Board Meeting 2-4-25

001This meeting to order Before we go ahead and approve the board agenda I'm gonna go ahead and go over the agenda with you guys and let you know of the approximate times that I have allotted for each of the items. These are just approximations in order to keep us In according to the timetable we do have a very robust agenda this off this afternoon Not quite evening yet If we continue this plan, our approximate ED time should be between 10.30 and 11 p.m. So once we come back from closed session at 6 p.m., I'm hoping that by the time we come back and sit down at 6 p.m., we'll have already taken a bathroom break. We'll come back for item E, and I approximate about 10 minutes for item E. Not exactly sure how long

002we'll have for item F. CONSENT AGENDA, I'M ESTIMATING ABOUT 15 MINUTES. ITEM H, I'M ESTIMATING ABOUT FIVE MINUTES PER PRESENTATION OF EACH OF THE RESOLUTIONS. SO IF YOU'RE PRESENTING ONE THIS EVENING, I ASK THAT YOU PLEASE TRY TO STICK TO ABOUT FIVE MINUTES FOR THAT. WE'VE ALLOTTED SUFFICIENT TIME FOR OUR HIGH SCHOOL STUDENT REPRESENTATIVES TO HAVE ABOUT FIVE MINUTES EACH. ONLY TWO OF OUR STUDENTS' REPRESENTATIVES WILL BE PRESENT THIS EVENING. Not exactly sure how many public comments we'll have, but we will be prepared for that. Item K, anticipating about 30 minutes of reports. In L, teaching and learning, anticipating about 45 to 60 minutes on item one. And then once that item concludes, I'm anticipating it'll be about eight o'clock, halfway through our agenda. We'll take a break. Before we get started that'll be before

003we get started on item 2 that's the special ed program review and I'm anticipating that'll be about 45 to 60 minutes And then item 3 L 3 about 12 to 15 to 20 minutes For items under facilities and maintenance item F for all three items. I'm anticipating about 40 minutes and Then right before we get to item and human resources. I'm anticipating it'll be 10 o'clock by then Item N, I'm thinking that'll take altogether combined for the four items about 30 to 40 minutes. And then I'm hoping that we get to item O before 11. This evening I'm also hoping in order to avoid us speaking over each other that when you guys would like to make questions or comments on a certain item whoever would like to go first please raise your hand and

004then you'll be allowed to make one question and then we'll go around so the person to your right will be next and then we'll keep going around in that in that sink. So you'll be limited to one question or comment and then we'll go to the person to your right. And then it'll begin with whoever wants to go first. Superintendent, any changes to the agenda? Yes, I'd like to pull item G1A, purchase order number four. Any other changes this evening? Hearing none, can I get a motion to approve the agenda? So moved. Thank you. It's been motioned by Trustee Richardson-Fowler to approve the agenda with the removal of item G1A number four. And it's been seconded by Trustee Rodriguez. All those in favor, please say aye. Aye. Aye. It's been approved by all those present

005with one absent member. It's now 4.05 and we'll go ahead and go into public comment for items in closed session. No, no public comments and we're right on time 405. Let's go ahead and break into closed session, please. Thank you very much Thank you very much. It is 609 can I please get a quorum? Thank you very much. We're reconvening from closed session back into open session at 610 Just for the notice up to the public at four o'clock when we called this meeting to order I went ahead and asked my colleagues in order to run in a in the attempt to run an efficient meeting this evening When my colleagues are prepared to make a question or comment once a presentation has been done on one of the items Go ahead and raise your

006hand and we'll begin with whoever's ready. And then after that, you'll be allowed to make one question or comment and then we'll go to the person, board member to the right and let everyone take a turn and come around. It is 6.10 and we're going to go ahead and go to the first item, Pledge of Allegiance. Thank you very much. This evening, our land acknowledgement statement will be read by Trustee Rodriguez. Thank you. We should take a moment to acknowledge the land on which we are gathered. For thousands of years, this land has been the home of Patwin people. Today, there are three federally recognized Patwin tribes, Kachaldehi, Band of Winton Indians of the Colusa Indian community. Kletzl Dihi Wintun Nation and Yoisha Dihi Wintun Nation. The Patwin people have remained committed to the stewardship

007of this land over many centuries. It has been cherished and protected as elders have instructed the young through generations. We are honoured and grateful to be here today on their traditional lands. Thank you very much, Trustee Rodriguez. Action taken in closed session for items to be approved in open session that were reviewed in closed session were as follows. Item 3A, the Board of Trustees took action in closed session by unanimous vote to approve the Resolution 43-25 to place a probationary certificated employee on compulsory unpaid leave effective January 6, 2025, pursuant to Ed Code Sections 44940 and 44940.5. Item E4A, Interim Associate Superintendent of Human Resources. I'll take a motion for approval of the employment agreement for Laura Benson for the Interim Associate Superintendent of Human Resources. Motion to approve. Thank you, sir. It's been motioned

008by Trustee Villagrana. Second. And it's been seconded by Trustee Garcia. All those in favor, please say aye. Aye. Any noes? Any abstentions? Motion passes unanimously. Thank you very much. Next item on the agenda is item F, public comments for sections G, consent agenda, and H, community engagement. No public comment for those sections. All right, it's now 6-13, and we're moving on to consent agenda. Any items that you wish to pull? Yes, Trustee Villagrana. I'd like to pull G-3B, the special board meeting minutes. Yes. Any other items? I'm going to be pulling the... Purchase orders item g1a can I get a motion to approve the consent agenda without one a g1a and g3b Second motion by trustee Garcia seconded by trustee Rodriguez all those in favor say aye aye Any opposition any abstentions? All right moving

009on Item G1A. Any questions? This is the purchase order list. All right. Can I get a motion to approve? Excluding PO number four. Remember that one was pulled at the beginning of the meeting. I move. Second. Trustee Rodriguez. Motions to approve the consent agenda without 1A number 14. All those in favor say aye. Aye. Any opposition? Abstentions? I'm abstaining. Item G3B, special board meeting minutes. It relates to the day that it doesn't include the conversation or the decision we made on the guidelines for the reports. So we could make those additions and bring the minutes back for approval after that's added. Are you referring to the minutes? Minutes allotted for presentation? Yeah, the minutes per, the guidance, yeah. Okay. That wasn't in the minutes. Superintendent any questions? No. All right. So let's go ahead and

010bring back those special board meeting minutes to the next meeting. Okay. Thank you very much All right moving on to item H it is 615 Thank you very much. We're moving ahead very quickly Community engagement presentation resolution 44-25 for Black History Month I'd like to table this to the next meeting as the recipient was unable to attend for weather any opposition All right, thank you very much, Trustee Fowler. We will put that on the next agenda. Item H2, Presentation Resolution 45-25, Career Technical Education, CTE Month. Trustee Garcia. Thank you. I would like to read first the resolution, and after that, I want to ask to the... FFA group to go with me. Okay, so resolution 45 slash 25, career technical education month, February 2025. Whereas February has been designated career and technical education month by

011the Association for Careers and Technical Education. And CTA provides students with connection between school and careers. them for success in higher education and its extension to a strong workforce contributing to America's global leadership. And whereas the CTA gives high school students practical experience in subjects like reading, writing, and math, with NA's education, reduce drop-up rates and provides leadership opportunities. AND WHEREAS THE COLLABORATION BETWEEN EDUCATORS, BUSINESS AND INDUSTRY STRANGERS OF OUR LOCAL AND NATIONAL ECONOMY PREPARING STUDENTS FOR CAREERS IN FIELDS WITH THE LARGEST PROJECT GROUP. NOW BEFORE BE RESOLVED THAT THE BOARD TRUSTES OF GOODLAND JOINED UNIFIED SCHOOL DISTRICT IS PROCLAMING FEBRUARY AS A CTA EDUCATION MONTH AND REAFFIRMS ITS COMMITMENT TO SUPPORTING STUDENTS AND FAMILY IN CTO PROGRAMS. So I would like to ask to the FFA official and teachers to come with me to

012the podium, please. Thank you for coming. So I would like to leave the floor to our officials for both students for high school, Goodland, and Pioneer here. If they can share with us how FFA I contributed to them, what they like, whatever they want to say. I don't want to point it to one. Whoever wants to take the floor. FFA has had a huge impact on me by helping me grow as a leader and develop confidence in public speaking. Through my time in the organization, I've had the chance to meet amazing people, take on leadership roles, and be a part of the community that supports and challenges each other. What I enjoy most is seeing how FFA brings people together, whether it's through competitions, events, or just working as a team. It's an experience that

013teaches you skills you can take anywhere in life. Hi, so my name is Kate Kirsting. I'm the president of Pioneer FFA. On behalf of my advisors, my fellow officers, and my chapter, I would like to thank the board for presenting us with this resolution. FFA has made a tremendous impact in my life, and I know it has made an impact in many of the members of our chapter's lives in the same way. In FFA, we never do anything for recognition, but receiving honors such as this gives... us an opportunity to spread the word about all we stand for and all the hard work our members have done. Again, we thank you, thank the board for recognizing us at Pioneer along with the members of Woodland FFA. Thank you and good night. She would like to

014say something in Spanish as well. Thank you so much. I would like to add, I was not familiar with this program. And the first time I attend to a fair with that superintendent, it was amazed at how these students, how they present the projects. And this is a really good program for us. Congratulations to you and to your teachers. Thank you. All right, we're going to continue on with the agenda. We're running ahead. It is now 623, and we're going to move to student reports. Let's hear from I think we have one absent student student this evening, but let's go ahead and start with Woodland High 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

015tonight is the following During the last two weeks, we have had a few fun activities at school. We are starting to have Friday lunch activities for our student body to play in such as football last week. We have activities planned for every Friday until the end of school so that students can get involved and have something else to do during lunch rather than just sitting or walking around. Last Thursday, we had our Lee 8th graders come by and they got to see all of our CTE pathway electives and take a tour throughout the school. These 8th graders got to meet many of our amazing teachers and take a look into programs and electives at our school such as FFA, Auto Shop, FCCLA, and many more. Tomorrow, me and a few other officers in our ASB

016class will also be going to give a presentation during lunch at Lee to help give students a better idea about what to expect when applying to ASB at Woodland High. We are inviting not just kids who are in Lee's leadership, but anyone at Lee who is interested in being an ASB at our school. I also heard a lot of positive feedback from the 8th graders about how they enjoyed taking a look at their next school. This week, our GSA club will be selling different Valentine's Day grams to our student body and teachers. I think they did an amazing job with the grams just based on the amount and quality of the goodies they have in these grams. As we look ahead, we are finalizing all of our ideas and getting ready. getting ready for our

017Sweetheart Dance this Saturday, February 15th. Tickets are going to be $10 this week, $15 next week, and $20 at the door. We're also looking forward to the rally that is the day before the dance. We have fun Valentine's Day themed games planned and our decorations are starting to look really good for the rally. Our theme for the rally corresponds with colors that are associated with Valentine's Day. For example, the freshmen are purple, sophomore are white, juniors are pink, and seniors are red. This will conclude my report. Thank you and have a great night. Thank you very much. Pioneer High School. Good evening, Board President, Bautista Zavala, Trustees, Superintendent, Ortega Lampkin, Executive Cabinet, and Community. My name is Leila Lavarico, and I represent Pioneer High School, and my report tonight is the following. ASB has opened

018our applications for students to submit their art in anticipation of our art show we are holding. It will take place in our library on February 20th from 6 p.m. to 7.30. Also in ASB, today we split into groups and went to different classes to talk about ASB and encourage students to join as our interviews will be held in just two weeks. We have two Spirit Weeks coming up. The first is held by SkillsUSA, which includes Twin Day, Pajama Day, and Black and Gold Spirit Day. And they will also be having lawn games to play at lunch. And the second is our Valentine's Spirit Week from the 11th to the 14th. Tuesday is PJ Day. Wednesday is On Wednesdays We Were Pink. Thursday is show your love for your favorite sports team. And Friday is twin

019day. This week in our AP government classes, we are holding our presidential elections. And each class period has multiple candidates who are competing against each other. Parties have made posters, sound bites, and a commercial to represent their candidates. Tomorrow is election day, so it will be fun and interesting to see all the debates happening. Puente Club will be selling Valentine's Day rose grams this week, which will be delivered during fifth period on Valentine's Day. Mecha is having a Valentine's Day candy sales well that students can purchase this week to be delivered on Valentine's Day. And Business Club also will be selling cookie grams to be delivered on Valentine's Day. Today was the first meeting of Forensics Club, and some of their activities include watching and dissecting crime shows and solving mysteries. And the 2025 PHS

020Chess Tournament begins this month. There's a $400 cash prize, and the top eight contestants will win cash prizes. And that concludes my report. Thank you. Thank you very much. Moving on to item J, public comment. No public comment to the board. All right. Thank you very much. We're going to go ahead and start into... Item K reports from the superintendent and for these item K we've allotted 30 minutes And we're going to go ahead and start this at about 628 Go ahead superintendent. Good evening. Um, first of all, I want to thank the trustees for spending a day a saturday giving up your saturday To be in this room for the governance planning meeting You're here all day during the month of board appreciation month so thank you for the time that you spent in

021reviewing your processes for governing and I hope that You got a lot out of that and I'm looking forward to continuing Working with that. I also want to mention that during the part of the meeting We're going to be changing the format of the agenda Well, we will have public comment that we do now But public comments that are not on the agenda will be moved towards the end of the agenda The board will also have added will be adding the equity statement on to the agenda and some other language from the board retreat and As well, we're going to work on trying to be more Efficient with our time. So we're asking all board reports to stay within five minutes So I'll be sending the communication out to all those who do reports and

022then for the other Presentations from staff. We're working make sure that we stay within the 10 to 15 minutes so that the board can Conduct the business of the of the district and get through the agenda efficiently and there'll be times when depending on the topic that may be Merit some more time. So I just wanted to update you all on that So we had our literacy paraeducators receiving continual training. You know, we've been, our literacy paras have been meeting since I think like two years now receiving training on literacy. And here they are continuing with that literacy training. They're also going to be attending the CAVE regional conference. We have about 50 people going to the CAVE regional conference, 10 parents and the rest paraeducators. That's going to be happening this Wednesday in Sacramento.

023Our Pioneer High School Career Technical Education also showcased at Douglas some of the projects and courses and some of the activities that are available to them. So they're reaching out to them to get them prepared to see what's available at Pioneer High School as they're selecting classes for next year. So a lot of fun time and it's nice to see our students taking leadership and going and showcasing what the middle school students can expect when they go to high school. The same thing, same idea, Lee Middle School students also took a tour of the technical education classes at Woodland High School on January 30th, and they visited the campus, and as you can see, they were welcomed with balloons and making sure that the wildcats are getting ready to join the wolf pack. So again,

024a student-led, and opportunities for kids to see the campus and see what's being offered at Woodland High School as they're preparing to select their classes for next year. When a high school band students perform at Samora Elementary, there's also an opportunity for elementary students to see what kind of music programs are available to them, start looking at instruments, start seeing, you know, looking at their role models of what is available for them and encouraging them to get involved in music. And it's always nice to have our high school students be around elementary and middle school students as much as possible to see all the offerings and opportunities that we have in the district. And we're all very busy preparing for next year. As you can imagine, we are also looking at, already looking at our

025staffing projections. Students are preparing to select classes for next year and our HR department is out recruiting. And so as you can see here, we have our HR staff who attended a Sac State recruitment fair. And you can see here in action with very friendly smiles, promoting our district and doing some early recruitment. We also started a new communication. It's called Our Schools, Our Community. Updates from WJUSD is going to be a monthly column just to be able to have another way of communicating to families and community members who don't necessarily have children in our schools but definitely care about our district and have an interest on what's happening in our district even despite that they may not have. So there's another way to reach out to that segment of the communication who does not

026receive the parents who are notifications And may not know what's happening So we're going to be more deliberate of getting information out to them in this way and what it's going to be monthly Also, as you can see back here We have a poster that's going to be at every school welcoming our families There is 28 languages spoken in our district every single language spoken our district is illustrated here Welcoming our families and those are being distributed as we speak that things are coming out They just arrived and they're being distributed out And so I want to thank our principal from Tafoya Elementary who helped design this who I think she was her idea And we just said yes go for it, show us some samples and working with Maria, Director Maria Orozco, they, those

027are final products. So it's just another way for us to welcome and embrace all languages, all cultures right from the get-go when they walk into our schools. And I also want to say a big thank you to Leonie Medina Estrada. This is her last born meeting. And she's been here for a lot of things together. We've gone through a lot of good times, difficult times like COVID. And she has been a hard worker, very committed to our community, very loyal, a friend, compassionate, and can be very also stern when she needs to be. She has done an excellent job for us and I want to thank you. Thank you for your service and I know our paths will cross again because they have already twice and professionally and I'm sure we'll see each other a

028lot personally, maybe more so now than in the past. So thank you, Lainey, for your service in the district. That concludes my report. Thank you very much, Superintendent. Moving on, report from CSEA. Good evening, Superintendent O. Ortega-Lampkin, sorry, President Batista-Zavala, Board of Trustees, Cabinet, and Community. My name is Rebecca Rossiter, and I serve as a library technician at Douglas Middle School. I am the proud president of Chapter 118 of the Classified School Employee Association. We are disappointed to see the layoffs on this board packet. Our negotiation team was told this item would be on the February 20th board packet, and we set up a negotiation session for February 21st to discuss the impacts of this decision. Now we will have roughly three weeks of unanswered questions and only three weeks before March 15th. We continue

029to advocate for the retention of our positions. Last board meeting, there were various questions about the SARC reports. Very commonly, these questions are about chronic absenteeism, suspension rates, and test scores. It is always asked what the plan is to make improvements in those areas. The board asks these questions while at the same time eliminating attendance liaisons and reducing health techs and site budgets. Maslow's hierarchy of needs says base level foundation is physiological needs food water shelter clothing sleep All things are attendance liaisons and health tech support by communicating with our students and families The next level is safety and security health family and social ability also supported by the people in those jobs Level three is love and belonging friendship sense of connection supported by people in those jobs The board has targeted elimination and

030reduction in positions that are directly affecting the basic needs of our students. It is incredibly difficult to affect change in chronic absenteeism, suspension rates, and test scores without supporting the basic needs of our students. The reduction or discontinuance of classified services for lack of work or lack of funds. These decisions are not being made because there is a lack of work, which means the work is expected of someone else. someone who's already overworked and whose main job is not to do the work of the attendance liaison or the health tech. Some of these reductions are also not really lack of funds. The savings to the supplemental concentration funding currently assigned to health techs Isn't accurate because what isn't documented in this plan is to hire Documented in this what isn't in this document is the

031plan to hire people to replace those you're eliminating We know this resolution on the agenda is legally required We have also heard many times that the board has discretion to change its mind We hope the board brings back to the agenda the discussion around these eliminations and reductions Thank you for your time and consideration. This concludes my report. Thank you very much. Report from WEA. Good evening, Superintendent. Oh my God, me too? I'm sorry. It's like in your head. Sorry. Good evening, Superintendent Ortega-Lambkin, President Batista Zavala, Board of Trustees, Cabinet, and members of our community. Thank you for this opportunity to address you. My name is Becca Bernard, and I am a science teacher at Douglas Middle School. Before I begin, I want to thank President Bautista Zavala, Trustee Rodriguez, and Trustee Rodriguez-Molica for attending

032our school board trustee dinner and presentation last week hosted at the CTA office in Natomas. Our CTA leaders and legal staff shared resources and information about the Brown Act, and I hope that it was an informative session for those who attended. Tonight I come before you not just as the president of the Woodland Education Association, but as the voice of over 500 dedicated educators who serve the students of Woodland Joint Unified. We believe in the power of public education to transform lives. We care deeply about the students in our classrooms and the future of our community. And we believe that our students deserve the best. Last week, our WEA bargaining team met with the district's team for our first official negotiation session of this school year to begin working on our collective bargaining agreement. Our

033bargaining team has been preparing tirelessly to advocate for an agreement that not only values educators, but ensures that Woodland can recruit and retain the high-quality teachers that our students deserve. Right now, we are in a crisis. A recent report from the CTA, California Teachers Association, reveals that four in ten teachers are considering leaving the profession, mostly due to uncompetitive wages, overwhelming workloads, and rising costs of living. When those teachers leave, they take with them invaluable years of experience, training, and the relationships that help our students thrive. For the second year in a row, the Sacramento Bee listed Woodland Joint Unified as the lowest average pay among the 15 largest school districts in the four-county Sacramento region. Our students suffer when we lose veteran educators to nearby districts offering better pay and benefits. Students suffer when

034unfilled positions mean long-term substitutes, larger class sizes, and a revolving door of under-supported new teachers trying to find their footing in an unsustainable system. The numbers are clear. Teachers in California make on average 26% less than their non-educator peers with similar college education levels. 26% less. That wage gap is not just a statistic. It determines whether an educator can afford to stay in Woodland, whether they can support a family, or whether they leave the profession entirely. When we sat down at the table on January 30th, we opened with a clear message. Our educators love this profession, but love alone cannot pay the bills. passion for teaching does not erase the financial sacrifices educators in woodland are forced to make sacrifices that professionals in other fields would never be expected to accept Second only to salary,

035one of the most pressing issues members have shared at site visits, union meetings, and member listening forums is the skyrocketing cost of health benefits. Teachers shared stories of struggling to cover basic medical expenses, some being forced to opt out of district benefits and sign up for Covered California instead. Another member shared that her take-home pay has actually decreased over the last five years due to an increasing cost for health care despite her years of service increasing in that time. How can we expect Woodland to be a place where the best educators want to work and stay if our compensation lags so far behind neighboring districts? If teachers can drive 20 minutes in any direction and earn $10,000 to $15,000 more per year plus fully covered benefits, why should they stay here? Of course we want

036them to stay, and our students want them to stay. But how can we blame them when we've made it nearly impossible for Woodland educators to build sustainable, long-term careers here? We reminded the district's team of an undeniable truth. When you invest in teachers, you invest in students. When you support the people who dedicate their lives to education, you create a system where students thrive, where teachers can focus on what matters, the teaching, rather than worrying about whether they can afford rent or groceries. This board has the power to change this trajectory. You have the power to show that you value the educators who make Woodland schools what they are. We cannot express enough the sense of urgency to come to an agreement as soon as possible to retain teachers in Woodland and prevent them from

037looking elsewhere before an agreement is reached. You have the power to decide whether this district becomes a place where teachers choose to build their careers or a place where they stop over briefly before moving on to districts that can pay them what they are worth. We are not asking for more than what is fair. We are not asking for more than what is necessary. We are asking for you to prioritize the people who make this district function, the teachers who are working directly in the classroom with our students. Our students deserve stability. They deserve teachers who are not stretched so thin that they are forced to take on second and third jobs. They deserve classrooms led by educators who feel supported and respected. We urge this board to take real decisive action in these negotiations

038not because it's convenient but because it's necessary. We cannot afford to wait any longer. The time is now for fully staffing our schools, closing the educator wage gap, and providing the stability our students and communities need. Our WEA bargaining team offered the following dates to meet with the district. May 2nd, 12th, 16th, and 20th as well as June 9th to the 19th. The district in return offered two days in May, May 29th and 30th. Thus, the four dates we have scheduled this year include March 12th, April 17th, and May 29th and 30th. While we are grateful to have added these four dates to the calendar, our team knows that there is much work to be done negotiating this full CBA this year, and there will likely be a need for more time at the table.

039Our team looks forward to the next negotiation session on March 12th to continue this essential work. Thank you, and this concludes my report. Thank you very much. It's 6.45, and we have about, I want to say about 13 more minutes on this item. No pressure. I'm just trying to keep us in tune. Who would like to go first for a board report? Trustee Brubaker, and then we'll go to the right, Trustee Rodriguez. Go ahead. Excuse me, given how things have been going in our country recently I wanted to remind the community of a resolution that we passed well I wasn't on the board then that my some of my colleagues passed in 2023 and so I'd like to read an excerpt of that reaffirming support for all woodland youth Whereas the WJ USD Board of

040Trustees support all woodland youth and which reaffirms that we are including the LGBTQ I plus community we Present we are presenting this resolution which reaffirms the principles of equity diversity and commitment to all students to have a quality education Whereas we are committed to having a safe district for all youth We strongly reiterate the rights of all students families and employees to feel safe and respected in this district Whereas we commit to doing all we can to make sure that all youth including transgender youth are heard and taken seriously Whereas we recommit to the notion that our district will actively pursue and be purposeful about creating an environment that is physically, culturally, and emotionally safe for all youth. And I would like to thank our trustees who were part of making that resolution a possibility

041and for voting to have that be part of our culture here at WJUSD. Thank you. Thank you very much. Trustee Rodriguez. Thank you, Trustee Brubaker, for reading the resolution. There will also be a plan at the next meeting to bring forward a more affirmative resolution, more within the context of our current times in terms of making sure we're addressing the LGBTQI plus community on our campuses in our district and everybody who connects and who is part of that community. I also like to thank all of my fellow trustees for We had a full house in terms of our retreat. We were able to communicate really well with each other, share things with each other, and especially the importance of our ability to communicate and to work together as much as possible to be able to

042put forth policies where we can listen to each other and have quality conversations and to respect each other as we... as we take on very hard subjects. So thank you everybody for making it. Thank you very much, Trustee Rodriguez. I'll go ahead and go next with my board report. On the 25th of January, we attended the board retreat, and I want to say thank you to... our superintendent for helping organize this and put this together. Also to our facilitator, Mr. Dr. Francisco Rodriguez, to my board colleagues for coming prepared and engaged and your willingness to move together forward for the betterment of our students. Thank you very much. I know that a Saturday away from home is a lot of work. So thank you very much for sacrificing your time. I also want to thank

043Sarah Monley for giving each of us a very nice plant. Thank you very much. I intended to send you an email, but since I see you in the audience, I take this opportunity to say thank you very much. That was a very nice gesture. Your kindness is appreciated. On the 27th, we had agenda planning. Thank you very much to our exec team. Your energy and your drive is very, very much. APPRECIATED BY MYSELF AND OUR SUPERINTENDENT AS WELL. ON THE 29th I ATTENDED THE YOLO COUNTY OFFICE OF ED BUDGET PRESENTATION BY PATTY HERRERA. Then also attended the dinner with CTA. Thank you very much to our WEA leadership for inviting us to attend that Thank you very much. I want to give a special Thank you and kudos and appreciation to our superintendent for all

044your hard work and dedication Over the last over the first month in this in this new role as president I had a I've had a lot of opportunities to engage and collaborate with you and work together Thank you very much for welcoming me in this new role, but I have nothing but praise for you and i see all of the work and time and commitment that you put into this position um thank you very much um next trustee definitely want to echo your comments about our superintendent uh just a statement in my report um i said this during the our conversation on Saturday of my concerns and I guess really objection to that the union leadership gets to negotiate in a sense and bring up concerns and our staff does not get an opportunity to

045respond. You know and it's to me these are things are are better suited for public comments not during board union member president's report. So again I just want to state my objection again. It's not fair to our staff that they're not able to to respond to the accuracy of the of the statements. So that's all for me. Thank you, sir. Trustee Rodriguez-Molica. Yes, thank you. First, I want to take the opportunity to give a big thank you to Liany. I have not had the chance to work with you very much, but I know that you do incredible work and I know that the superintendent is very, very happy with what you have provided. So thank you for your service and I wish you the best in the future. I also have one more thing before

046we move on and I apologize to everyone. This is not my normal voice. I HAVE A LITTLE BIT OF A COLD. BUT I DO HAVE A REQUEST FOR A FUTURE AGENDA ITEM THAT I WANT TO TAKE THE OPPORTUNITY TO BRING UP NOW. GIVEN OUR CONVERSATIONS ABOUT THE SARCS AND WANTING TO SEE SOME MORE IMPROVEMENT IN TERMS OF OUR STUDENT OUTCOMES, I WANT TO PROPOSE THAT WE HAVE A SPECIAL BOARD MEETING STUDY SESSIONS TO BE ABLE TO DISCUSS more in a more focused way improving student outcomes so i wanted to bring that up now if we could um i have already done a yellow sheet so it's already submitted and if there are no objections from my fellow board members i would actually like to move this to the next agenda so that we can discuss

047in more detail about what that might look like and if there is support to move that forward i support moving it forward So I have a, it's my time to make my report and I would like to say something about your. Do you want to take your report now, Trustee Garcia? I would like to add something. I sent my last meeting about a plan for just one school, and I'm ready to change to do for all lowest scores schools. I think it's kind of the same to have a meeting with an agenda item as a focus on the lowest score schools, and I think it's a compliment. your your agenda with my agenda item and i agree if you we can do it as soon as possible yes just to clarify though um i do

048agree i think it's completely aligned but i want to be able to look at all of our schools so not just the low performing one but definitely those as well Yes, so you want to see all our school, but my point is to have a plan for the low scores. Sure. So I think it's our complement. Yeah, do you agree with that? I think so. Okay. All right, so we're going to go ahead. What I'm hearing is that Trustee Rodriguez-Mojica has submitted a yellow sheet, and she's expressed and shared that during her board report. Trustee Garcia has expressed that she's withdrawing her yellow sheet that she submitted at the last board meeting. No, no withdrawal. I want to change the topic. Instead of just one school, to the low score schools. And it's complemented. Okay.

049All right, so both yellow sheets will continue in tandem. Trustee Fowler, board report. Last night I went to the yellow County Office of Education kickoff to Black History Month. It was lovely to see so many people it was completely packed with a diverse group of folks elected officials from all over from school board and our representatives I also wanted to alert you guys, there's a box over there with these red cards. They are in English and Spanish, and they basically articulate what your rights are if ever confronted by law enforcement or immigration. Take a stack, take a handful, hand them out. Just want to make sure everybody has access. Trustee Garcia? No report. Thank you very much. That concludes our board reports. Moving on to board committee updates and it's 6.55. All right, I'll go

050first. Coalition for Woodland Youth is meeting on February 12th, so we'll have an update at the next board meeting. None of the other committees that I engage in have met, so I will have updates as those meetings happen. Anyone else going around? Trustee Villagrana? No. Trustee Rodriguez-Molica? No report. Trustee Fowler? Trustee Garcia? No report. Trustee Brubaker? TRUSTEE RODRIGUEZ. MOVING ON. IT IS 6.55. ACCORDING TO MY CALCULATIONS, WE ARE RUNNING ABOUT 20 MINUTES AHEAD OF THE SCHEDULE THAT I HAD PRONAUSTICATED. I HOPE THAT IS A WORD. I THINK THAT WAS A SPANISH WORD. PRONAUSTICADO. DIAGNOSED. I AM AN ENGLISH LEARNER. ALL RIGHT. THE NEXT ITEM. I have allocated about 45 to 60 minutes to this item, and I'm only giving this as a heads up. We can assess and give more time. But in order to

051keep us going, that's the time that I'm setting, and I'm setting my alarm. And this is an informational item. So I had requested to, we have a guest that's going to be coming to speak on this item. So I'd like to request that we continue to the next item and come back when that person arrives. So we'd like to, can we move on to the special education program review? Okay. Okay, I'm gonna invite Dr. Felicia Radani-Wilson and our director of special education Michael Alam who are going to give an update to the board and just just a reminder to the board and to update our new trustees several months back the board asked directed staff to research potential vendors or that could look into Doing an audit some form from the outside coming in to

052do an audit review To see how we can improve our special ed services as you know, that is one of our areas of need that's very clearly and shows in our data a population that we need to do better with and so We are looking internally externally in every direction. So they're gonna give you an update of What the process they used to come to a final recommendation Good evening superintendent or take a lambkin President Bob T. I'm gonna mess up. Wow. Bautista Zavala and board. We are here to discuss that program education for special education review. I'm here as the bridge. As you know, Rebecca Foster, who was here last year, left us and then there was a request in... the spring of 23-24 school year for this review. So in that interim period,

053we worked with, I reached out to the SELPA for support and getting this started. How does this look? Where are some of our resources? Not having that special education background myself, we started with the SELPA and they advised us and in conversation also pointed us in the direction of Davis Joint Unified School District as they had just done one and so that was a resource for us as well. In that time we were able to look through all of the recommendations and we gained our wonderful director of special ed Michael Allum. And so director Allum was then promptly handed this project and so before I step off and let him get in here I just wanted to let you know we started at the SELPA we got rec we received recommendations and different agencies that

054do a review of such we then looked over what Davis Joint Unified had gone through and they had gone through an extensive search and how they narrowed their search and what they used to get to the point of what their scope of work would be and then at that point it was identified and then we used a consultant that we are working with our school district to support special ed. We utilized her expertise and previous experience and at that point two programs were identified and I will now leave the podium and allow Director Allen to continue and share with you how those two compare and what the recommendations are. And so we considered the larger organizations more established as well as some smaller organizations that do more, you might say, boutique or customized evaluations. And

055so after reviewing those, we narrowed it down to two, and that is, adjust it to the clicker, WestEd, who we've utilized in other self-studies in the district, as well as School Services of California. So our consultant... and I met with representatives from each of the groups, discussed our areas of interest, and proposed a scope of study, and just discussed about how they do business, how they approach things, and what we could expect. And afterwards, they went back, produced draft proposals, and we reviewed those, and we're presenting a summary of those to you all. So WestEd, some of the things that they propose would quantitative data analysis where they're looking at a lot of numbers, where things fall, things that are gathering information from a variety of reports, as well as producing surveys and information to

056produce our own data to look at and analyze. Also qualitative data, things like surveys, interviews, to understand more of the feel and the more personal touch and experience of students, families, and staff. As well as to analyze the district staffing and where we are allocating our human resources as well as curricular resources and how we're structuring things. School Services of California is also A lot of similarities and then we'll highlight some of the differences and where they stand apart as well. Looking at revenues and expenditures, program service delivery and quality, incidents of disabilities, compliance indicators, and referral and exit patterns across the program. So this chart shows some of the differences in emphasis between the two organizations. I would say just to summarize or to give broad strokes that School Services of California is a

057little bit more bird's-eye view a little more broad showing larger patterns even though and again I'm saying emphasis because each of them want to look at our programs and how we can improve and I'd say WestEd is a little bit more a closer look a little bit more qualitative of what the feel and the look is within the students a little bit more generating their own data one example might be surveying families rather than not Each of the scope of study can be adjusted and customized, but this will help highlight some of the difference in emphasis with the proposals. So the department recommendation, based on our interactions and the proposals that were produced, We are recommending going with WestEd because we feel that it would be more beneficial to our current need to get that

058closer look at programs. It's a little bit longer of a process, a little bit more in-depth, and even though much respect for School Services of California and confidence in their competency, we just feel that WestEd would be the better fit for us at this time. And so we present this to the board for your consideration and welcome any feedback. And then the timeline, once a decision has been made, we would reach out to the organization and establish a timeline based on availability and begin the arrangements to start the work. Thank you very much. Questions or comments from the board? Who would like to go first? Trustee Villagrana. When I read first just the table and then... The proposals, I mean, it was very clear to me, you know, which was the strongest one. You know,

059one was very student-centered and very focused on hearing directly from the different partners in this process. And it was very clear that West Ed is, you know, definitely the best out of the two. And again, you know, I trust staff will ask West Ed to incorporate anything that's needed to be added to that. But, you know, I just don't see how the other one even comes close to. TO THAT SOME FULL SUPPORT OF STAFF'S RECOMMENDATIONS THANK YOU VERY MUCH TRUSTEE RODRIGUEZ MOJICA UM I HAVE A FEW QUESTIONS IF RIGHT NOW MIGHT BE THE GREAT TIME FOR THAT ABOUT THE WEST END PROPOSAL SO AS TRUSTIVIA GRANA SAID, I'M ALSO IN SUPPORT OF THE WEST ED PROPOSAL. I JUST THOUGHT THE LEVEL OF DETAIL AND ATTENTION TO THE DIFFERENT GROUPS AND POPULATIONS WAS REALLY SOMETHING THAT

060WE NEEDED, SOMETHING IMPORTANT. I WOULD LIKE TO REQUEST THAT WHEN THEY DO THE ANALYSIS, THAT THEY LOOK AT OUR DUALLY IDENTIFIED STUDENTS AS WELL, RIGHT? SO THOSE THAT ARE RECEIVING SPECIAL ED SERVICES AND ARE ALSO IDENTIFIED AS ENGLISH LEARNERS. That might be part of the plan, but I did not see that in the scope of work. So just that they collect that information and share it as well. And of course, do the analysis. I am also curious because they did not share bios of the team members that will be conducting this work. I THINK IT IS IMPORTANT FOR US TO ENSURE THEY HAVE BILINGUAL FOLKS ON THEIR STAFF TO BE ABLE TO DO THE FOCUS GROUP INTERVIEWS AND COMMUNICATE MORE EASILY WITH THE DIFFERENT MEMBERS THEY WILL BE WORKING WITH. SOMEBODY BILINGUAL SPECIFICALLY IN SPANISH

061AND ENGLISH GIVEN OUR BILINGUAL SCHOOLS IN THE DISTRICT I THINK WOULD BE IMPORTANT. THAT IS IT. THANK YOU. YOU DID NOT HAVE A QUESTION. IT WAS MORE RECOMMENDATIONS THAT I HOPE THEY MOVE FORWARD IF WE DO MOVE WITH WEST ED. THANK YOU VERY MUCH. TRUSTEE FOWLER. I noticed that neither proposals had any information on 504s, so I'm just wanting to make sure that we're not just looking at students with IEPs, but we're also looking at students with 504s since they receive similar services, accommodations, and modifications. Trustee Garcia. I don't have a question. All right. Trustee Brubaker. Do you anticipate that this assessment would also include the autism preschool? Yes, okay, excellent. That's my only question. Thank you. Thank you very much trustee Rodriguez I agree that the West Ed proposal is the proposal we should

062move forward with but I am very interested in making sure that there's a fiscal and budget analysis. So I don't know if that just in terms of what the recommendations are how that would impact what they find. Is that something that we can do internally and and or possibly go back to to school services of California to try and get that piece. So our recommendation is that we start with the program piece first and that way it makes this informed decision how we fund the program that needs to be funded. We do have a way of acquiring about 60% of the information already that the school services offers that we can do it internally or through other reports. And so when we do look at the findings of this OF THIS STUDY. WE CAN COME

063BACK AND DISCUSS NEXT STEPS AND THAT CAN INCLUDE THE NEXT STEPS. FOR SURE. BESIDES THE QUALITY OF PROGRAMMING, COST IS A BIG ISSUE. HOW WE HANDLE THAT AND WHAT THAT IMPACT IS GOING TO BE MOVING INTO THE FUTURE. IF WE CAN MAKE SURE THAT HAPPENS IN PROGRESSION. THE OTHER QUESTION I HAD IS IN THE WEST ED PROPOSAL, IT MAY JUST BE A GIVEN, BUT I'm asking for all the data to be disaggregated by student groups. Would that be the case? It's definitely something that we could share as important to us, but I don't see that being an issue. Okay, that's something that I would want to see. Thank you very much, Trustee Rodriguez. Any more questions from the board or comments before we continue? All right, you guys, this is an action item. Can I

064get a motion? I would like to motion that we go with the WestEd proposal. Second. Before we move forward, could we add those special requests as well to that motion? So move forward. May I? How do we do this? Amend the motion? Friendly amendment. To accept the requests from Trustee Rodriguez. So you want me to say the request? This is like a whole new language. Okay, so my request, I also, I'm okay with the recommendation to accept the WestEd proposal, but to add that the report include information on duly identified students, disaggregated data, as Trustee Rodriguez mentioned. 504s be included in the report as well and that they also make sure to include a spanish english bilingual staff person to be able to conduct the data collection i accept those friendly amendments can i add

065to that friendly friendly you may and that the expectation be that there be a a fiscal analysis uh at the end of the work that wested does and that's that's a direction to the staff that last comment All right, I have a motion on the table. I have a second. With the friendly amendments for the Weston report to include dual desegregated 504 Spanish English for data collection. All those in favor say aye. Aye. Any opposition? Any abstentions? Hearing none, motion passes unanimously. All right, you guys, it is 7-11, and we are now done with item L-2. Thank you very much, staff, for all your hard work. We're going to go ahead to L-3, and this is an informational item, and this is the School Resource Officer Quarterly Report. Thank you very much, board, for your

066patience. I promise to give you a bathroom break here soon. So if we're going to have Felicia come back up again. So this is a quarterly report where we provide an update to the board on some of the activities and data collected for the services that our SROs are providing our schools and so it's a written report and Felicia is Dr. Wilson is here to answer any questions or clarify anything from the report. It does not require action. Informational item any questions or comments from the board? Trustee Fowler, we'll go in first with you and then to the right. I just want to say thank you. We've been asking for data, data, data, and this is one of the thicker SRO reports that I've seen since I've been getting them. So I just want to

067say thank you guys for listening and responding with more information. I really do appreciate how it's broken down by category and by month. That is so helpful. Thank you very much. Trustee Garcia. Trustee Brubaker. Trustee Rodriguez. I just wanted to thank you for working on this and I know that there have been some communications already to make some revisions based on some of the things that have been said previously. Right. And I haven't had the chance to add add my comments but I will shortly. So thank you for that work. Thank you very much. I don't have any comments trustee Villagrana Just thank you for responding to my I think maybe 20 questions. How many was? And you know, I've shared my comments regarding the agreement some things that you know, I hope my colleagues

068will consider when it comes back for for approval That's it. Thank you Thank You trustee Rodriguez-Molica Just echoing my appreciation because I also asked questions about this So I think you've been feeling a fielding a lot of these. So thank you very much Thank you very much for your time. All right, you guys, it is 7.13. I'm going to jump ahead on the calendar, on the agenda. M1. We still have L1 that we're waiting on, so we'll come back to that. M1. And this is action to approve an award of contract for hotspot E-rate funding. So moved. Second. It's been moved and seconded. Moved by Trustee Villagrana, seconded by Trustee Garcia. All those in favor, say aye. Aye. All those opposed? Opposition? Abstention? None. Okay. Unanimously approved. It is 7-14. Moving on to M2. Approval

069of the award of contract for Category 2 E-Rate funding. So moved. Moved by Trustee Villagrana. Seconded by? Second. Trustee Garcia again. All those in favor say aye. Aye. Opposition? Abstentions? Unanimously approved. All right, let's go ahead and take a bathroom break at 714. You guys need a bathroom break. Should we continue plugging away? Bathroom break. All right, let's come back in four minutes, 718. Thank you so much, colleagues, for coming back. We're going to get started back on M3. It's an informational item. This report is our 2023-24 Capital Facilities Fund Mitigation Fees, Income, and Expenditures. We've estimated about 30 minutes on this. We're going to get started on this at 719. First public comment is Eric Gerber. Good evening board. My name is Eric Garber and I just wanted to start by talking a little

070bit about the difference between this item and the last item I was here for. So this is fund 28. Last board meeting was fund 25. Fund 25, if you recall, has a five-year report and a one-year report. That's because it's required by the state. and so anytime they collect money from statutory fees you're required to have a plan you're required to state that plan and every five years you have to have a forward-looking plan of what are you going to do this with this money now this fund 28 is facilitated by developer agreement this is an agreement made 22 years ago with a developer in spring lake they negotiated a deal with the district they said if we if the district said if we charge twice the rate we charge more fees what can we

071get for us the developer said here's what we'll do we'll build a contract we'll charge more fees you get more fees and with that money in the contract it said the district will build at least two schools in spring lake now We don't have a way to keep track of all of these funds because there is no requirement like the 20 fund 25 All we have is the developer agreement and so I think it's vital that the public understands What is in this developer agreement and what are the obligations at least what is the plan? And so what I'm asking for is please have a forward-looking working plan with our money. Right now, if you add up the matching funds and the developer fee funds, you're looking at $20 million of money that comes from

072the people who bought homes. This is not from the developers. This is from the people who bought the homes. Now, with this, I also want to add that we would like some transparency of how that money is going forward and also just a little bit about the problem we have right now in Spring Lake. So one is you need to know what your enrollment is and then what your projected enrollment is. Right now, if I asked what are you projected in five years, If I looked historically last year, we'll get different numbers. And so whatever that number is, if someone could just tell us, what do you think you're going to have in five years? Next, look at the overcrowding of the school Spring Lake is going to. We have no local school right now.

073It's a school of choice. Local school is Tafoya. last board meeting you heard how crowded tofoya was they don't have enough restrooms to accommodate well that's because all of spring lake is assigned to go to tofoya until it's full and then they're spread out across the district if that is your five year or ten year plan then just tell us that is our plan so we know what you're doing but we don't know what the plan is now we've been asking Well, what is the plan? We're going to have 11,000 people in Spring Lake pretty soon. We're going to have another 4,000 in the tech park. 15,000 people. Right now there's one school, a school that holds 375 by your loading standards, maybe more if you go above your loading standards. I don't think one

074small school for 15,000 residents is going to cut it. So what do you want? with that area i'd really appreciate a vision 12 years ago we had these same questions i loved what the district did back then the board said how about we all just sit down and hear the concerns look at the data we came into this boardroom we sat down and talked and looked at the data the community gave their input the board heard that input the district made a decision and said let's come back together and make a plan and it worked out really good thank you very much heather gainer Hi, good evening. I'm Heather Gaynor, and I'm a mom in Spring Lake with two young kids. One of them is in first grade there, and just a couple years ago,

075I had to apply to get him in, which was pretty stressful, honestly, because I didn't know if he was going to be there or not or when. And now I'm going through that again with my second one as he's approaching TK and then kindergarten, not knowing where he's going to go. When we moved here about a decade ago, we were looking for a neighborhood with a neighborhood school in a nice area. We were getting out of the Bay Area. We wanted a yard. We wanted a nice community, which we have found in Woodland, and we absolutely love. We shop at, you know, the grocery stores here. We try to support the local community. We go eat downtown and we want our kid at the local school in Sprig Lake, both of our kids, preferably at

076the school that is a five minute walk from our house. Unfortunately, I know some of my neighbors who their kids go to Davis and I'm just like. why? And it's like the stress of the whole thing. And they've decided to go there because they think the schools are better. They think they kid can get there easier. They don't want to be shipped off to some other school. And I feel like we just need to Invest more get that second school get more space for the spring lake area. We are an expanding area of the city I know it's a little more affluent But if we can get those kids ruled in Woodland school unified school district instead of in Davis that gets more money into our district It helps our community become stronger and it

077helps us maintain a community together Instead of you know being split and people going to private schools or going to other districts so I kind of just become aware of some of the background stuff like we were supposed to have a second school and we were supposed to have more capacity that didn't happen I don't know all the reasons I understand funding is usually like the biggest problem but we are a growing community we are getting bigger and I'd really like to see a plan put in place or something so that we can have that capacity to support that community and continue to grow our district AND I KNOW I STILL HAVE ANOTHER MINUTE BUT I DON'T REALLY HAVE ANYTHING ELSE TO SAY. I GUESS OTHER THAN PRIOR TO WORKING IN MARKETING I WAS A

078TEACHER FOR SIX YEARS SO I KNOW THAT IT'S COMPLICATIONS AND IT'S NOT ALWAYS EASY BUT IT'S SOMETHING WE HAVE TO START BECAUSE IT TAKES YEARS AND YEARS TO GET A SCHOOL BUILT. THANK YOU VERY MUCH FOR YOUR TIME. THANK YOU VERY MUCH FOR PARTICIPATING. ALL RIGHT. THAT'S IT FOR PUBLIC COMMENT ON ITEMS N3. THANK YOU VERY MUCH. All right, let's go ahead and get started. And that was M3. I said M3, sorry. Go ahead, sir. Thank you. Before you is an informational report on the financial activity associated with Fund 28. And it's a layout of the fund's beginning fund balance, the fund's ending fund balance, as well as the... Breakdown of the revenue and the expenditures and I'm prepared to answer any questions that the trustees may have related to this Board item. Thank you

079very much who would like to start? All right, seeing none This is an informational item. So are we done? All right. Thank you very much, sir just thank you for the work you do to for this report and your team and Keeping track of these community resources for us so that when we need them. Well, they'll be there available for us. Thank you All right, moving ahead in the calendar. N1, this is an action item. This is a public hearing to an approval, to approve the initial proposal for the successor contract negotiations from Woodland Joint Unified School District Board of Trustees for the collective bargaining agreement between Woodland Joint Unified School District and the California School Employee Association. And I'm gonna go ahead and begin that public hearing at 7.27 p.m. Any public comment? None

080any comments or questions from our board None, can I get a motion for approval to close the hearing first and then yes, sir. I'm closing the hearing at 727 move for approval second Motion by trustee Villagrana seconded by trustee Rodriguez. Thank you very much for the motion and the clarification Second all those in favor say aye. Aye Any opposition? Abstentions seeing none passed unanimously Thank you very much. It is now 728 and we're moving to the next item And two, and this is an action item, do approve resolution 46-25, reduction or discontinuation of particular kinds of certificated employees. So, Lina, can you come? Yeah. You've got to do your last presentation. We have about 20 to 30 minutes on this item, ma'am. Thank you. Thank you superintendent president and trustees so this evening we present

081to you the resolution that formally will approve the reductions to certificated staff that were previously approved by the board in the the budget meetings that we had so listed this is in accordance with education code so all of this language is formal and required in these resolutions this particular resolution lists the 1.0 FTE English Learner specialist position and the 0.45 FTE vacant position for the certificated unit and I'll take any questions you may have who would like to make any questions or comments move for approval all right I have a motion on the table by trustee Villagrana second seconded by trustee Garcia all those in favor Any opposition? Abstentions? All right. Motion passes unanimously. Thank you very much. It's now 729. We're moving on. Item N2. This is an action item to approve resolution 47-25

082reduction or discontinuity. I'm sorry, N3. We do have a public comment. Thank you. Irene DeFantorum. Good evening, superintendent and board members. I'm not going to say any last names because I don't want to mess it up. I'm here tonight to talk about staff cuts, classified staff cuts. At the last board meeting, you were given information that our ratio of administrators to teachers was off and that we had too many people at the top. My question to you is why are we cutting classified staff? Classified staff that work directly with our students. Classified staff that are students. count on, that know our students day in, day out, and their families that work so hard to be so close to them. They know, most of our classified staff know our students even better than their teachers do.

083And they know them because they can bond with them in a different way. They look at them as people that are there for them specifically. We want to make sure our kids are at school, but yet we're cutting our liaisons. We want to make sure our kids are at school, but we're cutting our health tax. We want to make sure that our kids are at school. We're cutting those positions that make sure our kids are at school. I've been here so many times talking to you about these cuts. I'm hoping that you go back and you really look at the cuts that you are going to make. At the last board meeting, you all decided that we were going to pay over $200,000. in fines because of the top to bottom that would have paid

084for six classified staff members. So my question to you is, when are we going to start cutting from the top instead of those people that work directly with our students in every way that they can to make sure that our kids succeed? Thank you. Thank you very much for your public comment this evening any questions I am I Not so much a question. I am uncomfortable with the title of this as being for From lack of work or lack of funds because the health technician position is That position is being as the plan currently is Reallocated to a different position. So there's not In true the lack of work or lack of funds so I would like to suggest we separate that out in a motion made for Transparency's purposes. I will also share that

085Yesterday I submitted a yellow sheet which I can share information now or at the end of the meeting my reasoning to Bring back the discussion of health techs With accurate information for the board to make a decision. Thank you question Trustee Villagrana. Would you recommend we title it? All right. Could you repeat the question? What is your recommendation that we title it? I don't know but there is neither lack of work nor lack of funds in this position. So if we just said reduction or just continue to classify services period that would be fine? Yes. Are we able to do that? We're not able to do that. I'll have our assistant superintendent Dinesh Rada explain. Okay. So this is by statute the title of the resolution that you need to bring forward per ad coat

086When you are reducing classified Positions, so it's it's pretty prescriptive what you need to call this resolution. I understand that I just legal language is to set the Facts of the matter and for my understanding so that's my breath. That's my hesitation move for approval as is sir. Yes Anyone second Dean second it's been motioned by trustee Villagrana seconded by trustee Rodriguez There's a motion on the table any more questions or discussion seeing none all those in favor aye Any opposition opposition? abstentions All right motion passes With seven in favor one up is I'm sorry. I'm sorry you guys five Five in favor, one opposed, and one abstention. Thank you very much. Abstention by Trustee Fowler. Opposition by Trustee Brubaker. Thank you very much. Next item, N4. It's an informational item. This is to review

087the new job description, Assistant Principal, Associate Superintendent, Human Resources. This is an informational item. Any questions? Trustee Villagrana. No question. Just thank you, staff, again, for taking time to have a conversation with me on some of these items, language in there on both positions. And that's it. Thank you so much. Thank you very much. Anyone else, questions or comments? All right. Moving on. This is only an informational item. It will come back for approval. Thank you very much. And this next item is 01, and it's 737. So next this is an action item and this is to approve an updated board governance handbook move for approval Second, it's been moved for approval by trustee. Via Grana seconded by trustee Garcia any questions or comments Seeing none all those in favor say aye aye Any opposition

088any abstentions? Approval of the updated board of governance handbook has been passed unanimously by our all board members Thank you very much for all the time and energy that was put into that All right, we're going back up. L1, it's an informational item. Sarah Mondling. There's one public comment, and this is the district committee report on the LCAP goals and required expenditures. Everyone? Everyone here? Thank you. I'm Sarah, the plant lady. I have three children in Woodland Public Schools, and I'm really thankful for your willingness to hear me out. Fun fact, the plant is jade. It symbolizes happiness and prosperity, which I wish for all of you and all the students in Woodland Joint Unified. So I was summoned to jury duty two weeks ago, and in the process of the jury selection, I was

089asked by a lawyer, are you able to uphold the law even when it's hard? The question made me think of all the times we're asked to do something right, even when it's hard, in order to fulfill a civic responsibility. Tonight I'm here asking Woodland, Joint Unified, to communicate the district's English, language arts, and mathematics goals, even though it's hard. It's hard because after this time, from my comment, you'll see Ms. Lambie's presentation. And in that presentation, on slides 10 and 11, you'll see English language arts and mathematics district-wide are substandard. I came here in person tonight because I see it as my civic responsibility to care about the ability of all children in this district, in Woodland as our city, to be able to read and do math at grade level. There are so many

090LCAP goals. There are so many metrics. There are so many actions. But at the end of the day, all I'm asking the trustees to do is ensure that parents district-wide are aware of the math and reading realities that will face our children if they stay in Woodland schools. So trustees, following Ms. Lambie's presentation, when you have the opportunity to ask questions, please consider asking the questions I emailed you yesterday so that the public can understand how the district views student learning in LCAP goal number two. And then Superintendent Ortega-Lambkin, as our district's leader, please... answer the questions I'm asking on behalf of all parents right now. You can answer them here or in the weekly email, maybe the Daily Democrat monthly column. You could do it in all three places, which would be really wonderful

091for reaching all parents. The questions are these. First, today mathematics is orange. Is the Woodland Joint Unified goal to achieve yellow in mathematics? If so, by when? Today, English language arts is orange. Is the Woodland Joint Unified goal to achieve yellow in English language arts? If so, by when? I talked about the plants too much, so I just want to say this district's doing a lot of great things. I'm here tonight because I want to see that the two things that matter most, English language arts and math, are what we do greatly. Thank you very much. Thank you very much we started this item at 737 and we've allotted about 45 to 60 minutes I'm gonna go ahead and run my cow my my alarm for 60 minutes Perfect. Thank you very much Christina perfect

092timing Thank you President Bautista Zavala, Superintendent Ortega-Lambkin. We are here tonight to present our dashboard summary from the newly released 2024 dashboard as well as the LCAP mid-year update. Here with me presenting is Joel Rabin. He has been here at the board level before in February of 2023. to present about similar district data when we did our dashboard update that year. So we're going to just. Get started Here is what we're going to cover tonight. Like I said the California school dashboard results will review the mid-year update which includes those state indicators and also a number of our District specific measures as well as talking about next steps for LCAP development So here is a visual of the system that the state Board of Education has designed to measure schools and districts on their progress

093with the state indicators. So you see this little visual of a gas gauge going from blue to red at the bottom. Red represents lower performance. the indicators that we're going to talk about tonight and blue represents the higher performance so districts really want to see student groups in the green and the blue and the indicators overall for schools and for the district in the green and the blue and you'll get to see that in a few minutes in the next few slides So the those gas gauges are represented on the California school dashboard Which is really like a report card for our schools and our districts It's a very visual easy to see way how schools and districts are performing on a number of state indicators and is really how we establish our annual progress

094and in in statute for the LCAP is the requirement that we produce a mid-year update where we are reviewing the California school dashboard and then that also informs the eventual creation of the annual update and the the final LCAP which you'll see later this year So on the California School Dashboard, there are six state measures. There's the academic performance in English, language arts, and math. And then next year, science will be added. We have chronic absenteeism. the English Learner Progress Indicator, the High School Graduation Rate, Suspension Rate, and then College and Career Readiness. There are also five local indicators which we report on as a district. And in those we use data from sources such as the Healthy Kids Survey, the California Healthy Kids Survey, and the California School Parent Survey. We use that information

095to report on those local indicators. But tonight what we're going to look at and spend more time on are the state indicators. And I'm going to turn it over to Joel to really dive into the details of that. So Joel Rabin comes to us from the, he's provided to us through differentiated assistance. by the Yolo County Office of Education. And he has been working with school teams. We have another set of schools coming on Thursday to meet with him for their second round of data analysis. Earlier this year in September and October, we had the first round where schools were reviewing their data and making plans. And now it's back to review progress. Look at the dashboard data in a really in-depth in-depth way So I'm going to turn it over to Joel so he

096can get into the details Hi, good evening everybody My name is Joel Rabin and currently what I do is work with schools and districts across the state and I have a partnership with your County and That's how I've been working with your district leaders for the last few years Prior to my current role. I was an associate superintendent in Nextdoor over in Natomas Unified where I led research and data for many years. So I've been doing K-12 data for about 20 years and I'm pleased to be here tonight to talk about your own dashboard results and you feel free to ask me questions along the way or save them for the end. So this year the California science test is on the dashboard. You won't get a rainbow color, but we will get a score.

097In December of 2025, we'll get the science with a dashboard gauge or a color indicator. This is small, but you can now get to an LCAP for any school district by going to their California school dashboard page. Long-term English learners becomes the newest group that the state's monitoring. There's 14 student groups now that we monitor in California and long-term English learners are English learners who have not reclassified after six years of being in a school district. There are new criteria for differentiated assistance and now charter schools are also eligible to receive differentiated assistance. So basically what it means is that all the counties, the 58 county offices are busier than ever providing support to schools and school districts. And lastly, something that's new, last year we still had purple bars, those telephone bars for the

098college and career indicator, but this year we get the rainbow back. This is an example of what the state calls a five by five matrix what the state does for every indicator all the state indicators is Give you a color so we don't get a letter grade like ABC or D We get a color where red is the lowest and blue is the highest and the goal is to be in green or blue Is that would is what the state would tell us and what they did though is they mixed together performance and progress and they created this five by five and it's kind of a There's a lot of that slide. I don't want to take too much time. But basically what it means is you could have a very high performing school district

099that got lower scores dropped on some metric and they would be yellow. And you could have a low performing school district that has low scores or a high chronic absentee rate. But if they've been improving, they could also be yellow. So the color yellow doesn't mean good or bad. It means a mixture of your score and the change. Here are your scores for this year, your report card. We have two orange indicators on English and math. Science is gray. As I mentioned, we don't get a color this year. And then the ELPI, or English Learner Progress, is yellow. Graduation rate is orange. College and career is yellow. Chronic absentee is yellow and suspension rate is yellow. So the colors for your district, yellow with a couple of oranges, kind of sounds like it's in the

100middle on the state's color scheme. And I'll give you a little more information about how your scores compare to others. But there's an improvement there. If you read the bottom left, we improved English learner progress and the suspension rate this year. They were previously orange and now they're yellow. So there's an improvement for your district. The next few slides go one by one through each indicator, and I could pause and spend as much time as you want, but what we've got is the score for the indicator on the left. So we're 34.5 points below standard. That's a measure of the average scale score in English CASP test for all your students, 3 through 8th and 11th. And then on the bottom what we see are each of your student groups. So you can see clusters

101of student groups here. A number of groups are in red or orange, and just one group. in yellow and one group in green. And then what's, I think, important in the top right corner on each of these slides, it tells us what would need to be different for us to have a better color. So we were actually really close in Woodland to being yellow on the English language arts if we had improved 3.3 points. And what that means is basically an average of one more question correct. So if each kid just answered one more question correct, it improves their scale score about three to four points. So in other words, we're pretty close to having an improvement here in being yellow on English. On math, we were even closer to improvement, just 1.3 points, which

102is like every other kid getting another question correct. And you can see our score here and also we're at the same. The state also is orange on math. Our science scores, we put together the scores, but we didn't give a color because we don't have a color this year. But you can see on the right side of the page each of your student groups and what their scores were. The other thing I just wanted to call out is how diverse your district is. The state measures 14 student groups in the state of California. Many districts I work with just have three or four student groups represented, like maybe white students, Hispanic students, and students with disabilities. They might be smaller, but because of your size and your community's diversity, you have all the student groups

103represented here. Here's your LP score which is doing quite well. Your English learners and long-term English learners both performed well on this and you can see you're doing better than the state. The state's actually orange and you're yellow. Graduation rate just below the state. The state is yellow and we're orange in Woodland and you can see in the top right corner you have 16 more students. I don't know how many students were in your graduating class off the top of my head but About 650 students were in the graduating class and that 16 more had graduated we would have been yellow. The college and career indicator is complicated. Basically what the state's done is say if a student meets any of 11 different methods they would be considered college and career ready. So there's some

104academic measures, there's some participation in different programs, there's completing A through G, earning college credit, getting a good score on the AP tests. So there's a lot of ways that a student can demonstrate readiness. And your district has 37%, or about one in three students are deemed to be college and career ready. And you can see it's just below the state, but also we're yellow like the state because we increased or we improved from the previous year. The last two metrics are sort of in reverse. We want a low chronic absentee rate and we want a low suspension rate. We're pretty far from improvement. We need 800 students fewer to get to green. I think we have to get to 10% chronic absentee rate, which is a pretty big feat to get to that far.

105So we might be yellow again this year, even though we decreased. 5.7% is a significant decrease on the chronic absentee rate. suspension rate also decreased. In here we're a little closer to being on par with this state. Just mentioned the state's at 3.2%. There's a little district down south called LA Unified that has 10% of the students in California and their suspension rate is something like 0.3%. I don't know what they're doing in LA Unified. I can't believe their students don't misbehave or have behavior issues, but somehow LA Unified's bringing the entire state's suspension rate down because theirs is so low. Okay, the next few slides provide context. I think this gets more interesting. Blue is five and green is four and yellow is three. And because we have a numeric value, we can actually

106calculate an average score. So your district's average across your indicators is 2.6, which is almost the same as California's 2.7 and just below the county average. And then I use that average score in some other comparisons in the next few slides. This slide is the slide that gives us a comparison between your district and all the other districts that are similar. So instead of comparing you to Davis, because we know you're not like Davis, I compared you to other unified school districts in the state and I found 24 others. You're in a group of 25 that are similar size and have a similar unduplicated rate. And for example, chronic absenteeism, you're in first place. What that means is none of the other 24 districts got a green or a blue score on chronic absenteeism. So

107even though it's not a better score, and you'd like it maybe to be blue and green, just know that none of those other districts did better. And when you look at English Learner Progress, there's another, I think, big success. Only one district did better. And when you look at ELA, only two districts out of 25 did better than you on the English Language Arts. There is a lot of good things to celebrate there. And here is a list of those similar districts. And we perform just below average woodland in comparison to similars. But remember, what I did was pulled together a list of similar size and unduplicated rate. Pasadena Unified's at the top of the list. Home prices in Pasadena average around 1.5 million, I think. West Covina, home prices are close to a million

108because they might have a high unduplicated rate, but that includes their English learners, so they might not have a high poverty rate. So some of those districts near the top of the page have... you know different kinds of challenges than Woodland but you'll also notice local districts Yuba City just up the street it has a very similar score the average score is 2.7 yours is 2.6 and Marysville is also 2.6 so there are a few districts locally to Woodland that are actually similar and we're performing pretty similar to those districts that have similar challenges This slide shows us our scores or our colors for each of our schools You can see we have a few schools that have blue a number of green showing up in different places on the dashboard And then what we

109did here was we looked at your student group and we calculated student group averages across the district and for each of your schools. So you can see how students are performing and we also added that color looking at their average score. So in your district as a whole, white students have the highest overall average here and then Asian students are also pretty high. And then you can see some of the groups that have lower performance, students with disabilities and others. lastly here's here's the list for all 14 student groups so the lowest performing student groups in your district are at the bottom of the page and the highest performing are at the top and this is pretty normal what I see in a lot of districts where I see students with disabilities students experiencing homelessness

110foster youth American Indian students having lower overall scores on the dashboard in comparison to to the to the other student groups And the last slide I think is for me to share is about differentiated assistance. So the state has something called a system of support that The state doesn't have enough resources to provide support to all the school districts, so they do it through county offices. And so your county provides differentiated assistance to your district and others where certain student groups had red on different dashboard metrics. And in our case here in Woodland, we have four student groups that had a number of reds on the district dashboard, foster youth. students experiencing homelessness, the long-term English learners and students with disabilities. And as a result of these scores, you get extra support, including, for example,

111my participation in support of the district and data analysis for the district. I think. Oh, ask questions now or later? Now or later. Thank you. Okay, so we're gonna move on now after that dashboard review to some slides that will deal with the mid-year update with our district specific metrics. So as I said earlier, the mid-year update is the time when we in our LCAP sort of annual review process. are presenting to you data on our metrics that we've gathered data on at this point in the year. That happens in a variety of ways through a data analysis process here at the district office. School teams are also, as I said, engaging in that kind of data review for their school plans. And we are looking at that data and then making recommendations for... for

112the next several months and then thinking about what the LCAP actions can potentially look like for 25-26. So I've created this chart here to show the metric at the At the top, the top row is the metric and there's a little bit of a color coding here. So these metrics are from the LCAP itself and then underneath that top row is the three-year outcome. So that's a three-year outcome for the year 2027. We're just in the first year of this LCAP. But the LCAP that we wrote last year needed to have a three-year goal. So that's what I've provided. And then the third row is the current status. So as of December, January, this is where the district is on those metrics up there in the top row. So for example, That first one in

113green, the number and percent of students that complete a CTE pathway and meet A through G requirements. So our three-year outcome was to increase that rate by 3%. Last year, there were a total of 115 students, or 13.8%. who completed us both a CTE pathway and met the A through G requirements. So I've colored that green because we met or exceeded that three-year goal already. Our baseline rate was 10%. 10.8%. So I didn't include that and I know that that would have made it a little bit easier to understand. But if you look at that color coding and you can see whether we've met or exceeded that target, whether we're at or near, or if we haven't met that target yet. So this is the metrics for goal one. In goal two, we tried to

114report on a few different areas. So goal two is, as you know, a very large goal. It's about meeting students' social, emotional, and academic needs. It covers basic services. It covers social and emotional learning. It covers data analysis. It covers our support for new and beginning teachers. And so I've included a few metrics just to illustrate kind of where we are at that point. In some cases, they're yellow because we haven't met that outcome yet, but we are expecting to meet that goal before the end of the year. In goal three, which is our English learner achievement goal, we have data such as the reclassification rate for English learners. And then we also have our community and family engagement workshops. And so we are on track to... to meet that community and family engagement workshops

115metric and as well as the reclassification rate. We don't have a percentage yet for that because it is very much in progress, but we are expecting to meet that goal by the end of the year. And then lastly, in goal four, which is our youth engagement goal, We have a few metrics here that we're presenting the number of leadership opportunities at each school site the number of partnerships with the community and the number of trainings that we've been offering for youth development I'll just point out the third metric the number of trainings offered that are focused on youth development that one is yellow because We have offered training for staff But we have not yet offered that specific training for youth. So there are plans in place to make that happen. And that is why

116that one is yellow. And so just to close by sharing the LCAP development schedule over the next several months, what is happening sort of behind the scenes. Here we are in February presenting the mid-year update. In March then, we'll be bringing the annual update to the LCAP Collaborative and to the District English Learner Advisory Committee, which are our two official Officially recognized parent advisory committees for the LCAP in April and May will bring the draft LCAP and Solicit feedback from those groups and then bringing that then to to the board I just want to also share We mentioned that Joel has been working with school teams. They have a very much a parallel process with their school plans. So principals will be working sort of in this same vein with their site councils and their

117ELACs, their English Learner Advisory Committees, to develop their school plans. And then those will eventually come to the board. Principals are working on their school plan monitoring tool. which is very similar to the process that we use for the LCAP. So very much a parallel process happening at the district level and also at the school level. And so we'll take any questions or comments that you have. Thank you. Thank you very much, Christina. Thank you, sir. Questions or comments from the board? Trustee Villagrana, and then to the right. You can go to the call or maybe I have to go to but when related to the college readiness if you can tell us how that's calculated and mainly the the cause readiness part because the the percentage was was lower than an a2g completion rate

118and to me that's so I'm not seeing the Like this why there's a difference are you asking about the CCI or the a through G plus CTE or readiness score is like 30 something percent Oh the C's but our a through G is like 40s or like I forget what it's way higher And so how is our a to G completion rate so high when our overall score is so low. That's my question The reason is the state of California doesn't consider a student college and career ready because they completed A through G. They have to complete A through G and also do CTE or A through G and get a high score on the CASP test. So it's not just doing well on the A through G, unfortunately. It's that paired with something else.

119So we listed the different metrics that are used, but all the calculations are actually a lot more complicated. I think it's A through G plus a three on the English and a four on the math or vice versa. So yeah, just because a student unfortunately did A through G, it's not enough in the state's determination. Thank you. Good question. THANK YOU VERY MUCH. TRUSTEE RODRIGUEZ-MOJICA. YES. ON SLIDES 27 THROUGH 30, OR REALLY 29, WHERE YOU SHARE THOSE TABLES ABOUT OUR THREE-YEAR OUTCOMES AND MID-YEAR UPDATES, THANK YOU FOR THE COLOR CODING. IT WAS REALLY HELPFUL. THANK YOU AGAIN FOR ANSWERING MY QUESTIONS THAT I SENT OVER EMAIL. FOR THE RED COLUMNS, I'M CURIOUS, ARE THERE ANY OF THESE THAT WE ACTUALLY DECREASED IN SCORES OR ARE WE JUST NOT ARE WE JUST KIND OF STAGNANT AT

120THE SAME PLACE? YES. THIS ONE ACTUALLY THAT'S ON THE SCREEN FOR GOAL ONE, THE PASSING SCORE ON AN AP EXAM. Our rate the previous year was 67%. I guess that was 22, 23. And in 23, 24, it was 58. So yes, we did decline in that area. Okay. Is that the only one in the red where we declined? I want to say I don't have the... Well, we did decline here in the facilities inspection tool reports. With a number of schools that were we have two schools that are fair and one that's poor I don't remember actually off the top of my head what it was before And then for this one for the growth targets we did decline, but I don't have those numbers At the moment. It's okay. That's helpful. Thank you Thank

121you very much moving on to trust you Fowler So I'm noticing in the expenditure document not the slideshow presentation that our spending across the board on all of the LCAP goals for parent engagement is pretty low. Specifically family in our LCAP goals three for our English language learners and our family interventions. Can you speak to that a bit so for action for in goal three family engagement We do we have found this year so we budgeted 16,000 a number of our parent trainings have actually been offered to us free of charge and so we haven't had to Use that funding for those sessions that we had planned on I believe there are a So there are workshops that are scheduled to take place between now and June. I don't know that we're going to expend

122that full $16,000 budget. But the main reason is that many of the workshops that we have had, we haven't had to pay for. Does that overlap into professional development and ELPAC support as well? So for ELPAC support in action one, the ELPAC just started this week, yesterday. And so that funding will get used completely to support ELPAC testing. It's just a matter of the timing of the year. So that funding will definitely get used. And then for professional development, There are a number of workshops and trainings such as GLAD that are scheduled. They just have not hit the books yet. Thank you very much. Trustee Garcia. Yes, so my two question, Trustee Folliwar, you took my two question, but I would like to hear more about side funds for interventions. So this money, a million

123and... 321. Can you state which action? It's goal number two and action number three, that data analysis and review. And they say site funds for intervention. So my question is, and the actual say all the funds being located to the sites. So that's mean the school site council can decide how they use this money? Yes. and how this money be allocated because based on what? For different reasons. So based on what? So we use a per pupil allocation to distribute these supplemental and concentration funds. So by the number of students at each school site, those funds are distributed. Principals with their site councils make a plan that's outlined in their school plan on how they're going to use those funds. So, and same in the school site council, they decide, they review if it is

124work. They have the authority to continue use that way or... Yes, so any large changes would need to be approved by the site council to the actions that they had put in place but As I was describing with the work that Joel has been doing with the principals They're just finishing up the second round of meetings with their guiding coalition's to review the the data that is in front of them and to think about the interventions and supports that they've been providing analyzing whether those are giving them the results that they want. And so then that will help them as they move into planning for next year. So there's a review process as well for that. Okay, thank you. My other question is about... Trustee Garcia, one question at a time. Trustee Brubaker, thank you

125very much. I had an opportunity to have my questions answered a few days ago, but just... for transparency purposes one of my main concerns was that there was no budget for career readiness at cache creek high school and i thought that that was an oversight but can you just for the public's purpose answer that question for me sure so um these uh expenditures that are listed here are a local control funding formula or supplemental concentration funds We do have funds identified to support college and career readiness at Cache Creek. Those are called equity multiplier funds. It's a special allocation that Cache Creek receives because of its high transiency rate. And so Cache Creek is using those funds to support. the development of a CTE pathway at that school. And so that's why it's not in

126here. It is listed in the LCAP, in the full LCAP you will see those funds identified. Thank you very much. Trustee Rodriguez. I have a comment and a question. When we look in, first of all I want to thank all the hard work that has been happening from our teachers, our principals, and our schools. We do have SOME NOTABLE POSITIVE UPLIFTS IN OUR SCORES, SPECIFICALLY CONCENTRATING ON MY QUESTION, ACROSS ALL METRICS, OUR SCORE WAS 2.6. THE STATE AVERAGES 2.7. I THINK THAT'S PRETTY CLOSE TO MEETING THE STATE AVERAGE TERM THAT I HAVE AND THE NOTION THAT I HAVE TRIED TO PUSH ACROSS DIFFERENT MEDIUMS TO GET US TO MEET THE STATE AVERAGE. SO WE'RE VERY CLOSE THERE AND I JUST WANTED TO NOTE THAT. BUT I WASN'T QUITE SURE THAT PARTICULAR SCORE OF ALL THE

127METRICS ACROSS THE BOARD, DO WE HAVE A SCORE FOR LAST YEAR? on this or would this be the only score? I didn't calculate last year's score, but I could get that to the leadership team and they could share with you. How many years back would we have that score? Well, going back a few years, they had the purple bars, but they still had numeric values. So we can go back a few years before the pandemic even. That would be great. So we could kind of really look at what that progress will look like across the way. uh and then my other comment is to my colleagues um i know uh trustee rodriguez yep one commenter question at a time you said one question at a time that's fine you can do one this is my

128comment all right so well i just wanted to kind of follow up uh with uh trustee mojica rodriguez trustee garcia is i think you asked for a special session to kind of look at these issues i think that uh You know, we've been looking at these scores for a long time, and even though we have very positive things here to be able to talk about, we also have a great deal of work to do, and especially when you look at this aggregated data among schools and among the student groups. And I think that I definitely like your idea, Trustee Rodriguez-Mujica, about having a special session, but I think what I would like to introduce to that is that we actually form a new committee. THAT'S A STUDENT ACHIEVEMENT COMMITTEE TO BE ABLE TO REALLY TAKE

129AMONGST BOARD MEMBERS TO TAKE A LOOK AT SOME OF THIS DATA PLUS OTHER DATA TO BE ABLE TO TRY AND FORMULATE WHAT A SPECIAL SESSION WOULD LOOK LIKE. BECAUSE I THINK THAT IF WE HAD A SPECIAL SESSION TO REALLY BE ABLE TO GET THE MOST OUT OF IT, I THINK THERE WOULD BE A GROUP OF US THAT HAD TO PUT ENERGY INTO FIGURING SOME OF THIS OUT, TRYING TO GET MORE DETAIL. and then try to ask better questions. And I don't know if you'd be open to that suggestion or others would be open to forming such a committee for that purpose, but also secondly to take a look at our lowest performing schools and really understand what that meant and at least at some point down the line to be able to make some suggestions

130or... or some clarifying statements about the need in our district with a long term or maybe not so long term looking at some of the funding that we have available. FUNDING THAT MAYBE IS ONE-TIME FUNDING, PERHAPS EVEN ONGOING, BUT ONE-TIME FUNDING AND MAKE SURE THAT THROUGH SOME OF THE WORK THAT WE COULD DO ON THIS COMMITTEE THAT WE CAN MAKE SURE THAT SOME OF THAT FUNDING IS GOING BACK TO AREAS THAT WE AT THIS COMMITTEE HELPS IDENTIFY ALONG WITH THE SUPERINTENDENT AND STAFF JUST TO HAVE A KIND OF A BETTER COMMUNICATION AND BETTER UNDERSTANDING. Thank you very much. I just want to bring everyone back that this is an informational item. I invite all of you to work together within the Brown Act to be able to develop or further strengthen your yellow sheets. But

131this is the first sign of collaboration on issues. We can't take action today. I JUST WANT TO, FOR ORDER OF THE RECORD, FOR THE PUBLIC AND FOR THE BOARD MEMBERS THAT MAY NOT HAVE BEEN HERE AT THE START OF THE AGENDA AT 4 O'CLOCK, I DID ASK THAT WE REMAIN WITH FOLLOWING ONE QUESTION AT A TIME SO WE CAN GET everyone comments and questions. I'm okay with it being one question, one comment. And then once we open up an item, once again, whoever goes first goes first. And then the next person is the person to the right. In this example, I am the last one. And we are 20 minutes left in the one hour that we estimated or anticipated this would take. So with all due respect, I would like to take my turn

132now. And if I signal to please refrain, we will come back around. It was not a sign of disrespect. It's just we all deserve our opportunity to ask questions. All right. I would like, I have a few questions. So my first one, and then we'll go around. Can you talk a little bit about the, at the bottom, the last page, action nine, and this is in LCAP goal number two. Talk a little bit about the inclusive practices and why that money hasn't been spent down. I already asked this question during our board briefing, but I think it's important for this to be addressed. With our new director of special ed, who you heard from earlier tonight, with getting him up to speed on everything that... is happening in special ed in this district. We've been

133talking behind the scenes about the work that has been happening with inclusion and with the inclusion committee that had been meeting in previous years. There is a plan to reform the inclusion committee. Those dates have been scheduled. Just hasn't happened as of January. 24th so the those funds for action 9 are dedicated to that inclusion committee and since the committee has not started meeting yet this year Not that inclusion has not continued but the inclusion committee itself has not yet started meeting Thank you very much for that clarification trustee Villagran your turn I'll first comment and then I'll ask my question. I definitely see the value of a committee. My main concern is that those trustees are going to want the ones getting this information and not the rest of the board. And to me

134I like the idea of having a again a study session and actually Trustee Mojica and I had a conversation about this and actually having them quarterly continuation and the whole board is getting the information not just. three board members and you know again then staff you know we give direction to staff staff puts together information and then brings it to us and present to us I'm more in favor of that format than again a committee of three trustees who are getting this detailed content and the rest of us are going to get more like a summary right maybe of that information and again having quarterly even if it's a special session where we can delve deep into that which means more productive for for all of us so. shoot let me see if I get

135to my question now yes if we go to the suspension indicator and you might not need to look at it to answer this but what would it take for us to get to the next color like what what exactly what actions do we have to take as a district to move What action programmatic actions do we need? Let me clarify. So earlier it was commented that for another one, like two more answers would have moved the needle, right? Is it? How many less suspensions or how many less students be said like it's what is it that moves us? Okay, I see Yes, so it's a hundred and forty five fewer students if a hundred and forty five fewer students had been suspended We would be green so the suspension rate measures Students who have been

136suspended one time so any student who has been suspended one time is included here And so if 145 fewer students had been suspended one time, we would have moved over to the next color. Regardless of the number of days? Regardless of the number of days. Thank you. Thank you very much. Trustee Rodriguez-Molica? Yes, thank you. I want to go back to what Trustee Garcia was mentioning about the site funds for interventions in the goals and expenditures document, so not on the slides. In your response, you shared that those monies are allocated per pupil, right? So it's a number of students that are in each school. Is that correct? Yes. Okay. What I'm getting at is this is site funds for intervention. So we are not allocating site funds for interventions to schools like more monies

137if they actually have more students struggling in need of intervention. Another way, I guess, for me to say this is... Is it my understanding that the size of the school in terms of enrollment is what dictates the monies that they get for interventions, even if they're a school that is actually performing really like pretty well or fine and does not need as much money for intervention? I'm going to step in there because actually the unduplicated student count is how we allocate the funding for that particular intervention. And unduplicated students, if you look at our homeless, our foster youth, our English learners, and our low-income students tend to underperform. And so that's how we make sure it's an equitable allocation. Got it. Okay. So unduplicated student count, not per pupil. Yes. Thank you so much. Thank

138you for the clarification, Danielle. Those numbers are different, right? Yes. Yes. Okay. Thank you. Thank you very much. Trustee Rodriguez-Molica. Trustee Fowler. You mentioned that this year we'll actually be taking data not just in the gray for our science scores. And while this wasn't on my sticky list of questions, it did trigger something. Do we have a plan in place for our dual enrollment or dual immersion students who are taking the science test in sixth grade. Because it's my understanding that these kids have been teach been taught science and Spanish for the past three four years exclusively. And so when they do end up taking the exam in science there's a loss because they don't have the translated terms in English and there's no adjustment or accommodation on these testing for that. So that just

139when you mentioned science is on there. This has been on my radar for just a good she's right here. Thank you. Thank you, that's a good question. Actually, we've been analyzing I haven't done it this year so we could look at that Definitely we've did look the last several years in science our dual immersion fifth grade students do just as well if not better than Students and other fifth grade classes so they're in the research does not actually is a supports idea that it'll transfer So there does not appear to be any loss. Nope, not at all. Okay, it's transferable research shows that and it our data has been pretty solid last time Just to be clear, even though they're being taught primarily. Yes, the transfers. That's dual immersion. Everything transfers over. Okay, thank you.

140Thank you very much. Trustee Garcia, back to you. Yes, so my question is about goal number three about family engagement. So this money is at district level. So the school has another budget or that's correct. So this money is at district level. Which which money specifically are you asking about? Here say 16,000 and then goal number three action number four. Yes district level. Okay so my question is. Although it does I believe it does support some workshops that happen at school sites. I believe it also does it include the Latino Leadership Project because that's title one. No I forgot what the question was. My question is this budget is a district level. Correct. Is the supposed to, the school has a different budget for family engagement. Correct. And they have the authority to use whatever

141they want, taking consideration side school and e-lab parent. Correct. And then we also use Title I for like Latino Leadership Project, we fund out of Title I. So it's something that we offer every school. Okay, an extra. Okay. Trustee Brubaker. I think that my questions have been addressed by other trustees. Thank you. Thank you very much. Trustee Rodriguez. So I think, you know, I just want to address Trustee Villagran's comment. I think that, you know, if we had a committee, I think what we need is the energy of a committee to really be able to kind of tackle. AN INTERPRETATION OF WHAT THESE NUMBERS MEAN COME UP WITH BETTER QUESTIONS AND THAT THAT'S GOING TO TAKE CONSISTENT EFFORT I DON'T KNOW THAT THE EFFORT THAT YOU DESCRIBE I'VE EVER SEEN HAPPEN ON THIS BOARD WITH

142THE SPECIFICITY AND THE ABILITY AND ENERGY TO REALLY LOOK AT THIS DATA, ASK SIGNIFICANT QUESTIONS, TAKE INTO ACCOUNT WHATEVER ISSUES ANY OF THE TRUSTEES HAD OR WANTED US TO TAKE INTO ACCOUNT. EVERYTHING WOULD BE BROUGHT BACK. I SEE IT AS JUST AN ONGOING COMMITTEE THAT IS ABLE TO KIND OF LOOK AT THIS ISSUE. SO FOR EXAMPLE, THE COMMITTEE, IF IT EXISTED, COULD TAKE this particular report on and look at the data specifically looking at these specific student groups and how they're affected and maybe ask more in-depth questions to kind of bring back that information to the board to maybe be able to act more specifically if there are groups that are perhaps even that are not doing well, not just here, but historically, right? We would have to ask for that data and maybe show

143it to you. So this breakdown I've done myself for the last two or three years. So I know there's a pattern here. There's a pattern of Latino students not doing well, but other students doing very well. How is that possible that that pattern can be maintained over so many years? Something must be happening. So it's going to take specific, for me, at this point, having seen all, having seen, you know, these patterns and these scores that are similar, better, better. and all our staff teachers doing hard work, there's some things that we need to dig into. So to me, there has to be at least some sort of committee that is consistently looking at these issues, student achievement. Thank you very much, Trustee Rodriguez. I made some questions regarding goal three, action four, the family

144engagement. And it was surrounding whether there was discretion or opportunity to use this fund for CPR classes and certifications that were on the chopping board recently. But I obtained clarification that CPR classes would still be used, would still be given this academic year. So what I want to encourage is for the future. since past this academic year, we won't be funding CPR classes. This action four, there's 16,000 on the table for should the LCAP have this money for the new academic year? So this is a source of funding. For the newly elected board members. I have been an advocate for childcare to be provided at school board meetings so that parent engagement and participation, whether it's for public comment or coming to hear a certain agenda item of their choice or passion or curiosity to

145learn more, childcare is important. It's a key factor as to whether or not parents can actually come and participate or whether they have to stay home and engage virtually. But the reality is, is child care is very expensive. And, you know, I can tell you right now, I have I have a babysitter tonight. You know, it's my night and it's a juggle. So if if we really want to stand by, you know, supporting parent engagement and supporting parents that actually want to be a part of our school board meetings and our process, then we should definitely look into. paying for child care at these meetings. And absolutely, sometimes our meetings go till, you know, 11 or 12 midnight. Maybe, you know, child care doesn't go that late, right? Because we need to be, we need

146to foster an environment for our students to also go home and rest, right? So thinking of a happy medium and seeing what is, you know, within our means and our budget, and maybe even testing it out, you know, because that's how our... School board meeting translation services started out as a trial Superintendent do you have anything that you might want to share? as far as feasibility for child care services we provide Child care services for all our committees all kept committee and the D lack and other committees If the board is interested in doing that for Board meetings. I mean we can do anything the board wants I always say that we get to anything when you want We just can't do everything you want. So that would be part of a discussion that we

147can look at that's when we bring the revised El cap we also have less funding to work with next year, so we've already pretty pretty tight on our Our budget for next year, you know, we some of the things that you're seeing here were things that I reduced Because of the things that you're seeing right now that are reduced for next year but it's definitely definitely if the board would like to have The majority the board would like for us to look at that we can we can do that We can do anything you want. We just can't do everything you want. What's the priority and that could be a priority? I tell awesome if it's okay to make a comment regarding the committee I just caution you that your role is to be in

148the what and not in the how. Our teachers, our principals have more direct information about what is happening in the classroom that we can come back and give you reports. A committee of the board wanting to get into the how without knowing what's actually happening in the classrooms and some of the more. observations that are happening in the classroom regarding the implementation of curriculum, regarding some of the maybe some of the barriers, maybe additional training. There's all these pieces that come into play where we have people here, staff, teachers, principals that we hired to do that work. So I would just caution you and that we can just be, you're gonna, that committee is gonna want staff time. And we need to have that time with our principals working like this data analysis and to

149gather that information and bring to you. So just a caution on that, on the committee could get into the how and I don't think our principals and teachers who are already working really hard to have those similar discussions that you're having to have, you know, they probably. One of the things we could do we did this in what I? Is that we had the principals come we had a special board meeting and we had principal groups that came in? To present to the board what they were doing in their schools and assess the data with the board So that's something that we can do it You know I could I think it would be appropriate to have an ad hoc like a temporary committee to discuss how you want to structure it Special board meeting

150but getting into the weeds beforehand. I think Maybe you know Getting in the way of the work the staff does Thank you very much superintendent going back around trustee Villagrana to two comments and then I'll come back again further my question but Regarding the the child care. I'm hoping to just like translation now where it's requested You know with so many days in advance to be able to have it but to have it at every meeting without Request like that to be on that's not something good use of resources. We still we're still paying for translation services, sir I didn't interrupt when you were speaking So as I was saying, again, I'm open to as requested. and supporting it that way. With the translation services, the board decided that we were going to do that.

151And I wasn't talking about translation services of the meeting. I was talking about when people come to the board and ask to speak to the board, we provide an interpreter for them if they request one in advance so we can have the person here. In the same model, I would be okay with providing childcare upon request. But again, not just a person being here if someone shows up or doesn't show up. And then the other comment is regarding what the superintendent said. Actually, she took a lot of what I was going to say that, you know, again, our role is the what, not the how. And my concern is that we would get into the weeds and without really having a strong understanding, the grasp of everything, all the nuances involved. And again, having information,

152I agree that this board has not delved that deep. We haven't wanted to commit the time to do that. But if we want, if we need to then or we want to, we will commit that time to do that. Right. And again, we all get this information in the same way. Again, my concern is there's a committee that, you know, the. Not the urge to want to direct it's gonna easy because you're seeing there You're like wait, why don't we do this want to do that? And even even through questions is directing you might not be directing but your board members and it's a formal Committee of the board and staff is again They're listening and you know, they're gonna have feel pressure to to take action based on uneven questions are being asked So

153those are my two comments. Thank you Thank you, sir, and I apologize for interrupting you trustee Rodriguez Mojica I want to clarify about the special board meetings that I requested, right? So it seemed like there was no objection, so I hope that we'll revisit it and have more time to talk about the actual structure and what we want to do with those at the next board meeting. But I really envision those as first us all getting on the same page about what is happening in our schools. I know for myself as a new board member, I know there's a lot happening out there already that I just really don't know about. So it would be helpful for us to learn about that and also just get a big kind of. bird's eye view of everything

154so we can identify any obstacles, right, that are getting in the way of us actually doing better. I feel like if we don't step back and look at all of that, we don't know what those obstacles are. and be able to take a systems level approach. So not so much getting in the weeds, but when we identify those challenges, I think we can work together to be able to figure out what can we facilitate, what can we remove, what can we add to that? But I'm really excited. I hear a lot of support about the idea. So I just want to highlight that as well, that I think all of us are wanting to work on this together and collaborate on setting up an agenda or a plan, I should say, of what those special

155sessions will look like. And I really hope those are just a starting point and then we'll get direction and have a clear idea of where we want to go next. So that was what I wanted to share on that topic. Thank you. Thank you very much. Trustee Fowler. Okay, so I want to focus on goal one and two because they encompass all of our learners and I want to highlight on both of them the academic components specifically on goal two because we are talking about social emotional learning and academics as well. However, all of the action items outside of site funds for intervention seem to be focused on SEL. So district wide, what are, can you talk to me about some of our academic needle movers in goal one and two per these action items?

156Are you asking about the metrics that the goal, the metric section or on the expenditures? Expenditures. Okay. So in terms of the academic side for expenditures, we have We have in action to professional development covers both academic and social-emotional so So that that number is kind of lumped together data analysis and review the data dashboard well and so this is why goal 2 is combined to cover both social-emotional and academic because what we recognized several years ago with the previous LCAP was that It's very hard to separate social emotional and academic we we meet the needs in in different ways sometimes But but they're very much intertwined. So for example the data dashboard has data for both academics academic achievement and social emotional learning the assessments for reading and math that's purely academic site funds

157for interventions that's both academic and social-emotional the SEL screening is SEL and then the personnel that are in action for are very much SEL except for perhaps the expanded learning expanded learning staff in continuing in goal to early literacy is about academic support for k2 classrooms through the paras the lit paras and the training that they receive And lastly, purely focused on academics, perhaps action 10 support for new and beginning teachers in supporting them with their classroom through mentor teachers. So the needle movers are mostly in professional development, workshop training, those sorts of things. I hesitate to say that those are the only needle movers for academics. We do have what's not listed here are. some actions that have already taken place such as the new adoptions for social science and science that we've engaged

158in in the last couple of years and we are currently engaging in some some mini pilots for some small classes at the at the high school level in both of those subject areas so That information there's information that's not captured here People product or process so three stars to follow that was two or two questions. We'll come back around if you have more trusty Garcia Thank you, so I just want to clarify so what the trustee Rodriguez mojica's asking is for Estudies section so in what I I want to clarify what is my yellow form I send the yellow form to have a plan from the superintendent so I think this is a line with the trustee Villagranas a in the superintendent and focus and knowing And who and what? How? Sorry, how? No, just

159what? And I see that Trustee Rodríguez has been a very strong advocate to focus and use the carryover funds on this type of improvement in the scores. And he many times brings to the table, and I think this is the time to use those carryover funds. Don't know if it's a total different Propose goals between what you asking trustee Rodriguez-Mohica and what I asking I would like to get from the district and for the superintendent a plan because your disparities to To do it as soon as possible in working on this on this scores I don't know if you anyone has another question if you I I have a very I don't know if he explained correctly. My understanding from hearing the discussion from the board is Trustee Mojica is talking about looking at the

160big picture, how we are doing academically for all students, and to have a better understanding on what's in place right now and what are some potential areas of need and obstacles and discuss. Potentially how it can remove some of those obstacles and moving us forward and why and have a discussion with the board What I'm hearing from Jessica SIA is that you want to zero in on our low-performing schools? and zero in on you know, what can we do specifically for those low-performing schools and develop a Look at a little closer of what's currently happening and working the same kind of thing What can be improved with a plan on how we can support them? To take a little another look And so I think both requests Are important and they're just different ways and

161I think we need to do both Maybe not at the same time because there are two different things where we're looking at But I hope like I'm capturing what you're appearing the trustees desires Thank you very much. Trustee Garcia, I encourage you to change and modify your yellow sheet. I already sent it. Perfect. Thank you very much. All right, you guys, we have completed the first hour on this topic and we are now at minute 56 into the second hour. We allotted 45 to 60 minutes. We'll continue making questions and comments for as long as you desire, but I'm letting you know that it's 845 and you are your own timekeeper, Mr. Rodriguez. So I think that. I think any committee such as a student achievement committee that would come from the board, it wouldn't

162be about getting in the weeds. It would be about getting, having. A number of trustees put energy into asking better questions and understanding the materials, the amount of materials that come across, right? And we are here to ask quality questions. We are here to ask relevant questions. So the fact that somebody that, the notion that we wouldn't wanna have a committee because. Because the quality or the strength of a question, you know, you know, I don't know I don't understand that particular logic because for me you know we We need to have a sustained effort on the board to be able to to really dig into what we're getting and be able to ask Quality questions of our staff of our superintendent to maybe get to a better place. It's not about trying to make

163somebody do something. It's about increasing the knowledge base of this board, of this body, and about a committee that is going to help in doing that and help ask a better question. Thank you very much. Anyone else? Hold on. Superintendent, you need to say anything? Okay. Go ahead. Trustee Villagran. I think we could definitely each come up with our own questions. You know when we have questions we I don't need a committee to come up with questions for me. You know that committee can come up with its own questions if the board decides to create this committee. I'm still gonna have my questions regardless I'm going to do my own research. I'm going to ask staff questions. You know I've met you know with staff before and and delve deep into you know the data

164and. And, you know, when we've had reports and met with them and got more clarification, I just don't need a committee to come up with questions for me. And again, my concern is that that committee would get into the how. And then also, again, that the rest of us are not going to get that detail of information. And we're all going to benefit from that information. So that's the reason why I don't feel that there's a committee of that type that's needed. Again, that's staff's job to do that and then to bring that to us. bring the challenges, right? And then, you know, we tell them, you know, we direct them, we need you to make recommendations, right? And then we decide what we're going to do from those recommendations. Or then at that point,

165we come up with our own recommendations out of, you know, whatever our experience is. And so that's why, again, to me, there's, I don't see a need. But again, if four of you see there's a need, then the committee will be created. Thank you. Thank you for your points. Superintendent is asking for the floor. Just to help with this conversation, everything that you're saying is very important. And I think when we have our first special session and you start looking at data. Anytime you look at data you come up with questions and more questions and more questions and more questions and more questions That's just what data analysis is so those questions are going to come naturally in your study session that you're talking about right so we bring initial initial Information review and that's

166going to spark questions that we can go back and come back again to Dig deeper and that's just what part of what a PLC is what data analysis is and Joel you're the expert in this so I think the study session Discussing the format the next board meeting about how we want to put it together and then when we actually have it You're you're going to be asking questions like why is this and why is that because that's what data does and that's the that is the the beauty of being a data-driven and and do the analysis and then decide, you know, are we investing correctly? Are there things that we're doing that are not showing us the outcomes? That's where the board, I can see that your role, we're not seeing the outcome with

167such curriculum. Why? Should we purchase a different curriculum, for example, right? What data do we have to show if these things are working or not? And that's going to come naturally in discussions when you start having these data sessions. He's just hoping that that may help what I envision based based on what this study session could offer and based how it can meet the needs that I'm hearing from all trustees Do does the board have any more questions for the presenters? You do. All right. Keep going around trustee Villagrana. You just went You didn't know I didn't know So on action three of goal go one the support for parent groups the response to my question was that you all are gonna be evaluating reducing this allocation and my concern is that you know the

168reduction would be so immense and hopefully it's not that's one of you know state my concern that to me I we need to have a conversation with the parents and maybe Help them understand more how the money could be used again I don't know what the obstacle is to that money being spent in support of parents because we hear that there's a need for this and then when when we have 32,000 only 4,000 is spent there's a disconnect right with what what I'm hearing and then what the actions are and so I rather if staff explored in conversations or suggestions or ideas Support this parent groups instead of reducing and moving the and again I don't know what the amount is it was gonna be reduced because that's that was not shared But that's that's

169a concern that did I have thank you very much trustee Rodriguez, Mojica No questions Thank you very much trustee Fowler. Okay, so I'm gonna circle back to the people product and process and I want to use our PLC's as an example So when we're using people we've got our teachers and the relationships they build with the students that human capital that teacher development and capacity when we're talking about products We're talking about PLC and then when we're talking about the process We know that we have to with fidelity have our PLC's PLT's meet with one another for an hour and that's outside of the data that they're collecting and reviewing so that they're prepared when they meet with the PLC's. So knowing that I would what the documents that you really don't articulate for me

170is how we're combining all three of those things effectively so that we can help move the needle if we. Don't use the PLC's like we were trained to use them then the product is worthless if we're not investing in our teacher workforce and allowing them that opportunity to pivot and Make the adjustments so that they can be more effective teachers then the product or the process is broken And then if we also don't commit with fidelity to using that hour minimum to work the product so that the process can be engaged then again we have nothing. So can you speak to how we combine those resources and honor our commitments to those resources so that we can move the needle. And I really want to have an emphasis on honoring that commitment because we always

171as a sped teacher I am always pivoting and sometimes when you pivot too much you drop balls. So I just want to speak to that because that isn't articulated in the data. So I think you bring up a good point that our work covers a number of, our work in PLC and achievement and data analysis is captured in a number of different actions and even potentially across multiple goals. Absolutely. So we do have in terms of We have professional development and that shows up in lots of different ways in different places. So I think it would be possible to show specifically for PLC development and training what we've invested. But as you're asking, it's not... It's not laid out in that way here. Likewise for time, as you mentioned, the time that teachers need to

172meet in their collaborative groups and have those really important conversations, analyzing student work and having discussions about instruction. That also happens in a few different ways through the school meeting calendar as well as our district PD calendar. our Wednesday schedule of meetings after school. And then additionally, we provide funds for every teacher to meet three days during the year with their colleagues. So again, it doesn't show up in one place, but it is built into the LCAP. It just doesn't fit into one particular action. happens across multiple actions. Trustee Garcia. Yes, I have a question. So my question again is for intervention. So my question is, does school decide if they can use this intervention for academics or for social and emotional needs? Based on the data, yes, a school may decide to provide additional

173tutoring after school or even within the school day to address a need. Maybe it's math intervention tutoring that the school wants to provide to their students. It's based on the data and the area of focus that they've identified. Does mean this money is used for for the paraprof Paris For the literacy Paris is a different budget. The the literacy pairs specifically are in Which one is it? It's in action six early literacy. So those are provided at the district level there are a school or two that That fund paras using their site budgets So that would be in those in the school plan but the literacy paras specifically as well as the combo paras and The the newcomer EL paras those are all funded at the district level Okay. And as well, there are another

174paras that's just for conducta, for, how can I say, for actions. So it's not academic. It's for if they need, how can I say, behavior. Yes. There's some paras for behavior. Is that correct? Or how? No, we don't have any specifically behavior paras. So what is the name of the person who went behavior specialist? They took some students. How is the name of this position? So we have behaviorists, which are not paraeducators. They're specialized in behavior. And so those are different than paraeducators. Paraeducators help the teacher in the classroom. with literacy and we also have paraeducators that help our newcomers and then we also have paraeducators that have special education students. Sometimes they're special education paras that serve like a classroom or sometimes we're assigned to a specific student. And so there's different kinds of

175paraeducators. That's one type of positions. UNDER PARA EDUCATORS. AND THEN WE HAVE ANOTHER POSITION CALLED BEHAVIORISTS. BEHAVIORISTS ARE MORE LIKE CONSULTANTS TO THE TEACHERS TO OBSERVE STUDENTS WHO ARE HAVING DIFFICULT BEHAVIORS AND COME UP WITH BEHAVIOR PLANS AND TO SUPPORT PUTTING SYSTEMS IN PLACE AND PLANS TO SUPPORT BEHAVIOR CHALLENGES. OKAY. AND THIS IS A DIFFERENT FUND. IT IS NOT IN THIS BUDGET. Where are the behaviorists budgeted? Right here. They are in there. Action 4. Action 4, goal 2. Oh, they're listed. Yes, action 4 under behavior staff. Thank you. All right. Thank you, Trustee Garcia. Trustee Brubaker, you're done, correct? Trustee Rodriguez, you're done. Okay, thank you very much for all your help, all your questions. Let me make sure that no one else has any more questions. Are you good, Superintendent? Trustee Villagrana? For the

176site funds which is action 3 for goal 2 the response was that about 50 percent 53 percent of the funds had been used. Do you anticipate that all the funds would be. Utilized by the end so no we've had issues with carry forward at the school sites before and I'm again I'm concerned that that doesn't continue to happen So do you anticipate that or will or that will be in the same situation? We've been in past years so that 53% was as of the end of January we still have about five months left in the school year So we're a little over halfway through We are working with the principals to look at where funding hasn't been already allocated or spent so that we will ensure that as much as possible, barring outside of our

177control circumstances, that those funds are spent this year for this year's students. Professor Villagrana, any comments? One more question. For go for the English Yes Go sorry now go three and I go for go three action one says the the EL service plan This is the development and the printing of the old plan did not cost as much. So is this a reprint of? The old plan we are is this a new plan? No, this is for the new multilingual services plan which is in the works. And it will be coming to the board for approval. So it's still, we have a draft, I'm reviewing the draft, and it's just about done before we bring it to the board. And then after that, then it will be printed. So we changed the name, it's not

178EL plan, now it's multilingual plan? Yes, because of the word, the English Learner Master Plan, the board had directed not to use that word in any of our documentation. Perfect. Thank you. And then go for... Sir, just to clarify, just making sure that your colleagues don't have any more questions. No, never mind. Trustee Rodriguez-Molica. I thought you said no more questions. That's why I kept going. I thought the same thing, too, but I just want to make sure. No, I'll stop. Trustee Rodriguez-Molica, none. Trustee Fowler. I just want to double check on goal two that the reduction in staff for attendance liaison and admin staff, will that have any implication? on action five from here on out? So the health tax are in here right now for this year. Next year's budget, the board has

179already given direction on how we're gonna adjust next year's budget. I was talking specifically about the attendance liaisons. Oh, the attendance liaisons. It's the same answer. So they're still being funded right now. Next year those funds have we had to make room to absorb some of the expenditure out of the general fund. So for this year there we still have those positions. Okay. So my question is is is the reduction in staff going to have any impact on this action item for goal two. from here on out not in regards to the Attendance liaison and then bring this up. Okay. We have spoken so vociferously about how attendance matters and getting people into the seats and Into class matters. So I'm just that's my thread of thought. Yes. So when we do these types of

180reductions, then we need to work with our union to talk about the impact. And then we have to figure out, you know, what the question I ask staff is what is absolutely required for the attendance, because everyone's responsible for attendance, not just six attendants. Every classroom, every teacher has a role in supporting attendance. So these attendance liaisons were more about collecting data and doing some of the letters that were sent and other things, extra things. And so, like I said before, we can do everything we want, you just can't do everything. we want and sometimes we have to make these adjustments and so in assessing that we feel that like the attendance campaign for example that's still going to happen and initiatives in schools that to address at the schools regarding attendance that's still going

181to happen some of the other pieces we are going to be working and working with our our labor partners to figure out what the impact is with these layouts so we would we would collaborate with them Thank you trustee Villagran I'm back to you on go for action one You mentioned a stipend for the youth engagement Representative do you have more information or someone else? Oh was that in my risk in my email response to you? Yes, so our youth engagement Tosa, that's a proposal to have a youth engagement Sort of representative for each school site that would be essentially his liaisons at at the school sites they would receive training and and and be responsible for For that work. Is this a my question is is this a teacher or Who who is the

182person that's? Designated as the engagement representative I don't have those details it it's a it's a proposal at the moment and And so we're still working out those do worse. Yeah, just if you had I'll wait for the next round trustee Fowler Do you have any more questions? All right anyone else before we go back to trustee Villagran? All right trustee we get on that you have the rest of the floor sir. Thank you the the strings finder We allocated 33,000 and we only used a little bit under 10,000 Is that because we over because it was for the freshman seminar courses only I'm assuming is that because we over budgeted or why was it only? Under $10,000 when we allocate it. I think that there is still training with StrengthsFinder, or there are still

183StrengthsFinder books and keys that need to be purchased. Those are still in the works. Up until the end of January, this is all that we had currently in place. But there is... There is planning going on in the near future to have more strengths finder Training and and support so before the end of the year. So these are beyond the freshman students then Yes, like for example, we've had already two student sessions for strings binders and we have them do the assessment assessments. We've had just last couple weeks ago and we're gonna have another strange finer training with our I believe it's our, I'm a little tired. It's our cafe specialist. Cafe specialist. Our office coordinators, library techs. Library techs. So we'll be using some of those funds to purchase them so they can take

184the assessment. And the senior seminar teachers as well. So was it only for the seminars? No. Okay. Yes. That makes sense then. Okay. That's it. Thank you so much. Thank you very much. Does that conclude your question sir? Yes, that's it. All right. Thank you very much for presenting this item This was only an informational item. So thank you very much for all your questions and comments If you have any follow-ups with yellow sheets, and thank you Joe for coming all the way up to women Thank you, sir. All right, we're moving on it is 9 0 7 Thank you very much for your guys's efficiency this evening Item P information request for future agenda items. Anyone would like to go first trustee Brubaker Okay, so I want to start by saying this is Difficult

185for me to bring up because I am in an awkward position bringing this up not having been on the board when this decision was made and I think everyone knows that I had opinions about the decision This is not me disagreeing with the decision that was made But I do have concerns that the information provided to the board at the time was not fully accurate and I also want to pause and say I know that the staff and the board were working their bottoms off trying to make really important decisions really swiftly and had to make a lot of Dig into the numbers and LCAP and all of that stuff. So this is not me criticizing anything that happened but there was some information that From what I've been told was not completely accurate that

186resulted in a decision being made so I would like to bring that decision back with the accurate information and with the nursing staff available to answer questions about the reality of the health tax versus LVNs. And if we do that, I would also like to, if the board decides to continue with LVNs, also have a discussion about how to more smoothly transition from one position to another so as to minimally impact our students. So I've submitted a yellow sheet for that. Would like to ask if we can try to have that discussion at the next board meeting because I know HR has a time frame rapidly approaching that this is a decision that needs to be finalized So I just want to share that That's it. So just to clarify the board has already taken

187action on the resolution. So we are moving forward With that, there's very tight timelines and requirements where we have to work with legal, work with our unions. So it's already... in place for this year if for the moving forward if the board wants to continue the discussion We're not in any hurry because the board can always bring something back later. But this this other piece of already is already rolling it's too late to Pull back the board has already taken action regarding the resolution and regarding the budget adjustments that the board has already approved Also, I would like to have the opportunity to clarify some of the information or or misinformation or misunderstandings regarding the different what's being shared with the board to clarify. I think there's different perspectives on how that is. So I'm

188not, I will say that there was some misunderstandings and some clarification, but I don't feel that there was any kind of... It depends how you look at it. For example, let me just give you one example. If staff put together based on our current job description and we have staff that doesn't agree with the job description, then one group can say that's false. But if we're raising it based on the job description, then it's not false. So it depends on which lens you want to look at that information. So I'd like to have the opportunity to clarify that. But regarding stopping the processes, the board has already taken action. All right, thank you very much. Any more yellow sheets? Okay. Information, closing comments, anyone? Trustee Villagrana. I'd like to take the time to embarrass Leonie

189right now by saying a bunch of nice things about her. You know, again, truly valued your dedication, your commitment, your passion, your work ethic, your just professionalism, you know, that you brought. You know, we didn't always agree, and that's okay. You know, many times you changed my mind, too. But I appreciate the conversations that we sat down and had and you know you were able to help me understand you know that things were maybe from a different perspective as well and you changed my mind you know quite a bit of times as well. I think I changed my mind a few times too but maybe not. Who knows. I can't remember now if I did or not. But again just want to say you know. value your contributions. You know, we are a better district

190because of you being here with us. You'll be missed and you know, who knows, maybe you'll come back one day, but I know that you are doing what's best for what you need and I definitely fully respect that. Again, thank you from the bottom of my heart for your contributions. And I'll stop embarrassing you now. Then my other comment is about our the process that we've been using for again engaging in questions. You know again I'm OK trying it one more time and then I want us as a board to have a discussion because it definitely affects the flow of questions and you know something we might have a. Three questions we want to ask in a row that has to do with that specific thing. But again, out of respect, I was willing to

191try it out and we've done it two meetings. I'm willing to try one more meeting. But after that, I definitely want to bring it to the board for a conversation as far as we want to continue that or go to a different format that allows us to have more of a flow. So that's my last comment. Thank you. Any more closing comments? Trustee Rodriguez. I also wanted to say a few words to Leonie. Just a deep, deep gratitude for all your hard work and for also listening to what board members wanted, listening to what board members needed. I really want to say how... How grateful I am that you know when I came on on board three of us came on board And we switched over to a new superintendent It was also kind of

192like a new way of doing things and new perspective on how to do things And I think that was probably pretty difficult. You know when you've been used to doing things a particular way but the The fact that you were able to transition and transition well, you know, with skill all the way around and to help us as a board that maybe started to think about things in a different way, contributed to, I think, all the successes that we've had in, you know, dealing with salaries, dealing with HR issues. And I know that only happened because you were really dedicated. to trying to make sure that what was best for students was the end result of your work. And so this community, this board, all our families owe you a great debt of gratitude and

193good luck to wherever you go. We'll miss you. Thank you very much, Trustee Rodriguez. Trustee Fowler. Leone, I'm gonna pull you aside. and have a quick chat. But if I can just say thank you for running an efficient meeting and getting us out of here before 11 like we were anticipated. On that note, motion to adjourn? No, I have. Thank you very much. No, no, Trustee Garcia. Yeah, I would like to make echo what my colleagues say about Leanne. I would like to wish you the best on your future. And I also have a comment. I truly appreciate finish earlier, but I want to be very sincerest. I feel a little bit rushed sometimes. and I would like to smooth a little bit more and those are my comments. Thank you. Thank you very much.

194Miss Lini Medina Estrada, I'm just gonna share with everyone here what I've already shared with you. Thank you very much for all of your hard work and your dedication. You gave a lot to our district. Thank you for choosing us. Everything is temporary. and you know that you can count on me. Could I ever be of support to you? I am reaffirming my commitment to please call on me. Thank you. To my board colleagues and my closing comments, thank you very much for entertaining my idea to try and try this. I did state it in the beginning. Trustee Garcia, you were not here when I kind of laid it out the way I wanted to run the meeting. I'm trying to run an efficient meeting. It's not that I'm trying to make anyone feel rushed.

195I'm trying to give as many of you an opportunity to speak. Yes, it is a little bit different. Yes, my style is a little more different. But I come with the utmost respect and the opportunity for everyone to have the floor and be able to engage in dialogue and make their questions If you need more time, please just you know, let me know I need more time Please come back to me. I have a little more to say By all means I would even let you take over my time in order for you guys to have more time This isn't to make anyone feel rushed or to cut our meeting short But at the same time I am trying to my best in order to bring some efficiency and also to Be able to get

196out of here at an earlier time because I know after a certain time a lot of us can't really process the information If you guys would like to offer any support on how or comments or feedback, please reach out to me on a one-on-one basis. I would love the opportunity to do that. I'm still learning. So if you have any feedback, comments, suggestions, I'm totally open and available to sit down and talk to you outside of this boardroom. I hope that all of you walk away knowing that I tried my best and that I value all of your guys' input. But most importantly, I want you guys to also keep in mind that we've been operating as a board of six for a long time, and now we're a board of seven. And there's a

197lot more of us to go around the table to make questions and comments, so a little more time that we have to take into account. So thank you very much to our superintendent. Thank you very much, Mari. for all your support this evening. And with that said, I'd like to adjourn this meeting at 9.18 p.m.