder about the district spending. It makes them question whether we have the right people. our district Thank you. Thank you very much. All right board Any questions related to the PO list? All right. Can I get a motion to approve the PO list without item number seven? I make the motion. It's been motioned by trustee Rodriguez seconded. Can I get a second? second second by trustee Richardson Fowler all those in favor, please say aye aye all those Any abstentions? I'm abstaining. Any nos? All right, so it's passes with five board members and two abstentions. Abstentions, Trustee Rodriguez-Molica and Bautista Zavala. Thank you very

011much. Moving on to item H, community engagement. This is the recognition of our 2025 classified school employees of the year program. Can we please have Maria De Mora, custodian at SciTech Elementary, and Sonia Garcia, admin secretary at Woodland High School. Thank you very much. So I'm going to go ahead and read a little bit of background. Each year, Woodland Joint Unified School District participates in an annual statewide Classified School Employee of the Year program. The purpose of the program is to pay tribute to tireless efforts of classified school employees, school districts, and Yolo County submit these nominees for this program to represent their district. Maria De Mora, Custodian II at SciTech Academy, and Sonia Garcia, Administrative Secretary II at Woodland High School, were nominated to represent the Woodland Joint Unified School District. Yolo County Office

012of Education oversees... selection committee to review countywide submissions and identify Yolo County Classified Employees of the Year. Sonia Garcia has been selected as a 2025 Classified School Employee of the Year for Yolo County in the Clerical and Admin Services category and has now advanced to the state level for consideration of the 2025 CSEY by the California Department of Education. In addition to this recognition, Maria De Mora and Sonia Garcia will both be recognized in our District 2025 Classified School Employees of the Year during our Yolo County Excellence in Education Awards ceremony later this year in September. Thank you very much for your commitment and service to our schools, to our students, and being such an excellent staff. Our board is excited to celebrate you guys this evening, but most importantly, we appreciate your service and

013we hope that you continue to want to be with us. Thank you. So we just want to say that we are very, very proud. Thank you for making us proud and helping serve our students and our community. And if you have anything you'd like to say? I just want to say thank you. This is Sonia. This is Sonia. So I just want to say thank you, Beatriz, for nominating me and everybody else that voted for me or whatever. So thank you. Just want to say thank you to miss Martinez miss wall miss Kendall miss Silver miss Oliver miss Rosie miss Mayra everybody. Thank you Thank you very much We're gonna respectfully move on to the next item which is item h2 presentation of resolution 76-25 and this is an honor of Employee Appreciation Month for

014May 2025 and this will be presented by trustee Garcia on behalf of the board Thank you. It is my honor to present this this resolution to Elisa Hidrogo, Maria Contreras, Rosy Caraveo, and Sandra Reese. Can you please come to the podium? So you are representing all of our staff, our administrators, CSEA, WEA, on unrepresented staff. Each of you, thank you for the work that you do in representing all of your colleagues and peers for this very important recognition of all our employees. ANY OF YOU WANT TO SAY A FEW WORDS? BEFORE THEY START GIVING SOME WORDS TO US, I WOULD LIKE TO SAY EVERYONE HERE IS VERY SPECIAL. SO THE STUDENTS HAVE IMPACT ON THEIR LIVES, THE TEACHERS AND THE PARENTS. EVERY SINGLE ONE IN OUR DISTRICT MAKES A DIFFERENCE IN OUR FUTURE COMMUNITY. AND

015I WOULD LIKE TO THANK YOU FOR THE LIVES YOU CHANGED TO BE, TO SELECT US. to be with that and work with the heart. Thank you so much. I prepared an hour speech, so I hope that's okay. I am just thrilled to be here and offer my sincere gratitude to the board. It's an honor to serve this community, the students, the community as a whole, and I am extremely honored to work with the dedicated personnel that we have here, educators, staff members, administrators, and your support means the world. Being in education isn't easy. I wrote this down. Only in education do you find yourself calming a student, answering an email, unjamming a copier, and dodging a flying gummy all before 9 o'clock in the morning. Or in high school, right after a photosynthesis lesson, they

016ask whether or not senioritis is actually a medical issue. It is. Thank you for appreciating us. We appreciate you back. Maria Contreras, I just want to say thank you to the Woodland District. I grew up here, so being here is an honor. I think that educators are the path. of our generation and also our future, even our present. So as an educator, I believe that the foundation starts at home and we as educators, we build onto that foundation. And that's something that I do every day in my classroom and I just want to give everybody at Freeman Elementary School where I do work and I'm there at seven in the morning, if not 6.55, but I'm always there. early in the morning. Why? Because I want to start early for my kiddos. Be prepared. Every

017day is a new day. So what happened yesterday, what happened yesterday, what's going to happen today, it's going to be an adventure, not just for myself, but also for my students who are my little teachers. And that's who I consider. I'm learning from them. They think that I'm teaching them, but they're teaching me to be a better teacher every day. Thank you. I'm Rosie Cravalho and I am your homeless and foster liaison and I really wanted just to say thank you for the recognition but also I couldn't do it with all the people behind me all the people that I work with and also the community so again thank you very much my name is Elisa Hidrogo and I'm the office coordinator at Freeman Just to really piggyback on what everyone said just we really

018can't do our job without the support that we have from everybody here from our staff from our community our parents and just Everybody so I appreciate everybody and I think everybody for this. So, thank you Thank you very much our next item on the agenda Respectfully moving on is item H H 3 I wanted to say I che Presentation of resolution 79-25 for foster care month May 2025 and this will be presented in on behalf of the board by trustee Richardson Fowler. Take it away please. All right Sherry come on up. I am just going to present that this month the Every time we have foster care or adoption month, I reach out to Sherry Schroeder, who runs the foster kinship group over at Woodland Community College, if I can give them a plug. They

019do such fabulous work training, continuing education, getting parents set up. to get new folks in their family and I asked Sherry to bring some brochures so that if anybody is interested in learning about becoming a foster parent or doing kinship care, she's your go-to lady. So I will end there and you guys take it away. At the end, I'll bring up our resolution and we'll go from there. And I want to introduce our family that's accepting this resolution. So it's the Hirshbergers. So Julie, Neil, and Constance, and they are part of your Woodland School District. So I really am going to let them speak on behalf of all of our resource parents. I prepared my one-hour speech as well. Okay, so thank you for including us in your meeting tonight on behalf of Yolo County

020resource families foster families We are happy to be part of the district's resolution for foster care month this May 2025 Foster families change lives when we partner well with community resources If I can I'm just gonna take a few minutes to share our story We became foster parents in 2014 when our four older children were out of the house and we were empty nesters. Sherry Schroeder, who has built a strong community through her foster and kinship care programs and Medicare programs, independent living program. She visited our church one Sunday morning to explain the need for foster families or foster homes in Yolo County. We had empty rooms and a tug on our heart, and so we were in. As foster parents for six years, we welcomed children in need of emergency and short-term placement. Over

021the years, 13 children were placed in our home, and we provided respite for about eight others. The individuals we cared for ranged in age from five months to 18 years old. We didn't consider ourselves as an adoptive family until Constance. Her short-term placement never ended. We adopted her just before her 12th birthday. At this time, I'd like to acknowledge what a gift the Woodland Joint Unified School District and the City of Woodland provide to our community and families. For Constance, her concerned elementary school teachers, principal, and school staff alerted the school's resource officer that there was a student who was truant and at risk. Following a legal investigation, Constance was placed into foster care in our home. Constance's life changed that day when her new community of support opened up and surrounded her. We can't

022say enough about the district's teachers and the staff we've met personally at Zamora Elementary School, Douglas Middle School, and Pioneer High School, where Constance is currently a senior. The classes and programs available to her and other students in this district opened doors. Her high school counselors, intervention specialists, coaches, and the Educational Talent Search, ETS program, provided opportunities previously not even thought about. Constance was able to take summer school classes through ETS at Woodland Community College, and she's currently enrolled in two dual enrollment classes with the college. I'll wrap this up. When Constance first came to live with us at the age of 10 in fourth grade, she was so deconditioned she couldn't walk two blocks to the neighborhood park without needing a rest midway. Fast forward to Pioneer High School. She competed on the girls'

023golf team for four years, track and field one year, girls' basketball team three years, and swim team these past two years. Constance went from truancy to graduating next month with an anticipated 4.3 GPA. She was accepted to all eight colleges she applied to, including UCLA, UC Santa Barbara, UC San Diego, Cal Poly, St. Louis Obispo, and her favorite, UC Davis. She'll be an Aggie in the fall. We're in contact and still friends with many other Yolo County Resource Foster Families past and present. We continue to support and guide each other. And the school resource officer who removed Constance from her home eight and a half years ago will attend the Pioneer High School graduation ceremony as well as the celebration in our home in June. We continue to encourage each other. Thank you again. We're

024happy to represent the community of resource families, foster families in Yolo County. Thank you. So I'd just like to conclude with saying that when you think you want to change a life or touch a life, I do think being a resource parent, you know, go on. Some go on to be foster adoptive parents. Most don't start that way, but a number move on to that. So I do think it's a beautiful thing, and this exemplifies exactly what we're trying to do. So thank you for having us so much. Thanks, Jamie. And I know they're going to want you too. Thank you. Dr. Wilson, will you join us for the picture? Constance, your name? I'm over here. Congratulations. Your name means steadfastness and embraces dedication and perseverance no matter the obstacles you face. Congratulations. I'm very,

025very proud of you. All right. Thank you very much. So I'm going to go ahead and move on to item H, our student reports, and then we'll go back to item E6A to take that board action. I just want to be respectful to our students and allow them to do their board reports. So let's go ahead and start with Cache Creek High School, Jem Hernandez. Hello? Okay. Good evening, Board President Bautista Zavala and Trustees, Superintendent Ortega-Lampkin, Executive Cabinet, and my community. My name is Jem Hernandez. I'm a senior at Cache Creek High School. My report tonight is the following. We want to congratulate Cache Creek's first-ever student who has received the state seal of biliteracy. Edwin Ortiz was recognized earlier this week at the district multilingual celebration. Congratulations. It's been nonstop testing for students at

026Cache Creek. We started with ELPAC testing, then our juniors completed SBAC, and this week we have our final NWEA administration. A few weeks ago, we celebrated our attendance awards and honor rolls. We recognized 43 students, including me, who made principals honor roll. Our open house will be open next Tuesday, May 6th at 5 p.m. This, oops, let me zoom in. Sorry, it's usually- It's okay, take your time. We will have food at Mr. Borelli's culinary class and we'll be making sweet treats and our art pieces that we did at Tanah and our projects done in our student support center will be up for display. And before I move on, I'd really like to emphasize how deeply important the next part of my report is to me and my community. Not only as a student, as

027a member, as a student board, I'd really like to make sure that these concerns are heard. I want to share concerns of many students at Cache Creek High School regarding the possible removal of our SSC, the Student Support Center. Unlike many other high schools, Cache Creek doesn't have athletics, clubs, after school programs, or even a cafeteria. What we do have is SSC and Miss Elise, the only space on campus that isn't a classroom and that gives students a chance to explore creativity and grow beyond the classroom. Miss Elise has built this room to something special. for a place for students. She's brought in woodworking, art, podcasting tools, and connected us with opportunities like a YOLO Farm Workers Festival and the Youth Leadership Conference. We also recently made wooden pencil boxes for our senior projects for

028the first graders at Woodland Elementary Schools, where students at Cache Creek painted and engraved names and special interests of the students that they are going to onto the wooden box, and that wouldn't have been possible without... the SSC or Miss Elise. We've heard this space might be taken away due to limited campus space. We're asking you to just please visit, ask questions and help us find another solution or option. Losing this space would mean losing the heart of our school and a safe place for our students and a special connection it's made with students at Cache Creek High School. Thank you and I hope you all have a wonderful night. Thank you very much. Question? Question for you? The leadership conference you mentioned, where was that held? Say that one more time. The leadership conference

029you mentioned, where was that held? It was at the Sacramento, the policy boot camp. I spoke about it a couple board meetings ago. It was two days, and I loved it. Thank you. Yeah. Thank you very much, trustee. All right, we're going to move on to Woodland High School. Hello, Mason Stewart. Nice to see you. Oh, man, I know. It's been a while. I've been busy at golf. Other than that, good evening Board President Bautista Zavala, trustees, Superintendent Ortega-Lampkin, Executive Cabinet, and our community. My name is Mason Stewart, and I am representing Woodland High School. My report tonight is the following. These last few weeks have been fun at Woodland High. Lately we have been putting on lunchtime activities on Fridays such as badminton games two weeks ago and a slime making table for students

030to decorate and take home slime. ASB is putting on a vendor day tomorrow at school which serves as a Friday lunch activity. Also during this past week we had our opening night last Friday for our school's Oh, for our school's theater classes play The Little Mermaid. I attended opening night, and I can confirm that the play is amazing, and I encourage everyone here to go support our awesome theater program. On Fridays and Saturdays, you can go at 7 p.m., and then on Sunday, you can go at 2 p.m. This is the last week to go, by the way. It's only $8, and you can get your tickets on GoFan. On May 17th, we are having our prom, which will be themed under the lanterns, which is also known as the infamous Rapunzel theme. Tickets are

031going to be on sale until May 16th, and the prices are $35 for a single ticket and $55 for couples tickets. As we reach the end of the school year, we are also getting ready for change and transition. This past week, we held our ASB officer elections, where I would like to congratulate Daniela Tamayo on President, Ivana Strawn on Vice President, Malia Johnson on Secretary, and Macy Cochran on Treasurer. We are also getting ready to host our class officer elections during the week of May 22nd. As well, on May 30th, we will be having our annual transition rally, where classes become ready for the next step on their high school journey. Not only is our school year coming to an end, but so is spring sports. Tomorrow night, we are having senior night for our

032baseball team, where they're going to play Rio Linda, as well as softball senior night is going to be next Wednesday on the 7th. To conclude my presentation, I would like to thank our principals for everything that they do, whether we see it or not. We're all very thankful for your hard work, and happy National Principals Day to all of our past and present principals. Thank you for your support and time, and have a good night. Thank you very much Mason. So at this time we're going to go back in the order of the agenda and we're going to pull bring back up item 6 e 6 a and This is board action to approve the appointment employment of the following position This is regarding the principal at Pioneer High School. And thank you very much

033for your patience. Our staff needed a little bit more time to develop the document accordingly. So thank you. Thank you for letting me bring this item back. So let's do the following. Is there a motion for the approval of the appointment of Heather King for the position of principal at Pioneer High School here in Woodland? So moved. Motion to approve. Second. Motion by Trustee Garcia, seconded by Trustee Villagrana. Thank you very much. And I'm going to do a roll call vote, all right? Bear with me you guys I'm having a little bit of trouble saying the names of all of our trustees this evening Trustee Villagrana, what is your pleasure? Yes, trustee Rodriguez-Molica. Yes, trustee Richardson Fowler. Yes, trustee Garcia. Yes, trustee Brubaker. Yes, trustee Rodriguez. Yes, trustee Bautista Zavala. Aye Motion passes unanimously Congratulations

034miss Heather King in your appointment I welcome you over to the podium. Good evening, Board President Batista Zavala and Superintendent Ortega-Lampkin and the rest of the trustees. I just want to say thank you so much. I am filled with so much gratitude to be here this evening. Just in this short half hour that I've been here, I've already... seen and heard so many things that make me know that I'm in the right place and that I am surrounded by people who have such high values with students and families and communities so I appreciate you and I hope to do the very very best I can for this community Thank you. Thank you very much Opening it up to the board and our superintendent if you would like to say anything Just welcome we're looking forward

035to working with you and making great things happen for all the students in our community But especially if you find your high school that's gonna be your assignment. Yes. So congratulations. We're really happy to have you on board Thank you so much trusty via Ghana. Can't go yet Almost No just publicly wanted to officially welcome you and looking forward to the contribution you're going to make and continue what was done there and provide the quality education that you know you're known for doing for young people and engagement as well and connections with the families. So you know hope you get to know our community as soon as you can. But again welcome. Thank you. I'm I've known Sandy for. 20-ish years. So it's a small world in education and in Yolo County. So I know

036that I'm inheriting an amazing school, and I just want to uphold that tradition. So thank you. Just going down, if anyone else would like to say anything. So I'm going to have a couple of years with you. As my youngest is a fifth grader, so she'll be matriculating eventually. And next year I'll have two there. I look forward to seeing you make the pioneer way your way, adding to the school. I'm just really optimistic about this. So thank you. I am too. Thank you. All right. Trust your Rodriguez. Bienvenida. Thank you. I welcome you to Woodland. I welcome you to our district. I welcome you to Pioneer High School and our other two high schools. Visit all of them. Absolutely. Make all the friends with families, our students, our teachers and staff. And I hope

037you feel welcome. I do. Congratulations. Thank you. All right, thank you for allowing us to go back in the agenda. We're going to proceed with the next item, which is public comment to the board on items on the agenda. Item J, no public comment. So we're going to speed through the agenda now moving on to item K. And this is superintendent's report. Take it away. Okay everyone it's been a super busy time of the year lots of events happening. There's a weekend every day of the week lately. This weekend on Saturday I want to thank our transportation department for being out at the Reed, Rumble and Rev by the library. We had lots of students that got to get on the bus. You would be surprised how some of our students, because we don't provide

038transportation for all students, they only go once in a while when they're gonna go on a field trip, how exciting it was for them to get on the bus. But this year was particularly special because they got to get on an electric bus. And not only did our students have fun, so did our parents. Learning about our electrical bus and all the gadgets and all the new bells and whistles that come with it. We also had our cool schools planting. Our Woodland Tree Foundation is going out and about and getting everybody excited and geared up for the work that's going to be done in the summer. So this weekend was Freeman's turn. And they had a lot of fun. And they've been having tacos at every single event and all kinds of fun activities. And

039then this Sunday, I had the opportunity to go to, I got invited to an event called the Community of Compassion, Embracing Our Neighbors. It was at Holy Rosary, and different people were there, as you can see, our city manager, Trustee Villagrana, our chief, and other community members were there to share about immigration and how we are supporting and the roles that we play in our different agencies that we represent, and just reassuring the community that we're here to support them. available to answer any questions they have. And then we've had tons of open houses. So here's just a little flash of the open houses we had. It was Prairie and SciTech and I'm gonna forget some more. It was last night. playing field. So lots of activities. I want to thank our teachers. Our teachers

040have been amazing at all showcasing and I just saw Douglas Douglas and Lee Mill School. I mean there's been so many open houses. We have a few more next week and then we'll be done with open house season. But it's an opportunity for our schools to open their doors to all families for kids to showcase their learning and also for students to see what's up ahead. What grade level they are coming up to next and getting to know what who might be their teacher next year. So I want to thank our principals and our teachers for all the work that they did to make it very inviting and showcasing all the work wonderful work that they do. And then we had an awesome multicultural celebration on April 28th. We had over 600 students being recognized

041from little all the way to high school, recognizing their progress in biliteracy, whether they were being reclassified, receiving a pathway award, or receiving the seal of biliteracy. We did have one student this year that received the seal of biliteracy in four languages. And we'll be bringing her forward in the future to recognize her for her multilingual skills. So it's very exciting to see this continue to grow in our community. A lot of happy families. And with all those things happening in the evening and things happening on the weekend, we're still really busy during the school day and our staff busy still continue to learn because we're continuing to learn every single day and our literacy paraeducators are still receiving training, building up those skills when they're working in the classrooms to support our literacy goal.

042So we're training our paraeducators. We're also, I don't know if they came yet, but we do have somebody from Grand Canyon that has scholarships available for for any of our paraeducators who might want to pursue teaching. So not only are we training them to work in the classroom, but we're also encouraging them if they want to continue pursuing a teaching career in our district. We also have CPR sessions happening with our staff. We have another one coming up for parents. I just wanted to inform the board. I ran into one of our cafeteria workers today who was telling me that she, her and her colleague had received the CPR training. So it's opened up to different staff members who want to come and get their CPR certification so that they are prepared to support. any

043emergency that might happen in their area. So today, I just happened to be running around with Spencer today and one of the, two of the ladies, right? Yeah, Otepoya? Yeah, they were saying, oh, I just went to CPR. So they were just sharing about being excited to have been trained and receiving the certification. We also had the fourth day we completed another round of Youth Development Institute. Here are some folks that received, as you can see, they're acting like youth in that picture. They had a lot of fun learning about youth development, the framework, and working on setting goals and going back to the schools to continue to build on that focus and continue to build the knowledge and building the foundation and to continue to grow in our area of goal four. And then

044we had so much fun visiting schools. So we went to go visit, speaking of youth development and student voice and providing spaces for students to do things that are important to them. And here's one example at Woody's Closet at Woodland High School. I had an opportunity to visit Woody's Closet with our president, Trustee Zavala. And you need to go when the next opportunity is usually open on Wednesdays, I hear. Sometimes they try to open a couple days a week. But students were so engaged in shopping. Everything's free. They just go in and take what they need. They were shopping for their mom for Mother's Day. One student told me that their mom was going to a job interview, and she found a dress. for her mom because her mom didn't have a dress to wear

045and then her mom got the job, so that was great. And then, you know, one of the things I, one of the students there that Justy, Sawada and I are with, she also has an interest in going into retail. and she's interested in fashion. And so not only does this provide a social need for our students, but it also opens up thinking about career paths and so about entrepreneurship. And so that was really, really fun. The students were completely ignoring us because they were so into the clothing there, and it was really cool to see. And then the Superintendent Advisory Council students here wanted to point out that some of our students are moving on because they're seniors. And as you can see, we have the picture with me with the four boys. Those are

046our seniors that are graduating and they received their... Tassels to represent their recognition of being on the superintendent advisory and so then we took a picture with the whole group They're still working really hard on their projects They're gonna be meeting on I believe the May 17th on a Saturday where they're gonna be getting updates on all the grants that they gave away and they're gonna be getting updates and then they're gonna have another celebration and some of these students are also going to be continuing on to the leadership camp this summer as the facilitators so we continue to build on our build up our young people today this morning I spent the whole morning with Spencer and Jerry I was joking around that I was Jerry Springer because you know Jerry and then Spencer

047Springer I don't forget it anyway we were just having a good time So we want to recognize, we had a lot of fun. We got to ride on one of the new vehicles around with Spencer and get to spend time talking to Spencer. You ever had a chance to hang out with Spencer? He's a really nice man, really cares about his staff. It was very evident to see that as we walked into all the main kitchens to recognize him. They received these nice t-shirts that says child nutrition. on them and some hats that they can wear to work. They're very nice quality and they felt really special by receiving this from their supervisor. We wanted to recognize them for school nutrition and tomorrow I think they're gonna get another little surprise visit from Spencer. But

048our nutrition staff, I think. Sometimes I think they may feel that they're just in the kitchen providing food But they are a critical part of every student's day in school Every you know students walk through the cafeteria get their food every single day And I emphasize with them to letting them know that what they do every day matters that they make an impact with our students That the first thing that parents ask most parents ask is did you have lunch today? What did you eat? Right. That's one of the questions that are asked from our parents. What did you have fun at school? What did you learn today? What did you eat? And, you know, the memories that students have in the cafeteria, the smells and all those things that will carry them on forever.

049They'll remember those experiences, their favorite foods and sometimes not their favorite foods. But anyway, I want to want to thank our school nutrition staff for all the work that they do and for Spencer for his leadership. And then you got to state and federal funds, federal updates. You know, we keep hearing different information. I just got something today or yesterday. It was recently. And so as we receive these notices, you're hearing a lot of things on the news. We're gonna need to keep an eye on it not panic but not ignore it and take it seriously But not overreact at the same time so we're keeping an eye on things waiting to hear from direction from the state and seeing how that impacts our district when I start getting more concrete information probably by the

050May revise June through the summer where it's gonna start amping up and when all these The challenges that the state of California is going against, you know, some of the things that are being brought forward by the federal government. We'll get more information, but just be reassured that we're keeping a pulse on all this. And as soon as I start hearing more things that we need to start considering as a board and a community, I'll bring it forward to you. And that concludes my report. Thank you very much, Superintendent. Any questions for our Superintendent this evening from the board? All right. Moving on to item K-2, report from California School Employee Association. Thank you. Good evening superintendent Ortega Lampkin president Bautista Zavala board of trustees cabinet and community My name is Rebecca Rossiter I proudly

051serve as the library technician at Douglas middle school as well as the president of chapter 118 of the classified school employee association Our negotiation team met with the district's team twice since my last report in March We will meet again on May 6th and the 13th We are so proud of our members Sonia Garcia and Maria de Mora and Congratulate them on their selection as the Yolo County classified employee of the year in their respective categories They represent their professions and all of our classified staff. Well Thank you for recognizing our nutrition staff this week. I do agree with you Spencer's a pretty good guy and Genuinely appreciates and supports his staff as best he can A few weeks ago, one of our library techs sent an email to the superintendent and the board advocating

052for ongoing funding to update and keep up to date our school libraries. The letter included graphics with data. Some of the information, specifically the data, was shared within the district office and negative assumptions were made based on the incomplete information. I spoke with the superintendent about this and she communicated that she didn't know how this information was being spread, but did agree that the letter was written in a positive, advocating way. Just this week, the principal of the school that the library tech works at walked into her library and told her to stop asking for money. I notified the superintendent of this as well. I think all of the library techs were disappointed to hear the minimal response from our school board as well. It is well known that this board is developing a literacy

053plan and one would assume libraries would be a component of that plan. An especially disappointing response was the question, what did your principal say when you asked them to increase your library budget? This assumes libraries are given a budget. Most libraries only funding is from their book fair For those libraries that do not receive a budget the answer to a request for funding is always we don't have the budget for that Library techs much like teachers are purchasing supplies for their library with their own money I've spoken a few times about contracts and the need to dive into how many there are and how much these are costing the district I Wanted to highlight a few items on the peel list since January February 20th, 25, PO number five for $223,267.91 for Lego sets for

054the elementary schools. I've been told that multiple sets of Legos for specific grades and several sets for the whole school will be barcoded and stored in the libraries. Teachers will need to be trained before being allowed to check them out and as far as I know, there isn't a replacement plan for missing pieces. Will training be done each year? Who will train the new teachers in subsequent years? Did anyone talk to library techs about their capacity to store boxes of Legos? One of our schools in particular is a portable, or not the school, the library at the school. Today, there was a PO that was pulled for... $27,960 the PO was going to be for two trainers to work four days to prepare Lego sets for use which included unboxing applying stickers opening and emptying

055bags and updating and naming hubs. There is a note highlighted on this PO document that says important to note there are not any days of product training on this quote that will be a different quote. I appreciate the board pulling this item. I imagine there are some classified staff that would be happy to work on a special project for a few thousand dollars to unbox and label Legos. I want to note a few other purchase orders under special education. Speech Therapy Consulting Inc. spent in 23-24 $86,748. On January 23rd, PO number 8 was added. was approved to add $150,000. On April 17th, PO number 25 was approved to add another $133,650. New Direction Solutions, LLC, spent in 23-24, $660,379.62. On April 17th, PO number 17 was approved to add $205,225 for OT and PT services.

056On April 17th, PO number 18 was added for $210,504 for speech services. Eaton Interpreting Services spent in 23-24 $76,440. I keep saying that wrong, but $76,440. On April 17th, PO number 12 was approved for $55,300. These purchase orders are for contracts under which at least 35 people work. Roughly half of those people are working in positions that belong to our bargaining unit. Some of these positions were not advertised for recruitment before contracts were approved and people fill these positions. The board is citing fiscal responsibility and a desire to not deficit spend as reasons for eliminating positions It has also been stated that future eliminations will be needed to provide salary increases. I would expect that Decreasing contracts and hiring and retaining qualified staff is a part of that fiscal responsibility Thank you, and this concludes

057my report Thank you very much What would have been a appropriate response to the email about the library? I think an appropriate response would be asking how support can be given for funding if they had ideas on how to increase funding for their library what they were doing to get funding currently Something like that. Thank you. Mm-hmm. Thank you very much any other questions board, okay Report from Woodland Education Association, WEA. Thank you very much. Good evening, Superintendent Otraiga-Lampkin, President Batista-Zavala, Board of Trustees, Cabinet, members of our community. My name is Kyle Pease. I am a chemistry teacher at Woodland High, and I serve as the vice president of the Woodland Education Association. Before I begin, I want to share that WEA President Rebecca Bernard wishes she could have been here this evening, but she's

058grateful to have me here stepping in tonight and to share a few important updates on behalf of our membership. First, a reminder to graduating seniors, tomorrow, May 2nd, is the final day to apply for the first annual WEA Memorial Scholarship, honoring two of our beloved educators, Delia and Zamudio and Mike Owens. One $500 scholarship will be awarded for a graduating senior from Pioneer, Woodland and Cache Creek High Schools. Award decisions will be made next week. Applications can be submitted at woodlandeducators.org scholarship. The scholarship reflects the union values Delia and Mike embodied and ensures their legacy lives on. by opening doors for students to grow, thrive, and carry their spirit forward. This scholarship, no, no. In the same spirit of honoring the past while building on the future, I also want to recognize tonight's meeting falls

059on May Day, a day rooted in labor history and celebrated worldwide as a time to reflect on the power of collective action and ongoing fight for dignity, fairness, and safe working conditions. As educators and union members, we are proud to carry on that tradition forward through bargaining, advocacy, and community. Next Tuesday, we are excited to bring all our members and their families together for a celebration at Woodside Park just in time for Teacher Appreciation Day. President Batista Zavala, Trustee Brubaker, and Trustee Richardson-Fowler will join us in honoring the educators who are at the heart of our schools. With tacos, games, and good company, we will come together to celebrate Woodland's educators. And as a tradition in education, appreciation is most powerful when matched with action that sustains and strengthens the people who make our schools

060thrive. As we look ahead, we remain committed to building a district where talented educators are valued, supported, and inspired to stay and grow. On Saturday, May 17th, WEA members will join thousands of educators across California for a mass action at the Capitol in Sacramento to protect federal funding for public education. Teachers, CSEA staff, and any trustees interested in standing with us should plan to arrive by 11 a.m., wear red, and be part of a powerful collective message. We must protect school funding, special education, Title I, and student nutrition programs and reject efforts to dismantle public education from the top down. This is not about partisanship. It's about safeguarding the programs of our most vulnerable students rely on and ensuring California schools remain places of safety, equity, and opportunity. Just as educators across the state prepare

061to... rally on May 17th to defend public education funding, we must also examine how decisions are being made right here at home. As you move into tonight's agenda, WEA urges the district to reflect on the impact of recent staffing reductions and what they reveal about our priorities. Cutting frontline roles like attendance liaisons and health techs, especially in a district still grappling with chronic absenteeism, carries a real cost, not just in dollars, but in student outcomes, staff morale, and public trust. These cuts were made just before top management salaries rose, and district continues to hold over $60 million in reserves, far beyond the state's minimum recommendation. A budget is more than a spreadsheet. It's a statement of values and priorities. Reducing the very positions that keep students safe, present, and supported while protecting top-level raises sends

062a troubling message about whose roles are truly prioritized. WEA calls on the board and the administration to closely monitor and track the impacts of these reductions and to take responsibility for how they affect student learning, work-based culture, and district stability moving forward. Meanwhile, our members are awaiting a response to the salary and benefits proposals WEA submitted on March 12th. Our bargaining team is scheduled to meet with the district again on May 7th via Zoom for a shorter session, followed by in-person sessions on May 29th and May 30th. We remain committed in reaching a fair agreement that sustains the educators our students rely on. And we're hopeful that the upcoming sessions will help us do so before the year comes to a close. Our students cannot wait, and neither can we. Thank you, and this concludes

063my report. Thank you very much. Yes, ma'am, Superintendent. I just want to apply some clarification because I know that was very difficult. making some decisions some priorities and I just want to Just emphasize that we prioritize not touching counselors IT WAS VERY DIFFICULT. AND WE WENT THROUGH THAT PROCESS IN ORDER TO BE IN A BETTER POSITION TO NEGOTIATE AND COME TO A RESOLUTION SOON. I KNOW IT WAS VERY DIFFICULT AND WE DID ALSO REGARDING THE HEALTH TECHS, WE DID HAVE LVN'S IMPROVING OUR SERVICES TO STUDENTS REGARDING HEALTH. I APPRECIATE, I UNDERSTAND WE DON'T WANT ANY CUTS. I GET IT. DO I? SO LET'S JUST CONTINUE TO WORK TOGETHER AND COME TO A RESOLUTION. Thank you very much. All right, we're gonna go ahead and move on to reports from the board who would like to

064go first? Trusty Rodriguez, Mojica. Go ahead I wanted to take the opportunity to share some of the planning that we have been doing for the May 15th improving student outcomes study session I have had multiple meetings with our superintendent and President Bautista-Zavala also joined our last meeting. And as a reminder, we're going to have a series of meetings. The very first one's going to be on May 15th. I don't have the dates for the other ones right in front of me, but the second one I know is in June. And then maybe our superintendent can talk a little bit about the shift that we had to make for the third session. Each of the sessions will be about... four hours. We're starting at five and going up until about nine o'clock. And for the very

065first session, it'll be a little bit different. What we're planning on doing is reviewing some of the research. I've been reviewing some of the research. I'll have a little presentation. We'll be sharing some of the articles that will be included in there too. And this will be all research focused on improving student outcomes. with giving priority to meta-analyses and more recent ones as much as we can access those. So it'll be about an hour and a half, two hours for the research presentation piece to kind of contextualize what research says in terms of improving student outcomes. And then we will shift over to presentations by each of the schools. So each of our schools will be sharing. I have some of the questions that will be guiding their presentations. They'll be sharing an overview. So

066they'll start with what their strengths are over the last three years, their areas of need, what they have been working on to improve those areas of need and whether or not those have worked. You'll see some similarities to what we have seen in the school site plans on that one, but it'll be a good refresher. share some of the school demographics as well, including the SEL screener data that they have available. We'll also hear about teacher and teaching information, so the average number of years of teaching experience for teachers at that school site, and the percentage of teachers that have taught in the same grade level for the last three years as well. And these are mostly for elementary schools. We'll start with elementary schools and then work our way up to secondary schools. We'll

067learn about professional environment as well, how often the teachers at the site are able to collaborate. If they do have PLCs, what those PLCs look like at the sites, what opportunities for meaningful feedback teachers have on their instruction as well, and any other opportunities that they have to be able to improve their classroom instruction. Then we'll have information on extended learning opportunities So this will include include enrichment programs after-school programs things like that and anything else that they have and then each school will close with Anything else that they want to share about what they're doing or what their thoughts are on? improving student outcomes and we'll have an opportunity to be able to chat with them ask questions and then we'll move on to the the next school presentation, so I want to do

068sure this to kind of So you can see kind of where we're headed I don't know if any of you have any feedback or if you have any questions I definitely welcome all of that, but I know superintendent Do you want to share a little bit about the shift for the third? Yes for the third session. We had a scheduled for July 17th but after looking closely at all kinds of different schedules everybody's starting to roll in in the summer and we have some some scheduling conflicts we like to propose that we shift that to the July 24th regular board meeting we already have a meeting on that day we usually have a light agenda because we're just trying to make sure that we do closed session and not closed session consent items so that

069we can keep hiring and and and any POS that we need in order to get the school opening and so after talked it to Trustee Mojica we felt that we can shift it to that day. Maybe start earlier on that day so that we can stay within the four hours and just focus on the consent really pieces and do the the last session on the 24th and that be one less meeting on your schedules as well. So it meets multiple needs. The other thing that I will add is since it's a study session we wanted it to be a little more workshop II so we are discussing instead of having that study session be here at the dice like we normally do it it will be across the way is it the cash flow room

070superintendent in the cash flow room so it will be a little more intimate setting and we'll have an It's just I feel like a little more amenable to conversations and discussions and workshops So I don't know if anyone has any questions or any comments or you can follow up with me after as well Trustee Rodriguez. Thank you, Trustee Mojica-Rodriguez, for all your work on this. It's important work. I think that it's good to be mindful about expectations and what results out of a first meeting because it will be a processing of what we learn and what that means to the board at that particular time. So I think there should be every expectation that the board will process what it means and then figure out what the best way to move forward is and that

071that's a real dynamic that will happen. I'm hoping, as we've discussed before, that it'll be a start. So absolutely to everything you said. Thank you. All right. Thank you very much. Moving on, Trustee Richardson-Fowler. Okay, since the last meeting, I attended the Pioneer Open House, and that was awesome. I loved that it was indoors, so thank you for whoever decided that. It was much more... It was less sweaty inside the gym. I'm just going to put it like that. It was lovely to have the scavenger hunt and go around to the different stations. It was the third station where I realized I wasn't supposed to be asking where the letter was. Do you have a letter? That was part of the scavenger hunt, but yeah. I really enjoyed seeing the displays of the different... groups

072the robotics team was presenting. We had the choir also perform and that was pretty cool. Let's see what else have I done. Ethnic studies committee meeting where we got some really solid information about some of our courses for next year. I appreciate that. Yolo County School Board Association. We're still working on the excellence and education event that is going to be happening at Woodland Community College in September. So please mark your calendars. It looks like we may be doing. I believe that, I can't remember, Winters is going to see if they can ship in for food. Woodland Community College is also going to be providing food. A couple of the trustees from other districts and I are gonna be working on a county-wide program. We haven't decided if it's going to be an art show

073or whatnot, but we wanted to kind of have all of the districts. coming together and showcasing our students. I actually left the Yolo County School Board Association meeting a little bit early so I could attend the Seal of Biliteracy as my middle child was being honored for her pathway. And she decided she didn't want to go and be honored. So we didn't go. We had family time instead. Gotta respect the kids and their wants. Let's see, I went to the Select Strings concert at Gibson Elementary where three schools performed and that was so lovely. It was wonderful to see their progression from December to now. As a cellist, it just warmed my heart to see the bows going in the same direction at the same time. And that's progress for elementary strings. That is such

074progress. So hats off to those instructors and all of their patience. I have the African-American Student Leadership Conference tomorrow. I'm super excited. This is the 10th annual event. So this event is going very strong. We're also going to have our celebration of our African American student graduates on Saturday and As was mentioned, I will be going to the taco night for the unions. I'm bringing my family, so I hope you guys who are also coming bring yours as well. Fun fact, they will have meat tacos and vegan-friendly items as well. I always have to check that since my husband's a vegetarian. And tomorrow night, I'll be taking my kiddos to Little Mermaid. After seeing Little Shop of Horrors, that's my new gig, is going to as many of the performing arts events that are dished

075out. provides our kids are phenomenal they are so talented and so gifted and I think they all deserve their flowers so if I can big up them as much as possible I would and speaking of big ups we have a very unique program in our district the HOSA program not many other districts have this I don't know if you guys are familiar with it but and then Principal, correct me if I'm wrong, but the host of students go to the sporting events. And I know this firsthand because my daughter's on the softball team. And they have their first aid kits and they help support the athletes. They have the ice packs. They have the water. If you're having, if you're overheated, you can, they help calm you down. These are students who are interested in

076the healthcare pathways. So wonderful to get their feet wet on this, give them the opportunity. They had a fundraising tri-tip dinner yesterday, you guys. It was $65 for a family of four, or for four servings. And we got a couple and it was good eats. Like we have leftover, it was really good food. So hopefully our students, trustees will continue to update us on the events and opportunities to support our students and our different programs. So that concludes my report. Anyone else? Trustee Garcia. I mean, yes, I was participating on the community and compassion event. So this event, it was the family received information about immigration police and community agency with the resource for our community. The way that the families feel safe informer and supporter and also I I was attending the multilingual celebration

077As a migrant parent is this is my one of my favorite events I know how important it is for the family, this event in particular, is make the proud of their community, the culture and about family. And also as our superintendent shared with us about this was the first time who one of our students got the four language. It was very neat. So that's conclude my report. Thank you very much, Trustee Brubaker. I'll keep it short because I know we still have a lot to get to, but I do want to take a moment to thank the teachers at Freeman. I did attend the open house there. I think that I have the youngest students in WJUSD of any board member, so I feel like I have a lot to learn about grades higher than

078I have kids in, so I find it really interesting talking to those teachers and sort of getting the perspective of how our district works that I haven't experienced as a parent yet. So I just wanted to thank the teachers who took the time to share with me. Thank you trustee Rodriguez no report. All right. I just want to share a little bit of the stuff that I've been doing I had a meeting with Girls on the Run. They sent me an invitation to meet with them to learn a little bit more about their work they're doing and their efforts to expand in Yolo County. So it was really, really interesting to hear the work that they're doing at other school districts here in Yolo and what potentially they could offer for our schools. So I

079look forward to connecting them with their superintendent and seeing if there's anything that we could do to collaborate because I do see the value. and getting more of our students to participate in some extracurricular activities and potentially help them broaden. Any personal goals that they might have with this program? on April 23rd our superintendent and myself had an opportunity to speak in support of SB 226 this is the Senate bill authored by Senator cabaldon that our board voted to support in favor of The Woodland Community College to transition to a different governing district The bill did get out of committee. This was in the Senate Ed Committee. And now we're looking forward to the bill proceeding to the Senate Appropriations Committee. I had an opportunity that same day to visit the Woody's Closet, as was

080shared by our superintendent. I just wanted to add on that one of the takeaways for me was just being able to engage with our students there, seeing their excitement. I had this one interaction that I want to share with you guys. There was one girl in Woody's Closet who was looking for jeans, and she needed jeans for work. And I had a very powerful conversation with her because she had just started a new job working in a deli, and they required her to wear jeans and non-slip shoes. I explained to her that you might not find non-slip shoes in Woody's closet, but there's plenty of jeans. And we found her size. She probably found about two jeans. And I just shared with her that she was just starting out in her work, and if she

081could avoid spending money on the uniform, that she could keep more money in her pocket. And she really appreciated the conversation because sometimes we're quick to buy things without really thinking that we need to use our resources. And I remember I didn't learn to ask the people around me for help and use my existing resources until I went to college. And it was a very neat conversation with her. I hope to continue having conversations like these with more students. And I look forward to continuing seeing potentially expanding this Woody's Project initiatives at our other high schools because I think that it is making a difference in meeting the needs of our students. So thank you very much to Jerry for putting this together. Thank you superintendent That same day we went over I went over

082to woodland schools foundation fundraiser. This was their Event that they hadn't had in probably five years It was a two-hour fundraiser here locally. I saw a lot of teachers and principals and parents Some of you there, but it was exciting and I want to say thank you the majority of our school sites put together alongside their respective PTAs and PTOs baskets to be able to donate to the foundation to be able to auction off that night. So it was very successful. It was a short event, but I want to say thank you to all the organizers. And then... I had an opportunity to attend that annual Easter egg hunt at Jack's Lavin Park put together by our local put together by a local parish. And I'm sharing that event with you guys because I saw

083a lot of our students and families there. And it was really, really exciting to see all of our school's students in one spot. And if it wouldn't be for this parish that puts together this event, some of our students wouldn't have an opportunity like that one. So it was a beautiful day and I was really, really excited to participate. There were a few events that I didn't have a chance to attend, so I do extend my apology. I did have an opportunity to spend some time with my family, and I traveled to Mexico. I hadn't been to my dad's hometown for their annual festivities in 12 years, and I made it a commitment to myself to go when I turned 40, and it was really, really exciting for me, but I have to tell you

084that I encourage... everyone to do something fun and to do something that you really like and take that opportunity to get recharged. And I'm sharing that with my board colleagues because I come back with a lot of excitement, but I also come back feeling like my cup is full and just really setting my priorities straight. So I encourage you all to do that. And I want to share with you guys that I'm challenging myself to go once a year and just put all of my responsibilities to the side for two or three days because that's how long I was gone. And just coming back and continuing to work. So thank you and I do apologize if I wasn't able to attend. But that concludes my report and we are moving on to the next item.

085But before we do that, it's item L. Well, actually item five, information board committee updates is the last one before we move to item L. And then I wanted to ask if we would like to take a restroom break. So let's do item five and then I'll ask the question. I don't have any board committee updates. I didn't have any board committees the last two weeks. Trustee Richardson-Feller. Okay, excellence in education is going to be on Monday, September 29th. Since it's going to be at Woodland Community College and it's a new venue, we are requesting some volunteers from our fellow trustees. So if anybody is available and interested, keep that on your radar. I'll be asking again in August. What event is this? Excellence in education. All right. Yes. And it will be at Woodland

086Community College. We will be using the auditorium. The community college culinary students will be preparing light hors d'oeuvres. I also hear that there will be adult beverages provided at this event. I'm interested to see how that works out. All right. Any other board committee updates? All right. Are we okay to take a restroom break for five minutes? All right, let's see. Yeah, feeling better? All right, it's 8.21. Let's come back at 8.26. Thank you very much. Thank you. . Yeah, yeah. She was talking to Gabby and I went into Gabby's office to talk to her about something. And she's like, oh, we're talking about... And I'm like, okay. Like, yeah, those kids are serious. kept going on i said so i don't think it's really appropriate to talk about kids Yes. Oh, I need that.

087I need that. Thank you. We're ready. All right, thank you guys so much. It is 827. We've ran one minute late. I apologize. Let's go ahead and get started on item L1. This is under teaching and learning. This is an information and actionable item to review and approve our secondary school plans for student achievement for the 2025-2026 academic year. And I'll let staff. Lead I'm gonna invite to see the lamb your second director of teaching and learning to introduce this item. Good evening I'm standing in tonight for Daniel sharp our director of state and federal programs who couldn't be here Tonight we're presenting the school plan for student achievement for Douglas and Lee middle schools and pioneer and Woodland high school This plan represents a lot of work on the part of a lot of

088people at the school site. Cycles of data analysis along with the input and feedback of the school site council, the English learner advisory committee, and the youth advisory council, along with many others. The SIPSA is really the school equivalent of the local control and accountability plan, which is at the district level. And you'll see many similar components when we bring the LCAP next month, including annual measurable outcomes, actions, and expenditures. I just wanted to highlight before we bring the principals up, just there's two sort of big changes in the school plans for this year. One of them was the result of auditor recommendations to split up the strategies where we're using Title I funds. So last year, many of the plans had maybe one strategy. or activity per goal and they included multiple items within

089those within that this year they're broken up into several so where it was one before this year it might be five or six so I just wanted to explain that that was at the request of our federal program monitoring auditors And then the other change is that you will see in goal one schools using their arts and music in schools funding from Prop 28. And so that is a new addition to funding that schools have available for them. And so the plans will spell that out as well. And we look forward to your feedback and questions. Who would like to go first? Trustee Villagrana. For the plans on the well first of all again, thank you said thank you for everyone all the the time Invested and you know can definitely appreciate all the detail

090that we you know the plans Especially the elements on the youth voice. So again, thank you with that. Um, so the parts Where says to draw conclusion from the data how important is that and how is it used? After throughout the year once it's implemented Would you like me to answer or the or should we this is a question in general for all the plants or is this Go ahead, Christina. So the conclusions based on the data, that happens as a result of the data analysis, which is occurring throughout the year with the principals use what's called the SIPSA monitoring tool, and they're meeting with their site councils to review data as it is released. The main sets of data in the school plan are the CASP data or the SBAC. and the dashboard. I'll

091repeat my question. Okay. It was not about what data it's, how important are the conclusions drawn and how are the conclusions used throughout the year? So I guess I would I would say in response to that that the the conclusions are important because it is a needs assessment of the progress that is visible or not at the at the school site in the data and so in order to make decisions about The action steps that should be taking place in the coming year You have to have reviewed the data that is in front of you and made some determinations based on that. In some cases, there aren't what would maybe be called conclusions that have something actionable that can take place. But yes, very important and should guide the work for the year. Thank you

092for the answer that helps my next part because a lot of times I didn't see conclusions I saw observations of the data which I get it was just repeating what was in the data so to me those are my conclusions and so if it's really important like you describe it then to me there should have been more conclusions not observations. And so but first I wanted to see how important it was and if it was used because if you told me like is it's just a Template and we have to respond to it, but we don't really use it then I would've been like, okay, whatever then like no big deal right, but if it's if it's going to be used throughout the year then To me lemon were not conclusions they were observations so

093and then Actually, oh wait All right. Moving to the right of Trustee Villagrana, Trustee Rodriguez-Mojica. Thank you, Christina, and thank you for all the work that was put into these reports. I have a question to President Bautista-Zabalau or to the board. Do we typically do this school by school or do we just approach this in general? What would be most helpful just so we're not jumping around? That's a great question. Would the board like to go school site by school site or do we want to go ahead and piece it out? In the past, we've kind of just been a little bit all over. We haven't really done it school by school, but that's definitely at the discretion of the board. I mean, I think generally it's been, depending on the questions of the individual

094trustee, and they'll, yeah, you'll pull up whoever you'd like. And thank you very much for making that question. Is there a preference on how we discuss, how we open up this discussion? Can I make a suggestion? Go ahead. I think it would be easier for staff to keep track of all the discussion if we address general questions of all of them to Christina and then bring site by site. That would be easier to us to keep track of all the discussion. That's just a suggestion, but it's up to the board. Is there any objection to that? All right. So let's do our general questions first and then we'll start with the first school site once we're concluded and I'll let you superintendent lead us with the school sites as you at your pleasure as far

095as order. All right. General questions. No general questions at this time. Trustee Fowler. Trustee Garcia. Trustee Brubaker. I'm curious. I was looking especially at the the prop 28 spending if. I see that some sites have allocated for extra staffing and whether there's, I would like to get a better idea of sort of what the plans are for that money than just the little blurb, if that's possible. Okay. Would you like, how would you like that to, I mean, if we're. Maybe each principal could answer I you know, I don't know the best approach to that, but that seems like that okay Yeah, so I can I can give a an overview of how it's working at the at the district level so the we had done a survey in December and January every school site

096surveyed their their families and students and from that information gleaned from the survey principals created a visual and performing arts plan. And so using that plan, they then have identified what the need is within the school plan. So the school plan has a mini version of what was in the VAPA plan. Everyone has to spend at least 80% of their funding, their AMS funding on staffing. And folks are approaching that in different ways based on the needs that they observed in the survey data. So was the survey data broken out by school site or was that general? Yes. Every school site had its own set of data and principals were provided that information. And they reviewed that data with their youth advisory councils, their ELAC, and their school site council as they moved forward through

097the planning process. Great. Thank you. Yeah. Thank you, Trustee Brubaker. Trustee Rodriguez. So as you look at the data, my general question is, do you see evidence of racial disparities in regards to how students are doing by group, either in English, in math, or any of the categories? Do you see evidence of racial disparities? I think there's there's we've definitely observed evidence of differences in achievement based on race and ethnicity we saw that when we did the the grades data that I presented I don't remember when a few months ago we see that in in In certain courses we we have number of findings from the equity review that show that yes I would I would say we definitely have similar patterns to achievement That that are Endemic in this society. Yes and and so

098would so you would definitely say over that would you say over the years over? How long have you been here? I have run the data and assessment in the district for 13 years. 13 years. Would you say that you see a pattern of racial disparity over that period? I would say I'm sure there are areas and pockets where there are bright spots. But overall, I think the same patterns that existed when I first started doing the data work, those exist today. And maybe a more specific question to the administrators would be, why do they think that that's a fact? Why do you think that's so? So be prepared to kind of share that when you all come up from your perspective at your school sites. Now if you're ready, then this is the more general

099questions for Christina. Any other general questions before we move to school sites? Trustee Villagrana. In regards to the allocation by goals, is there any direction given to the sites as far as a minimum or? Focus anything like that in terms of the amount of funds that sites allocate. I don't believe that There are guidelines for and the principals could verify but I don't believe that there are guidelines for the amount of funding that should be allocated to each goal So theoretically they could assign zero or a dollar if they wanted to to one goal I think we definitely have conversations with principals and site teams about ensuring that there are activities for each goal. And so if there was nothing, then that would raise a red flag. So as long as there's some activities, then

100it's fine? Well, fine is maybe subjective, but... It passes. Okay. Yeah. Thank you. Thank you any other general questions going down trustee Rodriguez mojica. I am curious you sparked a question for me trustee Villagrana Is there any guidance provided? Based on like analysis and review of like what you're seeing in the in the plan so far in terms of funding allocations Like maybe you notice this was a great area of need but we're not, your site isn't allocating, you know, very much money. And is there a conversation or is it, is that does not, is that not part of the process? That does happen. That happens as, and I'll speak for Danielle, but that happens as she's developing, you know, the, the training and the, the guidance for next year's plan. The particular pieces like

101the conclusions. the data conclusions, we've heard that feedback and so that will be brought into the guidance for the coming plan. I'm not sure if I answered your whole question. I'm just wondering if there's anyone from like the district office or elsewhere that is helping make the clear links between those conclusions to then the actions and the steps for each of those goals and to the funding allocations at the very end of the document. Like so that there's no big gaps right across all of the sites I think we are as a team and add services with the directors that support the site principles and then along with the the fiscal support folks trying to ensure that the actions that are that are spelled out are addressing the needs that are seen in the data

102and that then that the the allocations are sufficient to address those actions. Yes. Any other general? Going around. All right. Trustee Villagrana. In the plan description at the bottom all the sites use the exact same language about the let's see parent and family engagement by conducting and you know whatever and that the response I got was that per the prompt this should only be listing Those required family engagement activities that meet ESS a requirements but to me there was nothing really listed as far as activities Even if that's I didn't really see that in the prompt, but even if that's the case, I still didn't see activities listed So because for example says a school and family engagement policy that's not an activity it's a policy so so i'm just wondering you have to answer

103now but i would like a response as to if that's the case why weren't activities listed and to me it's not limited by the prom but so anyway so that's okay we'll take that paper yes all of them thank you all right any other general questions before we allow for the superintendent to uh direct us from site to site all right ready to proceed go ahead superintendent oh my goodness they're all looking at me i'm gonna pick on sandy reese Just because we you know, you're the most senior in the most experienced one. Yeah Hi guys. Thank you for letting me go first. I live a ways away too. So this is nice What I'm gonna Let I want to directly respond we are given a lot of guidance So as we develop the plan

104We start with the money and we build a smart sheet by goal, by strategy, and then Danielle, who is a saint, goes through and goes, nope, you've got to move that, you've got to do that, you've got to move here, and making sure that things like copy machines are paid for because those are 98% of the budget. Then and it's from there that we then move in fact they won't let us work on this document Until we have done that part of it so we get our money kind of squared away in our head and then we work on the site plan through in concert and in consultation particularly with the site council but with ELAC as well our student advisory we're going back and forth and back and forth we have all of the

105minutes and what not to prove that and then we eventually get to a fairly rough draft of the site plan which then goes to Lori and to Danielle and Felicia and I'm sure all of them are looking at it and then Christina and they get at that point we get specific feedback regarding where they feel like hey you may not have given enough information or you should do that and I made sure I let our superintendent know that that feedback for me anyway was spot on. Every time I was like, oh, man, they want me to do what? I was like, yeah, yeah, I should do that. And then I did it, and it made the plan more robust. And this is not an easy document to pull together. And so getting that kind of

106guidance is important, and I feel like, yes, we do get that. So if there's any questions specific to the Pioneer Plan, I'm happy to... To address it, I would say that if I was going to identify what areas we have to improve on, it's going to be about math and trying really hard to appropriate money in a way that gives us some bang for our buck, like the Math Retake Center, which we do think is useful. The teachers, the ELAC are... our student advisory council and our department chairs feel strongly that unless and until we are able to do a really good job with strategic, structural. uh... intervention uh... then then we're trying really hard to do what we can in class and answer our plan this year has some money on devoted to after

107school intervention we're looking at maybe uh... figure out ways to give kids eight periods and uh... and really get that done the other area uh... based on what the students that i uh... love them a ton They wanted some, this is interesting, it's small, but important. They wanted some say. They wanted some control over things like repairs on campus. So, for example, a really small one, the toilets in the girls' bathroom had fairly good-sized gaps, so when you shut the door, It was hard that the lock didn't go all the way over you know you turn the thing the little thing was like nope I'm not going that far and so that somebody else would have to hold the door and we didn't even know that was going on well They came and said can

108you why can't we get that fixed and we said well we can get that fixed so An MNO was they were there within five minutes, and it was all fixed, but what it identified was this idea that What if we devoted, and you'll see some of that in goal four for us, what if we devoted some site money that they are in control of? That you see an issue on campus, not a ton of money, and that we could then just go ahead and get it, like when we got the mirrors for the bathroom, like that was a big deal, and now there's a lot of kids in the bathroom, and that's such a great idea after all. you get the idea. So that's the kind of process we went through. Our money is all

109about trying to get really good first best instruction in class. First of all, thank you. I haven't read all the conclusions, but the ones I've read I like. Really good conclusions that were drawn from the data. So I appreciate that. When you and your team are deciding and maybe you're not deciding so I'm curious how you landed on the distribution on the goals whether it was like Ahead of time or you just cut as you were planning activities kind of just landed there. You mean the allocation? Yeah, you know for example you you invest the 12% on go for and that's to me a good amount and again It was do you like okay? We're gonna invest at least this much or just you develop activities and just landed there was it we start It's

110a combination of what those things that you just said. I would say we start to flesh it out. Like what's our highest priority? And then we start moving little bits and then we, our highest priority without question, hands down, twice on Tuesdays is the learning center. and all of the tutors that we bring in because those tutors, we saw really clear results. When we got tutors into the ELD classrooms, the grades went up in those classrooms. And so we saw measurable results there. So that's our highest priority. So we start backing into it from there and then slowly work our way through until we've got money devoted to all of the areas that we want to fund. Thank you. for the benefit of the public, are these funds all the funds you have in your

111school or do you have other funds that are not reflected in your site plan? All of the funds that we, there are some grant funds for our agricultural department. There are some transportation funds that the district funds for us for athletics. We would not be able to run our plan if the district did not fund athletic transportation. flat out. So those funds are available to us. There are lab fees funding sources that are available to us that helped fill the gap from back in the day. Remember back when you could charge a kid $25 to take a lab class? All of that's gone. And this district, which was a little unique, made a pot of money available, and that money is available. We have small funds like a helmet refurbishing fund for the football team.

112That's a huge expense. So there are other little tiny pots of money that we're able to access that help us run our school. That allows us to use these funds for academic program. So when people use the term discretionary funds for a site, it's these funds they're talking about? No separate from those are all separate little pots of money and then separately the district allots us discretionary funds there's title one funds supplemental funds concentration funds and discretionary funds and the discretionary funds I like to call it the let's keep the lights on fund so we use that money to help our school run. So those are not in here? And those are in here. They are in here? They are in here. So they are. You'll see them broken up in essentially four. Those are

113evenly distributed in all four goals. Okay. Our discretionary funds are. Thank you. Mm-hmm. Trustee Rodriguez-Molica? I'd like to learn a little bit more about the tutoring and I appreciate you mentioning it already. I feel like throughout your plan I saw a lot of the in-class tutoring but then I also saw mention of evening tutoring as well. Right. Can you share just a little bit more information about what the tutors do when they're pushing into the class? Like do they have key students they work with? Do they help everyone? What does that kind of look like? Yes, I can. There's tutors or paraprofessionals that go into the classroom. We strategically put them in areas where there's heavy language or math. And a teacher can say, I need somebody seventh period, and we'll usually be able to

114get somebody to them. There's also tutors that stay in the learning center itself so that a teacher could send a kid to the learning center and have a tutor available. Last year's... Student Advisory Council recommended that we get tutors that have higher levels of math because we were finding kids in calculus and some of the higher levels of math. When we got to the tutors, the tutors were like, well, that might be too hard for us. So we did that this year. that paid off and so they're available during the day they're there after school all the way till five o'clock every day so they have early evening tutoring available all the time and then before grading periods before every single grading period we have an evening tutoring session available that is peopled by by

115both the tutors and teachers That kids can come. We call that breakfast for dinner because they, I don't know why we call it that. Maybe they make them pancakes or something. I don't know. I hope so. Can you share a little more about the in-class tutoring piece? Yes. In class, they work with whoever needs it. So the... And they're really quite wonderful. So the teacher will sort of direct them. A lot of times there's little groups going on and you go work with that group. Or they'll just sit down. They start to get to know the kids because they go to that class repeatedly and start to concentrate on the kids who seem to struggle a little bit. No more questions from me for now. Thank you very much. Trustee Richardson-Fowler. Okay, I'm trying to

116be strategic with my questions so that I can get as much in as possible to piggyback off of what trustee Rodriguez Mojica was asking I noticed that we have in here paid weekly academic intervention as well as 3.1 is in class para tutoring support for our EL students. Can you tell me what the paid weekly academic intervention looks like as well as the in class para tutoring support. The in-class tutoring is, along with what I just described, where we got tutors into the ELD classes that were fluent in their language. So typically Spanish and Urdu were our major languages that we needed to support in the ELD class. And so they would help them not just in the ELD class, but then we would have them come to the learning center and help them with

117their biology or whatever. language, the result of that was that we had a huge high ABC rate as opposed to a poor DNF rate. We had a very high rate. That paid off right away. As far as the paid academic intervention, that's what I was talking about. We don't have an intervention period built into our schedule. So this is new in this plan. We're setting aside some money where teachers can set up some systematic after-school intervention that they run. You know, get everybody, you know, you, you, and you need to come right, you know, today on Tuesday to get help with this essay that we're writing or to learn how to factor or, you know, graph a line or whatever it is. Okay. Let me see. I'm getting back to the other one. Oh, we

118got a lot of those. Mm-mm-mm. Okay. And in goal 3.4, exposes students to higher education opportunity, enhancing their language development in real world. Can you tell me the difference between that and the EAOP activities that a lot of our students participate in? The EAOP activities are voluntary, so kids can sign up and go. There's not a whole lot of difference between what they do, but on the ones that we're taking our EL students as a group at the school and saying, we're going to take you to Sac State, we're going to take you to Sac City. We haven't really done it in such a intentional way in the past. And so we did a couple of trips. We could see the excitement, the change in our English learner students. So we wanted to set aside

119a little pot of money just for that. And that's what that's for. Okay. I got more questions, but no comments. Thank you. Trustee Garcia. Yes, so my question is about the parent involvement, about how do you know, how do you get feedback for the parents about the activities they offer or the meetings for them? How do we get it? How do we get information to the parents? No, how do you get feedback from the parents about the... But what we're doing. Yes, if they like it or not, what topics are interesting for them. Yeah, we've done in... I can't remember where it is in the plan, specifically which goal. But there's... One of the metrics that we have was like surveys, like what are you doing with regard to surveys? And we do kind of

120a lot. So that's our major way to get feedback. We also use ELAC and site council, that sort of thing. But one of the ways that we can get... uh... what if we do small pointed surveys with our parents were were finding that that's pretty useful the california kids parents survey help us uh... helped us as well uh... and then uh... we We are usually trying to find something out like what do you think we've got a survey ready to go right now? That we're going to be sending out both to kids and to parents in the next I we just finished writing it yesterday about what kinds of worries they have with regard to discipline on on campus and and our intervention specialist is writing that and the idea behind that is to is

121once Where do we need to focus more resources as an administrative team based on what parents are giving us feedback about? Do you want us to spend a bunch of time on dress code? Do you want us to spend a bunch of time on cell phones? That kind of thing. So that's about to go out. We do that kind of regularly. That's my question for now. Thank you. Trustee Brubaker. So I wanted to start by saying all of the student feedback you had was amazing. I especially appreciated you going directly to English learners and asking what kind of interventions would be of help to them. I think so often we like to make decisions for the students, but sometimes they just know what they need. Sometimes they don't, but you don't know if you don't

122ask them. And I really like the idea of... Talking to students about things that need to be repaired I remember correctly last year one of the elementary school sites they found out through talking to students that one of the bathroom lights was not working and so students were scared to go into the bathroom and they only found that out because they had talked to student addict gotta ask you read But I also would like to hear more about your plans for VAPA spending with the Prop 28 money. Right. So the VAPA funding, there's rules about it. And one of the rules about it is that most of it has to be spent on staffing. So we're bringing on another art teacher. And as a result of bringing on another art teacher, we're going to be

123able to run some classes that... if not for doing that, that we wouldn't be able to run, they're just not, there aren't enough course requests. We can't run a bunch of classes that have, say, 20 students, but now we can. So that's probably one of them. Last year, or I think it was last year, or maybe early this year, one of our students, Brian, went and got quotes, blah, blah, blah, blah, all these things for the theater. because there's some upgrades that need to be done on the theater. So we're using that information that he got. I know he shared it with our superintendent as well, and it's good. I mean, he knows. I mean, he's got all the things there. And so in that regard, we've done a little bit of a needs analysis

124with regard to what... the money that we can spend on things we want it we want to do it on we don't want to guess we want them to tell us what we need we know we need computers for animated for the animated graphics classes we know we need some theater upgrades we know that we're going to need some time set aside for teachers to develop a course one of the surveyed data is data pieces that we got was that students would like a fashion design class. Well, okay, we didn't know that. We didn't even think of that. And so developing a course for that is going to take time and we want to pay people for that time. So you'll see a little bit of money set aside. So that's kind of how we

125prioritized it. That's fantastic. I can't wait to hear more about it. Can I just add that student for the VAP? Because I just happened to be at an event. I don't know what event I was at. And I just happened to be nosy and poke my head into who's doing the lights because that's what I kind of do when I go to school sites. Just kind of look at everything and I asked him, hey, how's all this work? And he was telling me to tell me. how all this other stuff was outdated, how he was whatever, and he had some ideas about how he, you know, and I said, oh, well, send me that information. And so I'm just very happy that he reached out to you, and I said, reach out to your principal.

126Can you do a cost analysis? And so he did, and he had some suggestions of equipment, and our kids are very talented. Our students are very talented. Yeah, but if you're going to do this, then this is the right vendor to use. Wow, he's on it. Yes. yeah so thank you for listening to our student um voice on that all right continuing with pioneer high school going around i think you were last just trustee brubaker yeah trustee rodriguez hi how you doing short timer i know yeah i feel happy yeah yeah thank you for all your work over all these years of course um so i've i heard you um talk about the importance of the tutors And I just, not too long ago, this board made an investment in the amount of money we

127would pay tutors, understanding that they could play an important part of improving our academic success. And so am I hearing you correctly that you're seeing that pay off? I am, yes. I cannot overstate it. We are able to, I think because we're able to pay a decent hourly wage, we are able to acquire and attract really high level tutors from UC Davis and Sac State. articulate, they are devoted, they are kind, and they are smart. And they come in and they notice things about kids that they tell us. This one, I think, you know, and sure enough, we'll need to attend to something with a child. When they go into the classrooms, they are... very professional and they know what they're doing and they help. So the teachers are very grateful for their, that's why

128it's our highest priority. I think every time you can get a kid some help in a classroom, it's going to pay off. And I think we try to do that very well. Thank you. Second question. maybe more complicated question has to do with racial disparities and you know it seems like from a director's point of view as we heard for certainly from a board members point of view who's spent the time to plot out who does well and who doesn't do well What are your thoughts about the racial disparities, why they're there, and what we can do to deal with that situation? We did make some inroads into that over the last year, and I think that's because as a site, we had two focus areas. One was our EL students and one was our

129students with disabilities. As to why, which is what your question is, that's an onion. That's a layered question. I think to some degree there are language issues at play at all times. There's also a boy-girl factor that if you really drill down on some of the disaggregated data, you'll see that... Our boys sometimes struggle in ways that our girls don't. Our younger students struggle in ways that our older students don't. So when you look at our ninth graders, we have what we call our Great Start Initiative, and that's because we're like, what can we do to help them transition? This new course, Freshman Seminar, we think is going to help make a difference as well. Some of the dual enrollment opportunities, which are... completely proportional. I'm very excited about the numbers I'm seeing. So those

130are some of the inroads so that we appeal to kids. But the basic, if you're, and this is just me talking, I think we have engagement issues where what we're doing in schools doesn't sometimes feel relevant to a kid's personal life and to the degree that we can increase curriculum so that reflects our student body, continue to our hiring practice that reflect our student body, we'll make some inroads there. But I suspect that that's kind of the root of it. Thank you. I have a question. On page 25, it talks about the conclusions based on the data of the assessments. And it talks about how Hispanic students, I'm just going to read that little paragraph. It says, Hispanic students who make up the majority of the student population are significant behind in math, negative 112.7

131points below standard and still declining. White students perform better and even improved, positive 18.8 points, highlighting a growing achievement gap. Asian students. Next paragraph. Next sentence. Asian students saw an extreme decline. Negative 110.5 points, which requires immediate investigation. Do all of those populations require immediate investigation or just the Asian students? No, I would say that the... The reason we said it that way was that it had been an unusual statistic. And we weren't sure what the genesis of that particular... We're only talking about 27 students. But it was an anomaly compared to previous years. So that's why we talked about it. I think... In the way you just said it, absolutely every group needs to be looked at carefully. Math scores are a problem. I think the test is a problem as well. Eleventh graders

132are a hard group to test. When a student does well on the SBAC, we know a little bit about them. When they do poorly on it... We don't know as much it could be because they don't know the material it could be that they didn't want to do they didn't want to do that so It's sometimes it's hard which is what the investigative piece is to me. How do you how do you determine that? Would you be open to to restating to changing that? Oh a little bit to say that all populations? Yes. Yes. Absolutely investigated Thank you Passing on Go ahead man regarding masses that's come up several times District across the district math is a challenge and you'll see that trend within all our schools One of the things that at the district

133level we're currently doing is being prepared for a new curriculum the curriculum at the elementary and secondary schools of That we currently have have not given us the Outcomes that we WANTED TO HAVE. WE KNOW THAT THE SAME CURRICULUM AND OTHER DISTRICTS ALSO DID NOT GET THE SAME OUTCOMES. CURRENTLY TEACHERS ARE GETTING TRAINED ON THE MATH FRAMEWORK, ON THE NEW MATH FRAMEWORK SO THAT WHEN THEY START LOOKING AT CURRICULUM, THEY'RE USING THAT LENS. AND THEN WE'RE SELECTING TEACHERS TO DO THE PILOT. BUT PART OF BEING SELECTED TO BE ON THE PILOT, YOU HAVE TO HAVE GONE THROUGH THE TRAINING OF THE NEW FRAMEWORK. SO THAT TEACHERS ARE WELL VERSED ON WHAT THE NEW STANDARDS, THE NEW APPROACHES. from the work that has been done through the state and this framework that was put together to

134guide the selected curriculum and then do the pilot. So the pilot will occur next year and our goal is to bring to the board at the end of next school year because we have to do different curriculums a new math adoption for the district. Thank you. Any other questions for Pioneer High School. Trustee Villagrana. None of the metrics or indicators. IS THE NUMBER AND PERCENT OF STUDENTS BY REPRESENTATIVE DEMOGRAPHICS PROVIDING INPUT ON THE PLAN. DO THEY PROVIDE INPUT, YOU KNOW, YOUTH IN GENERAL ON THE ONCE YOU DRAFT THE PLAN OR DO THEY PROVIDE INPUT ON DATA? WHAT EXACTLY DO THEY PROVIDE INPUT ON? RIGHT. SO WE PRESENT DATA TO THEM OVER THE COURSE OF THE YEAR AND ASK Tell me what you think. We give them DNF rates, for example. That's probably a really good.

135Oh, discipline data. So we get some feedback from them on data. Then during our needs assessment, we literally bring them this year's plan and say, here's what it is, here's an update on what we've done, what monies we've spent. what suggests and here's what some of our data is starting to show. What do you think we might need? We get that feedback that goes into the plan. And one of the changes this next year you're going to see in our plan is a real commitment toward having kids understand their four-year plan. What is an eight? What is a three G? What is a four-year plan? What is all that stuff? Despite all the work that we do? survey results and the kids in site council were like, I don't really know that. I don't know

136what the graduation requirements are. I don't really know what the A through G is. I kind of know what it is. I have a four-year plan. So we've got to do a way better job at that. And so that got into the plan. Then at the last site council meeting when we had a draft ready to go, we brought the draft back to them. And I know it's not for lack of effort because I've seen all the effort you all put into that. It's not because of that. But for some reason it just doesn't sink in. It's not sticking. You know, and going like, what? That was the other requirement? You've only told me. It's more than just like ethnic studies. There's all these other parts, lab science and physical science. You know, all of

137that is, that's a lot. And we need to do a better job of making kids aware of that. Then my next question is, after the... THE PLAN IS THE DRAFT IS DONE. BEFORE IT COMES TO THE CENTRAL OFFICE, DO OTHER PEOPLE REVIEW IT BEFORE IT COMES AND WHO ARE THOSE PEOPLE? ELECT DOES, SITE COUNSEL DOES, DEPARTMENT CHAIRS DO AND THE STAFF DOES. THEY ALL GO THROUGH IT AND GET FEEDBACK AGAIN BEFORE IT? Yeah, there's any last minute things. We've already usually gotten the feedback that we need. So hopefully the draft reflects what they were thinking it was going to reflect. I devise what I call a site plan at a glance, which is a quick PowerPoint that just goes through the major four goals and what we're spending money on. I find that that's very

138helpful. And all of them have seen all of that. Thank you. Yep. Thank you very much trustee Rodriguez Mujica. Thank you As you shared the group of students the students identified as English learners and long-term English learners Are not doing that great right at your site in ELA and in math On page 22 that focuses on the ELA scores. I'm going to read a little section of it It says on number two that the second conclusion based on the data English learners are the lowest performing group and continue to struggle significantly in ELA. Despite slight improvements, 3.2 points among long-term English learners, their performance remains extremely low. Instructional strategies for English learners need urgent attention, including better support in language acquisition, literacy, and comprehension skills. The math section says something similar where they're also the

139lowest performing group. What is your site doing in terms of instructional strategies that need urgent attention? Each year at Pioneer, and I hope this tradition continues, there are instructional focus areas. So we've done a couple of things this year that are different. I'm hoping they pay off in our ELA scores and continue. One is a focus on student talk. Like what strategies, what can we do to get kids talking in class? Well, to meet that goal rather than just... hope that it happens. We've been having our AVID coordinator come in and intentionally teach AVID strategies to the staff. All of them are, we've been... getting evidence. We've been having teachers submit student work to show what they've done in these various ways. We've had teachers observe each other. We pay them to, you know, we

140didn't pay them. We let them out of a faculty meeting early to exchange time. And they go in and they watch for 20 minutes a close reading exercise. So it's going to, I'm, it's going to be about instruction. It's about teachers intentionally using instructional strategies that get kids engaged in their learning and increasing the DOK and rigor as appropriate during the course of any kind of lesson. And what you described, I think, I mean, that sounds great. And I love that your teachers are observing each other teach. I know that we always learn so much through that. What you described, though, seems like for all students, right? So I'm concerned particularly with the students identified as English learners. And I'm curious, I didn't see anywhere in the plan mention of like integrated ELD. Does your

141site offer integrated ELD? Do all teachers do this? What does that look like? Yes, separately, we have an EL specialist. So we had the teachers do a bit of a deep dive into the English Learner Roadmap to start understanding. what English learners need because I think that's a hole for them. So at several of our faculty meetings we did that. Then they would develop a specific plan to address, to apply one of those English learner strategies. We have school-wide English learner strategies as well that were specific to try to to increase the achievement for our English learner students. Nothing related to the ELD standards though and incorporating those to teach integrated ELD? No, not like that. I would say that that would be an area where we could venture. We do for our ELD classes,

142of course, but I would say that the English teachers, of course, have... have lots of work in this area. That's what their PLCs do. But school-wide or other disciplines, like, say, art or math, probably could use instruction and learning around that particular area. Yeah, given just... the disproportionate student outcomes that we have for our students identified as English learners and given that we're supposed to be giving students both designated and integrated ELD, I really encourage your site to really think through how to support teachers to integrate the ELD standards so that they can provide integrated ELD. Understood, agreed. Just a reminder Sandy. THAT THE DISTRICT PARTICIPATING IN THE GRANT WITH CALIFORNIA TOGETHER. YEAH. THE ROAD MAP AND THROUGH THAT PARTICULAR GRANT THAT WE PARTICIPATED, IT'S ALREADY EXPIRED. BUT TO REFRESH OUR TEACHERS AT THE SECONDARY

143LEVEL RECEIVE TRAINING ON THE ELD STANDARDS AND INTEGRATED ELD. BUT OBVIOUSLY THERE'S STILL MORE WORK TO BE DONE AND REFRESHING. GETTING IT TRANSLATED INTO THE INSTRUCTION. YEAH. I WOULD AGREE. THANK YOU. TRUSTEE RICHARDSON-FOWLER. Okay so in our budgets it seems like we are spending every single dollar and I want to know in the past and current how much money are we returning back to the district. How much are we spending. Do you have an idea about that. Some, where we end up not hiring as many tutors as we thought or that sort of thing, but not tons. We try really hard to spend the money that we get allocated. You got like a percentage, are we in the 90% being spent? Yeah, I would say somewhere around probably a 10% to 12% return. And we've

144been talking a lot about EL learners, Hispanic, white, and Asian. The only time I see Native American, African American, or black listed is when we're going over demographics for student council and advisory council meetings. We have the dashboard information, and we know that if it works for EL learners, it works for all learners. If it works for SPED, it works for all. But how are we making sure those demographics of highly vulnerable students are not being overlooked? And by overlooked, you, in our plans? Yes. Well, I would say that the first part of what you said is where we end up focusing, which is that which we do for all of our students, for our EL students, for example, our students with disabilities, is going to be effective for all of our students. I think

145we have to pay attention to and watch. uh... those demographics that we don't have a large african-american population and uh... and i think that attention with regard to achievement in those areas and school connection. So for me, it tends to be about school connection, trying to make sure that what we're doing is connecting students to school. That way, I think we will do better in our achievement for those populations. But tracking them carefully, I think, is worthwhile and a goal we should. I'm just concerned I don't want anyone falling through the cracks and I also believe which will come when we come back around I'll ask some more questions about budgets but it also articulates our focus so this is something that tells us where our priorities are based on where we're spending our dollars

146and who we talk about and in the section that President Bautista Zavala alluded to earlier or quoted we have an extreme interest in three areas of demographics I just want to make sure that I agree. Those areas don't get overlooked. Thank you. Trustee Garcia. Yes, I have a question. So there's any like assessment for the students to take what is the career or college is more aligned to them? Yes, the California colleges interface that they do has a lot of assessment. elements to it, it's one of the areas that we feel that we need to improve on. The freshman seminar course has tons. So they do career interest surveys, all kinds of things like that. But as far as our other students, and when they go through the California College's interface and start doing some

147of those career assessments, they go through them. But it's not getting internalized in any way. Some students take the ASFAB, some students, those sorts of things. But in general, it's flying over their heads. So that is what we've felt is an area that is for focus for us. Yes. And the other question is, if the parents know... If the department knows they can take any assessment for them or what grade, that would be... That would be ideal. Ideal, yeah. Absolutely. I think this is some area we need to improve this. And my other question is about, same, about the college and career, about how the teachers... Get ready for the college or a job they have a any seminary or or it's just a counselor I Would say a lot of the burden ends up

148being on the counselors there are Units particularly in the senior year in English classes that that help with some of that with college and career readiness and and then we've got Whole programs that are designed to help kids head toward a particular career But so our dual enrollment numbers are CCI numbers College of career indicator numbers are going to jump a lot this year just because of dual enrollment But that will be misleading in that it doesn't necessarily mean that they're all college and career ready. What's going to make a difference is the part in the plan where you see us try to focus a little bit on the graduate profile. And we've asked teachers to begin to work the, our student learner outcomes slows are the graduate. profile that's what it is at pioneer

149high school the graduate profile are our student outcomes and this next year one of our goal areas you'll see that in the plan is to incorporate the slows into their into all of their units so and when we do that then we'll start doing a better job with college and career readiness i think okay thank you those are my questions thank you trustee brubaker So one of the other demographics that and this is I think all of our school sites that is Continuing to fall behind is students with disabilities and I'm curious at the secondary school site level whether there's opportunities for teachers to sort of share useful strategies for students who are struggling amongst each other? Like it's a lot more difficult where you have so many classes than it is elementary school site

150where students have two teachers. Is that something they have? The answer is yes. That one, yeah, the answer is yes. We have PLCs that where that's an actual focus. The district office is always making us do, you know, little things that we love them for doing that. You're welcome. where a couple times a year where they have to specifically talk about it, address it, but we have pretty tight PLCs to begin with at Pioneer, so that happens pretty naturally there, so yes. Thank you, that's my last question. Trustee Rodriguez. All right, so it is 928 and we're exactly one hour into this item and we have there you probably gonna spend an hour on your school, right? for schools to go Are there any other questions on Pioneer High School? All right. Thank you. We

151are going to be approving these one by one because we may not get to all of them this evening So can I get a motion to approve Pioneer High School's secondary school plan for student achievement for the 25-26 academic year? Second. It's been moved by Trustee Richardson-Fowler, seconded by Trustee Garcia. All those in favor, please say aye. Aye. Any opposition? Any abstentions? Seeing none. Pioneer high schools secondary school plan for student achievement passes for the 2526 academic year unanimous vote moving on Thank you very much your last school plan. Thank you very much principal. Thank you So the next one that we're gonna move I'm gonna call up will in high school Might as well stay with the theme of high schools, and then I'm sorry middle schools well Do we want to go ahead

152and table the middle schools? You're going to have all the elementary is coming next time too So and that's 12 schools So so just to suggest this I want you to consider that so related to that I was gonna request actually that we don't do 12 at once so you know whether we do six and then six at the next meeting because It's a lot. It's not where it won't be fair To the 12 schools that they're not gonna get ready how they should be read and so it's gonna delay it but I think it's better to delay it than to Not give them the time that they deserve And with that said yeah, we would move these over and balance that out. Yeah, cuz 12 is just from Friday night to Yeah, you know

153they just okay. Well, just I yes it's 930 we've gone through one and so we still have Three right now tonight. I have 12 other ones coming. We also have the L cap and the budget so Somehow we need to maybe maybe time our tap maybe a Suggestion maybe we could spend a half an hour on each but just a suggestion to get through I don't know you know if that's gonna work But you also have this you also have the the study sessions as well So I don't know if we continue this pace that will be done by June This is just an internal document. We don't have a deadline by which we have to have this done, correct? The they cannot spend any other money right for next school year until this plan

154is approved. Yeah. Thank you All right, so we're gonna go ahead and begin questions related to so yes the question about table in trust Yeah, I said yes, and I'm in support of tabling the other two because I don't want to stay here word pass whatever okay, so we're gonna We have a I don't Do we need to take action to table the other two? You and you can do it with how would you like? I just I just want to motion the table the middle school plans to the next meeting second And I just want to caution the board We do it however you want, but we're going to have to do some really have Discussions during agenda planning about what things are gonna have to put to the side in order to make

155this through so some of the pending items that you have May not be able to come to the board and too much later in the fall I just want to say if you guys would be willing to friendly amend it to request for the Planning Committee to consider Agendizing it at the next board meeting if possible That way, you know, if we need a little bit of flexibility, we can have that because we need to go back and kind of figure out where we are with the other items. We have, I know another important item the board wants is the discussion on the reserves that I'm sure you're going to want to have some special attention. There's been some other requests. So just be mindful that we can do all of it. We can do

156everything you want. We just can't do everything you want at one time. So just for your consideration so that when we come back for other items and you're wondering why we're not able to fit them in the agenda that we understand this decision the board has made. I just want to be very clear on the expectation that you're putting on staff and the reality of these meetings. But if the board wants to prioritize these that we will do that. But we're going to have to work with the agenda planning committee. It's going to have to be delayed. All right, so are you guys okay with my amendment? I'm keeping my motion to bring him back to the next meeting because they're ready now There's no need to change anything So if it fails and it

157fails on this trust risk father wants to withdraw her a second. So no. Yeah, I call the question Can he call the question? Oh, yes. Yes. I just and like I said, this is fine with me I just want to be I don't want to be very clear that the board understands the impact so that we're clear later and we don't have any Controversy about other pending items. All right, so I'm okay with the motion. I just think that it's also important to allow for the executive committee to be able to continue their practice, which is prioritizing the agenda items as possible. And then adding to that, I also want to encourage all of you to submit your questions in advance and then try to limit the amount of questions you ask here if possible.

158It's been done in the past under other presidents, and it's worked very well and efficiently. So I encourage you to please ask your questions in advance so we can try to move on in the agenda. I did. So we do. Sorry, you're interrupting me. You're interrupting me, sir. So we do have a motion on the table. All those in favor? Aye. Any opposition? Opposed? Opposed. Any abstentions? All right, so we have five in favor and two no votes by Trustee Garcia and Brubaker. Point of clarification? Sure. So when a question is called, is it okay to continue conversation and not do the vote then? If we still have questions and comments, absolutely. Well, the question means to call it, so that's why. THAT IS THE CLARIFICATION THAT I HAD. SHE SAID IF YOU COULD CALL

159IT. YOU WANTED TO CALL IT WITHOUT ALLOWING FOR ALL OF YOUR COLLEAGUES TO CONTINUE THE CONVERSATION. I DON'T BELIEVE HE HAS THE POWER OR ANY OF US HAVE THE POWER TO CALL THE QUESTION WITHOUT ALL OF US SPEAKING. THAT IS ROBERT'S FULL. YOU CAN CALL THE QUESTION AT ANY POINT IN TIME. AND LIMIT OTHER PEOPLE'S CONVERSATIONS? THE BOARD COULD DECIDE NOT TO DO THAT. THE BOARD COULD HAVE BOUGHT A NO. That's probably pro. All right, you could have called. I'm sorry. Go ahead So there could have been a call for Discussion right when you call the question you go straight to vote good if the vote fails then you go back into discussion and then if the question is called again after everybody is exhausted the Debate then you can call the question again. So

160he made a motion. There's a second right? These isn't it right when there's a second there should be a call for discussion and if not if there's no discussion then you go to the vote when you call the question you you go straight to vote I do that quite frequently when I'm ready to vote on a topic and move us forward just because that is a tool of Robert's rule to progress the The agenda. Yeah, no for sure wonderful. We want to follow Robert's rules, right? But I'm just saying I think I think there's a place for discussion Oh, absolutely second if I'm not mistaken, I mean it could have failed and then we would have a discussion So after he makes the emotion and I make the second Folks can call for discussion and

161if somebody had called for discussion before he called the question that motion would supersede But he got there first And for example, these two could have voted no, and I'm not saying you did, but these two could have voted no in effort to continue the conversation. And I was just trying to provide information for your consideration before you move forward. All right, so I guess... Will gain that clarification as to whether we did this right or wrong not saying that you guys are giving us wrong judgment but we will gain clarification and We are moving on to Woodland High School, and it is 937 go ahead so similar question to earlier when you are deciding on allocation per goal do you just talk about activities first and then it just lands where the location lands

162or do you have a discussion you know we want to invest a minimum amount per goal it's like what does that conversation look like for you all at Woodland High School? Well we start with our data we do the data review with our staff students go through everything see what's see areas of focus that we need to adjust to are things working now are they not working what do we need to fix what do we need to continue We went through, you know, like I said, go through our staff, go through our student feedback, our parent feedback, kind of see things that, you know, this is what we have now. This is what we're. This is what's working. What's not working. We have the monitoring tool We go through all that feedback with with everybody

163and then we go through in terms of like what's available for a budget You know based on what the feedback was, you know what things we maybe need to cut what we may not need to cut Maybe we adjust goals Maybe we move things from one goal to another because maybe it fits in there a little bit better and then we kind of go through all that process and allocate all the money for whatever this the strategies that fit within the metrics because each goal has different levels of metrics so like some goals have more metrics than others and making sure that we're kind of addressing each one of those needs and making sure that we're kind of allowing for you know Budget or whatever else it is within there And then we have to

164go through our different budget title one supplemental concentration Discretionary each one of them is more and more restrictive than the other so it's just what we can or cannot spend it on and Then I know that the new thing here is discretionary is on here this year. That wasn't part of that. So a lot of times, like Sandy said, is the discretionary was that kind of like that pot of money to make sure that if we don't have enough funding for certain areas that we kind of just supplement that to jump in there or take care of other needs. Like the end of this year, we had some discretionary left over and our students had been kind of discussing and concerned about like our sound system in our gym. So based off of that, we

165ended up adjusting and buying a new sound systems for the gym because what they've been using is just like speakers on the ground when we have rallies in there or sporting events or whatever else it is it's hard to hear when the speakers are on the ground so updating our sound system so the kids have a little bit better rally experience which helps with like the social emotional piece of that a little bit better and ask you to pause okay going beyond my question okay we're here for a while um so Going back to kind of like the reason for it, because out of the $559,000, you all decided to invest $17,000 in Go4. And so I'm wondering what the thought process to me, I use the word only, because $17,000 is a tiny amount

166out of the $500, half a million dollars, right? $17,000. So I guess help me understand why the decision was not made to invest more in Go4. Some of it's addressed in other goals. That's why so some of the funding was or the Strategies were moved to other goals because it kind of fit in there a little bit better Goal for actually has a little bit more money this year than it did last year or its plan for next year but Again part of it also is just making sure that we allocated some discretionary and stuff to it. So it wasn't that we didn't value it as just a matter of the, you know, kind of where majority of the metrics are and majority of the strategies that we have to address those metrics fall in

167within different, within the other goals. I mean, a big chunk of it is the arts and music, arts and music and schools fund. So it's like 200,000 that we have at our site. So a big chunk of it isn't a very specific goal and it's very specifically for that. And then also, like I said, title one is restrictive. So, I mean, it has to. balance within certain areas and match certain metrics so it's an example of activity or strategy and another goal they would support go for So like our PBIS. So like our PBIS, like we had it in goal four this year to kind of help those students, but we moved that to goal two because it fell in line, I think, a little bit better in there because we're trying to do a

168little bit more with our PBIS, our praise points, like our incentives, making sure students, catching kids being good. essentially here or falling in line with our school-wide learning objectives which is like the positive productive professional so we wanted to make sure that when we're catching kids being positive productive professional we recognize that and make sure that we are like I said incentivizing that and making sure that they they know that we're seeing what they're doing so So go for says provide meaningful engagement and leadership opportunities for youth to directly and significantly shape each student's Education and school community and so I'm not seeing the connection between What you described in and that goal if you can help me see the connection well That's why we moved it because it wasn't we felt like it wasn't

169nice to give me an example of an activity in another goal that Supports go for so if you're saying it didn't then it did. No we moved it from goal for to goal to because it didn't match within there. So we didn't have, so there were some. Give me one that is another goal, not that one, because you say it doesn't, that supports goal four then, not one that doesn't. Well, it's just the goals that we have in goal four that we have, or the activities within there. We don't have enough. That's why they're in the other goals. I wasn't. Thank you. That's it for now. Trustee Richard, Trustee Rodriguez-Mojica. Thank you Similar question to the question I posed to our Pioneer site in terms of ELS It looks like our ELS at Woodland High

170are also struggling as our our LTELs What support are we providing kind of instructionally for teachers and PD and things like that? Well, this year, what we started, we partnered with some professional development with our teachers in the cross-content level. So not just in English, but math, science. Actually, Mr. Pease took part in that from the science aspect of it and then did some more professional development at a conference so that we can make sure we're bringing that information back to our staff. So we're making sure we're being intentional kind of with our training and kind of across curriculum. Also with one of the big things is our tutors so our tutors are pushing in to help support that Our teachers are big proponent of that but the tutors kind of help with those little

171smaller groups or individual instruction when you know when the teacher can get there But it's all those best practices and those instructional strategies. The our EL specialist is also a big part of that so we have allocated time where they meet with our, either they push into our ELD classes or push into our classes where they're more heavy with our newcomers and provide that support for best practices, strategies, and then offer time during prep, which then will pay them for to go and work with the EL specialists to kind of build upon that. And that's the intention as far as like continuing that same kind of practice for next year. What about integrated ELD? What does that look like at Woodland High? It's it's like I said the same kind of aspect where our like

172I said the across the curriculum and making sure that we're having some push in within the within those other classes to make sure that we're providing support within that not just in the EL class or the ELD classes. So we are offering integrated ELD in our content areas at Woodland High? Yeah. In terms of incorporating the ELD standards and all of that? Yes. Okay. Do all teachers do that or do you have like a core group of teachers across the content areas? We have more of a core group because they're not, with, when students are in like our ELD classes, it kind of naturally kind of cohorts them because they have to be in specific. ELD classes so eventually they end up in the same science class the same math class so we're kind of

173like work with as far as like content level and making sure that we're pushing it within those classes so there are EL paras that are that our district provides and then we then also additional supplementation with the tutors thank you trustee Richardson Fowler I don't know if you know this but you are the only school site that prioritized your budget of your site funds the way you did. You started with goal 2 with social emotional learning goal 1 with our academic skills goal 3 with our E.L. learners and goal 4 for leadership. I love the way you prioritized your budget especially because our kids these days they are. they're facing a lot of trauma. And if we don't deal with the emotional stuff that's going on with them, they're not going to learn. So I

174really appreciate how you prioritized your budget. Speaking of budget, how much money are you giving back every year? Do you know roughly? Not very much. I think, I mean, this year we have a little bit more CSI funds because we had stuff left over, but in terms of everything else, Not very much and then I don't like to give money back. No, and I don't like you guys getting money back either I'm trying to figure out what my next question is gonna be You know for sake of time keep going trustee Garcia and just my question is about Examples for part embalmings and to the student be ready for college and career Can you give us some simple examples? I mean, our counselors are rock stars when it comes to that. Our counselors are pretty

175amazing. I mean, we constantly get pretty good feedback in terms of, you know. Even I had parents the other day so that we, you know, they didn't have to worry about anything with their child because the counselor handled everything in terms of like the college and career readiness. I mean, but then a lot of that comes also with our other staff members. We have a tremendous amount of supportive staff that, I mean, they spend countless hours just supporting even within like their different pathways and then providing guest speakers to come in and kind of help, you know, kind of different aspects of what kind of career they might want to. and you know get into uh we you know our field trips that we provide uh even to that we have the courthouse we like

176our ap gov go over there uh where they started with our a judge that kind of they came in and kind of supported and talked about that but then they went to the courthouse to go uh see what it actually looked like so versus just hearing about it like actually seeing it so that they can get a better the better aspect of it But I mean, we have a lot of teachers that do that piece too. Like I said, it's not just the counselors, but we do rely on the counselors quite a bit for that in terms of like the college and career piece. In terms of the engagement, constant messaging. I like to over-communicate more than under-communicate. I haven't heard anything yet in terms of people saying they don't know things. Constantly, I think

177the response is, you know, do you have to send that out so much? but I'd rather them have the information than not. So that's usually kind of go to, but I know in terms of like. We do have a weekly communication meeting where we make sure we bring all the different groups together to make sure that enough information is going out to families to engage them. And if we don't hear anything, then we do have our cafe specialists that we have kind of just follow up with families individually. So if they're not having to respond to like a certain field trip or something that they can go on, they're calling all those families individually like, hey, did you get this? Are you participating in this? Here's the form. Fill it out. So we're doing that.

178Thank you, so this time my question trustee Brubaker First I want to say that I absolutely love the idea of a student Senate and I look forward to hearing about that and how that goes but I also wanted to say I was Pleased to see that the percentage of English learners with D's and F's that the previous Year, this was tracked was 37 percent is now 11 percent Which is a great improvement and I wanted to see if you had some ideas on what? What made that change? I think it's directly to the stuff that we've been doing in terms of like the tutors that we bring in that are specifically for them. Our EL paras have, they build a tremendous rapport with our kids. And then just the constant check-ins with them from our

179counselors to our, even our VPs, our VPs are doing constant check-in with them as well. Just to make sure that they're, you know, they get, have what they need. And I think a lot of that. which is something that led to like Woody's Closet, which is, you know, we were making sure that there was just like kids that weren't coming to school because they didn't have something to wear. We didn't want that to be a barrier for kids. So we said, hey, let's let's provide this. Let's make sure we do that. And our community responded. It's been a fantastic community to be a part of. And like the donations have not stopped. It's it's like a constant flow of donations. And we appreciate every every. bit of it. But I think just the tutors, the

180teachers, like I said, the kind of the REL specialist is a big proponent of that. I think she does an amazing job. You know, she's retiring, but I know we'll get somebody else that'll be just as great. But yeah, it's a team effort. And then if you can briefly tell some about what your plans are with the VAPA funding. We are similar to what Sandy was talking about. So the majority of it has to do with staffing, but being able to offer those classes that we didn't have before or because there wasn't enough sections, because we do have an entirely student-driven master schedule. And sometimes when there's only like... 10 kids that request something like a new mural class that we want to want to develop you know so that one of our teachers can

181start building murals and beautify the campus maybe and start because one of the things they're doing is is they're going to try and start do some murals around the campus within the campus and so being able to offer those kind of classes and just expand our programs so that's the majority of it and then even within the other funds being able to kind of we've only had two Art teachers for a few years now. So being able to add that third is pretty big Follow a question that I'm counting as part of my first question. So you're gonna focus most of that on visual arts Well, it's a visual art So there's a full time because of base of the course request but then just kind of trying to build and expand upon like drama

182And and music. Okay. Thank you so much Trust your Rodriguez. Hi. Good evening. Thank you for being here. Thank you Earlier you heard your fellow principal over at the Pioneer High talk about the investment in tutoring. She could see that it paid off in terms of being able to retain the quality of tutor. Do you see the same things in terms of the investment that we put into tutors in regards to... You know they're paying definitely I think and the biggest feedback we had from teachers when we did our needs assessment was Don't don't touch the money for the tutors Like they were that was one of the biggest feedback like the tutors having support within the classroom having support at lunch having support after school I mean, it's been a tremendous support even we

183do Saturday school as well um usually before the grading periods and it's usually a few hours on saturday kids it's voluntary but we do provide tutors during that time also like el tutors so that makes sure that we have someone that be there to translate and provide some additional support so we um but yeah it's been a tremendous help okay When I look at the general data, I think it's dashboard, I think it is, it's 80.5% socially economically disadvantaged students over at Woodland High. How do you practically see that play out in terms of student achievement or in terms of obstacles that you see your students having over a school year? I mean, it's us trying to remove barriers and obstacles for that. Like I was just talking about, like Woody's Closet, like those kind

184of things where you provide a kid some clothing so they can get here because they're worried about what they're wearing on a daily basis. High school is a pretty big deal when it comes to that. I mean, it's a big social experiment, so to speak. And, you know, making sure that we're removing any of the things that are keeping our kids from being here. That's first and foremost. I think if we can do that and make sure we're finding the why into why they're not doing that and then fixing that piece for them. Like I said, I mean, Woody's Closet, for example, is, I mean, there's been hundreds of kids that have gone through there already in the last month and a half. And it's just, I mean, that's real data that's just that we're

185able to see. And, like, kids are coming out of there happy, excited. you know like there's kids that had had not been at school that we see at school daily now um and so i think that's a tremendous change for us so some some of those kind of supplemental ancillary programs like woody's closet actually kind of help support maybe academic academic achievement right by Having them actually feel good about being at school. Yes, you being at school more something like that Yeah, you feel good about yourself. I mean it's gonna eliminate a lot of that stuff So I mean if you're worried about you know What people are gonna say to you or whatever else it is and so I think that's the like I said increasing the PBIS model at our school It has

186been big in terms of like providing that social emotional support for our kids and just lastly Asked sandy this as well your perspective on if you see racial disparities in regards to an academic success And the ability to make progress What's your perspective on it? Why do you think it exists if you think it exists? Oh, I mean, it exists throughout our country. So like Sandy said, that's a lot of layers to it. to pull back, but I think part of it is what we do is try to reach out to a lot of our students where there is the smaller percentage of students and making sure we do bring them on to certain aspects, certain leadership roles, certain like youth advisory council, or even just engaging with their clubs, whatever club it is, making

187sure that we're providing support, making sure that we're going into their meetings and saying, hey, what do you need? What's going on? um you know and having those conversations with them um but i think that's that's a big piece of it i mean that's what we're we're trying to accomplish at woodland high school which is a lot more just what the needs of our students and i know there's always talk about like a student voice but we need to hear from them what they need not you know from from the adults all the time so but thank you very much um i do have one question and it's in relation to page 28. and this is our graduation rates. So we are facing a decline in graduation rates from the data from 2024. Specifically our

188Hispanic students declined 3.6% and our white students declined 2.6%. In the section where you include the conclusions on the data, I encourage you to incorporate the strategies of encouraging those students to enter into summer school. So I'm going to go ahead and read what you wrote. And it says, 2024 graduation rates remain high in all student groups, although there was a slight decrease of 3.8%. Strategies to support this includes tutoring. in classrooms and the learning center to support students needs as well as Saturday school where students can receive additional support from teachers and or tutors. I think that there's a little bit of more information to put in here as far as the programs and classes and supports that we offer over the summer in order for them to be able to retake or take

189the courses that they may have missed or failed. And sometimes, you know, what outreach are we doing to our families, to our students, and making sure that they are aware that, hey, you could benefit from taking these summer courses. And, you know, how soon are we reaching these students? Are we reaching them right after, you know, they complete, you know, a couple months before they complete their ninth grade, before summer starts, and enrolling them and actively recruiting, maybe entering a little bit of information about that. Do do my colleagues agree that there's a little bit more information that could be put in as far as summer school any objections, sir? I don't object to that. To me, this is not the space because this is drawing conclusions, not strategies or solutions. To me, those should

190go in the strategy section, not in the conclusion section. I don't object to that. I don't see it in the strategies. Or can you guide me to where they are included? No, no. I'm saying that should they be not here. That's what I'm saying. But I agree with what you're saying, just not where it's being placed. Yeah, I want it as far as part of that. Yeah, so that we one of the things I agree with you in terms of like those things we do do the other thing is like credit recovery that's part of the Strategies that we have for next year in terms of providing some sections of credit recovery And that's going to come out of site funds as far as like intervention And so that's part of the piece we want

191to make sure that we have kids that are not just Seniors, but we have what offered a juniors that can get ahead earlier or caught up earlier versus having to go to Cache Creek and now that's your only option. So we're trying to provide some additional options for students. Can you tell me, this is my second question, is the summer school programs and initiatives incorporated in the strategies? I only got to this page 28. So it's not laid out specifically because we automatically enroll students in summer school. Like we don't say, hey, do you want to go? We just automatically enroll the kids. You need credits. You're enrolled. Here you go. The only reason they wouldn't go is if they opted out of it for some reason. But I know even like this year it's

192at Woodland High School. So the direction to the counselors is just automatically enrolled. Our students, if they need the credits, they're enrolled in summer school. There's no questions about it. Okay. All right. Moving on. Trustee? I just had a comment in relation to that, or a question to the superintendent. I know in the past that has been the practice that all students were enrolled, and then we were over-enrolled in summer school. Is that going to continue to be the practice where we're going to automatically enroll students whether they have interest of going or not? No, so we are enrolling them, but that they have to verify that they're coming. Good. And then go from there. Perfect. Thank you. I'm going to piggyback a little bit on that because my mind is jogging now. I see

193the benefit of an automatic enrollment. I see it. But I feel like there has to be a handshake. And, you know, if I'll put myself as an example, if I'm a student and I'm being automatically enrolled, I don't just want to, I don't, it's not going to benefit me if I've lost interest in school for me to be contacted and said, you're automatically enrolled. I probably would be more convinced that I need the remedial or I need the courses if I actually sit down and look at my transcript and look at the areas that I'm failing and if my parent came in and had a conversation with me and my counselor. So I don't want to say let's do that. I don't want to push that. If it's not working the way we're doing it,

194I think we really need to think of what can we do to get the buy-in of the student and the family. Yeah, no, that is happening. So that's part of the four-year plan and part of the conversation with the counselors with the yearly, hey, this is how many credits you have. This is what you need to take. This is what's going on. This is what you're missing. I'm enrolling you in these summer school classes. You need to make up this and this and having that conversation with them and the parents. So it's not just, yeah, it's not like a passive, like you're enrolled, I don't tell you. There is a conversation happening. Like I said, we have some rock star counselors that do a good job of that. Okay. So just before we move on

195in the same topic, just to clarify, you are going to add the summer school stuff into the plan. I can't there's just no I mean the the summer school as far as like from site budget. There's not a Allocation of funds for that out of out of ours. Okay so But in terms of that, I mean we do that that I think normally we we provide strategies that we're gonna be paying for out of site funds normal normally Yeah, like that's usually what what we're allocated as far as what we're gonna be what strategies you're gonna be doing what activities we're doing and what we're gonna be paying for some things are paid for through our district some things are paid for through site some things are great and so that usually this document is

196something that we're gonna be utilizing like the bar allocation for Okay, so no space for summer school. I mean, I don't have it. Go ahead Yeah, so what I'm hearing is again this these are The wasn't the plan is what they're paying for the district pays for summer school So they would not put that strategy in this document because it's not being paid by the school site So yeah, I'm fine with it not going in here else We'd have to put a bunch of other stuff in there this be made from other sources and then this document become really confusing I can offer a Solution yeah, and make sure that we include that in our LCAP. Yeah I think that I really want to see the summer school portion tied in here, and I'm not

197going to bog it down, but I think that resources with the parent involvement component. could be incorporated in there, like having an opportunity for parents to come in on a summer school resource night and actually understand, like, hey, this is what summer school is. This is when your son or daughter is going to be identified for summer school. This is what you need to know. This is where it's taking place. Here's an opportunity for you to ask questions, you know? And I feel like sometimes we do need more ideas for that parent involvement or that parent informational session, but that's just an idea. Yeah, no, I think it's a good idea. Yeah trustee via gonna go ahead your turn Thank you So I saw several times in the conclusions that where strategies were Incorporated and

198I'm wondering why y'all decided to put them there instead of you know, where the strategies are listed in the bottom Can you give me an example of what you're sure the one that trustee was so I just read to you on page 20 was it 28 Strategies to support Second sentence on conclusion one. Oh, okay. So you're talking about in terms of In terms of putting a strategy within the conclusion Yeah, I'm wondering why you don't set it put it there and not where the strategies go later in the document I didn't have a rhyme or reason. Thank you. So related to the graduation rate, in terms of percentage, what do you consider a high graduation rate? 100%. 100%. Yep. Good. The reason is because it says there, right, that graduation rates remain high, but

199it's 90 and lower for some of them. And to me, then, we have to change that language because they're not high, right? 90 or below 90 in some cases, 78 in some cases. So I'm glad to hear that 100% is the high standard. Oh, yeah, that's the expectation every year. And then on page 31, the second. Part of that paragraph under identify needs it says our visual performing arts numbers are slowly increasing you see that Mm-hmm. And then if you go to the to the next page Where it has the the numbers I was not able to see where the numbers were slowly increasing from 20, you know starting from 2020 21 to 2024 25 No, there was a dip from so from 20 from 2020. I mean there was a dip because we lost

200Visual performing arts teacher. We just our enrollment had had dipped But since then I was talking about just from the year before or from the previous year before got it That's that's just what it is. So we have a slight increase in in students requesting more We're trying to you know increase the numbers. Thank you. Those are my two questions. Mm-hmm trustee Rodriguez, Mojica page 16 on the in the second conclusion and this is the area on the student population it looks like The second conclusion reads in 2023-24 roughly 80.5 students identified as socioeconomically disadvantaged. So this was a 2.3 increase from the 22-23 data. This will have a direct correlation to the number of students that may have access to AP costs and having to make decisions to take a college level course or

201not. And I'm curious if you could share a little bit more about that. What are AP costs and what do you mean by having an impact on students about whether or not to take a college level course? So our advanced placement courses. So we have the, you know, the like a U.S. history and then AP U.S. history. We have a lot of students that don't take the AP class because just of the costs associated with it at the end where they have to pay a hundred and something dollars per exam. which then limits the amount of students that do take the course. So part of the, one of the strategies to kind of subsidize those costs and help support the students. So we cover the costs. If a student is in need, then we try

202to make sure, well, we don't try to, we make sure that their costs are covered. So the cost is dropped down drastically. And so we want to make sure that our AP numbers are higher or you know so that they can they can take that class if they want to We don't want to be like okay. That's a that's a barrier for for them taking it And I did see the AP subsidies later in the plan. So are you saying then that it's no longer a barrier because you are providing those subsidies? That's the plan, yeah. So this is new? No, no, no. This is a continuation of plans. So because we have an increase in that percentage, we did allocate more for the following year, yeah. So it's from a couple different pots of

203money, but yeah, we did allocate more. Can you break down kind of how that works? So let's say I'm a student at the high school and I may be interested in taking an AP history class, but I don't have the funds to do that. How do you identify me or how do I tell you, how do I know that the exam could be covered? Part of it is conversations with the students this year when they're choosing courses, making sure that they understand that. you know cost is not a factor in in terms of that um but we do have students uh in terms of being able to be identified like who's on free who would be like free reduced lunch and be able to kind of work with those students um and then when they

204do uh sign up for the test there's an indicator on there like okay i would qualify for this or by my certain household income and then those kids with our ap coordinator which is usually one of our assistant principals uh would make contact with them kind of walk them through the process of what they need to be doing in order to qualify for that and then they kind of cut down the money. So all students would have access to it if they need it and they would get the full fully paid? It's significantly reduced. I can't remember off the top of my head, but it's like As opposed to being a hundred something dollars. I think it's like $20. Okay. I'm not I'm not I don't know the specific amount. It's okay. Yeah. Thank you.

205Yeah Trustee Richardson-Fowler. You've answered several questions that I had. Thank you for talking about the Saturday school program as well as how you incorporated stuff from the PLC into this document. I just recently went to a cognitive behavioral intervention trauma and schools training and a lot of the SEL stuff is being worked in groups with the priority funding for your site using SEL as the number one priority for your school site what is that going to look like for the students I know that community schools is an option and I know that I'm looking for a more fuller answer because I know not everything is going to be addressed just by the site funds So if you can just round it out for me, that would be amazing Inter like well, there's different aspects of

206it. So I mean we I mean again the nice brief overview the greater bigger picture the funds Are that's our tier are one trying to get make sure that we have Support for all of our students and all that the tier two tier three like kind of the multi tiered system That's going to be a little bit more aligned with our RTI specialists our counselors kind of any of our other folks on campus. We're also working with ASSETS, which is a program on campus, or La Semilla. We've already identified some like before school or after school groups that we can make sure that we're either referring kids to. And we do that through our wellness committee. And so a lot of the tier two, tier three, that goes through the wellness committee. So, and that's

207brought up, or that's made up of all of our support staff. Can you quickly remind the board what composes the wellness committee? The wellness committee, so we have administrators, we have counselors, we have school psychs, we have RTI specialists, we have... A social worker. Oh, a social worker. We have our cafe specials will jump in every now and again if they need to, but they're not fully a part of it if we need to incorporate them. But that's what we have a majority of. Okay, and this is going to be my last question. Arts is by far the largest line item in your budget, and it's almost half, a good two-thirds. And I know like for example you've got about 2,500 roughly for parent involvement. That's not just going to stick with the EL learners

208just for Title I. It's going to be woven in and out of other things. Can you speak to how the arts and music in schools allocation is going to be woven in and out of all of the goals? Just a concise overview. I mean so For any of that in terms of the art department, I mean, the art department goes across multiple contexts. So, I mean, we're going to be able to kind of support multiple students, more students within the arts. So, I mean, in terms of being able to kind of help support, you know, give students a space for whatever it is that they need. We have kids that maybe didn't have certain classes before. Now they're going to have access to that. You might give them also within that kind of that. leadership

209opportunities for those for those programs even within like the music committee and like they have a They have their own club in terms of being able to hold officer positions and make decisions and be able to kind of build upon that so those are some areas where they're going to be able to take advantage of I appreciate you stating that. I am a big fan of STEAM rather than STEM because you can weave the arts into everything. I also think that you guys are hitting a huge emotional SEL opportunity with these art funds too because having the students receive what they basically asked for and have been dying for for quite some time is definitely going to... address some of those needs. I just appreciate it. But yeah, that's something that really stood out to

210me, both the funding priority for SEL and for the arts. So thank you. Thank you. Yeah, definitely go check out Little Mermaid. It's going to be great. I'm going tomorrow night. President Bautista Zavala is taking a break. So I now. No question for me. And was there no comments on anything? No. Okay. No questions for you, Trustee Garcia? No. Okay. Trustee Brubaker? No. Trustee Rodriguez? Yes. Yes, I do have questions. Okay. So in your report, you talk about strategies to help our students succeed. You mentioned the AVID program and the Puente program. Can you just talk more specifically about why those programs are so important for your students? AVID specifically, I mean AVID kind of takes those kind of middle of the road kids and kind of make sure that we kind of help build

211them up and provide that individual support within kind of a four-year kind of program. And then there's leadership opportunities within there. There's field trips that they can go on where they go and take college visits. The end goal is continued education in some capacity. And those field trips, would you say they're pretty vital to being able to have the students get the most out of these programs? Oh, yeah. I mean, especially if you're going to visit a university, you could tell somebody that university is great. But if you don't get to go and visit that, because most kids, they don't do that as a vacation. I mean, I can tell you Disneyland is the happiest place on earth, but unless you go there, you don't know that. You know and so it's just one of

212those things that we want to make sure kids are able to see that and visit that and What we're trying to do and also incorporate within there especially within Puente too is a lot of our Former Puente's does that we're graduated there now at different universities making sure we reach out to them so that they're available to then Welcome the students so that they can see like okay you're also from woodland you're now at this university have a face representation matters and making sure that the students are going over there and seeing a kid from their neighborhood be successful and be at the university level And where it says to describe any changes, you know in talking about these programs Looks like you'll no longer be able to add additional field trips using this goal

213due to a decrease in the supplemental concentration Is that is that correct? Yeah, we have significantly less supplemental and concentration funds and And so I know we had talked about returning monies or not returning monies and using most of the monies. Is there any money available in any of the monies you might return to be able to supplement these field trips and make sure that they continue at least at the same level as before? You're talking about from this year? Mm-hmm. I don't know. I'm not sure how that... how that works in terms of like rollover yeah i'm just i'm just saying if we don't if there isn't enough particular funding i know you're going to try and use vapa to try and supplement but you can't yeah so we we um in terms of

214that like we're going to have to be a little bit more creative so like This year where we provided funds that are like discretionary or supplemental, like for example, like having our drama department take a field trip to, you know, the middle school or something to provide like information or whatever. We would do that out of the VAPA funds versus like the supplemental or discretionary funds or other things where we, you know, had. I don't know, like a random field trip that somebody wanted to go on. That might not be something that we would be able to do. Well, I'm pretty sure most universities have art programs. So I think that would be a good way to continue to connect that. Yeah, and not miss out maybe on any of the field trips. Right. If

215they are to universities. So in terms of like the funding source, again, getting creative with like assets, assets is a big program on our campus. And they do help, especially if it's before school or after school. They're able to kind of support our kids, which they do. I mean, they have they're taking a bunch of kids to UTI soon. The Universal Technical Institute to kind of give them that exposure and see if they want to do something like that. But that's another piece where we'll have to do or it'll be if it's a field trip. them or whatever else so they're very good partner with us so if there's things that we can't cover here then being creative with using that so thank you all right i don't have any questions on 1.1 it says

216provide programs and supports to increase achievement increase college and career prepared status and advanced a2g eligibility on California dashboard and participate and participation of subgroups but there's only three thousand dollars allocated to that although yeah that was the additional funds that I was talking about earlier with like the AP uh cost so that was before it was just um in another strategy was the nine thousand dollars that we had this year so we increased that by three uh to make sure that we were also supplementing that and getting more students involved 30 you said No So there was a nine thousand dollars that we allocated this year. So we're still allocating that plus that three Where's a nine thousand reflected? It is within that title one budget where you can see in One point It's

217not a separate nine thousand dollars. It's within the title one budget Yes, one point three. Sorry. That's what I was trying to find. Yeah one point three. You can see the third bullet point down so it's just we had to Based off of the audit we had to create some separate strategies with like title one specifically So this is title one that we kept the 9,000 and then we did the supplemental for the 3,000 So they are different. There are different strategies so the a2g eligibility is wearing 1.3 It's the third one now That's AP exam. Yeah. Yeah, it's part of the AP exam So that's where the but it's part of that all title one, which is twenty seven thousand dollars total But that nine thousand dollars is within there So just to be

218clear, you're saying that the AP exams will increase A through G eligibility? Yeah, they're still college prep, so they're part of A through G requirements. No, no, I know they're college prep. Okay. So on 1.2, the strategy is to increase staffing. And earlier... Heard that a percentage has to be used on staff. What's the percentage of the art and music funds that have to be used for staffing 80% 80% Okay, so so 1.4 of the 200,000 it's about 80% then for a point for it to eat Around that. Yeah. Okay. So then the rest of the stuff is okay to be purchased or paid for Because it's part of that 20% Like facility improvements. Yeah, there's a like a percentage of having all those things where we kind of broke everything down like a percentage

219would go to improvement as percentage would go to field trips percentage would go to like Equipment or cost supplies things like that. So implicitly improvements are authorized. Yes, okay. Thank you So I can be simple things like, you know, cuz our was the classroom hasn't been used in a while So making sure that we're getting that fixed up. Those are my two questions. Yep Trustee Rodriguez-Molica. No more questions. Trustee Richardson-Fowler. I'd like to move to approve the document. I'm not calling the question yet. I'm just motioning to approve. There's a motion by Trustee Richardson-Fowler. Is there a second? Second. It's been seconded by Trustee Garcia. Any discussion? Yeah. Trustee Villagrana still has a couple of questions. Go ahead, Trustee. I don't know if we're going in order. Right. We are going in order. All right.

220So we left off at trustee Richardson Fowler, trustee Garcia seconded. No questions. Trustee Brubaker, trustee Rodriguez. I have no questions. I would love for us to get this approved tonight and let our staff go home to their respective families. Trustee Villagrana. On 2.6, the graduation cost and the end of year cost. I was confused about the strategy because it has a lot of stuff in it. So how do those two support that strategy? Well, like I said, the discretionary was not something that we usually had in there. It's not usually something that goes through school site council for approval. That's our kind of rainy day fund. But because we have to conduct a graduation, we have to, we put stuff in there in terms of that, you know, so it does cost to hold a

221graduation. So that's where that kind of comes into play. So that's all discretionary money. Then on 3.3. We call out the FAFSA. I think it's important to also call out the dream act application Yeah, so we can add that there and then for 4.2 Kind of same as the other one, $500 doesn't seem like enough. Is money somewhere else for that as well? It is. So essentially what we're doing, because part of it was a big chunk of money, was to get T-shirts for all of our Link Crew leaders so that they're visible and kind of part of the strategy with the first day of school. But we're utilizing funds from this year to purchase those T-shirts. So that we can make sure we have them ahead of time because what we were doing was

222you know waiting filled for July and then we're trying to buy all these things ahead of time and it was kind of rushing so we are using this year's funds which means we didn't need to use or allocate that much for that so and then there are also other Money being allocated for other aspects of it. So yeah, thank you. Am I final just I'm actually gonna be voting no on this plan. I did express a lot of concerns to superintendent and I asked questions and I was not satisfied with the responses and especially again with the the allocation of the the breakdown for the goals And so again, those are the reasons I'm done with my questions Tracy Rodriguez Mujica Trustee Richardson Fowler called the question called the question All right going down trust

223you be a gonna We're voting the same as the previous plan? We're voting for... All right, so the motion on the table is to approve the Pioneer High School secondary school plans for student achievement. Woodland. I'm sorry. Woodland High School. We already did Pioneer High School. Yeah. All right, this is when I start. It's late. All right, it's Woodland High School secondary school plans for student achievement for the 25-26 academic year. Thank you for allowing me to make my correction. It's been motioned by Trustee Richardson-Fowler. It's been seconded by Trustee Garcia. The vote has been called. Yeah. So last one we did, they wouldn't do a roll call, right? No. All in favor? I want to be consistent in the vote. All right. Well, I'm deciding to do a roll call vote just so that

224we can make sure we have everyone's vote corrected because the other one was voted unanimously. You're already expressing opposition, so I'm going to do a roll call vote. Trustee Villagrana? No. Trustee Rodriguez-Molica? Yes. Trustee Richardson-Fowler? Yes. Trustee Garcia? Yes. Trustee Brubaker? Yes. Trustee Rodriguez? Yes. Trustee Bautista-Zavala? Yes. School site plans for Woodland High School are approved with all members yes and one no by Trustee Villagrana. Thank you very much, sir. Thank you. For all your hard work on this. All right. We're moving on. So just to clarify, Douglas Middle School, Lee Middle School have been tabled to the next meeting. And Cache Creek High School was pooled by our superintendent. And that will be brought back at a later agenda. The next item is item L2, Information School Resource Officer Quarterly Report. This is an

225informational item. Are there any questions from the board? All right, seeing none. Are we good to move to the next item? Yes, please. All right. Facilities and finance informational item. This is the average daily attendance and enrollment report for 24-25 school year. This is a written report. Any questions for staff? Trustee Villagrana. You can put it on the screen. So we can go to the high schools. So for Woodland High School, no, Pioneer, it says. Enrollment 15 16 and then for Woodland High School says 10 50 and this is not for now but conversation about the budgets for each school and staffing for each school There's a huge discrepancy in the workload for counselors. For example for the vice principals And it says a concern I've expressed in the past, but it's now the gap

226is getting wider now It's done about a 500 student difference. That is a third and that's a real concern for me So as we're the future as we're talking about again budget adjustments that were not I just I want to call it out right now to keep for that to keep that in mind as we have those conversations. Because again, the gap, and I know we're gonna be redrawing school boundaries, but it's gonna take a while before those take effect. We have to take action sooner than that to be, I would just leave it at that. So, thank you. Any other questions? Trustee? Okay. All right, this is an informational item. No further questions, sir. Thank you very much. Moving on to item N, human resources. This is an action item to approve resolution 80-25,

227adopting recommendations to issue final certificated layoff notices. Move for approval on N1. All right. It's been moved by Trustee Villagrana. Second? Second. All right. It's been seconded by Trustee Garcia. The Board of Trustees took action in open session by a vote of, okay. We haven't voted yet. Okay, I'm sorry, I'm just reading this. Just got that. I'm sorry. All right, so I'm gonna go ahead and do the roll call vote. Okay. I have a question Yes, ma'am. Okay. I noticed that in the description it talks about how we are reducing our workforce by 3.45 FTE however in the document it states that we're decreasing our FTE by 4.95 FTE which one's accurate clarification Because it looks like in the document with the whereases, we are losing one, two, three, four, five, six, seven bodies that

228accumulate 4.95 FTEs. So I just want us to be cognizant about that. Thank you very much, Trustee Richardson-Fowler, for that question. I'm opening up the document on my computer. Who's answering? So that I see okay. I see the four point nine five on the document Where's the other number that you and our agenda? Yes fiscal implication the reduction of three point four five FTE would reduce expenditures by approximately and it gives the number And so that number is clearly going to change if we're reducing by four point nine five FTE Yeah, let me take a look really quick. Okay All right let's go ahead and move to item n 2. Any opposition to moving on to the next item and we'll come back. There's a motion and a second. Yeah. So we'll have to withdraw

229the motion the second to be able to go to. Respective members can you please withdraw. Be happy to withdraw. Yeah. Thank you very much. We're moving on to item n 2. This is an action item to approve resolution 81-25, adopting recommendation to issue final classified layoff notices. Move for approval. Second. It's been motioned by Trustee Villagrana and seconded by Trustee Rodriguez. Any questions or comments on the item? Seeing none, roll call vote. Trustee Bautista Zavala. Yes. Trustee Rodriguez. Yes. Trustee Brubaker. Yes. Trustee Garcia. Yes. Trustee Richardson-Fowler. Yes. Trustee Rodriguez-Molchica. Yes. Trustee Villagrana. Yes. And just to clarify for the record, the vote was taken in the specific order as was stated on the paper, so I apologize for the different order. I will read the script as follows. Related to the action, the Board of

230Trustees took action in open session by a vote of five in favor and zero opposed to approve resolution number 81-25, reduction or discontinuance of classified services for lack of work or lack of funds. The action was passed by unanimous vote by all trustees present. The first part you said five in favor? I'm sorry, did I say five? It's seven. Let me read it again. discard starting over the Board of Trustees took action in open session by a vote of seven in favor and zero post to approve resolution 81-25 reduction or discontinuance of classified service for lack of work or lack of funds the action was passed by unanimous vote by all trustees present all right we're going back to the other one we're going to go back to the prior item item n1 So just

231to clarify the correct the correct number is in the resolution the four point nine five and that is due to the addition of the point five VP or have for me vice principal position adult ed and the I just took it away and and vice president on the vice principal special assignment. Do we know what the fiscal impact is is it. change or were those open positions so the physical impact for the 0.5 at adult ed is a reduction in her budget for adult education and that came after and then the VP position we have moved a Vice principal into a special assignment For this year only and that was because it was after the March 15th notice. So we're just cleaning that up Thank you for approval all right second item n1 has been

232motioned by trustee Villagrana seconded by trustee Rodriguez I'm going to go ahead and do the roll call vote. I stated on the document, Trustee Bautista Zavala. Yes. Trustee Rodriguez. Yes. Trustee Brewer-Baker. Yes. Trustee Garcia. Yes. Richardson-Fowler. Yes. Rodriguez-Molkica. Yes. Villagrana. Yes. The Board of Trustees took action in open session by a vote of seven in favor and zero opposed to approve resolution 80-25, reducing or eliminating particular kinds of services related to certificated employees. The action was passed by unanimous vote by all members present. All right, that concludes item N. Moving on to item O, governance support. Information, discuss future governance workshops. Superintendent. Okay, I have had a meeting with our board president and with regarding about future... Board governance workshops or something the board wanted to consider Doing more based on the last governance workshop

233that we have with dr. Rodriguez He has we are recommending that we do two sessions He is available and then you pull out those dates that I had written down for myself They're on Saturdays no because we wanted to say make sure on on July 20th And August 17th. Out of town in July but I can make the August one. Superintendent I think the dates were June 7th and August 23rd. Those were the Sundays. Oh we're doing the Sundays. No, no, June 7th is a Saturday and August 23rd is a Saturday the dates you gave us our Sundays Yeah, yeah, no the July 20th. Yeah. Oh, sorry. It's okay. I think I'm just I got to need a is correcting for there's too much going back and forth That's okay. He's respectfully correcting June 7th

234and August 22nd. So June 7th. Sorry. It's okay on 7th and August 23rd I'm out of town June 7th. So am I me too This 20 August 23rd work for everyone obviously third should work for me works for me it works You want to start there? Let's start there and then and then I can always go back to him and see what other dates we can meet July seemed to be a very difficult month He has several dates but I know there was a lot of conflicts just between the two of us so I can imagine there's even more conflicts in the month of July. But I can ask to see when we cast an additional September date or October. What are the times? We haven't determined times yet. So we'll meet with him and

235come up with a proposed agenda or times based on some of the topics that you've discussed in prior meetings. Just To put it on your radar. I am available June 14th through July 12th for Saturdays and then again in August Just putting it on your radar. Thank you very much. Any other questions or comments related to future governance workshops All right, so I can confirm the 23rd for sure August and I'll put it on your calendars right now And I'll just block out our time and it will adjust the real time leader Thank you And then we'll try to find another date, whether it be earlier or later and bring it back. All right, moving on to item P, public comment for items not on the agenda. No item, no yellow sheets. Future item Q,

236information request for future agenda items this evening from the board. All right, seeing none, moving to item R, information closing comments from the board. Trustee Rodriguez. I just wanted to comment about the importance of having school plans for student achievement for discussion. These documents are extremely rich, and especially when we're talking about our academic success, our student success. And although it is a late hour... this is where we want to be able to spend a lot of time on. This informs everything. It informs the future meetings in regards to this topic. And just for background, I think that... During the last four years that I've been here, I think the struggle has been to make the time to adequately be able to engage here, as opposed to rubber stamping something. So time here is well

237spent, even if we go into a late hour. And that should be really the perspective and what leads our ability to commit. to be able to discussing and engaging with this document. I appreciate those comments, Trustee Rodriguez. And just to share with my colleagues, I will be asking the executive committee and our superintendent to limit the community engagement portion at our next board meeting so that we could have a little more time for us to be able to. assess more time for the middle school school plans for student achievement. I know that my items for resolutions on community engagement are coming up at the next board meeting. So I don't want anybody to feel that I'm removing or taking away from others, but also putting myself at the stake. But just keep in mind that

238When we do want to spend more items on more time on certain items it does have to be at the expense of other things And I hope that you guys can trust that the executive committee is doing their very best to try and make sure that the agendas Are substantive but also allow for the priority to take precedent That concludes my closing remarks anyone else trustee Rodriguez mojica I just wanted to loop back. I'm not sure where we left off on the request of only reviewing six at a time in order for us to really be able to dedicate time. Are we moving forward with that? It sounded like it was a suggestion because we didn't take action. But I just want to just to respond to your comment. I think that it was really

239well received by the executive committee and we'll definitely have a conversation about it. But I'm personally not objective. Okay so I've made this mistake before where I've made a recommendation and I thought that we were doing that but we didn't do that. Do we need to make that a directive for the group? I don't know. I think it's at the discretion of each individual board member if you want to make it actionable and if the item allows for it but it sounds like the executive committee's I THINK IT'S A CLARIFICATION. WE JUST TABLED TWO MIDDLE SCHOOL PLANS. I'M HEARING THAT YOU WANT TO HAVE SIX ELEMENTARY PLANS. THAT WOULD BE EIGHT PLANS COMING NEXT TIME IF THAT'S WHAT I'M HEARING RIGHT NOW. So just to clarify that's what I what just happened right now We

240tabled the two there's discussion about splitting the elementary which which mean you still have eight plans at the next board meeting And if we go at the pace we went today, that would be about an hour each so You know I just want to be realistic about what you're asking and Trying to get you through all of your items and all the other things that you also are going to have a big L cap Document as well. So we may want to consider a pace it now sprinting it out maybe until October somebody I'm not over It might take till October we go with this piece, but maybe till August, you know if I can chunk him out but again like Trustee Savala said that's gonna be at the expense of other items. So I

241Don't think we could do eight Plans if you want to spend the same time that you spent tonight with that only two We try to keep the agenda light today to give you time to go through all the plans. So just want to be realistic and support you and support the sites to get their school plans so they can start planning for next year. I am going to make a commitment to I don't know it's late I don't have the words. Try to do what President Bautista Zavala suggested and email all of my questions in advance and I will use this platform to highlight the things that I think are salient points that the community should should hear as well. So that's a commitment I make to try and limit the conversation. Thank you Trustee

242Richardson-Fowler. Any other closing remarks. All right, seeing none. Date and time of the next scheduled regular board meeting is on Thursday, May 22nd. Closed session is at 5 and open session is at 6. This meeting stands adjourned at 10.48 p.m. Thank you very much to everyone here. Please drive safe.